Table 3 Potential environmental and social impacts of proposed sub-projects. Ref. Impact/issue Comment/Description of Impact Extent Duration Magnitude/ Intensity Probability Significance Bio-Physical and Chemical BPC/1 Changes in surface quality In case of effluent (waste water) from school construction into streams and water body untreated BPC/2 Changes in groundwater quality Due to the soil type, is low permeability for pollution of ground water. BPC/3 Changes to drainage patterns Operation of the sub-project does not significantly affect existing drainage system BPC/4 Changes in rates of erosion and siltation BPC/5 Changes to air quality Due toconstruction activities temporary air quality will be happen for short period only. BPC/6 Changes to ambient noise levels Noise from electrical equipment/ generators may affect noise levels BPC/7 Changes to aquatic biota In case of leakage of petroleum, oil, lubricants, and chemicals, changes in aquatic may happen. BPC/8 Changes to terrestrial No terrestrial biota is expected after construction phase. BPC/9 Changes to disease vector populations Some Health risk to people at project area due to inhaling the air from plant BPC/10 Changes to land cover No definite impact after construction of school in the project area. BPC/11 Changes to areas of natural habitat No further impact in project area
Table 3 (Cont’d.) Ref. Impact/issue Comment/Description of Impact Extent Duration Magnitude/ Intensity Probability Significance Bio-Physical and Chemical SEC/1 Changes involving loss of private and/or communal assets No potential impact during the operations phase. SEC/2 Changes involving loss of physical cultural heritage No impact in the operations phase. SEC/3 Changes involving physical and/or economic displacement of people No potential social impact SEC/5 Changes to fisheries Water, air, and noise pollution may interfere with fish migration. SEC/8 Changes in visual amenity The natural landscape is affected by the presence of school building. SEC/9 Changes to public infrastructure/community resources The school beautifies the surrounded area and the village.
Evaluation Ensure inclusion and review of environmental and social safeguard issues and outcomes in mid-term and sub-project evaluation and reporting, including concerning any lessons learned on the sustainability of each sub-project. Evaluate the implementation and outcomes of safeguard measures. When Indigenous Peoples (OP/BP4.11) are affected, include them in participatory evaluation exercises.
Project Preparation Identify gender- specific issues and to be taken into account in the design of investments and livelihood interventions Involve women in identifying these needs and issues Develop gender- specific indicators for participation and empowerment to be used for project monitoring and evaluation Formulate gender baseline information to be included in survey Conduct a survey with gender indicators Conduct focus group discussions with women to identify gender- specific issues and concerns for input into community planning process and design of development interventions Select and train women who will serve as project monitors and motivators Develop gender indicators for project monitoring and evaluation. PMT with participation of Community Groups (WCGs) Gender indicators incorporated in the survey instrument Number of focus group discussions (FGDs) held Number of and women heads of household who participated in FGDs Set of gender- specific indicators incorporated in project monitoring and evaluation tool Number of community women volunteers willing to serve as project monitors Survey Instrument Feasibility ARAP Documented feedback from beneficiaries and participants of FGDs List of volunteers and or list of organizations Project Design Ensure that community development plans and investment designs take into account women’s needs for safety, security, mobility and child care Access to potable water, safe and well, waste disposal facilities with child and senior citizen friendly investment designs Give GAD briefings and orientation to members of community associations Prepare the GAD component of the project to include capacity building in understanding the basic areas where they can participate during detailed planning activities of building designs preparation PMT with participation of Women Community Groups (WCGs) Investment designs with and vulnerable groups features Livelihood programs specifically targeting women heads of households Investment designs Livelihood program plans Project on a. Basic Services Ensure women’s access to project benefits Ensure that tenure instruments and contracts give women equal decision-making Information and Education Campaign (IEC) directed at women community members to inform them of project benefits and value PMT with participation of Women Community Groups (WCGs) IEC materials distributed. Material to be included is as follows, checklist of eligible investments. Progress Reports Documented Feedback from women beneficiaries
and asset- ownership Rights Regular consultation with women’s group during construction for design adjustments and monitoring of construction activities. Women to project their interest by making it sure that whatever have been agreed upon in the design stage is faithfully adhered to during the construction or implementation stage. of participation Access to financing for the women to have a start –up livelihood activities. Number of participating in community action planning b. Livelihood Intervention Ensure access to project services and benefits Increase the income-earning capacity of beneficiaries, especially women household heads Information and Education Campaign Skills trainings to women heads of households Trainings on savings and financial management Organize collective enterprises and self-help groups managed by Organize community women collection arm for the livelihood. PMT with participation of Women Community Groups (WCGs) Number of women receiving IEC materials Number of trainings conducted Number of participants in trainings Number of enterprises, cooperatives, savings groups, mutual aid groups formed by Number of members of these groups Number of microfinance extended by MFIs to women headed households Number of skills job referrals and successful marketing referrals IEC materials produced and used as an information, education and communication tools. Progress Reports Evaluation forms filled out by trainees Existence of functional livelihood support groups (cooperatives, mutual-aid groups and enterprises) Reports of NGOs, MFIs Feedback from women beneficiaries of livelihood loans Reports of external monitoring team for the project
c. Capacity Building and Institutional Develop the capacities of in project and community management and project monitoring Ensure women participation in project management, livelihood programs and project monitoring Trainings on leadership, organizational management, financial management, investment management, monitoring and evaluation Formation of women’s organizations Organizational meetings PMT with participation of Women Community Groups (WCGs) Number of trainings conducted Training manuals Number of participants in trainings Number of women’s groups and committees formed Progress reports Evaluation forms filled out by participants of trainings conducted Minutes of organizational of beneficiaries and the income comparison before the assistance and the current income after the assistance. d. Monitoring and Evaluation Involve women in project monitoring and evaluation Assess the project’s impact on the welfare of women through the use of indicators Monitoring and evaluation workshops with the community Data collection and review of reports and pertinent documents PMT with participation of Community Groups (WCGs) Monitoring and Evaluation Number of monitoring workshops Number of monitoring and evaluation reports Monitoring and Evaluation Reports Report card per project beneficiary and progress in terms of income and or rehabilitation status after the project assistance. 1B. Survey Requirements for ARAP/RAP Preparation
investment/s investments proposed by the beneficiaries and PAPs. conflicts and send the message to target beneficiaries and PAPs that they are involve and came from their collective decisions. Formulating compensation and entitlement package. Compensation and entitlement package for PAPs. Approve the compensation and entitlement package of the PAPs. This also promotes an informed and collective decision-making among beneficiaries and PAPs. Consultation on proposed investment/s before submission. Contents of proposed investment/s. Review and concur the contents of proposed investment/s. Such consultation delivers the message of transparency seeing to it that their comments /suggestions are incorporated in the proposed investment/s. Implementation Stage Consultation on the implementation of investment/s and provision for and acquisition Phasing of investment implementation and transfer to agreed area(s) for PAPs. Agreement on implementation schedule Orderly dismantling and reconstruction of affected structures, if any Inform PAPs for the scheduling of transfer Ensure that the impacts of disruption are lessened. It will also enable the implementing agency to determine the budgets for food and transport of PAPs/ household Participation in plot marking in the presence of designated staff/facilitator will avoid misunderstanding among PAPs and beneficiaries. Consultation with PAPs concerning affected land and/or structures, livelihood, etc. Boundaries on plot allocation, road access and provision for social services, i.e., water sewerage, drainage. Mark the affected lot boundaries as determined by land surveyors consistent with the assigned area and plans. Enable the implementing agency to estimate budgets for entitlements like allowances for foods, transportation and special assistance. Engagement in livelihood under- takings. Livelihoods for beneficiaries and that of those of the PAPs. Provide information on the actual negative and positive impact to PAPs Involvement of in livelihood development. Women are known to have skills in livelihood management which could enhance family income. Employment of beneficiaries in the investment Additional assistance to beneficiaries and PAPs. Beneficiaries or any of their household members will be employed as laborer during the construction of a investment/s. Employment with the project will also provide additional or enhance their income. Grievance and redress. Grievance and redress Provide background of the issues. Ensure that problems are address within reasonable time. The officers will serve as the GRC, and they will also assist agency in implementing the policies in each community as
project? Have any beneficiaries and/or PAPs used the grievance and redress procedures? What were the outcomes? How many have filed their grievances? What were the outcomes? Was social preparation for the PAPs taken place? Benefit Monitoring Where there changes occurred in patterns of occupation of the beneficiaries compared to their pre-project situation? What changes have occurred in income and expenditures patterns compared to pre-project situation? What have been the changes in cost of living compared to pre-project situation? Have the incomes of housing beneficiaries kept pace with changes? What changes have taken place in the lifestyle of beneficiaries? Beneficiaries 1E. External Monitoring Indicators Types of Indicators Indicators Information required in Monitoring and Evaluation Process Indicators Staffing Number of PMT and district staff assigned for project implementation; Number of Social Development and Resettlement Specialist assigned by CMC. Consultation, Participation, and Grievances Resolution Number of consultations and participation programs held with PAPs and various stakeholders; Types of IEC campaign materials distributed to target-beneficiaries and PAPs; Number and types of grievances received from beneficiaries and PAPs and the of days consumed in resolving them by concerned GRCs; Number and names of representatives who participated in the consultations and the implementation of the investment project. Operational Procedures Types of forms used in recording the activities undertaken in the project implementation; Efficiency of coordination with PMT, district authority; PAPs and other institutions/stakeholders; Type of database being maintained; Efficiency of PMT and district government staff; Efficiency of compensation payment system; Adequacy of logistical support for implementing the investment project; if the project policies in ARAPs have adequately been complied with. Issues and Problems Encountered Indicate the issues and problems encountered in staffing, during consultations and grievances resolution, and in the execution of operational procedures. Compensation and Entitlement Number of PAPs awarded with housing units, if any; Indicate if the type of compensation delivery is either one time or installment; Indicate the number of PAPs engaged in micro business who were compensated their loss of business incomes; Indicate if the number of PAPs provided with transportation assistance; Indicate if food assistance were given to PAPs who transferred to staging area to other destinations; Indicate if the PAPs were given allowance/assistance for the dismantling and of their housing units in as well as for the dismantling of their structures upon transfer.
3: ENVIRONMENTAL SCREENING School and Teacher/Student facilities Construction Instructions: This form has to be filled by authorities or school committee I. General Information 1. Name of village, commune and province 2. Name of proposed project 3. Type of project New construction □ Reconstruction □ Rehabilitation □ Other (please specify) □ 4. Objective of the proposed project and brief description Please check ( √ ) 5. Does the proposed project involve all types and classes of the people in the locality? □ □ □ II. Environmental Checklist (please check the box where appropriate) 1. Does the project located in the land mine or UXO area? □ □ □ 2. Is there any cultural heritage area nearby the propose project? □ □ □ 3. Is there any mortuary site in or near the proposed project area? □ □ □ 4. Does the project’s implementation interrupt the natural flow of canal or any stream? □ □ □ 5. Does the project’s implementation increase the possibility of ground water pollution? □ □ □
There will be no excessive idling of construction vehicles at sites. In the case of floating sites, construction of floating units will take place away from immediate house and community structures to minimize disturbance, and will be floated onto final location only upon completion. Noise Construction noise will be limited to restricted times agreed to in the permit. During operations the engine covers of generators, air compressors and other powered mechanical equipment should be closed, and equipment placed as far away from residential areas as possible. In the case of floating sites, construction of floating units will take place away from immediate house and community structures to minimize disturbance, and will be floated onto final location only upon completion Contractor MoYES site Engineer/ Safeguards Consultant / School Construction Committee Water Quality The site will establish appropriate erosion and sediment control measures such as e.g. hay bales and / or silt fences to prevent sediment from moving off site and causing excessive turbidity in the lake. Contractor MoYES site Engineer/ Safeguards Consultant / School Construction Committee Sanitation facility during construction The construction site needs to be equipped with latrine/toilet for workers. Location of temporary toilet/latrine shall at least 30m from the existing well or water drinking source. After handing over of construction, the latrine shall be dismantled, pit filled, site cleaned. Contractor MoYES site Engineer/ Safeguards Consultant / School Construction Committee Waste management during construction Mineral construction wastes will be separated from general refuse, organic, liquid and chemical wastes by on-site sorting and stored in appropriate containers. Contractor MoYES site Engineer/ Safeguards Consultant / School Construction Committee
Contractor shall minimize the waste if there is possibility. Construction will be collected and disposed properly by licensed collectors. The records of disposal will be maintained as proof for proper management as designed. Whenever feasible the contractor will reuse and recycle appropriate and viable materials (except asbestos). C. Climate change adaptation Flooding Free Level Make sure that no stagnant around the constructed building The floor of classroom and teacher/student facilities should be raised to flood free level Contractor MoYES site Engineer/ Safeguards Consultant / School Construction Committee Orientation of the building The building should be laid in East-West (if land available) direction in order to minimize wall exposure to sun light Plant more tree, especially, in West direction to provide more shade to building Contractor MoYES site Engineer/ Safeguards Consultant / School Construction Committee D. Individual wastewater treatment system Water Quality from construction The approach to handling sanitary waste and wastewater from building sites (installation or reconstruction) must be approved by the local authorities. Before being discharged into receiving waters, effluents from individual wastewater systems must be treated in order to meet the minimal quality criteria set out by national guidelines on effluent quality and wastewater treatment. When mobilizing to the construction site, the contractor will put in place a temporary latrine and septic tank to be used by the workers during construction until the final CSEIP latrine is built. Contractor MoYES site Engineer/ Safeguards Consultant / School Construction Committee E. Historic building(s) Cultural Heritage If the building is a designated historic structure, very close to such a structure, or located in a designated historic district, notify and obtain approval/permits from local Contractor/ School Support Committee MoYES site Engineer/ Safeguards Consultant /
Toxic / hazardous waste management Temporarily storage on site of all hazardous or substances will be in safe containers labeled with details of composition, properties and handling information The containers of hazardous substances should be placed in an container to prevent spillage and leaching The wastes are transported by specially licensed carriers and disposed in a licensed facility. Paints with toxic ingredients or solvents or lead-based paints will not be used Contractor MoYES site Engineer/ Safeguards Consultant / School Construction Committee G. Affects forest and/or protected areas Protection No protected areas have actually been identified in the immediate vicinity of the project villages. The following measures apply. All recognized natural habitats and protected areas in the immediate vicinity of the activity will not be damaged or exploited, all staff will be strictly prohibited from hunting, foraging, logging or other damaging activities. For large trees in the vicinity of the activity, mark and cordon off with a fence large tress and protect root system and avoid any damage to the trees Adjacent wetlands and streams will be protected from construction site run-off, with appropriate erosion and sediment control feature to include by not limited to hay bales, silt fences. There will be no unlicensed borrow pits, quarries or waste dumps in adjacent areas, especially not in protected areas. Contractor MoYES site Engineer/ Safeguards Consultant / School Construction Committee H. Traffic and Pedestrian Safety- Direct or indirect hazards to public traffic and pedestrians by The SEIP construction is located in the existing school compound. By the fact, there is no traffic concern and thus traffic congestion is not seen as a major risk. However, in compliance with national regulations (Road Law?) the Contractor will Contractor site Engineer/ Safeguards Consultant / School Construction Committee
systems when possible, and identifying well sterilization (chlorination) techniques J. Solid Waste during operation Environment, Water Quality, Health Conduct Environmental Awareness program among school students, parents, an school support committee Waste segregation (including hazardous waste) Provide waste bins Community/ School Committee PoE & DoE K. Sanitation during operation Environment, Quality, Health Conduct Environmental Awareness program Provide enough water for flashing and cleaning Pumping machine should be installed to pump to the water storage tank If fund available elevated water storage tank should be built for water supply in the school Community/ School Committee PoE & DoE Estimated Budget estimate for EMP implementation No. Items Unit Rate-USD Quantity Amount 1 Regular Internal monitoring (quarterly) trips 2,000 15 30,000 2 Training/meeting rounds 2,000 4 8,000 3 Contingencies Lump sum 3,800 (10%) (in US Dollars) 41,800 Notes: This does not include allowance for staff.