Project Description & Background Information
ENVIRONMENTAL ASSESSMENT (EA)
AND
ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK
PUNJAB EDUCATION SECTOR REFORMS PROGRAM (PESRP)
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FINAL REPORT
PROGRAM DIRECTOR
PUNJAB EDUCATION SECTOR REFORMS PROGRAM (PESRP)
SCHOOL EDUCATION DEPARTMENT
GOVERNMENT OF THE PUNJAB
|Tel: +92 42 923 2289~95 |Fax: +92 42 923 2290 |
|url: |email: sohail.edu@ |
(March 2009)
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ENVIRONS
(Caring for the Environment)
Environmental Management Professionals & Consultants
Lahore – Pakistan
|Tel: 042 – 7591302 |Fax: 042 – 7591302 |
|web: environs- |email: environs.pk@ |
|ACKNOWLEDGEMENT |
|Environs are thankful to all those persons who directly and indirectly helped in accomplishing this environmental and social |
|assessment study of the Punjab Education Sector Reforms Program in a professional manner. Environs wish to convey their |
|special thanks to officers and staff of the Program Monitoring and Implementation Unit of the Punjab Education Sector Reforms |
|Program, School Education Department, District Governments’ Education Departments, and the District Monitoring Officers, |
|particularly of the district surveyed during the study for providing requisite information / data and general help and |
|support. Environs Study Team owes special thanks to Mr. Nadeem Ashraf, Secretary, School Education Department; Dr. Javaid |
|Afzal, Environment Specialist, World Bank; Mr. Muhammad Omar Khalid, Environmental Consultant, World Bank; Mr. Muhammad Asif, |
|Program Director, PESRP; and Mr. Suhail Raza, Deputy Program Director, PESRP for their guidance, help, and support, for |
|sparing their valuable time, and for providing an enabling environment for completing this study in. |
|DISCLAIMER |
|This environmental and social assessment report of the activities of the Punjab Education Sector Reforms Program of the |
|Government of the Punjab likely to impact the environment has been prepared in compliance to the Environmental laws of |
|Pakistan and in conformity to the Operational Policy Guidelines of the World Bank. The report is Program specific and of |
|limited liability and applicability to the extent of the physical activities under the PESRP only. All rights are reserved |
|with the Proponent (PMIU, PESRP) and the Environmental Consultant (Environs). No part of this report can be reproduced, |
|copied, published, transcribed in any manner, or cited in a context different from the purpose for which it has been prepared,|
|except with the prior permission of the Program Director, PESRP. |
EXECUTIVE SUMMARY
This document is the environmental assessment (EA) study, which also focuses on environment related social issues relating to various activities under the Punjab Education Sector Reforms Program (PESRP) – an initiative of Government of Punjab for introducing holistic reforms in the education sector aimed at improving overall condition of education and sector’s service delivery. The report discusses the potential adverse environmental and social impacts of the Program and suggests appropriate guidelines in the form of an environmental and social management framework (ESMF) for avoiding or mitigating the significant impacts. Screening and assessment of the environmental impacts of developmental, constructional, and or infrastructural activities is a binding requirement under environmental laws of Pakistan. Applicability of the World Bank Safeguard Policies also extends to the Program for its being a Bank funded initiative.
Program Description
The Punjab Education Sector Reform Program (PESRP) was launched in 2003 by the Government of Punjab (GoPb) for improving the plight of education in the province. The PESRP employs a holistic, sector-wide, and program mode approach of developing well coordinated synergistic activities in a symbiotic environment because the piecemeal project mode approach had not been successful in the past. Under the program mode framework, the Provincial Government enters into “Terms of Partnership” agreements with the District Governments for providing tied budgetary grants, each year. The PESRP is designed to address the issues of access, governance, and quality, primarily in the public sector education. The Program has been successful in achieving the majority of its objectives like increased enrollment rate, reduced dropouts, provision of missing facilities, gender balance, provision of free textbooks, and reduced teachers’ absenteeism.
Study Objectives
The primary objective of the EA study is to address the significantly adverse environmental and social impacts of the PESRP. Some of the Program activities, particularly those relating to civil work, school operation, and provision of free textbooks to schoolchildren carry a potential of affecting the ambient environment and to produce adverse impacts of varying magnitude and significance. Screening, scoping, and assessment of the significant impacts and formulation of a study-based comprehensive framework for avoiding or averting the negative impacts, in a wide variety of differing conditions across the province, is yet another objective of the study.
Scope of the Study
The scope of the study entails assessment of the environmental and social impacts of PESRP activities throughout the geographical extent of the province of Punjab. However, impacts have been assessed in only a few districts of representative regional character from different geographical regions of the province. The study also assesses impacts of the Program activities during various implementation stages from planning and designing to construction and the post construction usage of the buildings. Examination of the adverse impacts relating to printing and distribution of free textbooks also comes within the study’s purview. Formulation of an ESMF, which also caters for social issues, also forms part of study’s chartered scope.
Study Methodology
The study relies both on primary and secondary data sources. However, greater reliance has been placed on primary sources, which include site visits, soliciting information from the key persons like construction contractors, school councils, parents, teachers, and the district administration. Stakeholders’ consultations and focused group meetings have also been used as a primary source to solicit viewpoint and knowing concerns of the stakeholders. A specially developed checklist has been used for collecting first hand information and for ascertaining disturbances to environmental parameters from Program’s implementation. A simplified impact assessment matrix has been used for characterization of the adverse impacts on selected parameters of the physical, biological, and social environments in the study area. Photographs, taken during field visits and surveys, have been used for explaining adverse impacts and for highlighting areas of concern. The secondary sources include office archives of the Education Department, files and papers of the PESRP, websites of the World Bank and the PESRP, and other indirect sources of information.
Significant Adverse Impacts
The majority of the Program activities are isolated small-scale activities at the individual school sites. Being of low-level and of short duration, they would hardly produce any impacts of high significance. The majority of the impacts during construction would be localized. They would relate to water quality, air quality, noise and vibrations, debris / solid waste generation, wastewater production, consumption of raw materials, worksite safety, and inconvenience to public from improper stockpiling of the materials, mostly in the immediate radius of influence of the individual sites. The impacts pertaining to school operation phase would relate to educational and cleanliness activities at the schools. They would include impacts from inadequate disposal and management of the toilet wastewater, and to some extent, unhygienic disposal of the solid waste. The significant impacts the textbook printing would pertain to usage of chemicals, inks, and paper of non-farm origin during the process of printing. The distributional activities would relate to improper storage and road traffic hazards.
Mitigation Measures
The report provides mitigation measures for each stage of activity. The design stage measures include provision of septic tank for toilet wastewater, convenient spatial placing of various structures and facilities, and provision of gadgets for special children. These construction stage measures include pre-emptory actions by the construction contractor to avoid the adverse impacts, for example, sheeting the stockpiled materials, limiting construction activities after school hours, and ensuring worksite safety. The mitigation measures relating to school operation include proper disposal of the solid waste, avoiding failure of septic tanks, and the drinking water quality check. The textbook printing and distribution measures include selection of an environment friendly printing house, avoiding usage of toxic chemicals and inks, periodic fumigation of the warehouses, and educating the schoolchildren in avoiding related impacts e.g., not to place wet eatables on the printed papers.
The Environmental and Social Management Framework (ESMF)
The Environmental and Social Management Framework (ESMF) provides a mechanism for implementing the preventive and the mitigation measures in the form of environmental guidelines. Its objective is to prevent and attenuate the adverse impacts to an acceptable level by adopting suitable administrative and or technical options. The key components of the ESMF include environmental guidelines for the architect / design engineer, construction contractor, and the focal persons.
An institutional setup has been provided for implementing the guidelines by designating focal persons at provincial, district, and school level. The focal persons will ensure upward and downward coordination, removal of bottlenecks, and maintaining a consolidated database. The District Monitoring Officer will ensure compliance of the guidelines and internal monitoring through his team of Monitoring and Evaluation Assistants (MEAs). The ESMF also provides internal and external monitoring mechanism to ensure observance of the guidelines and ESMF at various tiers. The MEAs, during their visits to schools in their beats, will also observe for environmental compliances by the construction contractor and the school head on a checklist proforma, especially developed for the purpose. Similarly, the heads of schools will also report over compliances both during construction and operation phases.
External monitoring in the form of an annual environmental audit will be outsourced to an environmental consultancy. The external monitoring will review the ESMF process, identify any environmental issues on ground, and offer recommendations for keeping the Program compatible with changing conditions.
In order to ensure temporal sustainability and successful implementation, the ESMF will have a component of training and capacity building of the key personnel. One- to three-days training workshops will be held in each district and at the provincial level respectively all during the Program’s currency. These workshops will be directed towards enhancing implementers’ understanding of the environmental and social issues of the Program. These will focus on apprising and sensitizing the participants about environmental and social importance of the Program, managing the on-ground problems in a befitting manner, and understanding implementation requirements of the ESMF. Whereas, district level workshops will focus mainly on implementation, the provincial level will relate to policy issues and troubleshooting strategies. Development of a training manual and selection of an environmental consultancy and resource persons will precede the workshops. It is envisaged that implementation of the ESMF would ensure the desired environmental performance of the Program.
ESMF Costs
The ESMF costs will pertain mainly to trainings and external monitoring. Five one-day workshops, each costing Rs. 0.4 million, and one three-day workshop, costing Rs. 1.2 million, will be held every year at district and provincial level respectively. Assuming that the WB’s funding is for three years, the approximate cost for three years under this head would be Rs. 9.6 million. There will be three rounds of annual external monitoring and environmental audit, each costing Rs. 1 million. Thus three years’ combined cost under both heads will be Rs. 12.6 million, say Rs. 13 million. This will be reflected in Program’s budget.
|ADB |Asian Development Bank |
|C&W |Communication and Works |
|dB |Decibel |
|Deptt. |Department |
|DMO |District Monitoring Officer |
|EA |Environmental Assessment |
|EC |Environmental Coordinator |
|ED |Executive Director |
|EDO |Executive District Officer |
|EFP |Environmental Focal Person |
|EIA |Environmental Impact Assessment |
|EIAR |Environmental Impact Assessment Report |
|EIAS |Environmental Impact Assessment Statement |
|EIS |Environmental Impact Statement |
|EM |Environmental Modulator |
|ESMF |Environmental Management Framework |
|EMIS |Education Management Information System |
|EPA |Environmental Protection Agency |
|EPD |Environment Protection Department |
|ES |Environmental Study / Environmental Statement |
|ESN |Environmental Screening Note |
|FGM |Focussed Group Meetings |
|FMR |Farm to Market Road |
|GES |Government Elementary School |
|GGHS |Government Girls High School |
|GGPS |Government Girls Primary School |
|GHS |Government High School |
|GHSS |Government Higher Secondary School |
|GPS |Government Primary School |
|HRD |Human Resource Development |
|HRM |Human Resource Management |
|IBRD |International Bank for Reconstruction and Development |
|IEE |Initial Environmental Examination |
|IEER |Initial Environmental Examination Report |
|IEES |Initial Environmental Examination Statement |
|IUCN |International Union for Conservation of Nature |
|IWT |Indus Water Treaty |
|JICA |Japan International Cooperation Agency |
|Km |Kilometre |
|MDGs |Millennium Development Goals |
|MEA |Monitoring and Evaluation Assistant |
|MoU |Memorandum of Understanding |
|MSW |Municipal Solid Waste |
|MTBF |Medium Term Budgetary Framework |
|NEQS |National Environmental Quality Standards |
|NLC |National Logistic Corporation |
|NOC |No Objection Certificate |
|NWFP |North Western Frontier Province |
|OP |Operational Policy |
|PCMA |Post Completion Monitoring and Audit |
|PCO |PROGRAM Coordination Office |
|PD |PROGRAM Director |
|PEPA |Pakistan Environmental Protection Act |
|PESRP |Punjab Education Sector Reforms PROGRAM |
|PMIU |Project Monitoring and Implementation Unit |
|PPA |Post Project Auditing |
|PSDP |Public Sector Development PROGRAM |
|SMIS |School Management Information System |
|SPM |Suspended Particulate Matter |
|SW |Solid Waste(s) |
|TDS |Total Dissolved Solids |
|TSS |Total Suspended Solids |
|VOC |Volatile Organic Compounds |
|WB |World Bank |
|WHO |World Health Organization |
|WWF |World Wildlife Fund |
CONTENTS
|Section |Contents |Page No. |
| |Acknowledgment |i |
| |................................................................................ | |
| |Disclaimer |i |
| |........................................................................................... | |
| |Executive Summary |ii – iv |
| |............................................................................ | |
| |Abbreviations |v – vi |
| |...................................................................................... | |
| |Report Contents |vii – ix |
| |.................................................................................. | |
|1. |INTRODUCTION |1 |
|1.1 |Rationale and Objectives of the Study ................................................ |1 |
|1.2 |Study’s Extent and Scope ................................................................... |1 |
|1.3 |Study Methodology |1 |
| |............................................................................. | |
|1.4 |The Punjab Education Sector Reforms Program ................................ |2 |
|1.4.1 |PESRP’s Strategy and Approach ....................................................... |2 |
|1.4.2 |Program’s Objectives |2 |
| |.......................................................................... | |
|1.4.3 |Program’s Achievements .................................................................... |2 |
|1.4.4 |Physical Activities under the Program ................................................ |3 |
|1.4.5 |Staging of Program’s Developmental Activities .................................. |4 |
|1.5 |Provision of Free Textbooks ............................................................... |4 |
|2. |LEGISLATIVE AND REGULATORY OVERVIEW |5 |
|2.1 |The Pakistan Environmental Protection Act, 1997 ............................. |5 |
|2.2 |The IEE/EIA Regulations, 2000 .......................................................... |5 |
|2.3 |The Punjab Wildlife Act, 1974 ............................................................. |5 |
|2.4 |Legislation relating to Cultural and Archaeological Heritage .............. |7 |
|2.5 |The World Bank Safeguard Policies ................................................... |7 |
|3. |BASELINE ENVIRONMENTAL AND SOCIOECONOMIC PROFILE |11 |
|3.1 |Geography |11 |
| |.......................................................................................... | |
|3.2 |Topography |11 |
| |......................................................................................... | |
|3.3 |Geology |11 |
| |.............................................................................................| |
| |. | |
|3.4 |Soil Morphology |12 |
| |.................................................................................. | |
|3.5 |Seismology |12 |
| |......................................................................................... | |
|3.6 |Surface Hydrology |12 |
| |.............................................................................. | |
|3.7 |Groundwater |12 |
| |....................................................................................... | |
|3.8 |Meteorology, Climate and Air Quality ................................................. |13 |
|3.9 |Forests, Habitat, and Ecologically Sensitive Areas ........................... |13 |
|3.10 |Demographic Profile |14 |
| |........................................................................... | |
|3.11 |Land Use / Agricultural Profile ............................................................ |14 |
|3.12 |Healthcare Facilities |15 |
| |........................................................................... | |
|3.13 |Educational Facilities |15 |
| |.......................................................................... | |
|3.14 |Infrastructure Profile |15 |
| |........................................................................... | |
|3.15 |Socioeconomic Profile |16 |
| |........................................................................ | |
|3.16 |Labour and Employment ..................................................................... |16 |
|3.17 |Culture, Religion, and Customs .......................................................... |16 |
|3.18 |Gender Issues |17 |
| |.................................................................................... | |
|3.19 |Poverty |17 |
| |.............................................................................................| |
| |... | |
|4. |STAKEHOLDERS CONSULTATIONS AND FOCUSSED GROUP MEETINGS |22 |
|4.1 |Rationale of Public Consultations ....................................................... |22 |
|4.2 |Identification of Stakeholders and Mode of Consultations .................. |22 |
|4.3 |Objectives of the Stakeholders Consultations .................................... |22 |
|4.4 |Stakeholders Consulted ......................................................................|22 |
|4.5 |Issues Discussed |23 |
| |................................................................................ | |
|4.6 |Gist of the Outcome of Public Consultations ...................................... |23 |
|5. |THE ENVIRONMENTAL AND SOCIAL ASSESSMENT |25 |
|5.1 |Impact Assessment Methodology and Mitigation Strategy ................. |25 |
|5.2 |Soils and Lands |25 |
| |.................................................................................. | |
|5.2.1 |Impacts |25 |
| |.............................................................................................| |
| |.. | |
|5.2.2 |Mitigations |25 |
| |........................................................................................... | |
|5.3 |Surface Water Quality |26 |
| |......................................................................... | |
|5.3.1 |Impacts |26 |
| |.............................................................................................| |
| |.. | |
|5.3.2 |Mitigations |26 |
| |........................................................................................... | |
|5.4 |Groundwater Quality |26 |
| |........................................................................... | |
|5.4.1 |Impacts |26 |
| |.............................................................................................| |
| |.. | |
|5.4.2 |Mitigations |27 |
| |........................................................................................... | |
|5.5 |Air Quality |27 |
| |........................................................................................... | |
|5.5.1 |Impacts |27 |
| |.............................................................................................| |
| |.. | |
|5.5.2 |Mitigations |27 |
| |........................................................................................... | |
|5.6 |Noise and Vibration |28 |
| |............................................................................ | |
|5.6.1 |Impacts |28 |
| |.............................................................................................| |
| |.. | |
|5.6.2 |Mitigations |28 |
| |........................................................................................... | |
|5.7 |Access, Easement, and Safety ........................................................... |28 |
|5.7.1 |Impacts |28 |
| |.............................................................................................| |
| |.. | |
|5.7.2 |Mitigations |29 |
| |........................................................................................... | |
|6. |ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK |31 |
|6.1 |Institutional Setup for ESMF Implementation ..................................... |31 |
|6.2 |Roles and Responsibilities of the Focal Persons ................................ |31 |
|6.3 |The Environmental and Social Guidelines .......................................... |32 |
|6.4 |Internal Compliance Monitoring .......................................................... |32 |
|6.5 |External Compliance Monitoring ......................................................... |32 |
|6.6. |Trainings and Capacity Building ......................................................... |33 |
|6.7 |Development of Training Manual ........................................................ |33 |
|6.8 |ESMF Costs |33 |
| |........................................................................................ | |
| |References |46 |
| |......................................................................................... | |
TABLES
|2.5a |Summary of the Bank’s OPs and their applicability to PESRP .... |7 |
|2.5b |WB Operational Policies and their relation to PESRP Activities .. |7 |
| | | |
|3.7a |Groundwater Quality of Rawalpindi District .................................. |18 |
|3.7b |Groundwater Quality of Sheikhupura District ............................... |18 |
|3.7c |Groundwater Quality of Bahawalpur District ................................ |18 |
|3.8 |Ambient Air Quality Data of Lahore .............................................. |19 |
|3.12a |Number of Public Sector Healthcare Facilities and Bed Strength in Punjab |19 |
| |……………………………………………………………… | |
|3.12b |Health Indicator Status in Punjab ………………………………….. |20 |
|5.1 |Simplified Environmental and Social Impact Matrix ……………… |30 |
|6.1 |Organizations and Focal Persons for ESMF Implementation ...... |31 |
|6.2 |Environmental Focal Persons and their Areas of Responsibility .. |35 |
|6.3 |The Environmental and Social Management Framework and Guidelines |37 |
| |.................................................................................... | |
|6.6 |Tentative Framework of Training Program .................................. |45 |
|6.8 |Tentative Costs of Trainings and Capacity Building Programs .... |45 |
PLATES
|Plate 1 |Wildlife Map of Punjab |6 |
| |................................................................. | |
|Plate 2 |Map of Punjab Province ............................................................... |21 |
ANNEXES
|Annex-1 |Photographs of the Schools Surveyed during the Study .............. |48 |
|Annex-2 |List of the Schools Surveyed during Study .................................. |65 |
|Annex-3 |List of the Persons Interviewed during the Study ......................... |67 |
|Annex-4 |Wild Birds and Animals Protected under the Punjab Wildlife Act, 1974 |69 |
| |.......................................................................................| |
| |...... | |
|Annex-5 |Sites Protected under the Antiquities Act, 1975 ........................... |71 |
|Annex-6 |Sites Protected under the Punjab Special Premises Ordinance, 1985 |76 |
| |…………………………………………………………………… | |
|Annex-7 |Notified Ecologically Protected Areas in Punjab .......................... |82 |
|Annex-8 |Internal Monitoring Proforma ……………………………………….. |84 |
1. INTRODUCTION
This environmental and social assessment study report evaluates the adverse environmental and social impacts of the Punjab Education Sector Reforms Program (PESRP) and provides an environmental and social management framework (ESMF) for avoiding or mitigating the significant impacts.
1.1 Rationale and Objectives of the Study
The primary objective of the study is to address the significantly adverse environmental and social impacts of the PESRP activities. Whereas, most activities under the Program are environmentally benign, a few Program components, particularly those relating to constructional activities at the school sites, activities during school operations, and provision of free textbooks to schoolchildren, are considered to have negative bearing on the environment. That is why the Program Monitoring and Implementation Unit (PMIU) commissioned this study for ascertaining magnitude and extent of Program’s adverse impacts during construction, operation and textbook printing / distribution, and addressing them by outlining preventive and corrective measures, in compliance to environmental laws of the country and in conformity with the Safeguard / Operational Policies (OP) of the World Bank (WB).
1.2 Study’s Extent and Scope
The study comprises (i) description of the existing environmental settings or baseline profile of Program’s area of activity, which is the entire province of Punjab, (ii) assessment of the likely disturbances to the environmental parameters from the Program activities, and (iii) preparing an ESMF for avoiding and mitigating the predicted adverse impacts on the physical, biological, and socio-cultural environment. The study covers all aspects and all stages of the Program activities, particularly those relating to constructions, school operations, and provision of free textbooks to over 1.1 million schoolchildren. The study, of course, is limited in its extent and scope to the terms of reference given by the proponent[1].
1.3 Study Methodology
The study has been conducted in accordance with impact assessment guidelines, rules, and regulations of the Government of Pakistan and Safeguard Policies of the World Bank. The format of the report, to the extent possible, is in consonance to prevailing practices in the field of environmental assessment.
The study has relied on both primary and secondary data and information sources. However, relatively greater reliance has been placed on primary sources, which included site visits / surveys, soliciting information from the key persons like construction contractors, school councils, parents, teachers, district administration, and the NGOs. Focussed group meetings and stakeholders’ consultations have been used as information tools for soliciting viewpoints of the key stakeholders, end beneficiaries and others concerned with Program implementation. Photographs taken during field visits, appended as Annex-1, have also been used as the first hand source of information to signify and highlight various environmental impacts during construction and operation. The secondary sources included office documents at PMIU and the Education Department, webpage and publications of the World Bank, and consultations with the functionaries involved in the Program in any way. Impact characterization methodologies, such as checklists and matrices, have been used for identifying, screening, scoping, assessing, and analysing the predictable interactions of the Program activities with environmental parameters during both construction and the lifelong school operations. The study has reviewed the Program activities from planning to school operation in terms of their short-, medium-, and long-term environmental impressions as well reversibility characteristics of the impacts.
The districts of Chakwal, Rajanpur, Sheikhupura, Sahiwal, and Okara were selected as prototypes of the three major landform regions of the province, the upper-, the central-, and the lower-Punjab, for ascertaining the baseline environmental profile and evaluating the environmental and social impacts of the Program all across the province. Results of these districts have been extrapolated for rest of the province. Lists of the schools surveyed and the stakeholders / persons interviewed during the study are appended as Annex-2 and Annex-3 respectively.
1.4 The Punjab Education Sector Reforms Program (PESRP)
The Punjab Education Sector Reform Program (PESRP) was launched in 2003 by the Government of Punjab (GoPb) for improving condition of the education sector in the province. According to a situation analysis report of the year, 46.5 percent of the total school age children (5-16 years) were out of schools, primary completion rate was less than 45 percent, basic facilities (like classrooms, boundary wall, toilets, electricity, and drinking water etc.) were largely missing in public schools. Female enrolment was only 43.8 percent of the public sector enrolment[2].
1.4.1 PESRP’s Strategy and Approach
The PESRP is based on a holistic, sector-wide, and program mode approach[3] of developing well coordinated synergistic activities in a symbiotic environment because the piecemeal project mode approach had not been successful in the past. The WB and the international development partners also endorsed this strategy[4]. Under the program mode framework, the Provincial Government enters into “Terms of Partnership” agreements with the District Governments for providing tied budgetary grants[5], each year.
1.4.2 Program’s Objectives
The PESRP is designed to address the issues of access, governance, and quality, primarily in the public sector education. The Program is based on three major pillars: (i) public finance reforms to increase public spending for education and to ensure fiscal sustainability, (ii) reforms for strengthening devolution and improving the fiduciary environment, and (iii) reforms to improve access, quality and sector governance. Reform pillar-1, relates to allocation of sufficient public finances to meet sectoral needs, pillar-2 aims to facilitate transfer of resources to district governments for improving service delivery, and enhancing capacity for monitoring financial flows, and pillar-3 focuses on improving the lot of education in the province[6].
1.4.3 Program’s Achievements
The PESRP has been instrumental in improving access, quality, and governance in the public sector education system. At the time of initiation of the Program in 2003, the province was registering a low net primary enrollment rate only of 45 percent, which was not compatible with the roadmap of the Millennium Development Goals (MDGs)[7]. Since its beginning, the Program’s implementation has reckoned uphill trend in the key educational indicators and the net- as well as gross-enrollments for both sexes have increased up to 24 percent[8]. Provision of stipends to girls in the districts with less than 40 percent literacy rate has brought in upto 60 percent increase in enrollment[9]. This has facilitated to narrow the gender gap, as the proportion of school girls went up from 43 percent in 2003-04 to 46 percent in 2007[10]. The data generated on vital parameters and other progress indicators by the specially designed monitoring mechanism, throughout the province, has helped in making informed decisions over issues concerning recruitment, upgradation of schools, and absenteeism[11]. Some of the key successes of the Program, since its initiation, are as under[12]:
▪ Gross enrollments (Katchi[13] to Matric[14]) increased by 2.4 million (from 8.8 million in 2003-04 to 11.2 million students in 2007-08), equal to an increase of 24 percent.
▪ Net primary enrollments went up from 45 percent in 2002-03 to 62 percent in 2007-08.
▪ Proportion of girls’ enrolment in public schools (Grade 1-12), has risen from 43 percent in 2003-04 to 46 percent in 2007.
▪ More than 30,000 schools have been provided with missing facilities, such as toilets, boundary walls, and additional classrooms
▪ Free textbooks are provided annually to over 11.2 million students from primary to matric (Grade 1-10)
▪ Every year, approximately 380,000 schoolgirls receive cash stipends through quarterly disbursements.
▪ Effective monitoring system has helped in addressing chronic issue of teachers’ absenteeism to a great extent
1.4.4 Physical Activities under the Program
Rehabilitation of the existing civil structures, provision of missing facilities[15], buildings’ design, and provision of free textbooks are the important components of the ongoing physical activities under the Program with environmental significance. Rehabilitation of existing school buildings constitutes a larger proportion compared to others. The rehabilitation activities include cement plastering, replacement of debilitated structures, additions to existing facilities, and alterations in the structures. The constructional activities under the missing facilities component relate to designing of school buildings, site selection for shelterless schools, construction of boundary walls, provision of toilets, provision of drinking water and electricity. Provision of free textbooks under the Program involves printing of textbooks through a competitive bidding process, storage of the printed books at PESRP’s warehouses, and onward distribution to districts by the National Logistic Corporation (NLC) and to the destination schools through local modes of transport[16].
Depending on specific needs and other determining factors, the number, size, and extent of the activities and the facilities to be provided under the missing facilities component vary from school to school. PMIU has devised a need-based assessment mechanism for determining the extent of interventions at each school. Approval of undertaking rehabilitation or reconstruction is accorded on the basis of the need assessment survey[17]. The developmental activities under Program’s portfolio include the following[18]:
▪ Repair, rehabilitation, and reinforcement of existing structures;
▪ Construction of boundary walls;
▪ Construction of additional classrooms;
▪ Construction of toilets and lavatories;
▪ Acquisition of land and constructing buildings for shelterless schools;
▪ Provision of electricity;
▪ Provision of drinking water; and
▪ Provision of free textbooks
1.4.5 Staging of Program’s Developmental Activities
The developmental activities under the Program are undertaken in a systematic manner by following a staging regime as under:
Stage 1 Planning, Design and Preconstruction Stage
This stage would include activities relating to preparation of project documents, layout plans, structural drawings, parametric investigations, obtaining approvals/NOCs from relevant agencies and departments, and award of contracts/work orders for various jobs.
Stage 2 Construction Stage
The activities in this stage would relate to mobilization of machinery and materials to construction sites, procurement and onsite stockpiling of construction materials, excavations for foundations, construction of superstructures, removal of unspent materials and debris, and external development comprising landscaping, beautification and tree plantation.
Stage 3 School Operation Stage
The activities during this stage would relate to usage of the school buildings for education and learning, collection and disposal of wastewater and solid waste, and annual repair and maintenance of the civil structures and equipment.
1.5 Provision of Free Textbooks
Distribution of free textbooks to schoolchildren is an integral component of the PESRP. Textbooks worth Rs. 1,960 million have so far been distributed to 28 million students on non-return basis. Distribution of free textbooks is a recurrent Program activity. Printing is outsourced through a process of competitive bidding, every year. The PMIU has devised an elaborate and time-bound system of distribution down to destination schools. The books are first stored at the central warehouse at Lahore from where they are distributed in a systematic manner through carriage trucks to districts. Each district has its own arrangements for storage and distribution to individual schools. Local modes of carriage and transport such as tongas, loaders, and pickups are also employed for transporting the books.
2. LEGISLATIVE AND REGULATORY OVERVIEW
This section discusses pertinent aspects of the environmental legal framework of Pakistan regarding environmental protection, environmental impact assessment, wildlife and biodiversity, and cultural / archaeological heritage. Relevance of the WB Safeguard Policies to PESRP has also been reviewed in this section.
2.1 The Pakistan Environmental Protection Act, 1997
The Pakistan Environmental Protection Act (PEPA), 1997 is the main environmental law and provides a framework for the management of environmental issues in the country. The envisaged objective of the Act is to provide for the protection, conservation, rehabilitation, and improvement of the environment for the prevention and control of pollution and promotion of sustainable development[19]. The Act establishes the Pakistan Environmental Protection Agency (Pak-EPA) as the principal organ of the state for implementing various procedural and substantive provisions of the Act[20]. The EPA is empowered to take cognizance of violations and contraventions of the Act, establish the charge, and prosecute the accused before the Environmental Tribunal, which stand established one for each province under the Act. Besides, Pak-EPA can also frame and notify rules and regulations under the Act. The provisions of PEPA override other laws having environmental provisions. Under Section 12 of the Act, no development project can be undertaken unless an initial environmental examination (IEE) or an environmental impact assessment (EIA) has been conducted and approval received from either the federal or the respective provincial EPA. Failure to conduct IEE or EIA is an offence punishable with fine, or imprisonment, or both under Section 17 of the Act. The present environmental and social impact assessment of the PESRP has been carried out in consonance with the broad principle of the Act.
2.2 The IEE/EIA Regulations, 2000
The Pakistan Environmental Protection Agency (Review of IEE/EIA Regulations), 2000 enlist the projects requiring an initial environmental examination (IEE) or an environmental impact assessment (EIA) under Schedules I and II, respectively. The Regulations also detail procedures concerning issuance of environmental approvals, inspection of premises, and holding of public consultations. The Regulations also prescribe detailed procedures for filing IEE/EIA for review by the EPA, time limits for completing the review, review fees, and conditions of environmental approval. The Regulations also authorize the Government to specify environmentally sensitive areas for which an EIA must be filed for any type of project.
2.3 The Punjab Wildlife Act, 1974
The Punjab Wildlife (Protection, Preservation, Conservation, and Management) Act, 1974 caters to protection of wildlife resources in the province[21]. Besides ensuring an environment conducive for their rearing and propagation, the Act also regulates hunting, poaching, possession, and trade in birds and animals. The Act also prescribes penalties for its contraventions. Government can notify and amend lists of protected ecosystems, national parks, wildlife sanctuaries, safari parks, and game reserves. The updated lists of the protected and special areas can be obtained from the National Council for Conservation or alternatively from the Forest and Wildlife Department, Government of Punjab. Annex-4 is a list of the wildlife species, protected under the Act and Plate-1 is a map showing geographical distribution of wildlife in the province.
[pic]
Plate-1: Wildlife Map of the Punjab (Source: Forest and Wildlife Department, GoPb)
2.4 Legislation relating to Cultural and Archaeological Heritage
The Antiquities Act, 1975, which is a federal law, provides for protection of cultural resources. Antiquities have been defined as ancient products of human activity, historical sites, sites of archaeological or cultural interest, and national monuments. The Act prohibits new constructions in the proximity of protected antiquities.
The Punjab Special Premises (Preservation) Ordinance, 1985 provides a legal framework for preservation of premises of historical, cultural, archaeological, and architectural value in the province. The Ordinance specifically prohibits implementation of developmental schemes or new constructions within a radius of two hundred feet from notified special premises.
Out of 387 officially notified sites under the Antiquities Act, 149 are in Punjab (Annex-5 is a list of notified sites in Punjab). The number of protected sites notified under the Punjab Special Premises Ordinance is 246 (see Annex-6). Updated lists are available from the office of the Director General, Archaeology Department. Provisions of both laws will be applicable to PESRP and the notified areas / sites will constitute negative areas for undertaking construction activities under the Program.
2.5 The World Bank Safeguard Policies
The ESMF has also been analyzed against the World Bank (WB) Safeguard Policies, i.e., OP 4.01 (environmental assessment), OP 4.04 (natural habitat), OP 4.36 (forestry), OP 4.09 (pest management), OP 4.11 (cultural property), OP 4.10 (indigenous people), OP 4.12 (involuntary resettlement), OP 4.37 (safety of dams), OP 7.50 (projects in international waters), and OP 7.60 (projects in disputed areas). Tables 2.5 and 2.5a present a summary of applicability of the WB Operational Policies to PESRP:
Table 2.5a Summary of the Bank’s OPs and their applicability to PESRP
|WB Operational Policy |Applicability |
|Environmental Assessment (OP 4.01) |Triggered | |
|Natural Habitats (OP 4.04) | |Not Triggered |
|Forests (OP 4.36) | |Not Triggered |
|Pest Management (OP 4.09) | |Not Triggered |
|Physical Cultural Resources (OP 4.11) | |Not Triggered |
|Indigenous Peoples (OP 4.10) | |Not Triggered |
|Involuntary Resettlement (OP 4.12) | |Not Triggered |
|Safety of Dams (OP 4.37) | |Not Triggered |
|Projects on International Waterways (OP 7.5) | |Not Triggered |
|Projects in Disputed Areas (OP 7.60) | |Not Triggered |
|Gender Policy |Triggered | |
|Disclosure of Information Policy |Triggered | |
Table 2.5b WB Operational Policies and their relationship to PESRP Activities
|OP No. |Subject |Description |
|OP 4.01 |Environmental Assessment |This OP requires environmental assessment (EA) of the projects proposed for Bank|
| | |financing to help ensure that they are environmentally sound and sustainable. |
| | |This OP also categorizes the projects on the basis of type, location, |
| | |sensitivity, scale of the project, and the nature and magnitude of their |
| | |potential environmental impacts. |
| | | |
| | |On the basis of the above parameters, the PSERP has been classified as |
| | |Category-B, and the present ESMF has been developed in response to this OP. |
|OP 4.04 |Natural Habitat |The conservation of natural habitats, like other measures that protect and |
| | |enhance the environment, is essential for long-term sustainable development. |
| | |Through this OP, the WB therefore supports the protection, maintenance, and |
| | |rehabilitation of natural habitats and their functions. |
| | | |
| | |The program includes limited amount of construction work related to expansion of|
| | |existing school buildings, provision of missing facilities in the existing |
| | |schools and construction of buildings for the existing shelter-less schools. |
| | |None of these activities will affect any of the natural habitats. Therefore, the|
| | |OP is not triggered. Furthermore, construction activities under the Program will|
| | |not be carried out in the areas listed in Annex-4. |
|OP 4.36 |Forestry |The objective of this Safeguard Policy is to assist the WB’s borrowers to |
| | |harness the potential of forests to reduce poverty in a sustainable manner, |
| | |integrate forests effectively into sustainable economic development, and protect|
| | |the vital local and global environmental services and values of forests. |
| | | |
| | |As mentioned above, the physical works during the Program will be carried out at|
| | |the existing facilities, which are in settled areas. Hence, no forest area is |
| | |likely to be affected, and therefore, this OP is not triggered. Furthermore, |
| | |construction activities under the Program will not be carried out in the areas |
| | |listed in Annex-4. |
|OP 4.09 |Pest Management |Through this OP, the WB supports a strategy that promotes use of biological or |
| | |environmental control methods and reduces reliance on synthetic chemical |
| | |pesticides. |
| | | |
| | |This OP is not applicable since the Program does not involve any activities |
| | |relating to agriculture, use of pesticides, fertilizer or other chemical inputs.|
| | | |
|OP 4.11 |Cultural Property |The World Bank’s general policy regarding cultural properties is to assist in |
| | |their preservation, and to seek to avoid their elimination. |
| | | |
| | |The PESRP involves civil works at the existing school locations, which are |
| | |located in settled areas. Hence no cultural property is likely to be affected |
| | |which may trigger this OP. However, the ESMF includes guidelines, should any |
| | |such property is discovered during Program activities. |
| | |Construction activities under the Program will not be carried out in the areas |
| | |listed in both Annex-5 and Annex-6. |
|OP 4.10 |Indigenous People |This OP defines the process to be followed if the Program affects the indigenous|
| | |people (i.e., people having the following characteristics: self-identification |
| | |as members of a distinct indigenous cultural group and recognition of this |
| | |identity by others; collective attachment to geographically distinct habitats or|
| | |ancestral territories in the project area and to the natural resources in these |
| | |habitats and territories; customary cultural, economic, social, or political |
| | |institutions that are separate from those of the dominant society and culture; |
| | |and an indigenous language, often different from the official language of the |
| | |country or region). |
| | | |
| | |Since the Program involves construction works at the existing school |
| | |facilities/premises, it is unlikely to affect any indigenous communities, which |
| | |may exist in the province. Hence, this OP is unlikely to be triggered. |
|OP 4.12 |Involuntary Resettlement |This policy includes safeguards to address and mitigate the impoverishment risks|
| | |(dislocation, asset loss, income loss, and others) associated with the |
| | |involuntary resettlement. |
| | | |
| | |Most of the new construction as part of the Program would be carried out within |
| | |the existing school premises. For the construction of a shelter-less school, the|
| | |community voluntarily donates a vacant plot of land; thus, it will not cause any|
| | |involuntary resettlement. Hence, this OP is not triggered. |
|OP 4.37 |Safety of Dams |The Policy seeks to ensure that appropriate measures are taken and sufficient |
| | |resources provided for the safety of dams the WB finances. |
| | | |
| | |This OP is not applicable since program does not involve any work relating to |
| | |dam construction. |
|OP 7.50 |Projects in International |This OP defines the procedure to be followed for projects the WB finances that |
| |Water |are located on any water body that forms a boundary between, or flows through |
| | |two or more states. |
| | | |
| | |This OP is not applicable since the program does not involve any works on |
| | |waterways. |
|OP 7.60 |Projects in disputed areas |Projects in disputed areas may raise a number of delicate problems affecting |
| | |relations not only between the Bank and its member countries, but also between |
| | |the borrower and one or more neighbouring countries. In order not to prejudice |
| | |the position of either the Bank or the countries concerned, any dispute over an |
| | |area in which a proposed project is located is dealt with at the earliest |
| | |possible stage. |
| | | |
| | |This OP is not applicable, as no disputed areas exist in the province of Punjab.|
| | | |
| |WB Gender Policy |The WB Gender Policy aims to reduce gender disparities and enhance women's |
| | |participation in the economic development of member countries. In this context, |
| | |the member countries are required to design gender-sensitive policies and |
| | |programs because gender disparities hamper economic efficiency and growth. The |
| | |Bank also recognizes that there is greater gender inequality amongst the poor in|
| | |a community. |
| | |In view of applicability of this policy, the PESRP is designed to achieve gender|
| | |parity by offering monetary incentives in the form of monthly cash stipends to |
| | |girls for attending schools. At community level, women are encouraged for |
| | |membership of the school councils for managing schools’ affairs. GoPb is also |
| | |providing financial assistance to schools in low-income areas. |
| |WB Policy on Disclosure of |The World Bank's Policy on Disclosure of Information sets out the Bank's policy |
| |Information |for disclosing and sharing information. The policy reaffirms the Bank’s |
| | |commitment to transparency and accountability in its activities for promoting |
| | |development effectiveness and poverty reduction. |
| | | |
| | |This policy will be applicable to PESRP and the GoPb will afford access of |
| | |public to Program documents and information. |
3. BASELINE ENVIRONMENTAL AND SOCIOECONOMIC PROFILE
This section provides a quick overview of the baseline environmental and social profile of Program’s geophysical extent i.e., the province of Punjab. A map showing geophysical features of the Punjab is placed as Plate-2 at the end of this section.
3.1 Geography
Punjab having 205,345 sq. km area and population of 8.90 million[22] is bound on the north by Kashmir, on the east by international border with India, on the south by Sindh province, and on the west by the provinces of Balochistan and NWFP. The physical coordinates are 29o.30’N to 31o.44’N and 73o.55’E to 76o.50’E.
3.2 Topography
The province of Punjab is predominantly a fertile region along the river valleys, while sparse deserts can be found in southern part of the province. Owing to its geographical disposition, the province exhibits wide variations of physical, ecological, socio-cultural, and environmental features down from north to south and across from east to west[23]. Topographically, Punjab can be divided into following five landforms[24]:
▪ Upper hilly region
▪ Potohar plateau
▪ Central plain lands (Doab[25])
▪ Desert like plains
▪ Cholistan and Thal deserts
The upper hilly region is a southward continuation of the Himalaya foothills of Kashmir. High rainfall, coniferous trees, and a cold weather characterize the region. Murree, with an altitude of 2,300 meter[26], is a popular hill station and a summer resort. The Potohar Plateau, which also includes the Salt Range, is a land of undulating terrain. It lies in between rivers Indus and Jehlum. Besides a number of important archaeological sites, the region is distinguished by diverse wildlife. The central part of the province comprises low-lying floodplains along the rivers. This geographical relief has facilitated large-scale cultivation, development of an extensive irrigation network, construction of roads, railways, and other infrastructure. The general trend of gradient in plains is from north to south and from west to east. The desert like plains present a transition zones between floodplains and the deserts of Cholistan and Thal. Development of surface irrigation, to some extent, has transformed their morphology into irrigable tracts. Thal and Cholistan exhibit true desert features. Cholistan, locally known as Rohi, spans over an area of 16,000 km². It continues into Sindh province under the name “Thar” and into India as “Rajhistan”[27].
3.3 Geology
Approximately 70 percent land area of the province comprises floodplains of Indus Basin. Geologically, lands in the floodplains are lightly mantled with alluvial deposits transported from the Himalaya foothills. The underlying bedrock is composed of Precambrian metamorphic and tertiary consolidated rocks. The overlying alluvium consists of Pleistocene to recent unconsolidated deposits of sand, clay and silt. The formation age of the alluvium also relates from Pleistocene to recent, the latter being predominant near the riverbanks and the former around the central part of the plains[28].
3.4 Soil Morphology
The texture, morphology, and moisture holding capacities of the soils in the province vary from region to region. The surface crust soils are composed of alluvial deposits consisting of silt, clay, sand, and loam. Clay and silt formations occur in discontinuous layers with limited lateral extent. Their thickness is generally less than five meters[29]. Due to rich surface irrigation in the central Punjab, the fertile soils of the floodplains give a good per unit yield[30].
3.5 Seismology
According to the seismic map of Pakistan, most parts of the province lie in zone “2A” of the Earthquake Zones Classification of the Uniform Building Code (UBC – 1997) of the United States. This zone is associated with unknown geologic conditions and the earthquake damage is “moderate”. However, earthquakes of magnitude up to five on the Richter scale, which generate ground acceleration up to 0.1g, have been reported for this zone[31].
3.6 Surface Hydrology
The major surface water resources in the province are rivers, canals drawn from the rivers, and some wetlands[32]. The major rivers are Indus and its tributaries (Jehlum, Chenab, Ravi, Sutlej, and Bias). Under the Indus Water Treaty (IWT)[33], waters of the three eastern rivers (Ravi, Sutlej, and Bias) have been appropriated to India and of the western rivers (Indus, Jehlum, and Chenab) to Pakistan. However, to meet irrigation needs of the command areas of the eastern rivers, waters from the western rivers have been diverted into them through the link canals. Link Canals are only conduits for water transfer and are not used for irrigation. However, they help in groundwater recharge. There are 12 such link canals. Structurally, the surface irrigation system comprises major canals, minor canals, branch canals, distributaries, and watercourses upto farm gate[34].
3.7 Groundwater
Availability and quality of groundwater, the depth of water table, and the aquifer recharge rates considerably differ from area to area depending on a number of variables such as amount of precipitation, proximity to surface water channels, and other meteorological factors[35]. About 79 percent area of the province has fresh groundwater[36]. High fluoride content is found in groundwater of the Salt Range[37]. Water table varies from as low as 1 meter in the waterlogged areas to as deep as 90 meters in desert areas[38]. The groundwater is drawn through hand pumps, tubewells, springs, and public water supply schemes. Tables 3.7a, 3.7b, and 3.7c, present typical groundwater quality of a few selected districts of the province i.e., Rawalpindi (upper Punjab), Sheikhupura (central Punjab), and Bahawalpur (lower Punjab)[39].
3.8 Meteorology, Climate, and Air Quality
The general pattern of climate in the upper Punjab is characterized by a relatively higher rainfall (approx. 1000 mm compared to province’s average of 351 mm/annum)[40], high humidity, low temperatures, and heavy monsoon precipitation. Southern Punjab has a hot and dry climate with low rainfall[41]. Summers are hot with moderate humidity, whilst winters exhibit extreme cold. Spring and autumn seasons are the most pleasant parts of the year. Mean winter temperature (December/January) in the plains and desert areas range between 8.5°C and 12.5°C. The mean summer temperature remains around 35°C to 39°C with spikes crossing 42°C. The mean of the maximum temperature ranges between 29-30°C and mean of the minimum from 15-16°C[42]. Approximately 50 percent of the average annual rainfall occurs during monsoon in the months of July and August[43]. The past climatic records indicate that rain rich years occurred at a cycle of 15-20 years with intervening dry period[44].
A joint air quality study of Lahore, Rawalpindi, and Islamabad by the Pak-EPA and the Japan International Cooperation Agency (JICA), showed that the average suspended particulate matter (SPM) in the study districts was 6.4 times higher than WHO Guideline Values. The levels of sulphur dioxide, carbon monoxide, and oxides of nitrogen also exceeded the acceptable standards in some areas, but the average levels were below the Guideline Values[45]. Another similar study of Gujranwala and Faisalabad also revealed higher concentrations of SPM in the ambient air[46]. However, barring congested urban centres, air quality in rest of the province generally conforms to WHO Guideline Values[47]. A typical urban ambient air quality data is as depicted in table 3.8, below[48]:
3.9 Forests, Habitat, and Ecologically Sensitive Areas
The forests resources of the province include Coniferous Forests, Scrub Forests, Riverine Bela Forests, Irrigated Plantations, Linear Plantations, and Rangelands[49].
The existing natural habitat of the province is largely a modified habitat owing to human interventions. Construction of an extensive irrigation network during early 20th century paved the way for transformation of the Tropical Thorn Forests into agricultural lands. This has led to a changed landscape and loss of wildlife. Nine habitat types have been identified in the province, of which deserts, sub-tropical deciduous, and wetlands are of concern with regard to threat to wildlife[50]. The major habitats alongwith their geographical areas are as under:
• Coniferous Forests Murree, Kahuta (District Rawalpindi)
• Tropical Deciduous Forests Margalla Hills, Mountain Foothills (District Jehlum)
• Dry Subtropical Forests Potohar Region, Salt Range (Districts Chakwal,
Khushab, Mianwali, Jehlum, Rawalpindi, and DG Khan)
• Tropical Thorn Forests Indus Floodplains
• Tropical Thorn Forests (Sandy) Cholistan, Thal (Districts Bahawalpur, Rahimyar
Khan, Layyah, and Rajanpur)
• Irrigated Forest Plantations Modified habitat carved out of Tropical Thorn Forests
• Rivers, Wetlands, and
Waterlogged Areas throughout Punjab
• Farmlands / Agricultural Areas Throughout Punjab
• Urban Parks and open areas in urban centres
(Source: Forest Department, Punjab)
In order to preserve the natural habitat, Government has notified 63 ecologically protected areas comprising wildlife sanctuaries, national parks, and the game reserves[51] as listed in Annex-7.
3.10 Demographic Profile
Punjab is a thickly populated province and has average population density of 358 persons/km2. The population of the province constitutes 55.6 percent of country’s total population. The population of the province, which was 73.6 million in the 1998 Census, is now crossing 90 million[52]. The average population growth rate is 2.48 percent per annum[53]. With the existing growth rate, the population is expected to double by 2025. Urban population has increased from 31 percent in 1998 to about 36 percent in 2007. Overall sex ratio is 107 males per 100 females. Lahore is the most populated district of the province with population density of 3,566 persons/km2. Children below fifteen years of age constitute approximately 40 percent of province’s population[54].
3.11 Land Use / Agricultural Profile
Agriculture is still the predominant economic activity of 64 percent population of the rural Punjab. About 50 percent of total labour force is employed in agriculture. More than 70 percent of cropped area of Indus Basin is located in Punjab. The principal sources of irrigation are the surface channels supplemented by tubewells. Rainfall accounts only for a small proportion of the irrigation sources. Sericulture, horticulture, and aviculture are also gaining popularity. Investments in honeybee- sheep-, goat-, fish-, poultry, and dairy farming are also increasing. The major seasonal crops include wheat, rice, maize, and vegetables. Other agricultural products include fodder, fresh vegetables, and lattice[55]. The reported area of Punjab is 17.62 million hectares, out of which 71 percent is cultivated and the remaining is uncultivated[56].
The land use in the province has been exhibiting change from agricultural to residential and built-up structures. Whereas, land use in the urban centres is predominantly of fixed and permanent structures, it is of mixed disposition in the suburbs and along outer rim of the cities, where agricultural lands interpose with new constructions, inhabitations, and farmhouses[57].
3.12 Healthcare Facilities
Punjab has a reasonable network of healthcare services in the public sector ranging from primary to tertiary and even upto specialized healthcare facilities. There is good number of tertiary level healthcare hospitals (teaching) in the province. The Province has 308 hospitals and 1333 dispensaries. Table 3.12a presents status of healthcare facilities in the Punjab. There are more than 59 thousand registered doctors, 45 thousand nurses, 9 thousand lady health visitors, 7 thousand midwives, and 5 hundred dais[58]. The mortality rates in the province are generally higher than accepted international standards and health indicators present a dismal status as shown in Table 3.12b. On the lines of the PESRP, Government of the Punjab is implementing a reform program in the health secotr, “Punjab Health Sector Reforms Program” for improving and upgrading healthcare facilities in the province[59].
Awareness about personal hygiene is very low. According to the MICS[60], only 41 percent households use soap to wash their hands before eating and only 55 percent wash their hands adequately after attending toilet. Only 52 percent households are aware of the need for iodized salt.
3.13 Educational Facilities
The educational facilities in the province range from primary level masjid-maktab[61] schools upto universities and specialized institutions. There is a separate stream of technical and vocational institutions as well as teachers’ training colleges. Educational facilities for the disabled children are provided by a separate Department of Special Education[62]. The province has 52,000 primary schools, 7,000 middle schools, 5,000 high schools, and 672 intermediate and degree colleges. More than 25 universities, both in the public and the private sector, are catering for higher education and research[63]. Public sector enrolments at primary level are 5.85 million, at middle level 2.1 million, at high school level 0.85 million, and at college level 0.66 million. The percentage share of Punjab’s enrolments to country’s total enrolments is 27.4 percent for primary, 45.3 percent for middle, 44.9 percent for high, and 65.5 percent for college grades. Literacy rate in the province has recorded steady uphill trend from 27.4 in 1951 to 55.2 in 2005-06. The combined literacy rate in urban areas is 70.2 with male literacy rate at 78 and female literacy rate at 66. The literacy rate in rural areas is 59 for males and 35 for females[64].
3.14 Infrastructure Profile
There are wide variations in the availability of infrastructure facilities in the urban and rural areas as well as in different regions of the province. Whereas, availability and condition of roads in the cities is fair, it is deplorable in rural areas[65]. As a part of its developmental agenda, the Government is focussing attention on the construction of farm-to-market roads (FMR) in the province and building of infrastructure under the Annual Development Program (ADP) and the Public Sector Development Programs (PSDP). Construction of the roads under various programs has substantially improved agricultural marketing and timely transportation of the farm produce to markets[66].
3.15 Socioeconomic Profile
Punjab is the hub of economic activities in the country. Opportunities exist in business, economic, trade, social, educational, and general activities. A large section of the population is absorbed in services sector, in the army, and in the civil service[67]. Many are working abroad as expatriates. However, still the majority are absorbed in the agricultural sector. The mean income level of the city residents is higher than their rural counterparts[68]. There are more than 3.5 million registered vehicles in the province, which number is increasing with every passing day[69]. Communication system in the form of regular landlines and mobile telephony is one of the fast growing areas of economy[70].
3.16 Labour and Employment
Country’s labour force is estimated as 43 million, out of which nearly 55.9% is in Punjab. About 70 percent of Punjab’s labour force is in rural areas and 30 percent in urban areas[71]. Migration of people from rural to urban areas for employment opportunities and better socioeconomic conditions is an unending phenomenon in the province. Growth of urban centres, development of Lahore as a metropolis, and establishment of industrial estates / enterprises have all contributed towards increased employment opportunities in the province. The number of employed people has doubled between 1972-2002. However, the number of unemployed people has recorded eightfold increase during the same period, mainly because of high population growth rate[72]. Investments in social sectors such as education, health, housing, water and sanitation, agriculture, transport, infrastructure, and communications, etc. have not kept pace with rapidly growing population[73]. The province of Punjab has over 18,000 large and medium industrial units, 59,126 small factories, and 90, 995 cottages units absorbing a total labour force of 62,000 persons[74].
3.17 Culture, Religion, and Customs
The province of Punjab is rich with magnificent cultural heritage of ancient times and of early Islamic period, reflected through specimens of art and craft, literature, and architect. Bhangra and Luddi are two popular dances. The population predominantly consists of Muslims. Punjabi is the native language and spoken widely, particularly in rural areas. However, other languages like Hindkoh, Balochi, Potohari, and Saraiki are also spoken in certain areas.
People generally respect chadar and chardewari, i.e. they do not mingle up with women publically and stay away from others houses and respectfully wait to be called in or the residents to come out from their houses. A reasonable proportion of womenfolk observe the purdah etiquette, i.e. they remain secluded from outsiders. However, womenfolk do participate in almost all sort of social, cultural, economic, educational, and service activities[75].
Joint family is generally prevalent, especially in rural area. However, nucleus or small family is fast emerging in metropolis and urban centers because of socio economic compulsions and attitudinal shifts in the youth.
3.18 Gender Issues
Women in Pakistan are among the poorest and the most vulnerable sections of society. Women’s access and control over productive resources is limited, which ranks Pakistan amongst the highest in the world for maternal and infant mortality rates. Vulnerability of women to discriminatory treatment varies across classes, region, and the urban / rural populations. The 2007 Human Development Report ranks Pakistan at 135 out of 177 countries in terms of human development index and at 107 out of 140 in the gender related index[76]. The dependency and vulnerability rates estimated to be around 47 percent. However, the actual dependency is believed to be much higher than the official figures because approximately 69 percent population copmirses women, children, and the aged who all can be classified as vulnerable. Another reason of dependency is low participation of women in economic activities. Presently, women comprise less than 5 percent of public sector employees in the province. Those who are employed have limited horizontal mobility and are limited to social sector departments like education and health. Representation of women at the decision making level is only 3 percent[77].
The Government’s major initiative of empowering the women is the Gender Reform Action Program (GRAP), which is designed to trigger actions that will result in gender mainstreaming. GRAP focuses primarily on institutional change to achieve gender equity[78].
3.19 Poverty
Incidence of poverty in the province is estimated at 32 percent (36 percent urban and 26 percent rural), which is quite high[79]. Despite government’s interventions, poverty is increasing with passage of time. In case of urban areas, poverty is more evident in slums and katchi abadis[80]. The southern Punjab has higher prevalence of poverty compared to central and upper Punjab. The main causes of poverty are traditional agricultural practices, fragmented landholdings, non-availability of safe drinking water and sanitation facilities, low literacy rate, inadequate institutional arrangements for addressing social sector problems, and lack of access to social justice system.
Table 3.7a Groundwater Quality of Rawalpindi District
|Sr. |Parameter |Unit |WHO Limits |Results |
| |pH |-- |7.0 – 8.5 |7.2 |
| |Odour |-- |Unobjectionable |Odorless |
| |Colour |TCU |5 – 50 |Clear |
| |Taste |-- |Unobjectionable |Tasteless |
| |Turbidity |NTU |5 -25 |6.2 |
| |TDS |mg/l |500 – 1500 |334 |
| |TSS |mg/l |-- |8 |
| |Calcium |mg/l |-- |41 |
| |Magnesium |mg/l |-- |30 |
| |Hardness (CaCO3) |mg/l | |222 |
| |Chloride |mg/l |75 – 200 |41 |
| |Sulphate |mg/l |50 – 150 |61 |
| |Nitrate |mg/l |500 |0.6 |
| |Fluoride |mg/l |1.5 |0.25 |
| |Arsenic |mg/l |0.01 |0 |
| |Lead |mg/l |10 |5.5 |
| |Total Coliform | |0/100 ml |-- |
(Source: Subsoil Water Quality Monitoring Report of the EPA, Punjab)
Table 3.7b Groundwater Quality of Sheikhupura District
|Sr. |Parameter |Unit |WHO Limits |Results |
| |pH |-- |7.0 – 8.5 |7.7 |
| |Odour |-- |Unobjectionable |Odorless |
| |Colour |TCU |5 – 50 |Clear |
| |Taste |-- |Unobjectionable |Tasteless |
| |Turbidity |NTU |5 -25 |5 |
| |TDS |mg/l |500 – 1500 |935 |
| |TSS |mg/l |-- |9 |
| |Calcium |mg/l |-- |73 |
| |Magnesium |mg/l |-- |64 |
| |Hardness (CaCO3) |mg/l | |442 |
| |Chloride |mg/l |75 – 200 |172 |
| |Sulphate |mg/l |50 – 250 |183 |
| |Nitrate |mg/l |500 |20 |
| |Fluoride |mg/l |1.5 |0.4 |
| |Arsenic |mg/l |0.01 |0.003 |
| |Lead |mg/l |10 |7 |
| |Total Coliform | |0/100 ml |-- |
(Source: Subsoil Water Quality Monitoring Report of the EPA, Punjab)
Table 3.7c Groundwater Quality of Bahawalpur District
|Sr. |Parameter |Unit |WHO Limits |Results |
| |pH |-- |7.0 – 8.5 |7.5 |
| |Odour |-- |Unobjectionable |Odorless |
| |Colour |TCU |5 – 50 |Clear |
| |Taste |-- |Unobjectionable |Tasteless |
| |Turbidity |NTU |5 -25 |5 |
| |TDS |mg/l |500 – 1500 |935 |
| |TSS |mg/l |-- |9 |
| |Calcium |mg/l |-- |73 |
| |Magnesium |mg/l |-- |64 |
| |Hardness (CaCO3) |mg/l | |442.5 |
| |Chloride |mg/l |75 – 200 |173 |
| |Sulphate |mg/l |50 – 150 |183 |
| |Nitrate |mg/l |500 |21 |
| |Fluoride |mg/l |1.5 |0.4 |
| |Arsenic |mg/l |0.01 |0.01 |
| |Lead |mg/l |10 |7 |
| |Total Coliform | |0/100 ml |-- |
(Source: Subsoil Water Quality Monitoring Report of the EPA, Punjab)
Table 3.8 Ambient Air Quality Data of Lahore (1998-2002)
|Location |
(Source: Ambient Air Quality Monitoring Data of the EPA, Punjab)
Table 3.12a Number of Public Sector Healthcare Facilities and Bed Strength in Punjab
|Facility |Number |Number of Beds |
|Hospitals |308 |34,612 |
|Dispensaries |1,333 |1,333 |
|Rural Health Centers (RHC) |295 |5,900 |
|Basic Health Units (BHU) |2,456 |4,912 |
|T.B. Clinics |41 |72 |
|Sub Health Centers (SHC) |454 |-- |
|Maternity and Child Health Centers (MCHC) |492 |-- |
(Source: Punjab Development Statistics, 2007)
Table 3.12b Health Indicator Status in Punjab
|Health Indicator |Level per thousand |
|Child Mortality (under 5 years) |20 |
|Infant Mortality Rate (IMR) (under 2 years) |115 |
|Infant Mortality Rate (under 1 month) |64 |
|Neonatal Mortality Rate (under 1 week) |73 |
|Maternal Mortality Rate (MMR) |68 |
|Crude Birth Rate (CBR) |40 percent |
|Crude Death Rate (CDR) |12.5 percent |
(Source: Punjab Sustainable Development Strategy, 2008)
[pic]
Plate 2: Map of Punjab Province
(Source: Wikipedia)
4. STAKEHOLDERS CONSULTATIONS AND FOCUSSED GROUP MEETINGS
This section is about the stakeholders’ consultations and the focused group meetings that were held during the study with the objective of understanding public perception about PESRP, its successes and failures, if any, and learn about bottlenecks in its implementation. Public consultations were also used as a firsthand information source regarding end beneficiaries’ expectations from the Program and the social concerns of importance.
4.1 Rationale of Public Consultations
Consultation with the stakeholders and the interest groups, having stakes and concerns in an activity, PESRP in this study, is a tool for managing a two-way communication between the sponsors, interest groups, and the beneficiaries. The public consultations during the study were held to know concerns of various actors, beneficiaries and the affectees of the Program activities. It is expected that the information obtained from these consultations and meetings will improve decision-making and build public’s confidence into the Program by actively involving the individuals, groups, organizations, donors, and the governmental agencies that have a stake or interest in the Program. Learning and soliciting views of the stakeholders and other groups is expected to increases Program’s long term viability and a sense of ownership in the Program activities by the interests groups and the beneficiaries. These consultations have also helped a lot in formulating Program’s ESMF.
4.2 Identification of Stakeholders and Mode of Consultations
In order to identify different stakeholders and to ascertain their perceptions and views over the Program, series of meetings were held in the survey districts with the government functionaries, District Monitoring Teams, School Councils, and the Heads of the schools. Apart from one to one discussion, specific concerns relating to environmental and social issues were solicited from those attending the meetings by asking them direct and indirect questions. Informal discussions were also used as an additional information input tool for the requisite information (See Fig. 33). The Environs Team carried out public consultations, stakeholder consultations, and the focussed group meetings at the majority of the school sites that were surveyed during the study.
4.3 Objectives of the Stakeholders Consultations
The objective of consultations and focussed group meetings was to learn about those aspects of the environmental and social impacts of the Program that may have remained unearthed during environmental assessment study. Stakeholders’ consultations and public meetings have played a vital role in analysing environmental and social effects of the Program activities and in ensuring successful implementation of the Program. Under environmental law of the country, Public involvement is an essential feature of an environmental assessment, simply because it leads to a better and more acceptable decision-making.
4.4 Stakeholders Consulted
The stakeholders and the interest groups that were consulted during the study belonged to the different categories as under:
| |PESRP functionaries / Proponent |
| |Government Functionaries / Education and Environment |
| |Donor Agency / World Bank’s Environmental Experts |
| |District Government Functionaries |
| |District Monitoring Teams |
| |District Teams of the NLC / Construction Contractor |
| |School Councils |
| |Heads of the respective school |
| |Parents of the schoolchildren |
| |Schoolchildren |
| |Local NGOs |
| |Neighbouring residents |
| |Local public representatives |
4.5 Issues discussed
Some of the issued that were discussed in the focussed group meetings and the stakeholder consultations included the following:
▪ Overall objectives of the Program;
▪ Expectations of the stakeholders and the interest groups from the Program implementation;
▪ Benefits and gains of the Program activities
▪ Strategies to achieve gender parity in access to education and effectiveness of motivational stipends for girls
▪ Concerns, issues, and views over the Program activities;
▪ Likely adverse impacts of the Program on the various components of the environment i.e., physical, biological, and social components;
▪ Importance of the likely impacts as viewed by the stakeholders and the interest groups;
▪ Possible mitigation measures; and
▪ Any particular personal concerns or issues
▪ Steps needed to improve outreach of the Program and recommendations for making it successful in realizing its objectives
▪ How to activate and make School Councils for achieving desired goals
▪ Troubleshooting and dispute resolution mechanisms
4.6 Gist of the Outcome of Public Consultations
A summary of the outcome of public and stakeholder consultations is as hereunder:
▪ The majority of the persons and the functionaries, who were consulted appreciated the PESRP and regarded it as a beneficial activity;
▪ The majority of the persons consulted and interviewed expressed satisfaction over the extent and scope of the Program activities. However, some were of the view that the facilities being provided are inadequate and not commensurate to actual requirements;
▪ The majority of the persons interviewed criticized slow pace of construction activities;
▪ Many of the persons criticized the quality of construction work and the quality of the material used for construction;
▪ Many Heads of Schools expressed concerns over scattered demolition wastes and non removal of construction debris by the construction contractor;
▪ Some of the people expressed concerns over syllabus and quality of education;
▪ Some of the persons showed concerns over inadequate arrangements for water supply and wastewater drainage;
▪ A large number of Heads of schools expressed resentment for having not been involved in the planning and decision making stages, wherein they could have offered more workable and better options;
▪ The members of the school councils regarded the Program as beneficial and stated that the Program has been a success in increasing enrolment of the children;
▪ Some of the parents expressed concern over the long distance for reaching to schools by their children, particularly girls.
▪ Some of the parents expressed concern over safety of their children while travelling to schools located at long distance from their village
▪ Some of the parents expressed their unwillingness to send their daughters / girls to a school located in another / neighbouring village owing to apprehensions over safety during travelling
▪ Some Heads of the schools informed that despite pointing defects in the construction quality, no corrective measures were taken by the contractor
By and large, the majority of the individuals that were consulted considered rated the PESRP as a remarkable and outstanding public service Program.
5. ENVIRONMENTAL AND SOCIAL ASSESSMENT
This section relates to impacts of the Program activities on physical, biological, and social environment and measures for their mitigations. The likely adverse impacts on various important environmental parameters have been discussed with respect to school design / siting, construction, operation, and printing / distribution textbooks. Necessary mitigation measures for avoiding or rectifying the impacts, succeed discussion on impact characterization.
5.1 Impact Assessment Methodology and Mitigation Strategy
A simplified Impact Assessment Matrix (Table 5.1) has been used for identification, screening, and characterization of the likely impacts on physical, biological, and social aspects on a numerical scale from (-)2 to 0 to (+)2 (see the matrix at Table 5.8). -2 denotes high adverse impacts, (-)1 low adverse impacts, 0 insignificant impacts, +2 high beneficial impacts, +1 low beneficial impacts, and N denotes nil impacts. The impact mitigation revolves around the strategy of:
▪ Firstly, avoiding the impacts by adopting environment compatible school design, construction practices, oversight during operation, and selecting environment friendly materials for textbook printing, as have been given in the environmental and social guidelines; and
▪ Secondly, rectifying the impacts by adopting the suggested corrective measures as contained in the guidelines.
Adoption of the mitigation strategy will ensure long-term environmental and social sustainability of the Program. The discussion following hereafter relates only to the significantly adverse impacts in respect of selected environmental parameters.
5.2 Soil and Lands
5.2.1 Impacts
Improper school siting and designing can lead to loss of useful agricultural land, cutting of trees, and soil and land contamination.
The likely adverse impacts during construction will be associated with excavations, diggings, and tree cutting, particularly in hilly areas. These operations can destabilize the land and may lead to soil erosion and land sliding.
Disposal of toilet wastewater directly onto adjacent lands, during school operation, can degrade quality and contaminate the land. Besides being a source of environmental nuisance, stagnation of the wastewater, applied to land around school buildings (See Fig. 27), would have serious environmental and health concerns because these wastewater ponds can act as breeding places for disease vectors, source of foul smells, and an aesthetic blight (See Fig. 5, 6).
5.2.2 Mitigations
▪ Select appropriate site and design the building that will entail no or minimal disturbance to soils and land.
▪ Avoid tree cutting and removal of vegetative soil cover during construction.
▪ Adopt a sequential or batched excavation technique. Under this technique, only a part of the total area / reach to be excavated, is first dug and refilled after constructing the requisite structures, followed by the next section and so on. This will ensure prevention of soil erosion / destabilization.
▪ Confine the diggings only to the specified area, as per the engineering drawings.
▪ As soon as the construction phase is complete, or near completion, take up generous tree plantation at and around the site.
▪ Secure a connection of toilet wastewater to local sewerage system. Else, ensure provision and proper functioning of the septic tank.
5.3 Surface Water Quality
5.3.1 Impacts
If the design incorporates provision for secure disposal of wastewater, there will not be adverse impacts worth significance.
Direct drawl of large quantities of water from and drainage and disposal of wastewater during construction operations into a nearby water body can pollute waters of such a source.
Direct discharge of toilet wastewater into a surface water resource, without treatment, during operation phase can deteriorate recipient body’s water quality.
Disposal of chemical- and ink-laden wastewater from the printing press directly into a receiving water body or indirectly through the local sewerage system can pollute surface water quality.
5.3.2 Mitigations
▪ The school design must incorporate wastewater treatment and disposal arrangements.
▪ Avoid direct drawl of water from a surface source. Use only minimum essential quantities of water to avoid generation of large quantities of wastewater during construction.
▪ Dispose the construction wastewater through a soaking pit of appropriate capacity, which should be levelled back after completion of construction.
▪ Construct septic tanks of appropriate capacities for disposal of toilet wastewater during school operation
▪ Select an ISO certified press for printing of textbooks, which avoids using toxic chemicals and environmentally harmful inks / paper. Else, local municipal authorities be asked to ensure treatment of wastewater before its discharge into receiving system.
5.4 Groundwater Quality
5.4.1 Impacts
Generally, the construction activities, school operations, and printing / distribution of textbooks do not pose significant probability of groundwater contamination. The groundwater quality would be affected only if wastewater succeeds in reaching the groundwater aquifer by some route. The most plausible route will be the hand pump borehole (See Fig. 28). Because of natural soil filtration mechanism, the probability of groundwater contamination from percolation of stagnated wastewater down the earth’s layers is rare.
If the design does not provide for separate supply lines for drinking water and the water for toilets, then the combined supply line both for drinking water and for toilet usage can pose higher risks of cross contamination of the drinking water (See Fig. 32). Locating the hand pumps close to toilets will increase vulnerability of contamination (See Fig. 13, 14, 28).
Stagnation of the spilled water around the base of the hand pump can lead to its downward movement along the borehole and therefore likelihood of groundwater contamination during school operation (See Fig. 28).
5.4.2 Mitigations
▪ The design should provide separate supply lines for drinking and toilet usage. Any existing system of such a type be stopped forthwith and replaced.
▪ The hand pump borehole should be well secured and sealed off from the exterior by grouting with cement mortar. The slope of the floor platform be outward from the hand pump base.
▪ Provide for immediate drain off the spilled water from a hand pump base.
▪ Ensure regular laboratory testing of the groundwater / drinking water at the schools for timely detection of contamination.
5.5 Air quality
5.5.1 Impacts
Construction activities can temporarily deteriorate the ambient air quality from localized dust blowing and suspension of fine particulates in the environment. Blowing of dust and prolonged suspension of fine particulates in the ambient environment is a phenomenon associated with movement of vehicles, land excavations, structure demolitions, and onsite stacking of materials. Once in the air, the larger sized particles, under influence of gravity, tend to settle down in the immediate vicinity of the source. The suspended particulate matter (SPM) of the size smaller than 10 micrometer (PM10) tends to remain suspended in the environment for much longer and persistent time and is an environmental hazard. The objectionable impacts of settling of the suspended dust would be its dry deposition on vegetations, glass windows, motor vehicles, buildings, and other exposed surfaces. Exhaust from fossil fuel burning in the construction machinery will also deteriorate local air quality.
Similarly, exhausts from generators at printing press, during electricity shutdown / failure, can also have impacts on air quality in the vicinity. Usage of carriage vehicles for transporting the printed textbooks will also have similar of impacts on air quality. Blowing of drag dust from vehicles movement will be another adverse air quality impact associated with distribution / transportation of books.
5.5.2 Mitigations
▪ Avoid / control dust blowing from potential sources by shielding them from exterior.
▪ Avoid dust / particulate blowing from stockpiled materials either by sheeting them or by sprinkling them with light shower of water.
▪ Select and install only an environment compliant generator.
▪ Use only good quality oil, petroleum products, additives, and spares in machinery, generator, and vehicles.
▪ Avoid operating the machinery during school hours.
▪ Bound the drivers to follow and observe traffic rules and road safety instructions
5.6 Noise and Vibrations
5.6.1 Impacts
Generation of noise and vibrations would be of relevance only to construction activities and printing / distribution of textbooks. Noise levels higher than a threshold can produce psychological and social impacts of distracted attention, irritation, and short-temperedness. However, owing to non-cumulative property of sound and vibrations, the impacts are reversible and of significance only during continuation of the noisy activities.
Usage of machinery and steel fabrication activities during construction, particularly during school hours and at nighttime, can produce unpleasant noise.
Printing, binding and paper cutting machines at the printing press can also produce noise and vibrations annoying for the residents and neighbours.
Moving vehicles and blowing of pressure horns will be another source of noise and vibrations.
5.6.2 Mitigations
▪ Avoid noisy and vibrations generating activities preferably during school hours.
▪ Avoid such activities at nighttimes for avoiding disturbance to the community.
▪ Tune up, well maintain the equipment and machinery, and carry out oiling of the noise producing parts of a machine / vehicle.
5.7 Access, Easement, Health and Worksite Safety
5.7.1 Impacts
The environmental and social impacts pertaining to rights of access, easement, health and wellbeing, and worksite safety would relate to design, construction, operation, and printing / distribution of textbooks.
Improper and poor design can lead to construction of congested structures with poor ventilation, sunlight, and access, which in turn can produce behavioural and health impacts.
Improper stockpiling of construction materials, scattered demolition wastes, and placement of debris / materials on nearby open spaces and streets can result in blocking of route and inconvenience for passersby, neighbours, and residents.
Haphazardly placed materials and debris presents higher risks of personal injury and inconvenience to schoolchildren and the staff (See Fig. 20-24, 27).
Non-observance of worksite safety instructions and non-usage of safety gadgets during construction operations can increase vulnerability to adverse health and personal safety impacts.
Choking of sewer line, dysfunction of septic tanks, contamination of drinking water or its source, using the printed papers for placing eatables (particularly of wet consistency) are all fraught with their consequential health and safety impacts during school operation.
5.7.2 Mitigations
The adverse impacts or hazards relating to access, easement, health, and worksite safety can also be avoided by taking appropriate preventive steps / measures, such as:
▪ Design the building as an environment compatible structure in accordance with the prescribed building code paying due attention to aspects of natural lighting, ventilation, and easement.
▪ Design the buildings according to required capacity and in accordance with needs of special children.
▪ Avoid haphazard stockpiling of the materials. Allocate a separate place or corner in the premises for storing the materials. The demolition debris.
▪ Avoid worksite hazards and accidents by wearing protective clothing / gadgets and by observing standard procedures of carrying out an activity.
▪ Watch for drinking water availability and quality, proper working of the septic tank, and disinfection of the water source.
▪ Educate and aware the schoolchildren not to used printed papers as receptacle for eatables.
▪ Avoid using petroleum based inks and toxic chemicals for textbooks printing
▪ Sore the printed books in a properly ventilated warehouse. Regularly fumigate the warehouse for preventing growth of termites and worms.
Table 5.1 Simplified Environmental and Social Impact Matrix
|Environmental Components |Physical |Biological |Social and Socioeconomic |
| |Soil Erosion / Contamination |Surface Water Quality |Groundwater Quality |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|PROGRAM Activities | | | |
|Program Monitoring and |Deputy Director (Planning), PMIU |Environmental |Entire Province |
|Implementation Unit (PMIU) | |Coordinator (EC) | |
|Office of the District Monitoring |District Monitoring Officer (DMO) |District Environmental |Respective District |
|Officer |through Monitoring and Evaluation |Focal Person (EFP) | |
| |Assistants (MEAs) | | |
|School Council |Head Teacher |Environmental Modulator |Respective School |
| | |(EM) | |
The Deputy Director (Planning), PMIU at Lahore has been designated as the environmental coordinator (EC) at the provincial level for an oversight over the Program activities throughout Punjab. The EC will liaise with GoPb, the WB, and other provincial organizations and will translate policy decisions into actionable programs.
The DMO will be a designated environmental focal person at district level. He will maintain upward and downward linkages with the PMIU and the field staff respectively for ensuring smooth implementation of the Program and timely appreciation of the environment and social issues coming in the wake of implementation of the Program. Coordination with other line departments in the district and troubleshooting will also fall in his chartered responsibilities.
The Head Teacher or School Incharge, designated as environmental modulator, will be responsible for ensuring compliance of the ESMF by the construction contractor during construction activities. He / she will also be the focal person for implementing the ESMF during school operation phase. All focal persons will maintain close liaison and fast track communication with each other for promptly addressing any issue or problem.
6.2 Roles and Responsibilities of the Focal Persons
Table 6.2 describes the areas of responsibilities of the designated focal persons. It is important that the responsibility of each focal person be clearly defined. Even then, there might be some grey areas of overlapping responsibility falling within the purview of more than one organization / focal person. In such a case, the higher authority or the organization may delegate its functions to the lower tier and retain the overseeing role for itself. The decision made by the higher-level authority will thence take precedence over that of the subordinate.
6.3 The Environmental and Social Guidelines
Table 6.8 details the environmental and social guidelines relating to design, construction, and school operation stages as well as to printing and distribution of textbooks. These guidelines are the preventive and corrective actions that will be taken by various persons involved in planning, designing, and implementing the Program. The primary objective of the guidelines is to avoid or lessen the likely damage to environment. The Guidelines have been developed to ensure that the identified adverse impacts relating to various environmental parameters are properly addressed either by adopting a preventive or a mitigation strategy. The Guidelines also indicate the persons and agencies for their implementation and thereby ensuring attenuation of the adverse impacts to an acceptable level by adopting suitable administrative and or technical options.
6.4 Internal Compliance Monitoring
Compliance to environmental and social guidelines will be affected through an internal compliance monitoring mechanism comprising two parallel channels, as under:
1. The Head Teacher or the School Incharge, being the designated “Environmental Modulator” will ensure observance of the ESMF guidelines by the construction contractor all during the construction phase. He / she will also be responsible for implementing the ESMF and complying with the guidelines during school operation phase. He / she will send monthly compliance reports to the EFP / DMO on prescribed profroma (See Annex-8)
2. The MEAs of the respective districts will make routine as well as surprise visits of the schools in their operational areas, both during construction and school operation phases. The will submit their monitoring reports on the same proforma as given in Annex-8.
The EFP / DMO office will process, rearrange, tabulate, and analyse the monitoring reports and will forward the consolidated report of the district to central database at PMIU in Lahore for further processing and usage for decision making.
The PMIU may seek advice of the environmental consultant, if so required on any issue or non-conformity surfaced up from monitoring activities.
6.5 External Compliance Monitoring
Environmental monitoring in general terms is the systematic collection of data through a series of repetitive measurements. External monitoring is a job of specialized nature and be conducted by a third party (an environmental firm). It is, therefore, recommended that the proponent (PD, PESRP) hire the services of a professional environmental consultancy for carrying out this essential and important task. There is a good spectrum of categories and techniques of conducting environmental monitoring. However, the proponent may restrict to the compliance monitoring options only with underlying objective to review the ESMF implementation process, identifying any on ground environmental issue of concern, and forwarding proposals / mechanism for addressing them. The primary purpose of the external monitoring will be to see that both construction and the operational phase activities have been undertaken in line with the mitigation strategy of the ESMF. Since, PESRP is an ongoing Program (unlike a project, which has a completion stage), there cannot be a post completion evaluation. It is therefore recommended that external monitoring be undertaken as a regular annual feature.
6.6 Trainings and Capacity Building
Table 6.6 gives a tentative framework and a suggested schedule of trainings and capacity building programs. The prime objective of trainings is to ensure long-term sustenance of the PESRP activities and to keep the Program coordinators, implementers, and the monitoring staff abreast of the emerging issues, troubleshooting strategies, and modern techniques of environmental management and social conflict resolution. The social conflict can best be addressed by bringing the stakeholders on board through persistent motivation and training. The training will also correlate with means of empowering the community, enhancing decision-making capacity of the School Councils, and taking advantage from resources of the NGOs for social conflict resolution.
It is recommended to hold five one-day training workshops at the divisional[81] level each year. Fifteen such workshops will be held during three years of the Program. The District / divisional level officers involved in PESRP implementation will primarily attend these workshops. These workshops will focus on issues of practical nature, environmental as well as social issues, confronted during implementation of the ESMF. Besides, these will also focus on sensitizing the participants about environmental and social stakes of the Program, managing the on-ground problems, and assuring implementation of the ESMF guidelines. Similarly, a three-day workshop will be held at the provincial / PMIU level every year, totalling three workshops during currency of the Program. The key players involved in Program’s policy and field implementation will attend these. These workshops will focus primarily on policy issues and the troubleshooting strategies. In order to fetch the best quality resource persons and environmentalists of eminence and experience, it is recommended to outsource holding of these workshops to an environmental consultancy of repute and standing.
6.7 Development of Training Manual
In order to make the training efforts meaningful, the PMIU, in consultation with the environmental consultant, will develop comprehensive “Training Manuals” for the participants. Two separate manuals for the one-day and the three-day workshops will be developed. The training manuals will contain outline of the Program, training methodology, glossary of terms, methodologies for avoiding and correcting environmental and social impacts, tips on observing the guidelines, problem solutions with examples, excerpts of the relevant literature, and linkages to further sources of information and guidelines. The environmental consultancy will be responsible to review and update the training manuals on annual basis.
6.8 ESMF Costs
The ESMF implementation involves two broad categories of costs:
(a) Training and capacity building costs; and
(b) External monitoring costs
The approximate cost of a one-day and three-day workshops will be Rs. 0.4 million and Rs. 1.2 million, respectively. Assuming that the WB’s funding is for three years, the approximate cost for three years under this head would be Rs. 9.6 million. Based on prevailing market trend, the approximate cost of external monitoring will be Rs. 1.0 million per monitoring round per annum, and the total cost for three years will be around Rs. 3.0 million. Therefore, three years’ combined cost under both heads will be Rs. 12.6 million, say Rs. 13 million. This cost will be reflected in Program’s budget.
Table 6.2 Environmental Focal Persons and Their Areas of Responsibility
|Focal Person / Organization |Areas of Environmental Responsibility |
|Environmental Coordinator (EC) / PMIU |Coordinate the pre-design-, planning-, and funding-stages of the PROGRAM |
| | |
| |Incorporating ESMF Guidelines into contract agreement |
| | |
| |Coordinate capacity building and training activities |
| | |
| |Act as an arbiter or dispute resolution in case of difference on an issue|
| | |
| | |
| |Call for compliance reports from districts and update the provincial |
| |database. |
|District Environmental Focal Person (EFP) / DMO |Ensure effective compliance of the ESMF at district level |
| | |
| |Receive environmental compliance reports from schools and forward them to|
| |EC |
| | |
| |Compile the monitoring checklists filled up by the MEAs and forward |
| |tabulated data to PMIU |
| | |
| |Dispute resolution authority for the district |
| | |
| |Coordinate district level capacity building and training activities |
|Monitoring and Evaluation Assistants (MEAs) / DMO |Carryout periodic and surprise inspection of the school in his beat |
| | |
| |Fill up the prescribed environmental compliance and monitoring proformas |
| |/ checklists and report non-compliance / any deviation |
| | |
| |Submit the filled up proformas to the EFP/DMO |
| | |
| |Pass on instructions of the EFP/DMO to the School Incharge and the |
| |construction contractor |
|Environmental Modulator / School Department |Ensure that construction stage guidelines are complied with by the |
| |contractor and report deviations to EFP |
| | |
| |Liaise between the contractor and the local community |
| | |
| |Safe removal / reuse of demolition debris |
| | |
| |Forward filled up monitoring proformas / checklists to the EFP during |
| |both construction and school operation |
| | |
| |Implement the ESMF guidelines relating to school operation e.g., ensure |
| |proper working of the septic tank, fill up and forward operation stage |
| |proformas to DMO |
| | |
| |Arrange awareness programs and activities at the school such as essay |
| |competitions, painting competitions, and formulation of an environmental |
| |club or group of the schoolchildren |
|Construction Contractor |Follow and observe the construction stage guidelines |
| | |
| |Comply with instructions and directions given by the EFP/DMO and the |
| |School Head |
Table 6.3 THE ENVIRONMENTAL AND SOCIAL MANAGEMENT AND MONITORING FRAMEWORK GUIDELINES
A) Design and Planning Stage
|Environmental/Social Guidelines |Responsibility |
|Site Selection Aspects |Design Engineer |
|(1) Select a site: | |
|(a) that causes minimal obstruction to sunlight, air movement, ventilation of the existing built-up structures in the surroundings, and roaming of schoolchildren |Dy. DEO / Head Teacher Concerned |
|(d) that is conveniently located, easily accessible and nearer to the benefitting population | |
|(e) which has a patent source of freshwater for ensuring adequate and sustainable water supply |Special Site Selection Committee |
|(f) in consultation and with consent of the local community |comprising EDO (Education); |
| |DO (Rev.); School Incharge; and |
|(2) Do not select a site: |Donor of the land |
|(a) in an active flood zone, fault line, protected area | |
|(b) near railway line, wastewater drain, surface water body, or noisy vicinity | |
|(c) causing loss of play areas or divides the larger play areas into smaller fragments | |
|(d) which is low lying thereby making it vulnerable to runoff stagnation | |
|(e) which involves tree cutting or removal of vegetation | |
|(f) in an ecologically sensitive area, protected forests, and areas of archaeological importance | |
|(g) that is likely to entail a potential negative land use change / loss of agricultural land | |
|(h) that poses obstruction to public thoroughfares, roads, or passersby’s movement | |
| | |
|(3) For any donated land an agreement/MoU will be signed between the donor and the recipient that will among others, ensures that: | |
|(a) the donation is voluntary; | |
|(b) the land is appropriate for the intended purpose; | |
|(c) the land does not belong to any donor who is below the poverty line or whose holding would be reduced below the minimum size as stipulated to be economically | |
|viable (2.5 acres); | |
|(d) there are no encumbrances on the land; | |
|(e) it does not negatively impact on the livelihood of any vulnerable group, and if so, then community developed mitigation measures are acceptable to the | |
|affectees; | |
|(f) no compensation will be paid for the land; and | |
|(g) the owner gives up all claims on the land and the title will be transferred to the recipient through the notary public, a registered deed, or any other | |
|procedure prescribed by the law of the state | |
|Design Aspects: |Design Engineer / Architect |
|(1) Building’s Design and Layout should: | |
|(a) not infringe easement rights of the neighbours |PMIU |
|(b) have architectural features in conformity to general landscape of the area | |
|(c) cater for required capacity of approximately 5-6 m3 space per child |Dy. DEO / Head Teacher Concerned |
|(d) be in consonance with local climatic, environmental, and meteorological conditions | |
|(e) prefer local construction materials | |
|(f) incorporate proper ventilation and provision of sunshine, air movement, and maximum usage of the daylight | |
|(g) cater for requirements of special children (children with disabilities), e.g., provision of wheelchair-ramp, side rails along stairs, and studded floors for | |
|blinds, where needed | |
|(h) incorporate toilet facilities separate for boys and girls | |
|(j) make provision for drainage of the spilled water away from hand pump borehole by providing a concrete platform | |
|(k) provide for floor platform of the hand pump with a slope so that water does not stay | |
|(l) provide safe access by having culverts on watercourses or ditches on school route | |
|(m) provide for internal footpaths and or pavements to ensure all weather access | |
|(n) provide hand washing arrangement outside lavatories and display instructions for washing hands after attending toilet | |
|(o) provide for toilet wastewater's outlet connection to the nearest sewer / wastewater-draining channel. It should not open to the ground outside (see Fig. | |
|13,14). If public sewer system not available, a septic tank of adequate capacity be included in the design | |
|(p) be in accordance with the applicable building code | |
|(q) provide for availability of safe drinking water at convenient locations in the premises | |
| | |
|(2) The Architectural Layout should not: | |
|(a) place toilets close to the classroom block | |
|(b) place the toilets at such a location wherein the general wind direction is from toilets towards classrooms | |
|(c) place toilets near to drinking water source | |
|(d) allow hanging electricity wiring (prefer concealed wiring) | |
|(e) place electricity switches and panels within reach of toddlers | |
| | |
|(3) Do not install electricity poles in the middle of playground or school compound | |
| | |
|(4) No high voltage electric lines be passing over the school premises (see Fig. 1) | |
B) Construction Stage
|Environmental Guidelines |Responsibility |
|Air Quality Concerns |Construction Contractor |
|(1) Carryout dust and emission producing activities (Operating machinery, loading/offloading materials) preferably after school hours to minimize exposure to | |
|schoolchildren |School Incharge |
|(2) Keep machinery and vehicles adequately tuned up and well serviced | |
|(3) Use only new and unadulterated fuels and lubricants. Do not use spent oil | |
|(4) Avoid operating machinery and equipment in windy conditions | |
|(5) Cover loose materials (e.g., sand, soil) with canvas/plastic sheets while stacked onsite or transporting on a vehicle. If sheeting is not possible, then | |
|lightly sprinkle the surface with water | |
|(6) Instruct the vehicle drivers to lower down the speed on earthen and narrow rural roads and road bends to reduce blowing of drag dust | |
|(7) Obscure and isolate the active construction zone by vertical shields / blinds | |
|Water and Wastewater |Construction contractor |
|(1) Do not draw water from a shared community water source without consent of the community | |
|(2) Dispose of the wastewater by draining into the nearby drain or through a soaking pit | |
|(3) Avoid throwing liquids/chemicals/paints into nearby water bodies or on land | |
|(4) Avoid washing machinery, vehicles, construction implements in nearby surface waters | |
|(5) Wastewater pipeline from toilets and lavatories be buried and well secured into the ground to avoid its damage by vehicles, animals, and miscreants | |
|(6) Provide containment structures or water diverting barriers in front of low lying rooms | |
|Noise Pollution |Construction Contractor |
|(1) Operate noise producing construction machinery preferably after school hours | |
|(2) Avoid operating construction machinery at night time |School Incharge |
|(3) Carryout fabrication and loading /unloading activities preferably after school hours | |
|Public Utilities |Construction Contractor |
|(1) Carryout excavations / diggings after referring the local utilities layout map | |
|(2) Devise a standard operating procedure for dealing with accidental damage to utilities along with an immediate restoration plan | |
|(3) Relocation of any public utility or facility be carried out well ahead of start of construction | |
|Cultural and Archaeological Heritage |Design Engineer |
|(1) Avoid wastewater drainage to a nearby cultural and heritage site, if any | |
|(2) Avoid dumping of waste materials near to such sites or even at places which are objected to by the community |Construction Contractor |
|(3) discovery of a site of historical, cultural, or archaeological importance be reported to concerned authority / archaeology department | |
|(Refer to Annex-5 and Annex-6 for finding a nearby notified historical site) | |
|Social Environment / Worksite Safety |Construction contractor |
|(1) Make working staff aware of risks of personal injuries and the ways of avoiding (e.g., wearing helmets, dust masks, earmuffs, safety goggles, gloves, etc.) | |
|(2) Keep a first-aid box handy at the construction site | |
|(3) The Site supervisor should know the standard operating procedures | |
|(4) Keep schoolchildren off the active construction spots | |
|(5) Use indicative signage and warning boards | |
|(6) Stockpile the waste materials at a single spot preferably on one side the premises (see Fig. 1,8,9,18,20-24,26) | |
|(7) Reuse the demolition waste, debris, and excess soil for filling depressions and for making pavements etc. | |
|(8) Do not leave the excavated foundations unfilled for long periods | |
|(9) Pay wages according to Government’s notified minimum wage rates | |
|(10) Pay same wages to women as to men for equal hours of work | |
|(11) Avoid child labour | |
|(12) Keep fire fighting arrangements ready at the site | |
|(13) Do not allow cigarette smoking and lighting of fire near work places and near inflammable materials | |
|(14) Store the ignitable and inflammable materials separately and at a safe place away from any source fire | |
|Ecological Environment and Habitat | |
|(1) Avoid undertaking construction activities in notified ecologically sensitive and protected areas listed in Annex-7 | |
|(2) Avoid disturbance or damage to protected wildlife as listed in Annex-4 | |
C) Operation Stage
|Environmental Guidelines |Responsibility |
|Water and Wastewater |School Incharge |
|(1) Install water storage tank of at least 4 hours supply, based on consumption pattern/needs | |
|(2) Carryout periodic cleaning and disinfection of storage tank, at least after every 6 months | |
|(3) Use Health Department’s recommended disinfectants only | |
|(4) Carryout regular and periodic laboratory testing of groundwater/drinking water quality | |
|(5) Install water filters, if required on the basis laboratory testing | |
|(6) Prefer source disinfection, wherever feasible | |
|(7) ensure proper working of the septic tank | |
|(8) Ensure regular cleaning and removal of grit from the drainage line | |
|(9) Display instructions at prominent places, particularly near the lavatories and water points, requesting the schoolchildren not to throw any solid article and | |
|paper into the wastewater drains or closets | |
|(10) Prevent flow of wastewater towards drinking water source (hand pump) in case of damage or leakage of the effluent pipeline | |
|(11) Keep an emergency plan handy for dealing with an emergency | |
|Air Quality, Aesthetics, and Landscape |School Incharge |
|(1) Sweep the floors after light sprinkling with water | |
|(2) Carryout soaked cloth mopping of the furniture and other articles | |
|(3) Liaise with the Forest Department for obtaining and planting trees and vegetative cover during each plantation season. Protect saplings by observing the | |
|recommended watering schedule and trimming | |
|(4) Keep the fire fighting arrangements handy | |
|(5) Periodically check for adequacy of the fire fighting arrangements | |
|(6) Educate and make schoolchildren aware of dealing with emergency | |
|(7) Keep the stove, heater, and or other similar articles out of reach of children | |
|(8) Avoid open burning of solid waste in the school | |
|(9) Do not store any ignitable or inflammable material in the school | |
|(10) Display telephone numbers of the local rescue agency at prominent places | |
D. Printing and Distribution of Textbooks
|Environmental Guidelines |Responsibility |
|Printing and Distribution of Textbooks |PMIU |
|(1) Prefer: | |
|(a) an ISO 14000 / 14001:2004 certified printing press |Punjab Textbook Board |
|(b) recycled paper over virgin paper | |
|(c) at least 50 percent printing on recycled paper | |
|(d) paper made from farmed trees and renewable forests over the paper manufactured from natural forests | |
|(e) paper manufactured by an ISO 14000 certified company | |
|(f) paper which is easy to reuse/recycle | |
| | |
|(2) Ensure that the printer does not use: | |
|(a) petroleum based inks | |
|(b) that comes off on hands (spoils hands) | |
| | |
|(3) Do not store textbooks at a damp and dark place that may lead to growth of termite and worms | |
|(4) Avoid adverse environmental impacts by regularly fumigating the warehouses against termites and worms | |
|(5) Provide adequate ventilation of the warehouses | |
|(6) Educate the schoolchildren in avoiding to use printed paper for using as plates for placing eatables, particularly oily, wet, and semisolid consistency; and | |
|never chew any printed paper | |
Table 6.6 Tentative Framework of Training Program
|Module |Contents |Location |Frequency |Participation |
|One Day Workshop |Environmental sensitivity / issues of |In each district |Five workshops in|District Government |
| |developmental activities | |a year |Departments dealing with |
| |Management of environmental issues and| | |PROGRAM execution, |
| |mitigation strategies | | |monitoring, budgeting, and|
| |Implementation requirements of the | | |key stakeholders |
| |ESMF | | | |
| |Documentation procedures | | |DMOs/MEAs |
| |Understanding and addressing the | | | |
| |social issues in communities | | |Head Teachers |
| | | | | |
| | | | |Contractor |
|One to Three Days|Development planning |At the PMIU (Provincial|Annually |Key players of Program’s |
|Workshops |water and air quality management |Level) | |implementation and |
| |Hazard and risk management | | |monitoring |
| |Environmental best practices | | | |
| |Environmental parameter monitoring and| | | |
| |reporting | | | |
| |Gender disparities and strategies for | | | |
| |empowering women | | | |
| | | | | |
Table 6.8 Tentative Costs of Trainings and Capacity Building Programs
|Training Component |Cost (Rs.) |
| |1 Day W/shop |3 Day W/shop |
|Training Design / Module |75,000 |200,000 |
|Training Manual and Reading Material |50,000 |300,000 |
|Training Fee |150,000 |400,000 |
|Miscellaneous (refreshments, venue arrangements, TA/DA) |125,000 |300,000 |
|Total (for a single event) |400,000 |1,200,000 |
Three years’ cost:
15 one-day workshops, Rs. 0.4 million each Rs. 6 million
3 three-day workshops, Rs. 1.2 million each Rs. 3.6 million
3 External monitoring, Rs. 1 million each Rs. 3 million
Total for trainings plus external monitoring Rs. 12.6 million, say Rs. 13 million.
REFERENCES
1. A Report on Educational Scenario of Punjab 1997-2007, Education Department, Government of the Punjab, 2008
2. Biodiversity Action Plan for Pakistan, Government of Pakistan, IUCN I& WWF, 2000
3. Brief on Punjab Forest Department (PFD), Punjab Forestry Research Institute, Faisalabad, 2006
4. Brief Introduction to the Punjab Health Sector Reforms PROGRAM, PROGRAM Monitoring and Implementation Unit (PMIU), Government of the Punjab, 2008
5. Economic Survey of Pakistan, Planning Commission, Government of Pakistan, Islamabad 2007-08
6. Environmental Assessment Guidelines of the Asian Development Bank, Environment Division, Office of Environment and Social Development, 2003
7. Environmental Assessment in Practice, D. Owen Harrop, and J. Ashley Nixon, 1999
8. Environmental Encyclopaedia (2nd Edition), William P Cunningham, and Terence H Cooper
9. Environmental Guidelines for Selected Infrastructure Projects, Office of the Environment, Asian Development Bank, 1993
10. Environmental Impact Assessment Guidelines, Government of Pakistan, Ministry of Housing & Works (Environment & Urban Affairs Division 1986
11. Forestry Statistics of Pakistan, Pakistan Forest Institute, Peshawar, 2004
12. Geography of Punjab, Dr. Muhammad Nawaz, Sang e Meel Publications, Lahore, 2006
13. Guidance for Implementing the Environmental Impact Assessment (EIA) Process, Central Environmental Authority, Ministry of Forestry & Environment, Government of Sri Lanka
14. Introduction to Environmental Impact Assessment - Principles & Procedures, Process, Practice and Prospects, John Glasson, 1997
15. Management of Air Pollution in Punjab, Environmental Protection Department Laboratories, Government of Punjab
16. Medium Term Budgetary Framework (MTBF), Planning and Development Department, Government of the Punjab, 2008-2010
17. Multiple Indicator Cluster Survey (MICS), Planning and Development Board, Government of the Punjab, 2003
18. National Education Census, District Reports – Punjab, Ministry of Education, Government of Pakistan, Islamabad, 2007
19. National Environmental Conservation strategy, Government of Pakistan, 1992
20. Pakistan Environmental Assessment Procedures, Pakistan Environmental Protection Agency, Islamabad, 1997
21. Pakistan Environmental Laws & their compliance, Dr. Shoaib Qadir & Athar Rafiq Dogar, Lahore Law Times Publications 2003
22. Pakistan Environmental Protection Act, 1997
23. Pakistan Environmental Protection Agency, Review of IEE / EIA Regulations 2000
24. Pakistan Standards – Drinking Water (2nd Revision), Pakistan Standards & Quality Control Authority
25. Pakistan Strategic Country Environmental Assessment, South Asia Environment and Social unit, the World Bank, 2006
26. Papers, Notes, and Handouts provided by the Environmentalists of the World Bank Office, Islamabad
27. Policy & Procedure for the Filing, Review, & Approval of Environmental Assessment Guidelines 1997
28. Punjab Development Statistics 2007, Bureau of Statistics, Government of Punjab
29. Punjab Industrial Directory, Directorate of Industries, Industries Department, Government of the Punjab, 2006
30. Punjab Poverty Reduction Strategy Paper, Planning and Development Board, GoPb, 2003
31. Punjab Sustainable Development Strategy, Environment Protection Department, Government of the Punjab, Final Report, 2008
32. Statistical Pocket Book of the Punjab 2007, Bureau of Statistics, Government of Punjab
33. Subsoil Water Quality Monitoring in 14 Districts of the Punjab, Provincial Task Force on Subsoil Water, Environment Protection Department, Government of Punjab, 2003
34. Third Party Validation Report, PESRP, PMIU, 2007
35. Various Documents and Files of the Punjab Education Sector Reforms PROGRAM, Lahore
36. Water Quality Status in Pakistan, Pakistan Council of Research in Water Resources, Ministry of Science & Technology, Government of Pakistan, Islamabad 2003
37. Websites of the World Bank, Asian Development Bank, Planning Commission, Government of Pakistan, Government of the Punjab, District Government, and the Punjab Education Sector Reforms PROGRAM
38. World Bank – Environmental Guidelines, Environment Department, World Bank 1988
39. World Bank Operational Policy 4.01, Environment Department, World Bank
Annex-1
Photographs of the Schools Surveyed during the Study
[pic]
Fig.1 Haphazardly scattered construction and the high-tension wires passing over the school compound
[pic]
Fig.2 a poorly designed toilet block and disorderly placed debris
[pic]
Fig.3 A poorly accessible school site
[pic]
Fig.4 A watercourse intercepting the access to school without a safe crossing over
[pic]
Fig.5 Littering of debris along inside of the boundary wall. The hand pump water may be unsafe due to wastewater ponding outside
[pic]
Fig.6 Ponding of wastewater along outer side of the boundary wall. The toilet water also drains into the pond
[pic]
Fig.7 An inadequately accessible school
[pic]
Fig.8 Disorderly and scattered construction material
[pic]
Fig.9 Sand and bricks scattered throughout the school compound
[pic]
Fig.10 Children sitting on bare ground without any mats etc.
[pic]
Fig.11 Bricks stacked in orderly manner in the back lane
[pic]
Fig.12 Good-looking toilets with surroundings cleared of debris
[pic]
Fig.13 An open wasteline prone to damage by wandering animals
[pic]
Fig.14 Toilet waste opening direct onto the ground
[pic]
Fig.15 Selected site appears to have sodic characteristics
[pic]
Fig.16 A brick lined footpath provides an all weather access
[pic]
Fig.17 structure dismantled but ground surface not restored
[pic]
Fig.18 Debris stacked in the centre of the school ground
[pic]
Fig.19 A soil-surfaced road is not an all weather access to school
[pic]
Fig.20 an under construction portion with littered debris
[pic]
Fig.21 Scattered debris impeding access to the toilets
[pic]
Fig.22 Another view of the scattered demolition material
[pic]
Fig.23 Construction waste lying un-cleared on the ground
[pic]
Fig.24 A view of un-cleared construction-demolition materials
[pic]
Fig.25 Patchwork objected to by the School’s Headmaster
[pic]
Fig.26 Sand not removed even after completion of construction
[pic]
Fig.27 An uncovered wastewater pit in the centre of playground
[pic]
Fig.28 Waste lying near the handpump and stagnated spill water
[pic]
Fig.29 Separate toilets for Girls and Boys. Stairs grill missing
[pic]
Fig.30 Incomplete boundary wall with openings for animal entry
[pic]
Fig.31 Rainfall has rendered access to the school difficult
[pic]
Fig.32 Drinking water tap sharing water source with toilets
[pic]
Fig.33 Public Consultation with School Council and Notables
Annex-2
List of Schools Surveyed during the Study
A) District Rajanpur
|Sr. No. |School Name |
|1. |GPS Sher Jan No. 2, Rojhan |
|2. |GPS Shamsabad, Rojhan |
|3. |GGPS Pir Bakhsh Lanjwani, Rojhan |
|4. |GPS Basti Gadi, Rojhan |
|5. |GPS Madh Machi, Rajanpur |
|6. |GPS Chah Hassanwala, Rajanpur |
|7. |GGPS Basti Soheen, Rajanpur |
|8. |Govt. Middle School, Jampur |
|9. |GGPS Rindwala, Jampur |
|10. |GPS Rindwala, Jampur |
|11. |GGPS Hameedwala, Jampur |
|12. |GPS Hameedwala, Jampur |
B) District Chakwal
|Sr. No. |School Name |
|1. |GES Bhagwal, Chakwal |
|2. |GES Munday, Chakwal |
|3. |GGPS Haral, Choa Saidan Shah |
|4. |GHS Shahpur Syedan, Chakwal |
|5. |GPS Chak Jharrey, Chakwal |
|6. |GPS Chanwal, Chakwal |
|7. |GGPS Haral, Chakwal |
|8. |GPS Sara, Chakwal |
C) District Sheikhupura
|Sr. No. |School Name |
|1. |GGPS Qila Maseeta, Muridke |
|2. |GPS Qila Bhattianwala, Muridke |
|3. |GGES Daoke, Muridke |
|4. |GHSS for Boys, Muridke |
|5. |GES No. 2 for Boys, Muridke |
|6. |GHS Kharian Wala, Sheikhupura |
|7. |GHSS Comprehensive, Sheikhupura |
D) District Okara
|Sr. No. |School Name |
|1. |GGPS Chak 55/2-L, Okara |
|2. |GGES Siddique Nagar, Okara |
C) District Sahiwal
|Sr. No. |School Name |
|1. |GPS Chak 54/4-R, Sahiwal |
|2. |GPS Chak 54/5-L, Sahiwal |
|3. |GHSS Chak 56/5-L, Qadirabad, Sahiwal |
Annex-3
List of the Persons Interviewed during the Study
|Sr. |Name or Designation |
| |Dr. Javaid Afzal, |
| |Environment Specialist, |
| |The World Bank, Islamabad |
| |Mr. Muhammad Omar Khalid, |
| |Environment Specialist, |
| |The World Bank, Islamabad |
| |The Secretary, |
| |Government of the Punjab, |
| |School Education Department |
| |The Secretary, |
| |Government of the Punjab, |
| |Environment Protection Department |
| |The PROGRAM Director, |
| |Punjab Education Sector Reforms PROGRAM, |
| |PMIU, Lahore |
| |The Deputy PROGRAM Director, |
| |Punjab Education Sector Reforms PROGRAM, |
| |The District Coordination Officer, Jehlum |
| |The District Coordination Officer, Sheikhupura |
| |The EDO (F&P), Dera Ghazi Khan |
| |The EDO (Education), Sahiwal |
| |The EDO (Education), Sheikhupura |
| |The EDO (Education), Rajanpur |
| |The EDO (Education), Chakwal |
| |The District Monitoring Officer, Sheikhupura |
| |The District Monitoring Officer, Rajanpur |
| |The District Monitoring Officer, Chakwal |
| |The District Monitoring Officer, Sahiwal |
| |The District Monitoring Officer, Okara |
| |The Deputy District Education Officer, Muridke |
| |The Deputy District Education Officer, Okara |
| |The Deputy District Education Officer, Sahiwal |
| |The Deputy District Education Officer, Rajanpur |
| |Incharge, NLC Sub Office, Rajanpur |
| |Incharge, NLC Sub Office, Chakwal |
| |Director (Legal & Enforcement), |
| |Environment Protection Department, |
| |Government of the Punjab, Lahore |
| |Deputy Director (Environmental Impact Assessment), |
| |Environment Protection Agency, |
| |Government of the Punjab, Lahore |
| |Monitoring and Evaluation officers of districts Rajanpur, Chakwal, Sheikhupura, Sahiwal, and Okara |
| |Heads of all the Schools visited during the course of the study |
| |Chairpersons and Members, |
| |School Councils of districts Rajanpur, Chakwal, Sheikhupura, Sahiwal, and Okara |
| |Parents of the schoolchildren |
| |Schoolchildren studying and present in the schools at the time of visiting the schools |
| |Local NGOs |
| |Neighbouring residents |
| |Local public representatives |
Annex-4
Wild Birds and Animals Protected under the Punjab Wildlife Act, 1974
|a. Birds |
|1. Following species of Ducks: |
|Lesser Whistling Teal, Dendrocygna Javanica. |
|Greater Whistling Teal, Dendrocygna bicolor. |
|Common Shelduck, Tadorna tadorna. |
|Marbled Teal, Anas angustirostra. |
|Baikal Teal, Anas formosa. |
|Falcated Teal, Anas falcata. |
|Golden Eyed Duck, Bucephala clangula. |
|Long Tailed Duck, Clangula hyemalis. |
|Smew, Mergue albellus. |
|Nukhta or Comb Duck, Sarkindiornis melanotos. |
|Goosander, Mergus merganser. |
|Red Breasted Merganser, Mergus serrator. |
|Spotbilled Duck, Anas pocilorhyncha. |
|White Headed or Stiff tailed Duck, Oxyura leucocephala. |
| |
|2. All Swans of the genus cygnus including Mute Swans, whooper and Bewicks swans |
|3. Grey Leg Geese, Anser anser |
|4. Artic crane. |
|5. All Pelicans of the genus pelecanus including rosy, Dalmation and Spotted billed pelicans |
|6. All Egrets, Herons, Night Herons and Bitterns of the family of Ardeidae including Purple and Grey herons, Little Chestnut |
|and Common Bitterns, Cattle Egrets, Large Egrets |
|7. All Storks of the family Ciconidae including painted, Black Necked, White and Black and White Necked Storks |
|8. All Ibises and Spoonbills including the Glossy Ibis, White Ibis and Spoonbill |
|9. All Flamingoes of the genus phoenicopterus |
|10. All Hill Pheasants including the Kalij, Kekiass-Cheer, Impeyan and Western Horned Tragopan. |
|11. Button Quail, Trunix tanki. |
|12. Little Bustard Quail, Turning sylvatica |
| |
|13. Following species of Plovers, Stone-Curlews Waders, Water Birds and Gallinules: |
|Water Rail, Rallus aquatious. |
|White Breasted Waterhen, Amaurornis phoenicurus. |
|Water Cock, Gallicrex cinerea. |
|Pheasant Tailed Jacana, Hydrophasianus chirurgus. |
|Sociable Lapwing, Vanellus gregariues |
|Green plover or Peewit, Vanellus vanellus. |
|Yellow-wattled Lapwing, Vanellus malabaricus. |
|Solitary Snipe, Capella solitaria. |
|Painted Snipe, Rostratula benghalensis. |
|Wood Cock, Scolopox rusticola. |
|Avocet, Recurvirostra, avosetta. |
|Great Stone Plover, Esacus magnirostris. |
|Cream coloured courser, Cursorius cursor. |
| |
|14 Following species of Sandgrouse, Bustards and Doves: |
|Large pintail Sandgrouses, Ptercocles alchata. |
|Great Indian Bustard, Choriotis nigricepes. |
|Little Bustard, Otis tetrax. |
|Indian Sangrouse, Pterocles exustus. |
|Close Barred or painted, Sandgrouse Pterocle indicus. |
|Red turtle Dove, Streptopelia tranquebarica. |
|Spotted Dove, Streptopelia chinensis. |
|Wedge Tailed Green pigeon, Trerion sphenura, |
|Ruff, Reaf, Jukkari (wood cock) Scolopax Rusticola |
| |
|15. Following birds of prey: |
|Eagles, Vultures, Kites. |
|Common Starling and Rosy Starling |
|B. Mammals |
|1. The Black Bear–Selenarctos thibetanus. |
|2. Leopard or panther–Pantherx pardus. |
|3. Leopard Cat–Folis benghalsnsis. |
|4. Desert Cat–Felis libyca. |
|5. Caracal–Felis caracal. |
|6. Himalayan Palm Civet–Paguma larvata. |
|7. Small Indian Civet–Viverricula Indica. |
|8. Yellow-Throated Marten–Martes Flavigula. |
|9. Ratel or Honey Badger–Mellivora capensis. |
|10. Smooth Coated Otter–Lutra prespicillata. |
|11. Striped Hyaena–Hyaena hyaena. |
|12. Rhesus Monkey–Macaca mulatta. |
|13. Hill Fox–Vulpes Vulpes griffithi. |
|14. Barking Deer–Muntiacus muntjac. |
|15. Hog Deer–Axisporcinus. |
|16. Chittal or Spotted Deer–Axis Axis. |
|17. Chinkara Gazelle–Gazella Gazella. |
|18. Black Buck–Antelope cervicapra. |
|19. Goral–Naemorhedus goral. |
|20. Indus Dolphin–Platanista indi |
|21. All monitor Lizards of the Genus Varanus and Spiny tailed lizards of the Genus Uromastyx. |
|22. All Snakes of the family colubridac containing non-poisonous and beneficial rattle Snakes and the Genus Python |
|23. All Crocodiles including Mugger, Crocodilus palustris and the fish Eating Crocodile, Gavialis gangeticus |
Annex-5
Sites Protected under the Antiquities Act, 1975
|Attock District |
|Lala Rukh’s Tomb Hassan Abdal, Attock |
|Begum ki sarai (on left bank of Indus near Attock Fort), Attock |
|Saidan Baoli, Htti, Attock |
|Hakim’s Tomb, Hassan Abdal, Attock |
|Chitti Baoli, Pindi Suleman Makhan, Attock |
|Attock Fort, Attock |
|Attock Tomb on GT Road near Ziarat Hazrat baba Sahib Attock |
|Behram ki Baradari, Attock |
|Tope & Monastery (Buddhist Remains). Hassan Abdal. Attock |
|Kallar (Temple) Sassi da Kallara. Village Shah Muhammad Wali, Talagang, Attock |
|Site at Garhi, Village Malk Wala. Hassan Abdal, Attock |
|Inderkot Masjid, Inderkot Fathe Jang. Attock. |
|Buddhist Site (Behari colony) Hassan Abdal, Attock |
| |
|Bahawalpur District |
|Tomb of Abu Hanifa, Uchh Sharif, Bahawalpur |
|Tomb of Bibi Jawidi, Uchh Sharif, Bahawalpur |
|Tomb of Nuria, Uchh Sharif, Bahwalpur |
|Tomb of Bhawal Halee, Uchh Sharif, Bahawalpur |
|Tomb of Musa Pak Shaheed, Uchh Sharif, Bahawalpur |
| |
|Dera Ghazi Khan District |
|Ghazi Khan’s Tomb, Mohalla Zamindaran, Village Chirotta, DG Khan |
|Ther Dallu Roy, Dajal, Dera Ghazi Khan |
| |
|Faisalabad District |
|Wangar Wala Tibba, Chak No. 742, Tehsil Toba Tek Singh, Fasialabad |
| |
|Gujranwala District |
|Baradari in Sheranwala Garden, Gujranwalo City |
| |
|Gujrat District |
|Akbari Baoli in Fort Gujrat City |
|Bahar Wali Baoli, Kharian Town, Gujrat |
|Tomb of Sheikh Ali Beg, locally calld Hanjeera, Village Hailan, Tehsil Phalia, District Gujrat |
| |
|Jhang District |
|Shahi Masjid, Chiniot, Jhang |
|Tomb of Shah Burhan, Chiniot / Jhang |
| |
|Jehlum District |
|Rohtas Fort, 5 miles from Dina Railway Station, Jehlum |
|Ruined Temple with Gateway, Melot Jehlum |
|Raja Man Singh’s Haveli Rohtas, Jehlum |
|Hill measuring 25 ft long & 190 ft broad, Murti in Tehsil PD Khan, Jehlum |
|Two Ancient Temples, Bhagan Wala, 11 miles from Haranpur Railway Station, Jehlum |
|Ruins of Nandana Fort, Bhagwan Wala, Jehlum |
|Sardar Hari Singh’s Haveli, Katas Jehlum |
|Ruined Buddhist Stupa Area Katas, PD Khan, Jehlum |
|Satgarha Temple Village Katas, Tehsil PD Khan, Jehlum |
| |
|Khanewal District |
|Tomb of Khalid Walid, Village Kabirwala, Khanewal |
| |
|Lahore District |
|Tomb of Ali Mardan Khan & Gateway, Lahore |
|Buddo’s Tomb, Lahore |
|Saruwala Maqbara, Lahore |
|Huzuri Bagh Baradari, Lahore |
|Dai Anga’s Tomb, Lahore |
|Shalamar Garden, including Baradari, Gateway, Kiosks, Pavilions, Well, Naqqar Khana, Asmani Well and Garden, Lahore |
|Old Fort, Lahore |
|Buddho ka Awa, Lahore |
|One Kos Minar, Lahore |
|Roshnai Gate, Lahore |
|Mirza Kamran’s Baradari, Lahore |
|Tomb of Dr. Muhammad Iqbal, Lahore |
|Tomb of Dr. Muhammad Iqbal, 34-A, McLeod Road, Lahore |
|Chauburji, Mozang, Lahore |
|Gulabi Bagh Gateway, Begumpura, Lahore |
|Qutabuddin Aibak’s Tomb, Anarkali Street, Lahore |
|Tiled Gateway & Two Bastions, Nawankot, Lahore |
|Two Kos Minars, 6 miles from Jullo, Lahore |
|Tomb of Sheikh Musa Ahangar, Masjid & House, McLeod Road, 35 Chiraghan Street, Lahore |
|Tomb of Zeb-un-Nisa, Nawankot, Lahore |
|Nadira Begum’s Tomb and Tank, Mian Mir, Lahore |
|Hujra Mir Mehdi (Janazgah), Kot Khawaja Saeed, Lahore |
|Tomb of Prince Parwaiz, Kot Khawaja Saeed, Lahore |
|Tomb of Nawab Bahadur Khan, Mughalpura near Railway Crossing, B-II, South of Railway Carriage Shop, Lahore |
|Javed Manzil, Allama Iqbal Road, Lahore |
|Jahangir’s Tomb & Compound, Shahdara, Lahore |
|Akbari Sarai & Masjid, Shahdara, Lahore |
|Tomb of Asif Khan & Compound, Shahdara, Lahore |
|Tomb of Noor Jehan, Shahdara, Lahore |
|Tomb of Mahabat Khan & Boundary Wall, Baghbanpura, Lahore |
|Samadhi of Ranjit Singh, Kharak Singh & Nau Nihal Singh, Lahore |
|Tomb of Anarkali, Lahore |
|Baradari & Samadhi of Maharaja Sher Singh, Lahore |
|Badshahi Masjid, Lahore |
|Wazir Khan’s Masjid, Lahore |
|Chitta Gate, Chowk Wazir Khan, inside Delhi Gate, Lahore |
|Another Gate to northeast of Wazir Khan’s Masjid, Chowk Wazir Khan, Lahore |
|Well of Raja Dina Nath, Chowk Wazir Khan, Lahore |
|Masti Gate, Lahore |
|Bhati Gate, Lahore |
|Sheranwala Gate, Lahore |
|Kashmiri Gate, Lahore |
|Lohari Gate, Lahore |
|Delhi Gate, Lahore |
|Wazir Khan’s Hamams, inside Delhi Gate, Chowk Wazir Khan, Lahore |
|Haveli Nau Nihal Singh, including Garden, Quarters, Latrine etc., inside Bhati Gate, Koocha Nau Nihal Singh, Lahore |
|Tomb of Khawaja Sabir (Nawab Nusrat Khan), inside Railway Mechanical Workshop, Mughalpura, Lahore |
|Tomb of French Officer’s Daughter, Kuri Bagh, Lahore |
|Wazir Khan’s Baradari, Old Anarkali, Behind Lahore Museum, Lahore |
|Samadhi of Jhingar Shah Suthra (Suthron ka Asthan) Lahore |
|Samadhi of Bhai Wasti Ram Texali Gate near Shahi Qila, Lahore |
|A Mughal Period Tomb, Singhpura, opposite Police Post, Lahore |
|Jani Khan’s Tomb, Baghbanpura, Lahore |
|Dai Anga’s mosque, Naulakha, Lahore. |
|Masjid with Glazed Tiles Work, Begumpura, Lahore |
|Masjid of Nawab Zakariya Khan, Begumpura, Lahore |
|Inayat Bagh, opposite Shalamar Garden, Begumpura, Lahore |
|Anguri Bagh, opposite Shalamar Garden Begumpura, Lahore |
|Mariam Zamani Masjid, inside Masti Gate, Lahore |
| |
|Mianwali District |
|Sher Shah’s Baoli, Wah Bhuchran, Mianwali |
|A Buddhist Stupa with a surrounding area on River Indus, to the north of Village Rokhri, District Mianwali |
| |
|Multan District |
|Sawi Masjid, Kotla Tole Khan, Multan |
|Tomb of Patrick Alexander Vana, Andrew, and William Anderson, Old Fort, Multan |
|Shrine of Rukn e Alam, Old Fortm Multan |
|Tomb of Shah Ali Akbar’s Mother, Sura Miana, Multan |
|Tomb of Shah Ali Akbar, Sura Miana, Multan |
|Tomb of Shams Tabrez, Sura Miana, Multan |
|Tomb of Sheikh Yousaf Gardezi, Multan |
|Mound Ratti Khari, Head Bust 133, Village Bhattianwala, Tehsil Kabirwala, Multan |
|Tomb of Shah Hussain Soozai, near Abdal Road, Multan |
|Tomb of Mai Meharban, Mohalla Kirialoghana, Multan |
|Ruined Masjid Village Sargana, Multan |
|Maryala Moun, Chak No. 267/IOR, Multan |
| |
| |
|Muzaffargarh District |
|Tomb of Tahar Khan Nahar, Sitpur, Muzaffargarh |
|Mosque of Tahar Khan Nahar, Sitpur, Muzaffargarh |
|Tomb of Sheikh Saidan Shaheed, Village Saidan, Muzaffargarh |
| |
|Rawalpindi District |
|Tope or Stupa (Buddhist), Mankiyala, Rwp |
|Tope or Stupa (Buddhist), Bhallar, Rwp |
|Pharwala Fort, Rwp |
|Losar Baoli, Wah Cantt. Rwp |
|Bhir Moun, Taxila. Mauza Majawar Rwp |
|Babar Khan Track, Taxila – Rwp |
|Kalawansite, Mauza Karawal, Rwp |
|Chirtope Site, Mauza gangu Bahadur, Rwp |
|Sirkap Site, Mauza gangu Bahadur, Rwp |
|Giri Remains, Mauza Khuram Gujjar, Rwp |
|Mohra Maradu Site, Taxila, Rwp |
|Rewat Fort, Mauza Rewat, Rwp |
|Nicholson Column, Margala Pass, Rwp |
|Kos Minar, 102 Milestone, GT Road, Rwp |
|Kos Minar near Golra Rly Stn., Rwp |
|Farudgah-Shahan-e-Mughliya, Tank & Garden, Wah, Rwp |
|Ratta Pind, Mauza Gangu Bahadur, Rwp |
| |
|Sahiwal District |
|Mounds Harappa, Sahiwal |
|Mir Chakar’s Tomb, Satgarha, Sahiwal |
|Tomb of Syed Daud Kirmani, Shergarh, Sahiwal |
| |
|Sargodha District |
|Three Temples inside Fort Amb, Sargodha |
|Site of Ancient City, Bhera – Sargodha |
|Site of Ancient City, Vijjhi, 2 miles southeast of Miani known as Sabzal Pind, Sargodha |
|A Red Stone Temple, Sodhi Zerin, Sargodha |
| |
|Sheikhupura District |
|Sheikhupura Fort, East of Sheikhupura Town, Sheikhupura |
|Baoli and Masjid, Jandiala Sher Khan, Sheikhupura |
|Tank and tower, Sheikhupura |
|Tomb of Abdullah Shah, Jandiala Sher Khan, Sheikhupura |
|Mound Mian Ali Sahib, Mian Ali Faqiran, Shaikhupura |
|Tibba (Mound), Kala Shah Kaku, Sheikhupura |
|Tomb of Noor Muhammad, Jandiala Sher Khan, Sheikhupura |
|Tomb of Hafiz Barkhurda, Jandiala Sher Khan, Sheikhupura |
| |
|Sialkot District |
|Tibba Jolian, Sialkot |
National Monuments
|Tomb of Allama Muhammad Iqbal |
|Javed Manzil (Allama Iqbal Museum) |
|Islamic Summit Minar |
UNESCO’s World Heritage Monuments
|Old Fort Lahore |
|Shalamar Garden |
|Archaeological Remains of Taxila |
Annex-6
Sites Protected under the Punjab Special Premises Ordinance, 1985
|Bahawalpur District |
|Jamia Masjid Alsadiq |
|Shrine of Hazrat Jalal-ud-Din Bukhari & attached Masjid |
|Shrine of Hazrat Makhdum Jahanian Jahangasht & attached Masjid |
|Shrine of Hazrat Mahboob Subhani & attached Masjid |
|Shrine of Hazrat Fazal Din Ladla |
|Masjid-e-Haajat |
|Shrine of Hazrat Sibi Tagni |
|Shrine of Hazrat Rajam Qattal |
|Shrine of Hazrat Salis Bil Khair |
|Qadim Masjid in graveyard Malook Shah |
|Masjid Sahibzadgan |
|Shrine of Hazrat Hasan Darya Kabir |
|Shrine of Hazrat Jamal Khandan Darvesh |
|Shrine of Hazrat Razi-ud-Din Ganj Alam Darya |
|Tomb of Safi-ud-Din Garzani, Uchh Sharif |
|Tomb of Khwaja Khuda Bakhsh, Khairpur Tamewali |
|Masjid-e-Khanan, Khairpur Tamewali |
|Masjid Maulvi Ubaidullah |
| |
|Dear Ghazi Khan District |
|Shrines of Hazrat Pir Adil and Hazrat Imam Ali |
|Shrine of Hazrat Sakhi Sarwar |
|Tomb of Hazrat Khawaja Suleman Taunsvi at Taunsa Sharif |
|Tomb of Hazrat Khawaja Mahmood at Taunsa Sharif |
| |
|Gujranwala District |
|Chilla Gah of Hazrat Sakhi Sarwar |
|Masjid of Sher Shah Suri |
|Dak Chowki of Sher Shah Suri’s period |
| |
|Gujrat District |
|Masjid attached to the Shrine of Hafiz Muhammad Hayat |
|Baradari attached to the Shrine of Hafiz Muhammad Hayat |
|Shrine of Hafiz Muhammad Hayat |
|Shrine of Hazrat Tawakkal Shah Rehman |
|Tomb of Shah Jehangir & attached Masjid |
|Shrine of Hazrat shah Daula |
|Gujrat Fort |
|An unknown & ruined tomb near the Shrine of Mirza Ali Beg |
|Camp (Parao or Bardasht Khana) |
|Akbari Hamam |
|Baoli Rajgah |
|Baoli |
|Baoli (Kharian) |
| |
|Jhang District |
|Shrine of Hazrat Shah Saiq Nihang |
|Shrine of Hazrat Pir Ghazi |
|Shrine of Hazrat Pir Abdul Rehman Qureishi |
|Shrine of Hazrat Taj ud Din Makhdum |
|Shahi Masjid Chiniot |
|Gulzar Mahal Chiniot |
|Shrine of Hazrat Pir Abdul Razzaq |
|Shrine of Hazrat Sultan Bahu |
| |
|Jehlum District |
|Shrine of Hazrat Hoo-Ba-Hoo |
|Shrine of Hazrat Saidan Shah |
|Shrine of Hazrat Shah Suleman Paris |
|Masjid Afghana |
|An Unidentified Tomb of Suri’s Period |
|A ruined & Unidentified Tomb |
|Jahndo ki Sarai |
|Katas Raj including the Sacred Pond of Water and some Temples also known as Satgaraha Temples |
|Masjid and Temple at Nandna |
| |
|Kasur District |
|Shrine of Hazrat Bulleh Shah |
|Shrine of Baba Kamal Chishti |
|Masjid of Sher Shah Suri’s period known as Jinnon Wali Masjid |
| |
|Khanewal District |
|Shrine of Hazrat Hussein Shah |
|Old Ruined Mosque, Mauza Khatti Chaar, Tehsil Kabirwala |
| |
|Khushab District |
|Shrine of Hazrat Badshahan |
| |
|Lahore District |
|Aitcheson College, Lahore |
|Residency (State Guest House), Lahore |
|Lahore High Court, Lahore |
|Assembly Chambers, Lahore |
|Free Mason Hall, Lahore |
|Ferozesons Building, Shahrah-e-Quaid-e-Azam, Lahore |
|Montgomery Hall (Quaid-e-Azam Library), Lahore |
|Chamba House (GOR Estate), Lahore |
|Civil Lines Police Station, Lahore |
|Patiala Block, King Edward Medical College, Lahore |
|Ewing Hall, Neela Gumbad, Lahore |
|General Post Office, Lahore |
|State Bank of Pakistan, Nabha Road, Lahore |
|Taj Palace, Opp. Services Hospital, Jail Road, Lahore |
|Anarkali’s Tomb (Civil Secretariat), Lahore |
|Barkat Ali Hall, Circular Road, Lahore |
|Punjab University (Old Campus), Lahore. |
|Museum & National College of Arts, Lahore |
|Town Hall, Shahrah-e-Quaid-e-Azam, Lahore |
|Lakshami Building, McLeod Road, Lahore |
|Tomb of Malik Ayyaz (Rang Mahal), Lahore |
|Fatehgarh Garden near Shalamar Garden, Lahore |
|Faqir Khana Museum (inside Bhati Gate), Lahore |
|Haveli Dhayan Singh, Texali Gate, Lahore |
|Kamran Baradari at Ravi, Lahore |
|Seetla Mandir (outside Shahalami Gate), Lahore |
|Tomb of Qutabuddin Aibak, Lahore |
|Bredlaw Hall, Sheesh Mahal Road, Lahore |
|Railway Station, Lahore |
|Government College, Lahore |
|Islamia College, Railway Road, Lahore |
|Islamia College, Civil Lines, Lahore |
|Government College Hostel, Lower Mall, Lahore |
|Animal Husbandry College, Lahore |
|Central Model High School, Lower Mall, Lahore |
|Mubarik Haveli, Bhati Gate, Lahore |
|Haveli Nawab Sahib, Mochi Gate, Lahore |
|Cricket Pavilion, Bagh-e-Jinnah, Lahore |
|Kinnaird College, Jail Road, Lahore |
|Queen Marry College, Lahore |
|Government House, Lahore |
|Haveli Sheikh Rukanuddin, Lohari Gate, Lahore |
|Gurdawara (D-Block Model Town), Lahore |
|Chobara Chajju Bhagat near Mayo Hospital, Lahore |
|Dayal Singh Library, Nisbat road, Lahore |
|Administrative Staff College, Lahore |
|Shahdin Building, Sharah-e-Quaid-e-Azam, Lahore |
|Badshahi Masjid, Lahore |
|Masjid Wazir Khan, Lahore |
|Sunehri Masjid, Lahore |
|Shrine of Hazrat Abul Ma’ali, Lahore |
|Shrine of Hazrat Shah Chiragh & attached Masjid, Lahore |
|Shrine of Hazrat Alishan Sahib, Lahore |
|Shrine of Hazrat Mauj Darya Bukhari, Lahore |
|Shrine of Mian Wada Sahib, Lahore |
|Shrine of Hazrat Sikandar Shah, Lahore |
|Masjid Saleh Muhammad Kamboh, Lahore |
|Shrine of Hazrat Data Ganj Bakhsh, Lahore |
|Shrine of Hazrat Khawaja Behari, Lahore |
|Small Masjid near the Shrine of Hazrat Behari, Lahore |
|Shrine of Hazrat Maddho Lal Hussain, Lahore |
|Shrine of Hazrat Miran Hussain Zanjani, Lahore |
|Platform of the Grave of Mian Mir’s Sister, Lahore |
|Tomb of Hazrat Sabir on the west of Badshahi Masjid, Lahore |
|Tomb of Hazrat Pir Makki, Lahore |
|Mazar of Hazrat Bibi Pak Daman, Lahore |
|Shrine of Hazrat Shah Jamal, Lahore |
|Tomb of Hazrat Mullah Badakhshani and its surrounding area especially the corner Burja, Lahore |
|Small Masjid of Wazir Khan inside Texali Gate known as the Masjid of Ladies of Wazir Khan, Lahore |
|Tombs of Nawab Abdul Samad Khan and his Family, Lahore |
|Chowk Masjid Wazir Khan occupied by Khokhawalas, Lahore |
|Masjid Mai Ladu, Lahore |
|Shrine of Hazrat Shah Kamal, Lahore |
|Barkat Ali Islamia Hall, Lahore |
|Ucchi Masjid, Lahore |
|Masjid Patolian, Lahore |
|Shrine of Hazrat Syed Mahmood Hazoori, Lahore |
|Shrine & Masjid of Syed Jan Muhammad Hazoori, Lahore |
|Shrine of Hazrat Syed Maulvi Nazam-ud-Din, Lahore |
|Shrine of Hazrat Sadar-ud-Din Sadar Jehan, Lahore |
|Masjid of Khawaja Ayyaz, Lahore |
|Tomb of Shah Rustam Ghazi, Lahore |
|Masjid Chinian Wali, Lahore |
|Masjid Maulvi Taj Din, Lahore |
|Tomb of Hazrat Shah Ismail, Lahore |
|Tomb of Khawaja Muhammad Saeed with Enclosure opposite Nila Gumbad, Lahore |
|Tomb of Shah Sharflying on the north of Khawaja Muhammad Saeed’s Tomb, Lahore |
|Tomb of Hazrat Shah Muhammad Ismail Gilani, Lahore |
|Tomb of Hazrat Shah Shams-ud-Din, Lahore |
|Tomb & Garden of Mian Khan s/o Gald Ullah Khan, the Prime Minister of Shahjehan, Lahore |
|The Mughal Garden at Fetehgarh, Lahore |
|Shahzadi ka Maqbara surrounded by residential houses, Fatehgarh, Lahore |
|The remaining Entrance Gate & Baradari of the Garden of Khawaja Ayyaz, the Governor of Lahore |
|Masjid of Khawaja Ayyaz, Lahore |
|Tomb of Nawab Khan-e-Dauran, Nusrat Jang Bahadur lying within the area of Railway Workshop, Lahore |
|Tomb of Muhammad Saleh Kamboh, Lahore |
|Masjid Moran Tawaif, Lahore |
|Shrine of Hazrat Imam Gamun, Lahore |
|Tomb of Abdul Ghani between Shalamar Garden, Lahore |
|Temple and Tank of Bherron ka Than in Ichhra, Lahore |
|Samadhi of Sir Ganga Ram, Lahore |
|Samadhi of Chhajju Bhagat, Lahore |
|The Enclosure and Grave of Mian Natha & his Goat in the General Graveyard of Mian Mir, Lahore |
|The Grave of Mulla Hamid Gujjar and his relatives, Lahore |
|Shah Chiragh Chambers, Lahore |
|Hayat House No. 14, Hall Road, Lahore |
|Nila Gumbad Masjid, Lahore |
|Shrine of Hazrat Abdul Razzaq Makki, Lahore |
| |
|Layyah District |
|Shrine of Hazrat Lal Easan |
|Shrine of Hazrat Fajan Shah |
| |
|Multan District |
|Shrine of Hazrat Shah Rukn e Alam |
|Shrine of Hazrat Shah Shams Sabzwari |
|Shrine of Hazrat Bibi Pak Damna |
|Shrine of Hazrat Musa Pak Shahi and attached Masjid |
|Mosque of Nawab Ali Muhammad Khan |
|Shrine of Hazrat Baha ud Din Zakariya |
|Shrine of Hazrat Sultan Ahmad Qattal |
|Shrine of Hazrat Makhdum Rashid |
|Shrine of Hazrat Sultan Ayyub Qattal |
|Shrine of Hazrat Shah Dana Shaheed |
|Shrine of Nawab Saeed Qureshi |
|Shrine of Hazrat Khawaja Awais Khagga |
|Shrine of Hazrat Inayat Walait |
|Shrine of Hazrat Shah Hussain Saddozel |
|Shrine of Mai Meharban |
|Shrine of Hafiz Jamal |
|Shrine of Hazrat Hamid Gillani |
|Shrine of Hazrat Yahya Nawab |
|Masjid Khuddaka |
|Shrine of Hazrat Ali Sarwar |
|Tomb of Mian Dalail |
|Tomb of Shah Ali Mardan |
|Tomb of Allah Dad Gurmani |
|Tomb of Pir Luddan Kuddan |
|Shahi Masjid Qasim Bela |
|Old Masjid Muhammad Pur Goth |
|Masjid near the Tomb of Hazrat Ali Akbar at Sura Miana |
|Jamia Masjid, Khaipur Bhutta |
|Masjid Jazir Khan |
|Perhalad Temple |
|Suraj Kund Temple |
|Old Mosque at Basti Hasil Wali, Tehsil Lodhran |
|Old Mosque near Bela Wagah, Lodhran |
|Old Mosque at Basti Mansoor Shah Wali, Tehsil Lodhran |
|Mosque at Basti Zirakhwah, Lodhran |
|Tomb of Hazrat Handira Pir, Karor Pucca |
|Tomb of Hazrat Sheikh Ahmed Kabir at Dhant, Lodhran |
|Ruined Mosque near Tomb of Hazrat Sheikh Ahmed Kabir at Dhanat, Lodhran |
|Tomb of Hazrat Sheikh Muhammad Ismail Qureshi at Basti Umarpur, Jalalpur Pirwala, Tehsil Shujabad |
|Tomb of Pir Aulia e Ghuri at Bahadurpur, Jalalpur Pirwala, Tehsil Suhjabad |
|Fortification Wall of Shujabad City |
| |
|Muzaffargarh District |
|Shrine of Hazrat Abu Wahab Bukhari |
|Shrine of Hazrat Sheikh Ludhho |
|Shrine of Hazrat Sheikh Saan Shaheed, alias Sheikh Saidan |
|Tomb of Hazrat Sultan Manjhan at Basti Sultan Manjhan |
|Tomb of Hazrat Buha Sher |
|Tomb of Hazrat Muhammad Anwar at Kunnal Sharif |
|Old Masjid at Khairpur Sadat, Tehsil Alipur |
| |
|Okara District |
|Tomb of Hazrat Ghous Muhammad Bala Peer at Satgara |
| |
|Rahimyar Khan District |
|Faridi Mahal |
|Qadim Masjid |
|Tomb of Hazrat Sadar ud Din Shamsi at Taranda, Tehsil Liaqatpur |
|Tomb of Son Hazrat Sadar ud Din Shamsi at Taranda, Tehsil Liaqatpur |
| |
|Rajanpur District |
|Shrine of Hazrat Khawaja Ghulam Farid |
|Shrine of Hazrat Taj Mahmud |
|Shrine of Hazrat Noor Muhammad Hassan |
|Tomb of Hazrat Noor Muhammad at Hajipur |
|So called Suri period Masjid Rajanpur |
|Haran Fort, Tehsil Jampur |
| |
|Rawalpindi District |
|Entrance Gate of Sarai Kala |
|Sarai Kharbuza, Rwp |
| |
|Sahiwal District |
|Shrine of Hazrat Alauddin Mauj Darya |
|A ruined mosque of so called ‘Suri Period’ at Dhawa Sharma, Tehsil Chichawatni |
| |
|Sargodha District |
|Jamia Masjid, Bhera |
| |
|Sheikupura District |
|Shrine of Hazrat Abdul Kher Nau Lakh Hazari |
|Shrine of Mian Sher Muhammad |
| |
|Sialkot District |
|Shrine of Hazrat Jamam Ali ul Haq |
|Shrine of Hazrat Syed Murad Ali Shah |
|Shrine of Hazrat Pir Mullah Rahim Pur Kuchian |
|Shrine of Hazrat Abdul Salam Chishti known as (Bara Bhai) |
|Shrine of Hazrat Qutab Shah Wali |
|Shrine of Hazrat Mir Muhammad Zareef |
| |
|Vehari District |
|Shrine of Hazrat Diwan Shawali Mashaikh |
|Tomb of Hazrat Abu Bakar Burraq, Mailsi |
Annex-7
Notified Ecologically Protected Areas in Punjab
|National Parks: |
|Chinji Reserve Forest |
|Lal Suhanra |
| |
|Wildlife Santuaries: |
|Head Qadirabad |
|Bahawalpur Plantation |
|Bhagat Plantation |
|Bhakkar Plantation |
|Chak Katora Plantation |
|Change Manga Plantation |
|Chashma Barrage |
|Chichawatni plantation |
|Cholistan |
|Chumbi Suria |
|Daman Forest Plantation |
|Depalpur Plantation |
|Fateh Major Plantation |
|Harnoli Plantation |
|Inayat Forest Plantation |
|Jhalar Lake |
|Jalalpur Sharif |
|Jauharabad Plantation |
|Kamalia Plantation |
|Khabeki Lake |
|Khanewal Plantation |
|Kotal Issan Plantation |
|Rakh Kundal |
|Kundian Plantation |
|Machu Plantation |
|Miranpur plantation |
|Mitha Tiwana Plantation |
|Rajan Shah Plantation |
|Rakh Ghulaman |
|Shorko Plantation |
|Sodhi |
|Taunsa Barrage |
|Walhar Plantation |
|Head Panjnad Pond Area |
|Kalar Kahar |
|Rakh Kharewala |
|Daphar Forest Plantation |
|Lal Suhanra National Park |
| |
|Game Reserves: |
|Abbasia Forest Plantation |
|Bajwat |
|Bhon Fazal |
|Chopalia |
|Cholistan |
|Daulana |
|Dilijabba / Domeli |
|Border Belt (8 km strip on India-Pakistan border) |
|Kala Chitta |
|Kathar |
|Rakh Kheri Murat |
|Kot Sabzal |
|Nammal Lake |
|Rahri Bunglow |
|Rasool Barrage |
|Thal |
|Uchhali Lake |
|Loui Bher Forest Plantation |
|Khanpur Plantation |
|Nabi Shah Lake |
|Head Islam |
|Tilla Jogian |
|Shujabad Canal |
(Source: WWF Pakistan )
Annex-8
Internal Monitoring Proforma
|Name of School | |
A. Design
|Sr. |Activity / Parameter |Yes |No |
| |Are freshwater storage tanks provided? | | |
| |Are separate toilets provided for girls? | | |
| |Does the design provide for adequacy of space, daylight, and ventilation etc.? | | |
| |Is location of toilets appropriate with respect to classrooms and water source? | | |
| |are facilities / arrangements provided for special children, if any | | |
| |Are freshwater storage tanks provided? | | |
| |Is septic tank provided for toilet wastewater treatment, or other arrangement? | | |
| |Any other information? Please describe. |
| | |
B. Construction
|Sr. |Activity / Parameter |Yes |No |
| |Is contactor using noisy and smoke emitting machinery during school hours? | | |
| |Are construction/demolition materials properly stockpiled within school premises? | | |
| |Are construction / demolition materials causing obstruction to a public thoroughfare or street or| | |
| |movement of persons and vehicles? | | |
| |Are loose materials (e.g., sand) sheeted / covered / water sprinkled? | | |
| |Is contractor drawing water for construction from a drinking water source? | | |
| |Has contractor made arrangements for disposal of construction wastewater? | | |
| |Is wastewater outlet connected to a waste drain or local sewer? | | |
| |Are any inflammable / hazardous materials stored onsite? If yes, do safety measures exist? | | |
| |Is hand pump borehole sealed off by a platform? | | |
| |Is first aid box available onsite? | | |
| |Any other information? Please describe. |
| | |
C. School Operation
|Sr. |Activity / Parameter |Yes |No |
| |Last cleanup of water storage tank? |1 month |3 month |6 month |1 year |Never |
| |Last water quality testing? |1 month |3 month |6 month |1 year |Never |
| |Have arrangements made for water disinfection / filtration? | | |
| |Are arrangements provided near toilets for washing hands with soap? | | |
| |Is first aid box available? | | |
| |Is septic tank working properly and wastewater outlet connected to some drain? | | |
| |Are dustbins provided for solid waste collection? | | |
| |Was tree plantation carried out during last plantation season? | | |
| |Are awareness activities taking place regularly? | | |
| |Are girls provided with stipend regularly? | | |
| |Any other information? Please describe. |
| | |
|Name | |
|Designation | |
|Signature | |
|Date | |
[pic]
ENVIRONS
(Caring for the Environment)
Environmental Management Professionals & Consultants
Lahore – Pakistan
(March 2009)
-----------------------
[1] The ToR are given in the bid document and the contract signed between proponent and consultant
[2] A Report on Educational Scenario of Punjab, 1997-2007, Education Department, GoPb, March 2008
[3] A program mode approach looks at all input factors affecting a particular sector
[4] A Report on Educational Scenario of Punjab, 1997-2007, Education Department, GoPb, March 2008
[5] Contingent to mutually agreed performance targets and achievements
[6] A Report on Educational Scenario of Punjab, 1997-2007, Education Department, GoPb, March 2008
[7] National Education Census, District Reports – Punjab, Ministry of Education, Islamabad, 2007
[8] A Report on Educational Scenario of Punjab, 1997-2007, Education Department, Government of the Punjab, 2008
[9] PMIU, SMIS Data, 2007
[10] Ibid
[11] Third Party Validation Report, PESRP, 2007
[12] A Report on Educational Scenario of Punjab, 1997-2007, Education Department, Government of the Punjab, 2008
[13] The word Katchi in public schools is equivalent kindergarten and or preparatory to admission classes
[14] Matric is equal to 10 years of schooling
[15] Facilities like boundary wall, school gate, water supply, toilet, electricity, sanitation, and furniture are collectively termed as “missing facilities” under the Program
[16] Power Point presentation on PESRP, PMIU, 2008
[17] Verbal information from the Deputy Program Director, PESRP
[18] A Report on Educational Scenario of Punjab, 1997-2007, Education Department, Government of the Punjab, 2008
[19] Preamble to PEPA, 1997
[20] Complete text of the PEPA is available at .pk
[21] Full text available at (accessed on 13.01.2009)
[22] Punjab Development Statistics, Government of Punjab, as on 31.12.2007
[23] Punjab Sustainable Development Strategy, Environment Protection Department, GoPb, Final Report, 2008
[24] Ibid
[25] Doab in local language is an area between two rivers
[26] Informatory Brochure on Tourism Development Corporation of Punjab on Murree Hills
[27] Geography of Punjab, Sang-e-Meel Publication, Lahore, 2007
[28] Geological Survey of Pakistan , accessed on 07.01.2009
[29] Punjab Sustainable Development Strategy, Environment Department, Punjab, 2008
[30] Ibid
[31] Ibid
[32] Ibid
[33] Full text available at official website of Government of Pakistan
[34] Office Papers, Irrigation Department, Government of Punjab, 2008
[35] Punjab Sustainable Development Strategy, Environment Department, Punjab, 2008
[36] Water Quality Status in Pakistan, Pakistan Council of Research in Water Resources, Islamabad, 2003
[37] Ibid
[38] Punjab Sustainable Development Strategy, Environment Department, Punjab, 2008
[39] Subsoil Water Quality Monitoring in 14 Districts of the Punjab, Environment Protection Department, Government of the Punjab, 2003
[40] Punjab Development Statistics, Bureau of Statistics, GoPb, 2007
[41] Meteorological Profile of Punjab, Pakistan Meteorology Department, Lahore, 2008 (soft copy)
[42] Ibid
[43] Ibid
[44] Ibid
[45] 3-Cities Investigation of Air and Water Quality (Lahore, Rawalpindi, Islamabad), JICA/Pak-EPA, 2001
[46] 2-Cities Investigation of Air and Water Quality (Gujranwala and Faisalabad), JICA/Pak-EPA, 2003
[47] Air Quality Monitoring in Six Districts of Punjab using Physico-Chemical Techniques, Environment Protection Department, Government of the Punjab, 2005
[48] Punjab Sustainable Development Strategy, Environment Department, Punjab, 2008
[49] Brief on Punjab Forest Department, Punjab Forestry Research Institute, Faisalabad, 2006
[50] Punjab Sustainable Development Strategy, Environment protection Department, Government of the Punjab, Final Report, 2008
[51] WWF Pakistan
[52] Punjab Development Statistics, Bureau of Statistics, Government of the Punjab, 2007
[53] Ibid
[54] Ibid
[55] Punjab Sustainable Development Strategy, Environment protection Department, Go Pb, Final Report, 2008
[56] Punjab Development Statistics, Bureau of Statistics, Government of the Punjab, 2007
[57] Ibid
[58] Ibid
[59] A Brief Introduction to Punjab Health Sector Reforms Program, PMIU, 2008
[60] Multiple Indicator Cluster Survey (MICS), Planning and Development Board, GoPb, 2003
[61] Mosque is called “Masjid” in Urdu Language. Maktab is Urdu equivalent of school
[62] Punjab Development Statistics, Bureau of Statistics, Government of the Punjab, 2007
[63] Ibid
[64] Ibid
[65] Ibid
[66] Medium Term Budgetary Framework, Planning and Development Board, GoPb, 2008-09
[67] Punjab Sustainable Development Strategy, Environment protection Department, GoPb, Final Report, 2008
[68] Punjab Development Statistics, Bureau of Statistics, Government of the Punjab, 2007
[69] Office Papers, Excise and Taxation Department, Government of the Punjab, Lahore
[70] Punjab Development Statistics, Bureau of Statistics, Government of the Punjab, 2007
[71] Pakistan Economic Survey, Government of Pakistan, Islamabad, 2007
[72] Medium Term Budgetary Framework (2005-10), Planning Commission, Government of Pakistan, Islamabad, 2005
[73] Ibid
[74] Punjab Industrial Directory, Directorate of Industries, GoPb, 2006
[75] Punjab Sustainable Development Strategy, Environment protection Department, GoPb, Final Report, 2008
[76] Ibid
[77] Ibid
[78] Ibid
[79] Punjab Poverty Reduction Strategy Paper, Planning and Development Board, GoPb, 2003
[80] An unplanned housing squatter
[81] “Division” is an administrative unit comprising three to five districts
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