Architectural pre-programming and Environmental and Social Impact Assessment for the construction of 3 teacher training institutes (IFME) in the towns of Kalemie, Mbandaka and Tshikipa

Aware of the need to improve the education system, the Ministry of Primary, Secondary and Technical Education (MEPST) has undertaken a reform aimed at restructuring the initial training of primary school teachers. The aim of this reform is to enhance the status of the teaching profession, improve the level of qualification of primary school teachers and introduce fundamental changes to the training curriculum. Primary school teachers will be trained in teacher training institutes (IFMEs), which will also be responsible for training school principals and pedagogical supervisors, with a view to becoming reference centers for in-service teacher training.

As part of the continuation of the PAQUE and Molakisi Telema projects, Athe French Development Agency (AFD) has selected the Consultant to carry out an architectural pre-programming study and Environmental and Social Impact Assessment (ESIA) for the construction of 3 teacher training institutes (IFME) in the towns of Kalemie, Mbandaka and Tshikipa.

The service comprises seven activities grouped into three phases:

Phase 1

Support to MEPST for the preparation of pre-programming and analysis of the local context

• Objectives:
  • Structure the thinking around infrastructures, in particular methodological
  • Identify the technical and strategic issues to be addressed during the pre-programming and site survey phases
  • Analyze the local regulatory and institutional framework

Studies of the sites where the IFMEs will be set up

• Objectives:
  • Visit the sites and meet the project players on site
  • Complete the site analysis proposed by VSIA

Architectural pre-programming studies

• Objectives:
  • Obtain the information needed to draw up a project brief for the creation of the IFMEs
  • Draw up a pre-programmed schedule of operations

Define the operating procedures for implementing the construction program

• Objectives:
  • Compare the needs of the operation with the capacities of the contracting authority and the local private sector
  • Propose an initial operational organization for the project
  • Set out the chosen scenario in a procedures manual

Environmental and Social Impact Assessment

• Objectives:
  • Complete the ESIA and PGES drawn up initially, and draw up the RAP

Phase 2

Detailed architectural programming study for the 3 IFMEs

• Objectives:
  • Draw up a detailed construction program for the IFMEs, enabling us to consult prime contractors

Phase 3

Transitional project management assistance for the “infrastructure” component

• Objectives:
  • Gathering of input data and dimensioning elements
  • Understanding the organization of the site, the issues and potential of the buildings and their constraints

The major challenges of the operation relate to environmental and social measures, both in terms of energy efficiency and natural and climatic risks, including :

• Environmental and social impacts associated with construction to ensure project sustainability: such as energy consumption, waste production, air pollution, as well as social impacts, such as impacts on local communities, impacts on workers, etc.
• Issues relating to bioclimatic design to adapt structures to climate change: New training centers must feature bioclimatic design to ensure that structures adapt to climate change and reduce building energy consumption.

To carry out these activities, the Consultant will provide, in addition to project management, a team of experts with the following specialties:

• Experts in educational infrastructure
• Experts in training center equipment
• Experts in environmental and social studies