SFG1485 COOPERATIVE REPUBLIC OF GUYANA UNIVERSITY OF GUYANA SCIENCE AND TECHNOLOGY SUPPORT PROJECT Project ID Number: P125288 THE WORLD BANK ENVIRONMENTAL AND SOCIAL MANUAL CHAPTER 1 Environmental Assessment (EA) and Environmental Management Plan (EMP) Final Document July 2015 Acronyms ARC Agriculture Research Centre CBD Convention on Biological Diversity CEI Construction Environmental Inspector CWP Construction Work Plan CCP Construction Communication Plan EA Environmental Assessment EIA Environmental Impact Assessment EMP Environmental Management Plan EMPco Environmental Management Plan of the contractor EMF Environmental Management Framework EPA Environmental Protection Agency ES Environmental Specialist ESDU Education Sector Development Unit ESM Environmental and Social Manual ETS Environmental Technical Specifications FAO United Nations Food and Agricultural Organization FMP Fisheries Management Plan GD Georgetown Datum GFC Guyana Forestry Commission GoG Government of Guyana GWI Guyana Water Incorporated ICT Information Communication Technology ICZMP Integrated Coastal Zone Management Plan IPPF Indigenous People Planning Framework ITCZ Inter Tropical Convergence Zone LCDS Low Carbon Development Strategy MOE Ministry of Education NBSAP National Biodiversity Strategies and Action Plan NDS Guyana National Development Strategy NEAP National Environmental Action Plan NTU Nephelometric Turbidity Units OP Operational Policy PC Project Coordinator PIU Project Implementing Unit PSC Project Steering Committee UG University of Guyana i TABLE OF CONTENTS Acronyms ......................................................................................... Error! Bookmark not defined. Executive Summary ......................................................................... Error! Bookmark not defined. 1. PURPOSE OF THE PROJECT ................................................... Error! Bookmark not defined. 3. DESCRIPTION OF THE PROJECT .......................................... Error! Bookmark not defined. 3.1 RELEVANT COMPONENT DETAILS ........... Error! Bookmark not defined. 4. SCOPE OF THE ENVIRONMENTAL AND SOCIAL MANUAL ......... Error! Bookmark not defined. 5. PROJECT LOCATION .............................................................. Error! Bookmark not defined. 6. LEGAL FRAMEWORK ........................................................... Error! Bookmark not defined. 6.1 THE WORLD BANK SAFEGUARDS POLICIES ......... Error! Bookmark not defined. 6.2 GUYANA: NATIONAL LAWS AND REGULATIONS .. Error! Bookmark not defined. 6.3 NATIONAL POLICIES AND ENVIRONMENTAL STRATEGIES ... Error! Bookmark not defined. 6.4 INTERNATIONAL TREATIES ..................... Error! Bookmark not defined. 6.5 ENVIRONMENTAL PERMITS AND REQUIREMENTS .. Error! Bookmark not defined. 7. ENVIRONMENTAL DIAGNOSTIC OF THE PROJECT AREA ........... Error! Bookmark not defined. 7.1. SOCIAL CHARACTERISTICS OF THE UG CAMPUS .... Error! Bookmark not defined. 7.2. PHYSICAL CHARACTERISTICS OF THE PROJECT AREA ............ Error! Bookmark not defined. 7.3. BIOLOGICAL CHARACTERISTICS OF THE UG CAMPUS............. Error! Bookmark not defined. 7.4 DIAGNOSTIC COMMENTS ........................ Error! Bookmark not defined.7 8. ANALYSIS OF PROJECT IMPACTS ....................................... Error! Bookmark not defined. 8.1 Impact Analysis ....................................................................................................................... 71 9. THE ENVIRONMENTAL MANAGEMENT PLAN ................. Error! Bookmark not defined. 9.1 INTRODUCTION ............................................. Error! Bookmark not defined. 9.2 MITIGATION AND PREVENTION MEASURES ...................................... 82 ii 9.3 PLANNING AND PREPARATION .............................................................. 91 9.4 PLANS AND PROGRAMS OF THE EMP 96 9.5 ENVIRONMENTAL TECHNICAL SPECIFICATIONS FOR BIDDING DOCUMENTS .................................................................................................... 111 9.6 CONSTRUCTION WORK PLAN 116 10. PUBLIC CONSULTATION 118 10.1 SCOPING 119 10.2. DISCLOSURE AND CONSULTATION ON DRAFT DOCUMENTS 130 11. REFERENCES 138 12. LIST OF CONSULTANTS AND REVIEWERS 139 13. ANNEXES 140 iii List of Figures Figure Description Page Number Figure 1 Location of Guyana in South America. 1 Figure 2 Location of the University of Guyana, Turkeyen Campus in Georgetown, 7 Guyana. Figure 3 The World Bank Environmental Safeguards Policies triggered for the UG 8 Project, 2011. Figure 4 Application for Environmental Permit process, request by the EPA. 31 Figure 5 Mean annual rainfall during the period 2000-2009. 40 Figure 6 Monthly rainfall at Georgetown, during the period 2000-2009. 41 Figure 7 Annual Mean Minimum and Maximum Temperatures for Georgetown (2000- 41 2009). Figure 8 Plant abundance and species dominance in Study site A. 58 Figure 9 Graph showing plant abundances in Study site B. 59 Figure 10 Plant species abundance in the Study Site D1, at the University of Guyana. 61 Turkeyen Campus. Figure 11 Plant species abundance at the Study Site E1. University of Guyana, 61 Turkeyen Campus. Figure 12 Plant species abundance for Study Site G2. University of Guyana, Turkeyen 63 Campus. iv List of Tables Table Description Page Table 1 Guyana Legal Framework. 10 Table 2 Details of Guyana International Treaties and agreements. 23 Table 3 Environmental Information required by EPA to grant an environmental 30 authorization Table 3b Academic Program for Turkeyen Campus and Intake and Output 2006/07 to 2009/10. 33 Table 4 Academic Program for Tain Campus and Intake and Output 2006/07 to 2009/10 37 Table 5 Full time personnel of the University of Guyana, 2002/2003 to 2009/10. 38 Table 6 Teaching staff at the Turkeyen Campus of the University of Guyana during 2000/01 to 2008/09. Source: University of Guyana. Strategic Plan 2009-2012. 38 Table 7 Number of Science laboratories at Turkeyen Campus. 39 Table 8 Relative Humidity in Georgetown (2000-2009). 42 Table 9 Water quality data from the two wells that feed the University of Guyana. 44 Table 10 Characterization of solid waste generated in faculties of the University of Guyana. 49 Table 11 Details of Electricity Distribution System at Turkeyen Campus, Guyana 50 University. Table 12 University of Guyana Electrical distribution and supply systems. 51 Table 13 Locations of parked cars on the UG campus on April 13, 2011. 55 Table 14 Results of traffic count in the UG campus on April 13, 2011. 56 Table 15 Species Abundances found in Study Site A: playing field near the entrance of the 57 campus. Table 16 Species abundances in Study Site B: behind the Education Lecture Theatre and 58 along the entrance of the Faculty of Health Sciences. Table 17 Species abundances for Site B1 and B2: Faculty of Education and Humanities front 59 building near the main entrance of the campus and nearby parking lot. Table 18 Species abundances for Site C, near the small Lecture Theatre and the Faculty of Education and Humanities building, University of Guyana. 60 Table 19 Plant abundances in D1: on the left side of the catwalk between the Library and the School of Education and Humanities building. 60 Table 20 Plant species abundance in Study site F: area is bordered by the Biology and Chemistry Natural Sciences Building, the Chemistry Annex and the Centre for the 62 Study of Biological Diversity Buildings. Table 21 Plant abundances for Study site G1: between the two Natural Sciences buildings to 63 the right of the catwalk. University of Guyana. Table 22 Plant species abundance in Site H: located between the Biodiversity Building and 64 the Faculty of Agriculture and Forestry. University of Guyana. Table 23 List of bird species and their locations on University of Guyana Turkeyen Campus. 65 Table 24 List of amphibians and reptiles commonly found at the University of Guyana 66 Turkeyen Campus. v Table 25 Identification and Description of the Potential Project Impacts Component 2: Infrastructure rehabilitation. Sub-Component (a): Laboratory and 68 Building and other project activities. Table 26 Key for Criteria for Impact Analysis. 71 Table 27 Environmental Impact Valuation of project components and main activities. 72 Table 28 Proposed Mitigation Measures. 82 Table 29 Code of Conduct 96 Table 30 Construction Period Monitoring Plan. 106 Table 31 Operation Monitoring Plan. 108 Table 32 Target Stakeholders for the consultation of the University of Guyana Science and Technology Support Project- The World Bank. 118 Table 33 Scoping meetings held for the EIA for the University of Guyana Science and Technology Support Project 119 Table 34 Summary of Scoping Session. Group: University of Guyana Workers’ Union (UGWU). 121 Table 35 Summary of Scoping Session. Group: University of Guyana Student’s Society (UGSS) 124 Table 36 Table 26. Summary of Scoping Session. Group: NGOs/ Amerindian Groups 127 List of Annexes Annex 1 Safeguards Policies of the World Bank 140 Annex 2 World Health Organization. List of Pesticides Ib, Ia and II. 141 Annex 3 List of chemicals solutions present in the laboratories of the UG 142 Annex 4 Additional information of the biological diagnostic. 145 University layout, study sites and additional records. Annex 5 Environmental Specialist Profile 149 Annex 6 EMP – Environmental Supervision Datasheets (EDS) 151 Annex 7 List of participants on the disclosure and divulgation activities of the project. 157 April 2011. vi Executive Summary This Environmental Assessment (EA) and Environmental Management Plan (EMP) are part of the three safeguards instruments developed for the COOPERATIVE REPUBLIC OF GUYANA: University of Guyana (UG) Science and Technology Support Project, financed by the World Bank. The objective of the Project is to strengthen the four science and technology faculties at UG through infrastructure, research and curricular improvements while developing the basis for improved facilities management and future growth. The project comprises of three components: Component 1 would support (a) carrying out of a science curriculum reform process by updating existing curricula and/or reorienting the existing curricula of UG aimed to support the Government of Guyana’s Low Carbon Development Strategy (LCDS); and (b) carrying out of selected research relevant to the LCDS through the provision of Research Grants to selected UG lecturers. Two times each year, the UG Research and Publications Committee would review standardized research grant applications and apply common criteria to assess (i) their relevance to the LCDS, (ii) potential for funding and (iii) clearance of any environmental and social safeguards issues. Component 2 would support (a) rehabilitation and/or improvement of existing science laboratory buildings of four faculties located within the UG; (b) provision of scientific and multimedia equipment to the existing science laboratory buildings; and (c) establishment of a campus wide internet network within UG to connect its faculties and libraries to the internet and to prepare UG to connect it into an international link. Component 3 would support building of institutional capacity within UG through the provision of technical assistance on managerial and administrative capacities and strategic business planning matters; and honoraria to selected UG staff for carrying out Project tasks. The Ministry of Education (MOE) will be the implementing agency responsible for the Project and a member of the Project Steering Committee (PSC), also comprising stakeholders from the government, civil society, private sector and academia. Coordination, technical and fiduciary aspects of the Project would be overseen by a Project Coordinator (PC), to be located in the Coordination and Technical Unit at UG, and who would report to the Permanent Secretary of the MOE and collaborate closely with the UG Vice-Chancellor on a day to day basis. The technical team of the PIU will include an Environmental Specialist (ES) responsible for environmental supervision of the implementation of project components and the application of the safeguards environment instruments prepared for this project: i) Environmental Management Plan and (ii) Environmental Management Framework (EMF). The ES would be responsible for reviewing the research proposals before they are sent to the Research committee to check for any environmental safeguard issues and apply a screening checklist and guidelines included in the (EMF) (a separated document has been prepared for this). The ES will be responsible to provide progress reports to the Bank. The ES will supervise all environmental compliance of the rehabilitation works. The PC will be responsible to monitor the implementation of all mitigation measures included in this EMP, EMF and IPPF and will provide support to the ES to ensure adequate oversight of safeguard measures by the overall project, including those of approved research projects. Given that the environmental impacts of the civil works are moderate, the Project has been classified as “Category B,� following OP/BP 4.01 – Environmental Assessment. The Project includes environmental considerations that were developed during Project preparation to ensure i the Project’s environmental sustainability and its compliance with Guyana national regulations and the World Bank Group’s safeguard policies. The main environmental impacts expected from the Project would be those connected to the rehabilitation works on several science buildings planned under Component 2 of the Project. In addition, UG faces different issues related to water supply, electricity, flooding and waste management. For instance, water storage, water quality and water supply are issues requiring immediate attention. There is also a pressing need for a safe, environmentally acceptable means of disposal for increasing quantities of bio-hazard waste that are currently (indefinitely) stored on campus awaiting a solution. Many of the items of disrepair and much of the poor existing condition of the facilities have their origin in what appears to be an absence of a comprehensive and systematic approach to facilities management, space and storage management. Power, light and air conditioning systems need to be rationalized to reflect the current and future needs of the institution. The Project would address these needs through a comprehensive rehabilitation of 14 existing science buildings and laboratories. The rehabilitation works planned to develop UG will generate environmental and social impacts common to any civil work: dust, noise and solid waste from the construction activities (cement, electrical wires, glass, metal, etc.), traffic congestion, use of campus space, reduction of aesthetics due to construction, decreased quality of surface water during clearance of canals, risks of accidents arising from increased traffic, reconstruction of sidewalks, etc., solid and hazardous waste from disposal of old materials from laboratories, safety issues related to presence of workers in the university campus, disruption of academic program and the campus life. These environmental and social impacts will be prevented and mitigated through the implementation of this EMP. Additionally, health and safety measures will be recommended during Project and University implementation. Project activities and its potential environmental and social impacts was informed and consulted with a broad pool of stakeholders who provide important recommendations in the preparation of the safeguards instruments for this project. During preparation the WB team met with stakeholders from the University of Guyana (management, faculties and students), Ministry of Education, Ministry of Finance, Guyana Environmental Protection Agency (EPA) and several NGOs, such as Conservation International and Iwokrama. Later, on April 2011, two more formal consultation workshops were held with UG representatives (faculty, students and consultants), government official (EPA, MOE and Ministry of Amerindian Affairs), private sector, indigenous groups, and civil society organizations. All stakeholders had to opportunity to comment and provide guidance on the drafts of (i) the EA and EMP for the activities of Component 2 (civil works), (ii) the EMF prepared for the activities of Component 1 (Research Fund) and (iii) the (IPPF). The consultative process will continue during implementation, each year with both internal departmental review and external consultation with key stakeholders to review implementation of the EMP, EMF and IPPF. Of particular importance for UG stakeholders is their participation to identify and build consensus around the curricular domains within and across the four target Faculties most in need of revision/development as well as the research agenda relevant in order to support the LCDS (activities of Component 1). The participation of the UG stakeholders is expected to play decisive role in the implementation of this Project. ii UNIVERSITY OF GUYANA SCIENCE AND TECHNOLOGY SUPPORT PROJECT Environmental Assessment (EA) and Environmental Management Plan (EMP) 1. PURPOSE OF THE PROJECT The purpose of the “ University of Guyana Science and Technology Support Project� from the World Bank is to assist the Government of Guyana in its plan to strengthen the educational services and research activities at the University of Guyana (UG) by improving its physical facilities, expanding its curricula and enhancing scientific research. The project will seek to incorporate in the UG new curriculum elements and financial support for scientific research related to Guyana’s Low Carbon Development Strategy (LCDS). 2. THE COUNTRY OF GUYANA1 Population: 762,498 people Capital: Georgetown Area: 215,000 km2 Currency: Guyanese dollar GNI per capita: US$1,450 Main exports: Sugar, gold, bauxite/alumina, rice, shrimp, molasses, rum, timber Language: English, Guyanese Creole Religion: Christian (57%), Hindu (23.4%) Life expectancy: 67 years Figure 1. Location of Guyana in South America. Guyana is a low-lying country situated in the Northern part of South America, bordering the North Atlantic Ocean, and with Suriname, Venezuela and Brazil as neighbors. It is the third smallest country in South America after Suriname and Uruguay, and with a population of less than a million (mainly of East Indian, African, mixed, and Amerindian descent), it has one of the lowest population densities in the world. Guyana is also the third poorest country in Latin America and the Caribbean, after Haiti and Nicaragua, has one of the highest rates of skilled migration in the world, and is the greatest recipient of remittances (relative to Gross Domestic Product-GDP) in the region. It is well endowed with natural resources including bauxite and gold, fertile agricultural lands, and large tropical forests. Ninety percent of the inhabitants live on the narrow coastal plain, which represents 10 percent of the country’s area and lies largely below sea level. With 77.2% percent of the country (152,050 km2) covered by forests, Guyana has one of the world’s highest forest cover per capita ratios. 1 Guyana Country Brief Report. 2011. The World Bank. 1 Guyana is a center of biodiversity and is initiating a series of efforts to prepare itself to provide environmental services on a global scale, which include using the forest as a carbon sink that can generate a new revenue stream for the country. Much of the country’s indigenous population (9.2 percent) lives in forests on which they depend for their economic, social and cultural subsistence. These Amerindian communities hold formal land titles for over 2.4 million hectares. The annual deforestation rate is estimated at 0.1-0.3 percent, which is relatively low, compared to most tropical countries, and about 90 percent of Guyana’s forest is still intact. At present, the main pressures on forests are considered to be forest clearing for mining, the conversion of forest to agriculture, and the opening of infrastructure, especially roads. The main factors that have protected Guyana’s forests so far are considered to be the very low population density away from the coastal plains, and the lack of physical accessibility to the forest hinterland. Guyana is committed to addressing the various challenges that constrain its growth by: • Protecting the environment and managing natural resources with simultaneous sustainable social and economic development. • Managing the sea level rise and changes in rainfall patterns through disaster mitigation. • Improving infrastructure to promote growth and private sector development. • Improving the quality of education. • Improving the quality of health services which is hampered by the emigration of skilled health personnel. • Deepening governance and modernizing the state, while building on progress already made. • Preventing crime and enhancing citizen’s security. 3. DESCRIPTION OF THE PROJECT The scope of the project extends to the rehabilitation of university infrastructure at the university campuses, particularly with respect to laboratory spaces, internal curriculum development, and provides a fund for research grants related to LCDS targeted at university researchers. The project is divided into three components2: Component 1: Education Quality Improvement Program (EQIP) (estimated total cost: US$1.9 million of which IDA: US$1.5 million). This component would support (a) carrying out of a science curriculum reform process by updating existing curricula and/or reorienting the existing curricula of UG aimed to support the LCDS through, inter alia: (i) the provision of technical assistance on curriculum reform, instructional design and science content and (ii) the provision of honoraria to selected UG lecturers participating in such curriculum reform processes; and (b) carrying out of selected research relevant to the LCDS through the provision of Research Grants to selected UG lecturers. Component 2: Infrastructure Rehabilitation (estimated total cost: US$6.2 million, of which IDA: US$5.5 million). This component would support (a) rehabilitation and/or improvement of existing science laboratory buildings of four (4) faculties located within the UG campus aimed to provide 2 From the Project Appraisal Document (PAD) of the World Bank. 2 basic teaching, including the improvement of UG campus wide drainage; (b) provision of scientific and multimedia equipment to the existing science laboratory buildings aimed to deliver practical science teaching and research; and (c) establishment of a campus wide internet network within UG to connect its faculties and libraries to the internet and to prepare UG to connect it into an international link including, inter alia, the development of software applications, e-learning tools and digital content repositories to support the curriculum reform process described in component 1. Component 3: Institutional Capacity Building (estimated total cost US$1.8 million, of which IDA: US$1.5 million). This component would support the building of institutional capacity within UG through the provision of (a) technical assistance on (i) managerial and administrative capacities, including, inter alia, curricular supervision, information and communication technology, environmental and social management, monitoring, evaluation and facilities management Project capacities, including, inter alia, the elaboration of a facilities management plan, a project website, and an environmental management framework; and (ii) strategic business planning matters, including, inter alia, the preparation of studies related to the creation of a biodiversity institute, the setting up of a research and innovation fund, the establishment of a business development unit and an assessment of existing human resources; and (b) honoraria to selected UG staff for carrying out Project tasks. 3.1 Relevant Component Details Component 1 - Education Quality Improvement Program. Sub Component (a) will support curriculum reform (sub-component a). This would support the development of a standardized process for the updating of existing curricula and the development of entirely new curricula to support the Low Carbon Development Strategy (LCDS). Activities would include providing targeted technical assistance from instructional design and content specialists, as well providing stipends to UG lecturers who dedicate time, expertise and energy to the process. These reforms would include the development of practical assessment components for each of the courses. At least 12 new courses relevant to the LCDS would be developed over a 3-year period. The domains of study relevant to the LCDS that the University has identified as requiring development include among others: o GIS and Remote Sensing o Climate Change and Climate Modeling o Hydrology (Water Resource Management) o Ground Water Management o Alternative Energy (bio fuels, solar energy, hydroelectricity etc.) o Agriculture Resources Management o Sustainable Forestry o Natural Resources Management o Food and Nutrition Technology o Biodiversity Inventory and DNA Analysis (in collaboration with international research centers) 3 Sub-component (b) would provide limited funding to stimulate research relevant to the LCDS, with the aim of (1) supporting the development of a broader research/knowledge-generation culture at the UG, and (2) providing concrete examples of UG research which directly contribute to the LCDS. Such examples might include: formulation of policy recommendations; development of LCDS-relevant services or products; generation of field research skills among UG graduates demanded in the labor market; production of industry- specific baseline information (water quality, timber supply, flora/fauna inventory) against which the impact of economic activities can be measured; studies of social groups affected by LCDS industrial development, etc. The safeguards Policies of the World Bank Group which were triggered for this component were OP 4.01, OP 4.04, OP. 4.36, OP 4.09 and OP. 4.10 and these will be secured implementation in the project by the application of two tools: an Environmental Management Framework (EMF) and an Indigenous Peoples Planning Framework (IPPF), both instruments were properly disclosed prior to appraisal in the UG and the World Bank web sites. It was agreed that an environmental specialist, specially hired for this project, and a representative of the UG Indigenous Committee will screen all proposals to identify any potential safeguards issues and provide guidance to researchers in the implementation of mitigation and prevention plans. Please refer to the EMF and the IPPF in Chapter 2 and 3, respectively, for further details. After, the UG Research and Publications Committee, an established statutory body, will review the research grant applications and apply UG criteria to assess their relevance to the LCDS, scientific contribution and potential for funding. Research proposals will be screen out by procedures described in the EMF for the Research Fund. Preference would be given to research activities which engage students and even secondary level students in survey administration, data collection, data analysis, etc., as well as to research projects which involve external/international partners and/or generate co-financing. Grants would be relatively small (average grant size US$15,000), ranging from US$5,000-$50,000, and would be disbursed to UG lecturers through the UG Bursar’s Office. Over the course of the Project an estimated 40 research projects would be funded. Component 2: Infrastructure Rehabilitation. Sub-component (a) on laboratory and building rehabilitation would first rehabilitate 14 science laboratory buildings in the four focal science faculties on the campus by improving the physical infrastructure to allow for basic teaching and research. The rehabilitation would include new floor surfaces, new cupboards, new water and power systems, new lighting, provision of air conditioning, new furniture, etc. The component would also address basic electrical, water, sewage, and roofing for the buildings in which the laboratories reside. Finally, the sub-component would address the campus-wide issue of appropriate drainage and pumps to avoid frequent flooding on the campus. Of the Safeguard Policies of the World Bank Group only the OP 4.01 was triggered. As a result, the project prepared this environmental assessment to identify potential environmental and social impacts that might occur due to the implementation of this component (civil works in the 14 science buildings). It also prepared an Environmental Management Plan (EMP) to prevent, mitigate and reduce environmental and social impacts in the UG campus. 4 Sub-component (b) would equip the labs with basic scientific equipment such as microscopes, slides, flasks, water testing kits, etc. as well as multi-media equipment. The equipment will be prioritized based on low operating costs, low level of technical skills for use and greatest benefit to students and faculty. Sub-component (c) would support the establishment of a campus wide Internet network. Component 3: Institutional Capacity Building. This component will support the building of institutional capacity at the University of Guyana to (i) manage the Project; (ii) plan for future phases of its strategic plan; and (iii) monitor and evaluate the Project results. Sub-component (a) will strengthen the existing capacity of the University with additional coordination, curricular supervision, civil works, ICT (Information Communication Technology) and facilities management capacities. Environmental consultancies will be contracted in conjunction with the facilities management functions on an as needed basis. As the facilities management capacities will be essential in order to maintain and sustain the investments in basic infrastructure rehabilitation and equipment, this component would establish a comprehensive and systematic facilities management system at the University and finance capacity building for staff in charge of undertaking continuous review and maintenance of infrastructure and equipment. The financial management and procurement capacities would be leveraged from the Ministry of Education’s Education Sector Development Unit (ESDU). Sub-component (b) would provide essential technical assistance and capacity building for future strategic planning to expand the science offerings of the university; improve research; and more effectively link knowledge to demands in the productive sector. Three forward looking feasibility studies would be supported: (i) Options and viability options for a new biodiversity institute on the campus; (ii) Research and Innovation Fund to support development of new knowledge; and (iii) Establishment of a Business Development Unit which would focus on connecting university talent with external needs on a fee for service basis. The ES will provide support in the reviewing contracts to be sure environmental safeguards clauses are included in these documents and the project follows the environmental and social safeguards instruments. Sub-component (c) will support monitoring and evaluation studies to assess the progress of the investments in achieving the Project Development Objective. 5 4. Scope of the Environmental and Social Manual The safeguards instruments prepared for this project were the following: (i) an Environmental Assessment (EA) and an Environmental Management Plan (EMP) for applicable activities related to the civil works expected to be developed under Component 2; (ii) and Environmental Management Framework (EMF) and Indigenous Peoples Planning Framework (IPPF) for the Research Fund planned to operate as described in Component 1. Other activities planned to be developed under project implementation such as the preparation of specific environmental and feasibility studies will review the EMF for guidance and will be supervised by the Environmental Specialist (ES) of the Project. The threes documents have been compiled to form the Environmental and Social Manual (ESM) of the project which will be included as an Annex of the Project Operational Manual. The EA and EMP are embedded in Chapter 1; the EMF is Chapter 2 and the IPPF will be Chapter 3. 5. Project Location The University of Guyana The University of Guyana (UG) was established on October 1, 1963. When the University commenced lectures on October 2, 1963, it functioned as an evening institution with only 164 students enrolled for classes in three Faculties – Arts, Natural Sciences and Social Sciences. In January 1968, the Booker Group of Companies provided 586.7 hectares of land for the construction of the Turkeyen campus. The first building was declared open on February 24, 1970. Since then, major physical rehabilitation and expansion programmes were created and new buildings were built. However, several of these buildings have deteriorated through the years and issues related to flooding, sewage, energy and water management have been accumulated, posting challenges to the current operation of the UG. Further details about the current situation of the campus site related to the implementation of this project will be discussed in later sections. The UG is divided into several faculties such as: Agriculture and Forestry, School of Earth and Environmental Sciences, School of Education and Humanities, Health Sciences, Natural Sciences, Social Sciences and Technology. Each faculty is further subdivided into several departments. The Faculties and Schools are supported by several other departments, including: Maintenance, Administration, Personnel, Bursary, Information Technology, Senior Lecturer Accommodation, Student Halls of Residence, Canteen and the Library. There are approximately 50 buildings located on the Turkeyen Campus. 6 Geographical location The Turkeyen main campus of the University of Guyana is located in the floodplain of the Demerara River, at about 2m below sea level and at about 2 km East from the capital city of Georgetown (Figure 2). The purpose of Component 2 of the Project is to rehabilitate 14 buildings of the four science Faculties (Faculty of Agriculture and Forestry, Faculty of Natural Science, Faculty of Technology, and the School of Earth and Environmental Science). This EA has been prepared to evaluate the potential impact of the civil works involved in the rehabilitation of UG science buildings, upon the UG campus activities, its people and its surroundings. As a result of this environmental assessment, an EMP was prepared in order to prevent, mitigate and reduce environmental and social impacts derived from the proposed project development. N Figure 2. Location of the University of Guyana, Turkeyen Campus in Georgetown, Guyana. 7 6. LEGAL FRAMEWORK 6.1 THE WORLD BANK SAFEGUARDS POLICIES During project preparation, five Safeguards Policies have been applied to the “University of Guyana Science and Technology Support Project (Figure 3). These policies were triggered to ensure that project funds are engaged in a manner consistent with Bank institutional policies with respect to social and environmental protection and management. The application of relevant Bank safeguards is required during the preparation and execution of Bank projects. Information about the safeguards policies can be found in Annex 1. ENVIRONMENTAL ASSESSMENT OP/BP 4.01 NATURAL HABITATS OP/BP 4.04 FORESTS OP/BP 4.36 PEST MANAGAMENT OP/BP 4.09 INDIGENOUS PEOPLES OP/BP 4.10 Figure 3. The World Bank Environmental and Social Safeguards Policies triggered for the UG Project, 2011. OP/BP 4.01 – Environmental Assessment (EA) This project has been classified as Category B and thus an environmental assessment was required during preparation of the project. According to the Policy, a Project is classified as Category B if: “Its potential adverse environmental impacts on human populations or environmentally important areas—including wetlands, forests, grasslands, and other natural habitats--are less adverse than those of Category A projects. These impacts are site-specific; few if any of them are irreversible; and in most cases mitigation measures can be designed more readily than for Category A projects. The scope of EA for a Category B project may vary from project to project, but it is narrower than that of Category A EA. Like Category A, EA, it examines the project's potential negative and positive environmental impacts and recommends any measures needed to prevent, minimize, mitigate, or compensate for adverse impacts and improve environmental performance. The findings and results of Category B EA are described in the project documentation� 8 OP/BP 4.04 – Natural Habitats This safeguard seeks to support the protection and rehabilitation of natural habitats associated with sponsored projects. This safeguard applies when activities are identified that may significantly affect the quality of natural and critical habitats. Critical Habitats are those declared as national protected areas by the country or those areas international recognized of high biodiversity value (RAMSAR wetlands) or considered to be so by the World Bank. Particular attention is applied to critical habitats where impacts may result in ecological modifications that affect core survival requirements for resident species particularly where endangered, species are involved. This safeguard is triggered based on the possibility that research activities financed under Component 1 (Research Fund) may relate to issues affecting natural habitats which covered a large portion of the country. OP/BP 4.09 – Pest Management Activities involving the use of pesticides or pest control measures are subject to the application of this safeguard. As a matter of policy, the safeguard promotes the use of appropriate biological or environmental pest control measures and seeks to minimize the potential health risks associated with pest management activities. Additionally, the safeguard prohibits the use of internationally banned pesticides and promotes the safe application and applicator training when pesticides are employed. Additionally, under this project, the use of pesticides identified as class 1A or 1B and II in the WHO recommended Classification of Pesticides by Hazard and Guidelines to Classification, World Health Organization, 2009, presented in Annex 2. This safeguard is triggered owing to the possibility that research activities financed under Component 1 (Research Fund) may involve the use or could promote the use of pesticides. During the restoration activities of the UG campus after the civil works (Component 2) is no expected the use of agrochemicals. OP/BP 4.36 – Forests The forest safeguard is designed to guide Bank sponsored projects when activities may potentially affect forest resources. The safeguard seeks to enhance the use of forest management practices that promote resource conservation, renewable resource uses and inclusion of considerations for ecological services offered by forest resources. As research projects (under the Research Fund) may be proposed relating to forestry and forest management, research proposals will be reviewed for compliance with this safeguard following instructions described in the EMF (Chapter 2) and IPPF (Chapter 3). In addition to these five Environmental Safeguards policies triggered for the UG Project, the OP 4.10 was also triggered; the social team expert guided the client in the preparation of an IPPF. OP/BP 4.10 – Indigenous Peoples The Indigenous Peoples safeguard aims to ensure that Bank sponsored projects protect and include the rights and perspectives of potentially affected indigenous groups. Such groups 9 possess specific and often unique social and cultural characteristics that need to be considered and incorporated in the design and execution of Bank sponsored activities. Under this project, this safeguard provides a mechanism for ensuring the participation of indigenous groups in both the development of new academic program and research projects (both in Component 1), particularly with respect to LCDS. The project operational manual will ensure that potential research projects in indigenous areas are conducted in a manner acceptable to the affected groups. 6.2 GUYANA: NATIONAL LAWS AND REGULATIONS The UG Project implementation is subject to comply with Guyana national legal framework. Table 1 shows the main national environmental regulatory framework of Guyana applicable to this project; however this table might not be considered complete since it might lack some other important regulations, decrees, etc. Also at the time of Project preparation, important environmental regulations were under study by the Government (for instance related to the declaration of new protected areas) and these new regulations can later become applicable to the UG project implementation. In the future, the Environmental and Social Manual of this project should be updated and improved to accommodate new regulations applicable to Project implementation, prior review of the World Bank. Project activities area also subject to the application of international treaties and agreements in which Guyana is signatory. These treaties pursue the conservation of biological diversity, wetlands and marine ecosystems and promote adequate management of pesticides, climate change, among other topics (see Table 1). Guyana has also signed important international treaties in recognition of the rights of Indigenous and Tribal Peoples and for the conservation of Cultural Heritage. Further details related to indigenous communities are discussed in IPPF (Chapter 3). Table 1. Guyana Environmental Legal Framework. National Regulatory Framework Environmental Protection Act, 1996 Environmental Protection (Air Quality) Regulations, 2000 Environmental Protection (Noise Management) Regulations, 2000 Environmental Protection (Water Quality) Regulations, 2000 Environmental Protection (Hazardous Waste Management ) Regulations, 2000 Litter Enforcement Regulations, 2014 Wildlife Management and Conservation Regulations, 2013 Forestry Act, 2009 Mining Act, 1989 Mining Amendment Regulations, 2005 Fisheries Act, 2002 Pesticides and Toxic Chemicals Control Act, 2000 Pesticides and Toxic Chemicals (Amendment) Regulations, 2007 Pesticides and Toxic Chemicals Control (Amendment) Act, 2007 Pesticides and Toxic Chemicals Regulation, 2004 10 Protected Areas Act, 2011 Wild Birds Protection Act, 1919 Plant Protection Act, 2011 Occupational Health and Safety Act Food & Drug Act, 1971 Amerindian Act, 2006 National Trust Act, 1972 INTERNATIONAL TREATIES (more details in Table 2) United Nations Framework on Climate Change (UNFCCC) Kyoto Protocol (and its successor) United Nations Convention on Biodiversity (UNCBD) Cartagena Protocol on Biosafety Nagoya-Kuala Lumpur Supplementary Protocol on Liability and Redress Nagoya Protocol on Access and Benefit Sharing International Plant Protection Convention United Nations Convention to Combat Desertification (UNCCD) United Nations Law of the Sea Convention International Convention for the Prevention of Pollution from Ships (MARPOL 73/78) Cartagena Convention for the Protection and Development of the Marine Environment of the Wider Caribbean Region Protocols to the Cartagena Convention Ramsar Convention on Wetlands Convention on the International Trade of Endangered Species of Wild Flora and Fauna (CITES) Basel Convention on the Control of Transboundary Movements of Hazardous Wastes Stockholm Convention on Persistent Organic Pollutants Rotterdam Convention on Prior Informed Consent Procedure for Certain Hazardous Chemicals and Pesticides in International Trade Treaty of Amazonian Cooperation (ACTO) Indigenous and Tribal Peoples Convention, 1989 Convention Concerning the Protection of the World Cultural and Natural Heritage UNESCO Convention of the Protection of the Underwater Cultural Heritage The following information summarizes some of the environmental regulations of Guyana included in Table 1. However, it is recommended for project personnel in charge of the environmental and social supervision of this Project and for future contractors responsible to comply with this ESM, to consult directly with the EPA personnel about country regulations, procedures and permits and/or visit their website (http://www.epaguyana.org ). • THE ENVIRONMENTAL PROTECTION ACT, 1996 (AS AMENDED BY THE ENVIRONMENTAL PROTECTION (AMENDMENT) ACT, 2005 11 The Environmental Protection Act, 1996, and the Environmental Protection Amendment Act 2005, establishes the basic institutional and regulatory framework within which all activities that may significantly impact on the natural, social, and cultural environments are assessed. The Act also provides that the EPA will be the central coordinating agency for environmental management in the relevant sectors in Guyana. For example, the EPA also has Memoranda of Understanding with the Guyana Geology and Mines Commission and the Guyana Forestry Commission. Section 68 of the Act provides for the elaboration of regulations to articulate specific areas of environmental management, and of relevance are the Regulations on hazardous waste management, water quality, air quality, noise management and environmental authorization which were established under the Environmental Protection Act in 2000. These pollution management regulations were developed to regulate and control the activities of developmental projects during construction and operation. Standards establishing the permissible parameters under these regulations are being developed.3 • ENVIRONMENTAL PROTECTION (AIR QUALITY) REGULATIONS 2000 These Regulations were formulated to protect the air quality and provide the necessary infrastructure for controlling the amount of contaminants by stipulating specific allowable levels of emissions that are released into the atmosphere at any given time. Parameters are specified for several contaminants including smoke, solid particles and carbon monoxide. • ENVIRONMENTAL PROTECTION (WATER QUALITY) REGULATIONS 2000 These Regulations were developed to manage the discharge of waste matter into inland and coastal water bodies. They provide for minimizing the contamination of potential and existing water supply sources. • ENVIRONMENTAL PROTECTION (NOISE MANAGEMENT ) REGULATIONS 2000 These regulations are concerned with the control and management of noise emission in Guyana. In practice, the EPA (Guyana) combines the Regulation with the GNBS Noise Standard into the atmosphere, since the Regulation is silent on measurements and parameters for ambient noise emission etc. • ENVIRONMENTAL PROTECTION (HAZARDOUS WASTE MANAGEMENT) REGULATIONS, 2000 These Regulations cover the management of waste4 including chemical waste and cover industrial, commercial and any other activity that produces waste. Some of the key activities which are 3 For example the Interim Guidelines for Noise Emission into the Environment, 2009 4 Hazardous waste is any “waste or combination of wastes which, because of its quantity, concentration or physical, chemical or infectious characteristics, may pose a substantial hazard to human health, and belong to any category contained in Schedules I, unless they do not contain any of the characteristics contained in Schedule II and includes waste that is hazardous industrial waste, acute hazardous waste chemical, hazardous waste chemical, severely toxic waste, flammable waste, corrosive waste, reactive waste, radioactive waste, clinical waste, leachate toxic waste or polychlorinated biphenyl waste. 12 covered under the Regulations are generation, treatment and disposal5 of hazardous waste. The Regulation is read and construed as being in addition to, and not in contravention of the Pesticides and Toxic Chemicals Control Act 2000 (No. 13 of 2000). Based on the definition all chemical wastes including persistent organic pollutants (POPs) are covered under these Regulations for the purposes of management. Permits are required for the generation of waste which is monitored throughout the production, storage, transport and release phases. The waste streams on which focus is centered for control are as follows: (a) Clinical Waste from medical care in hospitals, medical centers and clinics; (b) Waste from the production and preparation of pharmaceutical products; (c) Waste from the production , formulation and use of biocides and phytopharmaceuticals; (d) Waste pharmaceuticals, drugs and medicines; and (e) Waste from the manufacture, formulation and use of wood preserving chemicals. Specific constituents are also listed in this Regulation. • THE ENVIRONMENTAL PROTECTION (AUTHORIZATIONS) REGULATIONS, 2000 These Regulations are concerned with the guidelines for granting authorization for projects that can have medium to high environmental impacts in Guyana. Guidelines and procedures are specified in its contents and a fee structure in its schedule. • THE ENVIRONMENTAL PROTECTION (WILDLIFE MANAGEMENT AND CONSERVATION) REGULATIONS, 2013 The Wildlife Management and Conservation Regulations (2013) was made under the Environmental Protection Act. This critical piece of legislation focuses on the management and conservation of wildlife. It addresses issues including the capturing, gathering, collecting, hunting, killing and taking of wildlife. The regulations cover the use of wildlife for any purposes, including as bush meat, for research, and for medicinal purposes. It also makes provisions for the classification of wildlife, as well as areas within Guyana. The regulations are already being enforced. • LITTER ENFORCEMENT REGULATIONS 2014 The Litter Regulations addresses the littering of public spaces and outlines several offences and penalties and provides for Litter Wardens with authority to enforce these Regulations and with special powers of court on convicting offenders. Under ‘offences’, “A person who, without reasonable excuse, deposits litter in or on any public place… is guilty of an offence�. Also, persons who deposit litter from a moving vehicle unto a public place will be considered an offender. Enforcement activities for these Litter Regulations commenced April 2014 with the establishment of a Litter Enforcement Unit at the EPA. • FORESTRY ACT, 2009 5 Under the Regulations, disposal is defined as “the discharge, deposit, injection, dumping or placing of any hazardous waste into or on any land so that it may enter the environment, be emitted into the air or discharged into any waters, including groun dwater� 13 The Forestry Act 2009 sets a regime for the sustainable management of the state forests, by providing State forests through concessions for forest activities, including the conservation of biological diversity and environmental services provided by the forest. The second part of the Act provides for the issuance of five types of state forest authorizations: concessions, exploratory permits, use permits, community forest management agreements and afforestation agreements. This section also addresses compliance with occupational health. The Act prohibits acts that could cause forest fires in State Forest areas and allows the GFC to declare certain areas to be fire protection areas. The Act places emphasis on value added activities by addressing issues of quality control through legally binding codes of practice which can be subject to amendments from time to time. Issues of under-pricing, unlawful exportation of forest produce, trade of timber in contravention to the GFC’s guidelines, and procedures for ownership of concession areas and change thereof, are also outlined in the Act. State Forests are to be declared by public notice under s. 3 of the Act, and exclude: o village lands as identified under the Amerindian Act, 2006 o Iwokrama Rainforest o Kaieteur National Park A particular feature of the Act is that it merges exploitation and conservation with respect to State forests, and creates some degree of uncertainty. Additionally the Act contemplates the use of State forests for eco-tourism, but does not identify control measures such as carrying capacity. As with the previous Forestry Act, the 2009 Forestry Act allows logging concessions to be issued over untitled traditional lands. Amerindian are thus in the same position as other citizens of Guyana with respect to these land, with the financial benefits from leases to these lands will accrue to the lessee. • MINING ACT, 1989 The Mining Act 1989 establishes the legal framework for the utilisation of mineral resources in Guyana. The Act makes provision for a system of mineral agreements and licences for regulating prospecting. It gives the Guyana Geology and Mines Commission the responsibility for establishing regulations for mining and quarrying operations. A mining licence is required in order to mine any mineral and is issued at the discretion of the Minister responsible for mining. The rights of persons in possession of lands grants as well as the privileges of Amerindians in relation to prospecting, mining, quarrying are preserved under this Act. Further regulatory framework under the Act makes provisions for the disposal of sanitary waste and the storage of poisonous substances in mining areas. The Act also provides for the granting of prospecting and mining licences and quarrying permits by GGMC and for the conduct of geological and geophysical surveys in any part of Guyana. MINING (ENVIRONMENTAL) REGULATIONS, 2005 Environmental regulations under the Mining Act were passed in 2005 for the mining sector. These regulations require a license for the use of poisonous substances such as mercury and cyanide and promote the enforcement of environmental standards in the sector for small and medium scale 14 mining. In general, the regulations established regulatory control in areas of key environmental concerns. These include management of mining waste, water quality, closure and reclamation, management of the natural environment for exploration and mining, submission of environmental management plans in accordance with an environmental code of practice established by GGMC and contingency and emergency response plans. • FISHERIES ACT, 2002 The Fisheries Act, which was enacted in 2002, is intended to assure the sustainable management of fisheries resources and replaced the 1957 Act. Together with the Fisheries Regulation of 1959, the Fisheries (Pin Seine) Regulations of 1962, the Fisheries (Aquatic Wildlife Control) Regulation of 1966, as well as the Maritime Boundaries Act of 1977, these pieces of legislation provide for the development, management, exploration, utilization and conservation of fisheries and for associated purposes. These existing pieces of legislation provide a framework for sustainable fisheries management and the protection of Guyana‟s aquatic environments from pollution, which is necessary for biodiversity conservation and management. • PESTICIDES AND TOXIC CHEMICALS CONTROL ACT, 2000 AND ITS ASSOCIATED REGULATIONS o Pesticides and Toxic Chemicals Control Act, 2000 The management of chemicals in Guyana is governed by the Pesticides and Toxic Chemicals Control Act 2000 (No.13 of 2000). This Act provides for the establishment of the Pesticides and Toxic Chemicals Control Board, which comprise representatives from the Ministry of Agriculture, Ministry of Health, Environmental Protection Agency and other representatives from the private sector and non-governmental organization. A Secretariat has been established for the management of pesticides and toxic chemicals with the administrative head being the Registrar of Pesticides and Toxic Chemicals. All chemicals used in Guyana must be registered by the Board. The decision to register or not is done based on registration submission to the Board. The relevant documentation are examined along with international guidance and previous decisions emanating from international agencies such as the Food and Agricultural Organization of the United Nations (FAO), United Nations Environmental Programme (UNEP), Stockholm Convention on Persistent Organic Pollutants (POPs)6, the Rotterdam Convention on the Prior Informed Consent for Certain Hazardous Chemicals in International Trade7, European Union and United States of America Environmental Protection Agency (US EPA). o Pesticides and Toxic Chemicals (Amendment) Act 2007 (No. 13 of 2007) 6 See http://chm.pops.int/default.aspx and http://www.pops.int/documents/convtext/convtext_en.pdf 7 See http://www.pic.int/home.php?type=s&id=77 and http://www.pic.int/home.php?type=t&id=49 15 This Amendment provides for the regulating of exports and accession to international Agreements governing pesticides and toxic chemicals8 management by providing for the adoption of Agreements containing legally binding instruments. o Pesticides and Toxic Chemicals Regulations 2004 (No. 8 of 2004) These Regulations were established under Section 32 of the Act and provide the instruments and requirements for the implementation of the Act in the following areas: (a) Pesticide and Toxic Chemical Registration and Classification Procedure; (b) Pesticide labeling; (c) Certification of Pesticide Applicators; (d) Pesticide Manufacturing and Distribution Certificate; (e) Experimental Pesticides and Toxic Chemicals Studies; (f) Transportation, Storage, Disposal and Recall of Pesticides and Toxic Chemicals; (g) Ministerial Emergency Registration and Exemptions; (h) Pesticide Residues; and (i) Pesticide Worker Protection. Pesticides are classified as Prohibited, Restricted or General Use. A prohibited pesticide is not allowed for use and is classified based on toxicity, use pattern under local conditions and the respective decisions of the following international agencies: (a) United Nations Food and Agricultural Organization (FAO); (b) Rotterdam Convention; (c) Stockholm Convention; (d) United Nations Environmental Programme; and (e) World Health Organization. A restricted pesticide is permitted for use only on certain stated crops. o Pesticides and Toxic Chemicals (Amendment) Regulation 2007 (No. 8 of 2007) This Amendment provides the instruments for regulating exports of pesticides and toxic chemicals. It covers prohibited, restricted and registered products along with information on monthly import of any chemical into Guyana, vending premises, legislations, reports, and news pertaining to current and ongoing developments. Other methods of dissemination of information include the publication of a Quarterly Newsletter, and the use of the print and television Media for public and general notices. • OCCUPATIONAL SAFETY AND HEALTH ACT 1997 (NO. 32 OF 1997) The provisions for registration and regulation of industrial establishments and for occupational safety and health of persons at work are enshrined in the Occupational Safety and Health Act 1997. The Act covers hazardous chemicals at workplaces which can endanger the health of workers, and allows for the limited or restricted use of such chemicals. It also covers the introduction of new 8 The Stockholm and Rotterdam Conventions. The Basel Convention is addressed by the Environmental Protection (Hazardous Wastes Management) Regulations, 2000 16 chemicals in the workplace. Implementation of this Act is the responsibility of the Occupational Safety and Health Department of the Ministry of Labour. • FOOD & DRUG ACT, 1971 This Act regulates food, drugs, cosmetics, and therapeutic devices, and is concerned with the institution of standards for food and drugs, the regulation of the sale of food or drugs that are considered unfit or harmful for consumption and the prohibition of marketing food and drugs in a manner misleading to the public. • THE AMERINDIAN ACT, 2006 Enacted to repeal the Amerindian Act, 1973 and any subsidiary legislation made under that it. The Second Schedule of the Act also indicates amendments to four (4) pieces of legislation with respect to the Act. To date, the Amerindian Act, 2006 is the principal legislation in Guyana solely focused and therefore directly affecting indigenous people’s rights and issues. The main intention of the Amerindian Act, 2006 is to provide for the recognition and protection of the rights of Amerindian villages and communities and the granting of land to these villages and communities. The Act is also concerned with good governance within Amerindian villages and communities and is largely aimed at empowering Amerindian peoples with respect to their tradition, culture and lands. The Act also provides – within the laws governing protected area systems – for villages and communities to designate the whole or any part of its village lands as a protected areas, providing that there is consent of the village and the establishment does not alter or abrogate any traditional right over the land unless consent is given in writing. The Amerindian community which has traditional rights over the land should be adequately consulted about the management of the protected area. The Act also provides for protection of Amerindian artifacts and monuments of historical religious or cultural significance and renders offender liable to penalties prescribed in the First Schedule. However this is not without prejudice to the National Trust Act, 1972. PROTECTED AREAS ACT, 2011 The Protected Areas Act was enacted in 2011 and provides the framework for the establishment and management of a national system of protected areas, including a mechanism for sustainable long-term financing (the National Protected Areas Trust Fund) and establishment of a Protected Areas Commission. Under the Protected Areas Act, existing and new state-owned protected areas, Amerindian protected areas, privately managed protected areas, and Urban Parks such as the Botanical Gardens and the Zoological Park will comprise the national protected areas system. WILD BIRDS PROTECTION ACT, 1919 17 The Wild Birds Protection Act was enacted in 1919 and seeks to enforce fines and penalties on persons who are inclined to injure, harm or capture wild birds without consent. PLANT PROTECTION ACT, 2011 The Plant Protection Act, which was enacted in 2011, provides for the prevention, eradication and control of diseases and pests affecting plants. The Act is administered by the National Agricultural Research and Extension Institute. • NATIONAL TRUST ACT, (No. 7 of 1972) The Act provides for the preservation of monuments, sites, places and objects of historic interest or national significance. The main body vested with this responsibility is the Office of the National Trust of Guyana which was established in 1972. The Act states that “ when it appears to the National Trust that in the public interest that any monument (defined as: “any building structure, object or other work of man or of nature whether above or below the surface of the land or the floor of the sea within the territorial waters of Guyana and any site cave or excavation�) should be preserved on account of the historic, architectural or archaeological attaching to it or its national importance, the National Trust may declare the monument to be a national monument.� At present there are nine gazetted National Monuments. 6.3 NATIONAL POLICIES AND ENVIRONMENTAL STRATEGIES • NATIONAL ENVIRONMENTAL ACTION PLAN The National Environmental Action Plan (NEAP) of 2001-2005, follows directly the NEAP of 1994, which summarizes the national environment policy and focuses on coastal zone management, natural resources management including land resources, biodiversity, wildlife, forestry and ecotourism, waste management and pollution control, and mining. NEAP is best described as a Guyana’s expressed national commitment to sustainable development in the pursuit of national social and economic goals; and provides a framework for integrating cross-sectorial environmental concerns into the wider context of Guyana’s economic and social development programs (NEAP, 2001-2005). The main goals of the NEAP are identified as: o prevention or control of pollution in order to maintain the integrity of the land and the natural purity of the air and water resources; o general preservation and conservation of ecological integrity and, in particular, the protection of natural habitats and fragile ecosystems; and o ensuring sustainability through best practice of the management and use of natural resources for national development. Further, the NEAP further states that in order to fulfill these objectives, the Government of Guyana will: o Institute punitive measures to deter possible violations of environmental norms; o Ensure that, where environmental damage occurs, remedial action will be taken with the cost being covered by those responsible for causing the damage; 18 o Rehabilitate damaged ecosystems where possible and reverse any degradation of the environment; o Ensure prior environmental assessments of proposed activities that may significantly affect the environment; o Ensure that conservation is treated as an integral part of the planning and implementation of development activities; o Raise the consciousness of the population on the environmental implications of economic and social activities through comprehensive education and public awareness programmes; and o Involve the population, including indigenous peoples, women and youth, in the management of the environment and natural resources. • LOW CARBON DEVELOPMENT STRATEGY As a direct mitigation response to global climate change, the GoG launched a National Low Carbon Development Strategy9. The strategy seeks to provide insights on how to stimulate the creation of a low-deforestation, low- carbon, climate-resilient economy. Guyana’s LCDS identifies five strategic imperatives for Guyana to undertake in order to generate economic growth, while simultaneously eliminating approximately 30 percent of non-forestry emissions through the use of clean energy. These strategic goals are: o Invest in strategic low carbon economic infrastructure, such as: hydropower development; improved access to unused, non-forested land; and improved fiber optic bandwidth to facilitate the development of low-carbon business activities. o Nurture investment in high-potential low-carbon sectors, such as fruits and vegetables, aquaculture, and sustainable forestry and wood processing. o Invest in other low-carbon business development opportunities such as business process outsourcing and ecotourism. o Expand access to services and new economic opportunity for indigenous peoples through improved social services (including health and education), low-carbon energy sources, clean water and employment which do not threaten the forest. o Improve opportunities to Guyana society, including improving and expanding job prospects, promoting private sector entrepreneurship, and improving social services with a particular focus on health and education. Guyana‟s LCDS was prepared in 2009 and has since been revised in 2010 and updated in 2013. The LCDS is currently in its implementation phase and is being coordinated by the Office of the President through the Office of Climate Change and overseen by a Multi-Stakeholder Steering Committee (MSSC). 9 The Low Carbon Development Strategy of Guyana: http://www.lcds.gov.gy/ 19 The LCDS is being supported through a partnership between GoG and the Kingdom of Norway. On November 9th, 2009, the Governments of Guyana and Norway signed a Memorandum of Understanding which set out how the two countries will “work together to provide the world with a relevant, replicable model for how REDD-plus can align the development objectives of forest countries with the world’s need to combat climate change.� 10 Norway committed to providing financial support of up to US$250 million by 2015 for results achieved by Guyana in limiting emissions from deforestation and forest degradation. Monies received under this initiative are being managed under the Guyana REDD-Plus Investment Fund (GRIF). The GRIF aims to align national economic development with climate resilience and low-deforestation, low carbon growth by investing in low-carbon strategies identified in the LCDS. • NATIONAL FOREST POLICY The National Forest Policy (NFP) was revised in 2011 and aims to ensure the “conservation, protection, management and utilization of the nation’s forest resources while ensuring that the productive capacity of the forests for both goods and services is maintained or enhanced �. The revised NFP addresses the country’s national and global responsibility for the sustainable management of the forest and recognizes the critical role of forests in maintaining the ecosystems and life supporting services. • ABS POLICY A national policy addressing Access and Benefit Sharing (ABS) has been finalised and endorsed by the GoG in 2007. The policy addresses ABS in the context of Guyana and the UNCBD and defines the mandates and the responsibilities of the national agencies directly involved in the implementation of the policy. Implementation of the ABS policy follows a draft ABS Regulations that addresses prior informed consent, sharing of benefits, genetic resources among other aspects. • NATIONAL BIOSAFETY FRAMEWORK A National Biosafety Framework for Guyana was developed and is currently in the implementation phase. As part of the National Biosafety Framework, a draft policy on biotechnology, biosafety and biosecurity has been prepared in accordance with Guyana’s obligations under the Cartagena Protocol. The policy aims to control and monitor Genetically Modified Organisms (GMO) and Living Modified Organisms (LMO) while preventing adverse effects on the conservation and sustainable use of biological diversity in Guyana. In addition to GMO’s, and LMO’s, the policy also targets all elements of genetic materials used in genetic manipulation, as well as, laboratory and field applications of biotechnology within Guyana. Consultations were recently held on the draft policy and the feedback from these consultations is currently being addressed. • NATIONAL INTEGRATED WATER RESOURCES MANAGEMENT POLICY 10 http://www.lcds.gov.gy/images/stories/Documents/Low%20Carbon%20Development%20Strategy%20- %20May%202010.pdf 20 A National Integrated Water Resources Management Policy and Roadmap was prepared in 2013 to ensure water resources are managed in a manner to safeguard the health, safety and welfare of Guyana’s citizens and ecosystems and to ensure effective, efficient, and equitable use of water resources consistent with the sustainable development goals of the nation. This policy sets out the framework for the management of Guyana’s water resources and presents a road map for the planning for integrated water resources management, which includes maintaining the integrity of the aquatic ecosystems. • NATIONAL FOREST PLAN In an effort to complement the National Forest Policy (NFP), the Guyana Forestry Commission (GFC) has developed a National Forest Plan (1997 and 2000), which is essentially a five-year strategy for the forestry sector. The overall objective of the National Forest Policy is to promote conservation, protection, management and utilization of the nation’s forest resources, while ensuring that the productive capacity of the forests is maintained or enhanced. Thus, the Plan promotes sustainable use and management of Biological Diversity in the forestry sector and therefore proposes a range of activities land use, forest management, research and information, forestry training and education, and forest administration and governance. It builds upon the National Forest Plan (1998), which is essentially a five-year strategy for the forestry sector, that outlines the programmes necessary for the achievement of the prescriptions of the NFP and highlights, among other uses, the need for strengthened collaboration between the Guyana Forestry Commission and the National Biodiversity Advisory Committee. Basically, the plan seeks to promote sustainable use and management of Biological Diversity in the forestry sector. Additionally, it promotes the development of guidelines for best practices on intellectual property rights. The Guyana Forestry Commission also has a number of operational guidelines that seek to protect forests through direct actions that help to maintain and rehabilitate watershed areas. Chief among these are: o Annual Plan Guidelines for Timber Harvesting (2002); o Code of Practice for Timber Harvesting (2002); o Annual Plan of Operation Guidelines for Conservation (2002); and o Forest Management Plan Guidelines (2002). • NATIONAL PROTECTED AREAS SYSTEM PLAN The NPAS Plan was prepared in 2013 covering the period 2013-2015 and is built on the need to allow for the protection and maintenance of Guyana‟s unique natural and cultural heritage, whilst at the same time facilitating sustainable social, environmental and economic development. The plan reflects the goal and objectives of the NPAS and was prepared in accordance with the Protected Areas Act, 2011. Several initiatives to enhance the protected areas system are included in the plan such as to adequately maintain and manage existing protected areas, expand on the national protected areas, monitoring of protected areas, enhancing of public awareness and participation, etc. This plan is to be updated as is necessary. 21 • NATIONAL LAND USE PLAN The NLUP was developed in 2013 and provides support to decision making through looking at development options and constraints throughout the country. It was compiled by assessing current land use, potential, constraints and stakeholders‟ concerns. It provides a strategic framework to guide land development in Guyana. As such the NLUP is built upon a number of national policies and strategies that have a direct relevance for land use and land management. The NLUP seeks to enable financial resources to be targeted at optimal land uses at the regional level and to provide a spatial element to development planning. • NATIONAL MANGROVE MANAGEMENT ACTION PLAN National Mangrove Management Action Plan (2001) was developed to guide the work of stakeholders involved in the utilization and protection of mangrove resources. Basically, this Plan: (i) proposes specific actions, including review of policy and legislation, as well as zonation of mangrove forest to ensure protection; (ii) identifies main facilitators of the process; and (iii) outlines indicators and establishes time-lines. The ultimate objective of this plan is to foster a more coordinated approach in planning, policy formation, institutional cooperation and implementation of actions. Additionally, this Management and Action Plan laid the basis for the development of a mangrove management plan in Guyana. The Guyana Forest Commission (GFC) also has in place a number of measures to ensure the conservation and management of Guyana’s flora and fauna. These include a Forest Management Plan (1999), a Code of Practice for Timber Harvesting (2002), a Sectorial Environmental Assessment for the forestry sector, and National Standards for Forest Certification. • INTEGRATED COASTAL ZONE MANAGEMENT PLAN The Integrated Coastal Zone Management Plan (ICZM, 2001) identifies, among other factors, sea level and floods as social, economic and ecological stresses that impact on the coastal zone. The Plan basically addresses issues related to policy development, analysis and planning, inter-agency coordination, public education and awareness building and education, environmental control and compliance, monitoring and measurement and information management-all of which are necessary to reduce the risks posed by climate change. One of the constraints in the implementation of the ICZM is the limited institutional capacity in terms of human, technical and physical capital to implement the specific actions to address issues affecting the coastal zone, including solid waste management, air, land and water pollution, and environmental health of its inhabitants. • NATIONAL STRATEGY FOR THE CONSERVATION AND SUSTAINABLE USE OF GUYANA’S BIODIVERSITY11 The National Biodiversity Strategies and Action Plan I (NBAP) and Sustainable Use of Guyana’s Biodiversity of 1997 identified the national position relating to biodiversity and provided the context within which the NBAP II was developed. Specifically, the policy recognizes the multi- 11 Information obtained directly for NBAP II. 22 purpose value of biodiversity for all sectors (agriculture, genetic, social, economic, scientific, ecological, cultural and aesthetic), and calls for, among other actions, to study and the use of genes, species, habitats and ecosystems in an equitable and sustainable manner. The general objectives of the Policy are to sustainably use Guyana’s renewable natural resources, including biodiversity; to develop institutional capacity and capability to execute all aspects of environmental management, especially the management of biological resources; to integrate the conservation agenda into the national development agenda; to equitably share benefits which will arise from research, conservation and sustainable use of components of biological diversity; and to take all necessary actions to achieve these goals. These policy objectives provided the broad framework for the development of the National Biodiversity Action Plan (NBAP). In essence, the National Strategy for the Conservation and Sustainable Use of Guyana’s Biological Diversity became the critical point of reference for a number of national documents. • NATIONAL BIODIVERSITY ACTION PLAN II12 (2007-2011) The National Biodiversity Action Plan (NBAP) II (2007-2011) builds upon NBAP I, which has as its overall goal “to promote and achieve the conservation of Guyana’s biodiversity, to use its components in a sustainable way, and to encourage the fair and equitable sharing of benefits arising out of the use of Guyana’s biodiversity.’ Essentially, this policy this policy provides Guyana with a further five year plan (2007-2011) to develop and accelerate conservation and sustainable use activities and programs related to biodiversity. • NATIONAL BIODIVERSITY STRATEGY AND ACTION PLAN (2012 – 2020) During 2014, the NBAPII was revised and updated to the National Biodiversity Strategy and Action Plan (NBSAP) 2012 to 2020. This Plan sets out the vision, the roles, duties and obligations of the state and its citizens and the actions to protect, conserve, use sustainably and share equitably the benefits arising from biodiversity. It provides the guidance and support actions for biodiversity and sets out the national priorities and the strategic objectives to be achieved. It allows as well, partners at all levels to better identify how they can contribute and support Guyana in meeting its national biodiversity vision while meeting at the same time, its obligations to the UNCBD. The Plan incorporates the goals of the UNCBD Strategic Plan for Biodiversity 2011-2020 and selected Aichi 2011- 2020 Targets. • NATIONAL POLICY ON ACCESS TO GENETIC RESOURCES AND THE FAIR AND EQUITABLE SHARING OF BENEFITS ARISING FROM THEIR UTILIZATION The Environmental Protection Act, 1996 gives the EPA the mandate to coordinate and maintain a program for the conservation and sustainable use of biological diversity. Since ratifying the Convention on Biological Diversity (CBD) and enacting the EP Act, the Government of Guyana and the EPA have been committed to developing national strategies plans and programmes for the 12 Approved by the Cabinet of the Government of Guyana August 2008 23 conservation and sustainable use of biodiversity, and to implementing legislative, administrative and policy measures in furtherance of the provisions of the CBD. In implementing its mandate, the EPA has paid particular to those aspects of the CBD that are of immediate national importance. One such aspect is covered by Articles 15 of the CBD which make provisions for Access to Genetic Resources and Benefit-Sharing. • WATER Guyana National Development Strategy (NDS 2001-2010)13, addresses in Chapter 40 issues related to water management and flood control policies. This document indicates the commitment of the Government of Guyana to strengthen the capacity of key institutions responsibility for water management. For example, the strategy for the Hydrometeorological Service will lead to the upgrading of existing stations and the working environment, including improved communication links to data collection centers and automation of stations, plus the recruitment of qualified staff. Recently, the Government of Guyana has established a National Water Council in Guyana to develop and/or review the national water policy and to oversee its management and coordination. The goal of the Policy is to provide a framework to maximize the contribution of the water sector to sustainable economic, social and environmental development in an efficient and equitable manner. Recently a National Integrated Water Resources Management Policy and a National Waste Water Management Strategy were developed. • AGRICULTURE A National Strategy for Agriculture in Guyana (2013-2020) was developed in 2013 and outlines a roadmap to ensure that Guyana achieves its ambitions as a food and nutrition secure nation and as a major contributor to food and nutrition security within the Caribbean Region. Guyana has identified food security as a way to end poverty and hunger by 2025 and agriculture as the vehicle to achieve this. Guyana’s vision for agriculture seeks to change the view that agriculture is for subsistence livelihood while promoting agriculture as a wealth generator and entrepreneurial enterprise, producing food and non-food commodities to meet local and export demands. The Strategy focuses on a wide range of activities including environmental sustainability, plant and animal health, agro diversity, land availability, agro energy and efficient infrastructure. A National Policy on Inland Fisheries and Aquaculture was developed in 2012 and was guided by the Caribbean Community Common Fisheries Policy (2011). The policy aims at promoting the sustainable development of inland fisheries and aquaculture to ensure food security and social and economic benefits while protecting, maintaining and rehabilitating the ecosystem. The policy also focuses on institutional strengthening, capacity building and research and development. A Fisheries Management and Development Plan was prepared in 2006 to promote the conservation and sustainable development of the fisheries resources of Guyana. Additionally, this Plan has provided information on fisheries policy, guiding principles, goals and the legal and institutional framework for fisheries management and development, including aquaculture. There also exists 13 http://www.ndsguyana.org/document.asp 24 a Management Planfor Arapaima in North Rupununi) that was developed with the communities of the North Rupununi and the North Rupununi District Development Board (NRDDB). This Plan represents the first attempt to have local Amerindian communities managing an inland fishery plan in Guyana. In addition there is Marine Fisheries Management Plan which provides a 7-year management plan for marine fisheries in Guyana, from 2013-2020 and updated the previous management plan, which covered the period 2007-2011. The key fisheries outlined in the plan are artisanal fishery, industrial seabob and prawn fishery, semi-industrial red snapper fishery and shark fishery. Detailed management measures are outlined for each fishery including long- and short-term objectives, including measures to protect and conserve marine species. Moreover, the NDS (2001-2010) articulates a number of policy objectives aimed at transforming the sector to increase its productivity, output, production and competitiveness. Three of those objectives are vital to the sustainable utilization and management of fishery resources: (i) providing adequate support services and infrastructure to facilitate development of the sector; (ii) designing and implementing systems for information generation as they relate to market intelligence and research and development; and (iii) increasing the relevance of agricultural training and education. • GUIDELINES FOR NOISE EMISSION INTO THE ENVIRONMENT, 2009 Developed to assist the Environmental Protection Agency in the enforcement of the Environmental Protection (Noise Management) Regulation 2000 and to reduce the level of noise emanating from commercial, residential, institutional, educational, industrial, construction, transportation and recreational activities. The Standard sets outs permissible noise levels for different categories of areas, 6.4 INTERNATIONAL TREATIES Guyana is signatory of different international treaties and Agreements. For the implementation of the UG Project, especially in relation to the activities related to the Research Fund, the Feasibility study for the Biodiversity Center among other activities, the Project will need to ensure compliance with these agreements and include any capacity building activities or other necessary tasks so Project staff, stakeholders (contractors, researchers) understand and apply accordingly such agreements. The Environmental Specialist hired for the UG Project, with the support of the Project Coordinator, will be both responsible to ensure compliance with these country regulations and agreements. Table 2 describes the main international treaties that could be applicable to the UG Project, however this list should not be considered as a complete list. 25 Table 2. Details of Guyana International Treaties and Agreements. INTERNATIONAL OBJECTIVE OF INSTRUMENT DATE OF GUYAN NATIONAL SECTORS RELEVANT AGREEMENT APPLICATION A’S FOCAL POINT/ ADDRESSED NATIONAL STATUS LEGISLATION United Nations To achieve stabilisation of greenhouse gas 31 March, 1994 Ratified Office of the President forestry Forest Act, 2009 Framework concentrations at a level that would (focal point) Convention on prevent dangerous anthropogenic Office of Climate interference with the climate system Change(implementing Climate Change agency) Kyoto Protocol To assist developing countries in reducing 16 February, 2005 Ratified Office of the President forestry Forest Act, 2009 the greenhouse gas emissions and (focal point) preserving carbon sinks Office of Climate Change(implementing agency) Convention on 1. conservation of biological diversity 29 December,1993 Ratified Office of the President environmental Environmental Biodiversity 2. sustainable use of its components; (focal point) management Protection Act, 1996 3. fair and equitable sharing of benefits Environmental forestry Forestry Act, 2009 arising from genetic resources Protection Agency fisheries Amerindian Act, (implementing agency) 1996 A supplement to the Convention on 11 September, 2003 Ratified Environmental environmental Regulations in draft Cartagena Protocol Biological Diversity. In accordance with Protection Agency management the precautionary approach, contained in (focal point) forestry Principle 15 of the Rio Declaration on Environmental agriculture Environment and Development, the Protection Agency fisheries objective of the Protocol is to contribute to (implementing agency) health ensuring an adequate level of protection in customs the field of the safe transfer, handling and use of 'living modified organisms resulting from modern biotechnology' that may have adverse effects on the conservation and sustainable use of biological diversity, taking also into account risks to human health, and specifically focusing on transboundary movements (Article 1 of the Protocol) Adopted by the Conference of the Parties NOT IN FORCE Environmental environmental to the Convention on Biological Diversity YET Protection Agency management Nagoya Protocol at its tenth meeting on 29 October 2010 in – (focal point) forestry Regulations in draft Nagoya, Japan. The Nagoya Protocol will agriculture 26 INTERNATIONAL OBJECTIVE OF INSTRUMENT DATE OF GUYAN NATIONAL SECTORS RELEVANT AGREEMENT APPLICATION A’S FOCAL POINT/ ADDRESSED NATIONAL STATUS LEGISLATION be open for signature by Parties to the Environmental fisheries Convention from 2 February 2011 until 1 Protection Agency February 2012. (implementing agency) International Plant -Securing common and effective action to Ministry of Agriculture Protection Convention prevent the spread and introduction of 3 April 1952 Contractin (focal point) agriculture Plant Protection Act, pests of plants and plant products g Party Plant Quarantine Unit 1942 as amended in (implementing agency) 1973. Revised 1996 -To promote measures for their control 1.To combat desertification and mitigate Office of the President the effects of drought and/or December 1996 Acceded (focal point) land management desertification, particularly in Africa, 10 Guyana Lands & United Nations through effective action at all levels December Surveys Commission Convention to Combat 2.Supported by international cooperation 1977 (implementing agency) Desertification and partnership arrangement 3.Participate in regional programmes for desertification -Establishes a legal order for the seas and oceans that would facilitate international 1994 Adopted Ministry of Foreign management of Fisheries Act 2002 communication and promote peaceful use 10 Affairs the Guyana’s United Nations Law of of the seas and the oceans December (focal point) marine Draft Maritime the Sea Convention -The equitable and efficient utilization of 1993 Ministry of Foreign environment Zones Bill, 2010 their resources, the conservation of their Affairs fisheries living resources, the study, protection and (implementing agency) shipping preservation of the marine environment 1.To preserve the human environment in 2 October, 1983 Accession Ministry of Works shipping Shipping Act, 1999 particular the marine environment 10 (focal point) port facilities International December Transport and Harbours Convention for the 2.To achieve the complete elimination of 1997 Department Prevention of international pollution of the marine (implementing agency) Pollution from Ships environment by oil and other harmful (MARPOL 73/78) substances and minimizing the discharge of substances 27 INTERNATIONAL OBJECTIVE OF INSTRUMENT DATE OF GUYAN NATIONAL SECTORS RELEVANT AGREEMENT APPLICATION A’S FOCAL POINT/ ADDRESSED NATIONAL STATUS LEGISLATION 1.To protect the ecosystems of the marine environment of the Wider Caribbean management of Environmental Region Acceded Environmental the Guyana’s Protection Act, 1996 Cartagena Convention 2.To protect the marine environment of the 17 June Protection Agency marine for the Protection and Wider Caribbean Region for the benefit 2010 (focal point) environment Draft Maritime Development of the and enjoyment of future generations 1983 Environmental fisheries Zones Bill, 2010 Marine Environment 3.The Convention has 3 Protocols – Protection Agency shipping of the Wider dealing with protected areas and (implementing agency) land based Water Quality Regs, Caribbean Region endangered wildlife (the Protocol sources of 2000 Concerning Specially Protected Areas and pollution Wildlife in the Wider Caribbean Region Hazardous Waste or SPAW Protocol), land based sources of Regs, 200 pollution (Protocol Concerning Pollution from Land-Based Sources and Activities or the LBS Protocol and direct emissions Fisheries Act 2002 of pollutants into the marine (Protocol Concerning Co-operation in Combating Oil Spills in the Wider Caribbean Region or Oil Spills Protocol) The conservation and sustainable 21 December 1975 - Office of the President utilization of wetlands (focal point) Ramsar Convention To stem the progressive encroachment on Environmental on Wetlands and loss of wetlands now and in the future, Protection Agency recognizing the fundamental ecological (implementing agency) functions of wetlands and their economic, cultural, scientific, and recreational value. To prevent international trade from critical Adopted 27 Office of the President species and Species Protection endangered wild flora and fauna 1973 May (focal point) wildlife Regs, 1999 Convention on the 1977 Environmental management International Trade of To control international trade of live and Protection Agency / Draft Wildlife Endangered Species of dead animals and plants and of derivatives, Wildlife Unit Conservation & Wild Flora and Fauna and have parts through the issuing of (implementing agency) Management permits/ certificates for such trade Regulations 28 INTERNATIONAL OBJECTIVE OF INSTRUMENT DATE OF GUYAN NATIONAL SECTORS RELEVANT AGREEMENT APPLICATION A’S FOCAL POINT/ ADDRESSED NATIONAL STATUS LEGISLATION Draft Wildlife Import & Export Regulations To regulate the transboundary movement 5 May Acceded Office of the President hazardous wastes Hazardous Wastes of hazardous wastes, reducing to the 1992 (focal point) Regulations, 2000 Basel Convention for minimum its rational environmental Environmental the Control of management and promoting the Protection Agency Transboundary international cooperation on this field. (implementing agency) Movements of Hazardous Wastes To protect countries from receiving unwanted shipments of waste Pesticides and Toxic Action to outlaw the use of POPs, May Acceded Ministry of Agriculture persistent Chemicals Control defined as "chemical substances that 2004 (focal point) compounds used Act, 2000. Stockholm Convention persist in the environment, bio-accumulate Pesticides and Toxic in agriculture and Pesticides and Toxic on Persistent Organic through the food web, and pose a risk of Chemicals Control other industries Chemicals Pollutants causing adverse effects to human health Board (Amendment) and the environment". (implementing agency) Regulations, 2007. Pesticides and Toxic Chemicals Regulation, 2004 Rotterdam -Pesticides and Convention on Prior Promote shared responsibilities in relation 24 February 2004 Acceded Ministry of Agriculture hazardous Toxic Chemicals Informed Consent to importation of hazardous chemicals. (focal point) chemicals Control Act, 2000. Procedure for Certain The convention promotes open exchange Pesticides and Toxic Pesticides and Toxic of information and calls on exporters of Chemicals Control Chemicals Hazardous Chemicals hazardous chemicals to use proper Board (Amendment) and Pesticides in labeling, include directions on safe (implementing agency) Regulations, 2007. International Trade handling, and inform purchasers of any Pesticides and Toxic known restrictions or bans Chemicals Control (Amendment) Act, 2007. Pesticides and Toxic Chemicals Regulation, 2004 29 INTERNATIONAL OBJECTIVE OF INSTRUMENT DATE OF GUYAN NATIONAL SECTORS RELEVANT AGREEMENT APPLICATION A’S FOCAL POINT/ ADDRESSED NATIONAL STATUS LEGISLATION Treaty of Amazonian 2 Adopted Ministry of Foreign Environment, Cooperation August 1980 Affairs science and (focal point) technology, Ministry of Foreign indigenous Affairs affairs, (implementing agency) education, tourism, health , transportation, infrastructure, Indigenous and Tribal the most important operative international 05 - Peoples Convention, law guaranteeing the rights of indigenous September 1991 1989 peoples World Heritage Combining cultural conservation with 16 November 1972 Acceded Ministry of Culture, cultural heritage National Trust Act Convention nature conservation 20 Youth and Sport natural heritage 1972 June (focal point) 1977 National Trust of Guyana (implementing agency) Guyana is not State UNESCO Convention Saving the underwater cultural heritage. 2 January - Party to the of the Protection of “Underwater Cultural Heritage� means all 2009 Convention, but the Underwater traces of human existence having a many of the cultural, historical or archaeological provisions contained Cultural Heritage character, which have been partially or in the Draft totally under water, periodically or Maritime Zones Bill, continuously, for at least 100 years 2010 support the objectives of this treaty Regulation of trade between participating 1 January Ratified Ministry of Foreign Trade countries; it provides a framework for 1995 Affairs WTO negotiating and formalizing trade (focal point) agreements, and a dispute resolution Ministry of Foreign process aimed at enforcing participants' Affairs adherence to WTO agreements (implementing agency) 30 INTERNATIONAL OBJECTIVE OF INSTRUMENT DATE OF GUYAN NATIONAL SECTORS RELEVANT AGREEMENT APPLICATION A’S FOCAL POINT/ ADDRESSED NATIONAL STATUS LEGISLATION Arose from the Grand Anse Declaration,14 Ministry of Foreign which had 3 key features : Signed Affairs Trade 1. Deepening economic integration by (focal point) Revised Treaty of advancing beyond a common market Ministry of Foreign Chaguaramas towards a Single Market and Economy. Affairs 2. Widening the membership and thereby (implementing agency) expanding the economic mass of the Caribbean Community (e.g. Suriname and Haiti were admitted as full members in 1995 and 2002 respectively). 3.Progressive insertion of the region into the global trading and economic system by strengthening trading links with non- traditional partners.4.it establishes the Caribbean Community, and provides a Community instrument addressing economic issues, foreign policy coordination and functional cooperation 14 See http://www.jis.gov.jm/special_sections/CARICOMNew/grandAnse.pdf 31 6.5 ENVIRONMENTAL PERMITS AND REQUIREMENTS The Environmental Protection Agency of Guyana (EPA) was created through the Environmental Protection Act, No 11 of 1996. The EPA web site indicates: “The Act mandates the Agency to oversee the effective management, conservation, protection and improvement of the environment. It also requires that the Agency takes the necessary measures to ensure the prevention and control of pollution, assessment of the impact of economic development on the environment and the sustainable use of natural resources.� The Minister of the Environment is the President of Guyana. EPA is responsible to evaluate project development in the country and to classify each project according to the potential environmental and social impact. EPA is also responsible to undertake proper supervision and monitoring of the project environmental and social outcomes. EPA is responsible to supervise compliance of several of the environmental regulations set up in the country such as the Environmental Protection Act (2000 updated in 2005), which aims to control and prevent noise, air, water, hazardous waste and soil contamination. These regulations as well as others indicated in the Section of Guyana Legal Framework should be carefully reviewed by the Project Implementing Unit (PIU), the ES and future contractors of this project. The main environmental regulations applicable to the civil works planned by this project are: • Environmental Protection Regulations, 2000, 2005 • Environmental Protection (Air Quality) Regulations, 2000 • Environmental Protection (Noise Management) Regulations, 2000 • Environmental Protection (Water Quality) Regulations, 2000 • Environmental Protection (Hazardous Waste Management) Regulations, 2000 • Litter Enforcement Regulations, 2014 The environmental permitting process in Guyana varies depending on the type of project, its dimension and potential environmental impacts or whether it is new or existing. For new development projects there are two processes: (i) Environmental Impact Assessment (EIA) not required and (ii) EIA required (Figure 4). The process to obtain the final environmental permits can take from 2 to 6 months. The environmental permit process starts by filling out the Application Form “Environmental Authorization� which can be downloaded from the EPA website (http://www.epaguyana.org) and providing the information requested by EPA (Table 3). Since, the proposed civil works in this Project are related to the rehabilitation of existing buildings, perhaps the Application Form “Operation Permit for Existing / Registered Operations� will be needed to prepare instead. After the EIA approval, EPA will emit the environmental permit which entitles the developer to pursue with the project and pay several fees to EPA. Due to the scale of the works to be performed during the implementation of the UG-World Bank Science and Technology Support Project (P125288), it is not known if EPA will request to UG an EIA or any other environmental or construction permit. It is recommended that as soon as possible, the ES and PIU start communication with EPA before contracts are awarded to guide contractors throughout the permitting process. During project preparation, EPA officials were informed and consulted in relation to the proposed project activities and they offered guidance during Project preparation and future implementation. 32 In the case that EPA requests an EIA or any other type of assessment for the proposed civil works or for any other activity related to this Project, the current Environmental Assessment and its EMP can be presented to EPA with the necessary additional information that the agency might request. The ES and the PIU will always consult with EPA and other national agencies in order to comply with the permits and documentation required by the national legislation. Table 3. Environmental Information Required by EPA to Grant an Environmental Authorization. Part III. Article 17. (1, 2). An application for an environmental authorization shall be made to the Agency pursuant to section 11, 19 or 21 of the Act. (Environmental Protection Act 1996). (a) shall be completed in triplicate and shall be submitted to the Agency together with the fee as specified in the Schedule; (b) shall be in respect of one project or facility; (c) shall contain the following information: (i) the company or corporate name, the names of directors if any, the name and position of the applicant, the name of the owner or occupier and exact location of the facility; (ii) proof that the applicant either owns the facility or has a lease or other agreement with the landowner or occupier to enable the applicant to conduct the activity on the facility or has the legal right or ability to conduct the activity without the consent of the landowner or occupier; (iii) topographic map showing the location of any existing or proposed intake and discharge structures and the location of any discharge; (iv) a detailed description of the process or activity generating the discharge; (v) existing or proposed effluent discharge rates; (vi) map and description of the existing or proposed outfall locations; (vii) a description of any substances discharged, their environmental impact, the sources of the substances, the method by which the substances will be discharged and the steps to be taken to reduce the amount of the substances discharged or to mitigate their impacts; (viii) a summary of required environmental monitoring information gathered during any previous approval period which has not already been submitted to the Agency; (ix) an identification of the receiving water or waters; (x) an indication whether or not the facility is proposed or is in existence and an indication whether the application is a new application or application for renewal or variance; (xi) an indication whether or not the facility has ever has ever violated any environmental requirement under the Act; xii) an indication whether or not a permit or license from any other government entity is required under written law and whether such permits or licenses have been obtained; (xiii) copies of existing environmental authorization, permits or certificates or licenses relating to the activity, that have been granted to the applicant by the Agency or any government entity; (xiv) copies of any Environmental Impact Assessment study or reports relating to the activity; (xv) characteristics of discharge, including quantity, conditions and concentrations of constituents; (xvi) the proposed or actual dates of construction commencement, construction completion, commencement of operation and project completion; (xvii) an account of the measures undertaken to avoid, mitigate or remedy the water pollution caused by the operation of the facility; (xviii) proof that the applicant can financially mitigate or carry out remedial work; and (xix) any other information deemed necessary by the Agency. 33 EPA Permitting Process Application for Environmental Permit is submitted to the EPA with a summary of the proposed project, including information on: (a) site, design, size and duration of the project (b) possible effects on the environment (c) a non-technical explanation of the project EPA, in collaboration with the sector agencies, reviews application and project summary Duration: 14 days The EPA notifies the developer of the findings of the review and publishes in a daily newspaper whether or not the project will significantly affect the environment. The public has 60 days to lodge appeals with the Environmental Assessment Board (EAB) against the EPA decision. The EAB will either confirmed or reject the decision within a reasonable time. Duration: 60 days EPA publishes in a daily newspaper notice of the project and makes available copies of the project summary. The public has 28 days to make written submission on issues/concerns they wish to be considered by EIA Duration: 28 days EPA and the EIA consultants, facilitated by the EAB, carry out scoping exercises and develop the Terms of Reference for the EIA, taking into account both written submissions from the public and concerns raised t any public consultation during the 28-day period. EPA will provide the developer with a list of consultants for selection. The developer will submit to the EPA for approval, the choice of consultants to conduct the EIA. EPA reviews the team of consultants so as to ensure that the required expertise is present and notifies the developer as to whether the consultants have been approved EIA study is prepared and completed Figure 4. Application for Environmental Permit procees at EPA. 34 7. ENVIRONMENTAL DIAGNOSTIC OF THE PROJECT AREA An environment and social assessment was developed in order to (i) analyze the potential impacts of the future civil works planned to be developed under Component 2 of the UG Project and (ii) to prepare an environmental management plan to mitigate such impacts. This section identifies the main biological, physical and social characteristics of the UG Campus. 7.1. SOCIAL CHARACTERISTICS OF THE UG CAMPUS Students The total student enrolment for both campuses is approximately 5,000. Foreign students account for approximately 0.7% of the student body with the majority pursuing law, the remainder are local students. The Turkeyen campus offers seventy (70) programmes across nine (9) Faculties/Schools which include the Faculties of Agriculture and Forestry, Health Sciences, Natural Sciences, Social Science and Technology and the Schools of Education and Humanities, Earth and Environmental Sciences and the Institute of Distance and Continuing Education (Table 3). During the period 2006-2010, the number of students that entered the UG was between 1,725 and 2,189 and the number of students that graduated in the same period ranged between 1,224 and 1,861 (Table 1). The Project to be developed with the support of the World Bank at UG aims to expand academic programs towards the LCDS and improve the scientific infrastructure and opportunities for research for both the students and faculty. At the Tain Campus, only nineteen (19) programmes are offered in four (4) Faculties/Schools, namely Agriculture and Forestry, Education and Humanities, Natural Sciences and Social Sciences. During the period 2006-2010, the average number of students who entered or graduated from this campus is less than 300 students per year (Table 4) The majority of the programmes offered at the UG are at the undergraduate levels. The academic programmes offered at both UG campuses and the corresponding numbers of students entering and graduating from the programmes are detailed in Tables 3b and 4. 35 Table 3b. Academic Programme for Turkeyen Campus and Intake and Output 2006/07 to 2009/10. Turkeyen Campus Faculty/School Programme 2006/07 2007/08 2008/09 2009/10 Intake Output Intake Output Intake Output Intake Output Agriculture & Forestry Degree in Agriculture 13 19 24 18 23 8 23 13 Degree in Forestry 9 11 4 11 5 4 6 9 Diploma in Forestry 14 4 13 7 8 7 28 8 Health Sciences Assoc Degree in Environmental Health 0 8 9 7 6 4 6 9 Assoc Degree in Pharmacy 25 21 23 18 24 24 27 23 Assoc Degree in Medical Technology 19 23 38 2 40 21 50 38 (changed to Degree from 2008/09) Assoc Degree in Radiography 0 1 Discontinued Degree in Medicine 30 15 36 17 27 25 35 Bachelor of Science – Nursing 21 15 27 19 10 27 12 10 Bachelor of Science – Optometry Commencing in 2010/11 Degree in Rehabilitation Science Commencing in 2010/11 Degree in Dental Surgery 6 0 6 0 2 0 11 6 Post Grad. Dip in General Surgery Commenced in 2 5 0 4 0 0 2007/08 Natural Sciences Master in Forest Biology 0 1 0 0 0 1 4 0 Degree in Biology 84 37 123 25 103 16 124 84 Degree in Chemistry 19 11 14 10 17 10 11 19 Degree in Computer Science 44 19 20 24 21 11 23 44 Degree in Mathematics 13 5 8 5 13 6 17 13 Degree in Statistics 1 0 1 0 0 0 0 1 36 Degree in Physics 0 0 0 0 1 0 1 0 Diploma in Computer Science 116 29 120 32 91 47 89 91 Social Sciences Master in Social Sciences 0 2 Suspended Masters in Development Policy & Analysis 0 19 0 1 Suspended Executive Masters in Business Admin. Commenced in 2008/09 25 0 29 25 Executive Masters in Public Admin. Commenced in 2008/09 11 0 11 11 Post-graduate Diploma (Dev. Studies) 41 26 35 23 0 19 26 0 Post-graduate Diploma (International Studies) 18 11 33 21 0 8 13 0 Degree in Business Management 121 104 77 121 150 79 182 121 Degree in Communication Studies 24 9 0 17 20 13 15 24 Degree in Economics 63 21 64 25 54 17 95 63 Degree in International Relations 72 34 81 44 36 43 63 72 Degree in Law 44 45 43 26 51 39 56 44 Degree in Public Management 97 54 64 86 53 48 47 97 Degree in Social Work 48 54 53 43 65 52 58 48 Degree in Sociology 74 39 55 29 44 32 63 74 Diploma in Accountancy 43 42 33 40 22 25 40 22 Diploma in Banking & Finance 37 19 0 30 22 6 31 22 Diploma in Communication Studies 30 9 0 40 44 21 61 44 Diploma in Marketing 40 49 54 30 39 35 79 39 Diploma in Public Management 114 96 124 81 64 55 88 64 Diploma in Social Work 76 74 88 73 81 65 133 81 Technology Degree in Architecture 6 3 2 2 6 7 4 2 Degree in Civil Engineering 9 21 37 23 13 22 6 37 Degree in Electrical Engineering 6 10 24 1 6 11 6 24 Degree in Mechanical Engineering 3 11 14 7 2 12 3 14 37 Degree in Geological Engineering (various 4 0 2 0 0 6 0 2 options) Diploma in Aeronautical Engineering 0 0 2 0 1 1 0 1 Diploma in Architecture 14 4 12 8 9 8 13 9 Diploma in Civil Engineering 49 32 72 32 51 34 54 51 Diploma in Electrical Engineering 32 24 34 18 27 13 28 27 Diploma in Geology 13 2 26 9 9 11 20 9 Diploma in Mechanical Engineering 26 13 23 10 27 16 19 27 Post Graduate Certificate in Water Resources Commenced in 2009/10 25 25 Management Education & Humanities Master in Education 5 0 0 1 0 6 30 0 Post-graduate Diploma in Education (Math) 8 7 3 6 5 3 3 5 Post-graduate Diploma in Education (Science) 7 10 5 7 5 5 8 5 Post-graduate Diploma in Education (MED- 0 0 44 0 0 7 0 12 Supervision & Planning) Post-graduate Diploma in Education (Social 4 13 7 4 9 5 11 9 Studies) Post-graduate Diploma in Education 10 23 7 10 7 8 18 7 (Administration) Post-graduate Diploma in Education (English) 0 0 1 4 4 1 4 4 Degree in English 21 17 16 20 20 8 16 21 Degree in Geography 1 0 0 0 0 0 0 1 Degree in History 7 12 8 6 8 6 6 7 Degree in Spanish 3 4 7 3 3 1 2 3 Degree in Fine Arts (Creative Arts) 5 7 5 2 0 4 3 5 Degree in Tourism Studies 12 5 5 11 6 5 10 12 38 Degree in Geography/Economics 0 0 0 0 0 0 3 0 Bachelor of Education (various options) 101 164 90 107 123 86 143 123 Diploma in Tourism 31 9 20 11 22 19 10 22 Certificate in Education (various options) 154 86 158 122 159 141 156 159 Earth & Environmental Degree in Earth Sciences – Geography 2 11 10 7 2 2 6 2 Sciences Degree in Earth Sciences - Environmental 5 9 18 12 17 4 17 5 Studies IDCE Diploma in Occupational Health & Safety 0 0 0 0 12 0 8 12 TOTAL 1894 1423 1924 1373 1725 1224 2189 1861 39 Table 4: Academic Program for Tain Campus and Intake and Output 2006/07 to 2009/10 Tain Campus 2006/07 2007/08 2008/09 2009/10 Faculty/School Program Intake Output Intake Output Intake Output Intake Output Agriculture & Forestry Degree in Agriculture 0 5 4 7 5 3 9 0 Bachelor of Education – Administration 13 7 4 12 13 5 9 13 Bachelor of Education - Social Studies 3 6 2 3 7 2 6 7 Bachelor of Education – Nursery 4 6 6 4 6 6 3 6 Bachelor of Education – Primary 15 16 8 17 12 8 16 12 Education & Humanities Certificate in Education - Nursery General 7 8 6 6 8 4 10 8 Certificate in Education - Primary General 13 8 17 12 24 17 19 24 Certificate in Education - Social Studies 8 3 5 7 5 6 9 5 Certificate in Education – Math 0 0 0 0 10 0 0 10 Certificate in Education – Administration 15 7 7 13 6 7 3 6 Assoc Degree in Math 5 4 6 4 3 4 5 3 Assoc Degree in Biology 13 8 30 1 30 18 32 30 Natural Sciences Assoc Degree in Chemistry 4 4 3 0 8 4 9 8 Diploma in Computer Studies 4 9 13 4 18 6 24 18 Degree in Public Management 11 9 8 11 9 3 14 11 Diploma in Accountancy 27 11 17 12 12 16 15 12 Social Sciences Diploma in Marketing 24 11 16 18 12 16 14 12 Diploma in Public Management 31 10 25 17 35 21 30 35 Diploma in Social Work 19 13 21 11 22 15 13 22 TOTAL 216 145 198 159 245 161 240 242 40 • Faculty Table 5 provides statistical details of full-time staffing levels at the University of Guyana over the period 2002/03 and 2009/10. During this period, Senior Management (the Vice-Chancellor, Deputy Vice-Chancellor, Bursar and Registrar), UA Academic Library and Non-academic positions have been relatively stable. Table 5. Full time personnel of the University of Guyana, 2002/2003 to 2009/10. 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 Category Tur'n Tur'n Tur'n Tur'n Tur'n Tur'n Tur'n Tur'n Tain Tain Tain Tain Tain Tain Tain Tain Senior Management Staff 4 1 4 1 4 1 4 1 4 1 4 1 4 1 4 1 Academic Staff 206 7 212 15 228 17 224 16 223 19 214 19 210 16 219 23 UA Lib Staff 14 3 13 3 14 3 13 3 12 3 16 3 15 3 15 3 Non Academic Staff 36 1 44 1 39 2 35 1 39 1 41 1 49 1 44 3 UB Staff 315 10 365 13 332 18 317 19 313 17 288 18 313 19 315 23 Total 575 22 638 33 617 41 593 40 591 41 563 42 591 40 597 53 Source: University of Guyana Strategic Plan 2009-2010. The UG Strategic Plan 2009-2012 indicates that for the Turkeyen Campus, “the number of full time teaching staff has declined steadily from a high of 252 in 1990/91 to a low of 206 in 2000/01 and 2002/03� while at the Tain Campus, the “number of full time lecturers there has grown by approximately 2.4% since the start of the campus; however the relative proportion of part time faculty (the majority of whom are full time lecturers from the Turkeyen Campus) has remained substantially higher than full time lecturers, with the ratio being highest in 2002/03 (9:1) and lowest in 2008/09 (1:1).� In the last academic year (2009/2010), there were a total of 242 full time lecturers; 219 at the Turkeyen and 23 at Tain campuses. During the period 2000-2009, full and part time faculty levels at the Turkeyen campus, where the main civil works will be performed by this Project, has reached a maximum of 392 professors (Table 6). Table 6. Teaching staff at the Turkeyen Campus of the University of Guyana during 2000/01 to 2008/09. UG FACULTY 2000/ 2001/ 2002/ 2003/ 2004/ 2005/ 2006/ 2007/ 2008/ 2001 2002 2003 2004 2005 2006 2007 2008 2009 Full Time Lecturers 206 214 206 212 228 224 223 214 210 Part time Lecturers 161 147 154 154 159 168 160 174 166 TOTAL 367 361 360 366 387 392 383 388 376 Source: University of Guyana. Strategic Plan 2009-2012. 41 • Science laboratories The rehabilitation and expansion of the science laboratories, as proposed by this Project, is essential in order to address the needs of Science and Technology goals of the University and the country. This relates particularly to the development of the Faculties of Agriculture and Forestry, Natural Sciences, Health Sciences, Technology and School of Earth and Environmental Sciences. A total of 29 laboratories are found in the science and technology faculties and schools at UG (Table 7). The goal of this Project is to rehabilitate and improve the physical conditions, design, management and equipment in 14 of these laboratories. Table 7. Number of Science laboratories at Turkeyen Campus. Faculty/School Number of laboratories Faculty of Agriculture and Forestry 2 Faculty of Health Sciences 4 Faculty of Natural Sciences 10 Faculty of Technology 11 (plus 2 studios) School of Earth and Environmental Sciences 2 (1 is located in the Faculty of Natural Sciences Many of these laboratories have deteriorated through time and face a limited space for conducting science teaching, while equipped with outdated equipment and the lack of appropriate system for hazardous waste disposal, including emergency equipment and procedures. Additional detail about the conditions of these labs will be presented in the coming sections. 42 7.2. Physical Characteristics of the project area • Location The Turkeyen Campus is located along the coastal plain of Guyana which is about 2 meters below sea level and about 2 km East from Georgetown, the capital city. The campus as well as the rest of Georgetown has gone through significant manipulation of the natural water flow regime which dates back to the colonization period where the Dutch developed an extensive drainage system in the city to control water flow in the floodplains to increase arable land. The UG campus is apparently based upon a retention water site and during heavy rainfall, the UG campus can become flooded. Soils in the UG campus area are hydromorphic and belong to recent and sub-recent deltaic deposits; these are front land or marine clays that are low ¨humic gleys¨ of high base status. They are placed in land capability class I-II, indicating that these have poor drainage, are deep and mixed with salt soils associated with rivers, and sandy soils in intermittent strips paralleling the coast (General Soil Map of British Guyana, 1964). • Climate and Precipitation Guyana experiences a wet tropical climate with warm temperatures and abundant rainfall. The coast of Guyana generally experiences two wet and two dry seasons due to the annual meridional migration of the Inter Tropical Convergence Zone (ITCZ). According to Guyana Hydro- meteorological Service at the Ministry of Agriculture, the mean annual rainfall recorded in Georgetown, during the period of 2000 to 2009, varied from 1500 mm to 3500 mm (Figure 5). Georgetown receives on average 2418 mm of precipitation annually. In January 2005, unusually high rainfall was recorded in Georgetown causing the flooding of the Turkeyen Campus. During the period from 2001 to 2008, there has been a general increase in the total annual rainfall on Georgetown (Figure 5). 4000 3500 Precipitation (mm) 3000 2500 2000 1500 1000 500 0 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Year Figure 5. Mean annual rainfall during the period 2000-2009. Source: Ministry of Agriculture. Guyana. 43 Georgetown usually experiences heavy rainfall between April and July each year (Figure 6). While this is due to the northward movement of the ITCZ, the southward migration of the ITCZ brings the second wet season to Georgetown between November and January. Generally, the wettest months are June and December and the driest February, March and September. Civil construction works planned for the rehabilitation of the science buildings at UG will need to take into consideration the rainy season in order to plan ahead the time frame of the works and in order to reduce social and environmental effects in the campus operation and academic program. 1200 2000 1000 2001 Precipitation (mm) 2002 800 2003 600 2004 2005 400 2006 200 2007 0 2008 2009 J F M A M JU J A S O N D Figure 6. Monthly rainfall at Georgetown, during the period 2000-2009. Source: Ministry of Agriculture, Guyana. • Temperature 35,0 The average temperature in Georgetown, Guyana is 27.0 °C 30,0 (81 °F). The warmest average C ) 25,0 o maximum temperature is 31 °C T em perature ( (88 °F) in September and October. 20,0 The average minimum 15,0 A nnual Mean Minimum Temperature temperature is 24 °C (75 °F) in 10,0 A nnual Mean Max imum January, February, March, June, Temperature July, August and December. 5,0 During the period 2000 to 2009, 0,0 the annual mean maximum and 2000 2001 2002 2003 2004 2005 2005 2006 2008 2009 minimum temperatures in Ye a r Georgetown have remained relatively constant (Figure 7). The Figure 7. Annual Mean Minimum and Maximum Temperatures for annual maximum and minimum Georgetown (2000-2009). Source: Ministry of Agriculture, Guyana. temperatures averaged 30.5 and 24.1°C, respectively. 44 • Humidity Georgetown usually experiences high humidity. Table 8. Relative Humidity in During the period of 2000-2009, the relative humidity Georgetown (2000-2009). recorded has been over 70% as shown in Table 8. The Annual Mean Relative annual morning and afternoon relative humidity Year/Time Humidity (%) average 80% and 72%, respectively. 8:00 hrs. 14:00 hrs. 2000 80.0 71.0 2001 77.0 69.0 • Ground water 2002 77.0 71.0 2003 79.0 70.0 The UG campus is located on a large coastal aquifer 2004 81.0 71.0 system. This groundwater system has been identified to 2005 83.0 74.0 occupy a subsurface area of about 20,000 square 2005 81.0 75.0 kilometers, extending about 250 kilometers along the Atlantic coast and 40 to 150 kilometers inland, 2006 82.0 74.0 comprises three aquifers: the “Upper Sands�, the “A 2008 81.0 72.0 Sand� and the “B sand�. Overlying layers of clays 2009 79.0 71.0 confine the lower two aquifers, therein protecting them from contamination from external sources. The “Upper Sands� aquifer, which is the shallowest of the three aquifers, is 30 to 60 meters deep varies in thickness from 15 to 120 meters. This aquifer is no longer used as a source of potable water because of its high iron content (>5 mg/l) and salinity (up to 1200 mg/l), (FAO 2011). The “A sand� aquifer is 150 to 220 meters deep and 12 to 27 meters thick. Reports indicates that the piezometric head was 4.5 meters above ground level when it was first extracted, but constant withdrawal has caused the head to fall to 14 meters below ground level. The “B sand� aquifer is encountered at depths of 350 and 800 meters. Most of the potable water is obtained from the two deep aquifers. • Potable water The Guyana Water Incorporated (GWI), the national water company, supplies untreated ground water to the UG from two wells located at the Turkeyen campus. These wells are interconnected and the water is pumped directly from the aquifer into the distribution network. The distribution system (a six inches PVC transmission pipe) is owned and maintained by the University of Guyana. A recent report by Jackson (2010b) indicates that Well at UG Turkeyen Campus. even that all the ground floors of the various buildings receive a pressure supply above the 45 standard required level (five pounds per square inch); however this pressure is insufficient to provide for the various elevations of the buildings. The fire flow analysis concluded that the current supply is inadequate and resulted in an unacceptable level of service. In addition, the existing pipe network has exceeded its design life of 30 years and is considered old. In fact, water storage, water quality and water supply are issues requiring immediate attention at the University. It is considered that the UG needs to plan the construction of an elevated water storage tank/s together with a water filtration facility to provide for the supply of potable water to the entire campus by gravity feed. These issues will be evaluated and hopefully resolved with the civil works planned to be developed under the proposed Project. • Ground water quality There is water quality issues related to the water extracted from the two wells at the UG campus. Table 9 indicates the results of water analyses developed by the GWI and the University of Guyana during samplings of 2009 and 2010. Ground water from both wells have shown problems with low pH, indicating the presence of acid waters and thus below the World Health Organization (WHO) Standard, (Table 9). Also the turbidity levels in 40% of the water samples analyzed were higher than the WHO turbidity standard of 5 Nephelometric Turbidity Units (NTU). In both wells and at the Campus, water samples have been found to have high levels of turbidity (>20 NTU), (Table 9). The iron content of all the water samples were above the GWI iron standard of <0.5 mg/l Fe (Table 9). Three water samples from the Turkeyen #1 well and four samples from the Turkeyen #2 well did not achieve the total coliform standard. Moreover, two of the three samples from the UG Campus contained total coliform. However, no fecal bacteria contamination was found in all water samples (except in one sample) analyzed from both wells and the UG campus; therefore these samples (except one), were below the fecal coliform standard (Table 9). The Turkeyen #1 failed towards the end of 2010 and remains nonfunctional at the time of writing this report. 46 Table 9. Water quality data from the two wells that feed the University of Guyana. Total Turbidity Iron Fecal Coliform MONTH pH Coliform (NTU) (mg/l Fe) (CFU/100 ml) (CFU/100 ml) Standard1 6.5-8.5 <5.0 <0.52 0 0 Turkeyen #1 Well: 1 A March 2009 6.15 1.20 2.14 TNTC 3 June 2009 5.93 0.70 0.79 0 0 September 2009 6.35 6.15 1.35 na na December 2009 6.24 17.6 1.40 22 0 1 B September 2009 5.81 0.75 na 0 0 October 2009 5.77 0.86 na 0 0 May 2010 6.12 28.6 na 5.1 0.0 May 2010 5.73 10.3 na 0.0 0.0 Turkeyen #2 Well A1 June 2009 6.11 0.90 0.59 25 0 September 2009 6.23 6.4 1.54 na na December 2009 6.24 6.8 1.44 40 0 B1 September 2009 5.63 0.72 na 2.2 0 October 2009 5.79 1.02 na 0 0 April 2010 5.60 0.89 na 0 0 May 2010 5.75 1.02 na 2.2 0 UG campus 1 A June 2009 5.98 1.90 1.34 3 0 September 2009 6.08 21.35 2.02 na na December 2009 6.09 8.9 1.11 15 0 Sources: 1: World Health Organization (WHO) Standard; 2: GWI standard; A1: GWI Statistics, B1 : University of Guyana 2009 and 2010; na: not analyzed; CFU: colony forming units per100 ml of water sampled. TNTC: Too numerous to count 47 • Drainage System In the coastal plain where the UG is located and even 8 km inland, the land is below sea level at high tide. “Drainage throughout most of Guyana is poor and river flow sluggish because the average gradient of the main rivers is only 0.2 0/00. Drainage by gravity is possible only when the tide is low, and this form of drainage is affected by the ever-changing levels of the foreshore outside the sea defenses. On account of this, it has been necessary in many areas to resort to the expensive method of drainage by pumps.� (FAO 2011). The drainage system at UG was designed and built at the same time when the campus was constructed in the 1960’s. It comprises concrete lined drains (primary and secondary) and earthen drains which covers a substantial portion of the campus. The Campus’ drainage network is currently linked to the Liliendaal and Ogle pump stations located in Liliendaal and Ogle, respectively. The system was drained by two 4800 gallons per minute (0.303 m3/s) pumps that were located on the Southern end of the campus grounds. During the operation of these pumps, flooding of the campus was minimal although the magnitude and intensity of rainfall remained the same. Currently, due to the heavy rainfall the campus is frequently flooded and this poses a problem to the normal functioning of the university (see photos below). According to Jackson 2010b, the Faculty of Technology reports that mean land level (lawns and play field areas) of the campus is 14.933m Georgetown Datum (GD) and pumping at the Liliendaal pump station at the outlet generally occurs between 14.935m GD and 14.326m GD. As a result, whenever the pump station at Liliendaal starts to operate the campus is flooded with about 187 millimeters (7.4 inches). There are some areas on the campus that are as low as 14.75 m GD. At the outlet at Ogle, the pump station operates between 14.32 m GD and 13.71 m GD. The operation head at Ogle is lower that the land level on campus which should have contributed to an efficient gravity drainage system. Flooding of the University of Guyana Turkey Campus, after a heavy rainfall. 48 The presence of weeds is the primary cause of for the poor state of the drainage system on campus. Moreover, the internal and external drains are clogged with weed and silt most of the time (see photo below). A weed infested drain A Clogged drain • Sewage Treatment The sewerage system was built after the campus was opened with a student population of 164 students and only 10 buildings. Now, the population has increased to approximately 6000 students and staff, and the number of buildings has increased to 25. The sewage system consists of approximately 66 manholes within a network of gravity pipes. The Department of Civil Engineering prepared a report15 of the UG sanitary sewer system and describes the system in detail: ¨The existing sewerage system consists of a network of pitch fiber and PVC gravity sewer pipes draining to Du-O-Jet sewage ejectors. The pitch fiber and PVC pipes are mainly of 4 inches diameter. The sewage ejectors operate by pneumatically ejecting the collected wastewater from the university complex a distance of approximately 1846ft via a 12inches diameter discharge PVC pipeline to the Model V treatment plant that is no longer Wet well and pump at the University of Guyana. functional. This plant was previously responsible for treating the sewage by utilizing a process called the activated sludge process, after which its effluent is discharged into a nearby drainage trench.¨ 15 Jackson, M. 2010a. Evaluation and Redesign of the University of Guyana Sanitary Sewer System. 2010. http://es.scribd.com/doc/46412916/413-Project-Final 49 The sewage treatment (Model V plant) was obtained from Smith and Loveless Inc. of Lenexa, Kansas during the mid-1970’s. The treatment process (activated sludge) is a modification of the conventional treatment method and is primarily used in small communities and institutions. The major differences of the UG plant to the conventional method are : (i) there is no sludge dewatering stage (ii) The aeration time is longer (iii) after the clarifiers the waste sludge is pumped into a sludge digester where the sludge is settled and the liquid on top (supernatant) is recycle into the aeration tank (see photos below) At the time of preparation of this document, the treatment plant is being rehabilitated and is expected to be in full operation at the conclusion of the rehabilitation works. The current civil works are undertaken by the Ministry of Education with minimal input from the maintenance unit of the University. The rehabilitation work is documented by Jackson (2010b) as follows: a) Provide for temporary waste storage system. b) Clean and fumigate tanks prior to rehabilitation. c) Sandblasting of 4 No. Sewerage tanks. d) Welding porous areas of the above tanks. e) Replacing the 5 No. Existing motors attached to the Chopper. f) Replace existing defective cast iron and flex pipes with Ductile Iron pipes. g) Allow for repairs to electronic jets. h) Provide concrete bases using high phosphorus cement. i) Flush all Sewerage lines with power jets. j) Allow for cleaning sewerage manholes at Turkeyen Campus. A sealed manhole within a building and an existing manhole at the Turkeyen campus, University of Guyana. Source: Jackson, 2010b. 50 Primary Settling Tank and the Aeration Tank at the Turkeyen campus, University of Guyana. Source: Jackson, 2010b. • Solid Waste A preliminary characterization of solid waste at UG, was conducted in June 2010 by Mr. Calvin Hector of the Faculty of Technology. The results indicate that the Faculty of Technology generated about twice more waste than the Faculty of Health Sciences (Table 10). About 50% of the waste generated at the Faculty of Technology was mixed paper. In the Faculty of Health Sciences, the main waste was plastic bottles (24%), Table 10. Other important wastes found at both Faculties were cardboard, steel and ferrous metals, glass bottles, among others (Table 10). The majority of this waste could be recycled if UG develops a campus strategy and promotes its discussion, research and teaching. The UG can play an important role in promoting a better waste management in the country. All solid waste generated by the Turkeyen Campus is currently stored in metal bins around campus and collected three times a week (Mondays, Wednesday and Fridays) by a private collector named Cevons. These metal bins are corroded, dirty and heavy to lift and a source of contamination all over the campus. It will be important to change these bins for plastic bins which will be easier to handle and wash. All waste material was previously disposed of at the ¨Le Repentir¨ Disposal site, but with the opening of ¨Haags Bosch¨ landfill, the material is currently disposed there. There is no form of separation of waste on the UG campus or any recycling activity is currently undertaken. However, a team from the Faculty of Technology is currently developing a proposal to undertake a pilot project that would involve the separation of waste at source, recycling of waste, and generation of energy from waste. Outdoors and indoors solid waste Around the UG campus is common to find old equipment or debris of different type of sources. Also, inside of some buildings high amount of paper, books and documents can fill rooms and corners. For instance, at the Biodiversity Centre, large amount of papers, scientific magazines and documents can be seen as trash waiting for storage or a disposal solution. This is high flammable material that needs to be properly discarded. During project implementation is expected that UG will develop waste management protocols to improve waste management within the campus. 51 Indoors waste at the UG Biodiversity Center. Waste containers at the UG Turkeyen campus Table 10. Characterization of solid waste generated in faculties of the University of Guyana. Description Faculty of Health Faculty of Sciences16 Technology 17 Average weight Percent Average weight Percent (lbs) (lbs) Mixed paper 9 11.92 81 42.86 Plastic bags and containers 12 15.89 9 4.76 Aluminum cans 6 7.95 2 1.06 Styrofoam (cups and boxes) 5 6.62 3 1.59 Wood 0 0.00 6 3.17 Cardboard 12 15.89 12 6.35 Glass bottles and glasses 8 10.60 12 6.35 Plastic bottles 18 23.84 25 13.23 Steel and ferrous metals 0 0.00 30 15.87 Sponge, coal and battery 0 0.00 1 0.53 Leather and rope 0 0.00 4 2.12 Food waste 5 6.62 4 2.12 Miscellaneous 0.5 0.66 0.00 Total 75.5 100.00 189 100.00 Source: Hector (2011). • Electricity The main source of energy in Guyana and the UG is derived from fossil fuels. Guyana has 226MW of installed capacity which correspond to low efficient thermoelectric diesel-engine driven generators. 16 Solid waste was collected over three day period June 9-11, 2010. 17 Solid waste was collected over the three day period June 6-8, 2010. 52 Klass, Welch, Ketwaru and Rose (2010) reviewed the University’s present electrical distribution system at the Turkeyen campus and identified three separate sources of electricity supply as follows: a) Natural Sciences Building: This is the main distribution system near the Natural Sciences building which comprises two distribution systems from the Guyana Power and Light Incorporated (GPL) and a standby generator with the following details: (i) The first distribution system is supplied by a 1000 kVA, 13.8 kV/220-127 V transformers. (ii) The second distribution system is supplied by 3 x 167 kVA, 13.8 kV/415-240 V transformers. (iii) A 375 kVA, 220/127V standby generator supplies nearly all the areas that receive normal supply from the above mentioned transformers. b) Centre for Information Technology (CIT) Building: A second distribution centre was added when the new computer centre was built and normal supplies consist of 3x 100 kVA, 13.8 kV/220-127V transformers with a 268 kVA, 220/127 V generator as standby. c) Administration Buildings: A third distribution centre was recently established. The details of this centre are the same as those for the CIT Building. The summary details of the Turkeyen campus distribution system are shown in Table 11. Table 11. Details of Electricity Distribution System at Turkeyen Campus, University of Guyana. System GPL Standby Voltage Load Location Capacity Capacity (V) (kVA) (kVA) (kVA) (Estimated) Supply #1(a) Natural Science 500 375 415/240 32018 Supply #1(b) Natural Science 1000 220/127 Supply #2 CIT 300 268 220/127 1001 Supply #3 Admin 300 268 220/127 Included in the above Total 2,100 911 420 The situation of the electrical system in the UG is complex; there are many places with mixed and exposed cables. The electrical system at UG suffers constant service interruptions and black outs are common. This project will try to incorporate energy efficiency components and if possible, solar panels to increase the UG backup system and the use of renewable energy sources in the campus. 18 Source - GPL Electricity Bills 53 Klass et al. (2010) indicate that: ¨The electricity distribution supply arrangements at the Natural Science location are chaotic and in a deplorable condition. In addition to the untidy arrangement of the cables there are several automatic changeover switches (ATS) connected to sub- distribution panels operating the sole standby generator set. It is assumed that this arrangement became necessary because it was difficult to obtain a supply from the distribution transformers to control the changeover switches. A complete rearrangement Exposed wires at the University and relocation of this distribution centre is necessary.¨ campus. July, 2011 In addition, Singh (2009)19 did an evaluation of the UG Electrical distribution system and identified the areas served by the main and stand by supply systems (Table 12). This information will be useful for the electrical works planned to be done during the rehabilitation works under the activities of Component 2 of this Project. Table 12. University of Guyana Electrical distribution and supply systems. Areas served by the GPL Supplies Parameter Areas Supply #1 (a) IDCE, ELT, Facilities Maintenance, GWLT, Communications Centre, Library, Faculties of Natural Sciences, Technology, Agriculture, Social Sciences, School of Education and Humanities; Supply #1 (b) Library, LRC, Herbarium, Spicy Dish, Security, Bookstore and Faculties of Law, Technology, Agriculture and Health Sciences Supply #2 CBJ, CIT Supply #3 Bursary, Administration, Personnel, Loan Agency Areas Served by Standby Supplies Parameter Areas Supply #1 (a) IDCE, ELT, Facilities Maintenance, GWLT, Communications Centre, Library, Faculties of Education, Natural Sciences, Technology, Agriculture, Social Sciences; Supply #1 (b) Library, LRC, Herbarium, Spicy Dish, Security and Faculties of Law, Technology (labs), Agriculture and Health Sciences Supply #2 CBJ, CIT Supply #3 Bursary, Admissions, Personnel, Loan Agency Singh, A. 2009. Assessment of University of Guyana’s Electrical Distribution System to determine Capability to 19 meet Current and Future Needs. University of Guyana. 54 • Health and Safety Throughout the buildings there are numerous locations that represented potential threats to the health and safety of the buildings occupants. Exposed electrical wiring, open faced electrical panels, derelict but possibly live electrical installations, locked doors, tripping hazards, no emergency evacuation signage or general safety signage, questionable fire escape capacity and location, inoperative fire alarms and no smoke or heat detectors, and chemical and biological material storage are all issues that require immediate attention. A fuel storage tank is in the campus with no fence around. Ketwaru (2011) identified the following main hazards in the science laboratories: • Exposed breaker panels; • Overloaded breaker circuits – many points to one breaker; • Inoperable fume hoods; • Limited firefighting capacity on campus; • No fire escapes or second entrance; • Water leakages – water collecting on light fixtures; • Poor storage facilities in the chemical preparatory area; • Tripping hazards – southern side of D17; and • Storage of chemical waste. The University of Guyana has 14 science laboratories which are going to be rehabilitated during the implementation of this Project. In all these labs, chemical products are easily found and some of these chemical can be hazardous, toxic, corrosive and even cancerogenous. Chemicals are sometimes stored open-shelfed cabinets. For instance, fixing agents such as formaldehyde can be found in the floors or tables of these labs with no labels or hazard information about how to handle these chemicals which can produce high toxic fumes. At the moment of this study, the University does not have laboratory management guidelines nor emergency procedures or hazard material safety procedures. Corrosives chemicals can be found at the UG and these can be either acids or bases. For example, common acids found at the labs of UG include hydrochloric acid, nitric acid, sulfuric acid, acetic acid and hydrofluoric acid and common bases include ammonium hydroxide and sodium hydroxide (caustic soda). Corrosives could attack exposed body tissues and could also damage metal materials (collection bins) and caused dangerous flumes. These chemicals could cause damage as soon as they touch the skin, eyes or the respiratory tract. Breathing in corrosive vapors could irritate and damage inner tissue of the nose, throat and lungs. Annex 3 has a list of chemicals commonly used in some of the chemistry laboratories at UG which will need to be handled with care during the rehabilitation works. Many of these chemicals are very toxic and they cause even explosions if they are not manipulated and move by technical personnel. 55 Storage of chemicals at the University of Guyana. Fuel storage container at the UG Turkeyen campus without any Chemical reagents, a gas container preventive fense or signs. and trash at the main entrance of the Biodiversity Center at UG. Lab space at the Biodiversity Center Trash containers at UG. Lab at UG. Fish collections on unstable cabinets. 56 • Pesticide Use20 The Agriculture Research Centre (ARC) is primarily used for student and staff projects in the area of crops. Currently, weed control is undertaken manually and by the use of the herbicides: 2-4 D and Glyphosate. In addition, the fungicide Verita is used. Notably, it is only in the event of a major insecticide attack that ¨Hyperkill¨ is used. In addition, the Research Centre uses two types of fertilizers: 15-15-15 and urea. These fertilizers are not regularly applied, but are used whenever there is premature fruit and flower fall and yellowing of the plant. Importantly, the Biodiversity Research Centre does not purchase any banned chemicals, it receives its supply of chemicals locally from Caribbean Chemicals. Nevertheless, the Environmental Specialist (ES) assigned by the PIU for the Project supervision, will maintain oversight of the use of any type of pesticides, provide guidance or developed appropriated pest management plans as needed for the University. • Traffic Methodology The planned civil works to be executed at the UG campus requires the entrance of heavy trucks and contractors’ vehicles. A short traffic survey was conducted to capture the present volume of traffic flowing into and parking on the campus, over a 12 hour period on April 13, 2011. Importantly, an assumption was made that all vehicles counted would have entered the campus that day, given the fact that (with the exception of three areas which were excluded in the study); there are currently no residential buildings on the campus. During the survey counting, three individuals counted the parked vehicles in specific locations in the UG campus, during each of the following time periods: 9:00-11:00 hrs. 11:00–13:00 hrs., 13:00–15:00 hrs., 15:00–17:00 hrs., 17:00– 19:00 hrs., and 19:00-21:00 hrs. Table 13 shows the locations included in the count. 20 Information obtained from direct communication with the Manager of the Agriculture Research Centre 57 TABLE 13. Locations of parked cars on the UG campus on April 13, 2011. ID # Location Comments A Education Lecture Theatre and Education Designated car park and vehicles parked along the Building Road B Tarmac Largest designated car park and vehicles parked along the road and on the grass C Centre for Information Technology Designated car park D Cheddi Jagan Building (CBJ) Vehicles parked on the grass E Bookstore Vehicles parked on both sides along the road F Faculty of Natural Sciences Designated car park and in front of Herbarium G Humanities Building/Social Sciences Designated car park H Area between Humanities and Library Vehicles parked along the road I Faculty of Health Sciences Designated car park and vehicles parked along the drive way J Library Designated car park K Area between Library/Faculty of Natural Sciences Vehicles parked on both sides of the road and Administration L Administration Building Designated car parks M Biodiversity Centre Vehicles parked along driveway N Faculty of Agriculture and Forestry Vehicles parked on both sides of road O NDMA Building Designated car park and vehicles parked along the road on the eastern side P Faculty of Technology Designated car park Q Maintenance Results The number of vehicles parked on campus is ranged from 145 to 202 in one single day (Table 14). The locations included in the count consisted of designated car parks at both sides of the road. The data reveals that the peak time for vehicles (parked) on campus is the period 11:00/13:00 hrs to 17:00/19:00 hrs. Most vehicles are parked on the Tarmac which is the largest area designated for parking. The second are with more traffic is in front of the Faculty of Natural Sciences. This finding is important because several buildings will be rehabilitated within this Faculty and proper selection of storage and parking space will be needed. Traffic in the vicinity of the Faculties of Natural Sciences, Health Sciences, Agriculture and Forestry, and Technology declined towards the end of the monitoring period as the courses offered by these Faculties are offered primarily during the day. 58 Table14. Results of traffic count in the UG campus on April 13, 2011. ID Location Time Periods Total code 9:00- 11:00- 13:00- 15:00- 17:00- 19:00- 11:00 13:00 15:00 17:00 19:00 21:00 hrs. hrs. hrs. hrs. hrs. hrs. A Education Lecture Theatre 9 9 10 6 30 24 88 and Education Building B Tarmac 25 50 46 49 59 44 273 C CIT 5 2 4 5 11 10 37 D CBJ 0 1 1 3 6 7 18 E Bookstore 2 6 3 2 2 1 16 F Faculty of Natural Sciences 21 26 26 20 19 22 134 G Humanities Building 7 9 11 9 6 6 48 H Area between Humanities 2 3 7 5 4 6 27 and Library I Faculty of Health Sciences 14 18 15 17 17 7 88 J Library 6 9 11 10 11 11 58 K Area between Library/FNS 6 8 10 15 10 8 57 and Administration L Administration Building 10 12 10 11 6 5 54 M Biodiversity Centre 1 1 1 2 1 0 6 N Faculty of Agriculture and 9 5 12 11 7 4 48 Forestry O NDMA Building 6 8 8 8 4 2 36 P Faculty of Technology 18 22 20 14 8 5 87 Q Maintenance 4 3 4 3 1 1 16 Total 145 192 199 190 202 163 59 7.3 BIOLOGICAL CHARACTERISTICS OF THE UG CAMPUS Methodology The University of Guyana Turkeyen campus is located on 586 hectares of land. It is constituted by seven faculties in addition to administrative buildings on this campus. For the biological diagnostics the project area, the campus was divided into eighteen study plots. See Annex 4 showing a sketch of the campus divided into the study plots. To determine the plant species density in the study areas, 18 study sites was selected and quadrats and line transects were used. The quadrats were randomly thrown from one end of the site diagonally to the center of the study site. The additional quadrats were then thrown randomly to at various locations of the study site in order to develop line transects. The plants and animals within the quadrats were observed and counted. The numbers were recorded so that abundance of each species could be later determined. Additional observations of were also taken to record fauna species and large trees in the study site. RESULTS Study Site A: This study site constitutes the playing field near the entrance of the campus. The plants species recorded at Site A (Figure 8) are mainly grasses and herbs such as carpet grass (Axonopus affinis), nut grass (Cyperus rotundus), touch me not (Mimosa pudica), pig weed (Amaranthus blitoides), bahama grass (Cynodon dactylon), para grass (Brachiaria mutica), tanner grass (Brachiaria radicans). The main tree species Study Site A. found in this study site is the canon ball tree (Couroupita guianensis), (Table 15). The dominant family in Study site A was Poaceae since most of the species were grasses (Table 15). Since this study site is disturbed few animal species were observed here. Two species of red ants are common (Myrmica differentialis) and carpenter ants (Camponotus sp). Table 15. Species Abundances found in Study Site A: playing field near the entrance of the campus. Common Name Scientific Name Family Name Count (Total of 9 Total quadrats) Percentage (%) Pig weed Amaranthus Amaranthaceae 20 4.1% blitoides Nut grass Cyperus rotundus Cyperaceae 45 9.2% Touch me not Mimosa púdica Fabaceae 60 12.2% Canon ball tree Couroupita Lecythidaceae 10 2.1% guianensis Carpet grass Axonopus affinis Poaceae 120 24.5% Bahama grass Cynodon dactylon Poaceae 150 31% 60 Para grass Brachiaria mutica Poaceae 40 8.2% Tanner grass Brachiaria Poaceae 45 9.2% radicans Figure 8. Plant abundance and species dominance in Study site A. Study Site B: This study site is located immediately behind the Education Lecture Theatre and along the entrance of the Faculty of Health Sciences. This area is relatively undisturbed and had higher species abundance than Study Site A (Figure 8). The main species in the site B (Figure 9) were bahama grass (Cynodon dactylon), bird seed grass (Echinochloa colonum), gripe weed (Phyllanthus schum), tanner grass (Brachiaria radichans), nut grass (Cyperus rotundus), carpet grass (Axonopus affinis), Desmodium rotundifolium, pig weed (Amaranthus blitoides), touch me not (Mimosa pudica) and one tree species rain Study site B. tree (Samaea saman) (Table 16). Table 16. Species abundances in Study Site B: behind the Education Lecture Theatre and along the entrance of the Faculty of Health Sciences. Common Scientific Name Family Name Count (Total of Total Percentage Name 9 quadrats) (%) Bahama grass Cynodon dactylon Poaceae 130 19.6% Bird seed Echinochloa colonum Poaceae 80 12.1% grass Gripe weed Phyllanthus schum Euphorbiaceae 90 13.6% Tanner grass Brachiaria radichans Poaceae 75 11.3% Nut grass Cyperus rotundus Cyperaceae 50 7.5% Carpet grass Axonopus affinis Poaceae 105 16% Desmodium Fabaceae 45 6.8% rotundifolium Pig weed Amaranthus blitoides Amaranthaceae 50 7.5% Touch me not Mimosa púdica Fabaceae 30 4.5% 61 Rain tree Samanea saman Fabaceae 7 1.1% Figure 9. Graph showing plant abundances in Study site B. Study Site B1, B2: This study site runs parallel to the Faculty of Education and Humanities front building near the main entrance of the campus. The most abundant species is the carpet grass (Axonopus affinis. Running perpendicular to study site B1, three trees of flamboyant (Delonix regia) and five of ackee tree (Blighia sapida) were recorded. In the parking lot, there are several tree species such as Terminalia catappa, rain tree (Samanea saman) and ball nut tree (Calophyllum inophyllum), (Table 17). Table 17. Species abundances for Site B1 and B2: Faculty of Education and Humanities front building near the main entrance of the campus and nearby parking lot. Common name Scientific name Family Count (from 4 Total Percentage quadrats) (%) SITE B1 Carpet grass Axonopus affinis Poaceae 75 90.4% Ackee tree Blighia sápida Sapindaceae 5 6% White periwinkle Catharanthus Apocynaceae 3 3.6% roseus SITE B2 Rain tree Samanea saman Fabaceae 3 27.3% Tropical almond Terminalia catappa Combretaceae 6 54.5% Ball nut Calophyllum Clusiaceae 2 18.2% inophyllum 62 Study Site C: This study site is located between the Small Lecture Theatre and the Faculty of Education and Humanities building. This location is characterized by mainly grasses such as carpet grass (Axonopus affinis), bahama grass (Cynodon dactylon), and nut grass (Cyperus rotundus), Table 18. The most abundant species was the carpet grass (Axonopus affinis), Table 18. Table 18. Species abundances for Site C, near the small Lecture Theatre and the Faculty of Education and Humanities building, University of Guyana. Common name Scientific name Family name Count (Total of Total 9 quadrats) percentage (%) Carpet grass Axonopus affinis Poaceae 110 44.2% Bahama grass Cynodon dactylon Poaceae 90 36.1% Nut grass Cyperus rotundus Cyperaceae 45 18.1% Rain Tree Samanea saman Fabaceae 3 1.2% Flamboyant tree Delonix regia Fabaceae 1 0.4% TOTAL 249 100 Study Site D1: This study site is located on the left side of the catwalk between the Library and the School of Education and Humanities building. The most abundant plant species found in this study site (Figure 10) were the bahama grass (Cynodon dactylon), (Table 19). Other common species in this site are: bird seed grass (Echinochloa colonum), gripe weed (Phyllanthus schum), tanner grass (Brachiaria radichans), para grass (Brachiaria mutica), sand box tree (Hura crepitans) and long john Site D1 tree (Triplaris surinamensis). Commmon Animal species found in the site are grasshoppers (Melanoplus differentialis), red ants (Myrmica rubra) and lady bugs (Coccinella septempunctata). Table 19: Plant abundances in D1: on the left side of the catwalk between the Library and the School of Education and Humanities building. Common name Scientific name Family name Count (Total of Total 9 quadrats) percentage (%) Bahama grass Cynodon dactylon Poaceae 165 56% Bird seed grass Echinochloa colonum Poaceae 51 17.3% Gripe weed Phyllanthus schum Euphorbiaceae 30 10.2% Tanner grass Brachiaria radichans Poaceae 30 10.2% Para grass Brachiaria mutica Poaceae 12 4.1% Sand box tree Hura crepitans Euphorbiaceae 5 1.7% Long John tree Triplaris surinamensis Polygonaceae 2 0.7% TOTAL 295 100 63 Figure 10. Plant species abundance in the Study Site D1, at the University of Guyana, Turkeyen Campus. Study Site E1: This study site is located between the drainage canal and the back of the Library, Learning Resource Centre and the Bursary. The main species found in this site (Figure 11) were Daisy (Bellis perennis), black sage (Salvia mellifera), zebra grass (Miscanthus sinensis), carpet grass (Axonopus affinis), pig weed (Amaranthus blitoides), nut grass (Cyperus rotundus & Cyperus digitatus) and Site E1. touch me not (Mimosa pudica) (Figure 24). Some animal species found at this site include: black carpenter ants (Camponotus pennsylvanicus), red ants (Solenopsis invicta), lizard (Naultinus elegans), dragon fly (Anisoptera) and grasshoppers (Melanoplus differentialis). Figure 11. Plant species abundance (n: 401) at the Study Site E1. Turkeyen Campus, University of Guyana. 64 Study Site E2: This study site comprises the pond in front of the Learning Resource Centre. Only one plant species is found Victoria amazonica and two animal species: the black caiman (Melanosuchus niger) and Jacuna jacuna. Study Site F: This study site is bordered by the Biology and Chemistry Natural Sciences Building, the Chemistry Annex and the Centre for the Study of Biological Diversity Buildings. The Study Site E2 two common plant species are bahama grass (Cynodon dactylon), carpet grass (Axonopus affinis), (Table 20). Also, two tree species were registered: rain tree (Samaea saman) and Eucalyptus oblonga. Fauna species found at the site were: carpenter ants (Camponotus pennsylvanicus), red ants (Solenopsis invicta), grasshoppers (Melanoplus differentialis) and lizards (Naultinus elegans). Site F Table 20. Plant species abundance in Study site F: area is bordered by the Biology and Chemistry Natural Sciences Building, the Chemistry Annex and the Centre for the Study of Biological Diversity Buildings. Common name Scientific name Family Count (Total of 9 Total percentage name quadrats) (%) Bahama grass Cynodon dactylon Poaceae 75 14.8% Carpet grass Axonopus affinis Poaceae 103 20.2% Touch me not Mimosa púdica Fabaceae 55 10.8% Para grass Brachiaria mutica Poaceae 63 12.4% Tanner grass Brachiaria radicans Poaceae 76 15% Zebra grass Miscanthus sinensis Poaceae 40 7.9% Daisy Bellis perennis Asteraceae 53 10.4% Razor grass Paspalum virgatum L. Poaceae 43 8.5% TOTAL 508 100 65 Study site G1: This study site is located between the two Natural Sciences buildings to the right of the catwalk. The most common plants in this site were grasses including: carpet grass (Cynodon dactylon), para grass (Brachiaria mutica), tanner grass (Brachiaria radicans), (Table 21). Two tropical almond nut trees were also recorded. Animal species found at this site were: black carpenter ants (Camponotus pennsylvanicus) and a dragonfly species (Anisoptera). Table 21. Plant abundances for Study site G1: between the two Natural Sciences buildings to the right of the catwalk. University of Guyana. Common name Scientific name Family name Counts (Total Total of 6 quadrats) (%) Carpet grass Cynodon dactylon Poaceae 56 38.6 Para grass Brachiaria mutica Poaceae 44 30.3 Tanner grass Brachiaria radicans Poaceae 35 24.1 Tropical Almond nut Terminalia catappa Combretaceae 2 1.4 tree Ornamental species Ornamental species 6 4.1 Rain Tree Samanea saman Fabaceae 2 1.4 TOTAL 145 100 Study site G2: This study site is located between the two flats of faculty offices in the Faculty of Natural Sciences. The grass plant species were common in this site, including (Figure 12): carpet grass (Cynodon dactylon), para grass (Brachiaria mutica), tanner Grass (Brachiaria radicans). Also, some trees are found in the site: rain tree (Samanea saman), coconut tree (Cocos nucifera) and almond nut trees (Terminalia catappa). 0.70% 0.70% 1.50% Cynodon dactylon 1.50% Brachiaria mutica 25.70% 47.80% Brachiaria radicans Samanea saman 22.10% Cocos nucifera Terminalia catappa Catharanthus roseus Figure12. Plant species abundance for Study Site G2, (n: 136). Turkeyen Campus, University of Guyana. 66 Study Site H: This Study site is located between the Biodiversity Building and the Faculty of Agriculture and Forestry. The main plant species in this site were carpet grass (Axonopus affinis), bahama grass (Cynodon dactylon), pig weed (Amaranthus blitoides), Desmodium roduntifolium, nut grass (Cyperus rotundus & Cyperus digitatus), razor grass (Paspalum virgatum L., (Table 22). Table 22. Plant species abundance in Site H: located between the Biodiversity Building and the Faculty of Agriculture and Forestry. University of Guyana. Study Site H. Common Scientific name Family name Count Total Percentage name (Total of 9 (%) quadrats) Carpet grass Axonopus affinis Poaceae 95 20.1% Bahama grass Cynodon dactylon Poaceae 105 22.2% Pig weed Amaranthus blitoides Amaranthaceae 70 14.8% Nut grass Cyperus rotundus Cyperaceae 45 9.5% Nut grass Cyperus digitatus Cyperaceae 55 11.6% Razor grass Paspalum virgatum Poaceae 35 7.4% Desmodium Fabaceae 66 14% roduntifolium Rain tree Samanea saman Fabaceae 1 0.2% TOTAL 472 100 VERTEBRATE FAUNA At the UG campus, a total of 35 bird species have been recorded, among these herons, jacanas, kingbirds, hawks, parrosts, etc. (Table 23). Among the amphibians, there are about 5 species recorded. All of these species are connected to the swamp, drainage channels and ponds found at the UG campus. Only 5 reptiles have been recorded (Table 23), among these the caiman Caiman crocodilus which inhabits the drainage channels around the campus and it’s an endangered species. Contractors will prevent to cause any impact to the UG campus flora and fauna. 67 Table 23. List of bird species and sites recorded at the University of Guyana Turkeyen Campus. FAMILY SCIENTIFIC NAME COMMON NAME Farm Ponds Vegetation on Trench on Playing Periphery Periphery Field Accipitridae Rostrhamus sociabilis Snail Kite or Krekete Hawk ■ ■ ■ ■ ■ Accipitridae Buteo albicaudatus Chicken Hawk or White Tailed Hawk ■ ■ ■ Aramidae Aramus guarauna Limpkin ■ ■ ■ ■ Ardeidae Ardea alba Great Egret ■ ■ ■ ■ ■ Ardeidae Bubulcus ibis Cattle Egret ■ ■ ■ ■ ■ Ardeidae Buteo albicaudatus White Tailed Hawk ■ ■ ■ ■ Ardeidae Butorides striatus Striated Heron ■ ■ ■ ■ ■ Ardeidae Nycticorax Nycticorax Chow/Black Crowned Night Heron ■ ■ ■ ■ ■ Ardeidae Egretta caerula Little blue Heron ■ ■ ■ ■ ■ Ardeidae Egretta tricolor Tricoloured Heron ■ ■ ■ ■ ■ Colombidae Leptottila verreausi White Tipped Dove ■ ■ ■ Colombidae Columbina talpacota Ruddy Ground Dove ■ ■ ■ ■ Cuculidae Crotophaga ani Old Witch ■ ■ ■ Emberizidae Paroaria gularis Red Capped Cardinal ■ ■ ■ Emberizidae Volatinia jacarina Blue-Black Grassquit ■ ■ ■ Emberizidae Sporophila lineola Lined Seedeater or Moustache ■ ■ ■ Emberizidae Sporophila minuta Fire Red ■ ■ ■ Falconidae Caracara plancus Crested Caracara ■ ■ ■ Fumariidae Certhiaxis cinnamoncus Rootie or Spinetail ■ ■ ■ ■ Hirundinidae Progne chalybae Grey Breasted Martin / Swallow ■ ■ ■ Icteridae Icterus nigrogularis Yellow Plantain ■ ■ ■ Icteridae Sturnella militaris Red Breast ■ ■ ■ ■ Icteridae Quiscalus lugubris Carib Grackle ■ ■ ■ Jacanidae Jacana jacana Wattled Jacana or Jacana ■ ■ ■ Mimidae Mimus gilvus Tropical Mockingbird ■ ■ ■ Psittacidae Amazona farinosa Mealy Parrot ■ ■ Thraupidae Thraupis episcopus Blue Sacki ■ ■ ■ Thraupidae Thraupis palmarum Palm Tanager or Coconut sacki ■ ■ Troglodytidae Troglodytes musculus House Wren ■ ■ Turdidae Turdus leucomelas Pale Breasted Thrush ■ ■ Tyrannidae Fluvicola pica Cotton Bird/ Cotton Strainer ■ ■ ■ Tyrannidae Pitangus sulphuratus Kiskadee ■ ■ ■ ■ ■ Tyrannidae Tyrannus melanchalicus Tropical kingbird ■ ■ Source: Da Silva, Phillip (2009): Birding for the beginner: with an introduction to the birds of the Turkeyen Campus. Unpublished Sabbatical Report. 68 Table 24. List of amphibians and reptils commonly found at the University of Guyana Turkeyen Campus. Scientific Name Common Name Amphibians Scinax rubra tree frog Hypsiboas boans tree frog Rhinella marina cane toad Rhaebo nasicus not available Rhaebo guttatus spotted toad Reptiles Gonatodes humeralis orange-spotted gecko Thecadacytlus rapicauda turnip-tailed gecko Ameiva ameiva South American ground lizard Anolis species green anole Caiman crocodilus spectacled caiman 69 7.4 DIAGNOSTIC COMMENTS The vegetation in the UG campus is represented mainly by members of the Poaceae and Cyperacece families such as Cynodon dactylon, Axonopus affinis, Cyperus rotundus and Cyperus digitatus. The larger trees that are more common on the campus are Samanea saman and Terminalia catappa. It is expected that no trees will be needed to be cut for the construction and rehabilitation works planned for the Project. Vegetation in the UG Campus represents an important asset to the landscape and esthetic value of the University campus. Contractor will be responsible to restore all areas were vegetation could be affected during the construction and civil works planned under the Project. The birds and amphibians identified on campus are common to Guyana’s coast and easily found in the UG campus. Efforts must be taken during construction to avoid harm to these animals, their habitat, to feed them, to contaminate the university ponds and to reduce environmental impact on the campus fauna. Most of the fauna species are quite common to the coastal zone of Georgetown, except the spectacled caiman (Caiman crocodilus) which is a protected and endangered species which will be protected during the works. The UG faces important challenges in relation to (i) management of solid waste, water effluents, water quality, energy, etc; (ii) emergency systems, (iii) adequate space and equipment for research and teaching, (iv) management of hazardous waste, (v) needs for scientific equipment for teaching and research, (vi) adequate space to store and used this equipment. During the rainy season the campus can become flooded and places like labs, lectures rooms and the library become flooded. It is expected that the development of this Project will improve waste management, electrical and ventilation systems, the drainage system, 14 science buildings, developed a research fund, purchase scientific equipment for teaching and researching, among other things. Construction and rehabilitation works will cause some temporal environmental and social negative impacts. But overall the Project will bring many benefits to the UG community and to the overall UG academic and research program. Storage space of lab microscopes at UG, Small labs are a commong problema at 2011 UG 70 8. ANALYSIS OF PROJECT IMPACTS Potential environmental and social impacts from the Project activities are mainly related to the planned construction activities (Component 2). Some potential impacts can also be caused by the development of the other Project components; some of these possible impacts are also identified (Table 25). The main environmental and social impacts will be those related to small construction works and renovation activities associated with existing structures. Particularly important is the need to manage construction activities so as to reduce impacts on the academic environment, although some disruption in the normal academic program will be unavoidable. Environmental o social impacts related to the Project will occur mainly during the construction period. Also, some impacts will still occur during the operation period mainly related to the use of the rehabilitated labs, production of chemical wastes, management of solid waste (broken material, old equipment that will become replaced by the new equipment that will be purchase for the UG science labs), etc. Table 25. Identification and Description of the Potential Environmental and Social Impacts of the Component 2 (Sub-Component (a): Laboratory and Building Rehabilitation) and other project activities. Key: + = positive impact; - = negative impact Activity Component of ID Potential Impact Environment code PREPARATORY PHASE Design of the 14 buildings and Social 1 Lack of consultation and participation of laboratory spaces within the buildings UG students, faculty and staff for the four Science and Technology Environment 2 Improver design of rehabilitation works faculties of the Project. which will not resolver main environmental problems affecting these building and the overall UG campus CONSTRUCTION PHASE Implementation of the rehabilitation Environment 1 Loss of vegetation due to storage of works and laboratory retrofit for materials (-) equipment. This would include: 2 Generation of particulate matter, • Rehabilitation of floors, particularly due to demolition activities, roofing, work benches, storage of materials and operation of cupboards and counters, cement mixers (-) electrical outlets, sinks, 3 Generation of construction and other bathrooms, doors and waste materials (including hazardous) fittings, partitions and generated by construction activities (-) provision of air 4 Overload of current capacity of waste conditioning, new furniture. disposal facilities (-) 5 Generation of noise from machinery and • Power and Light – the construction activities (-) existing installations would be brought up to code and 6 Traffic congestion due to delivery of derelict installations material supply (-) 71 removed. Replacement of 7 Increased emission of gases and electrical lighting of particulate matter from increased traffic (- fluorescent tubes and ) mechanical ballasts with 8 Exacerbation of the storage space energy efficient fittings. problem on campus (-) 9 Reduction in aesthetics due to • Water. Rehabilitation of construction and storage of materials (-) water storage and supply 10 Decreased quality of surface water during • Sewage. Relocation and clearance of canals (-) upgrading of existing 4 inch 11 Decreased quality of surface water due to diameter sewage pipe discharge of fuel, engine oil and system. transmission or hydraulic fluids into surface water (-) 12 Decreased quality of soil due to discharge of fuel, engine oil and transmission or hydraulic fluids (-) 13 Improved energy efficiency (+) 14 Impact on potential cultural resources (-) Social21 14 Increased risk of accidents arising from increased traffic (-) 15 Disruption of utilities (-) 16 Difficulties of access to lecture rooms and laboratories which would impact on the delivery of lectures (-) 17 Health and Safety risk to workers, students and lecturers due to construction activities (-) 18 Social conflicts arising from presence of construction personnel on campus (-) 19 Overall improvement in the 14 targeted buildings and the facilities (+) 20 Reduction in the occurrence of flooding of the campus (+) 21 Increased opportunities for Health and Safety arising from the improvement in facilities (+) OPERATION PHASE Space Efficiency – proposal for Social 22 Increased possibility for social conflicts (- sharing of facilities to improve space ) use 23 Difficulty to adopt to new ‘environment’ and to concentrate (-) The current situation is that each 24 Lack of privacy , especially when dealing faculty has its own individual lab (for with students’ matters (-) 21 Including: Human health, occupational health and safety, public safety, income, aesthetic quality, social infrastructure, population, social cohesion 72 example a computer laboratory). The 25 Perhaps a more efficient use of space (+) proposal is the adoption of an open plan approach to office space where everyone sits at work stations instead of individual offices. Conduct of studies (a) to assess these Environment 26 Reduction of environmental bio-chemical hazards in the contamination on campus (+) University and identify possible Social 27 Reduction of risk of occupational health solutions to its management and and safety impacts (+) disposal; and (b) to prepare laboratory 28 Improved standards for management of protocols and chemical waste activities and substances used in management guidelines, among laboratories at the university (+) others. Purchase of laboratory equipment. Environment 29 Increased traffic due to delivery of laboratory equipment (-) 30 Increased generation of solid waste from the packaging of laboratory equipment (-) 31 Exacerbation of the storage space problem on campus (-) Installation, use and maintenance of Environment 32 Generation of hazardous waste from use laboratory equipment of equipment (-) Social 33 Possibility for theft (-) 34 Expansion of University of Guyana’s ability to offer services to the public (+) 35 Increase in social relevance of University of Guyana within a national context (+) 36 Capacity building at higher education level to implement the LCDS (+) Connection to the Government of Environment 37 Disruption to land and landscape(-) Guyana’s fiber optic cable, implementation of a fiber ring around Social 38 Increase in campus network in terms of the campus and wireless access points information sharing, communication and and connection to each faculty better management (+) building on campus. 39 Increased access to internet services by staff and students (+) Procurement of Data centre servers to Environment 40 Generation of wastes due to packaging (-) host web services and software and educational software for statistics and Social 41 Greater use of modern software GIS applications. applications to the delivery of educational programs (+) 42 Greater access to websites for preparation of lectures and the undertaking of research with specific reference to literature review of current materials/publications (+) 73 74 8.1 Impact Analysis Five criteria were selected for the impact evaluation process: duration, likelihood of occurrence, geographic extent, reversibility, and nature of impact –all are standard criteria for impact analysis. Evaluation criteria are defined in Table 26. Where applicable, numerical values were assigned to criteria, as well as, to the degree of significance: values of +- 11 to +-4. (Table 26). The actual analysis was informed by expert opinion and similarity in terms of project activities and impacts. The matrix in Table 27 indicates the results of the analysis of the significance of each of the impacts identified for the project components and main activities. Table 26. Key for Criteria for Impact Analysis. Criteria Details Duration: (D) Short term < 2 years or intermittent = 1 ; Medium term 2-3 years = 2; Long term > 3 years = 3 Likelihood of Occurrence (LO) High =3; Medium=2;Low=1 Geographic Extent (GE) Within the University Campus = 1; within campus and surrounding communities = 2; outside the area of influence (beyond surrounding communities) = 3 Reversibility (R) Reversible 1; Irreversible = 2 Nature of Impact (NI) Beneficial = +1; Adverse = -1 Score = (D +LO +GE +R) x NI Symbols = - negative ; + = positive Significance (S) : Beneficial Impacts: High ≥ 9; Moderate = 6 - 8; Low ≤ 5 Adverse Impacts: High ≥ -9; Moderate -6- -8; Low ≤ - 5 75 Table 27. Environmental Impact Valuation of Project components and main activities. Activity Affects ID Potential Impact Impact Analysis code D LO GE R NI Score Impact Significance PREPARATORY PHASE Design of the 14 buildings Social22 1 Lack of consultation or 3 2 1 1 -1 -7 Moderate and laboratory spaces within participation of students and the buildings for the four faculty members in the design of Science and Technology construction an rehabilitation plan faculties of the Project. Environment 2 Improper design to resolve some 2 3 1 2 -1 -8 High of UG problems: flooding problems, drainage system, storage of chemical solutions, research cubicles, emergency (fire) alarm systems, electrical system, storage of hazardous waste, labs space, etc. CONSTRUCTION PHASE Implementation of the Environment 3 Loss of vegetation due to storage 1 2 1 1 -1 -5 Low rehabilitation works and of materials (-) laboratory retrofit for 4 Generation of particulate matter, 2 3 1 1 -1 -7 Moderate equipment. This would particularly due to demolition include: activities, storage of materials and • Rehabilitation of floors, operation of cement mixers (-) roofing, work benches, 5 Generation of construction and 2 3 1 1 -1 -7 Moderate cupboards and counters, other waste materials (including electrical outlets, sinks, hazardous) generated by bathrooms, doors and construction activities (-) fittings, partitions and 6 Overload of current capacity of 2 3 1 1 -1 -7 Moderate provision of air waste disposal facilities (-) 22 human health, occupational health and safety, public safety, cultural resourcs, income, aesthetic quality, social infrastructure, population, social cohesion. 76 Activity Affects ID Potential Impact Impact Analysis code D LO GE R NI Score Impact Significance conditioning, new 7 Generation of noise from 2 3 1 1 -1 -7 Moderate furniture. machinery and construction • Power and Light – the activities (-) existing installations 8 Traffic congestion due to delivery 2 3 2 2 -1 -9 High would be brought up to of material supply (-) code and derelict 9 Increased emission of gases and 2 2 2 2 -1 -8 Moderate installations removed. particulate matter from increased Replacement of electrical traffic (-) lighting of fluorescent 10 Exacerbation of the storage space 1 3 1 1 -1 -6 Moderate tubes and mechanical problem on campus (-) ballasts with energy 11 Reduction in aesthetics due to 2 2 1 1 -1 -6 Moderate efficient fittings. construction and storage of • Water. Rehabilitation of materials (-) water storage and supply 12 Decreased quality of surface water 1 3 2 1 -1 -7 Moderate • Sewage. Relocation and during clearance of canals (-) upgrading of existing 4 13 Decreased quality of surface water 1 1 2 1 -1 -5 Low inch diameter sewage pipe due to discharge of fuel, engine oil system. and transmission or hydraulic fluids into surface water (-) 14 Decreased quality of soil due to 1 1 2 1 -1 -5 Low discharge of fuel, engine oil and transmission or hydraulic fluids (-) 15 Improved energy efficiency (+) 3 3 1 1 +1 +8 Moderate Social 16 Increased risk of accidents arising 1 1 2 2 -1 -6 Moderate from increased traffic (-) 17 Disruption of utilities (-) 1 3 1 1 -1 -6 Moderate 18 Difficulties of access to lecture 1 3 1 2 -1 -7 Moderate rooms and laboratories which would impact on the delivery of lectures (-) 77 Activity Affects ID Potential Impact Impact Analysis code D LO GE R NI Score Impact Significance 19 Health and Safety risk to workers, 2 2 1 1 -1 -6 Moderate students and lecturers due to construction activities (-) 20 Social conflicts arising from 2 2 1 1 -1 -6 Moderate presence of construction personnel on campus (-) 21 Overall improvement in the 14 3 3 1 1 +1 +8 Moderate targeted buildings and the facilities (+) 22 Reduction in the occurrence of 3 3 2 1 +1 +9 High flooding of the campus (+) 23 Increased opportunities for Health 3 3 1 1 +1 +8 Moderate and Safety arising from the improvement in facilities (+) Component 1: Education Quality Improvement Program (EQIP) Sub-Component (a): Curriculum Reform Broad-based consultation to Social 24 Increase work load of lecturers 1 3 1 2 -1 -7 Moderate identify and build consensus who will be involved in the review around the curricular domains of curricula (-) within and across the four target faculties most in need 25 Increased participation of the UG 3 3 2 1 +1 +9 High of revision/development in in the country LCDS Agenda, by order to support the LCDS. inserting key issues and research activities in the curriculum of future professionals (+) Pilot adapted and new 26 New courses for students will 3 3 2 1 +1 +9 High courses, course review and expand career opportunities in finalization by UG staff sustainable development , increase instructional design and knowledge on critical content specialists to environmental issues affecting the 78 Activity Affects ID Potential Impact Impact Analysis code D LO GE R NI Score Impact Significance incorporate results of country and increase their evaluation. marketability (+) 27 Capacity building at higher 3 3 1 1 +1 +8 Moderate education level to implement the LCDS. (+) Environment 28 New courses can promote 3 3 1 1 +1 +8 Moderate exploitation of natural resources (mineral, water, forest, soil) in critical sites in the country, such native forest land, indigenous forests, coastal areas, estuarines (-) Sub-Component (b): Stimulation of Research Analysis of the University’s Social 29 Enhanced Project management by 3 3 1 1 +1 +8 Moderate current facilities management strengthening the existing processes and facilities management of the recommendation of new University with additional systems, processes and coordination, environmental capacities to upgrade these management, and ICT capacities systems. (+) Procurement of services of a Social 30 Improved financial management 3 3 1 1 +1 +8 Moderate qualified consulting firm to and procurement facilities (+) develop operations manuals and other studies and manuals 31 Alienation of University staff with 3 2 1 1 -1 -7 Moderate for the implementation of the the experience and ability to project in the University. develop these manuals (-) 32 Lack of input from the University 3 2 1 1 -1 -7 Moderate of Guyana staff which may reduce the sense of ‘local ownership� (-) 79 Activity Affects ID Potential Impact Impact Analysis code D LO GE R NI Score Impact Significance Strengthening of the existing 33 Improve environmental 3 3 3 1 +1 +10 High capacity of the University management and ICT capacities with additional coordination, within the University (+) environmental management, and ICT capacities. Environmental and ICT consultancies that would be contracted. Monitoring and evaluation Social 34 Improved environmental 3 3 1 1 +1 +8 Moderate studies to assess the progress performance of Contractor/s of the investments in during implementation of achieving the PDO Indicators Component (+) would be conducted by an independent institution Social 35 Independent consultant will not 3 2 1 1 -1 -7 Moderate (consultant) know the university needs and project challenges. Reports might not accurate informed PDP achievements (-) Use of a Project website and a Social 36 Opportunities for stakeholders to 3 3 3 1 +1 +10 High crowd sourcing platform to be involved in the management use mapping, geo-spatial and and development of the project (+) social networking technologies to encourage student and faculty community to participate in the implementation of the Project. Strengthening of financial Social 37 Reduce the role of the University 3 2 1 1 -1 -7 Moderate management and procurement of Guyana in the financial capacities at the Ministry of management and procurement of Education’s Planning Unit. the project (-) Social 38 Lack of input from the University 3 2 1 1 -1 -7 Moderate of Guyana community which may 80 Activity Affects ID Potential Impact Impact Analysis code D LO GE R NI Score Impact Significance reduce the sense of ‘local ownership� (-) Division of PIU Environmental/ 39 Coordination and communication 3 2 1 2 -1 -8 Moderate responsabilities between the Social challenges between the 2 PIUs Ministry of Education and could result in risks associated UG with the quality and overall contractor’s works and supervision (-) Biodiversity institute – Environment / 40 Provides an opportunity for the 3 3 1 1 +1 +8 Moderate feasibility study social expansion of the current Centre for Biological Studies (+) 41 Provides an opportunity for the 3 3 1 1 +2 +9 Moderate UG to establish cooperation with biodiversity international centers and to produce research to support the country LCDS. (+) 42 Increase collection of flora and 3 2 1 2 -1 -8 Moderate fauna species in a rich diverse country where many species are unknown to science. Also species will be collected from protected areas and indigenous forest lands (-) Research and Innovation Environment 43 Increased generation of new 3 3 1 1 +2 +9 Moderate Fund – feasibility study /social knowledge and new marketable products/services relevant for the LCDS (+) 44 Increased research development 3 3 1 1 +2 +9 Moderate by University community (students and professors) (+) 81 Activity Affects ID Potential Impact Impact Analysis code D LO GE R NI Score Impact Significance 45 Provides opportunity for 3 3 1 1 +2 +9 Moderate University to increase the generation of income (+) 46 Promote research in fields 3 2 1 2 -1 -8 Moderate (energy, agriculture, mining, forestry) that can increase pressure on natural resources and on vulnerable natural habitats and communities (river ecosystems, forest, indigenous peoples). (-) Business Development Unit – Environmental/ 47 Increased opportunities for the 3 3 1 1 +1 +8 Moderate feasibility study social University of Guyana to support the private sector (+) 48 Potential conflict of interest if UG 2 3 1 1 -1 -7 Moderate supports development of activities which cause negative and social impacts (-) Review of UG’s present Social 49 Increase development of UG 3 3 1 1 +1 +8 Moderate distribution of human administrative capacity (+) resources, including teaching, administrative and 50 Lack of input from the University 2 3 1 1 -1 -7 Moderate maintenance staff. of Guyana community which may reduce the sense of ‘local ownership� (-) OPERATION PHASE Space Efficiency – proposal Social 51 Increased possibility for social 3 2 1 2 -1 -8 Moderate for sharing of facilities to conflicts (-) improve space use 52 Difficulty to adopt to new 2 3 1 1 -1 -7 Moderate ‘environment’ and to concentrate (-) 82 Activity Affects ID Potential Impact Impact Analysis code D LO GE R NI Score Impact Significance The current situation is that 53 Lack of privacy , especially when 3 2 1 2 -1 -8 Moderate each faculty has its own dealing with students’ matters (-) individual lab (for example a 54 Perhaps a more efficient use of 3 3 1 1 +1 +8 Moderate computer laboratory). The space (+) proposal is the adoption of an open plan approach to office space where everyone sits at work stations instead of individual offices. Conduct of studies (a) to Environment 55 Reduction of environmental 3 3 1 1 +1 +8 Moderate assess these bio-chemical contamination on campus (+) hazards in the University and identify possible solutions to Social 56 Reduction of risk of occupational 3 3 1 1 +1 +8 Moderate its management and disposal; health and safety impacts (+) and (b) to prepare laboratory 57 Improved standards for 3 3 1 1 +1 +8 Moderate protocols and chemical waste management of activities and management guidelines, substances used in laboratories at among others. the university (+) Purchase of laboratory Environment 58 Increased traffic due to delivery of 1 2 1 1 -1 -5 Low equipment. laboratory equipment (-) 59 Increased generation of solid 2 3 1 2 -1 -8 Moderate waste from the packaging of laboratory equipment (-) 60 Exacerbation of the storage space 1 3 1 2 -1 -7 Moderate problem on campus (-) Installation, use and Environment 61 Generation of hazardous waste 3 3 1 2 -1 -8 Moderate maintenance of laboratory from use of equipment (-) equipment Social 62 Possibility for theft (-) 3 3 1 1 -1 -8 Moderate 63 Expansion of University of 3 3 3 1 +1 +10 High Guyana’s ability to offer services to the public (+) 83 Activity Affects ID Potential Impact Impact Analysis code D LO GE R NI Score Impact Significance 64 Increase in social relevance of 3 3 3 1 +1 +10 High University of Guyana within a national context (+) 65 Capacity building at higher 3 3 1 2 +1 +9 High education level to implement the LCDS (+) Connection to the Environment 66 Disruption to land and landscape 1 3 1 1 -1 -6 Moderate Government of Guyana’s (-) fiber optic cable, Social 67 Increase in campus network in 3 3 1 1 +1 +8 Moderate implementation of a fiber ring terms of information sharing, around the campus and communication and better wireless access points and management (+) connection to each faculty 68 Increased access to internet 3 3 3 1 +1 +9 High building on campus. services by staff and students (+) Procurement of Data centre Environment 69 Generation of wastes due to 2 3 1 2 -1 -8 Moderate servers to host web services packaging (-) and software and educational Social 70 Greater use of modern software 3 3 1 1 +1 +8 Moderate software for statistics and GIS applications to the delivery of applications. educational programmes (+) 71 Greater access to websites for 3 3 3 1 +1 +9 High preparation of lectures and the undertaking of research with specific reference to literature review of current materials/publications (+) 84 9. THE ENVIRONMENTAL MANAGEMENT PLAN 9.1 Introduction This Environmental Management Plan (EMP) includes measures of prevention and mitigation actions identified in the analysis of mitigation of impacts and an integrated set of plans and programs organized to optimize the objectives of the work. The EMP is the safeguard instrument which main objectives are: • To reduce environmental and social impacts due to the Project activities and components • To minimize risk to the UG campus community during the construction and rehabilitation works • To ensure Environment, health and safety measures are implemented throughout Project development and construction activities • To increase environmental management capacity at UG • To ensure UG stakeholder participation in the project development The EMP consist of mitigation and prevention measures and programs necessary to implement by the Project coordinators, consultants, contractors and to ensure proper environmental management of the overall project. The Environmental Specialist of the Project (ES) will be responsible to verify compliance of these measures included in the EMP, EMF, Guyana regulations and the World Bank Safeguards Policies. Environmental inspections will be performed by the ES without previous notice to contractors. The ES will revise/strengthen the EMP, EMF as deemed necessary in the light of any changes in the dynamics of environmental processes of the Project, previous No Objection of the World Bank. The ES will work in this project in all stages: planning and preparation, construction and operation. UG campus 85 9.2 Mitigation and Prevention Measures The following Table 28 indicates the mitigation and prevention measures necessary to implement during project preparation and development. The ES will add additional measures as the dynamic of the project development requires. Table 28. Proposed Mitigation and Prevention Measures. Activity Area Potential Impact ID Proposed Code Mitigation/Enhancement Measure PREPARATORY PHASE Design of the 14 Social Lack of consultation or 1 The ES will be part of the buildings and participation of students technical team preparing and laboratory spaces and faculty members in reviewing the construction- within the buildings for the design of rehabilitation design proposal. the four sciences and construction and The ES and the UG Project technology faculties of rehabilitation plan coordinator will be responsible the Project. to design proper consultation process for all the phases of the Project. The ES with the support of the UG Project coordinator will organize activities open to the UG community to inform about the design proposal, the possible work schedule and potential impacts in the academic program and campus life. The UG and MOE will support participation process and communication mechanism so the UG community has the opportunity to comment in the design of the construction work plans and other project activities. Environment 2 The PIU will include in the Improper design to letter of invitation , bidding resolve some of UG document, etc to hire a design problems: flooding firm, the mandatory need to problems, drainage review this EA and EMP to system, storage of ensure incorporation of chemical solutions, measures and recommendations research cubicles, for the construction and emergency (fire) alarm rehabilitation works. systems, electrical The ES will review the terms of system, storage of reference for such contract and hazardous waste, labs ensure incorporation of EMP space, etc. measures and other as 86 Activity Area Potential Impact ID Proposed Code Mitigation/Enhancement Measure appropriate to ensure compliance of Guyana National Environmental regulations and the Safeguards Policies (consultation). The selected contractor/design firm will organize meetings with the UG community to ensure understanding of UG main problems and main issues in the science buildings and other issues affecting UG. CONSTRUCTION PHASE Implementation of the Environment Loss of vegetation due 3 Contractor will use only areas rehabilitation works to storage of materials (-) cleared of vegetation and and laboratory retrofit defined by the ES for the storage for equipment. This of construction materials. These would include: sites will have had been • Rehabilitation of reviewed and proposed during floors, roofing, work the review of the Construction benches, cupboards Work Plan. and counters, electrical outlets, The ES will have had reviewed sinks, bathrooms, and approved selected sites. doors and fittings, 4 Contractors will restore all sites partitions and in the Campus after finishing the provision of air works. For reforestation and re- conditioning, new vegetation activities, contractors furniture. will use only native species in a proportion 3x1. Species will be • Power and Light – indicated by the ES. the existing Generation of particulate 5 Demolition of large areas will installations would matter, particularly due be done at night or weekends so be brought up to to demolition activities, students are not affected by the code and derelict operation of cement dust and possible asbestos installations mixers (-) materials fine particulate removed. matters. Replacement of electrical lighting of Workers must use protective fluorescent tubes and equipment such as masks, ear mechanical ballasts plugs, etc. with energy efficient fittings. All trucks transporting demolition wastes will cover • Water. Rehabilitation their load with a heavy tart. of water storage and Speed limit within the campus is supply 25 km/h. • Sewage. Relocation If considered necessary by the and upgrading of ES, water will be spray on the 87 Activity Area Potential Impact ID Proposed Code Mitigation/Enhancement Measure existing 4 inch areas of mayor works to reduce diameter sewage air fine particulate pollutants. pipe system. In this case, fine sediment traps (hay bales, filters) will need to be set up in the drainage channels and ditches where water will run in order to capture sediments and fine particulate matter and avoid polluting surface waters Generation of 6 All demolition materials will be construction and other classified according to its type waste materials (domestic, recyclable, (including hazardous) hazardous, etc,) and the final generated by materials disposed in areas construction activities (-) designated by the national Authority (such as the Overload of current EPA/Georgetown M&CC). capacity of waste Contractor will not place disposal facilities (-) demolition materials in the vicinity of the worksite. Generation of noise from 7 Contractor shall use trucks and machinery and machinery with mufflers construction activities (-) 8 Contractor shall organize their working hours to reduce disruption, for instance working at nights, vacation periods and weekends. Traffic congestion due to 9 Contractor shall avoid having delivery of material materials being delivered during supply (-) peak hours. Traffic management shall be coordinated with the University officials Increased emission of 10 Contractor vehicles will have all gases and particulate permits required by national matter from increased regulations traffic (-) Exacerbation of the 11 Designated areas shall be storage space problem on identified for storage in campus (-) consultation with the Authority Reduction in aesthetics 12 ID code 7 due to construction and storage of materials (-) 13 Environmental Specialist shall provide training for the Contractor and his workers 14 Environmental Specialist will prepare environmental guidelines to guide construction activities 88 Activity Area Potential Impact ID Proposed Code Mitigation/Enhancement Measure Decreased quality of 15 Contractor shall collect and surface water during store waste oils in the event it clearance of canals (-) becomes necessary to change these in the UG campus. Decreased quality of Containers labeled with lids will surface water due to be place in ventilated area with discharge of fuel, engine impermeable floors. oil and transmission or 16 Secondary containment for fuels hydraulic fluids into to avoid spill contamination surface water (-) Decreased quality of soil due to discharge of fuel, engine oil and transmission or hydraulic fluids (-) Improved energy 17 Where possible, the Contractor efficiency (+) in consultation with the University Administration and other stakeholders shall explore possibilities of optimizing the use of solar power, as well as the use of energy efficient bulbs. Sociali Increased risk of 18 Contractor shall place signs and accidents arising from prevention measures around increased traffic (-) construction zones 19 Flagmen will warn of dangerous sites and inform of construction zones 20 Contractors will drive at less than 25 km/h within the UG campus. Trucks will always cover their load with a heavy cover when driving inside the campus and outside the campus. Disruption of utilities (-) 21 Contractor shall prepare a detailed construction work’s plan 22 Contractor shall coordinate service interruption with public utilities and the University Administration 23 Contractor will inform staff and students, two weeks in advance about any interruptions in water, sewage and other services on the campus. Difficulties of access to 24 Contractors will proposed the lecture rooms and relocation plan according to the laboratories which would work schedule and the UG will impact on the delivery of explore possibilities of lectures (-) temporary relocation for 89 Activity Area Potential Impact ID Proposed Code Mitigation/Enhancement Measure affected faculties. Plan will be discussed with faculty and students. 25 Contractor shall organize the phasing of his construction works to minimize disruption to lectures and laboratories Health and Safety risk to 26 Students, lecturers and members workers, students and of the public shall avoid work lecturers due to sites construction activities (-) 27 Workers shall wear dust masks, safety boots and eye protection at all times 28 CEI will train contractor’s staff in health and Safety matters. Social conflicts arising 29 Contractor and Staff will follow from presence of the Project Code of Conduct construction personnel on campus (-) 30 The UG coordinating Unit will establish a mechanism for receiving and responding to complaints. The ES and CEI will supervise resolution of complains. The Engineer Supervisor will inform contractors of any disciplinary action or penalty that could apply if problem is not resolved. Overall improvement in 31 The UG Administration will the 14 targeted buildings develop and implement a and the facilities (+) maintenance schedule for improved facilities Increased opportunities for Health and Safety arising from the improvement in facilities (+) Reduction in the 32 The University Administration occurrence of flooding of will develop and implement a the campus (+) maintenance schedule for equipment (for example, drainage pumps) Component 1: Education Quality Improvement Program (EQIP) Sub-Component (a): Curriculum Reform Procurement of Social -Lack of input from the 33 The bidding documents might services of a qualified University of Guyana include clauses to include consulting firm to staff which may reduce participation of local develop operations the sense of ‘local professionals, UG professionals, manuals and other ownership� (-) students. 90 Activity Area Potential Impact ID Proposed Code Mitigation/Enhancement Measure studies for project implementation. -Alienation of University Selected firm should present a staff with the experience work plan in consultation with and ability to develop UG Project Committee. these manuals (-) Selected firm will use methods to ensure participation of the UG (student body, Faculties, etc) by organizing meeting, by internet, etc. The ES will be responsible to supervise that consultations are performed by contractors and PIU coordinators. Reports will be disclosed and available to comment by UG community. Monitoring and Independent consultant 34 Same measures as above evaluation studies to will not know the assess the progress of university needs and the investments in project challenges. achieving the PDO Reports might not Indicators would be accurate informed PDP conducted by an achievements (-) independent Firms (consultant) Strengthening of Reduce the role of the 35 The PIU at the Ministry of financial management University of Guyana in Education will send monthly and procurement the financial financial and procurement capacities at the management and reports to UG to facilitate Ministry of procurement of the project coordination and Education’s Planning project (-) implementation. Unit. Division of PIU Coordination and 36 UG will inform monthly to the responsabilities communication Ministry of Education about the between the Ministry challenges between the 2 quality and compliance of of Education and UG PIUs could result in risks contractors with bidding associated with the documents, environmental and quality and overall social measures, issues, etc. contractor’s works and supervision (-) Every week PIU coordinators at the MoE and UG will meet to coordinate work plan. Biodiversity institute – Environmental/ Increase collection of 37 All research projects will follow feasibility study Social flora and fauna species country environmental in a rich diverse country regulations (EPA and other where many species are applicable regulations). unknown to science. Also species will be Feasibility study will include collected from protected guidelines and procedures for the institute to properly include 91 Activity Area Potential Impact ID Proposed Code Mitigation/Enhancement Measure areas and indigenous (i) EPA regulations and (ii) forest lands (-) environmental and social World Bank Safeguards to reduce environmental and social impact. The ES appointed to the project will review TORS for the contract of this consultancy, review Bidding documents, guide the consultant and review final proposals and reports. Selected firm will develop proposal in consultation of UG by holding workshops, seminars, etc. Research and Environmental/ Promote research in 38 Same measures as above Innovation Fund – Social fields (energy, feasibility study agriculture, mining, forestry) that can increase pressure on natural resources and on vulnerable natural habitats and communities (river ecosystems, forests, indigenous peoples),(-) Business Development Environmental/ Potential conflict of 39 Same measures as above Unit – feasibility study Social interest if UG supports development of service fee activities which might cause negative and social impacts (-) Review of UG’s Social Lack of input from the 40 Selected firm will develop present distribution of University of Guyana proposal in consultation of UG human resources, community which may by holding workshops, including teaching, reduce the sense of ‘local seminars, etc. administrative and ownership� (-) maintenance staff. The PIU at UG and the ES will ensure that UG community participate openly in this review. OPERATION 41 PHASE 92 Activity Area Potential Impact ID Proposed Code Mitigation/Enhancement Measure Space Efficiency – Social Increased possibility for 42 The PIU will ensure to include proposal for sharing of social conflicts (-) in the bidding document of facilities to improve design works and civil works space use Difficulty to adopt to the inclusion of research new ‘environment’ and cubicles so professors and The current situation is to concentrate (-) students can have quality space that each faculty has its to do research. own individual lab (for Lack of privacy , example a computer especially when dealing Also as space is possible, the laboratory). The with students’ matters (-) design plans will include the proposal is the inclusion of cubicles in the new adoption of an open Perhaps a more efficient building to offer office space to plan approach to office use of space (+) maintain privacy of students and space where everyone while maintaining the lecturers’ sits at work stations privacy. instead of individual offices. The ES will supervise adequate consultation and proposal to ensure adequate space for researchers, and lectures in the new buildings. Conduct of studies (a) Environment Opportunity for 43 The ES will be responsible to to assess these bio- reduction of prepare the terms of reference chemical hazards in the environmental for such studies and review University and identify contamination on compliance of these with the possible solutions to its campus (+) safeguards Policies and the management and Pollution Prevention and disposal; and (b) to Reduction of risk of Abatement Handbook (Annex prepare laboratory occupational health and 1). protocols and chemical safety impacts (+) waste management The PIU and UG Project guidelines, among coordinator will support the ES others. in implementing the recommendations derived from these studies and incorporated them in the UG environmental management procedures and to ensure their incorporation in the overall Project development. Social Improved standards for 44 UG will establish timeline to management of activities adhere to new guidelines and substances used in developed for laboratory safety laboratories at the and the handling of bio- university (+) chemical hazards, and waste management. Purchase of laboratory Environment Increased traffic due to 45 Traffic management shall be equipment. delivery of laboratory coordinated by the University equipment (-) Administration 46 Designated areas for the delivery of laboratory equipment shall be identified by the University Administration 93 Activity Area Potential Impact ID Proposed Code Mitigation/Enhancement Measure Increased generation of 47 The University Administration solid waste from the shall select suppliers that avoid packaging of laboratory excessive packaging of products equipment (-) Exacerbation of the 48 The University Administration storage space problem on and staff shall practice campus (-) separation and shall maximize opportunities for recycling of wastes such as cardboard. Installation, use and Environment Generation of hazardous 49 University staff shall consult the maintenance of waste from use of EPA for advise on the disposal laboratory equipment equipment (-) of such wastes in keeping with the Draft Management Strategy for Hazardous Wastes 50 In the interim, these wastes shall be stored in designated areas on the campus Social Possibility for theft (-) 51 The University Administration shall increase the number of security guards on the campus, and particularly in the vicinity of work and /storage sites with purchased materials Expansion of University 52 The University shall publicize of Guyana’s ability to its services to the wider society offer services to the public (+) Increase in social 53 The University shall offer relevance of University courses/programs that will of Guyana within a enhance scientific skills of national context (+) targeted groups in response to the LCDS Capacity building at 54 The University shall design and higher education level to implement courses through its implement the LCDS (+) Professional Development Unit to provide opportunities for recurrent training (in science oriented fields) to professionals whose jobs are related directly/indirectly with the implementation of the LCDS Connection to the Environment Disruption to land and 55 The Contractor shall restore the Government of landscape(-) landscape to its original state Guyana’s fiber optic after completion of the activity cable, implementation Social Increase in campus 56 The University staff and of a fiber ring around network in terms of students shall optimize the campus and information sharing, opportunities for information wireless access points communication and sharing etc and connection to each better management (+) faculty building on Increased access to 57 The University staff and campus. internet services by staff students shall optimize and students opportunities for (+) 94 Activity Area Potential Impact ID Proposed Code Mitigation/Enhancement Measure communication, research, information sharing etc. Procurement of Data Environment Generation of wastes due 58 The University Administration centre servers to host to packaging (-) shall select suppliers that avoid web services and excessive packaging of products software and educational software 59 The University Administration for statistics and GIS and staff shall practice applications. separation and shall maximize opportunities for recycling of wastes such as cardboards. Social Greater use of modern 60 The University staff shall be software applications to trained in the use of modern the delivery of software equipment and shall educational programmes apply skills to the delivery of (+) their lectures and the research process. Greater access to websites for preparation of lectures and the undertaking of research with specific reference to literature review of current materials/publications (+) 9.3 PLANNING AND PREPARATION Institutional arrangements Project Implementing Unit The PIU will be located in the Ministry of Education (MOE) and at the University of Guyana. The Project Coordinator of the PIU at the UG will provide support and the necessary equipment to the Environmental Specialist appointed by Project in order to develop the project in a way to reduce, prevent and mitigate any social or environmental impact. The Engineer supervisor of the works The Engineer supervisor of the works and appointed either by the UG and/or at the MOE will coordinate closely with ES that contractors follows and complies with this EMP and Guyana national regulations. The Engineer supervisor of the works will support the ES in every way to ensure contractors compliance with all bidding environmental and social clauses. Project Environmental Specialist (ES) 95 • The Project Environmental Specialist is the professional with environmental expertise hired or contracted by the PIU for the overall environmental and social supervision of the Project. • ES is selected and named. The ES will comply with the profile described in Annex 5. The ES reports to the UG Project Coordinator and he/she will be contracted before the bidding and any other contract is prepared. ES revises the EMP and other safeguards instruments of the Project and the Operational Manual and if needed environmental amendments are made (these must be approved by the World Bank); • ES prepares the Environmental Technical Specifications (ETS) to be included in the bidding documents, includes the clauses included in this EMP and adds as necessary other pertinent clauses, consult the Bank and other necessary sources and agencies. The Bank will give its clearance to the ETS • ES revises Bidding documents include the ETS and all necessary environmental and social clauses; including the requirement that contractor will hire an environmental staff to oversees and coordinate environmental supervision of the works • ES revises contractors company’s environmental management proposals, environmental permits, traffic permits, etc. • ES works with the PIU team in selecting operational sites for the contractors (parking, dining rooms, material storages sites, etc.); water, electricity sources are agreed. • ES works with the PIU team in the preparation of the Plan of Relocation and Mobility developed according to the approved plan of civil works and the approved schedule. • ES will be responsible to prepare the terms of reference for environmental studies which will be contracted to increase UG environmental management, some of these are: hazard assessment, laboratory guidelines, hazardous waste management manuals. Es will review compliance of these studies with this EMP, Safeguards Policies and the Handbook Abatement Handbook (Annex 1). • The ES will be responsible to monitor overall works performance and will use Environmental Datasheets (EDS to monitor the project environmental and social management. Annex 6 contains some examples of EDS. The ES as soon as appointed by the PIU will need to prepare additional EDS to monitor all mitigation measures agree in this EMP. • The ES will be assigned an office at UG (and any other members responsible of the Environmental and social supervision) with telephone, fax, computer and printer. Contractor’s Environmental Inspector The contractor’s Environmental Inspector is the professional appointed by the contractor to support its company in the compliance of this EA and EMP developed for the mitigation and prevention of social and environmental impacts associated with the construction and rehabilitation works for which the company was hired. 96 PIU ensures that bidding documents request Contractors to hire an environmental staff responsible to prepare and supervise implementation by the contractors and subcontractor of EMPco and provide overall training (health, safety, environment, code of conduct, etc.) to workers and subcontractors, etc. This person will be named “Contractor’s Environmental Inspector� (CEI) and the professional qualifications will be defined in the bidding documents. The CEI will be hired as soon as possible after the contract is signed. Design of construction works During the EA evaluation of this project and during the consultation process with UG stakeholders (see Tables 34, 35, 36), it was possible to identify mayor problems that need to be addressed during the restoration and construction works planned in this Project. The PIU and consultants hired to design these works shall revised this EA and EMP. The ES must ensure that UG community (student, faculty, staff) are offered opportunities to consult the design and construction plans, that communication activities are prepared before the final designs are approved and the designs include the recommendations given in this EMP and by the ES. Some mayor needs identified during this EA and important to address in the Design of the construction works are: 1. Research cubicles for faculty researchers and student’s researchers. There seem to be a need for individual space which affects research conditions and development at the UG. 2. Emergency systems. It is necessary that in the new buildings contain fire alarm system, smoke and carbon monoxide detectors, emergency exit lights, fire extinguishers, etc. 3. Fuel tank in the campus. This is mayor threat for an explosion. It is necessary to fence the tank, to have impermeable floors and a secondary collection system for spills, etc. 4. Electrical System. Students comply of the constants black outs. It will very important to improve electricity supply and it possible establishes solar panels as a backup system. Also it will be very important to leave all the layouts of the electrical system in the UG so future maintenance works are more efficient. 5. Flooding of library. Students and Faculty are concerned with the library which gets inundated during flooding. This is a very important asset for the University and will be important that the project tries to improve the drainage system so the water can be pump out quickly from the library and other UG building which become flooded very easily. 6. Storage of Chemicals solutions. Many labs are too small to hold chemical solutions. It will be important to build a space to store chemical substance in each lab, with the adequate ventilation and cabinets attached to the walls and floors. 7. Storage of chemical waste. A lot of these wastes are sent from the sink to the coastal zone and the aquifers. It is important to build a storage place to store and manage properly chemical waste in each building. 8. Health and Safety equipment at the labs. These labs hold many toxic substances (Annex 3). New labs must have emergency, health and safety systems. Wash stations, prevention signs, Fume hoods, goggles, fire extinguishers, etc. 97 9. There is an urgent need to improve waste and hazardous waste management in the UG. It is expected that the several studies which will be financed by this Project (as part of Component 3 activities) will increase UG environmental and facilities management. These studies are: a hazard assessment, laboratory guidelines, waste management manuals and other studies. The ES will be responsible to prepare the terms of reference for such studies and review compliance of these with the safeguards Policies and the Pollution Prevention and Abatement Handbook (Annex 1). The PIU and UG Project coordinator will support the ES in implementing the recommendations derived from these studies and incorporated them in the UG environmental management procedures and to ensure their incorporation in the overall Project development. Permits The PUI and the ES will contact EPA and other local or national agencies to define and coordinate any environmental permit required for the construction works. The contractor will be required to fulfill all necessary permits (environmental, construction, noise, etc) to do the construction and rehabilitation works described in the bidding document and agreed in the contract. The contractor or its CEI will visit the EPA web site and their office to fill all necessary forms to acquire the Environmental Authorizations by EPA and any other permit required by current national legislation. According to the laws of Guyana, the Contractor will need to submit an EMP, and will be responsible for the implementation of all plans and actions described in this EMP, in addition to other actions defined by the ES to ensure adequate environmental and social management during the construction works. The Contractor will closely follow the technical specifications outline in this document and any other environmental clause of the bidding document. The Contractor shall verify, adapt, and optimize all the mitigation measures included in this EA and the environmental plans listed in this EMP and prepare the environmental management plan for the construction and rehabilitation works (EMP contractor or EMP co) that will as minimum the following programs and plans (the ES might request additional programs or plans to the contractor): • Public Participation and Communication Program • Code of Conduct Plan • Environment, Social, Health and Safety Program • Waste Management Program • Environmental Restoration Program • Monitoring Program • Contingency and emergency Plan • Environmental Closure Plan Construction Work Plan (CWP) 98 The EMPco will be part of the Construction Work Plan (CWP) that will be prepared by the contractor (see next sections for more details). 1. The ES verify and identify areas of interest and sites sensitive (environmental and social) to construction or the rehabilitation works. ES id potential sites to assign for the contractors operation office, parking lots, material and storage sites, waste collecting sites, etc. 2. Selected Contractor prepares and submits the Construction Work Plan (CWP) (see next sections for more details). 3. The CWP should include among other things related to the civil works, an Environmental Management Plan (EMPco) proposal which will incorporate all measures and programs and plan define in this EMP. The EMP co will also include a (i) proposal of the areas needed to place materials, to park trucks and machinery, demolished materials, management of hazardous areas and materials (chemistry labs), (ii) a proposal of the rehabilitation chronogram, (iii) an academic relocation plan if needed, etc. 4. The CWP will be approved by the PIU team assigned to this task. The Es in coordination with the Engineer Supervisor of the works, UG representatives, and other PIU members will review and make amendments to the Construction Schedule proposal, the logistics plan proposal and the intervention and relocation plan. 5. The ES will review the CWP carefully to ensure proper sites have been selected for the contractors operation sites, approve the EMPco proposed and help the PIU and UG authorities to determine the best way to intervene the 14 buildings to be restored. The ES must ensure that the overall intervention will cause the minimum environmental and social impact in the UG campus assets, community and services. The ES will support this team in 6. If a Relocation Plan is needed, the Contractor will be responsible to coordinate it very closely with the UG authorities. The Es will be responsible to supervise that appropriate measures are taken by the Project to reduce social and academic impacts due to the Project works. 7. The Relocation Plan will be supervise by the UG Coordinator and it will contain specific measures and actions to be included in the plan such as: i. Priority list of the labs to intervene in the academic year, in order to reduce impact, contractors should intervene larger labs during the vacations breaks ii. Contractor appoints trained workers to remove safely laboratory equipment, chemicals, glass and other sensitive equipment, keep them dry, and prevent accidents and loss of equipment to the university. UG maintenance and technicians supervise and guide actions. The ES supervise contractors. 99 iii. Proposal to move the classes, teachers and students. The ES will review proposal with UG Project Coordinator and Engineer Supervisor and define alternative options for the relocation to reduce social and academic impact. iv. Define communication strategy and public outreach. v. Appointment of a UG Coordinator if needed to complement the implementation of the Plan vi. Additional support as needed by the PIU, UG representatives, etc. Other project components This EMP has focused mainly in the environmental and social impacts of the civil works. However, the ES is responsible to oversees the overall project environmental and social performance and guide the PIU and UG Coordination Unit to incorporate measures to reduce environmental and social negative effects by other project components and activities. Thus, the ES must also supervise implementation of all project activities (see Tables 25, 27) and include mitigation and prevention measures described in this EA and EMP (see Table 28) and apply additional measures defined by the ES during preparation and implementation to address potential impacts associated to other Project activities. The ES will need to prepare EDS forms to supervise these other Project activities. Before any construction starts, the ES will have to support the team in preparing terms of reference to environmental studies agreed for the Project to increase UG environmental management and improve facilities management. For instance, in the diagnostic of this EA, it was identify the urgent need to improve waste and hazardous waste management in the UG. These studies that will be contracted are: a hazard assessment, laboratory guidelines, waste management manuals and other studies. The ES will be responsible to prepare the terms of reference for such studies and review compliance of these with the safeguards Policies and the Pollution Prevention and Abatement Handbook (Annex 1). The PIU and UG Project coordinator will support the ES in implementing the recommendations derived from these studies, to incorporate them in the UG environmental management procedures and to ensure their incorporation if applicable in the design of the rehabilitation works or after during project operation. 9.4 PROGRAMS AND PLANS OF THE EMP To facilitate implementation and supervision of the EMP, mitigation and prevention measures are included into programs and plans where more detail is given. The programs and plans are basic components of any EMP. Depending of the development of the project and works, it might be necessary to include other programs or plans not include in this section. Program 1. Code of Conduct During the consultation process, students and faculty raise the questions about the potential social impacts to have outside workers within the campus in terms of potential issues related to the female population, potential theft problems and insecurity. In order to reduce any potential impact, the 100 contractors and subcontractors and any one related to the Project will follow the Project Code of Conduct which is a set of principles which will ensure adequate relationships during the construction period. All TGP workers and contractors must comply with the rules and procedures indicated in this Code of Conduct which strives to maintain harmonious relations with the UG community and the local population located around the UG campus (area of direct influence of the project). Non- compliance of this Code of Conduct will lead to disciplinary and other measures. The Code of Conduct will be an integral part of the EMPco and the CEI will inform about it during capacity building activities with the workers. Table 29. Code of Conduct for contractors and workers working in the UG Project. 1 All workers must leave the UG campus or working sites at the agreed hour of their schedule, unless a written authorization is issued by the Engineer Supervisor of the works or other member of the PIU. 2 All workers must carry appropriate identification on their clothing at all times during the construction/rehabilitation period. 3 The UG is the most important academic institution in the country and its students, professors and staff must be treated (male and females) with respect at all times. 4 All workers are forbidden to possess or consume alcohol within the UG campus. 5 All workers are forbidden to carry guns or any other type of weapon, unless they are performing guarding activities and posses the required permits by national legislation to carry a gun and have approved a permit by the UG authorities. 6 All workers will take care of the environment and will follow the Environmental Management Plans agreed with the contractor. 7 Complaints of students, faculty, visitors, etc. regarding problems with misbehavior of workers (verbal or sexual insinuations to students) or other type of problems during construction works will be communicate to the contractor and disciplinary measures will be taken. 8 Workers will not take any archaeological piece found during excavations in the work sites. If such archaeological pieces are found while works are being carried on, works must be stopped and informed to the CEI and the ES. 9 Other.. 10 Other .. Program 2. Environment, Social, health and Safety Program • Training Plan The Contractor, prior to commencement of work, will inform and train (the CEI will support this training) all staff on matters pertaining to the EMPco and the environmental clauses included in the bidding document and shall reinforce this training throughout the construction period. The ES 101 will also participate in this training by providing initial presentations to the contractor and its technical personnel in relation to the EMP, the UG campus, the expected results and the grievance and participatory mechanism that will be implemented during the construction period. The Contractor shall therefore establish a training plan (written and verbal) on topics such as Health and Safety, Code of conduct, Environmental and Social Management Plan, Speed limits, waste management, etc for their staff and sub-contractors in compliance with the approved EMP and EMPco. The plan will be revised and approved by the ES. Training workshops will cover the following topics 1. The EMP prepared by the contractor and the responsibilities of workers on following the EMP and the Code of conduct within the campus, the supervision of the PIU on the works and environmental management. 2. Health and safety at the worksite, Safety equipment, speed limits (within the campus will be 25/km) emergency procedures, etc. All contractors must attend these courses specially workers responsible of driving within the campus or transporting materials, or operating heavy duty machinery, working at heights, managements of electrical installations, etc. 3. The Code of conduct within the UG campus; respectful treatment to students and faculty, especially female students and faculty; penalties for breaking the code of conduct. The ES will ‘monitor’ the Contractor to ensure that ensure compliance with the occupational health and safety standards of Guyana and those health and Safety regulations of the World Bank. • Health and safety equipment Contractor will provide health and safety equipment for workers (helmets, safety masks, gloves, vests, caps, ear muffs, boots, etc). Contractors will provide potable water to workers and portable toilets and showers. Contractors will provide first aid equipment and Portable Fire Extinguishers. Contractor will provide identification cards to all workers who must carry it at all times. Program 3. Public Participation and Communication Plan Public participation is an essential element of the EIA process in Guyana and the World Bank Safeguards Policies (OP 4.01). Thus, this project will facilitate the involvement of the ‘public’ (stakeholders including project beneficiaries including students and lecturers, affected groups such as Amerindian communities; NGOs, government ministries; the Environmental Protection Agency and the utility companies). The public participation process will involve the conduct of public participation workshops aimed at: (i) provision of information on project phases, components and activities; (ii) discussion of environmental and social concerns and recommended mitigation measures. Agreed actions will be incorporated into the EMP-contractor document. 102 To complement these workshops the EMP-contractor document will be posted on the UG website and a Facebook account will be open for stakeholders to provide feedback throughout the construction and operation phases of the Project. The ES and the UG administration, in collaboration with the Contractor, will respond appropriately, either by remedial actions or verbally whenever and explanation or a clarification is needed. • Construction Communication Plan (CCP) The Construction Work Plan (CWS) and schedule will be informed to the UG community through the Construction Communication Plan (using emails, websites, meetings, official communication channels of the UG) to inform the UG at large of work schedules and actions that could cause environmental and social impacts. Special attention will be given to diversion of traffic, generation of noise and dust, interruption of social utilities such as water, toilets, electricity and to inform all mitigation and prevention measures that will have to be taken by the University, students and staff (academic and non-academic staff) to accommodate the construction works and the academic program. All measures will try to prevent injuries to passersby and to inform the ‘university community’ of the scheduled activities of the Contractor. The Contractor must provide the schedule of activities at least 6 months before any work to ensure that UG Coordination Committee can take the necessary measures to minimize the negative impacts to the UG campus life and academic program. The execution of the works on each faculty building will be done sequentially and efficiently so as to lessons the interference and negative effect of the academic curriculum and student life. Different work plans will have to be prepared by the Supervisor of Works. These should be reviewed by the ES who will ensure that the environmental and social impact is minimal and is communicated effectively to staff and students of UG. The Supervisor of Works, in association with the Contractor will be responsible for preparing the plan and its dissemination, as well as addressing complaints. The Environmental Specialist will approve and monitor the Communication Plan to ensure effective and efficient implementation of this EMP and the EMP-contractor. Thus, information must be communicated at least 2 weeks of planned minor works and 1 month for major works. The EA will help guide the Contractor on how to communicate the plan more efficiently, based on feedback or direct observation. The work plan will be prepared by the Supervisor of Works in collaboration with the Director of the PIU. The work plan must be approved by the university authorities and should know and ensure that the impact on academic life and operation of the university is minimal. • Grievance Mechanism and Resolution of conflicts The safeguards policies of the World Bank ensure the establishment of a grievance mechanism during project implementation which aims to offer a clear set of opportunities for affected people or any other interested stakeholder to post a claim, request information and have a formal mechanism to communicate with project developers and supervisors. 103 A project-level grievance mechanism for affected communities is a process for receiving, evaluating, and addressing project-related grievances from affected communities at the level of the company, or project. Grievance mechanisms will be established early to respond early and effectively to any potential escalation of tensions with UG students or staff or members of near communities. It is possible that most of the grievances may relate to any flaws in the consultation process, noise, traffic, and access to classrooms. A straightforward procedure has been established and the Contractor Environmental Inspector (CEI) will to act as a point of contact to receive complaints and to foster positive engagement when issues arise. The Communication methods will consist of the following: a. The Project will prepare a web site within the UG web site which will contain the information of the Project, the EA, EMP, EMF and all safeguards instruments and project documents. A section of the Project web site will indicate the names of all the members of the Project implementation Unit in both the UG and MOE, such as PIU coordinator, ES, the Engineer Supervisor, etc. b. The Project web site will inform about report or consultation meetings, seminars, etc that will be given during the Project implementation period. c. In the Project web site a section will be named Grievance Mechanism of the Project. Here the visitor will find an explanation how to post a claim, recommendations and just a note to the project coordinators. Grievance forms, emails and on line chat channel will be offer to the visitor. d. The ES and UG Coordination Committee will develop clear tasks and responsibilities for addressing grievances and the way that contractors will respond to any claim. e. The following steps will be following for the grievance mechanism: Step 1 Inform the mechanism and develop accessible ways to use by stakeholders Step 2 Receive and register using different grievance mechanisms Step 3 Review and investigate issue Step 4 Resolve issue. Define solutions. Step 5 Monitor and evaluate If necessary, a clear list of tasks and outcomes that an investigation is expected to achieve shall be developed. If issues are related to conduct of contractor workers (this will be address by the Code of conduct described in the Program Social Interference) The PIU, contractors and ES will handle claims with respect, respond as quickly as possible, and will maintain records of the resolutions since these documents could be requested at any time by the Bank. Program 4. Waste Management 104 • Solid waste management The contractor will place wastes bins and containers for each specific type of solid waste: paper- cartoon, glass (windows), metals (pipes, etc), electrical (old wires, etc), plastic (all types), wood (all types). All containers will be properly labeled and will have lids which will not easily fall. No burning all any type of materials will be allowed for the wastes generated by this Project. The Contractor, under the supervision of the ES, will develop out spill prevention, control, and containment (SPCC) plans. In addition, the ES shall conduct intermittent spill training exercises for the contractors and UG staff and coordinate with the CEI training activities for the Contractor, Sub-Contractor, etc. Type 1. Demolition materials All demolition materials will be classified according to the type of materials and place accordingly in labeled containers and in agreed sites with the ES and the Engineer Supervisor of the works. Transportation: all waste transported to the final disposal sites will be transported with care (loads will be covered with heavy tarts or plastics) and truck will drive at speed of 25 km/h within the campus and 50 km/h outside the campus. Type 2: Recyclables The Contractor will implement a program to classify waste materials to ensure that those waste that can be recycled23 (paper, cardboard, aluminum, metals, glass) can be collected and donated to interested parties of the adjacent communities. Type 3: Domestic Materials The Contractor will collect all this wastes in the designed containers and will dispose the wastes of in an area designated by the Authority (such as the EPA/Georgetown M&CC) or other site (the Haag Bosh landfill). Type 4: Hazardous Wastes Hazardous wastes (for example, old chemicals from labs, waste oils, grease, fibers, hydrocarbons etc.) that arise during contraction works will be carefully collected, characterized, labeled, stored, and if possible, recycled or transported and disposed of in accordance with World Bank standards, to avoid soil contamination. Hazardous wastes will be placed in proper ventilated sites and with impermeable floors. Additionally, the University administration, in collaboration with the ES shall consult the EPA for advice on the disposal of such wastes in keeping with the Draft Management Strategy for Hazardous Wastes. Also, the UG will improve environmental management of its campus once several consultancies are developed as part of this Project (Component 3). The following consultancies will be performed to increase environmental management in the UG campus: a. Hazardous Assessment 23 Recycling involves separation and collection of waste materials, preparation, and reuse, re-processing, or re- manufacturing, which leads to a reduction of waste to be land filled. 105 b. Lab management Guide c. Hazardous Waste Management Plan d. Others to define The ES will be responsible to prepare the terms of reference for these consultancy studies and coordinate with the PIU its contract as soon as possible the Project starts. Type 5: Soils affected by accidental spills, oils or mal-functioning vehicles Oil changes will not be permitted on campus, and therefore should be done at the nearest gas station. The Contractor will restrict the locations of hazardous materials. • Water pollution and effluents During construction, water pipelines will be changed and restore. Improvement will provide better water distribution in the building and old pipes will be replaced. Contractors will need to ensure adequate supply and quality of water during project works. During construction, sanitary systems and bathrooms will be replaced in different building as needed. Contractors must ensure proper management of the effluents and avoid spills and superficial runoff in the worksites. Contractors will provide portable toilets and bathrooms to the workers to avoid intervening with the student’s bathrooms and avoid potential social issues. Water quality monitoring will be conducted to ensure compliance with water quality discharge limits established by the EPA. Sample locations, which will be discharge points, will be determined by the Environmental Specialist. Surface water samples will be recovered quarterly during construction. Ground water samples will also be collected and analyzed by both the contractor and the ES. Program 5. Control of noise and dust • Noise Noise disturbance is a concern for the UG community. Contractor shall ensure that the equipment is in good working order with manufacturer supplied noise suppression (mufflers etc.) systems functioning and in good conditions. Contractor will make reasonable efforts to schedule heavy noise activities for weekends or in the late afternoon and keep the less noisy activities for normal working hours (between 8 am and 5 pm). Contractor will request Noise Permits to EPA is necessary in order to reduce noise impact to the academic program. Where noise is likely to pose an impact to the normal environmental surrounding the UG campus and the community, the contractor shall inform the site manager and shall develop a public notification and noise management plan for approval by the ES and UG authorities. 106 Contractors will follow noise limits established by Guyana and those included in this EMP. The CEI and ES will monitor noise levels frequently during the construction works. The Guyana National Bureau of Standards and EPA developed Interim Guidelines for Noise emissions into the Environment. Under these Interim Guidelines, noise emissions from the Industrial and construction sources for both day (6AM-6PM) and night (6PM-6AM) will be 65-55 decibels (Construction) at the property limits or 15 meters from the source. During construction these noise levels will be frequently increased, if noise reaches more than 85 decibels and remain more than an hour, all workers must use hearing protection. The ES will follow the World Bank standards in case necessary. The ES will review the World Bank “Pollution Prevention and Abatement Handbook� which can be downloaded at the internet. 24 • Dust Demolition of large areas will be done at night or weekends or break periods so students are not affected by the dust and possible asbestos materials and fine particulate matter. Dust collectors if possible should be use to collect fine dust in closed rooms and labs. Workers must use protective equipment such as masks, ear plugs, etc. All trucks transporting demolition wastes will cover their load with a heavy tart. If considered necessary by the ES, water will be spray on the areas of mayor works. However, fine sediment traps will need to be set up in the drainage channels and ditches where water will run in order to capture sediments and fine particulate matter and avoid polluting surface waters. The ES will follow the World Bank standards in case necessary. The ES will review the World Bank “Pollution Prevention and Abatement Handbook.� Program 6. Excavations and demolishing activities Workers will have to use personal safety equipment at all times. During excavations soil (organic layer) should not be contaminated with demolished material or any other type of waste from the construction. Soil must be separated and cover with plastic to avoid soil runoff and contamination. Soil layer will be very important to restore natural areas affected by the works. Neither explosives nor highly noisy equipment will be allowed to be use during the works at UG. If during excavations, archaeological pieces are found, works must be stopped and informed to the CEI and the ES. In the bidding document, it is important to include a clause related to potential chance findings of cultural or archeological, paleontological resource, following the OP 4.11 of The World Bank. Program 7. Restoration Plan All sites intervened by the contractor and construction or rehabilitation works at the UG campus will be restore and re-vegetated. Excavations areas, drainage channels will be recovered and any solid waste sites if included in the campus (cement only) will be restored. Plant species that will be preferred for the restoration are native species. The ES will be responsible to guide the CEI in 24 http://www.ifc.org/ifcext/sustainability.nsf/Content/Publications_Handbook_PPAH 107 the selection of plants and re-vegetation and reforestation activities. No pesticides or any agrochemical include in the List 1a, 1b and II of the WHO (Annex 2) will be used to maintain these plants or any other activity supported by Project such as the Research Fund (Component 1). Program 8. Contingency and emergency Plan Contractors will include in the EMP co, a section describing the Contingency and Emergency Plan which will be followed during the construction works. This plan must include the possible contingencies and emergency situations: a. Workers possible accidents and injuries related to the construction works where they will be involved b. Fires. Fire extinguishers must be placed in working sites and training provided to use them. c. Flooding. During the rainy season in common that the UG campus becomes flooded. The contractor must have a plan to deal during this period and maintain the works on the timeline agreed and reduced environmental and social impact. d. Structural collapse. During the demolition and restoration works, some structures could collapse and generate possible accidents. e. Explosions. Explosions might occur due to the presence of chemical compounds in several labs and a fuel tank in the UG Campus, thus there is a need to proper handle this areas and materials by trained staff. Program 9. Sustainable Development The project will try to incorporate energy efficient equipment and request the purchase and use of sustainable materials (certified woods, use of low carbon emission equipment). The project will request to contractors to increase opportunities to people living close to UG in order to increase social benefits by targeting recruitment of local people, students, etc. For instance, a lot of the materials to be removed could be recycle, wood, glass, metals, etc. The project is expected to include a strong recycling program which be later adopted by the University. Also, the World Bank seeks opportunities to women in developing countries and contracts must make any efforts to provide opportunities for women as part of the personnel or subcontractors. Program 10. Environmental Monitoring Plan Environmental monitoring will be implemented throughout the construction and operation phases by both the contractor and the PIU. Baseline monitoring shall be conducted early on by the Contractor to establish a baseline of conditions before the works begins and track any changes that could be attributed to the project, in the event of complaints or issues arising in the construction and operation phases. The Contractor will be responsible for implementing this Monitoring Plan and ensuring that construction activities are carried out in compliance with the EMP. The ES will also monitor overall works performance and will use Environmental Datasheets (EDS) developed to monitor the project environmental and social management. Annex 6 contains some examples of 108 EDS. The ES as soon as appointed by the PIU will need to prepare additional EDS to monitor all parameters agree in this EMP. The objectives of the Environmental Monitoring Plan are to: • control impact generating activities or actions; • monitor impacts and verify that, where applicable, environmental parameters/indicators are within regulatory standards; • verify that recommended mitigating measures are effective in protecting the environment; and • Response to environmental impacts. Monitoring Activities The primary monitoring activities are highlighted below: • Vegetation monitoring activities will include maintaining records on vegetation re-growth after clearing activities for dining room, storage site and new parking sites; and area cleared/vegetation destroyed. • Air quality and particulate (dust) monitoring will include ensuring that the implemented dust suppression methods are effective and will be visual or the total suspended solids measured. • Water quality monitoring will be conducted to ensure compliance with water quality discharge limits established by the EPA. Sample locations, which will be discharge points, will be determined by the Environmental Specialist. Surface water samples will be recovered quarterly during construction. Ground water samples will also be collected and analyzed. • Monitoring of waste from the project will include the preparation of weekly inventories on types and quantities of solid and hazardous waste generated; and methods of collection, storage and disposal. • Health and safety monitoring will be undertaken weekly through the recording of incidents and accidents. • Noise monitoring will be conducted by measuring noise levels weekly in the vicinity of construction areas and new parking area and surrounding buildings to ensure compliance with the noise level standards established by the Guyana National Bureau of Standards. • Code of conduct. It will be very important for the CEI to inform contractors’ workers of the code of conduct and the penalties related if code is broken. The CEI and ES will supervise closely its compliance and will investigate any claim or issue. Construction Phase 109 During the construction phase, the CEI under the supervision of the ES will be responsible for continuously monitoring the following environmental impacts at the construction site: • loss of vegetation; • generation of particulate matter; • generation of solid waste; • generation of noise; • traffic congestion; • decreased surface water quality; • health and safety risk; • social conflicts; and • reduction in aesthetics. • accidents and emergencies The Contractor should be responsible for the monitoring of various impacts to ensure the proper functioning and implementation of mitigation measures (Table 30). CEI will perform constant monitoring and weekly inspections to ensure that the mitigation measures are implemented and that the project is not adversely affecting the environment. The Environmental Specialist will be responsible to supervise adequate monitoring by the contractors and the CEI. During the construction period, the Environmental Specialist will perform monitoring weekly or daily inspections and during operation on monthly basis. The ES will use standard environmental datasheets (EDS) to record all monitoring activities (see Annex 6 for some examples of EDS). Table 30. Construction Period Monitoring Plan. Impact Monitoring Sampling Responsible Monitoring parameter Frequency location Construction Phase Loss of vegetation Area cleared/amount Contractor All intervened sites due to the setup of of vegetation Within 3 months – workers’ area, dining room, destroyed of construction Environmental storage area, new storage site and Specialist parking sites new parking sites Total area recovered Annually Number of plants planted by Contractor(s) Annually Generation of particulate matter, Ease of visibility Weekly particularly due to Contractor All intervened sites demolition – construction activities, storage Environmental areas, storage of materials and Number of vehicles Weekly Specialist areas, new parking operation of arriving covered sites cement mixers 110 Increased Frequency of Monthly Contractor All intervened sites generation of maintenance of – new parking sites emission of gases vehicles Environmental and particulate Specialist matter from increased traffic Generation of Quantity and type of Weekly construction and waste other waste Contractor All intervened sites materials generated – construction by construction Environmental sites, workers’ activities Waste collection, Weekly Specialist area, new parking storage and disposal lot, designated Overload of current method/s waste disposal area capacity of waste disposal facilities Generation of noise Level of decibels Weekly Contractor All intervened sites from machinery - construction sites, and construction workers’ area, new activities Environmental parking lot, Specialist designated waste disposal area To be identified by the Environmental Specialist Traffic congestion Number of accidents Weekly Contractor All intervened sites due to delivery of material supply Environmental Specialist Reduction in Number of sites with Monthly Contractor All intervened sites aesthetics due to waste materials left construction and unattended by Environmental storage of materials contractor Specialist Decreased quality pH Quarterly Contractor At discharge points of surface water Turbidity levels due to discharge of Conductivity To be determined fuel, engine oil and pH by the transmission or Oils/Grease Environmental hydraulic fluids Total nitrates Specialist into surface water Total phosphorus and during BOD or COD clearance of canals Coliforms Decreased quality Oils Annually Contractor At fuel, waste oil of soil due to storage sites, oil accidental Environmental changing areas and discharge of fuel, Specialist areas that show engine oil and visible signs of transmission or contamination hydraulic fluids Disruption of Frequency and type of Monthly Contractor All intervened sites utilities utilities disrupted Environmental Specialist 111 Difficulty to adopt Number of duration of Weekly Contractor All intervened sites to new disruptions to use of ‘environment’ and classrooms Environmental to concentrate Specialist Health and Safety Number of accidents Weekly Contractor All intervened sites risk to workers, due to construction students and works Environmental lecturers arising Specialist from construction and from increased traffic Social conflicts Number of reported Monthly Contractor All intervened sites arising from complaints/grievances presence of Environmental construction Specialist personnel on campus Operation Phase During the operation phase, monthly monitoring of some critical parameters will be necessary, and will be the responsibility of the University of Guyana’s Environmental Specialist. It is expected by the project that the consultant or UG staff appointed as ES during the construction period could become a permanent staff of the UG so he/she could continue supervising activities related to the operation phase. The environmental impacts that will be monitored at the Campus include: generation of solid and hazardous waste, water quality, etc. Other parameters will be included as necessary during operation of the new equipment and research activities are developed. The Environmental parameters to be monitored, frequency and responsible body are indicated in the Table 31. This EMP has focused mainly in the environmental and social impacts of the civil works. However, the ES is responsible to oversees the overall project environmental and social performance and guide the PIU and UG Coordination Unit to incorporate measures to reduce environmental and social negative effects by other project components and activities. Thus, the ES must also supervise implementation of all project activities (see Tables 25, 27) and include mitigation and prevention measures described in this EA (see Table 28 and elsewhere) or apply additional measures defined by the ES during preparation, implementation and operation to address potential impacts associated to other Project activities. The ES will need to prepare EDS forms to supervise these other Project activities. Before any construction starts, the ES will have to support the team in preparing terms of reference to environmental studies agreed for the Project to increase UG environmental management and improve facilities management. For instance, in the diagnostic of this EA, it was identify the urgent need to improve waste and hazardous waste management in the UG. These studies that will be contracted are: a hazard assessment, laboratory guidelines, waste management manuals and other studies. The ES will be responsible to prepare the terms of reference for such studies and review 112 compliance of these with the safeguards Policies and the Pollution Prevention and Abatement Handbook (Annex 1). The PIU and UG Project coordinator will support the ES in implementing the recommendations derived from these studies and to incorporate them in the UG environmental management procedures and project development as necessary. Table 31. Operation Monitoring Plan. Impact Monitoring Sampling Responsible Monitoring parameter Frequency location Operation Phase Increased Quantity and type of Monthly Environmental All intervened generation of solid packaging Specialist UG sites waste from the packaging of Waste collection, laboratory storage and disposal equipment methods Purchase of new Number of training Monthly Environmental All intervened equipment for labs and capacity building Specialist sites and classrooms activities to use the new equipment Lab technicians Exacerbate the Proper cabinets and Monthly Environmental All intervened storage space storage space defined Specialist UG sites problem on campus Equipment is clean and properly stored. Generation of Volume of hazardous Monthly Environmental All intervened hazardous waste waste Specialist UG sites from use of new and current lab Collection, storage equipment and disposal of hazardous waste according to new Waste Management Manual Possibility for Security locks are Annually Environmental All intervened theft placed in all labs. Specialist UG sites Number of theft incidents Disruption to land Landscape was Monthly Environmental All intervened and landscape due restored and it Specialist UG sites to installation of maintained by UG fiber optic cables around the campus Generation of Waste is collected Monthly Environmental All intervened wastes due to and properly dispose Specialist UG sites packaging of software and Recoiling material is educational donate to interested software for stakeholders 113 statistics and GIS applications. Mid Term Reviews and Closure Phases As part of any World Bank Project, an evaluation of the project is performed at the middle of the project period (usually third year) and at the end of the project. The ES will be responsible to prepare in report for these evaluations periods in order to highlight main environmental and social challenges during project implementation, main results, products and pending issues to resolve. The ES will report about all project components and safeguards issues. Some of the topics to be included in these reports are: a. Compliance with the EMP, EMF prepared for the project. b. Issues arisen during project implementation in relation to the construction period c. Issues arisen during project implementation in relation to the research program d. Consultation, participation, the Grievance Mechanism and main claims posted by UG stakeholders if any. d. Improvement in the UG of environmental management and maintenance facilities works. e. Establishments of the Health, Safety and Environmental Management Guidelines at the UG E.Capacity building activities achieved in relation to Health, Safety and environmental Management. f. Any other topic important to report. The World Bank will perform periodical supervision mission to the Project and will request reports to the ES about Project implementation. UG laboratory conditions in 2011. 114 9.5 ENVIRONMENTAL TECHNICAL SPECIFICATIONS FOR BIDDING DOCUMENTS In this section, we provided recommendations for the preparation of documents and procedures for the bidding documents and construction management by contractors. While construction activities are inherently disruptive, actions can be taken to minimize impacts to the UG environment. Based on the potential impacts identified, the PIU shall include in the bidding documents and in the construction contract specific clauses to guide contractor activities during the construction period. These clauses “Environmental Technical Specifications (ETS), presented in the following, are preliminary and will be complete as needed by the ES to comply with Guyana national legal requirements and The World Bank Group Safeguards Policies. The ES as soon as possible is appointed will be responsible to elaborate in more detail the Environmental Technical Specifications to be included in all bidding documents related to this Project. The World Bank will review them before giving the No Objection to a bidding document; the Environmental Specialist of the World Bank Project Team will review the ETS to ensure adequacy with the World Bank safeguards policies. General Environmental Clause: In the bidding documents must be indicated that the Contractor shall, throughout the execution and completion of the Works, therein: (a) have full regard for the safety of persons entitled to be upon the site and keep the Site (secure as possible) and the works in an orderly state appropriate to the avoidance of danger to such persons and the students and professors and other people present in the working area; (b) Provide and maintain at the Contractor’s own costs all lights, guards, fencing, warning signs and watching, when and where necessary or required by the Project Manager (PIU, Engineer Supervisor, ES or other) or by duly constituted authority, for the protection of the Works or for the safety and convenience of the UG community. (c) notify the ES and the Project Manager within 48 hours or as soon as reasonably possible after the occurrence of any accident which has resulted in a disability or loss of human life, might have a significant impact on the environment or well being of the UG people and shall submit a summary report to the Project Manager, no later than 30 days after the occurrence of such an event, (d) take all reasonable steps to protect the environment on and off the Site and to limit damage to people and property resulting from pollution, noise and other results from the Contractor’s operations; (e) ensure that emissions, surface discharges and effluent from the Contractor’s activities shall not exceed the values indicated by the ES and shall not exceed the values prescribed by applicable laws of Guyana or those indicated in the Environmental and Social Manual of this project. (f) ensure the adequate disposal of construction and excavation wastes; (g) restore the Site to original conditions or to a state after the completion of the Works as set out in the Specifications; (h) complete the work in compliance with the Environmental Guidelines of this Project given by on site by the ES and those included in the ESM of this project, and apply the recommendations of the project environmental impact assessment, the EMP, the 115 EMPco, all in accordance with Guyana´s laws and the World Bank Safeguards Policies, in respect of health, safety, security and protection of the environment, as described in these Specifications. Personnel The Contractor will include as part of their staff proposal an environmental professional with environmental experience who will serve as the Contractors’ Environmental Inspector (CEI). In the bidding document the experience and necessary credentials will be defined. Equipment The contractor will purchase and deliver to the Environmental Specialist assigned to the environmental supervision of the works a noise meter and camera and other equipment as defined and detailed in the Bidding document. Site Security The contractor shall be responsible for maintaining security over the construction site including the protection of stored materials and equipment. In the event of severe weather, the contractor shall secure the construction site and associated equipment in such a manner as to protect the site and adjacent areas from consequential damages. This includes the management of onsite wastes, construction and sanitary, additional strengthening of erosion control and soil stabilization systems and other conditions resulting from contractor activities that may increase the potential for damages. Asbestos While asbestos materials is not known that will be presented in structures targeted for repair or reconstruction under this project, the following asbestos management procedures shall be implemented should they be discovered during the construction process. The contractor shall contact the ES to develop an asbestos management plan if necessary. This plan shall be approved by the UG and PIU. Site management shall consist of stabilizing friable asbestos and the provision of worker protection to prevent contamination with asbestos fibers. Respiratory protection together with measures to prevent the contamination of clothing and inadvertent transport of asbestos fiber off-site shall be provided to exposed workers. The asbestos management plan shall be developed by the contractor in consultation with the ES and include as a minimum: • Description of the issue and extent of contamination • Site safety measures • Stabilization techniques to be employed • Storage and transport plan • Approved disposal procedure 116 • Worker awareness and training Worker Sanitation Sanitation facilities shall be provided to site workers. All sanitary wastes generated as a result of project activities shall be managed in a manner. The contractor shall provide a site sanitation plan for approval and implementation prior to the commencement of site activities. During the preparation phase, the ES will approve the sites that will be used to set up all portable toilets and showers. Noise Control The contractor shall control noise emissions generated as a result of contracting activities to the extent possible. In the case of site locations where noise disturbance will be a concern, the contractor shall ensure that the equipment is in good working order with manufacturer supplied noise suppression (mufflers etc.) systems functioning and in good repair. Where noise management is a concern, the contractor shall make reasonable efforts to schedule heavy noise activities for weekends or in the late afternoon and keep the less noise activities during normal working hours (between 8 am and 5 pm). Where noise is likely to pose an impact to the normal environmental surrounding the UG campus and the community, the contractor shall inform the site manager and shall develop a public notification and noise management plan for approval by the ES and UG. Contractors will follow noise limits established by Guyana and those included in this EMP. The CEI and ES will monitor noise levels frequently during the construction works. Use and management of hazardous materials, fuels, solvents, paint substance, etc. Any use hazardous materials excluding pesticides, oils, fuels and petroleum products shall conform to the proper use recommendations of the product. Waste hazardous materials and their containers shall be disposed of in a manner approved by the relevant agency and the approved EMPco and the Environmental and Social Manual of this Project. The ES of the project will supervise compliance of the contractors with the proper management and disposal of hazardous wastes and the approved measures. An environmental management plan will be developed by the contractor (EMPco) and it will include the estimated quantities to be consumed in the process, storage plans, spill control plans, and waste disposal practices to be followed. All paints and preservatives shall be used only with the approval of the PIU. Information shall be provided to the PIU that describes the essential components of the materials to be used so that an informed determination can be made as to the potential for environmental effects and suitability can be made. Storage, use, and disposal of excess paints and preservatives shall be managed in conformance with the manufacturers’ recommendations and as approved by the PIU and the ES. 117 Site stabilization and erosion control The Contractor shall implement measures at the site of operations to manage soil erosion through minimization of excavated area, preservation of existing ground cover to the extent possible, provision of approved ground cover. Contractors will follow approved mitigation measures of the EMPco and those included in the Environmental and Social Operational Manual of the Project which include the World Bank Safeguards Policies applicable to this project. The ES will supervise and report any issue related to excavations and potential erosion issues. Where excavations are made, contractor shall implement appropriate stabilizing techniques to prevent cave-in or landslide. Erosion control measures will be approved by the ES. An erosion management plan will be required where the high potential exists for significant sediment quantities to accumulate in wetlands, lakes, rivers and near-shore marine systems. This plan shall include a description of the potential threat, mitigation measures to be applied, and consideration for the effects of severe weather and an emergency response plan. This plan will be approved by the ES and the Engineer Supervisor of the civil works. Traffic Management In cases where construction activities result in the disruption of area transportation services, including temporary loss of roadway, blockage due to deliveries and site related activities, the contractor shall provide the UG and PUMOE with a traffic management plan including a description of the anticipated service disruptions, community information plan, and traffic control strategy to be implemented so as to minimize the impact to the surrounding community. This plan shall consider time of day for planned disruptions, and shall include consideration for access to essential services such as medical, disaster evacuation, and other critical services. Management of standing water Under no circumstances shall the contractor permit the collection of standing water as a consequence of contractor activities without the approval of the PIU and UG. The ES will supervise and report any issue related to bad management of water resources by the contractor. Management of trash and debris The contractor will provide in the EMPco a waste management plan that conforms to the solid waste management policies and regulations of Guyana, UG and the EMP of this project. Under no circumstances shall the contractor allow construction wastes to accumulate so as to cause a nuisance or health risk due to the propagation of odors, insects and disease vectors. The site waste management plan shall include a description of how wastes will be manage, stored, collected and disposed of in accordance with current law and improve environmental practice. Additionally the contractor shall provide for the regular removal and disposal of all site wastes and provide the contracting officer with a schedule for such removal. The ES will supervise execution of this plan; the Engineer Supervisor of the civil works will ensure enforcement of accorded plans and if necessary applied the environmental fines defined for this contract. 118 Behavior and code of conduct The Contractor shall not engage, and shall cause its personnel as well as any Subcontractors and their personnel not to engage, either directly or indirectly, in any business or professional activities that would conflict with the activities assigned to them under this Contract. At all moments, contractors and its personnel will be respectful of the students and professors, PIU team members, inspectors and any other member of the UG and particularly of those who are women. The contractor and its staff will follow the Project Code of Conduct described in this EMP and incorporated to the EMPco. Others The ES will include other Environmental and social clauses as needed to the bidding document to ensure compliance with the EMP of this project, Guyana Environmental Legislation and the World Bank Safeguards Policies. For instance, clauses related to an Environmental Closure Plan, Emergency Plan, Training on Health and Safety among others. Compliance with the Environmental and social measures PIU Supervision The Environmental specialist (ES) who will be appointed as part of the PIU team will perform on site supervision of the environmental and social management of the works hired under this contract. The Contractor shall carry out all instructions of the ES and Project Manager and those which comply with the UG and national laws. The ES will do supervision of the works and will use the Environmental Data Sheets (EDS) to identify Non compliance activities by the contractors or subcontractors and every Monday, the ES will inform the Project Manager and the contractors of any ¨Environmental/Social Non Conformity ¨ which needs immediate attention and resolution. They will also meet and agree on week´s works. The ES will also prepare a ¨Monthly Environmental Audit Report¨ and the ¨Annual Environmental Report¨ which will report contractors performance and overall project development and will be share with the contractors, UG, the PIU and the World Bank. Inspection of the sites The Contractor shall permit the ES, the Project Manager and/or persons authorized by the Project Manager or those appointed by PIU to inspect the Site and/or the accounts and records of the Contractor and any Subcontractors relating to the environmental/social performance of this Contract. As well be prepared in case EPA official make on site inspections. Monitoring The ES will perform monitoring activities on the site according to the EMP and will inform the Engineer Supervisor of the PIU and the Contractors of any ¨Environmental/Social Non Conformity ¨ which needs immediate attention and resolution. The ES will use the EDS to report monitoring activities and non conformities to the contractors and the Engineer Supervisor of the PIU. 119 Non conformities ¨Environmental/Social Non Conformities¨ are those which are in disagreement with the EMP, ESM of the project, the environmental clauses of this contract, the EMPco, any other regulation indicated or agreed with the UG, the PIU or the ES. Contractors will have a maximum of three days to resolve ¨Environmental/Social Non Conformities¨ unless any other time frame is agree with the contractor, the ES and the Project Manager. The PIU will retain from each payment due to the Contractor the proportion of 2% as the Environmental Protection Guarantee until completion of the Non conformities per month. Also the same penalty will be applied for the final payment if there are Non conformities during the final reception of all the works. Completion of works If the contractor does not resolve any pending Environmental/Social Non Conformity, the Project manager will not issue any Certificate of Completion, the cost to repair or resolve any of these non conformities will be responsibility of the contractor. 9.6 CONSTRUCTION WORK PLAN Contractor is responsible to present to the PIU a Construction Work Plan (CWP) in a time period defined in the bidding document. Construction activities will occur during the active academic year and as such, activities need to be designed so as to minimize the impacts to academic environment. While temporary in nature, construction impacts can be disruptive particularly with respect to noise, management of construction debris, traffic management and interruption of basic services such as drinking water, sanitary, and communication. To manage these impacts, the PIU shall include in the construction contract the requirement to develop a Construction Works Plan (CWP). This plan shall be developed in close coordination with university officials and the PIU team in both MOE and UG and will include: • EIA and other construction permits approved • Construction Schedule proposal • Service interruption Schedule proposal • Logistics plan (site preparation, excavations, transportation plan for delivery’s construction materials and needs of storage space, water, light, etc.) • Relocation Plan (mobilization plan) • Communication Construction Plan (to advise and alert faculty and students to construction activities) • Environmental Management Plan of the contractor (EMPco), (including plans to manage noise, traffic, waste transportation, oils, trash, waste, health and safety, etc.) and the environmental and sanitary permits required. • Coordination activities (including regular meetings with UG officials, PIU supervisors, etc.) 120 The Contractor shall, as soon as practicable following the signature of this Contract, prepare and deliver a site-specific environmental management plan (“EMPco�). The EMPco will have to be approved by the national agency if applicable. The EMPco will be carefully reviewed and approved by the ES. Once the contractor makes all necessary changes indicated by the ES, the contractor will include the EMPco into the Construction Works Plan proposal, described in more detail in the next sections. This CMP shall be submitted by the contractor for approval by UG and the PIU prior to the commencement of construction activities. To the extent possible, the contractor shall schedule major disruptive activities to occur at times when campus activities are at a minimum (e.g. weekends, holidays, and vacation periods). During the Site position date, the contractor, the project manager (Engineer Supervisor of the works) and the ES will agree and prepare the Site Environmental Conditions Letter which will be signed by the contractor. Quality and Continuity of Service 1. Construction works will be planned and designed in a manner that seeks to minimize disruption of university services. The Contractor will liaise with university to ensure all works are coordinated with the internal university systems that may be disrupted. 2. The Contractor will ensure good coordination of all construction works, good communication, maintenance or possible effects of the works on electricity grid, water, electricity, sewage, to ensure proper operation. 3. The University Administration, in collaboration with the Contractor and maintenance units, shall develop and implement a maintenance schedule for changes or improvement of equipment (for example, drainage pumps, electrical and ventilation system, etc). The ES will supervise proper environmental and social management of these activities. 121 10. Public Consultation The goal of the public consultation was to facilitate participation as a management tool to aid successful project design and implementation by incorporating stakeholders’ knowledge in the project, reducing immediate and future conflict, and establishing communication between the stakeholders and the project designers. Meetings with UG faculty members Stakeholders and World Bank team members. February 2011 Project stakeholders could be considered as persons or groups who are directly and/or indirectly affected by the project, have “interests� in the project, or have the potential to influence the project outcomes. The project stakeholders included: the University community, indigenous groups, regulatory and government entities, and non- governmental organizations. Table 32 presents the list of stakeholders related to this project and that were consulted during project preparation and in the EIA consultations. Table 32. Target Stakeholders for the consultation of the University of Guyana Science and Technology Support Project- The World Bank. Target Group Entity University of Guyana University of Guyana Workers’ Union University of Guyana Medical Centre University of Guyana Students Society Academic Board Indigenous Groups and Non- Amerindian Peoples Association Governmental Organizations Guyanese Organization of Indigenous Peoples The Amerindian Action Movement of Guyana The National Amerindian Development Foundation National Toshaos Council Conservation International – Guyana Iwokrama International Centre for Rainforest Conservation and Development World Wildlife Fund – Guianas Government Agencies and Environmental Protection Agency Utility Agencies Guyana Forestry Commission Office of Climate Change Ministry of Public Works and Communication Pesticides and Toxic Chemicals Control Board Ministry of Local Government Ministry of Education Ministry of Amerindian Affairs Ministry of Health Guyana Power and Light Incorporated Guyana Water Incorporated 122 Guyana Telephone and Telegraph Company Limited Stakeholders were invited to the consultations via written communication, that is, an invitation letter issued by the Vice Chancellor, University of Guyana and/or an e-mail, and/or verbal communication - a telephone call. Further, the University personnel were given permission by the Personnel Division to participate in the consultations. The main public consultation activities conducted in the preparation of this document included: I. Formal and informal meetings between the World Bank members, consultants with faculty and students. II. Formal focal meetings with a range of stakeholders from the university to identifying the key environmental issues associated with the project and potential mitigation measures; and III. Formal disclosure and consultation meeting with project stakeholders to present the draft EA and EMP. 10.1 Scoping Scoping was undertaken at an early stage in the EIA process, on April 8, 11 and 12, 2011. It was designed to ensure that matters which stakeholders believed should be considered in the EIA were addressed. The scoping primarily focused on identifying the important issues associated with the project that should be included in the study. Scoping provided information to the UG project proponents and the World Bank Team to listen to UG stakeholders and allowed stakeholders to comment on the project proposal. Scoping for this Meetings with UG students and the World project consisted of five (5) meetings facilitated by the Bank team members. EIA consultants Team with selected stakeholders (see Table 33 and Registration forms). The issues raised during the scoping meetings are summarized in the Tables 34, 35 and 36. Please see Annex 7 for the list of participants to these meetings. Table 33. Scoping meetings held for the EIA for the University of Guyana Science and Technology Support Project Target Target Entity Date and Time Venue Number of Group Attendees University of University of Guyana April 8, 2011; CBJLR 5, 35 Guyana Workers’ Union 10:00 hrs University of University of Guyana Guyana, Turkeyen Medical Centre Campus University of Guyana April 8, 2011; 14:00 CBJLR 5, 11 Students Society hrs University of Guyana, Turkeyen Campus 123 Academic Board April 12, 2011 Education Lecture 34 (immediately after Theatre Academic Board Meeting) Indigenous Groups and Non-Governmental Organizations April 11, 2011; 10:00 hrs CBJLR 5, University of Guyana, Turkeyen Campus Number of Attendee: 6 Amerindian Peoples Association Guyanese Organization of Indigenous Peoples The Amerindian Action Movement of Guyana The National Amerindian Development Foundation National Toshaos Council Conservation International – Guyana Iwokrama International Centre for Rainforest Conservation and Development World Wildlife Fund – Guianas Government Agencies and Utility Agencies April 11, 2011; 14:00 hrs CBJLR 5, University of Guyana, Turkeyen Campus Number of Attendee: 7 Environmental Protection Agency Guyana Forestry Commission Office of Climate Change Ministry of Public Works and Communication Pesticides and Toxic Chemicals Control Board Ministry of Local Government Ministry of Education Ministry of Amerindian Affairs Ministry of Health Guyana Power and Light Incorporated Guyana Water Incorporated Guyana Telephone and Telegraph Company Limited 124 Table 34. Summary of Scoping Session. Group: University of Guyana Workers’ Union (UGWU). Date : Friday, 8th April, 2011 (am)- Venue: CBJLR 5 Component Sub Component Issues Recommendation 1. Education Quality (a)Provision of technical • Lack of equipment • More technical equipment needed to facilitate science and technical instruction. Improvement assistance to: • In some instances staff members are currently required to work with obsolete Program • Support a standardized equipment which impact negatively on the learning and motivational processes. process for updating existing • Need for provision of equipment (laptops, hard drives, cameras, etc.) for the Learning and generate new curricula. Resources Centre to fulfill its mandate. • Develop new curricula to support the LCDS. • Provide stipends to UG lecturers who dedicate time, expertise and energy to this process. 2.Infrastructure (a) Rehabilitation of 14 science • Noise • Staff are concerned about the impact of construction work on individuals and Rehabilitation buildings across Turkeyen collection performance as well as personal health campus • Fire hazard • Some buildings contain large amounts of combustible material such as past examination paper, unused books, etc. contributing to fire and other safety hazards. • Security of plant. • The current security arrangements on campus appear to be porous. Since the project is like to bring high density technologies which are costly security standards should be improved. • Toilet facilities • Leakages in water and sewage conveyance systems which at times impacts negatively on the health status of employees. • Inadequate number of female washroom facilities bearing in minds the male to female ratio of staff and students on the campus. These issues need to be addressed. • Flooding and • Regular flooding on the campus causing damage to the physical plant and sometimes leaks valuable technical equipment • Flooding impacts negatively on attendance at the level of both student and staff engagements. • Leakages in the roof and walls of campus buildings inclusive of classrooms negatively impact on the work of the University at all levels, but particularly in the areas of Library services and classroom facilities. • Solid waste • Current arrangement for solid waste collection seems inadequate. • Collection mechanisms or arrangements negatively impact on the public health conditions on campus. • There is need to develop a solid waste management system at the University. 125 • In addressing solid waste management, consideration must be taken of what is currently taking place and how “new� actions could support current actions. • Develop a protocol for solid waste management on campus which would form part of a Solid Waste Management Agreement with Waste Management Contractors. • Particular attention should be paid to the vendors who sell food on campus regarding their waste whilst ensuring that nutritious foods are provided for the Campus community. • After collection of solid waste by the collection company, the campus should be disinfected. • Possibly a student from Faculty of Technology could develop a model for solid waste management using resources from the project. • The University through the project should explore the development of alternative energy systems to reduce the amount of solid waste. • Library • The staff is concerned about whether the Library would be included in the project. • Attention should be given to the repair of leaking roof, walls and floor of the Library. • There is need for remedial support for the Library building since a part of the infrastructure (Caribbean Resources Library) appears to be sinking. • Excessive dust in some sections of the building. • Chemical used to treat books sometimes negatively impact on the health status of staff. • Chemical and • Inadequate protective gear/clothing available to staff who work with hazardous biological hazards chemicals and biological material. in the laboratory • In adequate or unsound disposal practices. • Need for provision of personal protective equipment (e.g., heavy duty gloves, goggle, respirators, lab coast, and safety boots) that is also appropriate for the genders. • Need for appropriate disposal of hazardous materials. • Poor occupational • The University’s OHS practices need to be improved. health and safety • Staff members in some departments work under hazardous conditions which includes conditions poor lighting and ventilation as well as dust pollution rendering the health status of staff members vulnerable. • Inadequate space • Inadequate space for intermediate rest periods. (work/rest) • This refers to lunch room and storage facilities for food and other personal material available to staff. 126 3. Institutional (a) • Compliance by the • Need to ensure that the University complies with rules and regulations (this EMP) and Capacity Building • Will strengthen the University that University staff are involved in monitoring compliance (for instance, they could existing capacity of Administration to submit comments via e-mail). the University with rules and • University staff and students should be informed of the University’s compliance or additional regulations non compliance. coordination, curricular supervision, civil works, ICT and • Human Resource • The current paucity of finance impacts negatively on the filling of vacancies at the facilities management technical level, thus, staff members and students are sometimes exposed to mental capacities. stress to attain academic and other targets/assignments. • And finance capacity • Workers are of the opinion that in institutional capacity building, the human resource building for staff in is the most critical aspects since they have to produce the students who are the charge of undertaking primary beneficiaries. We produce students who are qualified to go out and perform continuous review and but that commencing from you having quality teaching staff, and support staff, and maintenance of infrastructure that will go with it, so having to deal with those things. infrastructure and • Transparency (of • The University of Guyana should have a pivotal role in the tendering and equipment. funds and procurement process for acquiring new equipment and materials for rehabilitation of • The financial allocation of building laboratories and classrooms to guarantee the attainment of required standards management and contracts/money) in the supply chain. procurement capacities • Need to improve systems of accounting. would be leveraged from the Ministry of Education’s Education Sector Development Unit (ESDU). 127 Table 35. Summary of Scoping Session. Group: University of Guyana Student’s Society (UGSS) Date : Friday, 8th April, 2011 (pm) - Venue: CBJLR 5 Component Sub Component Issues Recommendation 1. Education Quality (a)Provision of technical assistance • Lack of requisite • An inventory of the needed technical equipment should be Improvement to: technical equipment executed to determine need specific tools/technical equipment. Program • Support a standardized process • Relevant technical staff from the University should have for updating existing and institutional involvement in the procurement process generate new curricula. • Inadequate qualified • Students are concerned about how the new curriculum • Develop new curricula to staff development process will impact on the delivery of current support the LCDS. programs and treat with timeliness if assessment. The University • Provide stipends to UG should therefore make greater use of down time such as semester lecturers who dedicate time, breaks and provide incentives for collaboration to minimize expertise and energy to this disruption in the current schedule. process. • Curriculum reform • Students are desirous of improvements in the current curriculum rather than displacement. New curricula should not displace existing curricula but rather upgrade and expand • Inadequate practical • Current arrangements do not provide adequate opportunities to exposure obtain practical experiences. The reform process should provide for improved relationships between the public and the private sector by placing emphasis on the benefit of field placements. Provisions should also be made to promote innovative learning projects with corresponding academic credits to encourage the development of craft. • Library environment • The Library system is considered dated. The project should and library system provide opportunities for automation. • Research • Undergraduate research needs to be improved/streamlined. • Need to upgrade monitoring systems to minimize plagiarism and discourage repetition. • Need to expand the research at the graduate level. Research must be relevant to national development needs. (b)Research • Research grant • University should adopt a transparent and competitive system to Management manage the award of grants. There may be need for an independent and professional appeal structure. Students who are involved in research projects should be eligible for academic credits. 128 2.Infrastructure (a) Rehabilitation of 14 science • Disruption in the • Adequate time should be provided to facilitate relocation and Rehabilitation buildings across Turkeyen campus learning environment adaption. due to relocation or noise. • Vehicle congestion on • Streamline parking arrangements. Collaborate with the Cyril campus. Potter College of Education to reduce on campus congestion. • Security of plant. • Encourage recruitment of more professional servicemen and women • Toilet/ Sewage/Solid • Improve fresh water supply system. Improve systems for waste waste facilities: management. Frequent sewage • Take action to minimize the presence of stray animals on backup and cuts in campus. water supply. • Noise Pollution: • Trucking and offloading of build materials should be students are concerned coordinated to minimize the disruption of classes and about the impact of rehabilitation work should be phased. noise on the learning environment. • Would support the • Frequent failures in the • Improve bandwidth facilities and other infrastructural support establishment of a campus internet system. wide Internet network to connect all faculties to the Internet and prepare the University to connect into an international link, which will be established as part of the e- government broadband network currently under construction (scheduled to be operational by end-2011). • The cost for IT • By expanding the facilities for IT students anticipate a reduction in • In conjunction with the services on campus: it the cost for services. connectivity, a set of software is considered applications would be prohibitive by some developed such as e-learning students. tools and digital content • Distance learning • Need to improve opportunities for distance education delivery. repositories to support the technologies 129 design and delivery of the new • Software security • No effort must be spared to maintain the integrity of the curriculum in component 1. University’s software tools. • Provide greater opportunities for interconnectivity through rapid software development. ICT students at both graduate (if applicable) and undergraduate levels should be involved. 3. Institutional (a) • Creation of a green • The campus should move incrementally towards adapting a green Capacity Building • Will strengthen the existing campus campus portfolio. capacity of the University with • Development of Sports • Civil works should enhance the physical infrastructure to additional coordination, accommodate sports activities intended to impact positively on curricular supervision, civil lifestyle among students works, ICT and facilities • Sustainability • Management system for the execution of the project should focus management capacities. on creation of investment systems to sustain the outcomes of this • And finance capacity building project. The project execution unit should be based on site provide for staff in charge of for effective monitoring. undertaking continuous review and maintenance of infrastructure and equipment. • The financial management and procurement capacities would be leveraged from the Ministry of Education’s Education Sector Development Unit (ESDU). • Research and Development • Sustainability • Management system for the execution of the project should focus and Business and on creation of investment systems to sustain the outcomes of this Development project. The project execution unit should be based on site provide for effective monitoring. The University may wish to consider the establishing of a student Advisory Bureau to facilitate participation of student across all faculties in biodiversity of other research relevant to the LCDS. 130 Table 36. Summary of Scoping Session. Group: NGOs/ Amerindian Groups Date : Monday, 11th April, 2011 (am) - Venue: CBJLR 5 Component Sub Component Issues Recommendation 1. Education (a) Provision of technical • Curriculum • The University’s curriculum on the LCDS should create linkages at the Quality assistance to: secondary level so that hinterland students can benefit and roll over to Improvement • Support a standardized specializations in the sciences at the University and all other tertiary levels Program process for updating existing and • The University should develop courses that target Amerindian generate new curricula. community/population to create low carbon industries in hinterland communities. • Develop new curricula to • The curriculum should also address mining since this is part of the livelihood support the LCDS. of Amerindian communities. • Provide stipends to UG • The curriculum should prepare members of the Amerindian communities to lecturers who dedicate time, perform work in areas such as environmental monitoring and evaluation. expertise and energy to this • The curriculum should provide scientific training in areas of rotating process. agriculture and shifting cultivation, integrated land use and landscape management. • New curriculum areas should tap into traditional/indigenous expertise and knowledge while providing intellectual property rights benefits. • The curriculum should speak to sustainable mining. Additionally, it should target miners since this type of economic activity sometimes negatively impact on the livelihood of the Amerindian people since they rely on the water systems of the hinterland. Miners should therefore be trained in water systems management and pollution control. This could be part of the outreach activities of the project. • The curriculum should also provide education on poverty reduction by taking a closer look at how this challenge can be overcome by Amerindians as a cultural group. • Curriculum should provide Amerindian groups with property right education and other such training which can improve the governance systems in Amerindian villages. • The curriculum should also focus on improving food and nutrition issues/conditions relevant to the Amerindian people. • The curriculum should provide Amerindians with the opportunity for training in sustainable forestry and the use of integrative technologies. (a) Research • Research and • The research agenda of the University should support biodiversity and Collaboration integrated natural resource management. • Research should be conducted on energy efficiency, waste management and water control. 131 • Research should address improvements in governance systems among Amerindian communities. • The Amerindian people should be provided with recognition on account of their intellectual contributions of local knowledge to research. • The research agenda should not only target Amerindian communities but should also provide benefits. • Systems must be put in place to prove local groups with feedback. • There must be systems emplaced to engage Amerindians in the decision making process relating to research. The research agenda of the University must address challenges which arise out of the culture of subsistence agriculture to explore shifts to other practices since shifting and subsistence agriculture drives deforestation. • UG should foster stronger linkages between Amerindian communities and the University particularly from the standpoint of the Amerindian Research Unit. • The research agenda should also examine what are some of the other areas of functional cooperation which can be pursued with agencies such as the Guyana Forestry Commission and the Guyana Gold and Diamond Association among others. 2.Infrastructure (a) Rehabilitation of 14 science • Upgrading • Training Opportunities should be provided for Amerindians using the new Rehabilitation buildings across Turkeyen campus Amerindian Skills technologies which would be available to the University. Amerindians should be • Would support the trained in general information systems and remote sensoring. establishment of a campus wide • Training should also speak to improving food production and nutrition, and Internet network to connect all sustainable forestry. faculties to the Internet and prepare the University to connect into an international link, which will be established as part of the e- government broadband network currently under construction (scheduled to be operational by end-2011). • In conjunction with the connectivity, a set of software applications would be developed such as e-learning tools and digital content repositories to support the design and delivery of the new curriculum in component 1. 132 3. Institutional (a) • Collaboration • The University must collaborate with local groups so that they can benefit and Capacity • Will strengthen the existing not become displaced as a result of the project. Building capacity of the University with • The technical outcomes of the project should facilitate improvements in social additional coordination, curricular services in areas such as education and health in hinterland communities. supervision, civil works, ICT and • Health and • Special attention should be directed to improving the health and safety of facilities management capacities. Safety of the Amerindian people. • And finance capacity building Amerindian for staff in charge of undertaking people continuous review and • Technology • New technologies should not be applied in such ways to displace local maintenance of infrastructure and knowledge but rather serve to preserve that knowledge. equipment. • The financial management and • More • Distance learning technologies should provide Amerindian groups with procurement capacities would be Amerindian improved access to University education without the need to remove from the local leveraged from the Ministry of should have community. Education’s Education Sector access to Development Unit (ESDU). University-level education Research and Development and • Reciprocity • There must be a benefit sharing policy. Business and Development 133 10.2 Disclosure and consultation on draft documents In an effort to provide project stakeholders with information on the project’s potential environmental and social impacts and the environmental management plan and the overall results of the environmental assessment, there was a public disclosure and a consultation meeting. The draft Environmental Assessment, the Environmental Management Framework, and the Indigenous Peoples Planning Framework were made public by placing them on Internet on April 21, 2011 - the University of Guyana’s webpage (http://uog.edu.gy/node/528). A stakeholder consultation meeting was held in the Education Lecture Theatre, the University of Guyana, Turkeyen Campus on April 21, 2011 at which twenty six (26) stakeholders participated. In Annex 7, there is a list of the names of all participants in the consultation process. Members of the EIA Team provided: an overview of project components and activities and predicted impacts; a summary of Mitigation Plan and Monitoring Schedule; and an overview of the Indigenous Peoples Planning Framework. Immediately following the presentations, stakeholders provided comments, asked questions and provided recommendations (see the Minutes of Consultation below). 134 MINUTES OF THE PUBLIC CONSULTATION FOR THE UNIVERSITY OF GUYANA/ WORLD BANK SCIENCE AND TECHNOLOGY SUPPORT PROJECT (P125288) HELD ON APRIL 21, 2011 AT 2:00 HRS IN THE EDUCATION LECTURE THEATRE, TURKEYEN CAMPUS, UNIVERSITY OF GUYANA The public consultation commenced at 2:15 hrs. Dr. Paulette Bynoe, Chairperson, in her opening remarks emphasized that the consultation was critical in order for the World Bank to release funds for the Project. She stated that the consultation was an opportunity to solicit the views of the stakeholders on the project and to obtain feedback as to the improvement of the delivery of the project. Dr. P. Bynoe expressed gratitude to the team which comprised Ms. Denise Simmons and Mr. Andrew Hicks who worked tireless to get the information needed for the representatives of the World Bank. The following presentations were delivered at the consultation: Overview of the Project Components and Predicated Impact by Ms. D. Simmons, Summary of Environmental Management Plan and Monitoring Schedule by Dr. P. Bynoe and Overview of the Indigenous Peoples Planning Framework by Mr. A. Hicks. Immediately following these presentations, stakeholders asked questions and made comments and recommendations on the presentations and the way forward was discussed. Dr P. Bynoe explained the steps of the Environmental the Impact Assessment which is a process where one step leads to another. In this process, the environment was taken into account. She indicated that not only the trees and birds comprised the environment, but also the surroundings which included the physical environment such as the land, air, water, the physical infrastructure, such as the buildings. Also, there is the biotic environment and the protection of the flora and fauna and its impact on the people. Dr. Bynoe mentioned that the team not only examined the negative impact, but also the positive impact and the current environment and what changes would be derived after the execution of the project. The mitigation measures for negative impacts and ways to enhance positive impacts were provided. Dr. Bynoe further stated that the World Bank had looked at the project and the documents and had given the green light on May 20, 2011 and towards the end of May 2011, the Board will meet to approve the funds for the project. Hence, the consultation with the stakeholders today was of great importance in order to obtain information towards the improvement of the documents. She apologized for the short notice for the meeting and mentioned that the entire project document that was prepared could be accessed on the University’s website. It was noted by Dr. Bynoe that the project was screened by the World Bank and was placed in a category B, which meant that the overall project activities will not cause high environmental or social impacts. The next phase was the scoping aspect which sought to solicit ideas and feedback on the project from indigenous groups, UGSS, and the Academic Board, among others. 135 Finally, the Environmental Management Plan which looked at the predicted impacts of the project and the mitigation measures. Ms. D. Simmons in her presentation gave a synopsis of the project and stated that four Science Faculties were being strengthened to better prepare graduates assist in the implementation of the LCDS. She mentioned that the team examined the components of the project, namely: • Education Quality Improvement; • Infrastructure Rehabilitation; and • Institutional Capacity Building. Ms. D. Simmons stated that a number of consultative efforts were needed to review the project and get feedback on what stakeholders expected. The university staff was expected to do research to find out what has to be done to the curriculum for the implementation of the low carbon economy then develop courses and pilot them. Following this, approval had to be received from the Academic Board. She indicated that this research and development of curricula gives support for implementation of the broader University Policy. In component II, rehabilitation of buildings and purchasing and implementation of basic science equipment would have to be done and a campus wide area network constructed. In addition to the repairs to buildings, there would be changing the current lightening system to low energy, and proper drainage. Management support for many of these particular projects would be part of the project where the University would have the equipment and a system to maintain the buildings and equipment. The project would strengthen the ICT capabilities. Also, a hazard assessment and a laboratory safety plan will be done for the campus and a feasibility study for the establishment of the bio-diversity institute. The establishment of a Business Unit for the Campus was also a part of the project. Ms. Simmons highlighted that during the Impact Assessment the impacts were assessed in terms of duration, likelihood of occurrence, geographic extent, reversibility and nature, and then the significance of the impact was determined. She indicated that impacts were classified as high, moderate or low. Ms. Simmons then provided an overview of the impacts that were classified as high, medium or low. Examples of high impacts mentioned by Ms. Simmons included: increase in social relevance of University of Guyana within a national context, opportunity created for design of distance education materials to respond to the interest expressed by representatives of the indigenous communities, and creation of opportunity for University of Guyana to create partnerships with other academic institutions at the regional and international levels, as well as sector agencies in Guyana. The highest adverse impact would be traffic congestion due to the delivery of material supply. Ms. Simmons then presented the Medium Impacts, which included: increase in work load of lecturers who will be involved in the review of curricula, and increase in lecturers’ income and spending power. Also, through the holding of workshops, there would be consensus building in curriculum development which in turn can enhance cross-disciplinary and inter-disciplinary collaboration. The design of the project was done with a view to improve the Health and Safety aspects arising from the improved facilities. She alluded to some medium adverse impacts such as social conflicts (in indigenous areas) arising from different cultural norms, exploitation of indigenous peoples’ traditional knowledge and generation of dust and waste, an increase of noise and emission of gases. Regarding low impacts, 136 Ms. Simmons identified that there can be some direct loss of animals and plants species and decrease in quality of surface water due to discharge of engine oil and transmission or hydraulic fluids into surface water. Ms. D. Simmons stated that a lot of the mitigation measures for all negative impacts were identified and enhancement measures for all positive impacts were highlighted. And the project from the point of view of the Work Bank requires an IPPF to protect the rights of the indigenous people; hence, the need for a draft frame-work for the implementation. Dr. P. Bynoe gave a presentation on mitigation measures for selected predicted impacts. Mr. Hicks in his overview stated that the World Bank Policy Document OP4.10 which relates to the Indigenous People Framework IPPF can be found on the World Bank website www.org.worldbank. He further stated that all projects submitted to the World Bank for funding as a policy must be supported by an IPPF if the project develops on indigenous lands. The proposed IPPF for the UG project will be uploaded at the UG’s website and persons can also give feedback to the document. He indicated that the World Bank was aware of the potential impact which projects could have on indigenous people, and hence the bank’s instrument OP4.10 document that relates to respecting the rights of the Indigenous Peoples and their involvement. It is a critical instrument that supports the rights of the Amerindian which has to go through a screening and prescreening process to determine whether the project must be carried out, then there is the evaluation in terms of the IPPF what impacts it would have on the community. All research projects which are intended to benefit from funding provided by the World Bank under the UG/Science and Technology Project must be supported by an Indigenous Peoples Plan (IPP). The policy also guarantees adherence to National and International laws as well as regulations of the University approved by the Academic Board. Mr. Hicks explained the critical role for Amerindian research, and expressed the need to solicit funds for the indigenous research. He said that the Amerindian groups s have shared a pivotal role in the involvement of the IPPF for the University’s Project. There is an equally important role facilitated by the current institutional arrangements of the University for the Amerindian Research Unit and the Research and Publication Committee in terms of monitoring all research projects. He highlighted this in a diagram which illustrated the Institutional Arrangements/Structure to be followed when soliciting funds from the project as well as implementation. He further stated that the World Bank was strict on protecting the rights and welfare of the indigenous people and hence there is the need for the proposed need for the grievance mechanisms which is available to all internal and external stakeholders. All grievances are addressed in the timely manner in keeping with the prescribed schedule outlined in the IPPF. The presentation featured a comprehensive outline of the IPPF which is proposed for the University of Guyana. Discussions/interaction on the content of the document/presentation was later accommodated during the plenary session. Dr. Bynoe then indicated that the document should not be treated as final since it was the objective of the consultation process to allow the writers to refine the document. The floor was then opened to questions/comments/recommendations from stakeholders. 137 • Mr. John Caesar, Faculty of Natural Sciences mentioned that there should be inclusion of certain pieces of legislation. At which Dr. Bynoe intervened to indicate that the section of the document that addressed the legislative framework was not shared at the consultation because of the time constraint, but that there is a section in the EA document. • Mr. Caesar continued by indicating that the mitigation measure of erecting cubicles for office space may present an issue given the University’s current financial status. He recommended that the cost for such be borne by the World Bank project. Mr. Caesar also pointed out that research may be conducted on state forest lands which fall under the domain of the Guyana Forestry Commission. Mr. Hicks injected to remind the gathering that the University recently adopted a policy on confidentiality and that the use of cubicles was in keeping with that policy. • An individual student asked whether there was a limit to how much funds was available for research projects. In response he was told USD 600,000 was the amount available for research, but that in terms of what one could apply for would range from USD 5,000- USD15,000 was available per project. All applications to conduct research would have to pass through the screening procedures detailed in the Environmental Management Framework and the procedures detailed by UG. • Mr. Oumardatt Ramcharran, Environment Protection Agency (EPA) mentioned that the Wildlife Conservation and Management Regulations, 2008 should be referred to as draft and queried consultations with NGOs while the institutions listed as being responsible implementation of mitigation measures were all Government agencies. He then queried whether Guyana has IPR (Intellectual Property Rights) laws and whether the IPPF Framework would seek to address that. Dr. Bynoe responded that the World Bank has IPR safeguards and that issues raised by indigenous groups were cited under the draft Bio prospecting Regulations. Regarding institutions, Dr. Bynoe noted that institutions should be interpreted as organizations with power and invited him to identify other organizations that should be included in the monitoring activities. • The EPA representative further mentioned that regarding the IPPF, permission for granting approval for any kind of research in the county, whether on state lands or Amerindian lands, is the mandate of the EPA and this should be mentioned. Dr. Bynoe indicated that the Ministry of Amerindian Affairs informed her that EPA deals with the technical aspects, but consent is given by the local people. She further revealed that the IPPF was not a requirement of national legislation rather it was a requirement of the University of Guyana for the project to be considered by the World Bank. Mr. Ramcharran reiterated that EPA has to grant the overarching permit. It was agreed that the IPPF would reflect EPA’s involvement in the research approval process. • Mr. Curtis Bernard, Conservation International - Guyana noted the importance of the project, commended the team for the analysis done thus far, and made the following comments/questions: o The materials for the consultation should have been provided to participants a little earlier so that persons could have come prepared. 138 o Whether the public consultation was the only forum for feedback since he wanted the opportunity to review the entire document and provide more in depth feedback. o Some indicators were in response to impacts as opposed to how well the impact would be addressed. For example, the indicator for the impact incidents/accidents from construction is the presence of flagmen, but flagmen may be present but asleep and accidents/incidents still occur. Therefore, indicators should relate directly to the impacts that are being addressed and not in response to the impact. o Whether the project would examine impacts, especially from construction, outside the confines of the campus. For example, if wood is to be used in the project whether there would be measures to ensure the use of properly certified wood and from a reputable source so that it is not harvested in an unsustainable manner. There should be considerations for design features which use less electricity and more efficient use of water in the constructed and renovated buildings. o Entities outside of the University, such as the NTC are listed to assist in providing monitoring. How the project would be enabling those entities to carry out the functions that the project expects of them? o The EPA requires a permit for all research and therefore the EPA permitting process should be mentioned in the document. o It is a requirement to obtain permission from the Village Council to access any titled Amerindian land. • Dr. Bynoe responded by indicating the following: • At the scoping meeting it was pointed out that the EMSF would have to be completed in two weeks to meet the deadline for the project to be considered; the Team had a submission date of April 20, 2011 for a World Bank meeting at 14:00 hrs on that date. • The document disclosed is a draft and the opportunities are being provided to refine the document after consultations. Consultation is a continuous activity and a social engagement plan would be developed to facilitate feedback during the execution of the project. Based on the advice provided by the World Bank, for public disclosure the draft document was placed on the University’s website, with the permission of the Public Relation Officer, on April 20, 2011 at 19:00 hrs. • The impact indicators would be refined and other indicators included. • The area of influence of the project was referred to as the geographic extent of the impact in assessing the nature of the impact. This was explained in the document. • Supplier chain in terms of sustainability is important. If the University purchases materials from a supplier, the supplier should uphold environmental rules. In the new concept of sustainability appraisal, recommendations will be given to ensure the used of certified wood, energy efficient equipment, etc. • Regarding how persons would be involved in the project, such as the NTC, there is a section in the document that deals with capacity building which is not being shared at this consultation. In this section, specific groups are identified for training in order to implement the mitigation measures. Persons are invited to identify other groups for training. • Mr. Dwayne Renville, Faculty of Natural Sciences, stated that he was expecting an environmentally friendly University and that there was the need to build up the land 139 because of flooding and to introduce solar power. He mentioned that the current office space allows for little or no privacy, and suggested the need for added security, such as ID cards with a magnetic strip without which access to certain facilities would be prevented and the system would record who enters. He queried whether lists for laboratory equipment could still be submitted and suggested that impacts be categorized according to whether on campus or off campus. Mr. Renville was pleased to learn that the project would address the disposal of chemical waste and recommended that regulations for the use of plastics on campus be developed. • In response, it was mentioned that the Deputy Vice Chancellor was overseeing the process of the development of the equipment lists and should be contacted regarding whether lists could still be provided. Regarding the representation of impacts according to whether they occur on or off campus, it would be examined with the World Bank specialist whether this could be done, recalling that there is a particular theoretical framework for EIAs in which the impacts are classified according to the components of the environment. With respect to building up of land, it was mentioned that the material would have to be acquired and transported which would be an impact as well. The project will address the issue of flooding and also sewage. • Mr. Lenandlar Singh, Faculty of Natural Sciences noted that this was an opportunity for the University to embrace the idea of low carbon and going green and supported the notion of purchasing from suppliers who were “green�. He further noted that there would be challenges in embracing a paper-less environment which his Department is currently experimenting with. He nevertheless was of the opinion that the University needed to practice some of these measures. Regarding the impact “difficulty of access to lecture rooms�, Mr. Singh suggested that the University think about how the construction work could be structured so that it would not affect the operations, particularly teaching, for example by shifting the semester. Regarding Health and Safety risk, he mentioned that both lecturers and students should avoid worksites and that the University must treat the Health and Safety risk seriously for example by ensuring persons were dust masks or informing persons of their roles and responsibilities. • In response, Ms. Simmons indicated that the word “lecturers� would be included in the mitigation measure to avoid worksites and pointed to use of dust masks and safety boots by the workers that was mentioned as a mitigation measure for the Health and Safety Risk. Further the worksites should be cordoned off to prevent persons from accessing these areas. Consideration would be given to the inclusion of reduction of waste in the University’s practices and move to a paper-less environment (where practical) as mitigation measures in the document. • Ms. Petal Jetoo, Ministry of Education queried whether with the fiber optic installation and increased broad band, consideration would be given to an online library to reduce paper and to collaborate with other universities that offer similar courses which could be done locally. She further mentioned that two proposals 140 were submitted for a review of primary and secondary curriculum to integrate low carbon aspects into science and technology. She therefore recommended that the Ministry of Education and University of Guyana collaborate in the curriculum review component of the project. Ms. Jetoo noted that the project was timely since the Ministry of Education was in the process of re-mobilizing science and technology for national development. • Mr. Hicks responded by sharing that in the project, specifically the research component, the University would develop a system for approval of the research projects with the University’s policies and procedures and that higher weightings would be given to projects that proposed to use secondary school students since this was intended to encourage the movement of these students into science and technology at the University. Ms. Simmons noted that the School of Earth and Environmental Sciences was offering a program jointed with University of Suriname Anton De Kom where some of the course were being offered by distance. As such, the University was experimenting with offering courses by distance. Ms. Simmons also noted that in curriculum review there were opportunities to offer courses that are currently offered by other Universities. Dr. P. Bynoe in concluding stated that another version would be uploaded for stakeholders to give their feedback and further recommendations on the project. Regarding the social engagement plan, this would be developed to continue receiving feedback during construction and execution of the project. She also thanked her colleagues for the support, working overtime to gain the nod from the World Bank Officials and for a super human task that was under taken at very short notice. Finally she thanked all the institutions for their support. The meeting ended at 17.00 hrs. 141 11. References Bureau of Statistics, n.d.GuyanaStatistical Bulletin January – June 2010 [online] Available at [Accessed April 11, 2011] Da Silva, P. 2009. Birding for the beginner: with an introduction to the birds of the Turkeyen Campus. Unpublished Sabbatical Report EPA. Environmental Protection Agency of Guyana. Online web site. http://www.epaguyana.org. FAO 2011. Guyana Country Report on Water and Agriculture. AQUASTAT. http://www.fao.org/nr/water/aquastat/countries_regions/guyana/index.stm Hector, C., 2011. Discussion on solid waste on the Turkeyen Campus. [conversation] (Personal communication, 13 April 2011. Jackson, M. 2010a. Evaluation & Redesign of University of Guyana Sanitary Sewer System. Faculty of Technology, Department of Civil Engineering. University of Guyana. Jackson, M. 2010b. A Preliminary Report on the water supply, wastewater and drainage systems at Turkeyen and Tain campuses. Unpublished. Ketwaru, P., 2011. Discussion on hazards in the laboratories. [conversation](Peronal communication, 23 June 2011. Klass, V., Welch, M. Ketwaru, P. and Rose, K. 2010. Preliminary Report: Electrical Systems University of Guyana. Unpublished. Ministry of Agriculture, Hydrometeorological Service, 2006-2007. Guyana: Guyana’s Climate [online] Available at http://www.hydromet.gov.gy/climate.html [Accessed April 11, 2011] Singh, A. 2009. Assessment of University of Guyana’s Electrical Distribution System to determine Capability to meet Current and Future Needs. University of Guyana. University of Guyana. 2010. Revised Report on Baseline Survey of Health Indicators in Georgetown. Unpublished. University of Guyana. 2011. Final Report on Monitoring Survey of Health Indicators in Georgetown. Unpublished. 142 12. List of Consultants and reviewers who helped in the preparation of this document Paulette Bynoe. Environmental Consultant Denise Simmons. Environmental Consultant Andrew Hicks . Social and Indigenous People Consultant Patricia Oliviera. The World Bank. Guyana Country Office. Operations Officer Ruth Tiffer Sotomayor. The World Bank. Environment. Sr. Environmental Specialist Judith Williams. The World Bank. Education Sector. Program Assistant 143 13. Annexes Annex 1. Safeguards Policies http://go.worldbank.org/WTA1ODE7T0 Pollution Prevention and Abatement Handbook http://www.ifc.org/ifcext/sustainability.nsf/Content/Publications_Handbook_PPAH 144 Annex 2. WORLD HEALTH ORGANIZATION (WHO). List of pesticides 1a and 1b and II. Please check them at: http://www.who.int/ipcs/publications/pesticides_hazard_2009.pdf 145 Annex 3. List of commonly used chemicals in the laboratories of the University of Guyana. Source: UG, 2011. NAME NAME ACETANILIDE 1 – NAPHTHOL ACETIC ANHYDRIDE 2 – NAPHTHOL ACETOPHENONE (99 %) NICKEL CHLORIDE ACID FUCHSIN (BIO STAIN) NICKEL NITRATE ADIPIC ACID NICKEL SULPHATE ALUMINIUM METAL (FINE POWDER) NINHYDRIN A..S REAGENT ALUMINIUM CHLORIDE NITRIC ACID ALUMINIUM NITRATE ORTHOBORIC ACID (CRYSTALS) ALUMINIUM ORTHOPHOSPHATE OXALIC ACID ALUMINIUM POTASSIUM SULPHATE PECTIN 250 GRADE APPLE ALUMINIUM THIN SHEET PETROLEUM SPIRITS AMMONIUM CERIC NITRATE PHENOL AMMONIUM CERROUS SULPHATE PHENOLPHTHALEIN AMMONIUM CHLORIDE POTASSIUM CARBONATE AMMONIUM DICHROMATE POTASSIUM CHLORIDE AMMONIUM FLUORIDE POTASSIUM BROMIDE AMMONIUM HYDROXIDE (AMMONIA) POTASSIUM IODIDE AMMONIUM IRON (11) SULPHATE POTASSIUM HYDROXIDE AMMONIUM IRON (111) SULPHATE POTASSIUM HEXACYANOFERRATE(11) AMMONIUM METAVANDATE POTASSIUM HEXACYANOFERRATE(111) AMMONIUM MOLYBDATE POTASSIUM NITRATE AMMONIUM NICKEL SULPHATE POTASSIUM PERMANGANATE AMMONIUM PHOSPHATE TRI-POTASSIUM PHOSPHATE AMMONIUM SULPHATE DI-POTASSIUM HYDROGEN PHOSPHATE AMMONIUM THIOCYANATE POTASSIUM DI-HYDROGEN PHOSPHATE AMMONIUM VANADATE POTASSIUM HYDROGEN PHTHALATE ANILINE POTASSIUM SODIUM TARTRATE ANILINE SULPHATE POTASSIUM THIOCYANATE ANTHRACENE PROPAN-1-OL ANTHRANILIC ACID PROPAN-2-OL ANTI BUMPING GRANULES PROPANONE ANTIMONY TRICHLORIDE PROPIONALDEHYDE ANTIMONY PENTACHLORIDE RESORCINOL ANTIMONY POTASSIUM (+) TARTRATE SALICYLIC ACID ANTIMONY POWDER SELENIUM L -ASCORBIC ACID SILICA GEL 146 BARIUM CHLORIDE SILVER NITRATE BARIUM NITRATE SODA LIME DI - SODIUM HYDROGEN BENZALDEHYDE ORTHOPHOSPHATE (12 H₂O) DI - SODIUM TETRABORATE 10 - HYDRATE BENZOIC ACID (BORAX) BORIC ACID CRYSTALS SODIUM ACETATE - 3 - WATER BROMOPHENOL BLUE SODIUM AZIDE BROMOTHYMOL BLUE SODIUM BENZOATE BROMOETHANE SODIUM BROMIDE BUTYLATED HYDROXYANISOLE SODIUM BOROHYDRIDE BUTHAN-1-OL SODIUM BROMATE BUTHAN-2-OL SODIUM CARBONATE DECAHYDRATE CADMIUM BROMIDE SODIUM CARBONATE ANHYDROUS CADMIUM CARBONATE SODIUM CHLORIDE CAESIUM CARBONATE SODIUM CHLORATE CAESIUM SULPHATE SODIUM DICHROMATE CALCIUM CHLORIDE SODIUM DIHYDROGEN ORTHOPHOSPHATE CALCIUM CHLORIDE DIHYDRATE SODIUM DITHIONATE CALCIUM FLUORIDE SODIUM FLOURIDE CALCIUM NITRATE SODIUM FORMATE CASEIN SODIUM HEXAMETAPHOSPHATE FLAKE CERIC HYDROXIDE SODIUM HYDRIDE CEROUS SULPHATE SODIUM HYDROGEN CARBONATE CHLOROETHANE SODIUM HYDROXIDE 2-CHLOROPROPANE SODIUM IODATE 2-CHLORO,2-METHYLPROPANE SODIUM IODIDE COBALTOUS NITRATE SODIUM NITRATE COPPER (11) CHLORIDE 2 - HYDRATE SODIUM NITRITE COPPER (11) SULPHATE ANHYDROUS SODIUM NITROPRUSSIDE COPPER (11) SULPHATE PENTAHYDRATE SODIUM OXALATE COPPER (KJELDAHL CATALYST TABLETS) SODIUM PEROXIDE CROTONALDEHYDE SODIUM SULPHATE - 10 - HYDRATE CYCLOHEXANE SODIUM SULPHATE ANHYDROUS CYCLOHEXENE SODIUM SULPHITE HYDRATED DEXTRIN YELLOW (PRE - ALCOHOL) SODIUM THIOSULPHATE DEXTRIN YELLOW (TECHNICAL ) SODIUM TUNGSTATE POWDER 2,4 - DINITROPHENOL TRI - SODIUM ORTHOPHOSPHATE 2,4 DINITROPHENYLHYDRAZINE STRONTIUM CHLORIDE DIAMINO - ETHANE - TETRA -ACETIC ACID STRONTIUM NITRATE DIASTASE STRONTIUM SULPHATE DICHLOROMETHANE SUCCINIC ACID 147 ERICHROME BLACK T.A.C.S SULPHANILAMIDE ETHANOL SULPHUR ROLL ETHANAL SULPHURIC ACID ETHYLENE DIAMINETETRA-ACETIC ACID DISODIUM SALT TETRAMETHYL AMMONIUM CHLORIDE FERRIC CHLORIDE THIAMINE HYDROCHLORIDE FERRIC SULPHATE THYMOL FERROUS SULPHATE TIN FINE POWDER FORMALDEHYDE TIN GRANULATED FORMIC ACID 90% TIN (11) CHLORIDE D - GALACTOSE PENTA ACETATE TITANIUM TRICHLORIDE D(+) GALACTOSE (ANHYDROUS) TRI - n BUTHYLAMINE D(+) GLUCOSAMINE HYDROCHLORIDE UNIVERSAL INDICATOR HEXANE URANYL ZINC ACETATE HYDROCHLORIC ACID VANILLIN HYDROGEN PEROXIDE D(+) XYLOSE INDOPHENOL DYE m - XYLENE INDIGO CARMINE ZINC ACETATE IODINE ZINC BROMIDE LACTOSE ZINC CARBONATE(BASIC) LANTHANUM CHLORIDE ZINC CHLORIDE LITHIUM BROMIDE ZINC METAL POWDER LITHIUM CHLORIDE ZINC NITRATE LITHIUM IODIDE ZINC SULPHATE LEAD NITRATE ZINC WOOL LEAD METAL MAGNESIUM CHLORIDE HEXAHYDRATE MAGNESIUM SULPHATE MALTOSE MANGANOUS CHLORIDE MANGANOUS SULPHATE MERCAPTOACETIC ACID MERCURIC BROMIDE MERCUROUS SULPHATE MERCURY METHANOL METHYL ORANGE METHYL RED METHYLENE BLUE NAPHTHALENE 148 Annex 4. Additional information of the biological diagnostic. University layout, study sites and additional records. 149 Study Site I: This study site is located between the Administrative building and the Faculty of Technology. The main plant species were the Demerara Primrose (Asystasia gangetica), wild sweet broom (Cytisus x spachianus), Desmodium rotundifolium, carpet grass (Axonopus affinis), pig weed (Amaranthus blitoides), nut grass (Cyperus rotundus & Cyperus digitatus), (Table 18). Some rain trees are also present in this site (Samanea saman). Plant species abundance in Site I: located between the Administrative building and the Faculty of Technology. Common name Scientific name Family name Count (Total of 9 Total percentage quadrats) (%) Demerara Asystasia gangetica Acanthaceae 35 8.7% primrose Wild sweet Cytisus x spachianus Fabaceae 45 11.1% broom Desmodium Fabaceae 50 12.4% rotundifolium Carpet grass Axonopus affinis Poaceae 90 22.3% Pig weed Amaranthus blitoides Amaranthaceae 60 14.9% Nut grass Cyperus rotundus Cyperaceae 65 16.1% Nut grass Cyperus digitatus Cyperaceae 55 13.6% Rain tree Samanea saman Fabaceae 3 0.74% Total 403 100 Study Site J: This study site is located between the Faculty of Agriculture and Forestry and the Maintenance Division. The main plant species were: touch me not ( Mimosa pudica), razor grass (Paspalum virgatum L.), carpet grass (Axonopus affinis), wild sweet broom (Cytisus x spachianus), daisy (Bellis perennis), pig weed (Amaranthus blitoides), nut grass (Cyperus rotundus) and black sage (Salvia mellifera), Figure 26. Animal species observed included butterflies (Order: Lepideroptera), dragon flies (Order: Odonata), lizards (Naultinus elegans), grasshoppers (Melanoplus differentialis), black carpenter ants (Camponotus pennsylvanicus) and red ants (Solenopsis invicta). Plant species abundance at Study Site J, (n: 275). University of Guyana. Turkeyen campus. 150 Study site K: This study site is bordered by the Sports club, The Personnel Division and Loan Agency Building and the Faculty of Technology-Civil Engineering Building. The main species found there were para grass ( Brachiaria mutica), tanner grass (Brachiaria radicans), bahama grass (Cynodon dactylon), among others (Figure 27). A rain tree (Samanea saman) was also registered at this site. Plant species abundance at the Study Site K, (n: 446). University of Guyana, Turkeyen campus. Study Site L: This Study Site is located immediately behind the Cheddie Jagan Building. This area has a high density of trees, herbs and shrubs primarily from the Fabaceae family. These include Tamarindus indica, Samanea saman and Mimosa pudica. Other trees included the sand box tree (Hura crepitans), almond nut tree (Terminalia catappa), ball nut tree (Calophyllum inophyllum). Grasses at the site includes: razor grass (Paspalum virgatum L.), para grass (Brachiaria mutica), nut grass (Cyperus rotundus and Cyperus digitatus), (Table 19). Plant species abundance at Site L. University of Guyana, Turkeyen campus. Common name Scientific name Family name Total (%) Tamarind Tamarindus indica Fabaceae 20% Rain tree Samanea saman Fabaceae 8% Touch me not Mimosa pudica Fabaceae 25% Sand Box tree Hura crepitans Euphorbiaceae 5% Almond nut tree Terminalia catappa Combretaceae 5% Ball nut tree Calophyllum Clusiaceae 2% inophyllum Grazor grass Paspalum virgatum Poaceae 13% Para grass Brachiaria mutica Poaceae 10% Nut grass Cyperus rotundus Cyperaceae 8% Nut grass Cyperus digitatus Cyperaceae 6% Carpet grass Axonopus affinis Poaceae 3% Bahama grass Cynodon dactylon Poaceae 4% Study site M: This study site is located immediately behind the Technology Lab (Mechanical Engineering) and the Maintenance Division. This site has two types of habitats-the drainage canal and the large expanse of land next to the canal. The main species within the drainage canal were: water lettuce (Pistia stratiotes), water hyacinth (Eichhornia crassipes) and duck weed (Lemna minor). Animal species in this canal include the black caiman ( Melanosuchus niger). The main species on the land next to the drainage canal were: razor grass (Paspalum virgatum L.) , rara grass (Brachiaria mutica), tanner grass (Brachiaria radicans), bahama grass (Cynodon dactylon), carpet grass (Axonopus 151 affinis), zebra grass (Miscanthus sinensis), among others (Table 20). Some trees are also found in this site: tamarind (Tamarindus indica), rain tree (Samanea saman). Fauna species observed include: ants (Solenopsis invicta), earth worms (Oligochaeta), black carpernter ants (Camponotus pennsylvanicus), lizards (Naultinus elegans), and grasshoppers (Melanoplus differentialis). Plant species abundance at Site M. University of Guyana, Turkeyen campus. Common name Scientific name Family name Count (Total of 9 Total percentage quadrats) (%) Aquatic habitat of Study site M water lettuce Pistia stratiotes Araceae 45 29% water hyacinth Eichhornia crassipes Pontederaceae 50 32.2% duck weed Lemna minor Lemnaceae 60 39% TOTAL 155 100 Terrestrial habitat of Study site M razor grass Paspalum virgatum Poaceae 105 12.9% para grass Brachiaria mutica Poaceae 120 14.72% tanner grass Brachiaria radicans Poaceae 125 15.33% bahama grass Cynodon dactylon Poaceae 75 9.2 % carpet grass Axonopus affinis Poaceae 80 9.81 % zebra grass Miscanthus sinensis Poaceae 35 4.29% pig weed Amaranthus blitoides Amaranthaceae 45 5.52% black sage Salvia mellifera Lamiaceae 30 3.7% nut grass Cyperus rotundus Cyperaceae 60 7.36% nut grass Cyperus digitatus Cyperaceae 65 7.97% daisy Bellis perennis Asteraceae 70 8.59% tamarind Tamarindus indica Fabaceae 3 0.37% rain tree Samanea saman Fabaceae 2 0.24% TOTAL 815 100 152 ANNEX 5. Environmental Specialist profile. The PIU will contract an expert on environmental management to be responsible of the overall environmental and social management of the project. This person will be selected by an open competition and the position make public in the UG, MOE websites to increase the chances of selecting the appropriate consultant for this position. The Environmental Specialist will report to the UG Project Coordinator. Specific Tasks The specific tasks of the Environmental Specialist are: • Supervise the overall environmental and social management of the project and its subcomponents. Provide guidance, support and orientation to increase environmental and social good practice and improve UG Environmental Management. • Coordinate closely with the UG Technical –coordination Unit and the PIU at MOE anything related to the environmental, social aspects of the project, supervision, monitoring, consultations, stakeholders involvement, participation in project development in order to reduce environmental and social impacts. • Interact with UG representatives, faculty, students, other stakeholders to maintain a clear dialogue between the project and the UG stakeholders. • Provide support in preparation of the Environmental Section of the Operations Manual based on the Project’s established environmental safeguards instruments (EA, EMP, EMF, IPP) and the World Bank’s Safeguards Policies and guidelines. • Prepare and review terms of reference for contracting environmental studies defined in the Project documents to increase UG environmental management and research development (Hazard assessment, Laboratory guidelines, waste management plan and manuals, Biodiversity Center, feasibility studies,etc). • Participate in training workshops for use of Operations Manual under the program. • Provide support in reviewing the Project bidding Documents, Direct Contracts, etc. to ensure the proper environmental and social management of the project by contractors. • Maintain dialogue and report about the project advances and overall development to the UG community, local stakeholders, national agencies, collaborators, etc. • Supervise contractors during construction and rehabilitation works and monitor compliance to the EA, EMP and EMF, Guyana National Legislation and the World Bank Safeguards policies. • Monitor timely environmental and social performance of the project, contractors and subcontracts and other parties. • Develop capacity building activities to increase environmental management capacity of contractors and UG counterparts. 153 Qualifications The Environmental specialist should have the following qualifications: a) A degree in Environmental Management, Environmental Engineering, Biology, Ecology or related field. b) At least five years of experience in Environmental impact assessment of civil works and as environmental inspector and coordinator of environmental management plan. c) The professional should have strong experience also as researcher in Guyana. d) Must have knowledge and experience in the Guyana environmental regulations and permitting processes (both civil works, biodiversity research) in different agencies (EPA, Forestry commission, etc). e) Demonstrated ability to work in teams and have leadership skills. f) Fluency in English and good communication and writing skills. g) Must be an organized person to keep track of different project activities and components. Time frame The Environmental specialist will be recruited for the total period of the project. He/she will be hired at least six month before the bidding process is launched. 154 Annex 6 EMP – Environmental Supervision Datasheets (EDS) ENVIRONMENTAL DATA SHEET - EDS -1- Safety and Prevention Date: Site Inspected: Environmental Specialist: Signature: Objective Avoid conflicts with the population and ensure the safe movement people and vehicles and machinery. Actions creating impacts in the area - Traffic control or rerouting . - Movement of construction materials and contractor’s vehicles Impacts to prevent - car accidents - discomfort with UG population - discomfort with UG neighbors Influence area of the impacts - The UG campus. - Public roads connecting UG campus with Georgetown, disposal sites, material purchase sites, etc. Measures to supervise Compliance YES - NO • Training activities to drivers by the ES of the Contractor about health, safety (speed limits, etc.) and the EMP • Parking lots for the contractors vehicles are marked and defined • Place warning signs, according to the National Highway standard. At a minimum: - Posters: work in progress (signaling the distance), caution and diversion. - Devices Pipeline: fences, cones, drums. - Lighting devices, especially at night in the campus and near parked trucks, material storage sites, other to define by the ES • Speed limits signs are place within the campus. • Traffic control at the entrance and other points of the UG is according to plan • All contractors vehicles have all the required permits, accident insurances, etc. • All contractor vehicles have carbon emissions reduction filters • All contractors trucks carry plastic, vinyl, or any other type of covers for covering the loads and avoid spills in the roads and potential accidents • All personnel performing tasks in the roads (flagmen) will have reflective vests and ponchos. • No open ditch, channel in the roads or shoulders will be maintained for more than 4 hours without proper safety signs to avoid any accidents. • Other • Other Sites of compliance UG campus All sites connected to the construction works Stage for supervisión All construction period Staff Responsible to supervise The PIU Environmental Specialist responsible of the environmental and social supervision of the Project 155 Monitoring Every week the ES will fill this datasheet and report any incident associated with the traffic safety and prevention measure associated with the works. Compliance Indicators Numbers of car-vehicle accidents associated with the construction Works within UG campus Number of car- vehicle accidents associated with the construction Works outside the UG campus Number of complaints received by any stakeholder Other: Contractor’s Name: Contractor’s Environmental Inspector: Signature of receiving copy: Engineer in charge to inform of this EDS: Signature of receiving copy: 156 ENVIRONMENTAL DATA SHEET - EDS -2- Communication and participation Date: Place: Name of the activity: Environmental Specialist: Signature: Objective To communicate the UG population and neighbors about the construction work plan and avoid potential impacts. Actions creating impacts in the area -overall construction and rehabilitation Works -demolition and removal activities of old materials, walls, ceilings, windows, pipelines, ventilation, electrical systems, etc. Impacts to prevent -lack of information -un-comfort and potential accidents - disruption of academic program and negative effects on university campus life Influence area of the impacts - The UG campus. - Surrounding areas around the UG campus. Measures to supervise Compliance YES - NO • Date and place for the Communication event is informed at least 1 weeks before. • Communication material is prepared (powerpoint presentations, brochures, posters, etc) for the event • Representatives from the PIU, Engineers Supervisors, contractors (if already contracted) are present • Participants have opportunity to ask, present recommendations and make any claim to the organizations and representatives of the PIU. • Registry of participants (attendees list, photos, etc) • During each event agreements, claims, recommendations given, are registered and there is a clear definition who will be responsible to do the follow up and resolve any issue. • Registries are posted in the project web site at the UG web site • Other • Other Sites of compliance UG campus All sites connected to the construction works Stage for supervision I-Planning and organization, 2-Construction Staff Responsible to supervise The PIU Environmental Specialist responsible of the environmental and social supervision of the Project Monitoring Every month the ES will fill this datasheet and report communication and participation activities developed by him/her, the PIU, contractors and others entities associated with the development of this project Compliance Indicators Numbers of meetings, assemblies, workshops developed 157 Number and type of material prepared per each session Number of people who attended the activity Other: Registry of comments, recommendations, questions, claims, rise during the Notes event ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ Fill this section if activity is developed before or during construction: Contractor’s Name: Contractor’s Environmental Inspector: Signature of reciving copy: Engineer in charge to inform of this EDS: Signature of reciving copy: 158 ENVIRONMENTAL DATA SHEET - EDS -3- SOLID WASTE MANAGEMENT Date: Number: Site: Environmental Specialist: Signature: Objective To manage waste generated by the constructions and rehabilitation works at the UG campus Actions creating impacts in the area -overall construction and rehabilitation Works -demolition and removal activities of old materials, walls, ceilings, windows, pipelines, ventilation, electrical systems, etc. Impacts to prevent -un-comfort and potential accidents -improver management and disposition of solid wastes -generations of odors, fumes, dust which can affect workers and UG population Influence area of the impacts - The UG campus. - Surrounding areas around the UG campus, disposal sites. Measures to supervise Compliance YES - NO • Waste containers are properly labeled and placed in agree sites. All containers have lids which will not fall. • Each type of waste is properly managed as agreed with contractors, reuse and recycling of materials are according to work plan (for example: cement wastes are placed in defined areas to dry, for later disposal in agreed sites, electrical wires are collected in specific bins to proper recycling, • Hazardous wastes are placed in proper ventilated sites and with impermeable floors. Hazardous wastes are transported to agreed sites. • Final wastes are disposed in the agreed sites • Recycled materials are properly classified and donated to interested stakeholders • No isolated clumps of wastes materials are left on roads, ditches or near sidewalks for more than 24 hours. • Workers use protective gear to handle wastes (gloves,masks, etc). Remember some wastes may contain PCBs, asbestos and fine particulate matter which can affect UG community and workers. • CEI has provided periodically training to workers in waste management and Health and safety matters. • Truck drivers carry covert waste materials with a heavy tart cover. • Other Total of Non – Compliance activities Sites of compliance UG campus All sites connected to the construction works Stage for supervision I-Planning and organization, 2-Construction Staff Responsible to supervise The PIU Environmental Specialist responsible of the environmental and social supervision of the Project Staff responsible to comply 159 Contractors and their personnel. CEI must supervise compliance by contractor and coordinate with ES any non-compliance issue. Monitoring Every month the ES will fill this datasheet and report compliance and non- compliance issues to the contractors, CEI and the Engineert Supervisor of the Works by the PIU. Compliance Indicators Numbers of trucks per month carrying wastes to agreed disposal sites Estimated Volume of recycled material donated to interested stakeholders Estimated Volume of hazardous waste material properly managed and disposed. Number of workers trained to properly handled demolished waste materials Informed Parties: Contractor’s Name: Contractor’s Environmental Inspector (CEI): Signature of receiving copy: Engineer in charge to inform of this EDS: Signature of receiving copy: 160 ANNEX 7. LIST OF PARTICIPANTS ON THE DISCLOSURE AND DIVULGATION ACTIVITIES OF THE PROJECT. APRIL 2011. UNIVERSITY OF GUYANA/WORLD BANK SCIENCE AND TECHNOLOGY STAKEHOLDERS CONSULTATION REGISTRATION FORM Cohort Group : University of Guyana Workers’ Union (Staff) Date: April 8, 2011 Venue: CBJLR 5 Time: 10:00 hrs No. NAME DESIGNATION/ CONTACT E-MAIL PORTFOLIO # 1. Marcia Jacobs Laboratory Technician 644-4188 mj_allnew2004@yahoo.com 2. Jolyon Boston Senior Library Assistant 619-7062 alvonb@yahoo.com 3. Simone Daniels Clerk/Typist 4. Parbattie Mangar Library Assistant II 222-4931 elizabeth_nadrin@yahoo.com 5. Renita Stewart Clerk/Typist 222-4928 attisha_14@yahoo.com 6. Dawana Bristol Clerk/Typist 222-4928 kelsweeti4@yahoo.com 7. Shermaine Critchlow Laboratory Technician III 651-8411 shermaine_21@hotmail.com 8. Denroy Sam Farm Hand 259-1422 denroysuperman1@yahoo.com 9. Tamika Profitt Administrative officer 672-7815 tamika.profitt@uog.edu.gy 10. Nicole Grant Secretary I 685-0944 calmpenelope@yahoo.com 11. Keshwana Garnett Personal Assistant 641-2190 keshwana_garnett@uog.edu.gy 12. Brandon Allen Office Assistant 645-8153 brandonallen59@yahoo.com 13. Seion Griffith Computer Technician 227-2151 seiongriffith@yahoo.com 14. Chandradai Ramsarran Laboratory Technician I 612-5693 linda_ramsarran@yahoo.com 15. Satwart Baburan Clerk/Typist II 613-5210 scorpioprincess_nikki@yahoo.c om 16. Rohini Tulshi Clerk/Typist II 628-9828 tulshirohin@yahoo.com 17. James Gulliver 641-1468 james_totleter@yahoo.com 18. Tarrah Bhookmohan Administrative Assistant 227-8408 tarrab@yahoo.com 19. Lorna Hernandez Administrative Assistant 233-5691 wendellah@yahoo.com 20. Sandra France Clerk/Typist 682-6091 sandrafrance17@yahoo.com 21. Sherian Andrews Secretary I 653-7931 alicia.andrews21@gmail.com 22. Rosemond Carroll Library Assistant II 612-6562 kimdave300@yahoo.com 23. Alicia Lewis Clerk/Typist 220-3980 strawberry_shortcake332000@y ahoo.com 24. Jaya Rajcoomar Library Assistant I 222-5404- jayanarine@yahoo.com 0582 25. Gibion Moonsammy Library Assistant I 617-8576 gmoonsammy@yahoo.com 26. Ayana Hinds Library Assistant I 222-4931 ayana21hinds@yahoo.com 27. Susan Jeffers Library I 656-9836 ladi_love22@yahoo.com 28. Inton Denny Glassblowing Technician 225-7426 jed92@yahoo.com 29. Bruce Haynes Laboratory Technologist 612-3076 brucehaynes2008@yahoo.com 30. Amrita Narine Secretary I Ext. 3076 amrita.narine@uog.edu.gy 31. Khemraj Narine Network Technician /Executive Ext. 2208 khemraj@uog.edu.gy Member of UGWU 32. Eric Benn Office Assistant 619-3823 innocient-18@yahoo.com 33. Clyden Harris Library Assistant II 619-9639 clyden2004@yahoo.com 161 34. Yvonne Ageday Personal Assistant 220- yvonageday2005@yahoo.com 5575/222- 3599 35. Veronica Alexander Clerk/Typist II 220- veronica.alexander@hotmail.co 2395/2222- m 4928 SCIENCE AND TECHNOLOGY STAKEHOLDERS CONSULTATION REGISTRATION FORM Cohort Group: University of Guyana Students’ Society Date : April 8, 2011 Venue: CBJLR 5 Time : 14:00 hrs No. NAME DESIGNATION CONTACT # E-MAIL PORTFOLIO 1. Gillian Kippins Student 677-9811 wkippins@yahoo.com 2. Simone Mackintosh Student 661-4480 simonemacintosh@hotmail.com 3. Shameza Husain Student 675-1814 shellysocial@yahoo.com 4. Ganesh Mahipaul Secretary, UGSS 673-8040 ganesh_mahipaul@yahoo.com 5. Paul Cheddie Executive Council 645-5226 paul.cheddie@gmail.com Member, UGSS 6. Sherod Duncan Student 671-0288 saduncan2000@yahooo.com 7. Ravina Ramesar Student 677-0532; 220-3788 Ravina29@hotmail.com 8. Sandra LaRose Student 226-1217; 660-8635 amarisia@yahoo.com 9. Ageline Dyer Member 666-8521, 622-3005 sexy.angel_77@yahoo.com 10. Jacqueline King Baptiste Member 623-1671; 225-1913 creative_jackie@co.uk 11. Holly Maxwell Member 611-3319; 697-6256 crazyhype.5757@yahoo.com SCIENCE AND TECHNOLOGY STAKEHOLDERS CONSULTATION REGISTRATION FORM Cohort Group: Indigenous Groups, International NGOs Date : April 11, 2011 Venue: CBJLR 5 Time : 10:00 hrs No. NAME DESIGNATION CONTACT # E-MAIL PORTFOLIO 1. Peter Persaud TAAMOG 223-8032 tamog@yahoo.com 2. Melville Calistro C.O.I.P Executive 610-0335; 671- goipguyana@gmail.com 3652; 670-6092 3. Lawrence Anselmo APA Program 227-0275 apaguyana@gmail.com Assistant 4. René Edwards CI-Guyana : 695-3211; 2278171 redwards@conservation.org Coordinator 5. Ashton Simon NADF 275-0011 ashton@yahoo.com 6. Ramon Simon NADF 275-0011 ashton@yahoo.com 7. Paulette Bynoe Consultant 222-4180 bynoep2000@yaoo.com 162 UNIVERSITY OF GUYANA/WORLD BANK SCIENCE AND TECHNOLOGY STAKEHOLDERS CONSULTATION REGISTRATION FORM Cohort Group: Government Representatives/Utility Agencies Date : April 11, 2011 Venue: CBJLR 5 Time : 14:00 hrs No. NAME DESIGNATION CONTACT # E-MAIL PORTFOLIO 1. Stacey Phillips Safety Health & 227-4934 sphillips@gplinc.com Environmental Worker 2. Shereeda Yusuf Technical Officer 231-5231 shereeda22@yahoo.com 3. Geeta Devi Singh Director Environmental 640-1360; 222- geeta.singh@gmail.com Management -EPA 0506 4. Tota Mangar Project Coordinator, GITEP 225-8580, totamangar@yahoo.com 2251551 5. Collin Croal Permanent Secretary Ministry 223-7285; 663- psmoaa@yahoo.com of Amerindian Affairs 3282 6. Savitree Jetoo Scientific Manager 691-0719 jsawitri@hotmail 7. Isidro Espinosa 650-0373 isidm_eem@yahoo.com UNIVERSITY OF GUYANA/WORLD BANK SCIENCE AND TECHNOLOGY STAKEHOLDERS CONSULTATION REGISTRATION FORM Cohort Group : Academic Board Date : April 12, 2011 Venue : CBJLR 5 Time : 11: AM No. NAME DESIGNATION CONTACT # E-MAIL PORTFOLIO 1. Claudette Austin Lecturer/Deputy Dean 222-3612; claudette_austine2000@yahoo.com 616-1899 2. Camille Robertson Lecturer, HOD Social Studies 651-5228 3. Gwyneth George University Librarian 222-5401-(o) gwyng3@yahoo.com 649-2653 (m) 4. William Harris HoD, Architecture 625-5947 (m) wihaup@gmail.com 5. Thomas Singh IDS 222-5904 thomas.singh@uog.edu.gy 6. Gary Mendonca Dean, Faculty of Natural 609-7764 garym_ug@yahoo.com Sciences 7. Pamela Alleyne Assistant Registrar Admissions 222-2740 pamelalleyne@hotmail.com 8. Niebert Paul Administrative Officer 222-5409 niebert.paul@uog.edu.gy 9. Arnold HoD, Foresty 222-5999 arnold.demendonca@uog.edu.gy DeMendonca 10. Verlyn Klass Dean, Faculty Of Technology 222-5491 verlyn.klass@uog.edu.gy 11. Maxwell Jackson HoD, Civil Engineering 222-5491 maxwell.jackson@uog.edu.gy 12. Sekhar Software Engineer 614-1396; sekharmallampati@uog.edu.gy Mallampati 222-4524 13. Donna Blackmore Administrative Officer 222-4927 dp_blackmore@hotmail.com 163 14. Al Creighton Dean 222-4923 deansseh@hotmail.com 15. T. Velloza Deputy Registrar 222-4184 deputyregistrar@uog.edu.gy 16. Leyland HoD, 222-4926 leyland@gmail.com Thompson 17. Derick Boston HoD 222-7630 ugspd@uog.edu.gy 18. Hazel Simpson Faculty Representative, SEH 652-1318 hazel.simpson@uog.edu.gy 19. Donna McKinnon Coordinator 684-0005 donna_keiller@yahoo.com 20. Keisha Holder HoD 622-0543 khalililahholder143@yahoo.com 21. Paulette Paul Public Relations Officer 222-5402 leslaup2002gy@yahoo.com 22. Stacy Peter- Planning Officer 222-4932 stacy.london@uog.ed.gy London 23. Vincent Registrar 222-5575 registrar@uog.edu.gy Alexander 24. Calvin Eversley Professor 222-4946 caeversley@yahoo.com 25. Eldon Marks HoD 641-5808 eldon.marks@gmail.com 26. Doreen Administrative Officer 680-6090 doreenb@yahoo.com Richmond-Benn 27. S. Pasha Coordinator 690-1920 sukrishnallp@gmail.com 28. E. Singh Assistant Dean 629-4109 seniorita_gy@yahoo.com 29. M. Miller Coordinator 618-0643 monemda@yahoo.com 30. George Headley Head, IDCE 649-4647 georhead@webmail.co.za 31. Lloyd Kumar Professor 647- leemskumar@ gmail.com 32. Keita Rose HoD, Electrical Engineering 33. Winslow AR, Students’ Welfare (ag). 617-4574 Patterson 34. Esdell Abrams Assistant Dean 222-4926 164