STAKEHOLDER ENGAGEMENT PLAN FOR Adolescent Girls Initiative Learning and Empowerment Project (AGILE) (P170664) January 2020 Page | i TABLE OF CONTENTS LIST OF TABLES ......................................................................................................................... iv LIST OF FIGURES ........................................................................................................................ v LIST OF PLATES .......................................................................................................................... v LIST OF ACRONYMS AND ABBREVIATIONS ................................................................... v EXECUTIVE SUMMARY ............................................................................................................ 1 CHAPTER ONE: INTRODUCTION ............................................................................................. 4 1.1 Background Information .................................................................................................. 4 1.2 Purpose of the Project ...................................................................................................... 4 1.3 Objectives of the Stakeholder Engagement Plan ............................................................. 5 1.4 Project Components ......................................................................................................... 5 Component 1: Safe Accessible Learning Spaces .................................................................5 Component 2: Enabling Families, communities and Schools to Support Girls’ Education ................................................................................................................................6 Component 3: System strengthening and learning agenda................................................6 1.5 Regulations and requirements .......................................................................................... 7 1.5.1 Applicable National Legal Provisions and Regulations for Environmental and Social Safeguards and Citizen Engagement Constitution of the Federal Republic of Nigeria (1999) as amended. ..................................................................................................................7 1.5.2 World Bank Environmental and Social Framework ..................................................8 CHAPTER TWO: OVERVIEW OF STAKEHOLDER ENGAGEMENT .................................... 9 2.1 Applicability of the SEP to the Project ............................................................................ 9 2.2 Principles of Stakeholder Engagement and Grievance Redressal .................................. 10 2.3 Overview of Stakeholder Engagement So Far ............................................................... 10 2.4.1 Engagement undertaken as part of the RPF preparation process .............................11 2.4.2 Key Feedback received during Stakeholder Consultations .....................................13 CHAPTER THREE: STAKEHOLDER IDENTIFICATION AND ANALYSIS ........................ 14 3.1 Stakeholder identification and analysis .......................................................................... 14 3.2 Stakeholder Categorization ............................................................................................ 15 3.2.1 Implementing Agencies ...........................................................................................15 3.2.2 Affected Parties ........................................................................................................16 3.2.3 Interested Parties ......................................................................................................16 Page | ii 3.3 Stakeholder Mapping ..................................................................................................... 18 3.3.1 Magnitude of Impact of Project ...............................................................................19 CHAPTER FOUR: PROPOSED STAKEHOLDER ENGAGEMENT ACTIVITIES (THROUGHOUT PROJECT LIFE-CYCLE) .............................................................................. 27 4.1 Proposed Engagement Activities ................................................................................... 27 4.2 Disclosure and Participation Plan .................................................................................. 33 4.2.1 Disclosure Mechanism .............................................................................................34 4.2.2 Key Aspects to be covered in Disclosure ................................................................34 4.2.3 Process for Disclosure of Information ....................................................................34 4.3 Timetable for Disclosure ................................................................................................ 35 CHAPTER 5: RESOURCES AND RESPONSIBILITIES .......................................................... 37 5.1 Introduction .................................................................................................................... 37 5.1.1 Integration and support ............................................................................................38 5.1.2 External Resources...................................................................................................39 5.1.3 Training ....................................................................................................................39 5.1.4 Financial Resources .................................................................................................39 5.1.5 Budget ......................................................................................................................39 CHAPTER SIX: GRIEVANCE REDRESS MECHANISM ........................................................ 40 6.1 Grievance Definition and Categories ............................................................................. 40 6.2 Internal Grievance Mechanism ...................................................................................... 41 6.2.1 Publicity and Disclosure of the GRM ......................................................................43 6.2.2 Receiving and Recording Grievances ......................................................................43 6.2.3 Maintaining a Grievance Register ...........................................................................44 6.2.4 Acknowledgement of Grievance..............................................................................45 6.2.5 Resolution and Closure ............................................................................................45 6.2.6 Update of Records....................................................................................................46 6.3 External Grievance Mechanism ..................................................................................... 46 6.3.1 Publicizing and Disclosure of the GRM ..................................................................48 6.3.2 Receiving and Recording Grievances ......................................................................48 6.3.3 Maintaining a Grievance Register ...........................................................................49 6.3.4 Acknowledgment of Grievance ...............................................................................49 6.3.5 Site Inspection and Resolution.................................................................................49 6.3.6 Resolution, Escalation, and Closure ........................................................................50 Page | iii 6.3.7 Update of Records....................................................................................................50 6.4 World Bank Grievance Redress System ........................................................................ 50 CHAPTER SEVEN: MONITORING AND REPORTING ........................................................ 52 7.1 Monitoring and Evaluation............................................................................................. 52 7.4 Documentation, Monitoring and Reporting Process ...................................................... 54 7.5 Documentation of the SEP-GRM Implementation ........................................................ 54 7.6 Monitoring of the SEP-GRM Implementation ............................................................... 55 7.7 Reporting of the SEP-GRM ........................................................................................... 55 7.8. Capacity Building Program................................................................................................ 55 ANNEX 1: .................................................................................................................................... 58 Importance of Stakeholder Engagement ................................................................................... 58 ANNEX 2: PROPOSED ONE YEAR BUDGET FOR STAKEHOLDER ENGAGEMENT FOR PARTICIPATING STATES......................................................................................................... 60 APPENDIX 3: Consultations in Ekiti State ............................................................................... 61 APPENDIX 4: SUMMARY OF STAKEHOLDERS CONSULTED TO DATE ........................ 62 LIST OF TABLES Table 3.1: Stakeholder Group Categorisation ............................................................................ 17 Table 3.2: Stakeholder Significance and Engagement Requirement ......................................... 18 Table 3.3: Stakeholder Profile, Expectations and Project Impacts ............................................ 19 Table 4.1: Proposed Stakeholder Engagement Activities .......................................................... 29 Table 4.2: Stakeholder Engagement and Disclosure Methods .................................................. 35 Table 5.1: Roles and responsibilities ......................................................................................... 38 Table 6.1: Grievance Recording Form....................................................................................... 43 Table 6.2: Grievance Register.................................................................................................... 44 Table 6.2: Grievance Recording Form....................................................................................... 48 Table 6.4: Classification and Categorisation of External Grievances ....................................... 49 Table 7.1: Key Performance Indicators by Project phase .......................................................... 52 Table 7.2: Format for Recording Engagement Activities .......................................................... 54 Table 7.3: Capacity building training categories to strengthening stakeholder engagement process ………………………………………………………………………………………… 55 Table A 1: Attendance Sheet for Stakeholder Consultation Preparation Of Safeguards Instruments For AGILE Project In Kano ...................................................................................... 62 Page | iv Table A 2: List of Technical Workshop Participants ................................................................ 62 Table A 3: Officials met and Participants of the Workshop on adolescent girls’ project ......... 63 Table A 4: List of Stakeholders consulted in Kano State .......................................................... 64 Table A 5: List of Stakeholders consulted in Christ School, Ado Ekiti, Ekiti State ................. 65 Table A 6: List of Stakeholders consulted in Christ Girls, Ado Ekiti, Ekiti State..................... 65 Table A 7: List of Stakeholders consulted in Mary Immaculate School, Ado Ekiti. ................ 65 Table A 8: List of Stakeholders consulted in St. Louis School, Ikere Ekiti, Ekiti State ........... 65 Table A 9: List of Stakeholders consulted in Methodist Girls High School, Ifaki Ekiti. .......... 65 Table A 10: List of Stakeholders consulted in Mary’s AGGS School, Ikole Ekiti. .................... 65 Table A 11: List of other Stakeholders consulted in Ekiti State.................................................. 65 LIST OF FIGURES Figure 1.1: Project Components .................................................................................................. 5 Figure 6.1: Schematic Representation of the Internal Grievance Redressal Process .............. 42 Figure 6.2: External Stakeholder Grievance Redressal Mechanism Schematic Representation ....................................................................................................................................................... 47 LIST OF PLATES Plate A 1: Consultations with Ministry of Education official, SEPIP Project Teams and Ministry of Women Affairs official with Environmental and Social Standard Consultant.......... 61 Plate A 2: Consultation of Ministry officials and Consultants with St Louis Girls School Principal ........................................................................................................................................ 61 Plate A 3: Consultation of Ministry officials and Consultants with Mary Immaculate Girls School Principal and PTA............................................................................................................. 61 LIST OF ACRONYMS AND ABBREVIATIONS AGILE Adolescent Girls Initiative Learning and Empowerment AoI Area of Influence BESDA Better Education Service Delivery for All CDA Community Development Association CCT Conditional Cash Transfers CCTV Closed Circuit Television CSOs Civil Society Organizations CLO Community Liaison Officer EFA Education for All EMIS Education Information Management System EIA Environmental Impact Assessment ESIA Environmental and Social Impact Assessment Page | v ESST Environmental and Social Safeguards Team ESP Education Sector Plan ESS Environmental and Social Standards FGD Focus Group Discussions FPIC Free Prior Informed Consent GRM Grievance Redressal Mechanism GER Gross Enrolment Ratio GO Grievance Officer IDP Internally Displaced Person JSS Junior Secondary School KGIS Keeping Girls in School LALRP Land Acquisition and Livelihoods Restoration Plan LGA Local Government Area LRP Livelihood Restoration Plan MDAs Ministries, Departments and Agencies MPA Multi-phase Programmatic Approach MWA Ministry of Women Affairs NGO Non-Governmental Organization PAF Project Affected Families PAP Project Affected Person PDO Project Development Objective PID Project Identification Document RAP Resettlement Action Plan RPF ResettlementPolicy Framework SAEA Schools Agriculture Enterprise Agency SBMC School Based Management Committee SEB Secondary Education Board SESP State Education Sector Project SGBV Sexual and other Forms of Gender-Based Violence SPEB State Primary Education Board SSS Senior Secondary School SUBEB State Universal Basic Education Board VDC Village Development Committee WBG World Bank Group WDR World Development Report WOFAN Women Farmers Advancement Network Page | vi EXECUTIVE SUMMARY The World Bank is supporting the Federal Government of Nigeria to implement the Adolescent Girls Initiative for Learning and Empowerment (AGILE) to reduce gender gap in secondary education attendance and completion rates and labour market transition among adolescent girls. The proposed Project Development Objective (PDO) is to Improve secondary education opportunities among girls in targeted areas in participating states. Specific objective of this SEP is to establish a systematic approach to stakeholder engagement at project level that will identify stakeholders and build/ maintain a constructive relationship with them to enable stakeholders’ views to be considered in project design and environmental and social performance. Applicable National Legal Provisions and Regulations for Environmental and Social Safeguards and Citizen Engagement include: Constitution of the Federal Republic of Nigeria (1999) as amended; The Freedom of Information Act (2011); Nigerian Environmental Impact Assessment (EIA) Act Cap E12, LFN 2004; The Nigerian Urban and Regional Planning Act, Cap N138, 2004. Applicable World Bank Policies include: World Bank Environmental and Social Framework; A Vision for Sustainable Development; The World Bank Environmental and Social Policy for Investment Project Financing; The Environmental and Social Standards. The level of success and sustainability of the AGILE project is crucial and dependent upon proper Stakeholder Engagement and its associated activities taking place. The AGILE project seeks to improve secondary education opportunities among girls by constructing new schools and refurbishing existing dilapitaed existing learning conditions. It further seeks to provide cash-based scholarships to improve girls transition to and attendance of secondary school, provide life-skills and digital training, as well as engage in behavioural campaigns that seek to address social norms that have enabled negative attitudes and behaviours towards girl’s education and empowerment. Given the above objectives, the process will be important in: • ascertaing key project risks as the communities see them; • developing preventive and mitigtation measures to address risks; • ensuring concerns of communities are acknowledged and addressed; • informing targeting mechanisms for the identification of schools as well as for recipients of financial packages (special care will be given to ensuring that vulnerable groups are included in the dialogue – notably students with disabilities and their parents/gurdians, displaced girls, GBV survivors, among others) • helping to identify the best monitoring mechanisms for activities; • seeking inputs from stakeholders on how to develop an adaptive behavioral campaign that addresses differentiated concerns in communities, and the likely varied adoption rates of social norms that support girls education and their empowerment (notably, norms associated with child marriage, exclusionary education, SGBV and school- based violence (e.g. corporal punishment); Page | 1 • strenghthening the projects ‘safe school’ approach The Stakeholder Engagement Cycle includes: Identification of Stakeholders (Who?); Creation and analysis of stakeholder profiles (Why? What?); (Re)definition of the Stakeholder Engagement Strategy (How?); Planning of Engagements (When?); Engagement with Stakeholders (The Doing); Measurement of Effectiveness (The Results). For the purposes of effective and tailored engagement, the stakeholders of the AGILE Project can be divided into three core categories: 1. Implementing Agencies (e.g. MDAs) 2. Affected Parties (Beneficiaries, PAPs, etc.) 3. Interested Parties (local population who can benefit indirectly, EPA, etc.) Table 3.3 provides a brief profile of the various stakeholders identified, along with their key expectations, concerns in terms of the Project activities and their level of significance. In keeping with the applicable reference framework and the expectations of the stakeholders, the project will undertake regular engagement with the key stakeholder groups identified through the life of the project. Table 4.1 outlines Proposed Stakeholder Engagement Activities at the different stages of project lifecycle. The engagement methods identified for the purpose of this project includes: Focus Group Discussions; Semi-structured and Structured Interviews and Questionnaires; Open Public Meetings; and Information Disclosure. The process of information disclosure can be undertaken in two ways: either voluntary disclosure or disclosure as part of the regulatory requirements (EIA requirements, public hearing). As a standard practice, this SEP in English will be released for public review for the period of 21 days in accordance with Nigerian Regulatory Frameworks. Free printed copies of the SEP in English will be made accessible for the general public. Other Stakeholder Engagement and Disclosure Methods have been presented in Table 4.2. The management, coordination and implementation of the SEP and its integral tasks will be the responsibility of dedicated team members within participating state PIU, and local sub-contractors. The specific roles and responsibilities of the organizations/stakeholders are presented in section 5.1 and table 5.1. In compliance with applicable local and national laws and essentially the World Bank’s ESS 10, a project-specific mechanism is being set up to handle complaints and issues. This process (referred to as the Grievance Redress Mechanism) would be specially designed to collect, collate, review and redress stakeholders’ concerns, complaints and grievances. The Grievance Redress Mechanism (GRM) will be accessible and understandable for all stakeholders in the project and for the entire project life. The process to be followed for the redressal of grievances can be summarized as follows: Publicizing and Disclosure of the GRM; Page | 2 Receiving and Recording Grievances; Maintaining a Grievance Register; Acknowledgement of Grievance; Resolution and Closure; Update of Records. A summary of the nature of the grievance and the personnel to be involved in the grievance resolution is presented in Table 6.4. Monitoring and evaluation of the stakeholder process is considered vital to ensure the AGILE can respond to identified issues and alter the schedule and nature of engagement activities to make them more effective. A series of key performance indicators for each stakeholder engagement stage have been developed and outlined in Table 7.1. All stakeholder engagement activities as mentioned in the previous sections will be documented, in a standard engagement activities format, as can be seen in Table 7.2. The performance of the SEP-GRM will be reviewed on a bi-annual basis during the initial years of SEP implementation. For the purpose of review, quarterly reports will be considered for analysis and discussion. Page | 3 CHAPTER ONE: INTRODUCTION 1.1 Background Information The World Bank is supporting the Federal Government of Nigeria to implement the Adolescent Girls Initiative for Learning and Empowerment (AGILE) to Improved secondary education opportunities among girls in targeted areas in participating states. because girl’s secondary education in Nigeria is faced with many challenges. These include poverty, cultural norms and practices that hinder girls’ education, substandard service delivery, poor infrastructure, and fragility. The AGILE project is a multi-sectoral approach to overcome these challenges. Recognizing the importance of female education in Nigeria will support increased economic growth, higher productivity and earnings, reduce poverty at household levels, reduce gender inequality, promote economic competitiveness, lower infant and child mortality as well as maternal mortality rates through increased awareness/enlightenment and improved health and nutrition. The SEP seeks to define a technically and culturally appropriate approach to consultation and disclosure, to improve and facilitate decision making and create an atmosphere of understanding that actively involves project-affected people and other stakeholders in a timely manner, and to ensure that these groups are provided sufficient opportunity to voice their opinions and concerns, which may influence Project decisions. ESS 10 recognizes the importance of a systematic approach to open and transparent engagement between the project proponent and project stakeholders as an essential element of good international practice. For the Adolescence Girls project and its sub-project activities in the participating states, there is need for open and inclusive engagements/dialogues with stakeholders affected or likely to be affected by the project (project affected parties), and other interested parties throughout the project lifecycle as required by the World Bank’s Environmental and Social Standards 10 on Stakeholder Engagement and Information Disclosure. This SEP is designed to fulfil the project’s requirements as stated in ESS-10 of the ESF. Its goal is to promote and support inclusive and transparent participation of all stakeholders in the design and implementation of the AGILE. Where properly designed and implemented, stakeholder engagement supports the development of strong, constructive and responsive relationships that are important for successful management of a project’s environmental and social risks. Stakeholder engagement is most effective when initiated at an early stage of the project development process and is an integral part of early project decisions and the assessment, management and monitoring of the project’s environmental and social risks and impacts. 1.2 Purpose of the Project The proposed Project Development Objective (PDO) is to: Improve secondary education opportunities among girls in targeted areas in participating states. It aims to achieve this objective by addressing the critical binding constraints adolescent girls face with respect to education. The project will use a comprehensive approach to address these constraints by using the school, family and community platforms to empower adolescent girls. Page | 4 The approach will consist of interventions aimed at keeping girls in school and provide opportunities for them to acquire critical life skills and market relevant skills not currently offered in schools. 1.3 Objectives of the Stakeholder Engagement Plan Specific objective of this SEP is to establish a systematic approach to stakeholder engagement at project level that will: • identify stakeholders and build/maintain a constructive relationship with them to enable stakeholders’ views to be considered in project design and environmental and social performance; • assess the level of stakeholder interest and support for the project; • promote and provide means for effective and inclusive engagement with project affected parties throughout the project life cycle on issues that could potentially affect them; • ensure that appropriate project information on environmental and social risks and impacts is disclosed to stakeholders in a timely, understandable, accessible and appropriate manner and format; and • provide project-affected parties with accessible and inclusive means to raise issues and grievances and allow Borrowers to respond to and manage such grievances. 1.4 Project Components 1 Within this framework, the project is structured around three components: Component 1 Component 2 Component 3 Safe accessible learning Enabling Families, communities and Project management, spaces schools to support girls’ education system strengthening, and learning  1.1: Create new learning  2.1. Providing financial support spaces (Expansion of JSS + package to families • Project SSS + teacher package) management and  2.2. Community engagement, M&E  1.2: Improve learning Promoting Social and conditions (School behavioural change • System improvement grants: strengthening Rehabilitation of JSS/SSS  2.3 Empowering girls with life and school materials) skills and digital relevant skills • Learning agenda Figure 1.1: Project Components Component 1: Safe Accessible Learning Spaces The component aims to improve completion of quality secondary education for adolescent girls by addressing critical demand and supply constraints with respect to accessible learning space and improve learning conditions. 1 These components reflect the project components engaged on with stakeholders at the time. Slight modifications have since been made to components. Page | 5 Sub-component 1.1. Create new learning spaces: The component will address access gaps by constructing new JSS and SSS Classrooms in schools and renovating or expanding existing schools through Ministry of Education. To improve quality, the component will provide continuous professional development for teachers through colleges of education. Sub-component 1.2. Improve learning conditions: School grants will be provided to School Based Management Committees to improve learning environment as well as address the school’s needs identified by the school community including mothers’ club. This will be provided through the Ministry of Education. Component 2: Enabling Families, communities and Schools to Support Girls’ Education Sub-Component 2.1: Providing financial support package to families This component aims to provide financial support package to families to incentivize girls transition to and attendance of secondary school. This will be implemented by state ministries of education in partnership with private sector. Sub- Component 2.2: Community engagement, promoting social and behavioural change This component will support behavior and social norms change on the value of girls’ education and empowerment through media and by engaging traditional and religious leaders to serve as advocates. Traditional and religious leaders will be engaged via the Network of Traditional and Religious Leaders on Keeping Girls in School (KGIS Network). The component will support the formation of a Mothers’ association and boys’ clubs to support and monitor school attendance of teachers and students and feed into the School Based Management Committee (SBMC) accountability framework. Sub-component 2.3. Empowering girls with life skills and market relevant skills This component aims to empower and prepare adolescent girls to successfully navigate the different stages of life by equipping them with life skills (negotiation skills, conflict resolution, self-esteem leadership skills, financial literacy and adolescent health and nutrition), etc. It will also provide market-relevant skills training and a graduation grant upon senior secondary school completion. It will be implemented through collaborations with NGOs and the private sector. Component 3: System strengthening and learning agenda Sub-component 3.1. System strengthening: This component aims to provide technical support to Federal and state governments in institutional strengthening, policy review and improve their capacity at the federal, state and local government levels. Support will be provided to ensure effective project implementation and coordination, monitoring and evaluation and efficiency in service delivery. Sub-component 3.2. Learning agenda and impact evaluations: Impact evaluations, studies, pilot programs will be supported to facilitate learning that will enable scale up to other phases of the MPA. Learning will be facilitated from multi-dimensional approaches and allow lessons to be more easily applied to other operations. Page | 6 1.5 Regulations and requirements This section describes the requirements of the applicable reference framework for stakeholder engagement and grievance redressal, by a brief overview of the national legal provisions that necessitates citizenship engagement, disclosure of public information and adequate response to queries, concerns and grievances raised by the public on key government actions which include the following: • Applicable national regulations • Applicable World Bank Environmental and Social Framework While this section discusses the specific requirements for public consultations and disclosure, details of the applicable reference framework for the Project are provided in the Project Identification Document (PID) for the Project. 1.5.1 Applicable National Legal Provisions and Regulations for Environmental and Social Safeguards and Citizen Engagement Constitution of the Federal Republic of Nigeria (1999) as amended. Chapter Two of the Nigerian Constitution takes socio-economic rights of Nigerians into account. This Chapter includes the following sentence: ‘‘No citizen should be denied the right to environment, the right to secure and adequate means of livelihood, the right to suitable and adequate shelter, the right to suitable and adequate food, etc.’’ Section 20 of the Constitution also considers the use of resources and provides that the environment must be protected and natural resources such as water, air and land, forest and wildlife be safeguarded for the benefit of all stakeholders. The Freedom of Information Act (2011) The purpose of the Act is to make public records and information more freely available, provide for public access to public records and information, protect public records and information to the extent consistent with the public interest and the protection of personal privacy, protect serving public officers from adverse consequences for disclosing certain kinds of official information without authorization, and establish procedures for the achievement of those objectives. This Act applies not only to public institutions but also to private organisations providing public services, performing public functions or utilising public funds. According to the Act: - All stakeholders are entitled to access to any records under the control of the government or public institution - Any stakeholder denied information can initiate a court proceeding to affect the release of such information - All public institutions shall make available any records as requested by the stakeholders within a period of 7 days. Nigerian Environmental Impact Assessment (EIA) Act Cap E12, LFN 2004 Page | 7 This Act provides guidelines for activities for which EIA is compulsory (such as mining operations, road development, coastal reclamation involving 50 or more hectares, etc.). It prescribes the procedure for conducting and reporting EIAs and dictates the general principles of an EIA. The EIA act enshrines that consideration must be given to all stakeholders before the commencement of any public or private project by providing for the involvement and input of all stakeholders affected by a proposed project. The Nigerian Urban and Regional Planning Act, Cap N138, 2004 provides that any land development plan must be disclosed to stakeholders to prove that such projects would not harm the environment or constitute nuisance to the community. 1.5.2 World Bank Environmental and Social Framework The World Bank Environmental and Social Framework sets out the World Bank’s commitment to sustainable development, through a Bank Policy and a set of Environmental and Social Standards that are designed to support Borrowers’ projects, with the aim of ending extreme poverty and promoting shared prosperity. This Framework comprises: • A Vision for Sustainable Development, which sets out the Bank’s aspirations regarding environmental and social sustainability; • The World Bank Environmental and Social Policy for Investment Project Financing, which sets out the mandatory requirements that apply to the Bank; and • The Environmental and Social Standards, together with their Annexes, which set out the mandatory requirements that apply to the Borrower and projects. The Ten Environmental and Social Standards (ESS 1- 10) set out the requirements for Borrowers relating to the identification and assessment of environmental and social risks and impacts associated with projects supported by the Bank through Investment Project Financing. These are as follows: • ESS 1: Assessment and Management of Environmental and Social Risks and Impacts • ESS 2: Labor and Working Conditions • ESS 3: Resource Efficiency and Pollution Prevention and Management • ESS 4: Community Health and Safety • ESS 5: Land Acquisition, Restrictions on Land Use and Involuntary Resettlement • ESS 6: Biodiversity Conservation and Sustainable Management of Living Natural Resources • ESS 7: Indigenous Peoples/Sub-Saharan African Historically Underserved Traditional Local Communities • ESS 8: Cultural Heritage • ESS 9: Financial Intermediaries • ESS 10: Stakeholder Engagement and Information Disclosure. Environmental and Social Standard ESS1 and ESS10 apply to all projects for which Bank Investment Project Financing is sought. Page | 8 CHAPTER TWO: OVERVIEW OF STAKEHOLDER ENGAGEMENT The following section provides an overview of the applicability of SEP to the AGILE project, as well as the stakeholder engagement undertaken so far. The engagement thus far has been led by the Federal Ministry of Education and in close collaboration with the World Bank. Other key actors involved in the engagement include the Universal Basic Education Commission (UBEC), State Universal Basic Education Board (SUBEB), State Ministry of Education, Traditional rulers, Non-governmental organizations (NGOs) and Civil Society Organizations (CSOs), and other key stakeholders such as the Ministry of Women Affairs. Details on the principles of stakeholder engagement that guided the engagement so far and Area of Influence (AoI) can be found in Annex 1.as well as. 2.1 Applicability of the SEP to the Project The AGILE project seeks to improve secondary education opportunities among girls in targeted areas in participating states by constructing new schools and refurbishing existing dilapitaed existing learning conditions. It further seeks to provide cash-based scholarships to improve girls transition to and attendance of secondary school, provide life-skills and digital training, as well as engage in behavioural campaigns that seek to address social norms that have enabled negative attitudes and behaviours towards girl’s education and empowerment. Achieving these stated objectives will require a continuous and an inclusive SEP process. Given the above, the process will be important in: • ascertaing key project risks as the communities see them; • developing preventive and mitigtation measures to address risks; • ensuring concerns of communities are acknowledged and addressed; • informing targeting mechanisms for the identification of schools as well as for recipients of financial packages (special care will be given to ensuring that vulnerable groups are included in the dialogue – notably students with disabilities and their parents/gurdians, displaced girls, GBV survivors, among others) • helping to identify the best monitoring mechanisms for activities; • seeking inputs from stakeholders on how to develop an adaptive behavioral campaign that addresses differentiated concerns in communities, and the likely varied adoption rates of social norms that support girls education and their empowerment (notably, norms associated with child marriage, exclusionary education, SGBV and school- based violence (e.g. corporal punishment); • strenghthening the projects ‘safe school’ approach. The SEP applies to the entire AGILE Project, including any new States that may not be included in the initial scope of the Project. This document is applicable to the entire lifecycle of the Project with a specific focus on the implementation of the ESMF, RPF and other management plans. The SEP is a part of the larger pre-Project Safeguards Documents and is to be considered as a living document, to be updated regularly based on the emerging needs and patterns for engagement with the various stakeholders. Page | 9 2.2 Principles of Stakeholder Engagement and Grievance Redressal The stakeholder engagement and grievance redressal process for the Project will be based on the following principles: • Transparency and fairness: The process for grievance resolution shall be transparent, in harmony with the local culture, and in the appropriate language. It should explicitly assure potential users that the mechanism will not impede their access to other judicial or administrative remedies. • Accessibility and cultural appropriateness: Every member of the community or groups should have access to the grievance procedure. Any individual or group that is directly or indirectly affected by the Projects and its contractors’ activities, as well as those who may have an interest in the Projects or the ability to influence its outcome, either positively or negatively, can raise a grievance. To allow all stakeholders to have access to the mechanism, the grievance redressal procedure will be made available in the local languages of Hausa, Igbo, Yoruba, and Pidgin and any other language preferred by the community. • Meaningful Information: As part of the engagement process, meaningful information should be disclosed to the stakeholders to allow for active and informed engagement. • Openness and communication regularity: There are multiple channels available for individuals and groups to choose their preferred method of lodging grievances. • Channels of communication are kept open throughout the process of addressing each grievance, and up to 3 months after the situation has been resolved. • Written records: All grievances are registered on a Grievance Form and needs to be tracked through to resolution. • Dialogue and site visits: All grievances are considered to warrant discussions with the complainant and a site visit, if required, to gain a first-hand understanding of the nature of the concern. The purpose of the visit is to verify the validity and severity of the grievance. • Timely resolution: The Project aim to resolve all grievances within 3 weeks preferably. • Incorporation of feedback: The feedback received to-date from the engagement and grievance redressal process shall be incorporated into the Project and program design, and the same shall be reported back to the stakeholder. 2.3 Overview of Stakeholder Engagement So Far This section describes the engagement activities undertaken so far as part of the AGILE Project, during the project preparation process, the environmental and social assessment process, and as part of the preparation of Resettlement Policy Framework. The various engagements were led by the Federal Ministry of Education in close collaboration with the World Bank. The core focus of the consultations was to identify, assess the stakeholder’s interest, level of involvement and seek their contributions about the project design among other listed stakeholder’s engagement objectives. Stakeholder Engagement Process A preparation support mission for the AGILE Project mission was carried out from August 30 – September 13, 2019. The mission was included a World Bank team and in close collaboration with representatives of the Federal Ministry of Education, Universal Basic Education Commission (UBEC), State Universal Basic Education Board (SUBEB), State Page | 10 Ministry of Education, Traditional rulers, Non-governmental organizations (NGOs) and Civil Society Organizations (CSOs), and other key stakeholders. The mission objectives were to: (i) convey a 2-day technical workshop in Abuja prior to engagement with stakeholders at states (ii) undertake state visits to two participating states: Kaduna and Kano States; (iii) discuss with key stakeholders and reach agreement on implementation, institutional, fiduciary and safeguards arrangements with potential implementation agencies at federal and state levels; (iv) discuss and agree on in-depth concept and costing of program components; (v) discuss on proposed actions in preparation for the project and technical assistance at federal and state levels; and (vi) consult and coordinate with development partners and co-financiers. In Kaduna and Kano States, the World Bank team carried out high-level discussions with the State Governors and robust engagement with Ministries, Departments and Agencies (MDAs) responsible for girls’ education and empowerment, during which the World Bank team presented the proposed project concept and gathered input on the challenges and priority intervention areas for the two states given the broader objective of the project. In addition, the team undertook site visits to schools for rapid situation analysis, discussions with CSOs/NGOs implementing girls’ project, community mobilization and media actors and other stakeholders. Plenary discussions with state teams as well as in-depth one-on-one meetings with key officials of the MDAs, CSO/NGOs and all other relevant stakeholders were held. A 2-day Technical Workshop involving experts and advisory teams drawn from proposed project states and relevant federal MDAs was held at Rock view Hotel Royale, Abuja from 19th - 20th September 2019, to develop proposed interventions to address key constraints in girls educational and empowerment (Annex 3 presents the list of technical workshop participants). The following consensus were reached: 1. Communication strategy workshop required prior to project effectiveness 2. Age-group associations, like Boys Clubs, Girls Club, Women’s Association, should be carried along in the project design to allow reinforcement/entrenchment of positive communication messages at the community level. Federal Ministry of Education have existing Boys’ Education Movement and Girls’ Education Movement who use safe spaces in schools. 2.4.1 Engagement undertaken as part of the RPF preparation process Highlights of Consultation with MWA: The mandate of the Ministry of Women Affairs is to advise government on social issues including women protection and safety, Gender based violence, sexual health and protection, women right to work and working conditions, child labour, etc. Page | 11 During consultation with the Ministry of Women Affairs (MWA), the following issues were identified and discussed:  Women inclusion and opportunity for even participation in the AGILE project;  Gender based violence, sexual exploitation and harassment against women and girls and how AGILE project will guide against such in this project;  Labour influx and how to ensure that it is reduced or not pose a threat to women health and participation in AGILE, either as workers or students;  Child labour occurrences during construction stage and how AGILE project will avoid or manage this situation it its project;  Waste generation types from the project and how AGILE will manage wastes  Mandate of MWA and its capacity to implement its social responsibilities as will be assigned in AGILE project. During consultation with the Ministry of Women Affairs (MWA) the following issues were concluded:  The consultation concluded the need to train staff of the MWA and, the importance of ensuring that the PIU at all levels are fortified with skilled personnel that will carry out mandates on GBV/SEA, labour influx, child labour, grievance redress and other social safeguards concerns. Highlights of Consultation with the EA Department of the Federal Ministry of Environment The EA department has the mandate to regulate EIA, RAP and ensure compliance with guidelines and laws on environmental protection. It reviews EIA reports and gives approvals to EIAs. It also penalizes defaulters of EIA laws and is responsible for approving the disclosure of draft EIAs, RAPs and ESMPs prepared for projects in Nigeria. Consultation with EA department focused on the following aspects:  Quality of ESIAs/ESMPs submitted for disclosures in World Bank funded projects. The EA department wants World Bank as the clearing institution to ensure that reports meet the international standards all the time;  The EA department wants her involvement to be more meaningful in the preparation and monitoring of projects;  The EA department assured of its commitment to participate in projects funded by the Bank to ensure facilitation and standards. The key engagement activities undertaken as part of the RPF preparation process pertain to public meetings, consultations, and surveys as discussed below: • Public Meetings, 2019: In October, public meetings with various local RPF Preparation Process, were held in Kano, and Ado Ekiti respectively on 24th and 31st October 2019. As part of the meetings, information regarding the Project was disclosed, including the capacity of the Project. • Consultations were held with Officials of the State Ministry of Education, Stakeholders from relevant MDAs, Principals and Staff of some Secondary Schools (including Guidance Counsellors) in October 2019. Page | 12 2.4.2 Key Feedback received during Stakeholder Consultations Based on consultations undertaken for the AGILE Project, the following are some of the key feedback or areas of concern: Community perception and feedback • Project engagement with the local community and external stakeholders has been characterised by regular communication and interaction with the relevant stakeholders. Through this engagement, the Project has attempted to ensure timely dissemination of relevant information to the stakeholders in terms of Project activities, potential impacts from the same and the mitigation measures proposed. • Wherever relevant, feedback and input has also been sought from the community in terms of their expectations and concerns, especially so in terms of the land take process and entitlements identified as part of the livelihood restoration process. This engagement will be undertaken in keeping with the formal legal process through public hearings, as well as through consultations as part of the environmental and social assessment process since the Project inception. To the extent possible, this feedback and other input have been incorporated into the management plans and Project activities. • According to the information available, while the community and other stakeholders may have some concerns regarding the Project, the overall perception is positive. The communities view the Project as a source of local development in the area, primarily through the construction of classrooms, employment opportunity generation and local economy development from improved marketable skills development outlined in the project design. • Community liaison officer. This understanding of the engagement activities already undertaken by the Project, the key feedback and concerns of the local community towards the Project has informed the need for designation of a community liaison officer among the project team in participating state who will serve as the local point of contact between the Project and the PAPs and play an important role in the implementation of the stakeholder engagement process and the GRM. Page | 13 CHAPTER THREE: STAKEHOLDER IDENTIFICATION AND ANALYSIS This section provides an analysis of the stakeholders identified for the Project based on the land procurement, impact assessment, and GRM process. The stakeholder analysis for this SEP identifies the individuals or groups that are likely to be impacted by Project activities, and groups based on the significance of the impact/influence. This information is then used to formulate the SEP and assess the manner in which the interests of the stakeholders should be addressed during the Project lifecycle. 3.1 Stakeholder identification and analysis The Proponent will identify the different stakeholders, both project-affected parties and other interested parties. As set out in paragraph 5 of ESS 10, individuals or groups that are affected or likely to be affected by the project will be identified as ‘project affected parties’ and other individuals or groups that may have an interest in the project will be identified as ‘other interested parties.’ The stakeholders of the AGILE Project range from the direct beneficiaries – adolescent girls and those in their communities - to policy makers, participating State Government MDAs, Federal Government MDAs, development partners, civil society organizations, vulnerable groups and the media. The primary stakeholders play core roles in the project as well as the secondary stakeholders with differences in the level of impact of the project on each of them. Project stakeholders can further be categorized as primary, secondary and tertiary stakeholders. • Primary stakeholders are individuals, groups or local communities that may be affected by the Project, positively or negatively, and directly or indirectly especially those who are directly affected, including those who are disadvantaged or vulnerable. • Secondary stakeholders are broader stakeholders who may be able to influence the outcome of the Project because of their knowledge about the affected communities or political influence over them”. • Tertiary/Key Stakeholders: These are usually “external” who are not necessarily directly involved with the project, but whose even peripheral actions (or inactions) may positively or negatively or tangentially impact on the project and its outcomes. These include policy makers, civil society, government entities, media, etc. The level of involvement by the different stakeholders also form a basis for classification. This usually has to do with the level of interest of the stakeholders with regards to the expected outcomes of the project and how much the project team wants them to participate for practical reasons. The AGILE Project stakeholders are defined as individuals, groups or other entities who: I. Have a role in the project implementation (also known as ‘implementing agencies’); II. Are impacted or likely to be impacted directly or indirectly, positively or adversely, by the Project (also known as ‘affected parties’); and Page | 14 III. May have an interest in the Project (‘interested parties’). They include individuals or groups whose interests may be affected by the Project and who have the potential to influence the Project outcomes in any way. 3.2 Stakeholder Categorization For the purposes of effective and tailored engagement, the stakeholders of the AGILE Project can be divided into three core categories: 1. Implementing Agencies 2. Affected Parties 3. Interested Parties 3.2.1 Implementing Agencies This category of stakeholders encompasses the leading agencies responsible for overseeing the successful implementation of the AGILE Project. At the Federal Government Level, they include the: • Federal Ministry of Education (FMoE), Universal Basic Education and Secondary Education Commission; • Federal Ministry of Women Affairs and Social Development (FMWSD); • Technical Working Group (TWG) on Social Development (Ministry of Women and Social Development, • Ministry of Health • Ministry of Labour and Productivity, and • Ministry of Works and Housing); • The EA Department of the Federal Ministry of Environment; and • Bureau of Public Procurement (BPP); • Universal Basic Education Commission (UBEC) At the State Government level, they include: • State Ministry of Education (SMoE) • State Universal Basic Education Board (SUBEB) • State Ministry of Women Affairs and Social Development (SMWSD); • State Ministry of Health; • State Ministry of Environment; and • Bureau of Public Procurement (BPP); • State Relevant MDAs In order to meet best practice approaches, AGILE Project Implementing Agencies, at both Federal and State levels, will apply the following principles for stakeholder engagement: • Openness and life-cycle approach: Public consultations for the project(s) will be arranged during the whole life-cycle, and carried out in an open manner, free of external manipulation, interference, coercion or intimidation; • Informed participation and feedback: Information will be provided to and widely distributed among all stakeholders in an appropriate format; opportunities are provided for communicating stakeholders’ feedback, for analyzing and addressing comments and concerns; Page | 15 Inclusiveness and sensitivity: Stakeholder identification is undertaken to support better communications and build effective relationships. The participation process for the project(s) is inclusive. All stakeholders are encouraged to be involved in all consultation processes. Equal access to information is provided to all stakeholders. Sensitivity to stakeholders’ needs is the key principle underlying the selection of engagement methods. Special attention is given to vulnerable groups identified by the project which include the rural population, people living with disabilities, women, and disadvantaged youth. 3.2.2 Affected Parties This comprises persons, groups and other entities studying at one of the implementing Secondary Schools who will be recipients/beneficiaries of the capacity building program. This group is the core target audience and will be directly affected by the project implementation or/and outcomes. A subset of this category are the vulnerable groups. A significant factor in achieving inclusiveness of the engagement process is safeguarding the participation of vulnerable individuals in public consultations and other engagement forums established by the program. Vulnerable Groups are persons who may be disproportionately impacted or further disadvantaged by the project as compared with any other groups due to their vulnerable status, and that may require special engagement efforts to ensure their equal representation in the consultation and participation in the program. The vulnerable groups identified by the project include the adolescent girls (who are the primary vulnerable group) and women teachers. Other vulnerable groups may include girls/mothers with additional vulnerabilities, including but not limited to: • Girls with disabilities (varied types of disability – beyond the physical) • Separated and unaccompanied girls associated with displaced people • IDP students • Students who are HIV positive • Child-headed households • Single mother headed households • Widowed mothers • Girls who are survivors of violence. The afore-mentioned groups are considered particularly vulnerable as the curriculum and training programs may exclude their participation. Furthermore, there could be heightened risks of GBV and SEA at the project sites during minor civil works, or at schools after construction is complete. Engagement with the vulnerable groups and individuals often requires the application of bespoke measures and assistance aimed at the facilitation of their participation in the project- related decision making so that their awareness of and participation in the process are commensurate to those of the other stakeholders. 3.2.3 Interested Parties Interested Parties include stakeholders who may not experience direct impacts from the Project but who consider or perceive their interests as being affected by the project and/or who could influence the project and the process of its implementation in some way. Specifically, this category will include the following individuals and groups: Page | 16 • The local population who can benefit indirectly from interventions; • Residents and business entities, and individual entrepreneurs in the area of the project that can benefit from the capacity training program; • Local contractors who can support in the delivery of the AGILE Project; • Environmental and Social Consulting organizations in Nigeria that have staff that can be trained and will help build a cadre of trained professionals • Environmental protection authorities; • Local, regional and national level civil societies and non-governmental organizations (NGOs) with an interest in PES safeguards; • Other government ministries and regulatory agencies at regional and national levels including environmental, technical, social development and labour authorities; • AGILE Project employees and contractors; and • Mass media and associated interest groups, including local, regional and national printed and broadcasting media, digital/web-based entities, and their associations. Local NGOs and initiative/advocacy groups particularly those focusing on social development issues represent the considerable capacity that the project(s) may tap for disseminating information and raising awareness of the planned activities among the potentially affected communities in the project area. NGOs typically have well established interaction with the local communities, are able to propose the most effective and culturally appropriate methods of liaising based on the local customary norms and prevailing means of communication and possess the facilitation skills that may be utilized as part of the project’s consultations. In addition, NGOs may lend assistance in disseminating information about the proposed project(s) to the local communities, including in the remote areas (e.g. by placing information materials about the project in their offices, distributing the project information lists during events that they are organizing), and provide venues for the engagement activities such as focus-group discussions. The table below shows the Categorisation of Stakeholder Groups Table 3.1: Stakeholder Group Categorisation Stakeholder Group Primary Stakeholders Secondary Stakeholders Tertiary Stakeholders Community • Adolescent Girls • Local Community Leaders • Trade Associations • Project Affected Families and • Traditional Rulers People • Religious Leaders • Vulnerable Groups • Local Community in AoI Institutional • Implementation Partners • Project Financing Agencies • Traditional Rulers Stakeholders NGOs / CSO’s • Mothers Association • Religious Leaders • Boys Club Government Bodies • Regulatory Authorities • LGA Administration • MDAs • Government Bodies working • Policy Makers on Community • Corporate Bodies Development Activities • Civil Society • Government Entities Other Groups • Engineering, procurement, and • Local Political Groups construction contractors and • Media sub-contractors • NGOs/CSOs active in the area Page | 17 3.3 Stakeholder Mapping Stakeholder mapping is a process of examining the relative influence that different individuals and groups have over a Project as well as the influence of the Project over them. The purpose of a stakeholder mapping is to: • Identify each stakeholder group • Study their profile and the nature of the stakes • Understand each group’s specific issues, concerns as well as expectations from the Project • Gauge their influence on the Project. The significance of a stakeholder group is categorised considering the magnitude of impact of the Project on the stakeholder or degree of influence (power, proximity) of a stakeholder group on the Project functioning. The significance of the stakeholder group importance for the Project and the requirement for engaging with them is identified as an interaction of the impact and influence. The matrix for significance is as depicted in the table 3.2 below. Table 3.2: Stakeholder Significance and Engagement Requirement Influence by Stakeholder on Project Low Medium High Magnitude of Negligible Negligible Negligible Negligible Impact on Small Negligible Minor Moderate Project Medium Minor Moderate Urgent Large Moderate Urgent Urgent Page | 18 3.3.1 Magnitude of Impact of Project Table 3.3 provides a brief profile of the various stakeholders identified, along with their key expectations, concerns in terms of the Project activities and their level of significance. As stated in the table 3.2, the matrix of significance, stakeholder “significance” is determined by an assessment of the potential influence stakeholders may have on a project (determined by their current power/vulnerability and proximity) as well as the impact of the project on the stakeholder. The “stakeholder significance” does not however indicate how important the stakeholders are to the project (i.e. how seriously the government or other stakeholders should consider their views), nor are the levels set in stone. They in fact may change throughout the life cycle of the project. The analysis below can also serve to enable further robust engagement to ensure more equitable influence over the project for the most vulnerable to achieve the aims of the project. Table 3.3: Stakeholder Profile, Expectations and Project Impacts Stakeholder Profile of the Stakeholder Impact / Influence on the Impact / Influence of the Expectations & Concerns Magnitude of Stakeholder Group Group Project of this Stakeholder Group on the Impact / Influence Signific Stakeholder Group Project ance 2 Primary Stakeholders Project Affected •This stakeholder group • This stakeholder group • This stakeholder group shall The members of the PAFs Impact of Project on Moderate Persons comprises of the Adolescent constitutes the most play a critical role in the have high expectations from Stakeholder: Large girls in the various important stakeholder formation of public opinion the Project in terms of communities and their group as beneficiaries of the towards the Project and opportunities for livelihood Influence of families, PAFs to be identified project allowing for the smooth generation and community Stakeholder on as the households who are • This stakeholder group functioning of the Project. development. Some of the Project: Medium directly or indirectly impacted constitutes the most • This stakeholder group may key expectations include: by the project where there is important stakeholder be used as local resources as • Timely disclosure of occasion of a land take group as they will lose their construction labourers, information regarding the process. accommodation to the masons, drivers, etc. during Project in terms of details • These individuals, known as Project, which was the the construction phase of and timelines of Project Affected People. primary source of their the Project. implementation of plans • These PAFs are comprised of shelter / or farmland. • Members of these formulated; households from the Schools stakeholder groups can • Clarity on initiation of who are currently living in • The Project can impact the provide services/ goods construction activities and Staff Quarters they had PAFs by training them on required for the on employment (permanent renovated with their personal the right skills and construction of the Project or contractual) opportunities money but may give up connecting them to like truck services, petty with the Project; • Timely residential abode if they are livelihood opportunities / payment for any work which 2 This rating/level does not however necessarily indicate how important the stakeholders are to the project, nor are the levels set in stone. Page | 19 transferred out of the school, income generating activities contractors, suppliers of includes labour or using part of the School in keeping with the various construction materials, etc. involvement; land to farm as a means of management plans to be • Using local resources/ • Support in terms of market subsidizing their income formulated as part of the services will also help the linkages for existing skill set AGILE Project Project to fulfil the and livelihood enhancement requirements of labour measures; influx. • Support in establishing business enterprises and their linkage with the Project for sale of goods/ services; • However, caution should be taken so as not to encourage encroachment of School premises in anticipation of funds; and • Access to the GRM established for the Project. Vulnerable This stakeholder group • The Project can positively • This stakeholder group • Apart from the Impact of Project on Moderate Groups comprises of those impact this group by cannot exert much influence expectations and concerns Stakeholder: Large adolescent girls who are assigning priority to them on the Project, owing to its identified for the impacted vulnerable because of a form for design of applicable socioeconomic status PAFs, this stakeholder Influence of of disability, PAFs who may digital skills for the group’s primary expectation Stakeholder on be disproportionately adolescent girl’s pertains to preferential Project: Low impacted by the Project due acquisition, employment treatment in the to their socio-cultural and opportunities with the implementation of AGILE. economic status. livelihoods. Project and during AGILE • This preferential treatment However, within this larger implementation. may involve priority in group, there are those who • It is expected that any suitable employment are disproportionately intervention by the Project opportunities, skill-based impacted. This group is which is focused on them trainings followed by comprised of the following: will result in a significant employment with Project (if • Those without any potential improvement in the living unskilled or not source of income standards of this appropriately skilled), • Physically or mentally stakeholder group due to provision of cash-based disabled their present status support, wherever • Elderly couples / single applicable, etc. member households without support Page | 20 • Single women headed households Local • This stakeholder group is • This stakeholder group has • This stakeholder group shall The key expectations of the Impact of Project on Moderate Community comprised of the local been impacted by the play a critical role in the stakeholder group from the Stakeholder: Large in AoI population in the Project in terms of the loss formation of public opinion Project include: communities touched by the of common property towards the Project and • Completion of Project Influence of Project boundaries, which is resources and natural allowing for the smooth activities keeping in mind Stakeholder on not expected to be directly resources where there is functioning of the Project. community health and Project: Medium impacted by the Project land take by the Project and • This stakeholder group may safety. • Adequate and activities but may be by the development of the be used as local resources as timely communication of impacted indirectly. Project in the area. construction labourers, Project information, in terms • This stakeholder group may masons, drivers, etc. during of timelines of key activities benefit during the the construction phase of and their potential impacts. construction phase of the the Project. • Access to the GRM Project, where they can get • Members of these established for the Project. better business stakeholder groups can • Benefit sharing as per the opportunities on account of provide services/ goods PDA in terms of skill and influx of population required for the employment, infrastructural (contractors and labourers); construction of the Project development. hence greater demand for like truck services, petty • Access to community their products / services. contractors, suppliers of development benefits, in • The stakeholder group may construction materials, etc. • keeping with the be adversely impacted by Using local resources/ requirements of the the Project in terms of services will also help the applicable reference community health and Project to fulfil the framework. safety impacts of Project requirements stated in the Impact activities. PDA. Implementation • This stakeholder group is • The project will provide • This stakeholder group is The key expectations of the Impact of Project on Urgent Partners and comprised of the NGOs and sustained business critical for the smooth stakeholder group from the Stakeholder: NGOs third-party livelihood opportunity to this group for functioning and timely project pertain to: Medium restoration experts who will a long period. implementation of the • Timely and complete be engaged for • Timely provision of management plans provisioning of information Influence of implementing the plans information and resources formulated. pertaining to the AGILE, its Stakeholder on formulated as part of the by the project is critical for • The manner of functioning objectives, components and Project: High RPF, ESMF for the Project. performance of this of this group on ground will implementation process. • This implementation partner stakeholder group. influence the opinions of the • Timely provision of will collaborate with other • Adequate planning and local stakeholders about the financial resources and NGOs, which would be budget allocation will be project. support from SPIU for the assisting with the various imperative for the smooth Page | 21 entitlements identified in the implementation of the plans implementation of the RPF. formulated, which in turn management plans. may have an impact on the • Timely provision of community’s perception of information and update on the NGO. the commencement of the construction activities and the implications on the management plan implementation. Regulatory This group is comprised of the The impact of the Project on • This stakeholder group is • The main expectation of the Impact of Project on Moderate Authorities regulatory authorities at the this stakeholder group will high in priority as this group Regulatory Authorities from Stakeholder: Small local, State and Federal be negligible as it is a provides the permits and the Project Proponents is levels that are responsible for critical part of projects licenses essential for the compliance to all applicable Influence of various permits and licenses being implemented in the functioning of the project. guidelines, policies and Stakeholder on pertaining to the project. State and the country. • This stakeholder group can laws. Project: High result in Project shut down or stoppage for a few days and/ or penalties and fines being levied on the Project. Contractors and • This stakeholder group • The project provides a • This stakeholder group is • Clear communication in Impact of Project on Urgent other sub- comprises of the contractors sustained business critical for the smooth terms of tasks, roles and Stakeholder: contractors involved in the project. • opportunity to this group in functioning and timely responsibilities and Medium The main contractor for the the area • The project may implementation of the timelines for the project; project is not known as at thus provide an entry point project; • Undertaking project Influence of now into the locality and state to • This group may also play an activities in keeping with the Stakeholder on • Their packages of contract the contractors. important role in the contractual agreements and Project: High being awarded are unknown formation of public opinion applicable regulations in as at now towards the project. place; • The contractors may/ will in • This group will be a • Timely payment of dues; turn subcontract parts of the stakeholder in the and • Adequate provision for scope of work to local sub- implementation of the the health and safety of the contractors benefit sharing plans personnel on the project and formulated for the project. the affected community. Stakeholder Profile of the Stakeholder Impact / Influence on the Impact / Influence of the Expectations & Concerns Magnitude of Stakeholder Group Group Project of this Stakeholder Group on the Impact / Influence Signific Stakeholder Group Project ance Secondary Stakeholders Page | 22 Local • This stakeholder group is • The impacts of the • This stakeholder group shall • This group thus has the Impact of Project on Moderate Community comprised of those project on this stakeholder play a critical role in the ability to influence the Stakeholder: Large Leaders individuals in the group will be similar and formation of public opinion perception of the (Traditional community who hold comparable to that on the towards the Project and community with regards to Influence of & / or traditional or rational power. local community in the allowing for the smooth the project and its activities. Stakeholder on Religious) AoI. functioning of the Project. Project: Medium • This stakeholder group may be used as local resources as construction labourers, masons, drivers, etc. during the construction phase of the Project. • Members of these stakeholder groups can provide services/ goods required for the construction of the Project like truck services, petty contractors, suppliers of construction materials, etc. • Using local resources/ services will also help the Project to fulfil the requirements of labour influx. Project Financing • This stakeholder group is • The influence of the • This stakeholder group’s The main expectations and Impact of Project on Urgent Agencies comprised of the financing project on the stakeholder influence on the project will concerns of this stakeholder Stakeholder: Large agencies who are exploring group will primarily primarily pertain to the group from the project are as an investment opportunity in pertain to the impact the determination of the project’s follows: Influence of the project. project’s performance will financial feasibility. • Timely completion of the Stakeholder on have on the agency’s • In addition to the national project activities; and Project: High public opinion in the local rules and regulations, the • Ensuring that the project is area, country and project is required to comply complying to the applicable international arena. with the internal standards of reference framework, these financial institutions. especially in terms of health and safety, environmental management, SEA-GBV, vulnerable groups; including women and Page | 23 Labour rules & working conditions and disclosure of information. Local This stakeholder group is • The project will bring • This stakeholder’s influence The key expectations of the Impact of Project on Moderate Government comprised of the developmental gains and on the project will pertain to stakeholder group from the Stakeholder: / Community government departments and employment opportunities their role in the project include: Medium Developmen community development in the area. implementation of the • Timely disclosure of t association at Schools • The project is also Social Responsibilities information pertaining to the Influence of Associations district level, including PTA, expected to play a critical activities identified and the project; Stakeholder on HILWA, Mothers role in the development of management plans • Involvement in the Project: Low Associations, Boys Club, Etc these institution capacities formulated as well as in the formulation and Community through its CSR activities form of assistance for skill implementation of the Leadership / • This stakeholder group is and the implementation of trainings, income community development Elders comprised of institutions the management plans generating activities, etc. activities for the project; and Forum / such as health and education formulated. • Protection of the Mothers’ at the Ward level, which environment and the safety Association is in the process of of the local community. transition of to CDA level, as per the new administrative structure Community Development. Resettlement • This is a committee especially • The impact of the project • The impact of project on this The key expectations of the Impact of Project on Moderate Implementat formed for the project with on the stakeholder group stakeholder group is limited stakeholder group from the Stakeholder: ion representation of PAPs primarily pertains to the as the primary purpose of its project include: Medium Committee during the initiation of stakeholder group being formation is in relation to • Timely disclosure of resettlement process either formed for the sole resettlement aspects and its information pertaining to the Influence of because of land take or purpose of facilitating the completion. project; and Stakeholder on displacement or loss of negotiation process for the • The stakeholder group will • Involvement in the Project: Medium assets or access. resettlement aspect of the play a role in any future land formulation and • The role of the committee is project. take for the project in the implementation of the limited after the finalisation area. resettlement aspects of the of the resettlement process. • This committee can also project and other community play a greater role if it is development activities for involved in the the project as the need may implementation of the arise. management plans formulated. Page | 24 MDAs working • This stakeholder group • The impact of the project • This stakeholder group will The key expectations of the Impact of Project on Minor on includes those government on this stakeholder group have an impact on the local stakeholder group from the Stakeholder: Small Community bodies which are involved in is expected to primarily community in the project project include: Developmen undertaking community pertain to the role the area, the PAFs and • Timely disclosure of Influence of t Activities development activities such project will play in subsequently on the information pertaining to the Stakeholder on as the cottage industry implementing market functioning of project and project; and Project: Medium department, Creative arts skills acquisition and implementation of the • Involvement in the and Fashion, Food linkages in the community AGILE aspects of formulation and processing horticulture development activities in marketable skills. implementation of skill department, etc. the area. acquisition and linkage with community development. Local Political • This stakeholder group is • The impact of the project These groups are very active • Undertaking project Impact of Project on Medium Groups comprised of the political on the group is expected in the area and are looked activities in keeping with Stakeholder: parties and local politicians to be limited to that on the up to by affected people the applicable regulations in Medium active in the States and local community as a and other people at large. place; region. whole. • This stakeholder group may • Adequate livelihood Influence of play an important role in restoration and support for Stakeholder on the polarisation of public their respective groups/ Project: Medium opinion towards a project. settlements; • Assistance in Resettlement of the displaced community presently living in IDP camps; and • Timely implementation of the management plans. Media • This stakeholder group is • The influence of the • The influence of the • Provisioning of adequate Impact of Project on Medium comprised of the local or project on the stakeholder stakeholder group on the community development Stakeholder: Small state, regional and national is likely to be extremely project is likely to pertain to measures by the project; press (both print and audio- limited due to the nature of the opinion formation • Compliance to the Influence of visual). This stakeholder the project activities amongst the local, national regulatory requirements and Stakeholder on group can play an extremely and potentially international international best practices Project: High important role in the stakeholders towards the applicable to the project; generation of awareness and project. • Timely disclosure of public opinion towards the GBV issues are to be of major information pertaining to the project. interest to the Stakeholder project; and group • Ensuring safety of the local community, workers and the environment. Page | 25 NGOs / CSOs • This stakeholder group is • The influence of the • The influence of the •Provisioning of adequate Impact of Project on Medium operating in comprised of regional, project on the stakeholder stakeholder group on the community development Stakeholder: Small the area national and international is likely to be extremely project is likely to pertain to measures by the project; Non-Governmental limited due to the nature of the opinion formation • Compliance to the Influence of Organizations (NGOs) and the project activities amongst the local, national regulatory requirements and Stakeholder on Civil Society Organizations and potentially international international best practices Project: High (CSOs) operating in the stakeholders towards the applicable to the project; sphere of education of girls, project. • Timely disclosure of human/ child rights, GBV issues are to be of major information pertaining to the indigenous people’s interest to the Stakeholder project; and development and community group • Ensuring safety of the local development community, workers and the environment. Page | 26 CHAPTER FOUR: PROPOSED STAKEHOLDER ENGAGEMENT ACTIVITIES (THROUGHOUT PROJECT LIFE-CYCLE) 4.1 Proposed Engagement Activities In keeping with the applicable reference framework and the expectations of the stakeholders, the project will undertake regular engagement with the key stakeholder groups identified throughout the life of the project. Key information disclosure will bear around the planning and preparatory stages of the project to ensure sustainability of the project design through its operation and achievement of outcomes. In keeping with this, one of the key engagement mechanisms identified for the project is the FPIC process to be undertaken for the project and the grievance redressal mechanism (GRM) put in place for the project. International standards increasingly emphasize the importance of a consultation being ‘free, prior and informed,’ which implies an accessible and unconstrained process that is accompanied by the timely provision of relevant and understandable information. To fulfil this requirement, a range of consultation methods are applied. Based on the previous engagement activities and the profile of the stakeholders thus developed, certain engagement activities have been identified for the project going forward, as shown in Table 4.1. The primary objective of these engagement activities is to allow for the stakeholders to interact with the project and contribute towards the project planning and in an effective and culturally appropriate manner. While the table below and following sub-section identifies the key proposed engagement activities, in keeping with the present understanding, it is acknowledged that the engagement plan is a live document. These engagement activities proposed, their frequency, location and modus operandi will be updated as required, based on the monitoring process and feedback of the stakeholders throughout the life of the project. Furthermore, the following table and engagement plan will not limit the project from interacting with the stakeholders when required. A summary description of the engagement methods and techniques that will be applied by project developer is provided in Table 4.1 below. The summary presents a variety of approaches to facilitate the processes of information provision, information feedback as well as participation and consultation. An attendance list should be made available at the commencement of all engagement activities to record all participants who are present at the meeting. Wherever possible, attendees’ signatures should be obtained as a proof of their participation. Details of the attendees who were not initially on the list (e.g. those participating in place of somebody else, or public) should be included in addition to those who have registered for the meeting in advance. In most cases and as a general practice, the introductory initial part of the meeting should be delivered in a format that is readily understandable to the audience of laypersons and should be free of excessive technical jargon. If necessary, preference should be given, whenever possible, to the oral and visual methods of communication (including presentations, pictorials, Page | 27 illustrations, graphics and animation) accompanied by hand-out materials imparting the relevant information in understandable terms rather than as text laden with technical intricacies. If a large audience is expected to attend a public meeting or a hearing, necessary arrangements will be made to ensure audibility and visibility of the presentations. This includes provision of a microphone, proper illumination, projector, places allocated for the wheelchair users, etc. Taking records of the meeting is essential both for the purposes of transparency and the accuracy of capturing public comments. At least three ways of recording may be used, including:  Taking written minutes of the meeting by a specially assigned person or a secretary;  audio recording (e.g. by means of voice recorders); and  Photographing. The latter should be implemented with a reasonable frequency throughout the meeting, allowing notable scenes to be captured but at the same time not distracting or disturbing the audience excessively. Where feasible, a video recording may also be undertaken. Combination of these methods ensures that the meeting is fully documented and that there are no significant gaps in the records which may result in some of the important comments received from the stakeholder audience being overlooked. Page | 28 Table 4.1: Proposed Stakeholder Engagement Activities Purpose of Stakeholder Procedure for Method of Frequency of Proposed Location Opportunity to comments Information consultation Groups Notification Engagement Engagement of Engagement & Feedback dissemination strategy Planning and Pre- Construction Phase Information disclosure on: Project Adolescent Girls Project Website Use of August to At Ward / Oral and written comments Public disclosure for all Components and questionnaires for December Community Offices channelled to school’s safeguard documents is 21 Scope, • Project Use of selected both the adolescent 2019 or in locations authority at district level or days by law. Affected schools board, girls and the and identified in at state level. Resettlement Families and families. consultation with the The executive summary of Policy Framework, People Use of Ensuring the participation of the safeguard documents stakeholders. community town Use of interviews At the time of vulnerable individuals and shall be in local language Environmental • Local criers, and separate focus formulation where necessary, and not more than two groups in project Social Community in group discussion and finalisation logistical assistance pages that can be pasted or Existing notice consultations may require the Management AoI for women, of respective displayed in strategic boards in the should be provided to implementation of tailored Framework, vulnerable groups. plans locations accessible to all • Vulnerable implementing enable participants techniques. periodically stakeholders, to understand Stakeholder Groups agencies from the remote Use of focus group the opportunities, risks and Engagement Plan, discussion and areas, persons with Attention will be given to the Community making direct limited physical impacts associated with the meetings for local vulnerable groups to ensure Grievance Redress Institutions calls (in case implementation of any community abilities and those that they are not denied Mechanism fixed-line or project • Local leaders, with insufficient project benefits. mobile phone Environmental and Community NGO/CSO. financial or e.g. the displays and communication is Social Leaders transportation means The Placement of any of the visuals with a lesser available) Provisioning of Management Plans, to attend public project materials in the emphasis on technical • NGOs/CSO • reports and updates meetings scheduled announcement in public domain is also aspects). Resettlement in local language the public media by the project. accompanied by making Action Plan • Mothers in keeping with – local, regional available a register of This will be done by Association / reporting and national, as comments and suggestions focus group discussions, VDC Institutions requirements on well as the that can be used by any monitoring participation the project to • Media distribution of member of the affected rates, undertaking Project financing invitations and agencies and parties, other stakeholders beneficiary assessments, District full details of the Administration regulatory and public to provide their using online platforms to forthcoming authorities. written feedback on the allow access to otherwise meeting well in advance, contents of the presented disadvantaged groups, and materials. ensuring that at least 30% Page | 29 • Project including the As a rule, the register is made of participant trainees are Financing agenda. available for the entire females as applicable on Agencies duration of the requisite the project. disclosure period. Where • Regulatory necessary Authorities Construction Phase of Classrooms and other supporting Infrastructures Purpose of Stakeholder Procedure for Method of Frequency of Proposed Location Opportunity to comments Information consultation Groups Notification Engagement Engagement of Engagement & Feedback dissemination strategy Information Contractors and Project Website Focus Group Regular At Project Site evaluation (feedback) forms Drafting an agenda for disclosure on: - Sub-contractors Discussions Meetings/ may be distributed to the consultation meeting dissemination of Toolbox talks In keeping with GRM is an opportunity to participants to give them an Timeline of Resettlement posters/ Interviews with provisions provide a clear and opportunity to express their construction cycle, Implementation advertisements in key informants At least six itemized outline of the Committee Office opinion and suggestions on Committee public places monthly; meeting’s structure, Occupational Questionnaires through the the project Administrative sequence, chairpersons, a health and safety on • Regulatory Announcement in construction As part of the GRM Offices range of issues that will be site, Authorities the public media – phase , a project representative or an process discussed and a format of local, regional and appointed consultant should Labour • Local Political Offices/community the discussion (e.g. national, as well At least be made available to receive management plan Groups Regular Meetings centres or in locations presentation/ as the distribution monthly and record any verbal identified in demonstration followed by of invitations and Meetings with through the feedback in case some Monitoring of the consultation with the a Questions & Answers – full details of the resettlement Resettlement stakeholders experience a resettlements stakeholders Q&A session, facilitated forthcoming Committee implementation action plan difficulty with providing work in small groups, meeting well in Members as and when comments in the written feature story and advance, required form. experience sharing, including the thematic sessions with a agenda. free speaking format enabling the mutual exchange of ideas). A clearly defined scope of issues that will be covered at the meeting gives the prospective participants an opportunity to prepare their questions and comments in advance. Page | 30 It is essential to allocate a sufficient amount of time for a concluding Q&A session at the end of any public meeting or a hearing. This allows the audience to convey their comments and suggestions that can subsequently be incorporated into the design of the project. The project keeps proof of the publication (e.g. a copy of the newspaper announcement) for accountability and reporting purposes Operation and Closure Phase Purpose of Stakeholder Procedure for Method of Frequency of Proposed Location Opportunity to comments Information consultation Groups Notification Engagement Engagement of Engagement & Feedback dissemination strategy Monitoring of the Adolescent Girls Provisioning of As and when At VDC / Mothers evaluation (feedback) forms project activities reports and updates required Association Offices may be distributed to and regular Mothers in local language in through the or in locations participants to give them an engagement Association / keeping with operation and identified in opportunity to express their VDC Institutions reporting closure phase consultation with the opinion and suggestions on • Project Affected requirements of on stakeholders the project Families and the project People • Local Community in AoI • Vulnerable Groups • Local Community Leaders Page | 31 Project Status • Media Broadcast of At least Keeping a record of all public Update • NGOs/CSOs information in annually or as comments received during newspapers, on and when the consultations meetings radio and local required enables the project’s television through the responsible staff to initiate operation and necessary actions, thereby Reporting closure phase requirements in enhancing the project’s keeping with overall approach taking onto regulatory consideration the framework stakeholders’ priorities. The recorded comments and how they have been addressed by the project become an appropriate material for inclusion in the project’s regular reporting to the stakeholders. Page | 32 Table 4.1 shows some tools for engagement for information disclosure and feedback. The methods of engagement incorporate individual profiles, concerns, and expectations of the groups. The need for different modes of engagement is primarily because the utilization of a common modus operandi for all the stakeholders and that too for the whole project duration may result in the failure of the engagement process to achieving its goals. The following methods have been identified for the purpose of this project: • Focus Group Discussions: An FGD refers to a discussion carried out amongst a group of people (6 to 8) from a similar background/profile on a specific topic while being guided by a moderator. The primary purpose of such discussions is to gather insight into the thought process of the group with regards to a particular issue. Apart from FGDs, general discussions with either the community or individual representatives are also part of the engagement process. This method allows for the collective opinion of these groups to be captured and assessed. This method of consultation is imperative for the vulnerable groups because consultations with the entire community run the risk of the dominant group’s views predominating. These discussions can be undertaken either at the villages of residence, the Secondary Schools, the Project site office, or any other location agreed upon with the stakeholders. If a location apart from the villages of residence is chosen, care should be taken to ensure the comfort of the stakeholders (e.g. provide food) and the discussions should be timed to allow the representatives to reach their residences before dark. • Semi-structured and Structured Interviews and Questionnaires: In semi-structured interviews and questionnaires, a pre-determined set of open questions or check points are used to gather information pertaining to specific themes or issues. Similar to the FGDs, these interviews can be undertaken either at the villages of residence of the stakeholders, the common VDCs, the project site office, or any other location agreed upon with the representatives. • Open Public Meetings: These meetings and consultations not only form a part of certain regulatory requirements (such as public hearing) but also serve as useful tools for gathering information from larger groups. These meetings and consultations typically involve a notification (to publicise the matter to be consoled upon) and a consultation (a two-way flow of information). • Information Disclosure: This process is not only part of certain regulatory requirements but also a requirement of the partners in the project. The process of information disclosure can be undertaken in two manners, either voluntary disclosure or disclosure as part of the regulatory requirements. One of the key components of the disclosure process for the project will be the FPIC process. 4.2 Disclosure and Participation Plan Information disclosure is an important activity not just as a form of engagement but for also enabling the other engagement activities to be undertaken in an informed and participatory manner. This section outlines the process to be followed for the disclosure and participation as part of the AGILE Project implementation. It is required under ESS 10 that the Proponent will maintain and disclose as part of the environmental and social assessment, a documented record of stakeholder engagement, Page | 33 including a description of the stakeholders consulted, a summary of the feedback received and a brief explanation of how the feedback was taken into account, or the reasons why it was not. 4.2.1 Disclosure Mechanism The process of information disclosure can be undertaken in two ways: either voluntary disclosure or disclosure as part of the regulatory requirements (EIA requirements, public hearing). While regulatory disclosure involves the provisioning of information as required by the authorities and agencies involved in the project, voluntary disclosure refers to the process of disclosing information to the various stakeholders in a voluntary manner. This disclosure not only allows for trust to be built amongst the stakeholders through the sharing of information, but it also allows for more constructive participation in the other processes of consultation and resolution of grievances due to availability of accurate and timely information. One of the most critical components of the disclosure process is the disclosure of the RPF, ESMF, RAP, ESIA provisions for the project, and receiving feedback from the stakeholders on the same. As a precautionary principle, the project also has to establish Free Prior Informed Consent (FPIC) from the Local Stakeholders in the various communities. The following sections provide an understanding of the information disclosure process to be followed for the project in general. 4.2.2 Key Aspects to be covered in Disclosure As part of the information disclosure process, critical project information will be shared and feedback will be sought from the stakeholders on the same, including: • The key project impacts identified; • The details of the RPF/RAP Plans formulated and the entitlements within the same; • The summary of the ESMF/ESIA update and the key impacts and mitigation measures identified in the same; • The basis of the establishment of entitlements and the entitled groups identified; • The implementation mechanism and schedule for the GRM initiatives; • The details of the compensation already paid to the community; and • The details of the additional compensation to be paid and the budget for the RPF implementation. 4.2.3 Process for Disclosure of Information As a standard practice, this SEP in English will be released for public review for the period of 21 days in accordance with Nigerian Regulatory Frameworks. Distribution of the disclosure materials will be done by making them available at venues and locations convenient for the stakeholders and places to which the public have unhindered access. Free printed copies of the SEP in English will be made accessible for the general public at the following locations:  Federal Ministry of Education;  Federal Ministry of Women Affairs and Social Development;  Environmental Assessment Department, Federal Ministry of Environment and its Zonal Offices in the participating Pilot States;  The Ministries under the Technical Working Group;  State Ministry of Education of the participating States; Page | 34  State Ministry of Environment of the participating States; and  Other designated public locations to ensure wide dissemination of the materials. Electronic copies of the SEP will be placed on the website of the Bank and each implementing agencies. This will allow stakeholders with access to Internet to view information about the planned development and to initiate their involvement in the public consultation process. The website will be equipped with an online feedback feature that will enable readers to leave their comments in relation to the disclosed materials. The mechanisms which will be used for facilitating input from stakeholders will include press releases and announcements in the media, notifications of the aforementioned disclosed materials to local, regional and national NGOs, relevant professional bodies as well as other interested parties. 4.3 Timetable for Disclosure The disclosure process associated with the release of project E&S appraisal documentation, as well as the accompanying SEP will be implemented within the following timeframe:  Placement of the SEP in public domain – Dates to be confirmed by AGILE Implementing Agencies  21-day disclosure period – Dates to be confirmed by AGILE Implementing Agencies  Public consultation meetings with project stakeholders to discuss feedbacks and perceptions about the program – Dates to be confirmed by AGILE Implementing Agencies  Addressing stakeholder feedback received on the entire disclosure package – Dates to be confirmed by AGILE Implementing Agencies. This method has been identified as the most suitable approach for information disclosure keeping in mind the literacy levels in the area. In order to ensure that the opinions of the sections of the community who don’t have access to the reports are also taken into account, public consultations are recommended. These public consultations can be done on an annual basis or as and when the urgency of the situation warrants having such public consultations. The SEP will remain in the public domain for the entire period of project development and will be updated on a regular basis as the project progresses through its various phases, in order to ensure timely identification of any new stakeholders and interested parties and their involvement in the process of collaboration with the project. The methods of engagement will also be revised periodically to maintain their effectiveness and relevance to the project’s evolving environment. The outline presented in the table below summarizes the main stakeholders of the project, types of information to be shared with stakeholder groups, as well as specific means of communication and methods of notification. Table 4.2 below provides a description of stakeholder engagement and disclosure methods recommended to be implemented during stakeholder engagement process. Table 4.2: Stakeholder Engagement and Disclosure Methods Stakeholder Group Project Information Shared Means of communication Project Affected Stakeholder Engagement Plan; Public notices. Parties Public Grievance Procedure; Electronic publications and press releases on the Regular updates on Project Project website. development. Dissemination of hard copies at designated public locations. Press releases in the local media. Consultation meetings. Page | 35 Information leaflets and brochures. Separate participatory focus group meetings with vulnerable groups, as appropriate. Non-governmental Stakeholder Engagement Plan; Public notices. Organizations Public Grievance Procedure; Electronic publications and press releases on the Regular updates on Project project website. development. Dissemination of hard copies at designated public locations. Press releases in the local media. Consultation meetings and workshops. Information leaflets and brochures. Ministries, Stakeholder Engagement Plan; Dissemination of hard copies of the ESMF/ RPF Departments and Regular updates on Project package, and SEP at municipal administrations. Agencies development; Project status reports. Meetings, multi- Additional types of Project’s stakeholder workshops and round tables. information if required for the purposes of regulation and permitting. Project Employees Employee Grievance Procedure; Staff handbook. Updates on Project development. Email updates covering the Project staff and personnel. Regular meetings with the staff. Posts on information boards in the offices and on site. Reports, leaflets. Page | 36 CHAPTER 5: RESOURCES AND RESPONSIBILITIES 5.1 Introduction In this sub-section the proposed organizational structure and management functions for the stakeholder engagement function at AGILE are described. The management, coordination and implementation of the SEP and its integral tasks will be the responsibility of dedicated team members within participating state PIU and local sub-contractors. The roles and responsibilities of the organizations are presented below. The Project Implementation Unit (PIU) will be responsible for the preparation and physical implementation of the project. While AGILE may decide to adapt a structure suitable to its needs, it is emphasized that the various components listed and described below should be represented in the organizational structure in order to successfully implement the SEP: • PM, who is responsible for overseeing and coordinating all activities associated with stakeholder engagement; • The Social Standard/Development Officer (SSO) who is part of the PIU will manage all social development aspects of the project, oversee all planned stakeholder engagement activities or in process of being implemented; • Administration, who will be responsible to manage all activities related to database, documents and logistics; and integration/support, which relates to the interaction with other departments, initiatives or projects. AGILE through the assistance of the Traditional authorities will hire Community Liaison Officers who will be the direct contact for PAP in the local communities. The Community Liaison officers will facilitate stakeholder engagements at community level under the supervision of the SSO. They will provide AGILE with assistance during consultations, identification of PAPs, and conducting of interviews, where required. The Community Liaison Officers are considered to be an extension of the PIU and therefore will be entitled to a stipend according to traditional practices for similar community office bearers and therefore will not be salaried like the PIU staff. Responsibilities of the SSO include the following: • Develop, implement and monitor all stakeholder engagement strategies/plans for the Project; • Oversee all stakeholder engagement related activities for the Project; • Manage the grievance mechanism; • Interact with related and complementary support activities that require ad hoc or intensive stakeholder engagement (community development and land acquisition/resettlement planning and implementation); • Liaise with the project managers to ensure that stakeholder engagement requirements/protocols are understood; and • Proactively identify stakeholders, project risks and opportunities and inform the PM / The engineering consulting company (to undertake detailed designs) shall be recruited to provide institutional capacity and support to the Project Implementation Unit (PIU) with: (a) overall project management and supervision including procurement, design, contract Page | 37 management; and (b) oversee the overall implementation, monitoring, and reporting of safeguards aspects such ESMPs, LMP, SEP and RAPs. After familiarizing themselves with the project area through reading and consultations with the AGILE Project Unit, the consultants will design appropriate questionnaires intended for data collection at project location levels. The consultant will design questionnaires for data collection from various households, individual farm units, depending on the nature of information source. 5.1.1 Integration and support Since stakeholder engagement activities will influence other departments or require their inputs, the SSO needs to ensure that the various managers are included or kept informed on the stakeholder engagement process. Decisions taken by managers might have a direct or indirect impact on communities which would need to be communicated at the appropriate time. Anticipated stakeholder engagement roles for the various decision-makers are outlined below: • Project Manager: Will be responsible to sustain relationships and communicate with Government entities and the media. These engagements will be required throughout the Project’s life and decisions taken as a result of these engagements could potentially impact AGILE’s relationships with communities (e.g., site selection or compensation agreements); • Contract Manager: Opportunities for contractor/employment are a key concern for community members. They are also very sensitive about appointing people from local community’s opposed to communities located further away from the project site. This requires that a defined process of employment be developed as expected under a labour management plan and disclosed publicly and clearly communicated to community leadership and members. In order to advance the Project, the PIU will work collaboratively with some of the Federal and State Ministry of Education departments and stakeholders such as (i) Purchasing, (ii) Finance, (iii) Customer Services, (iv) Technical Services Department, (v) Tender Committee, (vi) and Public Affairs Department (including the SO) on a as needed basis. The roles and responsibilities, their interest and potential influence, and the internal coordination and communication arrangements are summarised below. Table 5.1: Roles and responsibilities Departments Role Interest Influence Coordination Frequency Purchasing coordinate overall High High Hold meetings to Regularly procurement under the update procurement (quarterly) project and prepare and plans and review revise Procurement Plans delivery timelines as needed that have high project risk impact Finance account for the deposits High High Hold meetings to Regularly and withdrawals of evaluate project (quarterly) project funds with financial Financial institution(s) performance and perform the audits and provide financial reports in accordance with the World Bank rules and guidelines Page | 38 Public Affairs Work with the Social High Low Hold meetings to Regularly Officer to conduct review and update stakeholder engagement stakeholder and project disclosure engagement plan and outreach activities Technical Ensure timely and High High Hold project Regularly Services efficient construction and progress meetings to Department classrooms sanitation highlight project facilities, and skill challenges and risks acquisition infrastructure Tender Ensure timely approval High High Provide updates on Regularly Committee of procurement processes project progress and through reports and meetings to discuss project risks that need their intervention 5.1.2 External Resources In case the internal resources at the project appear to be insufficient, the project will also consider engaging a reputed third party in the form of the organization familiar with the region and are acceptable to the community. The NGO would then not only serve as a link between the company and the community but as a third party in the implementation of the SEP and GRM. 5.1.3 Training The project will, from time to time assess the adequacy and capacity of the PIU team members in terms of their understanding of the SEP and GRM put in place for the project and the principles governing the same. Provisions for refresher trainings will be put in place. All parties involved on the SEP will attend a workshop that will orient everyone about the Project and appraise all individuals of responsibilities and reporting structures. 5.1.4 Financial Resources The project will ensure that the budget formulated for the purpose of the stakeholder engagement process and grievance redressal is sufficient to meet the expenses of the same. In case of grievances requiring monetary compensation, the amount for the same will be provided through the dedicated escrow account set up for the project. 5.1.5 Budget The Project Implementation Unit has an adequate standing budget allocated towards the Stakeholder Management Program. This is a budget that, as at when necessary, will be supplemented and/or increased by other budgets related to the activities required for the SEP. Once the project has been finalised, a detailed budget for the implementation of this SEP will be provided and this will be included in the updated SEP. Annex 1 has a proposed budget line for SEP for participating States. Page | 39 CHAPTER SIX: GRIEVANCE REDRESS MECHANISM Grievance redressal is another critical component of effective stakeholder engagement. The purpose of GRM is to provide a forum to the internal and external stakeholders to voice their concerns, queries and issues with the project. Such a mechanism would provide the stakeholders with one project personnel or one channel through which their queries will be channelled and will ensure timely responses to each query. This will allow for trust to be built amongst the stakeholders and prevent the culmination of small issues into major community unrest. The GRM will be accessible and understandable for all stakeholders in the project and for the entire project life. The GRM will be communicated to all relevant stakeholders and will also be applicable for any contractor that will occupy and/or use land during the construction and operations phase. In compliance with applicable local and national laws and essentially the World Bank’s ESS 10, a project-specific mechanism is being set up to handle complaints and issues. This process would be specially designed to collect, collate, review and redress stakeholders’ concerns, complaints and grievances. This process will be carried out using dedicated communication materials (specifically, a GRM brochure or pamphlet) which will be developed to help stakeholders become familiar with the grievance redress channels and procedures. Locked suggestion/complaint boxes will be posted in each implementing agency and Secondary School and they will maintain a grievance register to capture and track grievances from submission to resolution and communication with complainants. Project website (and that of the implementing agencies) will include clear information on how feedback, questions, comments, concerns and grievances can be submitted by any stakeholder. It will also provide information on the way grievances will be handled, both in terms of process and deadlines. Complaints should be addressed promptly using an understandable and transparent process that is culturally appropriate and readily acceptable to all segments of affected communities and is at no cost and without retribution. The mechanism should be appropriate to the scale of impacts and risks presented by a project and beneficial for both the company and stakeholders. The mechanism must not impede access to other judicial or administrative remedies. This section contains the following: • Grievance definition and categories and GRM principles; • Some of the key emerging grievances based on consultations with FMoE / SMoE and community; and • The process of receiving, documenting, addressing and closing grievances. 6.1 Grievance Definition and Categories As stated earlier, a grievance is a concern or complaint raised by an individual or a group within communities affected by company operations. Both concerns and complaints can result from either real or perceived impacts of a company’s operations and may be filed in the same manner and handled with the same procedure. Grievances may take the form of specific complaints for actual damages or injury, general concerns about project activities, incidents and impacts or perceived impacts. Based on the understanding of the project area and the stakeholders, an indicative list of the types of grievances have been identified for the project, as can be seen below: Page | 40 • Internal Grievances. Grievances from Employees (including both direct and indirect employees, including local workers and migrant workers through contractors):  Complaints pertaining to amount of wage, salary, other remuneration or benefits as per Company’s Human Resource policy  Timely disbursement of remuneration  Gender discrimination  Issues related to workers organization  Labour Accommodation  Health and Safety issues  Extended working hours  Sexual harassment (SEA – GBV) in relation to workers. • External Grievances  Entitlements identified as part of the Conditional Cash Transfer and the implementation of the same  Damage of trees and property, losses to community forest  Issues related to transportation and traffic  Increase in environment pollution  Impact on community health  Disturbances to locals due to influx of migrant workers in the area  Issues arising out of sharing of employment and business opportunity  Concerns over the impact on local cultures and customs  Sexual harassment (SEA – GBV) in relation to workers or adolescent girls. The list of grievances will be regularly updated as and when a new one arises. 6.2 Internal Grievance Mechanism The process to be followed for the redressal of the internal stakeholder grievances is summarized in the figure below. Page | 41 Figure 6.1: Schematic Representation of the Internal Grievance Redressal Process Page | 42 6.2.1 Publicity and Disclosure of the GRM The GRM will be disclosed to the stakeholders through written and verbal communication. The mediums to be used for this purpose are staff meetings, written communication and one-to-one meetings. Each worker and employee shall be made aware of the GRM in place at the time of joining, as part of the induction process. 6.2.2 Receiving and Recording Grievances As part of the GRM, the grievances from the stakeholders or their representatives may be communicated verbally (in person to the respective supervisor or over a telephonic conversation) or in written form (in the form given below). All grievances communicated in any of these mediums shall be recognized and recorded by the supervisor as and when it is expressed. Table 6.1: Grievance Recording Form GRIEVANCE REGISTRATION Case No.: Date: Name: Department / Contractor’s Name: Phone No.: email: Details of grievance: Name of person recording grievance (if applicable) Designation of recording person (if applicable): Proposed date of response to grievance: Signature of recording person (if Signature of complainant applicable) GRIEVANCE REDRESSAL RESPONSE Date of redresses: Decision (give full details): The project will also put in place suggestion/complaint boxes at strategic locations across the participating schools and community. These suggestion/complaint boxes will be opened at least every week. The employees and workers may drop their grievances in these boxes as well in keeping with the format attached. In case of any worker or employee needs to file an anonymous complaint, s/he shall be allowed to do so by not filling the Name, department, signature and contact information. Page | 43 6.2.3 Maintaining a Grievance Register Each grievance thus received, shall be recorded in a Grievance Register. The format for the Grievance Register is presented in the table below: Table 6.2: Grievance Register S/No.: Date Grievance Name of Department Medium of Details of Concerned Name of Status Remarks No.: Grievant Communication Grievance Department Recorder 1. 2. 3. 4. 5. 6. Page | 44 This grievance register shall be updated at each stage of the grievance redressal. Once the grievance is recorded in the register, a preliminary analysis shall be undertaken by the designated grievance officer. This role can be performed by the HR representative in case of company or contractor and the social standard officer in case of the PIU on the AGILE, while the designated grievance officer can be the guidance counsellor in participating school to ensure that the grievance is within the scope of the GRM. 6.2.4 Acknowledgement of Grievance Once the grievance is received, a grievance number shall be allocated and communicated to the grievant. This communication shall also serve as an acknowledgement of the grievance. In case the grievance is assessed to be out of the scope of the GRM, a communication towards the same shall be made to the grievant, and an alternative mode of redressal shall be suggested. As part of this acknowledgement, a tentative timeline for the redressal of the grievances shall be identified, in keeping with the process below. This acknowledgement shall be provided on the same day as the grievance is received. 6.2.5 Resolution and Closure Allocation of Responsibility Once the grievance is received and recorded, based on the subject and issue, the Grievance Officer shall identify the department, contractor or personnel responsible for resolving the grievance. Grievance Investigation The Grievance Officer and concerned department shall then undertake an enquiry into the facts and figures relating to the grievance. This shall be aimed at establishing and analysing the cause of the grievance and subsequently identifying suitable mitigation measures for the same. The analysis of the cause will involve studying various aspects of the grievance such as the employees past history, frequency of the occurrence, management practices, etc. As part of this investigation, the Grievance Officer may also undertake confidential discussions with the concerned parties to develop a more detailed understanding of the issue at hand. The site investigation shall be completed in no more than 10 working days of receiving the grievance. Resolution, Escalation and Closure Based on the understanding thus developed, the grievance officer, in consultation with the concerned departments, shall identify a suitable resolution to the issue. This resolution shall be accordingly communicated to the grievant within 10 working days of completing the site investigation. In case the issue is beyond the purview of the grievance officer, it should be escalated to the department head or Owner’s Engineer (OE) (as appropriate). A communication regarding the same shall be provided to the grievant. The department head or /OE shall in turn endeavour to resolve the grievance within 10 working days of the escalation. In case the grievance remains unsettled, Department head or /OE will forward the case to the PIU for the settlement. The Project Manager at the PIU shall endeavour to resolve the grievance within 10 working days. Page | 45 If, however, the PM is not able to identify an adequate resolution for the grievance, then an adequate response shall be given to the grievant along with a suggested alternative resolution to the grievance. If at any stage, the grievant is not satisfied with the solution, s/he may choose to ask for an escalation of the grievance to the next level at the State Ministry of Education. 6.2.6 Update of Records The records of the grievance register shall be updated every working week with the present status of the grievance. Once the grievance is resolved, and the same has been communicated to the grievant, the grievance shall be closed in the grievance register. The grievance register should also provide an understanding of the manner in which the grievance was resolved. These instances shall then serve as references for any future grievances of similar nature. In case of anonymous complaints, a summary of the grievance and resolution shall be posted on the notice boards and other relevant public places. 6.3 External Grievance Mechanism The process to be followed for the redressal of the external stakeholder grievances is summarized in the figure below. Page | 46 Figure 6.2: External Stakeholder Grievance Redressal Mechanism Schematic Representation Page | 47 6.3.1 Publicizing and Disclosure of the GRM The GRM will be disclosed to the stakeholders through written and verbal communication. The mediums to be used for this purpose are public meetings, group discussions, and provisioning of the GRM in the manner outlined in the previous section. The GRM disclosure will be done along with the disclosure of other management plans. 6.3.2 Receiving and Recording Grievances As part of the GRM, the grievances from the stakeholder or their representatives may be communicated verbally (in person or over a telephonic conversation) or in written form (in the format given below) to the project representatives or to the designated Grievance Officer (GO) directly. If the grievance is received directly by the GO or other project representatives, it will be recorded directly into the Grievance Form as soon as the personnel return to site. A sample grievance form is as follows: Table 6.3: Grievance Recording Form GRIEVANCE REGISTRATION Case No.: Date: Name: Office Location: Unit: Phone no: Details of grievance: Name of person recording grievances: Designation of recording person: Proposed date of response to grievance: Signature of recording person Signature of complainant GRIEVANCE REDRESSAL RESPONSE Decision of GO (give full details): Claimant accepts the outcome: Accepted Not accepted Signature of claimant: Signature of GO: All project staff will be informed that they must pass all grievances, communications to the Grievance Officer (discussed in the following section) on site as soon as possible after they are received. Details of the person lodging the grievance shall be noted and passed along with the grievance. The Grievance Officer in turn will communicate all grievances to the Social Standard Officer/Manager for the project. For assisting the communication of grievances, a Register will be maintained at the project office and camp, at which any individual/group can come have their complaint registered. Page | 48 Village leaders and government departments will also be advised to pass any complaints they receive to the site level community liaison officers. 6.3.3 Maintaining a Grievance Register Each grievance thus received, shall be recorded in a grievance register. The format for the grievance register shall be as follows. This grievance register shall be updated at each stage of the grievance redressal. Once the grievance is recorded in the register, a preliminary analysis shall be undertaken by the social standard officer/ manager to ensure that the grievance is within the scope of the GRM. 6.3.4 Acknowledgment of Grievance Upon the completion of the recording of the grievance, the stakeholder will be provided with an acknowledgment of the receipt, along with a summary of the grievance. Box 5.1: Acknowledgement Receipt for Claimant This receipt is acknowledgement of grievance registration by_________, resident of village ___________________________________ on date ______________. His case number is _______________ and the date for response is _________________. Full name & signature of recording person In case the grievance is assessed to be out of the scope of the GRM, a communication towards the same shall be made to the grievant, and an alternative mode of redressal shall be suggested. 6.3.5 Site Inspection and Resolution For the purpose of verifying and resolving the grievances received, site inspection may not be required in all the cases. Depending upon the sensitivity of the issue, requirement of a site inspection will be identified. A site inspection will be undertaken by the site level community liaison officers or the project member assigned by the Social Standard Officer/ Manager. The purpose of the site inspection will be to check the validity and severity of the grievance. For this purpose, the personnel may also undertake discussions with the concerned external stakeholder. The inspection will be undertaken within ten days of receiving the grievance. The assigned individual will then work with other relevant members of the Project team to investigate the problem and identify measures to resolve the grievance as appropriate. The personnel to be involved in the grievance resolution shall be dependent upon the nature of the grievance, as discussed in the table below. Table 6.4: Classification and Categorisation of External Grievances S/N Nature of Grievance . Categorisation 1. Compensation Environmental and Social Standard Officer 2. Resettlement implementation related Project Management, Social Standard Officer and Contractor, 3. Compensation on account of damage to Contractor, Social and Environmental community forest etc. Standard Officer 4. Environmental impact, Community Project Management, Environmental and health, culture and customs etc Social Standard Officer 5. Migrant worker related issues Contractor, Social Standard Officer Page | 49 6. Sexual harassment / GBV Human Resource Executive of Contractor/ Social Standard Officer of PIU 7. Others Contractor, Environmental and Social Standard Officers, Project Manager 6.3.6 Resolution, Escalation, and Closure Based on the understanding thus developed, the social standard officer/manager, in consultation with the concerned departments, shall identify a suitable resolution to the issue. This could involve provision of information to clarify the situation, undertaking measures to remedy actual problems or compensate for any damage that has been caused either by financial compensation or compensation in-kind, and introduction of mitigation measures to prevent recurrence of the problem in the future. This resolution shall be accordingly communicated to the grievant within 10 working days of completing the site investigation. In case the issue is beyond the purview of the social standard officer/manager, it should be escalated to the Project Manager of the PIU (as appropriate). A communication regarding the same shall be provided to the grievant. The Project Manager shall in turn endeavour to resolve the grievance within 10 working days of the escalation. In case the grievance remains unsettled, the Project Manager will forward the case to the AGILE FPCU for the settlement. The FPCU Team shall endeavour to resolve the grievance within 10 working days. If, however, the FPCU Team is not able to identify an adequate resolution for the grievance, then an adequate response shall be given to the grievant along with a suggested alternative resolution to the grievance. If at any stage, the grievant is not satisfied with the solution, s/he may choose to ask for an escalation of the grievance to the next level. Where a grievance is found to be not a real problem a clear explanation will be provided to the complainant. 6.3.7 Update of Records The records of the grievance register shall be updated every working week with the present status of the grievance. Once the grievance is resolved, and the same has been communicated to the grievant, the grievance shall be closed in the grievance register. The grievance register should also provide an understanding of the manner in which the grievance was resolved. These instances shall then serve as references for any future grievances of similar nature. Where there is evidence of recurring issues or grievance coming up on the project, it is necessary to flag this up to the FPCU in order to assess if the project design requires updating. 6.4 World Bank Grievance Redress System Communities and individuals who believe that they are adversely affected by a project supported by the World Bank may also complain directly to the Bank through the Bank’s Grievance Redress Service (GRS) (http://projects-beta.worldbank.org/en/projects- operations/products-and-services/grievance-redressservice). A complaint may be submitted in English, or in local languages, although additional processing time will be needed for complaints that are not in English. A complaint can be submitted to the Bank GRS through the following channels: Page | 50  By email: grievances@worldbank.org  By fax: +1.202.614.7313  By mail: The World Bank, Grievance Redress Service, MSN MC10-1018, 1818 H Street Northwest, Washington, DC 20433, USA  Through the World Bank Nigeria Country Office in Abuja: 102 Yakubu Gowon Crescent, Asokoro, Abuja The complaint must clearly state the adverse impact(s) allegedly caused or likely to be caused by the Bank supported project. This should be supported by available documentation and correspondence to the extent possible. The complainant may also indicate the desired outcome of the complaint. Finally, the complaint should identify the complainant(s) or assigned representative(s) and provide contact details. Complaints submitted via the GRS are promptly reviewed to allow quick attention to project-related concerns. In addition, project-affected communities and individuals may submit complaints to the World Bank’s independent Inspection Panel, which will then determine whether harm occurred, or could occur, as a result of the World Bank’s non-compliance with its policies and procedures. Complaints may be submitted to the Inspection Panel at any time after concerns have been brought directly to the World Bank’s attention, and after Bank Management has been given an opportunity to respond. Information on how to submit complaints to the World Bank Inspection Panel may be found at www.inspectionpanel.org Page | 51 CHAPTER SEVEN: MONITORING AND REPORTING For the purpose of ensuring the proper and effective implementation of the SEP and GRM, the project will ensure that this engagement process is given as much importance as the other project activities and ensure the availability of the required resources. This section discusses monitoring/reporting for SEP implementation. 7.1 Monitoring and Evaluation Monitoring and evaluation of the stakeholder process is considered vital to ensure the AGILE is able to respond to identified issues and alter the schedule and nature of engagement activities to make them more effective. Adherence to the following characteristics /commitments /activities will assist in achieving successful engagement: • Sufficiency of resources to undertake the engagement; • Inclusivity (inclusion of key groups) of interactions with stakeholders; • Promotion of stakeholder involvement; • Sense of trust in AGILE shown by all stakeholders; • Clearly defined approaches; and • Transparency in all activities. Monitoring of the stakeholder engagement process allows the efficacy of the process to be evaluated. Specifically, by identifying key performance indicators that reflect the objectives of the SEP and the specific actions and timings, it is possible to both monitor and evaluate the process undertaken. Two distinct but related monitoring activities in terms of timing will be implemented: • During the engagement activities: short-term monitoring to allow for adjustments/improvements to be made during engagement; and • Following completion of all engagement activities: review of outputs at the end of engagement to evaluate the effectiveness of the SEP as implemented. A series of key performance indicators for each stakeholder engagement stage have been developed. A series of key performance indicators for each stakeholder engagement stage have been developed. Table 7.1 shows the indicators, and performance against the indicators will show successful completion of engagement tasks. Table 7.1: Key Performance Indicators by Project phase Project Phase Key activities Indicator Preparatory & Preliminary Stakeholder engagement Stakeholder engagement reports & Planning phase for on project designs and anticipated records of meetings construction impacts. Number of notifications & mode of Notification on multi-media (posters, communication radio, TV, AGILE website Number of letters/emails sent Official correspondence Project Project Notices issued Newspaper clippings, updates on the Implementation AGILE website Recorded Grievances in the GRM All grievances addressed as per grievance procedure Page | 52 Pending grievances & suggested resolutions SEP Implementation SEP reports Public gatherings Number of public gatherings & records (topics discussed) Official correspondence Number of letters/emails sent Project Completion SEP implementation Project SEP final report The identification of new concerns and impacts in the development of the ESMP/RAP is a key element of stakeholder engagement that will occur over the complete project lifecycle and will serve as an overall indicator for the utility of the stakeholder engagement process. In the ESMP/ RAP Reports there will be: a review of the engagement activities conducted; levels of stakeholder involvement (particularly for affected communities, adolescent girls, women and vulnerable people/groups); the issues discussed and outcomes; and the extent to which stakeholder issues, priorities and concerns are reflected in the Reports, particularly with respect to mitigation and monitoring strategies contained in the Environmental and Social Action Plan. 7.2 Review of Engagement Activities in the Field During engagement with stakeholders the engagement team will assess meetings using a feedback evaluation form or asking questions to participants, depending on the stakeholder group, to ensure that messages are being conveyed clearly. The engagement team will conduct debriefing sessions while in the field. This assesses whether the required outcomes of the stakeholder engagement process are being achieved and provide the opportunity to amend the process where necessary with the use of engagement tools developed through the ESMP/RAP engagement including: • Stakeholder database; • Issues Log or Issues and Response table; and • Meeting records of all consultations held. Moreover, the tool can be used to manage on-going Project issues, and for stakeholder identification and analysis processes as interests and influence changes. 7.3 Reporting Stakeholder Engagement Activities Evaluation of performance will be assessed based on the extent to which the engagement activities and outputs meet those outlined in this SEP. In assessing performance, the following will be considered: • Materials disseminated: types, frequency, and location; • Place and time of formal engagement events and level of participation including specific stakeholder groups (e.g. adolescent girls, women, youth, community leaders); • Number of people attending public or formal meetings; • Number of comments received on specific issues, type of stakeholder and details of feedback provided; • Numbers and type of stakeholders who meet the Project team by mail, telephone and any other means of communication; • Meeting minutes, attendance registers and photographic evidence; Page | 53 • Comments received by government authorities, adolescent girls & family, community leaders and other parties and passed to the Project; and • Numbers and types of feedback and/or grievances and the nature and timing of their resolution, and the extent to which feedback and comments have been addressed and have led to corrective actions being implemented. Furthermore, given that a number of contractors and external parties will be involved in the project at various stages of its development, it will be ensured that the contractors/third parties abide by the principles established as part of the SEP and GRM. Wherever possible, relevant conditions will be inserted into the contracts, including right to investigate reported incidents and penalties for non-compliance. Also, it will be ensured that vetted and agreed Codes of Conduct are developed and shared with the relevant contractor employees. The SSO plays a critical role as internal change agent for social and stakeholder-related matters in AGILE. This becomes important if social and stakeholder risks identified need to be escalated for higher-level decision-making to identify a resolution. The SSO needs to remain actively involved with the project implementation as it affects any community development and land acquisition/resettlement planning and implementation in order to identify potential risks or opportunities and ensure that the needed administrative support is provided. Moreover, grievances submitted as part of the community development and land acquisition/resettlement processes need to be addressed under the GRM scheme. 7.4 Documentation, Monitoring and Reporting Process As has been discussed in the previous sections, the review and appraisal process in any project is an extremely important component for the smooth functioning and the avoidance of major risks within a project. The importance of the review process lies in the fact that it allows for the corrections of any oversight which may have been made during the initial stages of a project through mid-course corrections. This also serves as an important quality assurance mechanism. The review process becomes all the more important when it is kept in mind that the SEP is a ‘live document’ or in other words a document which needs to be updated in a timely manner so as to make it comprehensive for any given period of time. This is so, because of the life span of the project; it is difficult to properly identify and understand each stakeholder in the beginning of the project. The SEP thus requires regular reviews keeping in mind attributes such as the stakeholders, the engagement process for each stakeholder and the reporting time period for each. 7.5 Documentation of the SEP-GRM Implementation All stakeholder engagement activities as mentioned in the previous sections will be documented, in a standard engagement activities format, as can be seen below. Table 7.2: Format for Recording Engagement Activities Date Location Stakeholder Form of Purpose of Key Reference Remarks Group Engagement Engagement findings/ to MoMs In addition to this format, the key points of each engagement activities will be documented in the form of Minutes of Meetings (MoMs), which will be signed by the attendees of the activities. These MoMs will be referred to in the documentation format, as can be seen above. Page | 54 To the extent possible, photographic evidence will be maintained of the engagement activities undertaken. 7.6 Monitoring of the SEP-GRM Implementation It is important to monitor stakeholder engagement to ensure that the consultation and disclosure efforts are effective, and especially that the key stakeholders such as local communities have been meaningfully consulted through the process. The monitoring of the SEP implementation, which will be undertaken on a quarterly basis by the Project Monitoring Manager will include: • Auditing the implementation of the SEP; • Monitoring the formal and informal consultation activities conducted with the stakeholder groups; and • Monitoring the effectiveness of the engagement processes in managing impacts and expectations by:  Tracking feedback received from engagement activities  Recording and tracking commitments made to adolescent girls & families, communities; and  Assessing the efficacy of the engagement activities in terms of the desired outcomes and the participation of the stakeholder groups The Social Manager will also undertake quarterly reporting to the Project Manager which would allow for the Project Manager to adequately monitor the implementation of the SEP, as is discussed in the following section. 7.7 Reporting of the SEP-GRM The initial years of Project construction and CCT implementation will witness lot of flux in the profile of stakeholders identified and subsequently the nature of their stakes may change. Additionally, the concerns and grievances of the PAFs and other stakeholder may also be more on account of uncertain location of the PAFs, CCT implementation, and other construction related issues. Thus, the performance of the SEP-GRM will be reviewed on a bi-annual basis during the initial years of SEP implementation. For the purpose of review, the quarterly reports will be considered for analysis and discussion. On the basis of these reports, a Stakeholder Engagement and Grievance Redressal Report will be prepared and disclosed biannually and annually, including a summary of issues raised by stakeholders, numbers and subjects of grievances, a summary of key actions taken to address the concerns, analysis of trends and plans for engagement in the next time period. 7.8. Capacity Building Program Fundamentally, training and capacity building increase direct and indirect communication among different stakeholder groups engaged with evidence syntheses. The two-way information flow that comes from effective communication can ensure that: an evidence synthesis concentrates on the issues of greatest importance; outputs can be understood by a wider audience; and benefits of evidence-based approaches are clear. These benefits include improved transparency, accountability, and accuracy, and reduced risk in decision-making. These points are all essential for helping to bridge the ‘knowing-doing gap. Page | 55 Table 7.3- identify five broad categories of training, from question formulation to communication of findings, where training is important for effective two-way communication among the full range of different stakeholder groups on the project. Table 7.3: Capacity building training categories to strengthening stakeholder engagement process Training summary and Stakeholders engaged Stage of the Suggested training purpose in training evidence synthesis media process 1.World Bank Environmental PIU Staff (Particularly Scoping and In person or online and social standard the social and question (training courses) framework -ESS Standards 1- environmental teams) formulation, 10, Participating school’s Communicating guidance councilor outcomes 2. End-user and public PIU Staff (Particularly Scoping and In person or online engagement the social and question (training courses) Providing skills relating to environmental teams) formulation, stakeholder analysis, conflict Participating school’s Communicating management, and guidance councilor outcomes participatory methods 3. Systematic review and map Project team at Federal Planning (scoping, In person or online methods in depth and state level protocol (training courses) methodological training development) and In person or on- regarding each step of the conduct Any (not line (presentations, systematic review and map linked to a specific training courses) process; question formulation, review) scoping, searching, screening, data extraction and coding, critical appraisal, synthesis, report writing Anything from a basic overview of systematic review and map methods to advanced details on methodology, provided as a valuable transferable skill 4. Preparation of Project team at federal Report preparation Written (technical visualizations and and state level Communication summaries), in communication media person or online Production of readily (workshops, digestible data visualizations training courses) Training in development of Written (technical communication materials summaries), in tailored for specific person or online stakeholder groups, and in (workshops, communication skills training courses) 5. Value of systematic All stakeholders Any (not linked to a Written (flyers, reviews/map methods (particularly review specific review) factsheets, non- Advocacy of systematic funders, prospective Question technical review and map methods as a reviewers, policy formulation Peer- summaries), online Page | 56 Training summary and Stakeholders engaged Stage of the Suggested training purpose in training evidence synthesis media process funded activity, source of stakeholders and review (protocol (websites, videos), evidence in decision-making, practitioners) Subject and final report) in person or research endeavor. experts, researchers, Communicating (presentations, Explanation of limitations of policy specialists, outcomes workshops, short traditional reviews relative to practitioners, review courses) Written systematic review/map advisory groups Peer- (flyers, factsheets, methods Giving an overview reviewers End-users non-technical of the need for and methods (policy stakeholders, summaries), in involved in systematic practitioners) person reviews and maps Giving an (workshops), overview of the need for and online (websites, detailed methods involved in videos) Written systematic reviews and maps (technical Giving an overview of the summaries) methods involved in Written (flyers, systematic reviews and maps factsheets, non- and how to interpret the technical review findings summaries), online (websites, videos), in person (presentations, workshops) Page | 57 ANNEX 1: Importance of Stakeholder Engagement The level of success and sustainability of the AGILE project is crucial and dependent upon proper Stakeholder Engagement and its associated activities taking place. Stakeholder Engagement is more than just a process. It is a way of achieving and maintaining influence and by doing so producing positive outcomes through effective management of relationships. It is also a key skill across Programmes and Projects. The so-called Stakeholder engagement cycle needs to be managed because if it isn’t the quality of engagement with stakeholders and the essential two-way communication will suffer. The Stakeholder Engagement Cycle is as follows: 1. Identification of Stakeholders (Who?) It can be useful to organize the stakeholders by category and note what they care about e.g. Understand the socioeconomic status of the Girl Child, women, stakeholders, indigenous group etc, their understanding and expectations of the Project, and its potential impacts and the changing socioeconomic profile of the communities hosting the Secondary Schools. 2. Creation and analysis of stakeholder profiles (Why? What?). This will help: • Understand influences, emerging concerns, interests and attributes of the stakeholders towards the outcomes being produced • Prioritize stakeholder engagement • Focus resources to contribute to the most successful outcomes • Ensure communication channels are exploited and aligned • Understand the Importance and power of each stakeholder. • To record this analysis in a single document called a Stakeholder Profile. The key information from this creates the Stakeholder Register. This can be used to show the current status of the different groups and is much easier to review. The key document that feeds into the profile data is the Stakeholder Map. The stakeholder map and profiles need to be updated when new stakeholders are identified, or the interests of existing one’s change. 3. (Re)definition of the Stakeholder Engagement Strategy (How?). This needs to be actively adjusted and redefined and can be influenced by the following: • Scale of cultural, organizational or societal change • Managing expectations • Adequate resourcing • Document control (e.g. stakeholder profiles). 4. Planning of the Engagements (When?) Communications are core to this activity and messages need to be consistent, appropriate in number, focused and brief. The objectives of the communication process are to keep awareness and commitment high, ensure that expectations do not drift out of line with what will be Page | 58 delivered, explain what changes will be made and when, and describe the future end state or vision. Some tips around this: • Send the right message to the right audience in a timely and effective manner. • Identify specific measures to allow meaningful engagement with the different stakeholder groups in a manner that is transparent and accessible and using culturally appropriate communication methods with a specific focus on vulnerable groups. • The greater the change, the greater the need for clear communication about the reasons and rationale behind it. • Have a communication feedback system to assess the effectiveness of the communications sent. • Ensure relevance and recognition and engender trust. • Use established key phrases such as “touchstone statements” or “sound bites” as the foundation for communication. 5. Engagement with Stakeholders (The Doing) This could involve stakeholders in early workshops. It is critical at this point to ask the stakeholders and then listen. It is a two-way communication which can involve more subtle and informal means. The project team will often need to influence and maintain momentum. 6. Measurement of the Effectiveness (The Results) It is advisable to sample the stakeholder communities straight from the start. Feedback will reveal under-communication or miscommunication. It will also answer the question if the stakeholders have changed? This question leads back to the first step of the cycle of step 1. It is important to gather this feedback in person and input it into the relevant fact check in order to improve the process cycle, such is its importance. The Project Area of Influence is nationwide but will be focused on the participating pilot States at the initial stage. The project might later involve scaling-up to cover more states. The schools chosen in each of the participating States and the community within which the school is located, will also feel the direct impact of the Project. The interventions of the project will prove beneficial for the communities and residents and adolescent girls living within the project participating pilot states. Page | 59 ANNEX 2: PROPOSED ONE YEAR BUDGET FOR STAKEHOLDER ENGAGEMENT FOR PARTICIPATING STATES S/No. Item Expected Frequency Estimated Total (Naira) Participants. unit cost 1. Stakeholder 50 60 500,000 30,000,000.00 Engagement in site locations 2. Town-hall meetings in 200 12 1,000,000 12,000,000.00 Locations where AGILE Project exist 3. 2-Day Primary 40 2 1,800,000 3,600,000.00 Stakeholders retreat 4, Subsidiary staffing of 1 12 150,000 1,800,000.00 the social unit (Salary) 5. Stakeholder 250 2 1,500,000 3,000,000.00 consultative Forum 6. Purchase of audio Bulk 2,500,000.00 visual and Public Address systems 7. Purchase of publicity 3 30,000,000 90,000,000.00 vans Registration & Insurance 8. Maintenance of 12 300,000.00 3,600,000.00 Vehicles & Fuelling / Vehicle 9. Miscellaneous Lump 3,600,000 3,600,000.00 (Printing etc.) Sum 10. TOTAL 150,500,000.00 Page | 60 APPENDIX 3: Consultations in Ekiti State Plate A 1: Consultations with Ministry of Education official, SEPIP Project Teams and Ministry of Women Affairs official with Environmental and Social Standard Consultant. Plate A 2: Consultation of Ministry officials and Consultants with St Louis Girls School Principal Plate A 3: Consultation of Ministry officials and Consultants with Mary Immaculate Girls School Principal and PTA Page | 61 APPENDIX 4: SUMMARY OF STAKEHOLDERS CONSULTED TO DATE Table A 1: Attendance Sheet for Stakeholder Consultation Preparation of Safeguards Instruments for AGILE Project in Kano NAME DESIGNATION INSTITUTION Mrs Leo-Agwoko Nnenna M Project Coordinator Federal Ministry of Education Abdulsshakur A Nuhu Spc/Gpe/Mpep Ministry of Education Kano Hajia Amina Umar Director social Kano SUBEB mobilization Alhaji Nasir Abdullahi Board Secretary Kano State School Management Kwalli Board (KSSMB) Adamu Muhd Nababa Director PRS KSSMB Mrs Sende Jennifer Gender Desk FME Soohemba Mrs Kitan Oluwagbuyi Social framework FME (Sustainability ltd) Consultant Arc Abubakar S. Bello Director physical MOE Min Of Education planning Umar M Yakasai Director REC Training KSSMB Jesse Ojobor Environmental FME Environmental Expert Consultant Amina Umar Director Social SUBEB Mobilization Adamu A Suleiman Project Acct (AGEP) Finance Nura Ibrahim Aliyu PAEOI (Architect) MOE Kano Ado Isah Gyadi Gyadi Procurement Officer Ministry of Finance (AGEP) Faith Folayemi Lawal S. Framework Sustainability limited Consultant Linda Akpami Environmental FME Consultant Consultant Aliyu Lawan Cashier AGEP Ministry of Finance Ummi Umar Member Min SUBEB Zainab Shehu Usman HOU Social Kano SUBEB. Mobilization Tarauni LGEA Asabe Umar Muh’d Coordinator Woman DOGAS ASS Umma Mohammed Deputy Director WASD WASD Table A 2: List of Technical Workshop Participants S/N Name Designation Organization 1 Dr Hauwa Maimusa Perm Secretary Min. of Women Affairs- Borno 2 Abba Yarema Habib Director SMoE- Borno 3 Felicia V. Ango DSM Kebbi SUBEB 4 Aishatu Musa Lawal Girl-Child Desk Officer SMoE- Kebbi 5 Fatima Abubakar Udulu DPRS Min for Basic & Secondary Education- Kebbi 6 Muhammad Bandi Kalgo Director Snr Secondary Sch Min for Basic & Secondary Education- (MBSE) Kebbi 7 Sule Abubakar W DPRS MBSE- Kebbi 8 Halima Lawal Othman Perm Secretary SMoE- Katsina Page | 62 9 Dahuru Musa Anchau Director Public Sec Schools SMoE- Kaduna 10 Maureen David Shiri Wyom Director Quality Assurance SMoE- Kaduna 11 Aminu Ibrahim DSM SUBEB Kaduna 12 Abdusshakur Abba Nuhu Director SPC Ministry of Education 13 Arc Abubakar Shuaibu Bello Director of Physical Planning some 14 Amina Umar DSM Kano – SUBEB 15 Jummai Bello MCH Coordinator FMoH 16 Yagana Langema Director of Social Welfare Ministry of Women Affairs 17 Johnsons Ruth Ugo Principal Education Officer FME Abuja Gender 18 Bello Attahiru Dir. Of School Education SMoE- Minna Services 19 Maryam Tijjani Amina DSM SUBEB- Minna 20 Halil Dundar PM World Bank 21 Muna Salih Meky PL World Bank 22 Aisha Garba M. TTL World Bank 23 Lucky Erhaze Social Development Specialist World Bank 24 Mistura Rufai Education Consultant World Bank 25 Cindy Ijeoma Ikeaka Social Development Specialist World Bank 26 Thanh Thi Mia Senior Education Specialist World Bank 27 Adekola Olatunde Senior Education Specialist World Bank 28 Dikoru Eliot Jolomi Education Specialist World Bank 29 Stella Ukamaka Nnaemeka Team Assistant World Bank 30 Amos Abu Senior Environment Specialist World Bank 31 Joy Agene Natural Resources Management World Bank Specialist 32 Mohammed Abana CSWO Min of Women Affairs- Borno 33 Sende Jennifer Soohemba AD-Education FME Abuja 34 Lami Amodu DBSE FME Abuja 35 Ajimati M. Ayodele Perm Sec TESCOM Teaching Service Commission of Education- Ekiti 36 Bamikole Christaina Abimbola Director Academic Services SUBEB- Ekiti 37 Alokan Oluwayemisi Felicia Gender Focal Person Min of Edu, Sc & Tech- Ekiti 38 Adeniyi Busola Helen Focal Officer, Girl Child Min of Women Affairs- Ekiti Programme 39 Mustapha Mafi DSM SUBEB- Borno 40 Kabir Lawal Ruma DPRS &DP SMoE- Katsina 41 Eucharia Osakwe FM Specialist World Bank 42 Anas Kyari Procurement Specialist World Bank 43 Erinmwinhe Emmanuel Asst Chief Education Officer FME Abuja Gender Table A 3: Officials met and Participants of the Workshop on adolescent girls’ project S/N Name Designation Organization 1 Aminu Ibrahim DSM Kaduna – SUBEB 2 Hajiya Hadiza Director technical Fitila II 3 Abdusshakur Abba Nuhu Director Ministry of Education 4 Alh. Mujtaba DD-EMIS Kano- SUBEB 5 Perm Sec Ministry of Finance 6 Dr Danlami Hayyo Executive Chairman Kano- SUBEB 7 Phoebe Sukai Yayi Perm Sec Ministry of Education 8 Dahuru Musa Anchau D. Pub. Sec Schs Kaduna -MoE 9 Dr Halima Rabiu Abdullahi Executive Secretary Agency for Mass Education, Kano Page | 63 10 Habiba C. Kisha DDHE Ministry of Education 11 Salamatu A. Shuaibu Principal Ministry of Education 12 Joseph N. Yakubu Exam Officer Ministry of Education (KASSES) 13 Baniriyi Kogi Abba PED MHSSD 14 Andrew Dodo Desk Officer Health Ministry of Education 15 Mohammed Hayatuddeen Director- Finance & Ministry of Education Administration 16 Musa Dauda Ibrahim Director- Higher Ministry of Education Education 17 Salisu Baba Lawal Director- DAC PBC 18 Yakubu Ubale Salisu DEPPD Ministry of Education 19 Jacob Kayit Musa M&E Officer TSB 20 Ganga Francis Y. DDE Ministry of Environment 21 Musa Lawal Imam DM&E KD-SUBEB 22 Jamilu Sani Ladan Budget Officer PBC 23 Yusuf Auta DD-DAC PBC 24 Iyiegbu Tochukwu H/PTCU KDBS 25 Amina Lami Aliyu P/PTCU KDBS 26 Esther D. Kayock DD-Female Ed Ministry of Education 27 Mistura Rufai Education Consultant World Bank 28 Cindy Ijeoma Ikeaka Social Development World Bank Specialist 29 Tihtina Zenebe Gebre Economist World Bank 30 Dikoru Eliot Jolomi Education Specialist World Bank 31 Lucky Erhaze Social Development World Bank Specialist 32 Musa I. Musa DD statistics & EMIS Ministry of Education 33 Alhaji Nasir Abdullahi Board Secretary KSSMB Kwalli Table A 4: List of Stakeholders consulted in Kano State S/No. Names Designation Organisation 1. Mrs. Lauratu Ado Diso Permanent Secretary Kano State Ministry of Education 2. Dr. Halima Rabiu Abdullahi Executive Secretary Agency for Mass Education, Kano 3. Dr. Danlami Hayyo Executive Chairman Kano SUBEB 4. Alhaji Nasir Abdullahi Kwalli Board Secretary Kano Schools Management Board 5. Abdusshakur Abba Nuhu Director Kano State Ministry of Education 6. Musa Idris Musa Deputy Director, Kano State Ministry of Education Statistics & EMIS 7. Hajia amina Umar Director Kano SUBEB 8. Hajia Uwani Ahmad Balarabe Principal GGSS Yargaya 9. Hajia Salamatu Garuba Proprietor WOFAN 10. M. D Abubakar Chairman/ CEO L and Z Integrated Farms Ltd. Community champion promoting and sponsoring girls’ education in Kano Communities Page | 64 Table A 5: List of Stakeholders consulted in Christ School, Ado Ekiti, Ekiti State S/No Name Designation 1. Dr. Adekunle A. Babalola Principal 2. Mrs. Adewale Gbonjubola Guidance Counsellor 3. Mrs. Bamgboye Oluwatoyin Guidance Counsellor Table A 6: List of Stakeholders consulted in Christ Girls, Ado Ekiti, Ekiti State S/No Name Designation 1. Mrs. Oluremi Esan Principal 2. Mrs. Funmilayo Omoyajowo Guidance Counsellor 3. Mrs. Mercy Olatunji Guidance Counsellor Table A 7: List of Stakeholders consulted in Mary Immaculate School, Ado Ekiti. S/No Name Designation 1. Mrs. Adejoke Omogbemi Principal 2. Mrs. S. O. Bamisile Guidance Counsellor 3. Mr. O. P. Atoba Guidance Counsellor Table A 8: List of Stakeholders consulted in St. Louis School, Ikere Ekiti, Ekiti State S/No Name Designation 1. Mrs. Rhoda Ojo Principal 2. Mrs. Toyin Adejemilua Vice Principal 1 3. Mrs. Eunice Iyabo Adegoke Vice Principal 2 4. Mr. Joshua Ajayi Ajibare Vice Principal 3 5. Mrs Dunni Elizabeth Ajayi Vice Principal 4 6. Mrs Olajuini Funmilola Olubusola Guidance Counsellor Table A 9: List of Stakeholders consulted in Methodist Girls High School, Ifaki Ekiti. S/No Name Designation 1. Mrs. Ogundipe B.A Principal 2. Mrs. Deborah Monisola Ajayi Vice Principal 3. Mrs. R. A. Adewunmi Guidance Counsellor Table A 10: List of Stakeholders consulted in Mary’s AGGS School, Ikole Ekiti. S/No Name Designation 1. Mrs. A. K. Olukowade Principal 2. Mr. S. K. Oluwasola Vice Principal 1 3. Mrs. C.O Ajayi Vice Principal 2 / Guidance Counsellor 3. Mrs. Olabisi Catherine Adesida Home Economics Teacher Table A 11: List of other Stakeholders consulted in Ekiti State S/No. Names Designation Organisation 1. Mr. M. Ayodele Ajimati Permanent Secretary Ekiti TESCOM 2. Mrs. Bamikole Christianah Director, Academic Ekiti SUBEB Abimbola Services 3. Mrs. Oluwayemisi Felicia Gender Focal Person Ministry of Education, Science & Alokan Technology, Ekiti Page | 65 4. Mrs. Busola Helen Adeniyi Focal Officer, Girl Child Ministry of Women Affairs, Ekiti Programme 5. Pastor. Joseph Bamidele Ag. Permanent Secretary Ministry of Education, Science & Owolabi Technology, Ekiti 6. Dr. Mrs. Aderiye Technical Adviser Ministry of Education, Science & Technology, Ekiti 7. Dr. Mrs. Eunice A. Fasanmi Executive Secretary Schools Agriculture Enterprise Agency; Ministry of Education, Science & Technology, Ekiti 8. Mrs. Theresa Olutoyin Fajana Director, Planning Schools Agriculture Enterprise Agency; Ministry of Education, Science & Technology, Ekiti 9. Mr. Sola Oluwo Director, Agric in Schools Schools Agriculture Enterprise Agency; Ministry of Education, Science & Technology, Ekiti 10. Mr. Daramola Aleni Director Schools Ministry of Education, Science & Technology, Ekiti 11. Mr. Abiodun Adalumo Director, Admin & Ekiti TESCOM Supplies 12. Mr. Lanre Akinyede Director, PRS Ekiti TESCOM 13. Mrs. Bilikish Funmilayo Sanni Director, F & A Ekiti TESCOM 14. Mr, Joseph Akande DD, Planning Ekiti TESCOM 15. Mrs. Titilayo Adeyeye DD, R & S Ekiti TESCOM 16. Mr. Jide Ijimakinde Accountant Ekiti TESCOM Page | 66