ENVIRONMENTAL IMPACT SST FOR MINISTRY OF EDUCATION, YOUTH AND SPORTS ST. VINCENT AND THE RENADINES FOUNTAIN/ BELAIR fHIH SHOOL MARCH 2004 PREPARED BY: CENTRtAL PLANNIN6 DIVISION MIISTRY OF FINANCE, PLANNING AND DEVELOPMENT GOVERNMENT OF ST. VINCENT AND THE GRENADINES COUNTRY DATA: ST. VINCENT AND THE GRENADINES 1998 1999 2000 2001 !)02 PER CAPITA GDP (current market prices; $) 7,662 7,960 8,133 8,402 ... GROSS DOMESTIC PRODUCT (GDP) GDP at Current Market Prices ($mn) 856.6 891.7 910.7 941.0 "41.6 Demand Components: Consumption Expenditure 797.7 767.4 732.9 776.9 ... Gross Domestic Investment 306.2 308.3 252.5 264.8 ... Exports of goods and non-factor services 425.1 473.5 480.8 478.0 ... Imports of goods and non-factor services 672.3 657.5 555.5 578.7 ... Gross domestic savings ratio (%) 6.9 13.9 19.5 17.4 ... Sectoral distribution of current GDP (%) Agriculture 10.8 10.5 10.8 9.6 10.3 Mining& Quarrying 0.3 0.3 0.2 0.2 0.2 Manufacturing 6.8 6.2 6.0 6.8 6.4 Utilities 5.7 5.8 6.6 6.9 6.8 Construction 14.1 13.0 11.3 11.8 11.5 Transport &Communication 20.7 20.7 20.3 19.4 18.8 Hotels & Restaurants 2.1 2.3 2.4 2.3 2.0 Wholesale & Retail Trade 16.2 17.0 18.1 18.5 18.6 Financial &Business Services 9.4 10.3 10.3 9.6 9.6 Government Services 17.6 17.8 18.5 19.2 20.1 Other Services 1.8 1.9 1.9 2.0 2.0 Less Imputed Service Charge 5.6 5.7 6.5 6.3 6.3 GDP at Current Factor Cost ($mn) 724.2 750.4 762.9 779.1 8 )6.0 GDP at constant 1990 Prices ($mn) 579.9 600.8 612.9 612.4 6 !0.9 Annual rate of growth in GDP (%) 5.7 3.6 2.0 (0.1) 1.4 MONEY AND PRICES ($ mn) Consumer prices (av. annual %change) 3.3 (1.8) 1.4 (0.6) ).5 Money supply (MIl annual %change) 16.2 17.5 13.9 3.2 3.4 Total domestic credit (net) 366.6 410.9 475.7 468.6 514.0 Private sector (net) 486.4 545.6 592.1 605.5 613.4 Public sector (net) (101.0) (90.0) (78.5) (77.0) (45.6) Non-bank financial institutions(net) (18.8) (44.7) (38.0) (59.9) (:i3.7) Estimated Tourism Expenditure (USD mn) 74.0 78.9 75.3 80.2 ... CENTRAL GOVERNMENT FINANCES (S mn) Current Revenues 241.5 256.0 261.7 267.3 3(0;.6 Current Grants 0.0 0.0 0.0 0.0 0).0 Current Expenditures 204.8 225.2 239.0 253.7 2-4.6 Current Account Surplus/(Deficit) 36.7 30.8 22.7 13.6 .0 Capital Revenue and Grants 38.8 17.5 12.2 6.9 '7.6 Capital Expenditure and Net Lending 103.3 63.6 33.8 35.0 ' .7 Overall Surplus/(Deficit) (27.8) (15.3) 1.1 (14.6) (1I1.1) BALANCE OF PAYMENTS (USD mn) Merchandise Exports (fo.b) 50.2 49.6 51.8 45.7 ().0 Merchandise lmports (c.if) 170.0 177.1 144.4 164.8 lI1.5 Trade balance (119.7) (127.4) (92.6) (119.1) (1/,.5) Net Balance on services account 28.1 59.3 64.8 72.2 1-1.5 Income (net) (13.6) (19.5) (19.3) (18.7) ... Transfers (net) 11.0 15.4 18.8 15.3 ... Current Account Balance (94.2) (72.2) (28.3) (50.3) TOTAL PUBLIC DEBT (USD mn) Total public debt 141.5 207.4 231.6 243.6 24S.5 Domestic debt outstanding 40.8 47.2 71.5 73.7 7E.5 Long term ... ... ... ... ... Short term ... ... .. External debt outstanding 100.7 160.3 160.1 169.9 17Z.0 Debt Service 9.6 11.3 10.2 10.8 11.2 Amortisation 6.3 5.8 5.8 6.4 7.0 Interest Payments 3.3 5.5 4.4 4.4 4.2 Debt Service Ratio (%) 6.1 6.5 5.7 7.0 5.6 Debt Service as %of Current Revenue 10.7 11.9 10.5 10.9 ).9 AVERAGE EXCHANGE RATE Dollar(s) per US dollar 2.70 2.70 2.70 2.70 2 '0 CONTENTS 1 Introduction 3 1.1 Background 3 1.2 Project Location 4 1.3 Site Description 4 1.4 Project Description 5 2 EIA Approach and Methodology 7 2.1 Organise Multidisciplinary Team 7 2.2 Review Existing Information 7 2.3 Develop Methodology 7 2.4 Review Project Proposal 8 2.5 Conduct Baseline Survey 8 2.5.1 Climate and Rainfall 8 2.5.2 Geology and Soil Type 8 2.5.3 Terrestrial Ecology 8 2.5.4 Socio-economic Environment 9 2.5.5 Fountain/Belair Infrastructure 9 2.5.5.1 Physical Infrastructure/Utility Services 9 2.5.5.2 Social/Community Infrastructure 10 2.6 Scoping Exercise 10 2.6.1 Site Visits 10 2.6.2 Community Consultation 11 2.7 Project Evaluation Likely Impacts and Proposed Mitigation Measures 11 2.8 Project/Site Screening Criteria Worksheet 12 References 17 1 List of Maps and Drawings: 18 Fig. 1: Constituency Boundaries Map of St. Vincent and the Grenadines 4 Fig. 2: Location Map of St. Vincent and the Grenadines 4 Fig. 3: Topography Map of St. Vincent and the Grenadines 5 Fig. 4: Catchment Map of St. Vincent and the Grenadines 5 Fig. 5: Geology Map of St. Vincent and the Grenadines 8 Fig. 6: Soil Map of St. Vincent and the Grenadines 8 Fig. 7: Volcanic Hazards Map of St. Vincent and the Grenadines 8 Appendices: Appendix 1: Cabinet Decision - GOSVG purchase of lands in Fountain / Belair 19 Appendix 2 (a) Detailed Project Specifications - Secondary School Facilities 27 Appendix 2 (b) Schematic using Prototype 28 Appendix 3: Composition of EIA Team 29 Appendix 4: Summary of Community Consultation 30 Appendix 5: Guidelines for Design/ Construction of School Facilities in St. Vincent and the Grenadines 32 Tables: Table 1: Project Specifications - Fountain/BelairHigh School 6 2 1.0 Introduction The Ministry of Education, Youth and Sports in the Government of St. Vincent anc the Grenadines, requested the Central Planning Division to carry out an Environmn:atal Impact Assessment of the proposed site for the Secondary School at Fountain/ Belair. This document describes the environmental implications of the proposed developnmnt, recommends the necessary mitigation measures and the areas requiring further study. The final report covers: 1. A detailed description of existing environmental, social and economic conditi -ns; 2. An evaluation of likely impacts and proposed mitigation measures. St. Vincent and the Grenadines, like the other Windward Islands has been cited as ha ving persistently high levels of poverty. 1.1 Background The Government of St. Vincent and the Grenadines, (GOSVG) recognizing the cri:-ical importance of Education to national development and in particular to poverty allevialion, economic competitiveness and social development, has therefore accorded greatest priority to the Education Sector in its Medium Term Economic Strategy Paper 2002-2 004 and Poverty Reduction Strategy. In order to streamline its intervention in this sector. the government through a consultative and participatory process, has developed an Education Sector Development Plan (ESDP). The ESDP (2002-2007) and its accompanying live- year Action Plan aims to address structural and institutional weaknesses at all levels of the education system. The ESDP gives high priority to institutional development and the reform of education management, the improvement of quality at primary and secondary education, and improved access to early childhood development, adult and continuing education and skills training and special needs education. The plan is to be implemenited with the resources of GOSVG as well as development assistance from a number of international donors including the European Commission (EC), World Bank (VIB), United Kingdom Department for International Development (DFID) and the Caribtbean Development Bank (CDB). There are several obvious problems with the current state of secondary educatioji in SVG: completion rates are low and quality and access are said to be below par. [his proposal to address the specific issues pertaining to secondary education is in pail to fulfill the goals outlined above. The improvement of the provision of secondary education is undertaken through the improvement of several components: * Access * Quality * Administration, Management and Governance The goal of the government as outlined in the ESDP, is to achieve near universal secondary education by 2007 and furthermore to provide access to 85% of childrern by 3 2010. Universal primary education has been realised for some time and since 1987 primary enrolment has been gradually declining. During the period 1991 -2002 enrolrient declined by 20% or 4,865 students. This rate of decline is expected to accelerate with the phasing out of the "all age primary" schools and the simultaneous transfer of t ose students 12 - 16 years to secondary schools. The results of the school mapping exercise 2003 has shown that based on registfred births and projected deaths there is need for an additional 1,800 places. This deficit is most acute in two areas: mainly the Calliaqua and Central Leeward/Barrouallie districts. The Calliaqua district according to the 2001 National Population and Housing Censuis is the largest census district, accounting for 1/5 of the population. However, the distri t is only one of two, which is without a secondary school. The impact of the lack of access is borne out in a 2002 National Literacy Survey. The Calliaqua district is consistently bc:.ow national averages for all levels of literacy competence. (Incidentally, the Central Leeward district has the lowest level of advanced literacy competence, a level of functi -nal competence, which generally requires -at a minimum - secondary education.) 1.2 Project Location The area identified is located in the village of Fountain/ Belair, in the South Eastern part of St. Vincent, and is one and a half miles from the Windward Highway, two miles from the airport and approximately six miles from the capital. See Fig. 1. It is locate-. in Calliaqua, the largest Census District of St. Vincent and the Grenadines and w.>ich comprises one-fifth of the nation's population.' The general project area is a semi-urban area with some farming activity. A significant proportion ofthe population, commutcs to jobs in Central Kingstown and utilize the Financial, Government, Commercial and other services of the Central Business District of Kingstown. The area and has been earmarkced by the School Mapping Exercise as a likely area for school expansion. 1.3 Site Description The proposed site comprises 7.8649 acres (3.7649 acres owned by GOSVG and another 4.1 acres which is presently being acquired by the state) and is located within 550 ft. ]^ast of the Belair primary school, 450 ft. from the Belair Main Road and 5,800 ft. from the Windward Highway. See Fig. 2. The lands are bounded to the South by a proposed 20 ft. road (access to remaining lands in the area); to the East by lands owned by the heirs of Eleazar Phillips and to the West by the Warrawarrou River. According to Survey Plan No. G2237, which has been approved and lodged in the Registry Department, the sile is rectangular in shape and has a width of approximately 313 ft. and a length of 56(1 ft. Most of the land slopes gently in a Westerly direction with the highest elevation being 360 ft. above sea level and the lowest being 260 ft above sea level. The area is well drained and drains into the adjacent stream. The land is of low Agricultural use an.[ is Preliminary results of the 2001 Census indicate a populationof 22,345 in this District. 4 FIGURE: 1 Ccnstituency Boundaries Map of St. Vincent and the Grenadines SVG CONSTITUENCY BOUNDARIES I NORTH lNERDWD NORTH CENTRAL YlNRMRO -- - I SOUTH CENTRAL WYNDhMMRD 4-... _ I SOUTH WflNOV4RD EASTSTGEORGE 44;4 4 ; VEZYSTSTGEORGE Z?-.At? 46A LWMRIAQUA t ty;v.: . EASTVIWI3SWN KNGT =I CENTRAL CNOsToN, TfWSTKINGSTCANN - SOUTH LEEWARD - = SOUTH CENTRAL LEEVRD *RTH4 LEUWRO NO A .3 tt&, .z , ' ,Jg^Et : . .'. J .ff ~ ' ' --'' '" ''~~~~~~ ..'r 6 ' 'rhk"'' '''' . : ~~~~~, *)A .Az....'- *,CE Wo'·K\_Sdt'"'''' I. ' _ S--- if - 5. - ,---, J _t ]~~~~~~~~~~- *, ~p- - -u I - - 1 kmt 3Rm > - % -- -: // ~~~~-I 'Ottana ; ~~~~~ I8 ~ X > Location Map R (Project Site) of / kt. Vincent and the 3renadines I I I0 m- .-- /f- . '1_ - . 1 , _. ' -A . . _ : - . -- - s X ? -]fE XPJD7 .~~~ - S i . p.. '-- . .-'-----'' -' I Fig: 7e Volcanic Hazards Map of St. Vincent and the Grenadines 12 Ib i-Av i iw :/ w t * t i I 4- .. * 1 ................ * . ; ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~I .411 ~~ ~~~~~~~~~~~ 7.fy t i tt Xtn ~~~~~~~~~~~~~- tr * l4tcpsizo, * ; ! | ^ LInq * G'S VataW~~~~~~~~~.j s afl4IM *1 * ~~. ~i....... . .t;...___ .......... ,, , -S..............e protect these two natural areas. The stream poses no threat of flooding to the site. There is limited use of the water in the stream by the community, though a few animals graze there. There are no significant sources ofpollution upstream or near to the site. 2.5.4 Socio-economic Environment The proposed site falls within the Enumeration District of Calliaqua, which is comptised of the areas of Amos Vale, Belair, Fountain, Gomea, Welcome, Villa, Fairburne Patiure and Dauphine. The entire catchment area has a total population of 22,706 wi:h a population density of 2,035 persons per square mile. An estimated 8,226 persons lixe in the communities nearest to the site. Approximately 32% of this population is in the age cohort 11-18 years. The 1996 Poverty Assessment Report indicated that poverty in St.Vincent and the Grenadines is community-based i.e. there are 'pockets of poverty'. According to the Report, the area can be described as suburban with a reasonable standard of living. It is characterised by a market-based economy and dominated by agriculture, specifically livestock rearing. However, the catchment area has a total of 6,779 households falling in the lower to middle-income range and an estimated 22% of the population is emplosyed. Within this context, secondary education will be relatively affordable to the targated communities. Despite the dense settlement pattern in the area, there will be no displacement of hu-.ian settlement to accommodate the project. The proposed site is within close proximits to other community facilities such as the Clinic, playing field and the Community Centre. The Belair Primary School is also approximately 200 metres from the site for the Secondary facility. At present, the students graduating from the primary level tr-.vel distances up to 12 miles to attend secondary school with the added inconvenienc of irregular and interchanging transportation arrangements. The proposed secondary school will thus provide easier access to education for students from the area. 2.5.5 Fountain/ Belair Infrastructure The infrastructure available in the village of Fountain/Belair, along with the neighbouring communities, is modern and up to date. 2.5.5.1 Physical Infrastructure/Utility Services Electricity - A preliminary assessment of electricity needs of the project has been conducted in terms of the number of high voltage poles and transformers required. It has been determined that the physical infrastructure necessary to support the required electrical load is already located within close proximity of the designated project site. A firm electrical plan will, however, be prepared by VINLEC to inform construction works. 9 Water - Potable water is clean and available. The Majorca Water system located approximately seven miles away, supplies an estimated one million gallons per day to the area. Extensive work is presently being conducted in the area by the Central Water and Sewerage Authority CWSA) to enhance the delivery of potable water to the are-. as presently the water is channeled to the area by 2%/2 inch pipes and then distributed throughout the community via 11/2 pipes. This affects the efficiency in the delivery somewhat and therefore requires some work on the delivery system. No ground water has been located in the Fountain/ Belair area. Telephone - Fountain/ Belair is serviced by an excellent fibre optic telephone system Roads - The roads in Fountain/ Belair are in fair condition, which makes the site ree dily accessible by public transportation and by foot. However direct vehicular access te the land is not readily available. Presently, vehicular access to the site is via a 20 ft. unpaved road to the North Eastern boundary. However, potential exists for developing ea,;ier vehicular access by bridging the adjacent Warrawarrou stream and also the paving of an access roadway (approximately 100 metres). 2.5.5.2 Social/Community Infrastructure The Fountain/ Belair area has a community Clinic, Primary School, Neighbourhood Shops, Community Center, Post Office and other community facilities, which pro vide satisfactory levels of service to the residents. More specialized health, shopping .md other community services are available in the capital Kingstown, approximately six n les away. 2.6 Scoping Exercise 2.6.1 Site Visits Visits were made to the site and discussions were held with relevant departments ilt an effort to identify the significant issues related to the development and the individals likely to be affected. The following areas have been determined to be of potential concern to the development and surrounding area: Drainage/ storm water management; Waste water and sewerage management; Soil Conservation/ Erosion. 10 The EIA will address biophysical and socio-economic impacts and effects of the project. An assessment of the state of the existing environment was conducted and includes, the following: Review of existing site data; Review ofpresent resource use; Identification of environmental features or ecosystems requiring attention and/or protection. 2.6.2 Community Consultation Consultation exercises were conducted with the residents of Belair and surrounding areas to invite comments on the proposed project and on the possible impacts re. findings o, the EIA done in relation to the proposed project. A summary of the consultations is attached at Appendix 4. 2.7 Project Evaluation Likely Impacts and Proposed Mitigation Measures This phase of the EIA process involved two stages: (i) Assessment of the effects or likely direct impacts of the project; (ii) Development of Mitigation measures to negate/reduce the impacts. World Bank Project/Site Screening Criteria were used to assess the pote:]tial environmental and social risks and impacts associated with project activities on the Fountain/ Belair site and based on the identified impacts, the Team proposed mitigation/enhancement procedures. Criteria used included: Location * Physical Impacts * Water Resource Impacts * Ecosystem Impacts * Drainage Impacts * Socio-economic Impacts The Project Site Screening Worksheet below provides a summary of: (a) the potential impacts; and (b) mitigation measures/enhancements to be employed. 11 2.8 Project/Site Screening Criteria Worksheet This project's Safeguards specialists used this worksheet to assess potential environmental and s,ccial risks and impacts associated with the proposed project activities. The findings informed the classification of the area as an EA Category "C" area, served as a guide to early project design, and contributed to the type and scale of EA work undertaken. The relevant environmental screening has been conducttd to assess potential environmental and social risks associated with the construction of a secondary school on this particular site in Fountain/Belair. Criteria Yes/No Description | Proposed Mitigations or Enhanirm s Location Inside or close to a National Park (existing No or planned), reserve, or area of high cultural value? Are there vulnerable or endangered No species (terrestrial or aquatic) in the area? Are there natural habitats in the site? Yes Natural White Cedar They will not be affected by project activity Stand and stream adjacent If there are natural habitats, are they N/A fragile, unique, and limited in size? Are there wetlands, areas of saturated soils No (permanent or temporary), or evidence of ponding (cracks, high clay content in soils, dead vegetation, water marks)? Is the site already degraded (low No groundwater, poor soil quality)? Are there steep slopes? Yes Approximately 10 % of The development could be adequatc ]y the site is steeply sloping accommodated on the lower, gently sloping portion of the site. Given the Topography of St Vincent and the Grenadines the building professiona Ishave expertise inbuilding on this terrain Soil conservation measures will be implemented Do people live on the site? No Are there existing land uses (ranching, Yes A few animals graze Private owners ofthese animals can easily farming)? there intermittently relocate to other lands in the area Is there existing site access (roads)? Yes There is a small perennial Presently, vehicular access to the site is via a stream at the western 20 ft. unpaved road to the North Ea! tern boundary ofthe site boundary. However, potential exist; for developing easier vehicular access t y bridging the adjacent Warrawarrou -ream construction of several hundred me res of roadway to the site 12 Criteria Yes/No Description Proposed Mitigations or Enhan -ements Is the site vulnerable to natural hazards (in Yes St. Vincent is in the :)esign standards (E.g. Caribbean U-niform floodplain, near volcano, on seismic fault, hurricane zone, but 3uilding Code (CUBIC), are available so as near coastline in hurricane zone)? istorically has been o provide a hurricane resistant stru:ture. rarely affected by Structures built should comply with St. hurricane force winds. Vincent and the Grenadines Nation il Building Code Regulations and Nalional lanning Standards. The site is located 20 iles from La Soufriere, an active Volcano that last erupted in 1979. Using volcanic hazards analysis, he site is considered as a 'safe area" as it is located in zone 5. The site could, under unusual ircumstances, be affected by volcanic ash from the volcano in the event of an eruption. The site is located pproximately one mile from an area, which Extensive Geo-technical Surveys w 11have experienced localized o be undertaken to inform design. land slippage in late 2003. The proposed project site has natural vegetation and is well drained, so no hreat is envisaged. Are there land title conflicts? No Are there known archaeological, historical No or other cultural property? Do indigenous peoples live on or near the No site? Physical Impacts Are large excavation works planned? Will Yes There will be excavations The building will be positioned to r Juce the a large volume of soil be taken from off- for building foundations, level of excavation and earthworks. site (quarries and borrow pits)? for site grading to construct playing fields and parking areas, and to control surface drainage. There will be no excavation of steep slopes No Excavated material will be used for landscape design and agricultural ptojects 13 Criteria Yes/No Description Proposed Mitigations or Enhan. ements Will the project generate an increase in Yes The project will generate Waste disposal must comply with Na;tional solid wastes or machine wastes (oil, etc)? Solid Waste during and policies/regulations. The area is se -ed by a after construction (i.e. oil Govemment collection system man iged by from heavy equipment e CWSA. adsolid waste from shool) Water Resource Impacts Could ii resuli ina modification of No groundwater levels by altering flows, paving surfaces or increasing water extraction? Could it affect groundwater quality? Yes The complex will need to A properly designed, constructed at Ii handle sanitary wastes. located septic system including soak away Liquid wastes may affect will be required ground water quality. Could it affect quality (through sediment, Yes Seepage of effluent from The septic system must be located so as to wastewater, storm discharge or solid the septic system and have no impact on the adjacent stream. waste) ofnearby surface waters (lake, sediment transport by Systems will be put in place to control rivers, streams)? surface water are sediment, especially during constru,,tion but ossibilities. also for the longer term. Adequate environmental measures will be Excavation during implemented to protect the stream. The construction phase may Solid Waste Management Unit's pclicies affect sedimentation. and regulations must be implement(d. Wastewater, storm drainage and So l:d Waste systems will be developed to reduce environmental impact. During construction the Contractor will be required to e: acute works in keeping with an approved Environmental Management Plan. Will it affect water quantity in nearby Yes There will be negligible Proper storm drainage channels wil be water bodies (lake, river, stream)? increase in water quantity. eveloped. Are there nearby potable water sources No that need to be protected? Ecosystem Impacts Could it affect natural habitats or areas of No high ecological value? Could it affect natural characteristics of No adjacent or nearby sites? Could it affect wildlife or natural No vegetation? Drainage Impacts 14 Criteria Yes/No Description Proposed Mitigations or Enhan ements Will storm water drainage affect existing Yes The area is well drained. Adequate arrangements will be mac c on site drainage patterns? It would appear that most to channel runoffs into existing wat, r precipitation is absorbed channels. by the cultivated and pasture fields. There will oe increased surface flow during and after construction due to concrete cover on the surface and roofing on the top Will it cause standing water, which could No No cause public heath risks? Will erosion result in sediment discharge Yes. During construction if The septic system must be located so as to to nearby water bodies? earthworks are done in have no impact on the adjacent stream. et season Systems will be put in place to cont-al sediment, especially during construi,tion but also for the longer term. Adequate environmental measures will be implemented to protect the stream. The Solid Waste Management Unit's policies and regulations must be implement( d. Wastewater, storm drainage and So id Waste systems will be developed to reduce environmental impact. During construction the Contractor will be required to exacute works in keeping with an approved Environmental Management Plan. Will surface drainage patterns be affected No It is not anticipated that All imported aggregates and granular in borrow pits and quarries? any borrow pits will be materials will come from existing approved required for this project quarries Will infiltration patterns be affected? Yes No infiltration will occur Periodically treat septic tank and so0k away. on the building, parking Waste Disposal System will be desi.ned and and access road areas, located to minimize infiltration into stream. however, effluent from soak away may affect the stream Socio-economic impacis Will the project entail resettlement of No population? Will the project affect indigenous No peoples? Will it limit access to natural resources to No local populations? 15 Criteria Yes/No Description Proposed Mitigations or Enhancements Will it have an impact on land use? Yes In addition to the loss of Measures will be taken to provide adcequate land for agricultural use, infrastructure including road transport the project may impact on system, noise control on site and other existing land use and also hysical design structures. impact on property values, traffic and noise levels in the general area. Will it induce further encroachment of No nearby areas? Will it cause any health impacts? Yes Dust, noise and liquid rovision ofpersonal protective eqiuipment wastes will be generated for workers during construction. He,alth and safety standards will be enforced. Will it disturb nearby communities during Yes The project will increase Public education and the use ofade luate construction? ambient noise levels oad signs and the Contractor's use of an uring construction. pproved Environmental Managemmnt Plan Upgrading of the access will mitigate the impacts. roadway will cause some temporary inconvenience to the residents. In addition daytime construction traffic (heavy machinery and equipment) will be a nuisance. Could cultural resources be affected? No Could it affect nearby properties? Yes The project will increase Public education and the use ofade ;uate ambient noise levels oad signs and the Contractor's use of an during construction. approved Environmental Managem, nt Plan Upgrading of the access will mitigate the impacts. roadway will cause some temporary inconvenience to the residents. In addition daytime construction traffic (heavy machinery and equipment) will be a nuisance. 16 REFERENCES Atkins Landand WatershedManagement (1983)Soiland Water ConservationWindwardancd LeewardIslands:PhaseI reconnaissancestudy. Vol. 1 main report (September 1983); Vo]. 2: appendices (August 1983). Prepared for Caribbean Agricultural Research and Developmelnt Institute (CARDI). St. Vincent and the Grenadines NationalPhysicalDevelopmentPlan2001-2002. Vol. 1 Survevs and Analysis & Proposed Land Use Policies. Central Planning Division. Government of St. Vincent and the Grenadines PhysicalPlanningandDevelopment Guidelin:s fIrSt. Vincentandthe Grenadines. Physical Planning and Development Board. Government of St. Vincent and the Grenadines GeneralGuidelinesIbrSchoolFacilities DesignandConstructLon:Paper0112002, (January2002). Education Planning and Projecl Implementation Unit, Ministry of Education, Youthand Sports. Government of St. Vincent and the Grenadines ConsultingSer-icesfor SchoolMappingProjelct; MinistryofEducation: (September2003). Wayne Gill, Linx Associates Limited, British Vir,in Islands. Government ofSt. Vincent and the Grenadines NationalLiteracySurvey, (2002.) Ministry of Education, Youth and Sports. 17 Maps and Drawings Fig. 1: Constituency Boundaries Map of St. Vincent and the Grenadine s Fig. 2: Location Map of St. Vincent and the Grenadines Fig. 3: Topography Map of St. Vincent and the Grenadines Fig. 4: Catchinent Map of St. Vincent and the Grenadines Fig. 5: Geology Map of St. Vincent and the Grenadines Fig. 6: Soil Map of St. Vincent and the Grenadines Fig. 7: Volcanic Hazards Map of St. Vincent and the Grenadines Appendices Appendix 1: Cabinet Decision - GOSVG purchase of lands in Fountain/ Belair Appendix 2 (a) Detailed Project Specifications - Secondary School Facilities Appendix 2 (b) Schenmatic using Prototype Appendix 3: EIA Teanm Appendix 4: Sumnmary of Community Consultation Appendix 5: Guidelines for Design/ Construction of School Facilities in St. Vincent and the Grenadiines Tables Table 1: Project Specifications - Fountain/Belair High School 18 TOPOGRAPHIC MAP OF THE PROPOSED FOUNTAIN/BELAIR SECONDARY SCHOOL SITE. Irwin Andrewsa Janck CIntour Intervals 10'ft 1 ;2 37F 3 SCAIwE: 1\2Uof Ri2G199IG. Fintoursining Lands L . I~~~~~~~1 l I I I I I1 I I I I I I I I I a a I I I I I I I Catchment Plan Proposed Fountain/Belair Secondary School I as Is s z_ \roun4pbour '~ 7 K K..g$i.,4Z..+%£8 }........ I ~~~~~~~~~~~~~~~~~) rt~& I. ) - ) .1' - $IGNED SEALED AND DE]I[VERED BY) he within-named HIS EXCELLENCY ) IR FREDERICK BALLILNTYNE ) S ( .C.M.G. GOVERNOR GENERAL for ) ) tLnd on behalf of the GOVEIRNMENT OF) AINT VINCENT AND THE ) 9RENADINES as and for his act and deed) in.the presence of: )....... ................... ...... Q!m<.-avX-t .............. ) S............,4 a SAINT VINCENT AND THE GRENADINES Dat3d the dayof 2002 WEBSTER CAMPBELL AN:D TH:E NATIONAL COMMERCIAL BANK (SVG) LT.D. AND , ANNELLA CAMPBELL - TO - TEE GOVERNMENT OF SAINT VINCENT AhiD THE'GRENADINES DEED OF CONVEYANCE: of ALL THAT LOT II PIECE or PARCEL of land situate at Fountainin the, Parish of SaintGeorge in the State of Saint Vinlcent and the Grenadines containing by TE[REE POINT SEVEN SIX FOUR NINE ACRES (3.7649 acres). AVTORNEY GENERAL'S CHAMBERS I IGSTOWN APPENDIX 2 (a) Detailed Project Specifications - Secondary School Facilities Average class size 30 Projected Enrolment 750 Teaching Staff 38 Teaching Facilities Classrooms 25 (x480 sq. ft.) + 12,000 sq. ft Science Labs 3 (1Physics + 2 others) 750 sq. ft. + (550 sq. ft. x2)= 1,850 sq. f, Computer Labs 1 - 750 sq. ft. Typing Room 1 - 750 sq. ft. Arts & Craft Room 1 - 750 sq. ft Remedial Room 2 (480 x 2) = 960 sq. ft. Math & Geography Room 1 550 sq. ft. Industrial Arts Room 1 - 1,100 sq. ft. (size of 2 large rooms and storage) Home Economics Room 1 - (size of 2 large rooms) Other Facilities Kitchen & Tuck Shop and Storagc Student Washrooms Ground Floor: Males: 1 disabled; 4 toilets; 1 set of urinals; 1shower; 5 washbasins; Females: 1 disabled; 4 toilets; 1 shower; 5 washbasins; Janitor's Storage Sick Bay with enclosed washroom and extra washbasin Library 1 (occupying two floors) Auditorium/multi-facility area Recreation Area in the yard Cricket & Football Field lJpper Floor: Washrooms: Males: 3 toilets; 1 set of urinals; 4 washbasins; Janitor's Storage Counselling Room 1 Administration Principal's Oflice 1 (and Records Room) Deputy Principal's Office 1 (separate wing from Staff room and Principal's Office) Staff Room 1 (upper floor) Storage room 1 Total Area Sq. Ft. (Approx) 35,000 + 3,150 = 38,150 sq. ft. (Approximation for Industrial Arts & Home Economics & Typing) 27 28 APPEND]XS 3 List of EIA Team (Alphabetically) Mrs. Nicole Bonadie-Baker - Project Coordinator, Education Project Management IJr t, Ministry of Finance, Planning and Development; Mr. Alistair Browne - Senior Architect, Ministry ofTransport, Works and Housing, (Member of Working Group on Infrastructure/Access WB Ed. Project); Mr. OtisJoslyn - Forestry Officer III, Forestry Department, Ministry of Agriculture and Labour, Flora/Fauna Specialist; Dr. Rcynold Murray - Environmenital Coordinator, Ministry of Health and The Environment, Environmental/ Quality Specialist Mr. Ardon Nelson - Town Planner, Ministry of Finance, Planning and Development, Land Use/Planning Specialist; Mr. Adolphus Ollivierre - Chief Surveyor, Lands and Surveys Department, Ministry of Finance, Planning and Development, Land and Mapping Specialist; Mr. John Peters - Chief Engineer, Ministry of Transport, Works and Hous: ng; Planning and Development; Ms. Ro-Anne Quashie - Population Policy Coordinator (Ag.), Ministry of Finance, Planning and Development, Social/Cultural Specialist; Mr. Cornelius Richards - Senior Forest Supervisor, Forestry Department, Ministry of Agriculture and Labour, Flora/Fauna Specialist; 29 APPENDIX 4 SUMMARY OF COMMENTS AND CONCERNS EMERGING FROM A CONSULTATION TO DISCUSS EIA FOR PROPOSED CONSTRUCTION OF FOUNTAIN/BELAIR HIGH SCHOOL On Thursday March 11", 2004 a consultation exercise was conducted at the Belair Priiiiary School with over sixty residents (mainly Parents, Teachers, Community Leaders), of' Belair and its environs to invite comments on the proposed project. In attendance were mainly the persons vho will be directly affected by the physical works proposed for that community under the World EBank sponsored OECS Education Development Project vis-a-vis the proposed construction cf a secondary school in the Fountain/Belair area. The Meeting was organized by the Belair/Fountain Community Group. The meeting was facilitated by a Community Leader and Project Coordinator Nicole Bonadie-Baker and Local Consultant (DFID WB Ed. Project) Christc)bel Ashton made brief prcsentations. A brief description of the proposed works was given along with a presentation of the finidings tnd recommenidations of a draft EIA done by a multidisciplinary team drawn from the public sector in which the likely environmental impacts of the proposed construction on the physical as well as the social environment were addressed. All persons present indicated strong support for the project and indicated that the project was tong ovcrdue and was critical for reducing the problems associated with their children having to tiavel long distances to secondary schools outside of the immediate environs and urged that the project be implemented immediately. Following are the comments made by residents of the area: (1) There are significant costs associated with commuting between Belair/Kingstown and other areas in which their children presently attend secondary school. Some children comnlute as much as twelve (12) miles with the added inconvenience of irregular and interchanging transportation arrangements. Some children have to arise at 5.00 am to get ready for school, while others have to walk to Fountain to get buses and arrive at school tired/hung,ry. 30 (2) Costs are also associated with preparation of lunches. Some lower income earners expressed the view that should there be a secondary school in the area, lunch may be taken to school at midday rather than parents having to cook early in the morning or havin, to find money for their children's purchase of costly "junk food" or food from the sctlool cafeteria. (3) Development of Sporting Activities can be enhanced through the construction :Af a secondary facility in the area including Basketball Court (indoor), netball, volleyball, football, and temnis. These were seen as desired alternative activities which could a,-t as deterrents to male students from involvement in drugs, gangs and other criminal activiti -Is. (4) The issue of security was raised concerning teenagers (especially girls) as it was felt that they could be more easily monitored should there be a secondary school built in the area. Some parents indicated that they would feel more comfortable if their children were ablz to walk to school or use only one bus to commute. The thought of having fantiliar friends/neighbors to "look out" for them en route to/from school was welcomed. (5) Some parents expressed their satisfaction with the site earmarked for the project, indicating that its physical separation from the wider community by a small stream would sen e to reduce distractions from learning. (6) The parents expressed their support for universal secondary education and stated ilheir commitment to sending their childlren to the new secondary school. (7) The view was strongly expressed that the new school must be well staffed with suilably qualified Teachers in order to ensure high quality learning and results, and so facilitate opportunities for employment and educational advancement to the tertiary level. (8) All residents were anxious to have construction commence immediately. 31 APPEND] :5 5 General Guidelines for Design and Construction of School Facilities in St. Vincent and !:he Grenadines. 1) Introduction School infrastructure and related facilities represent a major part of the social sector investment by the Government of SVG. Given the critical role of education in social, economic and cultural developmer.i: of the state, this investment is usually substantial. The Government or the Developer sh-.uld take the following guidelines into consideration when designing/constructing schoo 3 in the state. Location * An Environmental Impact Assessment (EIA) should be conducted for the site to identify and minimize likely impacts of development; * The school should be located in the most central and accessible point of the catchment area that it is intended to serve; * Consideration should be given to the expansion ofthe school population. This should be reflected in the acquisition ofthe land and the design of the school. Desian Criteria for Schools The following considerations should be taken into account in the design and construction of school facilities. In this regard design for building and related facilities should; i. Respond to the curricula needs of the school ii. Be simple but esthetically pleasing 32 iii. Minimise capital outlay and operational costs iv. Cost effective to maintenance v. Structurally sound vi. Facilitate access by users of all ages and the physically challenged. vii. Free from safety and health hazards viii. Maximise use of natural lighting and ventilation ix. Facilitate the supervision teachers and students x. Facilitate the use ofcurrent and emerging instructional technologies xi. Protect and preserve the environment xii. Withstand the natural hazards peculiar to the geography of the state xiii. Meet as far as possible the requirements of emergency centers Classrooms 1.1 Classroom Size and Equipment The minimum classroom size to facilitate instruction should be as follows: a) Under 25 students approximately 400 sq. ft. b) 25 - 30 students approximately 480 sq. ft. c) 30 - 35 students approximately 550 sq. ft. Space within each classroom should provide for: (a) the storage of lunch kits; (b) the storage of classroom books, charts and clher teaching materials; (c) chalk/whiteboards - free standing /and or mounted on walls. In the case of wall-mounted chalkboards provi ,ion should be made for pin-boards on both sides. In the case of freestanding chalkboards pin-boards should be located on sidewalls or other appropriate locations. (d) one (1) teachers' table and chair. 1.2 Types of Classroom 33 Intact (separate) classrooms should be provided for students from G4 - G8. Folding partitions should separate classrooms for GK - G3. 2 Specialized Rooms 2.1 Multipurpose Science Technology Room. These should vary with the average class size at the school Areas should be as follows: - Under 25 students approximately 550 sq ft. - 25 and over approximately 750 sq. ft. This room should be used for Science/Technology and Arts and Crafts. Work counters and cupboards should be located on the perimeter of the room with at least two sinks. Built-in standing and overhead cupboard should also be placed at one end of the room for storage of equipment, materials and display of specimens, models etc. Provision should be made in the cupboard area for the mounting of VCR, Television and other audio-visual equipment. This cupb-.iard areas should be properly secured with locks and windows burglar proofed as may be necessary. A teachers' workstation with the appropriate electronic/electrical connections, and chalkboard should be located at one end of the room. A central space should be allocated for appropriate furnishings to facilitate student activities. 2.2 Library/Information Centre This area should make provision for books, magazines; computers and related accessories and peripherals. Space provided should relate to the average class size in the school. Areas should be as follows: 34 Under 25 students approximately 550 sq ft. 25 and over approximately 750 sq. ft. The room should be divided into two, with shelves in one section to stack approximately one thousand (1000) volumes and the cr.her section with work counters along the perimeter of the room to accommodate 15-20 computers. Printer(s) and other peripherals and accessories should be located at the supervisor's desk. There sh- uld be space allocated for a librarian's desk and other furnishings for catalogues/indexes, Provision should also be made for the securing ofusers bags etc. 2.3 Computer Room This room should vary with the average class size. Areas should be as follows Under 25 students approx. 550 sq.ft. 25 students and over approx. 750 sq. ft. Provision should be made for the location of computers on the periphery of the room with scme located in the centre (island) where appropriate. Provision should be made for air conditioning. High-level windows should be used where possible to allow for the maximum use of sidewalls without compromising the ventilation and lighting of the room. Similar provisions should be made for one workstation to be located at one end of the room. At the primary level the rati of computers to students should be 1:2 and 1:1 for secondary students. Provision should be nride for wall mounted LCDs. Where electrical wires and electronic cables are used these should be enclosed in suitable conduits. 3.0 Principals' Office and General Administration 3.1 Space should include: 1. Principal's Office 2. Secretarial/Waiting Area 35 3. Storage for records, equipment, office materials and supplies 4. Appropriate furnishings 5. Washroom 3.2 The Principals' Office should be located at the entrance of the sc-,ool building and provide a clear view of the inside of the compound and play area (s) 3.3 One washroom with toilet and washbasin should be provided. 4 Staff room and Staff Facilities 4.1 Staff room space should accommodate the number of staff at the school. Additional space should be provided to include cupboards for the storage of test papers, report books, exercise books and other materials; and also work tables for preparation by teachers. A lounge area with approp^iate furniture should also be in place. 4.2 Washrooms should be adjacent to the staff room (male and female) to serve teaching staff. Counters should be provided in female washroom and wvall mounted mirrors in both washrooms. Sanitary fittings should be providedl in keeping with the proportion of males and females on the staff. 4.3 Storage space for reprographic equipment (duplicating machines, paper, etc) should also be provided. 5. Students' Wash Rooms 5.1 These are to be provided in relation to the school population for both sexes. Where building has more than one floor or level at least one (1) washroom for each sex should be locate on each floor/level and the numbers of fixtures adjusted accordingly. 5.2 The suggested number and distribution of toilets, etc. For the school population are given below based on UNESCO standards for the Caribbean: 36 Boys 1:25 with urinals Girls 1:20 Washroom facilities should also be provided for disable students, one (1) designated w.c. and one (1) washbasin should be located in each of the boys and girls' washrooms, or one common washroom located externally for acces:; by either sex. These should be equipped with the necessary accessories to cover the range of disabilities. 5.3 The necessary fixtures and fittings should be located at approp^iate heights to serve the age range ofchildren in the school. 5.4 Tanks for toilet units should be housed in a separate service duct/room (behind bowls with flushing mechanism placed in reach of all users. All toilets, taps, showerheads, etc. Must be selected to provide maximum water saving. Alternative flush valve systems [nay be used where effectiveness and cost may be improved. Industrial type fittings and fixtures should be used where possible to minimize maintenance costs. 5.5 At least one (1) shower (to accommodate two persons at the same time) should be provided in each ofthe male and female washrooms. 5.6 Provision should be made for easy access to the washrooms by physically disabled pupils. 5.7 Drinking fountains (two to each washroom area) should be locatec in any area immediately outside the washrooms, or elsewhere as may be appropriate. 6.0 Utility Rooms 37 6.1 Utility rooms for the janitors, cleaners and other service perso rLnel should be located at convenient points and in numbers as may be determined by the layout and architectural design of the buildings. 7.0 General Storage 7.1 Areas are required for the storage of miscellaneous items, such as broken desks and benches, garden tools and equipment. A separate area shoul- be set aside for sports equipment and supplies. 8.0 Kitchen 8.1 This area will be used for the preparation of school meals with vwork counters, kitchen sinks, stove, refrigerator, deep freeze, serving counters, cupboards for storage, etc. 8.2 Folding blinds or shutters should be installed along serving windows, which should face the area of the lunchroom. 8.3 Additional space should be provided in an enclosed, secure area outside the kitchen, for the storage of empty drinks cases, garbage, etc. 9.0 Lunchroom 9.1 Areas should be asfollows: - 20 - 25 students approximately 550 sq ft. - 25 - 30 and over approximately 750 sq. ft. Room should accommodate trestle or standard type tables, with seating on both sides or as may be appropriate. This room will also be used for other activities such as music, dance, games, :lub meetings, etc. 38 9.2 Storage space for equipment related to these activities should be provided adjacent to the room. This area should be enclosed in a way appropriate to the design of the room, with well secure and ventilated areas. 10.0 Sick Bay 10.1 One (1) Sick Bay is required, to include wash sink and separate tc let. This room should be located on the ground floor of the building, whiere the building has two or more floors, and close to the entrance of the school. Space should also be provided for desk , chair .furniture and equipment to be used by medical personnel. 11.0 Assembly Area 11.1 No specific roofed area is allocated for Assembly. However, if the design solution permits an enlarged and roofed area in conjunc lion with the "double open classrooms" s defined in para. 2.3 (a), and ;uch enlarged roofed area can be provided within the budget alloca) on, then such proposal will be evaluated at the initial design stage, b the Client. (Such extra area will not constitute an "additional Service' b the Consultant) 12.0 Play Area 12.1 This should include the following: one (1) hard court for netball, etc. 12.2 The actual area available to these will be determined by the topography of the land along with design and layout considerations. 12.3 The potential exists for the above facilities to be utilised by 'the local community on occasions, and their location relative to the access r oint should be considered, but without undue prejudice to the design solution for the school structures. 39 13.0 Fencing 13.1 The entire area of the school compound including parking lot should be enclosed except where a common recreational facilities are provided for the school and the community. 14.0 CarPark 14.1 An area for accommodating three (3) to five (5) cars should be provided. Roads surfaces for these areas should either be of conerete or asphalt as may be appropriate. 15.0 Layout of Buildinas 15.1 The layout ofthe building(s) shouldfacilitate the: 1. assembling of the whole school (subject to 13.1 above) 2. proper supervision of teaching staff and students 3. addressing of the student body by the principal from some vantage point 4. free flow of students to classrooms, washrooms, etc. 5. easy evacuation during times of emergency. 16.0 Utilities and Security Post 16.1Electrical outlets should be appropriately located in each rcom. Additional outlets will be required in the Library/Information room amd Multi-purpose Rooms for the various types of equipment to be used. These outlets should have the necessary safety features. The ro ,ms 40 should also be wired for a public address system from which all classrooms could be addressed by the principal. The Library/Information Centre, Principals Office, Multi-purpose rlom and staff room should be wired for 220/240/60 cycles/DC 110 Volts for computers and related equipment. 16.2 Telephone; provision should be made for two separate d sect telephone lines to the Principals Office and extensions from one :mine to the staff room, Library/Information Centre and Multi-purpose rc om. Provision should also be made for a dedicated Internet line for the school. 16.3 Water and Plumbing; special attention must be given to the type and quality of fittings used since this is potentially the main problem for maintenance in the school. Fittings should therefore be approp:-iate to needs of this type of facility with water-saving mechanisms. 16.4 Fire hoses should be located at appropriate points in keeping with the design of the building(s), together with lockable external hose bibs. 16.5 Security: a security booth containing toilet facilities should be locEited at an appropriate location close to the entrance gates in the fence. 16.6 Water Storage: 1. Separate storage tanks should be constructed to provide 2 gallons of water for each student and teacher per day for science teaching, drinking and preparation of meals at the school. A holding tank should also be provided which wculd allow gravity feeding into lines and faucets. The storage capacity of the tanks should be for a minimum of 15 schools days. Grenadinesschools only 1. Provision should be made for six (6) gallons of water fiom well(s) for each student for the flushing of toilets and was.hing 41 of hands. Water should also be pumped to a separate hol,ling tank for gravity feeding into the toilet system. 2. The necessary pumping devices should be supplied and installed. 3. All wc's shall be of locally available type with minimum water requirement. 4. All sinks and basins shall be fitted with spring-loaded taps. 5. All showerheads shall be of the "water-saver" type. 6. Any septic tanks/soak ways must be located so as to be easily accessible by vehicle for the purpose ofpumping Out/draining 17.0 Refuse Disposal An area should be allocated within the fence of the school compcInd for the storage of school refuse. The area should provide protection for refuse receptacles and should be located at an appropriate locE lion for collection by the public garbage disposal service. 18.0 Construction Materials * Builders and Developers should ensure that no material contai -.ing Asbestos whether for use in roofing, ceiling tiles, tiles, electrical and thermal installation, paneling or water and sewerage pipes be used ir the construction of schools. * Developers should be aware that lead based paints and lead piping has been deemed to be unsafe. No products containing lead b ised paints/piping should be used in the construction of schools. . Arsenic treated wood has been determined to be unsafe for chilc:en. Builders and Developers should ensure that no arsenic treated wood by- products be used in areas where school children will come in contact wvith the product. * The foundation must be treated against certain pests such as woodlice. After construction, periodic treatment (every 5-10 years) is recommended for the perimeter of the foundation of all buildings on site. 42 19.0 Hurricane Mitigation * The use of Hurricane-resistant design in the planning and design of the school must be incorporated. This design should include the proper uc e of materials and architecture, which have been proven to be resistarl to Hurricanes. Additionally the school should be insured as part of the hurricane resistance plan. 20.0 Waste Disposal * In the design of the sewerage collection and disposal system, referonce must be made to the St. Vincent and the Grenadines Physical Planning and Development Guidelines for the design of sewerage treatment facilities. The Ministry of Health and the Solid Waste Management Unit must be consulted before plans are finalized for submission to the Physical and Development Board (PPDB). * Treatment of sewerage can be accomplished satisfactorily through a septic tank and soak away pit or tile field. Where septic tanks are being usec. the design of the tank should include a grease trap. * All construction sites should store solid waste in a specific area on site that is maintained in a sanitary manner. A proper schedule for disposal should be developed to avoid accumulation of waste. * A solid waste collection plan should be established in conjunction witt. the Solid Waste Management Unit. This plan should include onsite storage, collection times and a recycling plan if applicable. 21.0 Construction Guidelines * Consultation has to be sought from the Ministry Planning and Ministry of Tourism before constructing in an area deemed to be an historical/archaeological site or of historical/archaeological interest. * Approval for development has to be granted by the Physical planning and Development Board. * Access to dwellings and businesses should be guaranteed for both the 43 construction and operational phases. * Alternative solutions and final designs should be subject to public and community consultation with special emphasis on the property owners directly affected, local NGOs and CBOs and private sector organizationis. * To minimize public nuisances, construction activities should follow strict environmental guidelines. Construction schedules and the timing of necessary interruption of public utilities (electricity, water and teleph,ne) should be informed to the affected community. School Brief Science Laboratories Science Laboratories should be provided in secondary schools in keeping with the school enrolment and the curricula offering. It is the policy of the MOEYS that all students must enroll in General Science/Integrated Science for the five years of their secondary education. Requirements Schools 600 andover ( 4 + Streams) Area No. Of Students No. Of Labs. General Science 25-30 1 Biology 25-30 1 Chemistry 20-25 1 Physics 15-20 1 Schools under450-600 (3-4 streams) Area No. Of Students No. Of Labs Gen Sc./Biology/Physics 25-30 2 Chemistry 15-20 1 Schools under 450 (1-2 streams) 44 Area No. of Students No. of Labs Gen Sc./Biology/Physics 25-30 1 Chemistry 15-20 1 2) Storage/Prep. Area This should be located behind the teacher work station/demonstration counter. One (1) double sink and Brusen Burner should be located in this area. Shelves should be provided for the storage of chemicals, materials, supplies and equipment appropriate to the particular science subject. Chemistry Laboratorv The storage/Prep. Area should accommodate two (2) tables 3' x 4'for the preparation ofvarious chemicals. General LaboratorV Layout Counters with sinks and space for Brusen Burners should be located both sides of the lab(s). Brusen Burner and sinks should be provided more in the following: 45 Fixture Optimum Minimum Sinks 1:1 1:2 Burners 1:1 1:2 A centre counter running the length of the room fitted with sinks and burners shoulc be provided to ensure the optimum use of space and distribution of utility lines (see attached diagram). Storage cupboards should be located overhead and below of the counters of thc periphery and below the centre counter. (Double) Electrical outlets 11Ov 22O0 should also be place at appropriate points in the area of the counter. The teacher workstation/demonstration counter and white board should be locatec at one end of the lab. One (1) double sink and Brusen Burner along with electrical outlets should also be located at the workstation. In this area cupboards should also be located under the counter. The teacher workstation/demonstration area should be located on a raised platform. A counter with storage should be provided at the opposite end of the teachers work station/demonstration counter, bookshelves and pin boards should be located or. the wall. Fire extinguishers should be located at the appropriate points in all lab(s). 46 Suggested layout centre counter S I* Not drawn to scale O Brusen Burners E Sinks 47