Environmental & Social Impact Assessment (ESIA) of Balochistan Education Support Project (BESP)

Environmental & Social Impact Assessment (ESIA) of Balochistan Education Support Project (BESP)

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Overview

The Government of Balochistan (GoB) has prepared this Environmental and Social Impact Assessment (ESIA) for the Balochistan Education Support Project (BESP), with financial assistance from the World Bank. The project is implemented by the Secondary Education Department (SED), Government of Balochistan through the Project Management Unit (PMU).

The ESIA has been developed to ensure that all project activities comply with national and provincial environmental laws, as well as World Bank safeguard policies, by identifying and mitigating any potentially negative environmental and social impacts of the proposed initiatives. The assessment was completed in April 2019.

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Project Development Objective (PDO)

The development objective of BESP is to promote public-private and community partnerships to improve access to quality primary education, with a particular focus on girls in the province of Balochistan.

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Key Project Components

BESP is a three-year initiative focused on improving access to education and retention of children in schools across Balochistan, with a special emphasis on girls. The project comprises four major components:

Component A – Construction of Building Facilities for Shelter-less Girls‘ Schools (US$ 5 Million)
Around 435 girls’ schools, mostly in rural areas, are shelter-less or functioning in dangerous buildings. The project prioritizes the construction and rehabilitation of facilities for these schools. Approximately 58% of schools in Balochistan need major repairs, are functioning in dangerous buildings, or are completely without shelter.

Component B – Advocating Education for Girls by Providing Access through Transport
Provision of transport for girls and female teachers to increase access to existing schools.

Component C – Mobilizing and Engaging Communities in Siting and Supporting Primary Schools
Community mobilization for school site selection, recruitment of female teachers through test-based recruitment, and formation of Parent Teacher School Management Committees (PTSMCs).

Component D – Capacity Building
Support for the Balochistan Education Foundation (BEF), implementing agencies, parent education committees, and teacher training.

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Regulatory Framework

The ESIA is aligned with national, provincial, and World Bank regulatory requirements.

National and Provincial Legal Framework

The ESIA adheres to key legislation including the Pakistan Environmental Protection Act (PEPA), 1997, and provincial environmental protection acts, along with other relevant laws.

World Bank Operational Policies

The following World Bank Operational Policies have been triggered for BESP:

• OP 4.01 (Environmental Assessment): Requires environmental assessment of projects proposed for Bank financing.

• OP 4.04 (Natural Habitats): Ensures protection of natural habitats.

• OP 4.11 (Physical Cultural Resources): Manages chance finds of cultural and archaeological sites.

• OP 4.12 (Involuntary Resettlement): Applicable to any land acquisition or restrictions on access to resources.

• OP 4.36 (Forests): Ensures sustainable forest management.

• OP 4.37 (Safety of Dams): Relevant where applicable.

• BP 17.50 (Disclosure of Information): Ensures transparency and public access to project information.

Institutional Framework

Key environmental institutions involved in the ESIA process include:

• Pakistan Environmental Protection Agency (Pak-EPA)

• Environmental Protection Agency, Balochistan (BEPA)

• Forest and Wildlife Department, Balochistan

• Directorate of Archaeology, Balochistan

Chance Find Procedure
A formal procedure has been established for managing any chance discovery of cultural or archaeological sites during project implementation.

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Baseline Environmental Conditions

The ESIA established baseline environmental conditions across the project districts.

Project Area & Geography
The project spans multiple districts across the diverse ecological zones of Balochistan, including Pishin, Killa Abdullah, Zhob, Killa Saifullah, Sherani, Mastung, Nushki, and Chagai.

Topography & Climate
The project area features varied topography ranging from highland mountainous regions to low-lying plains, with an arid to semi-arid climate characterized by low and erratic rainfall.

Geology & Seismology
Balochistan lies in a seismically active zone. The ESIA reviewed geological formations and seismic risks to inform building design requirements.

Land Use & Soil Erosion
Land use patterns, soil morphology, and erosion risks were assessed across the project districts.

Surface & Groundwater Resources
Water quality testing was conducted across multiple districts, including Pishin, Killa Abdullah, Zhob, Killa Saifullah, Sherani, Mastung, Nushki, and Chagai. The assessment reviewed major river basins, including the Pishin Lora Basin, Zhob River Basin, and Nari River Basin, along with groundwater availability and quality.

Air Quality & Meteorology
Meteorological conditions, climate patterns, and existing air quality were documented to establish a baseline for construction-related impacts.

Habitat & Ecologically Sensitive Areas
The assessment identified ecologically sensitive areas, forest coverage (by district), wetlands, and biodiversity degradation concerns.

Forest & Deforestation
District-wise distribution of forest area was documented to identify potential impacts from construction activities.

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Socio-Economic Environment

The ESIA assessed the socio-economic baseline across the project districts.

Demographics & Population Density
District-wise population and density data were compiled to understand beneficiary distribution.

Agriculture & Livestock
The assessment reviewed agricultural production systems and livestock dependence, which are critical livelihood sources for local communities.

Drought
Balochistan is prone to drought conditions, which affect water availability, agriculture, and livelihoods.

Healthcare Facilities
District-wise government and private health facilities were mapped to understand community access to healthcare.

Education & Social Issues
The assessment documented existing education facilities, district-wise school counts, enrollment statistics, district-wise college availability, and infrastructure profiles, including roads and connectivity.

Culture, Religion & Customs
Local cultural, religious, and customary practices were documented to ensure culturally appropriate project implementation.

Global Climate Change & GHG
The ESIA considered the project‘s potential contribution to greenhouse gas emissions and climate change.

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Stakeholder Consultations

Stakeholder consultations were a core component of the ESIA process, ensuring that community voices shaped project design.

Consultation Objectives
The specific objectives included gathering local perspectives, identifying concerns, and incorporating feedback into mitigation strategies.

Consultation Groups

• Beneficiary representatives and PTSMC members – Consulted to understand community priorities and concerns.

• IUCN Balochistan Program – Provided technical input on environmental safeguards.

• PMU GPE-BEP, ESDQA, and Education Department Staff – Discussed implementation arrangements.

• Community of Qila Iskan Khan, Pishin – Informal meeting held to gather grassroots input.

• Consultations carried out during preparation of ESIA of GPE-BEP – Leveraged prior consultation experiences.

Proposed Consultations During Implementation
Further consultations will continue throughout project implementation to ensure ongoing community engagement.

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Analysis of Project Alternatives

The ESIA considered several alternatives to the proposed project approach.

No Project Option
The ‘no project’ option was analyzed as a baseline for comparison.

Site Alternative
Alternative sites for school construction were evaluated.

Design Alternative
Different design approaches for school infrastructure were considered.

Technological Alternatives
Alternative technologies for construction and operations were reviewed.

Options for Transport Vehicle
Different vehicle options for girl and teacher transport were assessed.

Management Option
Alternative management arrangements for environmental and social safeguards were evaluated.

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Environmental & Social Impacts & Mitigation

The ESIA identified potential impacts across physical, biological, and socio-economic domains, with corresponding mitigation strategies.

Physical Environment Impacts

Biological Environment Impacts

Socio-Economic Impacts

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Environmental & Social Management Plan (ESMP)

The ESMP provides a comprehensive framework for implementing and monitoring mitigation measures throughout the project lifecycle.

Institutional Setup for ESMP Implementation
A dedicated institutional framework has been established, including environmental and social safeguard officers within the PMU.

Roles & Responsibilities
Clear roles and responsibilities are defined for the PMU, contractors, PTSMCs, and monitoring agencies.

Environmental Mitigation & Monitoring Plan
Detailed matrices outline specific mitigation measures, monitoring indicators, frequency of monitoring, and responsible parties.

Environmental & Social Mitigation, Health & Safety Management Plan
Integrated plan covering all environmental, social, health, and safety aspects of project implementation.

Monitoring & Reporting
Both internal and external monitoring mechanisms are established:

• Internal Monitoring – Ongoing supervision by PMU and field staff.

• External Monitoring / Third Party Validation – Independent verification of environmental and social compliance.

• Reporting – Regular reporting to the World Bank and government stakeholders.

Environmental Enhancement Guidelines

• Rain Water Harvesting – Promoted in all new school constructions.

• Use of Alternate Energy Sources – Solar panels encouraged for schools in off-grid areas.

• Earthquake & Flood Resistant Designing – Mandatory for all new classrooms in seismically active zones.

• Eco-Friendly Design Guidelines for School Construction – Sustainable materials and design principles.

• Tree Plantation & Landscaping – Required around all newly constructed schools.

• Health & Safety Guidelines – Comprehensive site safety protocols.

• Ban on Child Labor – Strict prohibition enforced in all project activities.

• Livelihood Improvement Opportunities – Local employment prioritization during construction.

• Land Donations – Voluntary land donation protocols to avoid involuntary resettlement.

Capacity Building & Training Programme
A structured training program will be delivered to PMU staff, contractors, and PTSMC members on environmental and social safeguards.

Disclosure
All safeguard documents will be publicly disclosed on the SED website and the World Bank external website, with hard copies available at PMU offices.

ESMP Cost
A specific budget has been allocated for ESMP implementation, covering training, monitoring, mitigation activities, and personnel.

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Grievance Redress Mechanism (GRM)

A formal Grievance Redress Mechanism has been established to receive, assess, and resolve complaints from affected communities.

Objectives
To provide a transparent, accessible, and timely process for addressing community concerns related to project activities.

Definition of Grievance/Complaint
Any concern, issue, or complaint raised by an affected person regarding project implementation.

Assessment Procedure
Each grievance is assessed for validity, severity, and appropriate resolution pathway.

Duties of Grievance/Complaint Redress Committees (GRCs)
GRCs receive, evaluate, and facilitate resolution of complaints at different levels.

Complaint Handling Procedure
Minor complaints are resolved at the local level, while major complaints are escalated to higher authorities.

Grievance Redress Committees (GRCs)

• GRC-1 (Committee One) – Village/School level committee.

• GRC-2 (Committee Two) – District level committee.

• Complaint Redressal Cell (CRC) – Provincial level oversight.

• Public Affairs Cell – Handles general complaints and inquiries.

Procedure for Registering a Complaint
Complaints can be registered through multiple channels, including in-person submission, telephone, written application, or email. All complaints are logged, tracked, and resolved within defined timelines.

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Conclusion

The ESIA confirms that the Balochistan Education Support Project (BESP) has been assigned World Bank Category B due to its localized, small-scale, and generally reversible environmental and social impacts. Through the comprehensive mitigation measures, institutional frameworks, and community engagement mechanisms outlined in this ESIA and accompanying ESMP, all potential negative impacts can be effectively managed.

The project‘s positive impacts—improved access to quality primary education, increased girls‘ enrollment, enhanced school infrastructure, and strengthened community participation—far outweigh its limited negative effects, provided all mitigation measures are faithfully implemented.

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Document Access

The complete PDF version of the ESIA document can be accessed through the Education Management Information System (EMIS) of the Government of Balochistan, or by contacting the Project Management Unit (PMU), Secondary Education Department, Government of Balochistan.

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Last updated: 2019 (ESIA preparation date)
This document is periodically reviewed and updated as project implementation progresses.

Initiative Report / Document