Kyrgyz Republic Learning for the Future Project ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK Bishkek November 2019 Contents EXECUTIVE SUMMARY ...........................................................................................................................................5 1. INTRODUCTION .............................................................................................................................................. 14 1.1 PURPOSE OF THE ESMF .............................................................................................................................. 14 1.2 RATIONALE FOR THE ESMF ........................................................................................................................ 14 1.3 APPROACH AND METHODOLOGY FOR THE PREPARATION OF ESMF ........................................................... 14 1.4 PROJECT DESCRIPTION ................................................................................................................................ 14 1.5 SECTORAL AND INSTITUTIONAL CONTEXT.................................................................................................. 18 1.6 PROJECT INSTITUTIONAL AND IMPLEMENTATION ARRANGEMENTS ............................................................ 23 2. BASELINE DATA ............................................................................................................................................. 25 2.1 LOCATION AND SIZE ................................................................................................................................... 25 2.2 PHYSICAL ENVIRONMENT ........................................................................................................................... 25 2.3 TOPOGRAPHY AND DRAINAGE .................................................................................................................... 26 2.4 LAND USE ................................................................................................................................................... 27 2.5 BIOLOGICAL ENVIRONMENT-ECOSYSTEMS................................................................................................. 28 2.6 SOCIO-ECONOMIC BACKGROUND ............................................................................................................... 29 3. SOCIAL ASSESSMENT .................................................................................................................................... 31 3.2. ECONOMICAL GEOGRAPHY ................................................................................................................................ 35 3.3. INCOME ............................................................................................................................................................. 37 3.4. GENDER ASSESSMENT ....................................................................................................................................... 40 3.5. VULNERABLE GROUPS ...................................................................................................................................... 42 3.6. KEY BENEFICIARIES. ......................................................................................................................................... 42 3.7. DETERMINATION OF THE CIRCLE OF STAKEHOLDERS......................................................................................... 42 4. DESCRIPTION OF THE ADMINISTRATIVE, POLICY AND REGULATORY FRAMEWORK ................ 51 4.1 THE LEGAL, REGULATORY AND POLICY FRAMEWORK ............................................................................... 51 4.2 RELEVANT SECTOR POLICIES AND REFORMS (IF APPLICABLE) ................................................................... 52 4.3 RELEVANT INSTITUTIONS ........................................................................................................................... 53 5. RELEVANT WORLD BANK ENVIRONMENTAL & SOCIAL STANDARDS ............................................ 56 5.1 ESS 1 - ASSESSMENT AND MANAGEMENT OF ENVIRONMENTAL AND SOCIAL RISKS AND IMPACTS ........... 56 5.2 ESS 2 – LABOR AND WORKING CONDITIONS .............................................................................................. 57 5.3 ESS 3 – RECOURSE AND EFFICIENCY, POLLUTION PREVENTION AND MANAGEMENT................................. 57 5.4 ESS 4 – COMMUNITY HEALTH AND SAFETY ............................................................................................... 58 5.5 ESS 5 – LAND ACQUISITION, RESTRICTIONS ON LAND USE AND INVOLUNTARY RESETTLEMENT .............. 58 5.6 ESS8 – CULTURAL HERITAGE .................................................................................................................... 58 5.7 ESS 10 – STAKEHOLDER ENGAGEMENT AND INFORMATION DISCLOSURE.................................................. 59 6. DETERMINATION OF POTENTIAL ENVIRONMENT AND SOCIAL IMPACT........................................ 60 6.1 POSITIVE IMPACTS ...................................................................................................................................... 60 6.2 POTENTIAL ADVERSE ENVIRONMENTAL IMPACTS ...................................................................................... 60 6.3 ADVERSE ENVIRONMENTAL IMPACTS......................................................................................................... 61 6.4 ADVERSE SOCIAL IMPACTS ......................................................................................................................... 62 6.5 POTENTIAL CUMULATIVE IMPACTS ............................................................................................................ 63 6.6 ENVIRONMENTAL & SOCIAL MANAGEMENT PROCESS ............................................................................... 63 6.7 MONITORING PLANS AND INDICATORS ....................................................................................................... 75 6.8 SPECIFIC PROJECT ISSUES ........................................................................................................................... 76 6.9 MONITORING ROLES AND RESPONSIBILITIES .............................................................................................. 76 2 7. PROJECT REVIEW, COORDINATION & IMPLEMENTATION ARRANGEMENTS ................................ 79 7.1 SUB PROJECT INVESTMENT REVIEW ........................................................................................................... 79 7.2 OVERALL PROJECT COMPLIANCE AND REPORTING ..................................................................................... 81 8. CAPACITY BUILDING, TRAINING AND TECHNICAL ASSISTANCE ..................................................... 83 8.1 INSTITUTIONAL CAPACITY FOR ESMF IMPLEMENTATION .......................................................................... 83 8.2 IDENTIFICATION OF CAPACITY NEEDS ........................................................................................................ 83 8.3 ESMF IMPLEMENTATION BUDGET ............................................................................................................. 84 9. PUBLIC CONSULTATION AND DISCLOSURE ........................................................................................... 86 9.1 ESMF DISCLOSURE .................................................................................................................................... 86 9.2 PUBLIC CONSULTATION .............................................................................................................................. 86 9.3 GRIEVANCE REDRESS MECHANISM ............................................................................................................ 86 ANNEXES .............................................................................................................................................................. 89 ANNEX 1. SCREENING OF RISKS CATEGORIES OF PROPOSED TYPES OF SUBPROJECTS ............................................. 90 ANNEX 2. EXCLUSION LIST...................................................................................................................................... 91 ANNEX 3. ENVIRONMENTAL SCREENING CHECKLIST - FORMS ................................................................................ 92 ANNEX 4. SOCIAL SCREENING CHECK LIST AND REPORTING .................................................................................. 97 ANNEX 6. INDICATIVE OUTLINE OF ESMP ............................................................................................................. 101 ANNEX 7. ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN CHECKLIST (FOR SMALL SCALE CONSTRUCTION/REHABILITATION SUB-PROJECTS).................................................................................................. 103 ANNEX 8. ASBESTOS CONTAINING MATERIAL MANAGEMENT PLAN (EXAMPLE) .................................................. 110 ANNEX 9. HEALTH, SAFETY AND WELLBEING INSPECTION CHECKLISTS ............................................................... 112 ANNEX 10. LIST OF CERTAIN BORDER AREAS OF THE KYRGYZ REPUBLIC WITH SPECIAL STATUS. ...................... 127 ANNEX 11. COVERAGE OF CHILDREN BY PRESCHOOL EDUCATION IN URBAN SETTLEMENTS AND RURAL AREAS BY TERRITORY BY YEAR, AT %. ................................................................................................................................... 128 ANNEX 12. SETTLEMENTS LOCATED IN THE HIGH AND REMOTE ZONES OF THE KYRGYZ REPUBLIC ....................... 129 ANNEX 13. LIST OF ORGANIZATIONS AND NGOS WORKING IN VILLAGES WITH MIGRANT FAMILIES ........................ 131 ANNEX 14. AIYL AIMAKS THAT DO NOT RECEIVE EQUALIZING TRANSFERS FROM THE REPUBLICAN BUDGET. ...... 132 ANNEX 15. MINUTES OF ESMF PUBLIC CONSULTATIONS ...................................................................................... 133 3 LIST OF ACRONYMS & ABBREVIATIONS BPFAD Budget, Policy and Financial Analysis Department CLASS Classroom practices observation instrument CPD Continuous Professional Development CPF Country Partnership Framework DP Donor Partner DPCC Donor Partners Coordination Council ECD Early Childhood Development ECE Early Childhood Education and Care EDI Early Development Instrument EGRA Early Grade Reading Assessment ESMF Environmental and Social Management Framework ESP Education Sector Plan GNI Gross National Income GRS Grievance Redress Service IITT In-Service Institute for Teacher Training KEEP Kyrgyz Early Education Project MoCIT Ministry of Culture, Information and Tourism MoES Ministry of Education and Science MoF Ministry of Finance NER Net Enrollment Rate NSBA National Sample-Based Assessment NSC National Steering Committee on Coordination of Program and Projects NTC National Testing Centre OECD Organization for Economic Cooperation and Development ORF Oral Reading Fluency OIITT Oblast Institute of In-Service Teacher Training PCU Project Coordination Unit PFM Public Financial Management PDO Project Development Objective PIAAC Programme for the International Assessment of Adult Competencies PRAMS Procurement Risk Assessment and Management System PSSOED Pre-School, Secondary School, and Out-of-School Education Department READ Education Aid for Development SbKs Shift-based kindergartens SDG Sustainable Development Goals SSER Sector Support for Education Reform STEP Systematic Tracking of Exchange in Procurement 4 EXECUTIVE SUMMARY The Government of the Kyrgyz Republic has requested the World Bank to provide support in preparation and implementation of the Learning for the Future Project. The Government has assigned the Ministry of Education and Science as an implementing agency for the project. The Project Development Objective is to enhance school readiness and teacher effectiveness in pre- school through secondary education in targeted communities. Project components and activities. The Project is composed of the following components: Component 1: Enhancing Teaching and Learning (USD 47 million) The objective of this component is to increase equitable access to quality early childhood education and enhance the effectiveness of teaching-learning practices in pre-school through secondary education. The component will work to expand community-based kindergartens (CbKs) in poor rural areas; build the capacities of teachers for effective teaching including for students from diverse backgrounds; provide more teaching-learning resources for teachers and students that are gender-sensitive and inclusive; and strengthen assessments to improve learning in the classroom and strengthen education policy. There are four sub- components: • Subcomponent 1.1: Expanded school readiness for underserved children The objective of this sub-component is to increase access to early childhood education in poor rural areas with no or low access, through establishing community-based kindergartens (CbKs). The project will support the creation of 500 new CbKs enrolling approximately 75,000 children aged 3-5 years. • Subcomponent 1.2: Increased effectiveness in teaching practice The objective of this subcomponent is to increase teacher capacities in pre-school and general secondary education through the strengthened design and delivery of teacher training programs aligned to the new curricula and evidence from the science of learning. • Subcomponent 1.3: Technology-enabled support for learning The objective of this component is to strengthen teacher capacities for effective teaching through digital resources aligned to the new curriculum that complement new textbooks. The package will consist of an e-library; six multi-media classrooms; and IT equipment for teachers and school administrators. The schools will be selected from villages in the bottom 40 per cent by income. The project will finance an IT platform to 1,000 schools (approximately 45 per cent of all schools). • Subcomponent 1.4: Enhancing measurement of learning The objective of this subcomponent is to improve the measurement of teaching-learning practices and student learning, through strengthening the design and administration of various assessment and learning outcome instruments that complement the proposed roll-out of the Early Development Instrument to track child development in pre-school and continued implementation of the Early Grade Reading Assessment at grade 2. Component 2: Managing implementation for results (USD 3 million) • Subcomponent 2.1 Implementation Support This component will support the coordination, technical quality and fiduciary integrity of implementation; and the monitoring, evaluation and reporting on project processes and results. It also supports systems to collect beneficiary feedback to inform project implementation. 5 • Subcomponent 2.2 Citizen engagement. Citizens will be engaged in the implementation of activities across the project, building on the systems already in place to engage stakeholders such as parents and community members. Project Beneficiaries: 1. The project is expected to directly benefit (approximate numbers): • 75,000 children aged 3-5 years who will enroll in newly established CbKs • 1,500 kindergarten teachers recruited for the CbKs, who will be trained on early childhood development and the pre-school curriculum • 30,000 primary and secondary teachers, who: work at target schools that will receive an IT platform; are trained for digital literacy; commit to follow the strengthened training programs provided to the IITTs; or work at schools where CLASS is institutionalized • 440,000 primary and secondary students who attend the target schools. 2. Indirect beneficiaries are expected to be: • 50,000 primary and secondary teachers (at non-target schools), who will gain access to the strengthened training programs provided to the IITTs and to digital content developed under the project and made accessible online • the parents, caregivers and household members of students in the 500 communities where the CbKs are newly established and the 1,000 communities where the target schools are located. Project location. The project activities will be implemented in the territory of the Kyrgyz Republic. Locations of the selected project CbKs under Sub-component 1.1 will be identified during the project implementation. Schools under IT-platform of Sub-component 1.3 will be also selected at the implementation stage, but expected to be throughou the country. Potential environmental risks and impacts. The proposed project components are environmentally benign except that the subcomponent 1.1 will support installation of indoor water latrines and sanitation facilities designed for children on the premises of about 500 existing community CbKs buildings (same foot print), which will involve existing building renovations. These renovation activities will not generate adverse environmental impacts or substantial risks for human population, and the predictable impacts are expected to be temporary, reversible, low in magnitude and site-specific. The expected environmental risks include: improper care, handling and storage of construction material and waste, generation of excessive noise and dust levels, and health impacts related to inadequate disposal of asbestos-containing material. As indoor water, sanitary and hygiene facilities are part of this subcomponent, wastewater discharged without proper septic tanks or filters may cause soil and groundwater pollution. The CbK locations are in built-up areas that are not expected to be in proximity to areas of biodiversity significance or cultural heritage. Subcomponent 1.3 will finance procurement and installation of IT-platform in about 1,000 schools, and proper disposal of obsolete electronic components and materials in future is necessary to avoid air and groundwater pollution by electronic waste. Adherence to good Occupational Health and Safety (OHS) practices will be required for all types of works supported by the project. The project will support IT equipment for teaching and learning purposes. As an integral project activity, the project will finance preparation of an environmentally sound installation and disposal plan for all 6 electronic equipment to be financed by the project to ensure that this equipment will not cause environmental and health risks in future when they are retired. Risk related to labor-management including influx is not substantial given the small-scale nature of school rehabilitation works. There is also a risk that children with disabilities or developmental delays may be excluded from project benefits. Beneficiary (school and kindergarten) selection criteria need to be carefully elaborated to ensure inclusive access to the poorest communities and children with disabilities, as well as a regionally equitable and ethnically balanced distribution of funds. Overall, most of identified risks and impacts are expected to be typical for small scale construction/rehabilitation works will be temporary by nature and site specific and can be easily mitigated by applying best construction practices and relevant mitigation measures. Potential social impacts and resettlement issues. The social impacts associated with the project activities are considered positive and beneficial for the Kyrgyz society, especially rural communities. Social risk is rated as Moderate based on the information available. Project activities will be site-specific, with the likelihood that any impacts beyond the project footprint to be low in magnitude and easily mitigated in a predictable manner. The selected beneficiary communities must own the premises and commit to maintaining them as a pre- school institution for at least ten years. The project will not support any activities which require land acquisition, economic displacement, temporary or permanent restriction of private property use or restriction of access. Activities associated with the project will be screened to ensure there is no involuntary resettlement or negative impact on livelihood. Subprojects will be assessed through the ESMF and will be monitored during supervision. Risk related to labor-management including influx is not substantial given the nature of small-scale nature of school rehabilitation works. The distribution of project benefits across geographic areas within the country is particularly sensitive given the complex inter-ethnic relationships which led to social upheavals in 2005 and 2010 and the eruption of violent interethnic clashes in the South of the country. Additionally, a high rate of unemployment and significant dependency on remittances often affected by external economic fluctuations has impacted adversely the vulnerable and disadvantaged groups particularly on poor and women-headed households. There is also a risk that children with disabilities or developmental delays may be excluded from project benefits. Beneficiary (school and kindergarten) selection criteria need to be carefully elaborated to ensure inclusive access to the poorest communities, children with disabilities, equitable regional and ethnically balanced distribution of funds The project design needs to ensure that these households are ‘included’ in the project and will be able to participate and derive full benefits from the project. Thus, while the risk that the project inadvertently trigger social upheavals and inter-ethnic clashes is unlikely, the risk of exclusion needs to be addressed. Overall project environmental and social risks. Considering the potential environmental and social risks, described above, as well as the high uncertainty over sectoral policy priorities and directions, and diverse areas of potential investments the project environmental and social risks are assessed as Moderate. Relevance of Environmental and Social Standards (ESS) and triggered WB Operational Policies (OPs). ESS1, ESS2, ESS3, ESS4 and ESS10 are relevant to the project. ESS8 Cultural Heritage is not relevant at this stage, though may become relevant depending on the selection of CbKs. If a certain cultural heritage building is proposed to be included in the subproject, this will be integrated into the site specific ESMP which will be developed in line with ESS8. In terms of triggering WB Operational Policies, while 7 the OP 7.60: Projects in Disputed Areas and the OP 7.50 on International Waters do not apply and are not triggered by the project. Environmental and Social Management Framework (ESMF). As the technical evaluation (e.g., feasibility studies, detailed designs) and specific intervention locations under the project are not identified and/or ready and their specific impacts are not known by project appraisal, a framework approach is adopted. Respectively, in accordance with the ESS1, an Environmental and Social Management Framework (ESMF) has been prepared, which specifies rules and procedures for the activities and for preparing adequate site-specific Environmental and Social Management Plans (ESMPs). The ESMF covers the following: (i) rules and procedures for environmental and social screening of project activities and subprojects to be supported under the project; (ii) guidance for preparing site-specific ESMP or ESMP Checklist, which would include the monitoring plans; (iii) mitigation measures for possible impacts of different proposed activities and subprojects to be supported by the project; (iv) requirements for monitoring and supervision of implementing of ESMPs, implementation arrangements; (vii) overview of the capacity of MoES (the project implementing agency) for E&S risk management and capacity building activities that would include other parties on mitigating potential environmental and social risks. The ESMF also specifies that under the proposed institutional strengthening and capacity building activities should include special training on identifying and addressing environmental safeguards issues and integrating environmental requirements infeasibility studies. Furthermore, the client Conducted a social assessmeent (SA) as part of the ESMF which includes: (i) stakeholder identification/mapping; (ii) stakeholder analysis of expectations, concerns, and issues; (iii) assessments of positive and negative impacts; (iv) identification and assessment of vulnerable and disadvantaged groups who may face disproportionaetly high negative impacts or challenges in receiveing project benefits; and (v) a social management plan to mitigate the negative social risks and impacts and enhance positive benefits. Borrower’s Environmental and Social Commitment Plan. The MoES developed an Environmental and Social Commentment Plan (ESCP), which will be approved by the WB and become legally binding for the Government of Kyrgyzstan as part of the lagal package on the financing of the Learning for the Future project. ESCP specifies the main responsibilities and actions to be undertaken by MoES to ensure project compliance with the WB ESSs and in particular: (a) conducting environmental and social screening for all project activities via ESMP/ESMP Checklist covering the above aspects; (b) application of the ESMF to the relevant project activities, including the need to prepare site specific ESMPs; (c) reporting on environmental and social performance of all activities in a quarterly reports; (d) ensuring transparency in providing project environmental safeguards and ensuring all ESMPs are disclosed and publicly consulted with all interested parties; I maintaining through the whole period of project implementation human capacity to ensure project activities supervision and monitoring and providing adequate reporting to the implementing agency and to the WB; (f) preparation and adherence to the Environment, Social, Health and Safety Code of Conduct by works contractors; and (g) implementing and reporting on: (i) Stakeholders Engagment Plan; (ii) Labor Management Plans (LMP); and Grievance Redress Mechanism. ESSs supervision and reporting. The status of the compliance with the ESMPs’ requirements shall be provided by the contractors to the PCU, and then to the Bank by the PCU in form of their quarterly report. Environmental and social monitoring during sub-component implementation should provide information about key environmental and social aspects of the sub-projects, particularly its environmental impacts, social consequences of impacts and the effectiveness of taken mitigation measures. Such information enables the PCU to evaluate the success of mitigation measures as part of project supervision and allows corrective action(s) to be implemented in a timely manner, when needed. Integration of the ESMPs into project documents. The ESMP provisions will form part of the design documents for the project and will be included in construction contracts for selected subprojects, both into specifications and bills of quantities. Respectively the Contractors will be required to include the cost of 8 ESMP requirements in their financial bids and required to comply with them while implementing the project activities. The bidding documents for selecting the contractors will include specifications that would ensure effective implementation of environmental, health and safety performance criteria by the winning bidder. ESMF implementing arrangements. The Project will be implemented by the Ministry of Education and Science (MoES) with involvement of existing institutions (i.e. Kyrgyz Academy of Education (KAE), the National Testing Center (NTC), the Republican and Oblast Institutes for In-Service Teacher Training (R/OIITTs), pre-service Teacher Training Institutions, schools and kindergartens, Local Self Governance Bodies). A Project Coordination Unit (PCU) will be established to carry out such key functions as coordination, safeguards, fiduciary, monitoring and evaluation, and reporting. E&S Safeguards specialist contracted by MoES PCU, will be responsible for monitoring ESMF and ESMPs implementation. World Bank Assistance in complying with the ESSs. The Bank’s environmental and social specialists will provide support to PCU to ensure smooth implementation of the Project activities in consistency with the applicable Environmental and Social Standards of the Bank. Regular site visits will be carried out to monitor the compliance of the contractors with good construction practices and other requirements to be specified in site-specific ESMPs. The Bank task team will provide guidance in, and review, key environmental and social monitoring documents, such as ESMPs, Labor Management Procedures (LMP) and Stakeholder Engagement Plan (SEP), as well as quarterly reports and support MoES in meeting its commitment set out in ESCP. Stakeholders Engagement: A greater emphasis and special attention will be paid to these aspects in the ESMF. The project provides principles for strengthening social accountability and inclusion through public information and stakeholders’ involvement in planning and monitoring of services. Grievance Redress Mechanism (GRM): The proposed Grievance redress mechanism within the ESMF helps complaint handling system to be functional, transparent and responsive, and where appropriate, strengthen government systems. The project establishes a Grievance redress mechanism which would function at the two-levels to receive, evaluate and facilitate the resolution of displaced persons concerns, complaints and grievances. PCU will be responsible for establishment of GRM during the project affectivity and act as the GRM secretary to make sure that the GRM is operational to effectively handle environmental and social concerns of project affected persons. ESMF Public consultations and information disclosure. Public Consultations will be undertaken during the ESMF development and before disclosure. For this purpose, there will be number of meetings conducted with relevant stakeholders such as specialists from local self-government, local branches of MoES, schools and kindergartens, territorial unit of nature protection agency, any water utilities available. Public consultations in project target areas will present the project’s objectives, planning activities, anticipated environmental and social impacts an d proposing mitigation measures, and grievance redress mechanism to participants. ESMF will be published on Implementing Agency website and further will be published on WB external website. Potential environmental risks and impacts associated with project Such risks and impacts typically include the following: Dust generation will occur during conduction of most types of rehabilitation works that are related to rehabilitation of buildings and etc. The magnitude of impact will increase when rehabilitation will be conducted close to existing classrooms or other facilities of CbKs. Taking in account nature of most of the works this impact is expected to be short term with moderate risk and it could be easily mitigated by implementation of measures. 9 Waste generation – under the program two types of wastes will be generated: non-hazardous and hazardous. Non-hazardous wastes will be generated during the most part of construction works and will be represented by demolishing parts of existing roads, buildings, pipes. Storage of such wastes in areas close to settlement and untimely or improper disposal may impact on air quality, dust generation and disturbance of neighboring settlements. Besides these wastes, used welding rods, packing materials, woods will be generated as well. During rehabilitation of water supply and sewage networks old pipes maybe excavated for replacement by new ones. Old metal pipes could be re-used as a scrap. However, old asbestos pipes will have to be not touched and not excavated. Hazardous wastes – it is expected that during project works implementation two types of hazardous materials will need a special attention – (i) asbestos contained in the roofs, and (ii) lead-containing paints. Air pollution - During construction stage pollutants emissions will be caused by earth works, construction/demolishing activities and exhaust gases from vehicles. Improper waste management, particularly burning of construction and domestic wastes may lead to air pollution. This impact could be minimized through implementation of standard good practice. Water pollution – for project sites, when project activities will be conducted next to the water courses the surface water could be polluted due to improper placement of excavated soil, improper storage of construction materials, leakage of fuel and lubricates from construction machinery, washing of vehicles and techniques without proper treatment. Socio-economic impacts – sub-project works may lead to losses of standing crops, temporary blockage of access to small shops, houses also may lead to losing population income. In additional, improper housekeeping practice, untimely construction and domestic wastes disposal will negatively impact on socio- economic environment. Implementation of the best practice and close work with local population will mitigate these impacts. Health and safety risks for workers and community during civil works For community - Inadequate lighting and fencing of construction sites inside of settlement areas can be dangerous for pedestrians and vehicles especially during the night time. Increasing of traffic due to trucks and vehicles movements to construction sites, temporary closing of roads during pipe lying inside of settlements may cause inconvenience for local population as well. In addition, pipe lying will cause temporary blockage of household access. Untimely and inefficient disposal of solid waste and improper sanitary conditions generated by the construction workers at construction sites may cause pollution of the surrounding environment and affect the health of local people. Moreover, a movement of heavy tracks may destroy or deteriorate conditions of roads inside settlements. For workers - Safety and health non-compliance may create a risk for construction workers. The Contractors will have to follow Occupation Safety and Health rules, which include among others strictly implementation established norms and procedure H&S which depends on type on conducting works, usage of PPE, training activities and monitoring. In addition, all workers need to be introduced to working procedure with hazardous materials (such as asbestos materials, PCBs etc.). Contractors have to provide workers with appropriate living conditions: safe water supply, washing conditions, rooms for rest and etc. 10 Potential social risks and impacts associated with project Conducted SA concluded that the Project will generate mostly positive socio-economic benefits due to the improvement of urban infrastructure services environmental conditions on the participating cities. Rehabilitation of CbKs infrastructure will significantly improve teaching conditions, water supply and sanitation, that makes the children studying in the project CbKs comfortable. As a result of rehabilitation works, the number of CbKs connected to drinking water supply, sewerage system will be increased which will overall have significant effects on studying conditions of pupils. At the same time the proposed project activities might generate a series of various adverse social impacts. Here are a few potential social impacts associated with LLF: • Temporary limitation of access to schools, due to construction works; • Temporary termination of water and sewerage services; • Possible influx of temporary workers; • Risk of child labour; • Risk of occupational accidents and injuries to workers; The listed social impacts are expected to be typical for small scale rehabilitation works, temporary by nature and site specific, and can be easily mitigated by applying best construction practices and relevant mitigation measures. Specific social risks and impacts Access restrictions. The construction activities under some local infrastructure subprojects may result in temporary closure of existing routes/ pathways during the execution stage of sub-projects and may cause access restrictions to homes, land plots or other private or public. The construction and /or rehabilitation of school buildings might also trigger some inconvenience to the public. Even though most of such local level constructions under the project will be done though contractors, adequate care and measures will be taken to avoid any violation of use of labor, accidents, or disputes with local communities due to use of outside labor force for constructions. The site specific ESMPs prepared under the project will include, as necessary, a mitigation measures to reduce potential adverse impacts and risks and the public constructions will be carried out each of the construction site before the civil works begin. Vulnerable and disadvantaged groups. The distribution of project benefits across geographic areas within the country is particularly sensitive given the complex inter-ethnic relationships which led to social upheavals in 2005 and 2010 and the eruption of violent interethnic clashes in the South of the country. Additionally, a high rate of unemployment and significant dependency on remittances often affected by external economic fluctuations has impacted adversely the vulnerable and disadvantaged groups particularly on poor and women-headed households. There is also a risk that children with disabilities or developmental delays may be excluded from project benefits. The project will seek to ensure a broad, regionally and ethnically balanced distribution of funds. It will target poor, rural communities. From these, the project will select communities where access to ECE services is below the national rural average and there are sufficient children to fill two shifts. The selection process will give preferential consideration to communities where there are larger numbers of children without access. The communities will be transparently selected, using a mechanism similar to the one used under KEEP and that will be detailed in the Operations Manual. 11 Risk of project not meeting expectations among local stakeholders. High expectations from local stakeholders participating in the project, could be another risk. Such expectations, if not met, could lead to discontent and resentment, which in turn could lead to disruptive actions against the Project or those involved with the Project. This risk will be mitigated through careful management of expectations from the start of Project by the PCU convening the outreach and introductory meetings related to CbKs enrollment programs. Vulnerable groups whose children are not enrolled to CbKs, may experience a sense of failure which in turn could result in discontent and resentment. Project Team or consultants will make sure to follow up with these individuals. The Project will depend on established CBOs and NGOs with good local knowledge and insight into the sensitivities at the local level. Governance and anti-corruption risks. The project will also support efforts to establish good governance in the project. The actions will include the training of local stakeholders on the principles and practice of governance, such as: (i) accountability in public affairs; (ii) relations with higher levels of government; (iii) tools for good governance (integrity pacts, social audits, transparency, and disclosure of information); and (iv) anti-corruption assessments and process audits. Emphasis will be placed on measures to minimize the room for misuse, fraud, and corruption at the various stages of the project cycle. Labor risks including labor influx and associated GBV, and child labor are considered low given the small size of subproject investments and the PCU’s adherence to the national labor code which also prohibits child and forced labor. Workers will be hired by the PCU at MoES, either directly as PCU staff or indirectly as part of contracts with contractors or service providers. There is a risk that the practice of unaccounted working hours and lack of compensation for overtime will continue. According to the leadership, PCUs are heavily relies on approved project budgets and cannot exceed the budget ceilings. Labor risks associated with contracted workers at subproject level. Subprojects will be implemented by local contractors and the majority of contracted workers will be hired locally. All contractors will be required to have a written contract with their workers materially consistent with objective of ESS2, in particular with regard to child and forced labor. Occupational Health and Safety (OHS) risks are low to moderate and will depend on the type of subproject works to be implemented. The risks are considered low to moderate because the local contract workers are likely to be unskilled. All contractors will be required to develop and implement written labor management procedures, including procedures to establish and maintain a safe working environment as per requirements of ESS2. Capacity building activities under project will include guidance on identifying such impacts and preparing ESIAs and ESMPs. Additionally, the selection, design, contracting and monitoring and evaluation of subprojects will be consistent with the guidelines set out in the annexes. To address identified impacts, the implementing agency and its branches, the subprojects beneficiaries and contractors have to undertake a series of mitigation measures, which are presented below, and which should be clearly defined in the site specific ESMP to be prepared. Project Implementation Arrangements The Project will be implemented by the Ministry of Education and Science (MoES) through existing institutions. Institutions involved in the project implementation include: the Kyrgyz Academy of Education, the National Learning Quality Assessment and Information Technologies Center (NLQA&IT), the State and Regional in-service Teacher Training Institutions, pre-service Teacher Training Institutions, schools, kindergartens and Local Self Governance Bodies (Ayil Okmo–y - AO). Within each agency, a 12 head of relevant department/unit would be designated to lead the agency’s efforts in project implementation and supervision. Project Coordination Unit A Project Coordination Unit (PCU) will be established to carry out such key functions as coordination, fiduciary, safeguards, monitoring and evaluation, and reporting. The PCU will be led by a director and consist of a financial management (FM) specialist, an accountant, one or two procurement specialists as needed, one safeguards specialist (environment and social), a monitoring and evaluation specialist, and administrative staff for support and interpretation. The main responsibilities of the PCU will be to: • Ensure achievement of the project’s planned PDO and intermediate results through coordination with the relevant institutions and departments of the MoES, report any major issues to the MOES and, if required, recommend changes to the POM • Administer the project in accordance with the POM on a daily basis • Ensure compliance with Safeguards (e.g. assessments, document preparation and embedding safeguard specialists at central and regional levels to carry out supervision, monitoring and compliance) functions • Develop terms of reference, purchasing contracts, and other procurement-related documents; organize all procurement processes in collaboration with the relevant department of the MoES; and oversee delivery of project inputs • Ensure that the project monitoring and evaluation framework is operational, and all monitoring and evaluation activities are properly undertaken, draft annual work plans and budgets and monitor their execution • Prepare regular progress reports for submission to the MoES, and any other reports on specific project-related issues as requested by the MoES • Support FM arrangements (external audit, internal audit, accounting, and so forth), ensure that all fiduciary and citizen engagement requirements of the Bank are met • Coordinate with all involved stakeholders, coordinate awareness-raising campaigns and support the grievance redress system Beneficiaries and Contractor’s responsibilities The actual investments will be carried out by contractors selected through the public tender process. They should operate in full compliance with national environmental and social legislation and with the ESMPs requirements. Further, the contractors are obliged to follow regulative requirements of the national law related to traffic safety, occupational health and safety; fire safety; environmental protection; and community health and safety. All ESMPs’ associated activities will be financed by the contract ors. The contractors will also be requested to designate a person in charge of environmental, social, health and safety issues and for implementing the ESMP. Similarly, in order to ensure an efficient implementation of the ESMPs, the subprojects’ beneficiaries, in most cases these are local municipalities, will also appoint responsible persons with the main tasks of supervising subproject implementation and reporting to the MoES PCU in case of any environmental or social non-compliance. 13 1. INTRODUCTION 1.1 Purpose of the ESMF Environmental and Social Management Framework (ESMF) is an instrument that examines the issues and impacts associated when a project consists of a program and/or series of sub-projects, and the impacts cannot be determined until the program or sub-project details have been identified. The ESMF sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts. It contains measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts, provisions for estimating and budgeting the costs of such measures, and information on the agency or agencies responsible for addressing project impacts. 1.2 Rationale for the ESMF As the details of specific interventions (feasibility studies, detailed designs) and their locations under the project are not identified and their specific impacts are not known by project appraisal, in accordance with the ESS1, the ESMF is prepared. It specifies rules and procedures for the activities and for preparing adequate site-specific Environmental and Social Management Plans (ESMPs). 1.3 Approach and Methodology for the preparation of ESMF The ESMF covers the following: (i) rules and procedures for environmental and social screening of project activities and subprojects to be supported under the project; (ii) guidance for preparing site-specific ESMP or ESMP Checklist, which would include the monitoring plans; (iii) mitigation measures for possible impacts of different proposed activities and subprojects to be supported by the project; (iv) requirements for monitoring and supervision of implementing of ESMPs, implementation arrangements; (vii) overview of the capacity of MoES (the project implementing agency) for E&S risk management and capacity building activities that would include other parties on mitigating potential environmental and social risks. The ESMF also specifies that the proposed institutional strengthening and capacity building activities should include special training on identifying and addressing environmental and Social issues and integrating environmental requirements in feasibility studies. 1.4 Project Description The Project Development Objective is to enhance school readiness and teacher effectiveness in pre- school through secondary education in targeted communities. PDO Level Indicators • School readiness score among project-targeted children aged 3-5 years • Teacher effectiveness score among project-targeted teachers Project approach and potential beneficiaries Consistent with the Government’s priorities, the project seeks to enhance learning outcomes by preparing children for raising their readiness for learning; building teachers’ competencies and pedagogical skills to make them more effective in the classroom; strengthening assessment for generating data and information to measure progress and inform learning and aligning the critical resources and materials to support teaching and learning. These evidence-based interventions will increase learning attainment in reading, math, science and in turn contribute to more effective acquisition of basic skills and the foundation for adaptability, creativity and life-learning. 14 The project beneficiaries The project is expected to directly benefit (approximate numbers): • 75,000 children aged 3-5 years who will enroll in newly established CbKs • 1,500 kindergarten teachers recruited for the CbKs, who will be trained on early childhood development and the pre-school curriculum • 30,000 primary and secondary teachers, who: work at target schools that will receive an IT platform; are trained for digital literacy; commit to follow the strengthened training programs provided to the IITTs; or work at schools where CLASS is institutionalized • 440,000 primary and secondary students who attend the target schools. Indirect beneficiaries are expected to be: • 50,000 primary and secondary teachers (at non-target schools), who will gain access to the strengthened training programs provided to the IITTs and to digital content developed under the project and made accessible online • the parents, caregivers and household members of students in the 500 communities where the CbKs are newly established and the 1,000 communities where the target schools are located. Project components and proposed investments Component 1: Enhancing Teaching and Learning (USD 47 million) The objective of this component is to increase equitable access to quality early childhood education and enhance the effectiveness of teaching-learning practices in pre-school through secondary education. The component will work to expand community-based kindergartens (CbKs) in poor rural areas; build the capacities of teachers for effective teaching including for students from diverse backgrounds; provide more teaching-learning resources for teachers and students that are gender-sensitive and inclusive; and strengthen assessments to improve learning in the classroom and strengthen education policy. There are four sub- components. Subcomponent 1.1: Expanded school readiness for underserved children The objective of this sub-component is to increase access to early childhood education in poor rural areas with no or low access, through establishing community-based kindergartens (CbKs). The project will support the creation of 500 new CbKs enrolling approximately 75,000 children aged 3-5 years. For each CbK, the project will provide furniture, equipment and materials for play and learning; an outdoor playground; minor rehabilitation works including: access for children with physical disabilities; and child- and disabled-friendly water and sanitation facilities. The design for the water and sanitation facilities will take into consideration vulnerability to climate change. The project will seek to ensure a broad, regionally and ethnically balanced distribution of funds. It will target rural communities that are in the bottom 40% by income level, focusing where access to ECE services is below the national rural average and there are sufficient children to fill two shifts. The Aiyl Okmotu (villages) will provide premises that it owns and that meet the relevant national pedagogical, safety, hygiene and sanitation standards. It will provide suitable landscaping for the grounds and ensure there is a fence surrounding the property. It will maintain and operate the premises as a public pre-school education service for a period of at least ten years; this will include paying all recurrent, operational costs and maintaining the premises in good condition. Finally, it will hire and ensure the salary for a qualified teacher for each new group created (covering two shifts). 15 Subcomponent 1.2: Increased effectiveness in teaching practice The objective of this subcomponent is to increase teacher capacities in pre-school and general secondary education through the strengthened design and delivery of teacher training programs aligned to the new curricula and evidence from the science of learning. The project will finance a start-of-service training program for approximately 1,500 newly hired teachers at the CbKs established under subcomponent 1.1. It will be delivered through the RIITT and the OIITTs (Republican and Oblast Institutes of In-Service Teacher Training), using master trainers who will receive project-supported refresher training on the program. This includes content on how to teach children with special needs, building on the program that was rolled out during the previous project (KEEP). All CbKs will be provided with copies of the pre-school education program and teacher guides. Subcomponent 1.3: Technology-enabled support for learning The objective of this component is to strengthen teacher capacities for effective teaching through digital resources aligned to the new curriculum that complement new textbooks. The project will finance an IT platform to 1,000 schools (approximately 45 per cent of all schools). Each school will receive a basic package of information technologies that will enable teachers and students to access digital content in classroom and library settings, in order to enhance the quality of teaching-learning practices. The package will consist of an e-library; six multi-media classrooms; and IT equipment for teachers and school administrators. The schools will be selected from villages in the bottom 40 per cent by income. The project will also finance an IT platform for the RIITT, to enable it to develop digital content for teacher professional development; as well as IT classrooms at 21 pre-service teacher training institutions, to enhance their effectiveness in training new teachers in digital literacy and other domains. Subcomponent 1.4: Enhancing measurement of learning The objective of this subcomponent is to improve the measurement of teaching-learning practices and student learning, through strengthening the design and administration of various assessment and learning outcome instruments that complement the proposed roll-out of the Early Development Instrument to track child development in pre-school and continued implementation of the Early Grade Reading Assessment at grade 2. Component 2: Managing implementation for results (USD 3 million) Subcomponent 2.1 Implementation Support This component will support the coordination, technical quality and fiduciary integrity of implementation; and the monitoring, evaluation and reporting on project processes and results. It also supports systems to collect beneficiary feedback to inform project implementation. It will finance activities to inform stakeholders about education sector reforms relevant to the project and ensure that any grievances or issues emerging during implementation are addressed in a timely, effective and fair manner. It will finance project operating costs, including: translation and interpretation; equipment; supervision costs; staff salaries for project coordination, technical support to MoES departments and affiliated institutions, and fiduciary functions; and MoES’s incremental operating costs. Subcomponent 2.2 Citizen engagement. Citizens will be engaged in the implementation of activities across the project, building on the systems 1 already in place to engage stakeholders such as parents and community members. Currently, parents give feedback through regular household visits from teachers and participation in school activities. Building on 1 The closed IDA Sector Support for Education Reform Project-P115530 supported establishment of school boards and introduction school report card. The ongoing TF financed Engaging Communities for Better Schools-P159699 supports capacity building for school boards. 16 this, the project will engage citizens by raising awareness about ECE in communities and local governments expressing interest in opening a CbK. For instance, when elaborating an expression of interest, the local authority will publicly announce its intention and organize a public forum at which parents and other local stakeholders can express their opinion and provide inputs to strengthen the submission. Second, the local authority will work with parents and community members to collect periodic feedback on the progress of works at the premises being rehabilitated; and to verify that all promised inputs (e.g., furniture, play and teaching-learning materials, etc.) have indeed been supplied. Parents will be informed through the school boards and committees about the IT platform that will be supplied to target schools and will be invited to provide feedback on them including verifying that they exist and how they are being used. 1.4.1 Country and sector context/ Project Concept The Kyrgyz Republic is a land-locked mountainous nation of 6 million people, with an income per capita of US$ 1,179 (2016), and considerable economic potential based on its rich endowments. The annual population growth rate is 2.1 percent; one third of the population is under the age of 15 years; two thirds of the population live in rural areas. The country is distinguished within the region by its liberal political regime, a lower level of capture of the state by narrow vested interests, and a lighter state footprint in the economy. The country has rich, largely unexploited, natural endowments in the form of minerals, as well as large potential to expand agriculture, hydroelectricity and tourism. It sits at the crossroads of the Chinese, South Asian and Russian markets, with unfettered access to the Eurasian Economic Union (of which it is a member). The economy grew at an average annual rate of 4.5 percent over the 2000-2016 period, largely driven by gold extraction and worker remittances from abroad. Growth in recent years resulted in only modest improvements in welfare among the bottom 40 percent coupled with falling incomes for the upper 60 percent. Nearly a quarter of the population live below the international poverty line of US$ 3.2 per capita per day, with a still larger proportion of households clustered just above the poverty line and therefore vulnerable even to small shocks. Economic growth and poverty reduction are below the country’s potential, due to a business environment unconducive to private investment and job creation, weak public institutions and services, and constrained human capital that lacks essential skills required for a more productive and dynamic economy. Given relatively high poverty and vulnerability, medium-term macro-sustainability risks and the weakening relationship between poverty reduction and growth, sustained progress on the twin goals will depend on the Kyrgyz Republic’s ability to shift to a new, more dynamic growth model under which human capital improvements across all strata can make a significant contribution to inclusive growth and productivity. The Human Capital Index ranked the Kyrgyz Republic 76th out of 157 countries in 2018 with an HCI of 0.58; meaning a Kyrgyz child born today will be 58 percent as productive when it grows up as it could be if he or she enjoyed complete education and was fully healthy. Given a large bulge in its school and youth population aged under 30 years, the country has a challenge as well as a huge opportunity to boost its human capital. The index calculated a learning gap of 4.2 years; indicating that 12.6 years of pre-primary, primary and secondary school completed by age 18 years is equivalent to only 8.4 years when years of schooling are adjusted for quality of learning. Altogether, these results point to the school system’s lack of effectiveness and efficiency and the need to better prepare young people to carry out the tasks that enable them to participate effectively and proactively in economic and social life, and more generally to build the kind of human capital that is increasingly required by Kyrgyzstan’s aspirations for a higher-productivity economy. The Kyrgyz Republic has achieved near universal coverage in primary and secondary education (enrollment rates are 98-99%). On the other hand, the net enrollment rate (NER) in ECD institutions for children aged 17 3-6 years is low with 25 percent in 2016, with no disparities between girls and boys; the enrollment rate for children below the age of 3 years is roughly 4 percent. Enrollment rates in urban areas are roughly twice those of rural areas. The wealthiest quintile of households has a 50 percent enrollment rate compared to 12 percent for the poorest quintile. Roughly 20% of children have no exposure to pre-school education, while the enrollment rate for children aged 3-6 years in ECD institutions (other than Nariste) is only 25 percent; indicating that a substantial proportion of children start primary grades unprepared for learning. While most pre-school teachers are regular primary or secondary teachers who have been retrained with short courses, this has not been sufficient to ensure effective pre-school teaching, which requires specific pedagogy and competency to engage and interact with children to stimulate their curiosity and learning. Teaching-learning practices are constrained in part by the predominant role played by the textbook, and the lack of other teaching-learning materials including IT equipment, science laboratories and books. In 2016, there was on average only one computer for every 25 students while nearly all schools have some form of internet access; indicating that information technologies are a largely untapped resource for accessing and using digital content. These technologies are imperative for preparing students to become adaptive learners. 1.5 Sectoral and Institutional Context 1.5.1 Overview Kyrgyz’s education system has five levels. Pre-school education covers children aged zero to six years. Primary and lower secondary education, both of which are compulsory, cover grades 1 to 4 (usually ages 7-10 years) and 5 to 9 (11-15 years), respectively. Upper secondary school lasting two years is non- compulsory and can be completed in general education schools, vocational schools, or specialized technical schools. Post-secondary schooling is available through vocational schools and specialized technical schools, and universities. Education is overwhelmingly provided by the public sector, which enrolled approximately 98% of all preprimary (0-6 years) and general secondary (Grades 1-11) students in 2016. The pre-school sector is covered by various options including: nurseries (for ages 6 months to 3 years); State Kindergartens (ages 3 to 7 years) that provide a range of care and developmental support services on a full-shift basis (many from the Soviet period); Community-based kindergartens (CbK) that usually provide half-day early childhood education; and the 480 hours school-readiness (Nariste) program for children aged 6 years who otherwise would not attend any ECD program, and which is delivered in a dedicated classroom of a primary school. The net enrollment rate (NER) in ECD institutions (other than Nariste) for children aged 3-6 years roughly doubled from 13 percent in 2007 to 25 percent in 2016, with no disparities between girls and boys; the enrollment rate for children below the age of 3 years is roughly 4 percent. Enrollment rates in urban areas are roughly twice those of rural areas; Bishkek and Osh have substantially higher enrollment rates than other oblasts; and the wealthiest quintile of households have a 50 percent enrollment rate compared to 12 percent for the poorest quintile. Urban group sizes in 2016 averaged 42 children, compared to 29 in rural areas. In 2017-18, 79 percent of Grade 1 students had attended some form of pre-primary education institution, up from 56 percent in 2015-16. The Nariste program notwithstanding (which covers only children aged 6 years), the main constraint on ECE coverage is the lack of supply. The situation is quite different at the primary and secondary levels. Enrolment rates for Grades 1-9 are near universal (above 99% for Grades 1-4 and 98% for Grades 5-9), with no disparity between girls and boys. Enrollment drops off at upper secondary; net attendance rates for Grades 10-11 were estimated to be 79 and 86 percent respectively for boys and girls in 2014. 18 General secondary enrolment rates fall somewhat short of 100% due in part due to the lack of inclusive education opportunities. This constraint begins at the pre-primary level, which has 14 special kindergartens for children with special education needs (SEN); of which two-thirds are in Bishkek city. These kindergartens are inaccessible to most children, and the mainstream pre-primary education programs have no provision for integrating children with SEN. The situation is similar at the primary level. There are specialized institutions which are geographically inaccessible for most children, while the mainstream schools have little or no experience or programs for including children with SEN. A recent Bank-supervised GPE-funded Project successfully piloted an integrated approach to children with SEN, in which children were assessed early by a multi-disciplinary team and referred as needed to specialized services; received intensive education at school; and were gradually integrated into mainstream classrooms when possible. The project also supported the strengthening of local networks of parents, teachers and other stakeholders to create a more enabling environment for these children. The pilot was assessed favorably, and the model was included in the National Concept on Inclusive Education, which is currently under consideration by the Government. 1.5.2 Key challenges There is a learning crisis causing low functional literacy among 15-year-old. The education system is improving its performance with incremental gains in student learning results since 2010 but significant gaps remain in learning achievements and the skills students acquire. This adversely impacts Kyrgyz children and youth, preventing them from realizing their full potential and thereby weakening the foundations of human capital. Evidence can be found from large-scale international and national assessments including: The Early Development Instrument (EDI), the Early Grade Reading Assessment (EGRA), the National Sample-Based Assessment (NSBA), the test for the OECD’s Programme for International Student Assessment (PISA), and the Survey of Adult Skills of the OECD’s Programme for the International Assessment of Adult Competencies (PIACC). For example: • The EDI 2015/16 found that children enrolled in CbKs demonstrated improved EDI scores over the program’s timeframe, with the greatest gains in the Language and Cognitive Development domain. However, one quarter of children were still vulnerable on one or more domains even at the end of the program. • The EGRA 2017 found that only 44 and 47 percent of sampled students in Grades 2 and 4 attained grade-level oral reading fluency (ORF). These represented gains of 10/13 percentage points over the EGRA 2014 results. • The NSBA 2017 found that many Grade 4 students performed below basic level in Reading and Comprehension (60 percent) and Mathematics (53 percent). This was an improvement of 4.5 and11.7 percentage points, respectively, compared to 2014. As one indication of disparate performance, the percentage of students scoring below basic level in 2014 ranged widely from 43 percent in Bishkek to 60 percent in regional centers and small towns to 70 percent in rural schools. The percentage of grade 8 students below basic level also improved (i.e. dropped from 67 percent in Reading and 71 percent Comprehension/Mathematics in 2009 to 52/65 percent in 2017. • Kyrgyzstan’s results in PISA 2009 indicated that students aged 15 years lag approximately 4.5 grade levels behind the OECD average; and that there are large geographic variations in performance, with southern and Talas oblasts scoring poorly. 19 • The EGRA, NSBA and PISA all found that, on average, girls performed better than boys in all subjects. • A 2018 PIACC survey found that Kyrgyz adults scored approximately 20 points lower than the OECD average in terms of functional literacy and numeracy (247 and 243, versus 268 and 263, respectively); it also found the highest variability in performance across respondents it had recorded in any country to date. In 2018, the Human Capital Index used some of this data to calculate the reported learning gap of 4.2 years in the Kyrgyz Republic; indicating that 12.6 years of pre-primary, primary and secondary school completed by age 18 years is equivalent to only 8.4 years when years of schooling are adjusted for quality of learning. Altogether, these results point to the school system’s lack of effectiveness and efficiency and the need to better prepare young people to carry out the tasks that enable them to participate effectively and proactively in economic and social life, and more generally to build the kind of human capital that is increasingly required by Kyrgyzstan’s aspirations for a high-productivity economy. The key factors contributing to Kyrgyzstan’s education performance and deficiency in learning outcomes can be analyzed using a framework that unpacks the breakdown. Children not prepared for learning. Data indicate that the relatively low ECE coverage contributes to the education sector’s poor performance. The PISA 2009 results showed that students who received more than one year of pre-primary education performed better than those who had not. Further, the EGRA 2011 found that Russian-speaking students with pre-primary experience performed better compared to those without (though there was no difference for Kyrgyz-speaking students). At the same time, the quality needs to be enhanced with standards for child development and effective teaching practice that interact, engage and stimulate children’s physical and emotional growth and readiness for learning. For instance, a representative sample of standardized classroom observations of the Nariste program in 2016 found that 65 percent had no book area assigned for reading; and more than 80 percent of classrooms had fewer than 15 books and limited writing materials. Students spent roughly 60 percent of their classroom time in a whole- group setting, indicating that didactic rather than explorative or play-based lessons are the norm. Teacher quality, competency and practice impact learning. Sixty-five percent of pre-primary and 95 percent of primary-secondary teachers have university degrees. However, this does not necessarily imply that secondary teachers have a tertiary education in all the subjects they teach. Further, given the quality of their initial teacher education, teachers often do not have the competency and pedagogy to adapt to student learning of varied levels and abilities, blending digital technology and social emotional skills. While most pre-school teachers are regular primary and or secondary teachers who have been retrained with short courses, this has not been sufficient to ensure effective pre-school teaching, which requires specific pedagogy and competency to engage and interact with children to stimulate their curiosity and learning. Although the primary and secondary levels made progress in recent years through in-service teacher training to introduce stronger practices, there is still significant room for improvement. In general, teaching practices are oriented toward the whole group; rely heavily upon chalk-and-talk and simple question and answers techniques. In the higher grades, they make inadequate use of formative assessments, and focus on teaching facts, simple operations and getting students to recite back what they have heard or read rather than fostering higher-order learning and life-useful skills. CLASS scores (based on observations of a representative sample of Grade 4 classrooms) in 2017 were 5.7 for emotional support, 5.2 for classroom organization and 2.8 for instructional support. 20 Continuous professional development (CPD) is not working effectively. The system for CPD is rigid, difficult to access and expensive. Norms stipulate that teachers should receive 72 hours of in-service training every five years. The trainings are of limited variety (depending on the teacher’s formal qualifications and what they teach) and are generally delivered at one go over a period of days at either the Republican or Oblast Teacher Training Institute (TTI). While each year approximately 16,000 teachers should attend one of these in-service trainings, only 10,000 are actually trained (roughly 60% of target). Even these numbers overstate the system’s capacity, in that there are substantial arrears of per -diem and transport allowances payable to teachers, i.e. the teachers attended the trainings at their own expense. The limited offerings make it difficult to meet teachers’ individual professional development needs, which in any case are not systematically assessed against competencies. Further, they do not address the use of IT; climate change; inclusive education; and fostering socio-emotional skills. The Bank-supported Sector Support for Education Reform project introduced a standardized classroom practices observation instrument (CLASS), which can be used to identify professional development needs; but much work remains to institutionalize and scale up its use. The Republican TTI has recently begun to experiment with the design and delivery of online/offline courses, but it requires significant capacity building. These digital initiatives are part of a broader reform that the Republican TTI is developing to make the CPD system more flexible, responsive, accessible and affordable. The Ministry of Education and Science (MoES) has developed a draft teacher competency framework to align with the competency-based curriculum. It also developed CPD programs (and assessments of teacher practices) against clearly articulated teacher professional standards. The framework includes: fostering students’ socio-emotional skills; including children with special education needs; and digital literacy. Lack of essential inputs constrain learning. Teaching-learning practices are constrained in part by the predominant role played by the textbook, and the lack of other teaching-learning materials including IT equipment, science laboratories and books. The MoES focused its energies in recent years on aligning textbooks with the new curriculum and developing a textbook rental scheme to resolve issues of availability and sustainability. These efforts are paying off, as nearly all textbooks have been revised to be aligned with the curricular competencies (except for social studies). The NSBA surveys of school management indicate that the average textbook availability increased from 74 percent in 2014 to 80 percent in 2017. The government’s Strategy 2040 and draft Education Sector Plan (ESP 2021- 26) recognize the pressing need to strengthen digital literacy and teaching-learning practices through the widespread use of digital technologies and content. It supported limited initiatives to introduce digital technologies and content into schools, through inter alia the Bank-financed SSER project (benefiting 60 schools) and the ‘Smart School’ program (100 schools). But the work to adapt, develop and distribute digital content that can be accessed at schools has barely begun. In 2016, there was on average only one computer for every 25 students; while only 35 percent of schools had internet access. These technologies are imperative for preparing students to become adaptive learners. Curriculum and assessment need to be aligned and enhanced. The MoES and Kyrgyz Academy of Education (KAE) made substantial progress over the past decade in reforming the curriculum, which is now broadly competency-based. The main challenge is to ensure that teachers understand the competency-based approach and teach accordingly. The curriculum includes such cross-cutting competencies as self- organization and problem-solving, as well as social and communication skills; but has gaps pertaining to socio-emotional skills. The national assessment system in Kyrgyz Republic covers classroom assessments for improving teaching and learning; examinations for making high-stakes decisions about individual students; and large-scale assessments for determining system learning levels and related factors. The institutional capacity has been strengthened under the technical assis tance financed by the Russian Education Aid for Development (READ). Classroom-based assessment is emerging as a key instrument for improving learning in 21 classroom. Many teachers have been trained but need to be supported in practice. Summative assessments need to be strengthened, particularly at Grades 4, 9 and 11, to be better aligned with the competency-based curriculum. Grade 4 tests are designed and administered by teachers and schools, while Grade 9/11 tests are designed by the NTC and administered locally by schools and local education authorities. However, in both cases the items tend to be traditional in character, in that they test memorization of facts or simple operations and use multiple-choice and short answer formats. They do not assess competencies involving higher-order skills of understanding, analysis, argumentation, application of knowledge and skills to problem situations, and so forth. While the NTC has been making strides in recent years to re-orient summative exercises to broaden the competencies tested and the formats used, there is still much to be done; while at school level, teachers are accustomed to traditional methods of evaluation and have limited capacity in designing competency-based assessments. The lack of alignment between the summative exams and the competencies of the curriculum (including those needed for a more highly productive economy) works against the teaching of skills, as teachers tend to teach those capacities that are assessed at the end of a cycle. The NTC has limited technical capacity for item development, test construction and results analysis. Further, there is no in-country experience in assessing socio-emotional skills. Teaching-learning practices are constrained in part by the traditional five-point system teachers use to report on students’ progress. This rigid system is highly reductive and overly summative in character. It does not encourage teachers to think broadly about how well their students are learning. For instance, it does not emphasize how well students master and use the range of higher-order competencies that the revised curriculum targets and that are critical for building the foundations for skills valued later as human capital. It also does not include useful reflections or diagnoses as to what the student (with teacher and parental support) can do to better to master these competencies. Moving towards a more comprehensive, diagnostic system will require building teachers’ capacities to assess their students and report on progress by established criteria. Teaching-learning practices are also constrained by end-of-cycle summative tests at Grades 4, 9 and 11 as well as by the pre-university ORT. These instruments test factual knowledge and relatively simple competencies using multiple-choice and short-answer formats. Given the importance generally accorded to these tests, particularly the increasingly high stakes at Grades 9, 11 and the university application stage, they discourage teachers from developing higher-order competencies in their students. The MoES has regularly supported large-scale assessments including the EDI (2015/16); EGRA (2017); and NSBA (2017), which evaluate learning in three subjects at Grades 4 and 8 and provides valuable system-diagnostic information. At an international level, the MoES participated in PISA (2009) and announced its intention to participate again in 2024. Efficiency of financing and management must improve to maximize performance and results. Government expenditures on education as a share of GDP grew from 6.3% in 2014 to 7.7% in 2016; during the same period, government expenditures on education of total expenditures remained consistent (from 18.5 to 18.9 percent). These levels are in line with spending from comparator countries including OECD members. However, if the spending is broken down by student, the per student expenditure falls short due t o a large cohort of preschool and school children relative to the general population. While the increases went almost entirely to pre-school and general secondary education, this was driven mainly by the recovery of wage bill expenditures to the 2012 pre-fiscal consolidation levels; and a tripling (between 2011-16) of capital expenditures (measured as a percentage of GDP). The percentage of public education expenditures allocated to the preprimary level increased from 8.8% in 2011 to 13% in 2016. This was mainly due to a three-fold increase in wages and a two-fold increase in goods and services expenditures. The Bank’s 2017 Public Expenditures Review (PER) found that the share of pre-school investments remains low (7.6%) despite the increases in capital expenditures for education. Further, the PER estimated that the government would need to increase its 2016 level of pre-primary expenditures by a factor of five to reach a net 22 enrollment rate of 70% for children aged 3-6 years by 2021. The PER also suggested that areas where expenditures might be optimized for more efficient and equitable service provision include school meals and wages. Thirty-eight percent of non-wage recurrent expenditures in 2016 were allocated to the provision of meals. The MoES provides performance incentives for quality teaching but faces operational challenges. Each school has a committee to evaluate teachers but does not have clear standardized methods of evaluation. The MoES established a working group to reform the incentives system. The recent work to elaborate teacher professional standards will, once finalized and distributed, provide schools with an evaluative basis. The Bank-supported SSER project introduced the use of valid and reliable classroom observations (using CLASS), which could be used to help determine incentives allocations; but it has yet to be institutionalized and scaled up. Data and management information systems are essential for planning and decision-making at school level to support learning. The MoES has made progress in recent years in strengthening its education management information system (EMIS). However, the system still struggles to generate timely, reliable, accessible and comprehensive information. There are several underlying challenges, such as overlapping data collection exercises; and the development, piloting and partial scaling up of various software packages, none of which are satisfactory in terms of architecture, informational range, licensing fees and security. However, the main constraint to date has been the lack of a dedicated EMIS functional unit at the MoES working from a technically sound Master Plan. In this regard, and partially in response to governmental IT programs, the MoES has recently established an Office responsible for digital management initiatives that is technically capable and has prioritized the elaboration and operationalization of an EMIS Master Plan. The Office has provisionally cleared the use of an adapted version of the UNESCO-supported open EMIS software, which is currently being piloted; after which, the MoES will finalize a Master Plan for its institutionalization and scale-up. As part of the Master Plan, the Office foresees establishing an EMIS function within the NTC. The plans for institutionalization are constrained by the NTC’s limited technical capacities and resources. 1.6 Project Institutional and Implementation Arrangements 1.6.1 Implementation Arrangements The Project will be implemented by the MoES through existing institutions. Institutions involved in the project implementation include: the Kyrgyz Academy of Education, the National Learning Quality Assessment and Information Technologies Center (NLQA&IT), the State and Regional in-service Teacher Training Institutions, pre-service Teacher Training Institutions, schools, kindergartens and Local Self Governance Bodies (Ayil Okmoty - AO). Within each agency, a head of relevant department/unit would be designated to lead the agency’s efforts in project implementation and supervision. The Deputy Minister of Education and Science responsible for Preschool and Secondary Education will be the National Coordinator for the project. With support from the Permanent Secretary of Education, responsible for administrative issues, s/he would coordinate, oversee and facilitate Project implementation, reporting regularly to the Minister. MoES departments directly involved in the project implementation include: Pre-School, Secondary School, and Out-of-School Education Department (PSSOED); Budget, Policy and Financial Analysis Department (BPFAD); Office of the Press Secretary; Monitoring and Strategic Planning Department (MSPD); Procurement and Infrastructure Sector; Information Technologies Sector; Vocational Education Department. These departments would report directly to the National Coordinator/Deputy Minister and will: • Oversee implementation progress of the project, in accordance with the Project Operations Manual 23 • Oversee progress and provide data on the results indicators; and advise on, and facilitate as needed, corrective actions to ensure the project’s attainment of the PDO • Review and approve the project’s annual work plans and budgets • Endorse any major changes in the implementation arrangements in consultation with the Project Coordination Unit (PCU) • Oversee compliance with fiduciary and citizen engagement requirements of the Bank. The PCU will be established under the MoES to carry out such key functions as coordination, fiduciary, safeguards, monitoring and evaluation, and reporting. The PCU will be led by a director and consist of a financial management (FM) specialist, an accountant, one or two procurement specialists as needed, one or two safeguards specialists, a monitoring and evaluation specialist, and administrative staff for support and interpretation. Technical assistance (TA) will be provided by the MoES through hired consultant in support of institutions or departments involved in project implementation: on early childhood development for the PSSOED; on teacher trainings for the RIITT; on digital equipment/platforms and content development for SPPOSD; and on measurement of learning for the NLQA&IT. Specific short-term TAs will be hired to fill in specific knowledge and technical gaps during project implementation. Contracts with TA will be signed by the project National Coordinator and the contracted TA will be managed by the head of relevant department or institution. Strategic guidance and oversight of the project to ensure cross-agency coordination when needed will be provided by the National Steering Committee on Coordination of Programs and Projects (NSC) in preschool and school education. The NSC is chaired by the Vice Prime Minister on Social Affairs and is comprised of representatives from the Ministry of Finance (MoF), Ministry of Economy (MoE) and Ministry of Culture, Information and Tourism (MoCIT), Chairman of the MoES Public Supervisory Board and the chair of the Donor Partners Coordination Council (DPCC). It meets twice per year. The PCU and all structures involved in project implementation will provide semiannual reports to the NSC on implementation progress. As the Bank’s Environmental and Social Framework is new, the MoES has no experience in applying the World Bank's Environmental and Social Framework (ESF), although the PIUs for the previous education projects participated in the Borrower’s ESF training, and in preparing the environmental and social risk management instrument like Environmental and Social Management Plans (ESMPs). The MoES has mobilized safeguards consultants to support preparation of safeguards documents at project preparation stage, however safeguards specialists will be also needed to provide implementation support to the project, particularly under Components 1.1 and 1.3, where numerous CbKs and schools are to be involved. Provided the geogprahic strech of the potential project sites, there may be a need to hire safeguards specialists in both North and South of the country, who will be expected to work closely with technical supervision at CbKs site and directly monitor installation and utilization of IT-related equipment. It is also recommended to hire technical supervision individuals/firm for CbKs minor works. The Aiyl Okmotu will provide premises for CbKs that it owns and that meet the relevant national pedagogical, safety, hygiene and sanitation standards. It will provide suitable landscaping for the grounds and ensure there is a fence surrounding the property. It will maintain and operate the premises as a public pre-school education service for a period of at least ten years; this will include paying all recurrent, operational costs and maintaining the premises in good condition. Finally, it will hire a qualified teacher for each new group created (covering two shifts) and pay their salary until such time the national budget may assume financial responsibility. 24 2. BASELINE DATA 2.1 Location and Size The Kyrgyz Republic is a landlocked country in the mountainous part of Central Asia (Figure 1). The area of country is 199.9 thousand km². Kyrgyzstan is a landlocked country with mountainous terrain. It is bordered by Kazakhstan to the north, Uzbekistan to the west and southwest, Tajikistan to the southwest and China to the east. Its capital and largest city is Bishkek. Figure 1. Map of Kyrgyz Republic The project activities will be implemented in the territory of the Kyrgyz Republic. Project locations of the selected subprojects on CbKs under Sub-component 1.1 will be identified during the project implementation, however it is expected that the subprojects will be implemented throughout the country. Locations of IT-platform component 1.3 will be also identified at the implementation stage, and throughout the country. 2.2 Physical Environment 2.2.1 Climate The country's climate is influenced chiefly by the mountains, the Kyrgyz Republic's position near the middle of the Eurasian landmass, and the absence of large enough water bodies to influence weather patterns. Those factors create a distinctly continental climate that has significant local variations such as fluctuations in the air temperature, precipitation, hours of sunshine, solar radiance and cloudiness. By climatic conditions, the Kyrgyz Republic is divided into several climatic belts (Figure 2). Frosty weather persists until the end of February and intrusions of cyclones from the south-west during the cold period of 25 the year bring humid, tropical air from the Mediterranean and the Arabian seas, with heavy precipitation in Fergana Valley and on the slopes around it. Figure 2. Climate classification of Kyrgyzstan. Although the mountains tend to collect clouds and block sunlight (reducing some narrow valleys at certain times of year to no more than three or four hours of sunlight per day), the country is generally sunny, receiving as much as 2,900 hours of sunlight per year in some areas. The same conditions also affect temperatures, which can vary significantly from place to place. In January the warmest average temperature (−4 °C or 25 °F) occurs around the southern city of Osh, and around Ysyk-Kul. The latter, which has a volume of 1,738 cubic kilometers (417 cu mi), does not freeze in winter. Indeed, its name means "hot lake" in Kyrgyz. The coldest temperatures are in mountain valleys. There, readings can fall to −30 °C (−22 °F) or lower; the record is −53.6 °C (−64.5 °F). The average temperature for July similarly varies from 27 °C (80.6 °F) in the Fergana Valley, where the record high is 44 °C (111 °F), to a low of −10 °C (14 °F) on the highest mountain peaks. Precipitation varies from 2,000 millimeters (78.7 in) per year in the mountains above the Fergana Valley to less than 100 millimeters (3.9 in) per year on the west bank of Yssyk-Kul. 2.3 Topography and Drainage The mountains of Kyrgyzstan are geologically young, so that the physical terrain is marked by sharply uplifted peaks separated by deep valleys. There is also considerable glaciation with the largest glacier being the Engilchek Glacier. Kyrgyzstan's 6,500 distinct glaciers are estimated to hold about 650 cubic kilometres of water and cover 8,048 square kilometers or 4.2% of Kyrgyzstan. Only around the Chui, Talas, and Fergana valleys is there relatively flat land suitable for large-scale agriculture. Because the high peaks function as moisture catchers, Kyrgyzstan is relatively well watered by the streams that descend from them. None of the rivers of Kyrgyzstan are navigable, however. The majority are small, rapid, runoff streams. Most of Kyrgyzstan's rivers are tributaries of the Syrdarya, which has its headwaters in the western Tian Shan along the Chinese border. Another large runoff system forms the Chui River, which arises in northern Kyrgyzstan, then flows northwest and disappears into the deserts of southern Kazakhstan. Ysyk-Kul is the second largest body of water in Central Asia, after the Aral Sea, but the saline 26 lake has been shrinking steadily, and its mineral content has been rising gradually. Kyrgyzstan has a total of about 2,000 lakes with a total surface area of 7,000 square kilometers, mostly located at altitudes of 3,000 to 4,000 meters. Only the largest three, however, occupy more than 100 square kilometers each. The second- and third-largest lakes, Songkul and Chatyr-Kul (the latter of which also is saline), are located in the Naryn River Basin. 2.3.1 Hydrology The Kyrgyz Republic is the only country in central Asia with water resources which are fully formed in its own territory; this constitutes its hydrological features and advantages. Kyrgyzstan has significant resources of ground and surface water. which are located in rivers, glaciers and eternal snow masses. There are more than 3,500 rivers and streams in the country, which belong to the main basins of the rivers Syr Darya, Amu Darya, Chui, Talas, Ili, Tarim and Lake Issyk-Kul. The waters of these rivers flow across the territory of the Kyrgyz Republic and then on to other central Asian countries. There are 1,923 lakes in the country. Water stock in the lakes is estimated at 1,745 cubic km., or about 71% of total national water reserve. The largest lakes- Issyk-Kul, Son-Kul, Chatyr Kul and Sary - Chelek are located in closed basins. All remaining lakes are in the Syr-Darya river basin. The largest endorheic (without outflow) mountain lake is Issyk-Kul, with a volume of 1,738 cubic km. and a surface area of 6,236 sq. km., it is a potent factor in the climate throughout the basin of the lake. 2.3.2 Soils and Geology One of the most distinctive features of the geological structure of the Kyrgyz Tien Shan is the presence of two megacomplexes of its constituent rocks. The lowest of these is represented by a highly dislocated variety of sedimentary, igneous and metamorphic rocks of Paleozoic and pre-Paleozoic age, and the upper consists of weakly metamorphosed mainly continental sedimentary Mesozoic and Cenozoic strata. The layers of the lower megacomplex are composed by numerous ranges of the Tien Shan and foundation of the intermountain basins, and Cenozoic deposits fill intermountain basins and foothills. The orogenic system divides the territory of Kyrgyzstan into three parts: the Northern, Middle and Southern Tien Shan. Osh Oblast belongs to the Southern Tien Shan. The Hercynian fold system of the Southern Tien Shan is located southward of the folded structures of the Middle Tien Shan. The South Tien Shan fold system belongs to the sedimentary and volcanic strata of the middle and upper Paleozoic. Lower Paleozoic and Precambrian rocks make up the base of the Hercynian folded complexes. Most outcrops of the Lower Paleozoic deposits are limestone, chert, clay and siliceous shales, sandstones containing fossils Cambrian and Ordovician. In the lower parts of the region at an altitude of 900-1,500 masl there are gray soils (light, dark and typical ones). At altitudes of 1,500-3,000 masl there are different subtypes of brown soil (typical, carbonate), and in the more humid areas under spruce forests there are dark brown leached soils. In the subalpine zone there are meadow-steppe and mountain meadow soils. 2.4 Land Use Fifty-six percent of total land in Kyrgyzstan (10.7 million hectares) is classified as agricultural land. Forest land comprises 4.5% of the country’s total land area, and deforestation is occurring at a rate of 0.3% a year. About eight million hectares (75%) of agricultural land is pasture. 27 The most important problems in land use are soil erosion and salinization in improperly irrigated farmland. An estimated 60% of Kyrgyzstan's land is affected by topsoil loss, and 6% by salinization, both problems with more serious long-term than short-term effects. Uncertain land tenure and overall financial insecurity have caused many private farmers to concentrate their capital in the traditional form —livestock—thus subjecting new land to the overgrazing problem. 2.5 Biological Environment-Ecosystems 2.5.1 Grasslands Vegetation is typically zoned by altitude. To the north, in the foothills (adyrs), at altitudes up to 1,500 masl there is wormwood-ephemeral-halophytic semi-desert vegetation. Higher at the slopes of the foothills and low mountains up to 2,000 m, there are fescuefeather grass steppes with piliferous couch grass westward and bulbous barley and saryndyz to the east. At 3,000 masl there are juniper forests and woodlands in combination with fescue-feather grass and meadow steppes are located. Above 3,000 masl, subalpine and meadow steppes begin to appear interspersed with rocks. In the east, where there is more rainfall, fescue- feather grass steppes are followed by alpine meadows. Above there is the forest zone, where there are walnut-fruit (mainly on the slopes of the Fergana ridge), maple, juniper and fir forests. At an altitude of 3,000 m, subalpine meadow and meadow steppe, dominated by the rocky ridges and rocky slopes appear. To the south, in the Alai Valley, in the lower parts (up to 3000 m) there are subalpine and alpine meadows, prairies, grasslands and alpine desert steppes. 2.5.2 Forests Although forests cover less than 6% of the area of the Kyrgyz Republic they play a vital economic, social and environmental role and are especially important for the livelihoods of rural communities. Approximately 2.4 million people (or 41% of the total population) live in or near forests and rely on the forests not only for timber and fuel wood but also for pasture and fodder, as well as non-timber forest products such as nuts, fruit, mushrooms, and medicinal plants. As a result of over harvesting, by 1966 the forest cover (619,800 ha) of the Kyrgyz Republic was reduced to roughly half the area it covered in the 1930s (1,194,000 ha). As a result, the State’s policy and the underpinning legislation of the Soviet Union shifted from intensive harvesting towards forest protection. This policy has resulted in the forest area rebounding to its 1930s levels and it now extends to an area of just over 1.1 million hectares. The world largest walnuts and fruit forests are located in the KR covering 70,000 hectares. They represent a unique natural formation and primarily grow in Ferghana and Chatkal ranges at the elevation of 1,000-2,200 masl. 2.5.3 Arid and semi-arid lands (ASALS) In general, extremely continental and arid climate in the Kyrgyz Republic, to some extent smoothened by increased cloudiness and precipitation due to mountainous terrain, is caused by its location in the Northern Hemisphere in the center of the Eurasian continent, as well as remoteness from large water bodies and proximity of the desert. The precipitation trends show that the overall mean (for meteorological stations) annual precipitation slightly increased (by 0.847 mm/year), but during the last 50 years this increase significantly reduced (to 0.363 mm/year), and over the last 20 years there is a significant tendency to its decrease (-1.868 mm/year), i.e. we can say that there is a definite aridization of the country’s climate. 2.5.4 Mountain vegetation The mountains of Kyrgyzstan are geologically young, so that the physical terrain is marked by sharply uplifted peaks separated by deep valleys. There is also considerable glaciation with the largest glacier being the Enilchek Glacier. Kyrgyzstan's 6,500 distinct glaciers are estimated to hold about 650 cubic kilometres 28 of water and cover 8,048 square kilometers or 4.2% of Kyrgyzstan. Only around the Chui, Talas, and Fergana valleys is there relatively flat land suitable for large-scale agriculture. Kyrgyzstan’s flora can be divided by altitudinal zoning. Different plants grow at different altitudes in the mountains. In the northern part of the country, steppes, meadow-steppes, meadows, bushes and forests are more common. In the south, because of the dry climate, there are no forests and alpine meadows; instead, semi-deserts and deserts are more common. Trees are more common at lower latitudes in the mountains, while the higher altitudes are mostly grassy and clear. There are thousands of species of plants in Kyrgyzstan, of which about 600 are useful wild-growing flora, and 200 officinal plants. Officinal plants, or those that can be used for medicine or found in a pharmacy, include St John’s wort, coltsfoot, sea buckthorn, Turkestan thermopsis, origanum, and horsetail. Some wild plants are important economically, such as saltwort, barberries, rhubarb, and types of thyme. Many of the forests are home to tulips and edelweiss, as well as Schrenk’s fir, Siberian fir, and juniper. In the spring, there is a tradition of burning juniper branches in one’s home to clear it of bad spirits. Southern Kyrgyzstan’s most famous plant is the walnut tree. The world’s largest natural growing walnut forest is in Arslanbob, and the genetic diversity that can be found here is considered to be valuable to horticulture as a whole. Nestled among the walnut trees one can also find wild apple, pear, and cherry trees. 2.5.5 Freshwaters and wetlands Because the high peaks function as moisture catchers, Kyrgyzstan is relatively well watered by the streams that descend from them. None of the rivers of Kyrgyzstan are navigable, however. The majority are small, rapid, runoff streams. Most of Kyrgyzstan's rivers are tributaries of the Syrdarya, which has its headwaters in the western Tian Shan along the Chinese border. Another large runoff system forms the Chui River, which arises in northern Kyrgyzstan, then flows northwest and disappears into the deserts of southern Kazakhstan. 2.5.6 Marine and coastal areas Issyk-Kul lake is the second largest body of water in Central Asia, after the Aral Sea, but the saline lake has been shrinking steadily, and its mineral content has been rising gradually. Kyrgyzstan has a total of about 2,000 lakes with a total surface area of 7,000 square kilometers, mostly located at altitudes of 3,000 to 4,000 meters. Only the largest three, however, occupy more than 100 square kilometers each. The second- and third-largest lakes, Songkul and Chatyr-Kul (the latter of which also is saline), are located in the Naryn River Basin. 2.6 Socio-Economic Background 2.6.1 Population The NSC estimates that the KR’s permanent population was 6.02 million in 2016, compared to 5.663 million in 2013 and 4.851 million in 1999. The fertility rate increased from 2.8 children in 2008 to 3.2 in 2012, and the mortality rate in 2012 was 6.5/1000 inhabitants. Life expectancy at birth for males is 66 years vs. 74 years for females. In 2012 the population growth rate was 2.0 percent per annum, with the highest rate in Bishkek (2.3%) and the lowest in the Issyk-Kul Oblast (1.2%). One third of the population (34%) resides in urban areas and two thirds (66%) in rural areas. The average population density for the country is 31 persons/km2 (NSC 2016 data). The youth sector represents a significant portion of the KR population; 32 percent are in the 0-15 age group, 61 percent are in the working age group (16-59), and seniors older than 60 make up the remaining 7 percent. 29 The population structure has a gender imbalance; the number of females starts surpassing males in groups more than 33 years old, and in groups 80 years and older there are twice as many females as males. Emigration and immigration have had a significant impact on KR demographics. The peak emigration period was in the 1990s, when large groups of Russians, Ukrainians, Belarusians, Germans, Jews and other nationalities left the KR following the collapse of the Soviet Union. The late 1990s to early 2000s saw an emigration of workers, and even in the 2008 to 2012 period the KR experienced a net emigration rate of 165,000 persons. The majority of emigration was to the Russian Federation and Kazakhstan (NSC 2013a). 2.6.2 Economic Growth & Setting The economy of Kyrgyzstan highly depends on services (56%), industry (29%), and agriculture (15%) with a GNI per capita of US$1,100 in 20162. One third or 30.4 percent of GDP comes from the remittances of almost 1 million people working abroad, mostly in Russia and Kazakhstan. Goods and services export growth in U.S. dollar terms averaged 12 percent over 2000-16, albeit with a significant deceleration (to 4.1 percent) over 2008-16. This growth in export was triggered by the rise in gold prices as well as services exports, the share of which in total exports rose from 11 percent in 2000 to 34 percent by 2016, largely driven by construction, tourism and information and communication technology (ICT). This led to a decrease in the value of otherwise exported goods, leaving services and construction as the main contributors of overall growth. Agriculture is by far the most important livelihood activity in the KR, contributing to one-third of GDP and employing two-thirds of the population. Industrial processing, the second most productive sector, also highly depends on the agricultural sector for provision of raw goods (GFDRR 2014). Significant subjects of agriculture, forestry and fishing. January 1, 2018 over 429 thousand actives registered in the republic economic entities operating in the field of agriculture, forestry and fishing. Of these, about 323 thousand, or 75.4 percent of the total number of such entities, came from peasant (farmer) enterprises, 105 thousand entities, or 24.6 percent from individual entrepreneurs engaged in agricultural production. A significant number of such business entities accounted for Osh Oblast - 116.5 thousand, or 27.2 percent of the total, Jalal-Abad - 98.8 thousand, or 23.0 percent, and Chui Oblast - 65.5 thousand, or 15.3 percent. 2 World Bank Country Profile, 2018. 30 3. SOCIAL ASSESSMENT 3.1. Demographic situation Kyrgyzstan's population increased from 2.1 million to 4.8 million between the censuses of 1959 and 19993. Official estimates set the population at 6,389,500 in 20194. Of those, 34.4% are under the age of 15 and 6.2% are over the age of 65. The country is rural: only about one-third of Kyrgyzstan's population live in urban areas. The average population density is 69 people per square mile (29 people per km²). Life expectancy in 2018 for men was 67.4 years, for women 75.6 years. A key indicator of population reproduction is fertility. Many children who have to go to CbKs of this project will be born from 2019 to 2023. Therefore, it is important to take into consideration the total fertility rate (TFR). This is the most accurate indicator of the birth rate5. TFR changes very slowly and characterizes the transition of society from the traditional to the industrial form (indirectly, we can draw conclusions regarding the situation with medicine, roads, and the development of other types of infrastructure). In addition to this, by means of this indicator we can see the followings: • the tendencies of parenthood status in the near-term perspective • to what extent the villages and towns differ from each other in each region. In general, TFR in the villages of the Kyrgyz Republic is characterized by low variation (excluding the cities of Bishkek and Osh, the standard deviation is 0.19), see Table 1. Whereas parenthood status in the cities differentiates from each other (standard deviation is 0,57). When analyzing the regions, a very small standard deviation is in the Batken region (0.08) indicates that there is almost no difference between culture and living standards between towns and villages there. The situation is similar in Naryn and Osh regions.6 (σ=0,11 и 0,18 respectively). There no significant differences between villages and towns as well. Therefore, it is necessary to develop CbKs not only in villages, but also in towns and cities. On the other side, the cities such as Osh and Talas significantly differ from the villages. In these cities, there is low level of parenthood status, while in the villages of these regions, the situation with parenthood status is vice versa. Therefore, when considering the location of the CbKs, it is important to pay attention to the nearby villages of Osh and to all villages of the Talas region. There is unconventional situation in Chui and Issyk-Kul regions, where on the contrary, TFR is higher in cities. The causes of this phenomenon can be studied separately, perhaps the problem is in the registration of internal migrants, as well as in the fact that women go exclusively to maternity hospitals in regional town centers. For LLF project, it is important to pay attention to the following cities and towns such as: Karakol, Tokmok, Kara-Balta, Kemin, Orlovka, since there are most likely a large number of children. It should be noted that in the next 5-10 years, a large number of children are expected to be born in Naryn (3.56), Batken (3.42) and Talas (3.40) regions. 3 Population census for Kyrgyzstan, 1999 4 http://www.stat.kg/ru/statistics/naselenie/ 5 TFR characterizes the average number of births per woman in a hypothetical generation throughout her life, while maintaining the existing fertility levels at each age, regardless of mortality and changes in age composition. 6 Excluding Osh city, which possesses republican status. 31 Table 1. The total fertility rate by territory for 2016. Standard deviation. Territories Village Town Average TFR town/village Batken region 3,40 3,51 3,42 0,08 Jalal-Abad region 3,10 2,66 2,97 0,31 Issyk-Kul region 3,14 3,55 3,24 0,29 Naryn region 3,54 3,70 3,56 0,11 Osh region 3,36 3,11 3,34 0,18 Talas region 3,60 2,48 3,4 0,79 Chui region 3,13 4,02 3,26 0,63 Bishkek 2,10 2,44 2,43 0,24 Osh city 3,73 2,61 2,7 0,79 Kyrgyz Republic 3,26 2,76 3,06 0,35 Standard deviation 0,19 0,55 0,19 Vulnerable groups - Large families with more than five children. According to Article 3 of the Law of the Kyrgyz Republic “On the Basics of Social Services for the Population in the Kyrgyz Republicâ€? dated December 19, 2001 No. 111 a mother with many children is a mother who has given birth and raised 5 or more children. Large families are most in the villages. For example, in 2018, the proportion of children born by the fifth and more counts in the villages was 71.7%. In cities, 28.3%. By region, in absolute terms, the largest number of large families is in Osh and Jalal-Abad regions. In relative terms, large families are the most in the population structure of Naryn and Talas regions (see Table 2). Table 2. Children born in order of fifth and more by territory for 2016-2018. Territories 2018 in % 2017 in % 2016 in % 1 Batken region 1227 8,2 969 7,2 1008 7,0 Jalal-Abad region 2 2898 9,2 2597 8,7 2526 8,5 Issyk-Kul region 3 1103 9,8 959 8,9 940 8,2 Naryn region 4 915 13,8 772 12,0 823 12,0 5 Osh region 2895 8,0 2625 7,5 2656 7,3 6 Talas region 830 12,9 690 11,4 624 9,7 7 Chui region 1837 7,4 1373 6,3 1270 5,5 8 Bishkek 1404 5,1 1073 4,8 964 4,3 9 Osh city 763 6,4 340 4,4 276 3,7 Kyrgyz Republic 13872 8,1 11398 7,4 11087 7,0 Most of the pre-school children are in Batken (18.9% of the total population), Osh (18.8%), Talas (17.7 %) and Jalal-Abad (17.6%) regions. There are also more active CEOs in Osh and Jalal-Abad regions. However, all children per 1 active CEO are most in Bishkek, see column 1 of the Table 3. And if in the regions there are an average of 620 children per one CEO, in Bishkek there are 1,041 children per kindergarten. This means that the children in Bishkek are much larger than CEOs. Column 5 shows the actual number of children per CEO. So, Bishkek stands out again as the largest number of CEO is here (for 252 child). At the second place is Osh, where in each CEO the average is 227 children. We could argue that CEOs in Bishkek are bigger, therefore more children. But 68,5% of all CEOs in Bishkek are private and small. At the beginning of 2019, the project capacity of 74 municipal CEOs in Bishkek was 14,239 places. But in fact, 32,275 children visited, which exceeds the maximum occupancy by 2.3 times7. Column 6 shows the percentage of children enrolled in CEOs. In regions, the coverage of children is low: in Osh region, only 13.3% of preschool children are enrolled in CEO. The same low coverage in the Jalal-Abad and Talas oblasts (15.6% and 17.4%, respectively). Table 3. Statistical data on children 0-6 years old and existing CEOs at territories at the beginning of 2018 All children The actual Coverage from 0 to Number of all number of Actual number of children 6 years Number children in one children in of children per in CEO, Name of a region old of CEO CEO the CEO 1 CEO % 1 2 3 4 5 6 Batken 97149 159 611 18693 118 19,2 Jalal-Abad 209719 279 752 32771 117 15,6 Issyk-Kul 76305 94 812 15363 163 20,1 Naryn 46571 133 350 11349 85 24,4 Osh 246838 371 665 32897 89 13,3 Talas 45833 63 728 7972 127 17,4 Chui 73687 177 416 24284 137 33,0 Bishkek 155161 149 1041 37501 252 24,2 Osh city 45916 72 638 16322 227 35,5 Kyrgyz Republic 997179 1497 666 197152 132 19,8 The number of children from 3 to 5 years old has been growing all the time and will certainly grow until 2020. Schedule 3 shows their actual number until 2018, and from 2019 to 2024 the forecast is presented8. One can see, that the number of 3-5 years old children has been growing all the time and will continue to grow until 2021 (an increase of almost 34%). From 2021 their number will gradually decrease. Another vulnerable group is a family affected by labor migration. In the Kyrgyz Republic there are many settlements subject to external and internal labor migration. The main countries of destination are Russia, Kazakhstan, Turkey, Korea. Children of labor migrants remain in the care of their relatives. Many migrant children do not have access to social services, as their parents did not have official guardianship. A generation of children left behind has been existing for a long time9. According to Ministry of Labour and Social Development (MLSD), there are 102,406 children in Kyrgyz Republic whose parents are in labor migration. Out of it, 16,787 are children of internal migrants; and parents of 85,619 children left abroad for work10. UNICEF claims that in Kyrgyzstan 11% of children under the age of 17 years have one migrant parent. According to UNICEF, the estimated number of children affected by migration in the Kyrgyz 7 Kindergartens in Bishkek. Online: https://24.kg/obschestvo/121399_detskie_sadyi_bishkeka_otpervyih_ploschadok_dojilyih_domov/ 8 The forecast for the number of children is calculated on the basis of age-specific mortality rates: 0-1 years old - 19.8; 1-4 years - 3.2; 5-9 years - 0.3 per 1000 people. Source data are taken from: Demographic Yearbook of the Kyrgyz Republic 2012-2016. National Statistical Committee of the Kyrgyz Republic. Bish.: 2017.p. 145. 9 Urmat M. Tynaliev & Gary N. McLean (2011) Labour migration and National Human Resource Development in the context of post-Soviet Kyrgyzstan, Human Resource Development International, 14:2, 199-215 10 How migrants solve problems of children abroad. Online: 13.07.2019, Bish., 24.kg https://xn--b1aew.xn-- p1ai/Deljatelnost/statistics/migracionnaya/item/17594330/ 33 Republic is 259,00011. In some cases, caregiver relatives do not have money to pay for kindergarten, and they would like additional help to pay bills for kindergarten12. According to UNICEF, abandoned children face deprivation and are at high risk of violence, exploitation and abuse. This is one of the most disadvantaged groups of children in Kyrgyzstan13. Such children have problems with school performance, hygiene and health, cognitive and emotional development. Children left without parental care sometimes become victims of violence. They are more often exploited. According to the IOM study, mutual psychological alienation occurs between children left behind and their migrant parents; some young parents acknowledge a lack of feelings for their children; even after returning to their homeland, they do not take responsibility for their children14. Limitations of this criterion – there are no official or estimated quantitative data on children of migrants of preschool age. Children of migrants are “invisibleâ€?, since many of them do not have civil registration documents. There is no practice of official registration of guardianship. Rural migration has another consequence – lack of qualified teaching staff. There is a risk that educators in rural CbKs are / will be employed by people with non-core education or no education at all. In 2018, there were 7,694 pre-school teachers in the Kyrgyz Republic as a whole (see Table 4). There were 5.4 teachers per state kindergarten; for one private kindergarten there were 3.2 teachers. Over the course of five years, the number of educators has grown slightly in state kindergartens (from 4.9 to 5.4). But in private kindergartens the situation has not changed. Another risk is related to the fact that the salaries of assistants (nannies) are very low (about 4 thousand soms) and in this regard, there is a high staff turnover. When we talk about qualified personnel, we also mean a speech pathologist, psychologist, psychiatrist, audiologist, speech therapist, musician, who are not even in urban CEO. Table 4. Statistics on nursery teachers of CEOs15. 2014 2015 2016 2017 2018 Total number of nursery teachers at CEOs. 5 116 5 693 6 414 7 151 7 694 At public CEOs 4 833 5 374 6 045 6 715 7 149 At private CEOs 283 319 369 436 543 Total number of CEOs: 1062 1166 1296 1390 1497 Public CEOs 982 1 086 1 169 1 248 1 325 Private CEOs 80 100 127 142 172 Number of nursery teachers per 1 public SbBK 4,9 4,9 5,2 5,4 5,4 Number of nursery teachers per 1 private CbK 3,5 3,2 2,9 3,1 3,2 Internal migrants are also a vulnerable group. A recent study showed that 18% of the Kyrgyz population is represented by internal migrants16. 46,2% internal migrants work in unskilled jobs. Only 24.4% of internal migrants had official registration at the place of residence. Lack of registration makes it difficult for migrants to access a kindergarten, school, and clinic. Internal migration is directed to Chui oblast and 11 Lucio Valerio Sarandrea. Protection of children left behind by migrant-parents. UNICEF. Online: https://www.unicef.org/kyrgyzstan/ru/%D0%9D%D0%BE%D0%B2%D0%BE%D1%81%D1%82%D0%BD%D1%8B%D0%B5 - %D0%B7%D0%B0%D0%BC%D0%B5%D1%82%D0%BA%D0%B8/%D0%B7%D0%B0%D1%89%D0%B8%D1%82%D0% B0-%D0%B4%D0%B5%D1%82%D0%B5%D0%B9 12 See above. 13 Children of migrants. UNICEF. Online: https://www.unicef.org/kyrgyzstan/ru/%D0%94%D0%B5%D1%82%D0%B8- %D0%BC%D0%B8%D0%B3%D1%80%D0%B0%D0%BD%D1%82%D0%BE%D0%B2 14 Youth migration from Central Asian countries: risk analysis and minimization of negative consequences. Country Report on the Kyrgyz Republic. Doolotkeldieva A., Dzhamangulov K.E. KAZISS, MOM. In preparation for publication. 15 Open data. National Statistical Committee. Онлайн: http://www.stat.kg/ru/opendata/category/2498/ 16 Internal migration in Kyrgyzstan: barriers and ways of social mobility. USAID, IOM, M-Vector, El-Pikir. 2018. The report is presented, but not published. 34 to the main cities of Bishkek, Osh, and Jalal-Abad. It is important to take into consideration that in such large cities there are a large number of internal migrants with their families and children who need to attend CbKs. But there is a risk that city administrations of Osh and Bishkek will not be able to provide facilities and rooms for CbKs due to high demand and high rent prices as well. Ethnic minorities. The National Statistical Committee of the KR publishes statistics on 23 ethnic groups, including Kyrgyz. All of them make up 99.3% of the total population of Kyrgyz Republic for the beginning of 2018. The number of ethnic Kyrgyz is 4,587,430 people (73.3%). The other 22 ethnic groups together make up 26% of Kyrgyz population. The largest number are Uzbeks - 14.7%, on the second place are Russians - 5.6%, further Dungans - 1.1% and Uighurs - 1%17. The distribution of the most numerous nationalities by territory is presented in Table 5. Naryn region is mostly mono-ethnic among all seven regions, there are 99% of Kyrgyz people. It is a mountainous region with a harsh climate. In Batken region attention should be paid to the territories with predominantly residence of Uzbeks (14.7%) and Tajiks (0.9%). There are local settlements of Uzbeks in Osh and Djalal-Abad regions (28.9% and 25.4%, respectively). Isyyk-Kul and Chuy regions are ethnically rich, besides Russians there live Dungans (0.7% and 6,5%) and Kazakhs (1.4%) villages. Meskhetian Turks live compactly - 1.3%. There is a large diaspora of Russian and other Slavic ethnic groups in Bishkek. Table 5. The share of ethnic groups in % within the Kyrgyz Republic at the beginning of 2018 Djala Batke Issyk- Nary Chu Osh- KR l- Osh Talas Bishkek n Kul n y city Abad 73, Kyrgyz 3 77,2 71,9 88,9 99,2 67,8 93,4 66,0 73,7 50,1 14, Uzbeks 7 14,6 25,4 0,6 0,2 28,9 0,7 1,8 1,4 43,4 Russians 5,6 0,5 0,6 5,8 0,03 0,1 1,3 15,2 16,6 1,5 Dungans 1,1 0,7 0,2 0,1 0,03 6,5 0,5 0,04 Uighurs 0,9 0,8 0,1 1,1 0,1 1,9 1,6 0,3 Tajiks 0,9 6,9 0,5 0,6 0,0 0,4 0,1 0,2 Turks 0,7 0,2 0,6 1,0 0,6 1,3 0,4 2,0 Kazakhs 0,6 1,4 0,0 1,2 1,5 1,0 0,1 Tatars 0,4 0,3 0,2 0,4 0,1 0,1 0,6 1,2 0,6 3.2. Economical geography Residents of villages located in the highlands and remote areas of the Kyrgyz Republic have unequal chances of getting an education and participating in a market economy. Therefore, such settlements have a special status18. Residents of such zones receive co-payment ratios for wages and other social benefits (from 1.1 to 1.8). In order to include a settlement into this category, the Government of the Kyrgyz Republic takes into account the following indicators: the height of the settlement above sea level (at least 1,800 meters), transport inaccessibility, poor quality of road surface, the presence and complexity of mountain passes. In the Kyrgyz Republic, there are 732 settlements of this type. Almost 65% of them are in the three southern regions (Osh - 213, Batken - 142, Jalal-Abad - 120), see table 9. In the northern part of Kyrgyzstan, most 17 Demofraphic Yearbook of Kyrgyz Republic: 2013-2017. B: NatStatCom KR, 2017. p. 101. 18Resolution of the Gov. of the KR of June 25, 1997 No. 377 “On the provision of state support to people living and working in the high and remote zones of the Kyrgyz Republicâ€? 35 of the highland and remote zones are located in the Naryn region - 167 units/settlements (22, 8%). The detailed name of each village is presented in Appendix 12 to this report. Table 6. The number of settlements located in the highland and remote zones of the Kyrgyz Republic. â„– Name of a region Amount of settlements in each region Percentage % 1 Naryn 167 22,8 2 Osh 213 29,1 3 Batken 142 19,4 4 Jalal-Abad 120 16,4 5 Chui 14 1,9 6 Issyk-Kul 71 9,7 7 Talas 5 0,7 In total 732 100,0 The priority in selecting settlements should be given to those located in border regions. There is a Law of KR “On Giving Special Status to Certain Border Territoriesâ€? dated July 26, 2011 No. 145. According to article 3 of this law, the list of selected border areas of the Kyrgyz Republic includes the following settlements located on the border: (a) With low socio-economic development, instability of the situation due to lower living standards and outflow of the population; (b) With difficult climatic conditions, poor assimilation and inaccessibility of the main part of the territory; (c) With risks of threats to the national security of the Kyrgyz Republic, the consequences of which can cause significant damage to basic national interests and have a direct impact on the constitutional system, territorial integrity and sovereignty of Kyrgyz Republic. Appendix 10 contains a List of selected border areas of the Kyrgyz Republic with special status19. Here we note that there are totally 26 units of such rural districts in Kyrgyz Republic (see Table 7). We see that according to this criterion, the inhabitants of Batken are very vulnerable. Due to cross-border disputes with Tajikistan in this area, a high level of unpredictability. Table 7. The number of rural districts assigned to separate border territories with special status. Territory Amount Issyk-Kul region 3 Djalal-Abad region 5 Naryn region 1 Batken region 16 Osh region 1 Total 26 The project will seek to ensure a broad, regionally and ethnically balanced distribution of funds. It will target poor, rural communities. From these, the project will select communities where access to ECE 19Decree of the Government of the Kyrgyz Republic “On the implementation of the Law of the Kyrgyz Republic“ On giving special status to certain border areas of the Kyrgyz Republic and their development â€?from March 20, 2012 No. 186. 36 services is below the national rural average and there are sufficient children to fill two shifts. The selection process will give preferential consideration to communities where there are larger numbers of children without access. The communities will be transparently selected, using a mechanism similar to the one used under KEEP and that will be detailed in the Operations Manual. 3.3. Income The assessments result of measuring the well-being of Kyrgyz Republic population were made by the National Statistics Committee on the basis of a sample integrated survey of household budgets and labor force with a quarterly coverage of 5,016 households. The survey results show that the poverty level in 2018, calculated by consumer spending, in the whole country was 22.4%, which is 3.2% less than the previous year. The value of the general poverty line in 2018 was 32,679 soms per year per capita (2,723 soms per month or $ 39 USD), the extreme - 17,471 soms (1,456 soms per month or $ 21 USD)20. In 2018, 1 million 429 thousand people lived below the poverty line, of which 68.0% were residents of villages. More than 35 thousand people lived below the extreme poverty line, of which 84.6% were residents of rural settlements. Most of the poor are in Osh (35.5%), Batken (33.8%), Jalal-Abad (32.3%) and Naryn (30.6%) regions, see Table 8. Table 8: The level of general and extreme poverty in the territory for 2018 (in % of the population) Total Total poverty excluding income from labor Extreme Territory poverty migration poverty Kyrgyz Republic 22,4 32,2 0,6 Batken 33,8 54,6 0,9 Djalal-Abad 32,2 44,9 1,0 Issyk-Kul 21,5 24,4 0,9 Naryn 30,6 30,6 2,2 Osh 14,8 36,1 0,0 Talas 22,1 24,0 0,0 Chuy 15,6 19,5 0,3 Bishkek city 15,4 15,6 0,3 Osh city 35,5 42,1 0,6 Three south regions deeply depend on finances from labor migration, that is visible in Table 9. In common income of Batken region it is 31,5%, Osh region- 22,2%, Djalal-Abad- 18,1%. Table 9: The structure of disposable cash incomes of the population by territory (in%) Labor activity Income from Other Territory Out of KR Social transfers personal subsidiary Total income territory plots KR 68,9 11,7 15,8 11,2 4,2 Batken region 69,3 31,5 16,9 11,8 2 Djalal-Abad region 68,8 18,1 14,1 11,4 5,7 Issyk-Kul region 46,6 2,4 17,4 27,5 8,5 Naryn region 39,3 0,3 32,2 22,6 5,9 Osh region 73,7 22,2 14,3 9,6 2,3 Talas region 44,3 1,9 16 37,4 2,4 20 Poverty level of Kyrgyz Republic population in 2018. NatStatCom, June 2019. Online. 37 Chuy region 69,7 5,2 15,4 12,1 2,8 Bishkek-city 81,2 0,1 14,9 0 3,9 Osh-city 72,9 4,8 16,8 0,3 10 The poverty line is very sensitive. With the poverty line increasing by 5%, or 136 soms per month, the share of the poor increases by 3.6%, and when the poverty line decreases by 5%, the share of the poor decreases by 4.3 percentage points. Thus, the dense concentration of the population around the poverty line increases the likelihood of a significant part of the population moving from the non-poor to the poor and conversely. Practice shows that kindergartens in villages are usually paid, even if they are supported through the state budget. The reason is that the money allocated from the budget is not enough21. Established project CbKs can also become payment based. The risk is that for parents from vulnerable categories, payment may become excessive and the chances of their children to get pre-school education will decrease. Payment should be affordable for vulnerable groups of population. When analyzing the welfare of the population, it is necessary to pay attention to the economic indicators of the territories. First of all, these are the settlements receiving equalizing fund transfers from the republican budget (subsidies). The total number of local budgets is 497 units. There are: 2 cities of republican significance, 12 cities of regional significance, 17 cities of regional significance and 453 rural districts. The total volume of leveling transfers in 2019 was supposed to be 2000.3 million soms 22. For 2019 378 rural districts from 453 were subsided (83,4%) and got transfers from Republic budget. Only 71 rural districts are able to finance itself. Full name of non-subsidized rural districts is given in Appendix 14. The same information grouped by regions is given in Table 9. Fast all rural districts of Batken, Naryn, Osh, Talas and Djalal-Abad regions are subsidized. Only Chuy and Issyk-Kyl region rural districts demonstrate a certain degree of economic independence. Table 10. The amount of rural districts without receiving the equalizing transfers (subsidies) from the republican budget by regions for 201823. Territory Amount Issyk-Kul region 21 Djalal-Abad region 4 Naryn region 2 Batken region 1 Osh region 3 Talas region 3 Chuy region 37 Total 71 Osh and Jalal-Abad regions are the leaders in the amounts of subsidies- 551 485.9 thousand soms and 419 630.6 thousand soms, respectively (see Table 11). Table 11. Amounts of the listed leveling transfers (subsidies) by regions for 2018, thousand soms. 2118 soms (KGS) are allocated from the state budget for the nutrition of one child per day. 22Economic development MSU. Local budget. Online: http://www.gamsumo.gov.kg/ru/economic 23 Appendix 10 to the Law of KR about Republic budget of Kyrgyz Republic for 2018 and forecast for 2019-2020. 38 Territory Thousand soms Issyk-Kul region 110 128,5 Djalal-Abad region 419 630,6 Naryn region 280 257,2 Batken region 207 127,0 Osh region 551 485,9 Talas region 113 588,0 Chuy region 159 665,3 Total 1 841 882,5 The uneven economic development of the territories also clearly shows the gross regional product (GRP) per capita, see Table 12. Of all regions, the lowest GRP per capita is observed in Osh region - only 31.1 thousand soms per capita. For 6 years GRP there has grown by only 13.5%. We can also see a huge gap in GRP between the regional center (Osh city) and other settlements of this region (3.6 times lower). Batken region is also noteworthy, where GRP per capita is only 38.9 thousand soms. The highest GRP is in Bishkek – almost 197 thousand soms per capita. Therefore, the capital has a large number of internal migrants. Table 12. Gross regional product per capita (thousand soms) 2011 2012 2013 2014 2015 2016 2017 1 Batken region 32,3 33,8 36,4 38,8 39,1 37,9 38,9 33,7 37,1 36,9 41,4 Djalal-Abad region 2 46,3 48,4 55,2 99,7 82,4 114,5 116,0 Issyk-Kul region 3 111,0 131,6 138,0 4 Naryn region 30,3 35,6 37,8 43,5 49,2 53,1 51,7 5 Osh region 27,4 25,5 25,3 27,8 27,8 28,0 31,1 6 Talas region 29,3 41,1 47,4 57,1 59,9 59,8 63,9 7 Chuy region 52,4 51,5 58,0 69,4 84,8 88,7 98,2 8 Bishkek-city 115,2 131,7 146,8 159,9 162,3 181,0 196,8 9 Osh-city 37,6 65,0 73,4 85,5 87,1 95,3 112,5 KR 54,4 58,0 65,0 71,8 75,5 81,8 89,3 It should be taken into consideration that the Republican budget is scarce (see Table 13) and funds from internal and external sources are attracted to cover it. The Ministry of Education and Science will need to pre-plan the payments of nursery teachers or provide for an increase of the previously approved budget. The risk is that the money to support the new CbKs in the state budget may not be enough. Part of the money in the country can flow to finance nationwide elections. In 2020, elections to the Parliament of the Kyrgyz Republic will be held. At present, the draft law “On Political Partiesâ€? has been tabled for discussion, where it is now proposed to finance parties through the state budget 24. Table 13. Deficit of (-) state budget, mln. soms (KGS) 24Web-site of Jogorku Kenesh of the KR. Since July 30, 2019, the draft Law of th e Kyrgyz Republic “On Political Partiesâ€? has been submitted for public discussion. Date of delivery 07/30/2019.http://kenesh.kg/ru/article/show/5730/na-obshtestvennoe- obsuzhdenie-s-30-iyulya-2019-goda-vinositsya-proekt-zakona-kirgizskoy-respubliki-o-politicheskih-partiyah 39 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 -2 958,8 -10 768,0 -13 663,7 -20 232,3 -2 330,5 -1 875,5 -6 149,3 -20 888,9 -16 476,2 -6 188,9 -10150, 7 Kyrgyzstan’s HDI value and rank. Kyrgyzstan’s HDI value for 2017 is 0.672— which put the country in the medium human development category—positioning it at 122 out of 189 countries and territories. Between 1990 and 2017, Kyrgyzstan’s HDI value increased from 0.618 to 0.672, an increase of 8.8 percent. Table A reviews Kyrgyzstan’s progress in each of the HDI indicators. Between 1990 and 2017, Kyrgyzstan’s life expectancy at birth increased by 4.8 years, mean years of schooling increased by 2.3 years and expected years of schooling increased by 1.4 years. Kyrgyzstan’s GNI per capita decreased by about 4.8 percent between 1990 and 201725. 3.4. Gender assessment In the National Development Strategy 2018-2040 and in the Program and Plan of the Government of the Kyrgyz Republic for the transition to sustainable development for 2013-2017. (SDAP) issues of the role of women, family and gender development are included in the priority areas and offer a fairly wide range of tasks and measures aimed at integrating the gender dimension in the country's sustainable development. In 2012, for the first time, a long-term National Strategy for Achieving Gender Equality until 2020 was developed and adopted (approved by the Government of the Kyrgyz Republic dated June 27, 2012 No. 443), which was determined by the need to strengthen gender policy mechanisms in the context of deepening social inequality caused by political and economic crises of recent years26. However, gender inequality remains a challenging issue especially related to economic and political empowerment. Figure 3. Percentage of seats held by women in Parliament of KR27 25.6 25.6 25.6 23.5 22.5 21.7 21.7 20.8 20.8 15.8 16.7 15.8 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 Women are less likely to be employed and, when employed, they earn on average 30 percent less than men. The level of economic activity of women in 2017 amounted to 45.9%. In men, this indicator was 75%. The lowest economic activity of women is observed in Osh and Naryn Oblast: only 31.1% and 33.1%, respectively28. The gap in wage levels between men and women has also widened between 2013 and 2017, 25 http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/KGZ.pdf 26 This has been published in the document: gender aspects of the Sustainable Development in the Kyrgyz Republic, https://www.undp.org/content/dam/kyrgyzstan/Publications/sustainable-development/SD_gender_ru.pdf 27 http://www.stat.kg/ru/opendata/category/2739/ 28 Women and men of the Kyrgyz Republic: 2013-2017. National Statistical Committee of the Kyrgyz Republic. Bishkek: 2018. P44. http://www.stat.kg/media/publicationarchive/20232a59-bc04-4b2f-b8da-5220d4afbecc.pdf 40 indicating a severe lack of appropriate economic opportunities that could potentially lead to serious social as well as economic issues. Actions are thus needed to enhance women’s participation in civic, political and economic activity – mainly through reversing the still elevated maternal mortality rate, closing the gap between male and female labor force participation, and reducing the disparity in wages. Over a long period of time, the share of women in the total population of the republic remains unchanged - 50.5%, many of whom live in rural areas and work in agriculture. Women employed in agriculture in rural areas have poor health. The proportion of pregnant women with anemia in the territory in 2017 was 33.5%. In Batken, this figure was 57.3%, in Djalal-Abad – 45.8%, in Talas – 34%. Female employment has always formed an integral part of the labor force, especially in rural areas of country. Women have played an important role in sustaining the economy and contributing to family income through subsistence farming. Barriers to women’s entrepreneurship and employment are evident and range from household responsibilities to capacity and access limitations. Barriers reported, but not limited to (a) expectations to shoulder the burden of household responsibilities; (b) the need to manage household affairs while men migrate for labor; (c) limited access to financial resources. Gender based violence (GBV). The number of recorded crimes committed against women in 2017 was 7,99529. Approximately 95 percent victims of violent crimes in Kyrgyzstan are women. Domestic violence is widespread, affecting nearly one third of women and girls aged 15 to 49. Seven percent of women have suffered from violence during pregnancy and three percent of women aged 30 years and above have experienced sexual violence30. In 2017 Kyrgyzstan adopted a new law "On Safeguarding and Protection Against Domestic Violence", the product of three years of joint advocacy by women’s CSOs of the country. The law improves protection measures for survivors and addresses implementation gaps in the previous domestic violence legislation31. The accompanying Law on Amending Certain Legislative Acts of the Kyrgyz Republic on the Prevention and Protection of Domestic Violence, changes elements of the Administrative Code and other relevant laws. An important feature is that any victim of domestic violence, regardless of whether criminal proceedings are opened or not, can avail of the provisions. These include key rights, such as access to safe shelter, and medical and mental health services32. According to Human Rights Watch (HRW) 2019 Report, long-term human rights concerns still persists in Kyrgyzstan, even as blatant attacks on media freedoms became less frequent, and the President of the Kyrgyz Republic appeared to seek more constructive engagement with civil society. Violence against women, including bride-kidnapping, and impunity for torture persisted. As authorities have stepped up counter-extremism measures, criminalizing possession of extremist materials, the overbroad definition of extremism, and breaches of due-process have led to human rights violations. In September, Kyrgyzstan’s prime minister signed a decree initiating ratification of the United Nations Convention on the Rights of Persons with Disabilities (CRPD), which Kyrgyzstan signed in 201133. 29 Ibid. p128. 30 https://eeas.europa.eu/sites/eeas/files/kyrgyzstan_final_report_09.01.2018_approved_workshop_final.pdf 31 https://www.women2030.org/wp-content/uploads/2018/11/GA_Alga-draft-final-12-nov-2.pdf 32 https://eeas.europa.eu/sites/eeas/files/kyrgyzstan_final_report_09.01.2018_approved_workshop_final.pdf 33 https://www.hrw.org/world-report/2019/country-chapters/kyrgyzstan 41 3.5. Vulnerable Groups As the social assessment shows, there are the following vulnerable groups: − female headed households; − people lived below the poverty line and remittance-dependent households; − individuals (parents) or children with disabilities; − large families with 5 or more children − children of external labor migrants and children of internal migrants − elderly parents of migrants who look after their grandchildren − populations living in inaccessible areas − population living in border areas − ethnic minorities. 3.6. Key Beneficiaries. The project is expected to directly benefit (approximate numbers): • 75,000 children aged 3-5 years who will enroll in newly established CbKs; • 1,500 kindergarten teachers recruited for the CbKs, who will be trained on early childhood development and the pre-school curriculum; • 30,000 primary and secondary teachers, who: work at target schools that will receive an IT platform; are trained for digital literacy; commit to follow the strengthened training programs provided to the IITTs; or work at schools where CLASS is institutionalized; • 440,000 primary and secondary students who attend the target schools. Indirect beneficiaries are expected to include: • 50,000 primary and secondary teachers (at non-target schools), who will gain access to the strengthened training programs provided to the IITTs and to digital content developed under the project and made accessible online; • the parents, caregivers and household members of students in the 500 communities where the CbKs are newly established and the 1,000 communities where the target schools are located. 3.7. Determination of the circle of stakeholders Key Stakeholders Local community. This is a resident population living in the settlements selected for the project. Namely, parents (legal representatives) and their preschool children; young families that will have children in future; seniors who are freed from their grandchildren by CEO and devote their free time to themselves. All of them are direct beneficiaries of the project. The local community also includes people with a pedagogical education and the likelihood of being hired by the established CEO. They are also other individuals providing various services in the field of preschool education (stationery sellers, photographers, heads of children's and sports clubs, drivers, food sellers, and many others). Ministry of Education and Science of the Kyrgyz Republic The MoES is the central public administration body that identifies the state policy in the field of education, science as well as scientific and technological activities34. Provides administration in the field of education and state control over the accessibility and quality of education, ensuring the constitutional right of citizens 34 Regulation on the Ministry of Education and Science of the Kyrgyz Republic dated 02.20.2012 No. 119. 42 of the Kyrgyz Republic to education. The main tasks of the Ministry are: 1. creation of an education system aimed at the formation, development and professional growth of an individual; 2. improving the quality of education; 3. creating conditions and mechanisms for the development of scientific activities. The main functions of the MoES include, among others: − organization of a system for the training and retraining of teaching staff; − development of state educational standards; − preparation of proposals for the development of infrastructure of educational facilities for government agencies, investors and international organizations; − monitoring measures aimed at ensuring accessible education; − control over the provision of quality educational services by educational organizations; and compliance with state educational standards; − coordination of work on the preparation and publication of textbooks and educational- methodological complexes; − attracting foreign and domestic investment for education; − representation of the interests of the Kyrgyz Republic in international organizations on educational issues in the established manner; − financing of organizations of pre-school, school and out-of-school education through regional (city) departments (departments) of education; − organization of work on an inventory of educational facilities under construction and on conservation, with identification of needs for new construction based on the demographic information of settlements; − provision of equipment and inventory to educational organizations. District (city) departments of education (Rayono). Rayono make up the most important part of the Kyrgyz Education System. The Ministry of Education and Science carries out its functions on the ground through territorial bodies, subordinate institutions and organizations in cooperation with other executive bodies, local self-government, public associations, scientific and other organizations35. Rayono controls the quality of education in the field, provides scientific and methodological support, monitors and analyzes the state of educational work and the level of development of children in accordance with the objectives of preschool education. Local government (MSU). The system of local government is formed by: Local keneshes and Aiyl okmotu (in the cities of the city hall)36. They operate in close cooperation with state authorities (Akim) to create conditions for the implementation of the constitutional rights of citizens of the Kyrgyz Republic to participate in resolving issues of state and local importance. Local kenesh - These are representative bodies of local self-government. In rural districts these are ayil keneshes. In cities - city keneshes. Kenesh deputies are elected by the population once every 4 years. The interest of local keneshes is that as part of the bodies of local self-government, their powers include the provision of preschool education. Local budgets are approved by regulatory legal acts of local keneshes37. Ayil okmoty – executive bodies of local self-government. There are 453 ayil okmotu and 31 cities (a total of 484). For 2019, 378 ayil okmotu are subsidized in Kyrgyzstan. Subsidized aiyl okmotu are highly dependent on external sources of financing and are interested in investments, development projects, and non-material support. The head of ayil okmotu is the head of the executive body of rural district local self- 35 Section 1. C 3. Regulations on the Ministry of Education and Science of the Kyrgyz Republic. dated February 20, 2012 No. 119. 36 Hereinafter, articles from the Law of the Kyrgyz Republic “On Local Self -Governmentâ€? of July 15, 2011 N 101 are cited. 37 Article 13 of the Budget Code of the Kyrgyz Republic dated May 16, 2016 No. 59 43 government. This is an elected position. The term of office of the chapter is 4 years. It should be noted that in one rural district can be up to 10 villages. Ayil bashchy – appointed official in villages performing functions delegated by ayil okmotu decision. In order to organize the prompt resolution of issues of local importance of separately located settlements, by the decision of the local kenesh, posts of ayil baschysy (ayil elder) may be introduced. Mayors - heads of the executive body of local self-government of cities. Mayors are chosen by deputies of city keneshes. The Law of the Kyrgyz Republic “On Local Self-Governmentâ€? dated July 15, 2011 No. 101 states that the powers of state authorities in the field of local self-government include the provision of pre-school education, school and professional education in accordance with state educational standards . Local governments may be vested with separate state powers. For example, providing buildings and other facilities for the provision of services in the field of school, preschool and professional education and health. In the Law of the Kyrgyz Republic on Education dated April 30, 2003 No. 92, the competence of LSG bodies is broader In the Law of the Kyrgyz Republic on Education dated April 30, 2003 No. 92, the competence of LSG bodies is broader. These include: development of a network of educational organizations and ensuring the rights of citizens to receive education; the implementation of economic services and financing of subordinate educational organizations; guardianship and custody of minor/underage orphans and children left without parental care, protection of their rights, placement in orphanages, boarding schools, families for upbringing or adoption; implementation of systematic registration of children of preschool and school age; organization of transportation of children to general educational organizations and to their places of actual residence. LSGs in the prescribed manner at the expense of the local budget can create educational organizations, providing them with appropriate pedagogical (scientific and pedagogical) personnel, material and technical base. Local self-government bodies necessarily carry out the allocation of land allotments to rural schools from the Agricultural Land Redistribution Fund. The head of local state administration – Akim of district. Akim is the main state official in the district. He is personally responsible to the Government of the Kyrgyz Republic for the socio-economic development of the region. According to law38 he ensures the coordinated activity of the territorial divisions of ministries, state committees, administrative departments and other state bodies of the Kyrgyz Republic on the territory of the district, their interaction with local authorities and exercises state control over their activities. Akim's interest in the implementation of the project lies in the fact that the Akim exercises control over the observance of the rights and interests of children in the respective territory, is responsible for the implementation of the socio-economic development programs of the territory. For the development of territories, its competence includes attracting investments and grants.39. The akim agrees to the appointment and dismissal of their leaders (except for supervisory, judicial and special bodies). Akim 1. dismisses the head of the executive body of local self-government; 2. exercises control over the effective and targeted use of the funds of the republican budget; 3. provides the efficient management of state property in the relevant territory. Schools located in selected rural districts represented by the school team . Their interest in project implementation is in presence of CEO in the village, prepared children who have received social and some cognitive skills go to the first class. This will affect the performance of children in the period of education in primary school. 38 Law of KR “On Local State Administrationâ€? dated July 14, 2011 No. 96 39 Article 9 Law of KR “On Local State Administrationâ€? dated July 14, 2011 No. 96 44 Other stakeholders Plenipotentiary Representative of the Government of the Kyrgyz Republic. This representative is an official representing the Government of the Kyrgyz Republic within the relevant field. The Plenipotentiary ensures the implementation of the powers of the Government of the Kyrgyz Republic and enhances the effectiveness of state power in the region. The main task of the Plenipotentiary is the implementation of state policy within the region40. State Agency for Local Government and Interethnic Relations under the Government of the Kyrgyz Republic. Its main tasks are participation in the development of state policy in the field of local self- government and interethnic relations and its implementation; improving the legal and organizational foundations of local government; strengthening the organizational and financial and economic foundations of local government; improving the activities of local governments, strengthening their responsibility to the local community; protection of the rights and legally protected interests of local government; creation of conditions for inter-municipal cooperation and dissemination of best practices. Government. It provides a unified state policy in the socio-economic sphere, youth policy, policy in the fields of culture, art, tourism, sports, science, intellectual property, education, health, labor, employment and migration, interethnic relations, child protection and gender equality, social provision, environmental protection, environmental safety and nature management, land management and regulation of land relations; architectural, urban planning and construction activities, state and municipal services, statistics, development of the state language, mountainous territories and other areas41. International organizations and NGO. Basically, all their initiatives and projects are social in nature, aimed at creating common goods, solving the problems of children, youth, women, migrant households, and persons with developmental disabilities. Project goals may coincide with their goals. There may be a cumulative effect. Therefore, they will be interested in the successful implementation of the project on the creation and implementation of the CEO. Findings of social assessment carried out during preparation of this project in administrative context: • The incompetence of the heads of LSG bodies is a serious challenge for the project. • Due to low wages, limited financial, technical and human resources, competent and professional specialists prefer other jobs. • Overlap of the project implementation with the change of leaders and members of local authorities. Interruption of the continuity in cases and agreements on the implementation of the project between the departing and new leaders. • “Internalâ€?, interpersonal conflicts that may occur between the heads of local self -government bodies and other state institutions of the region and ayil aimaks. The risk for the project is that one of the conflicting parties can in every way impede the implementation of the project • The risk is that the money to support the new CbKs in the state budget may not be enough. • Lack of qualified teaching staff in villages. 40 Regulation on the plenipotentiary representative of the Government of the Kyrgyz Republic in the region dated July 17, 2012 No. 506. 41 Article 10 Law of KR “On the Government of the Kyrgyz Republicâ€? dated June 18, 2012 No. 85. 45 Recommendations / mitigation measures for project design and implementation arrangements to create equitable opportunities for poor and vulnerable groups and ensure that the project interventions are accessible to the intended beneficiaries. To achieve stable financing of the activities of the kindergartens created by the project: 1. The information company about the project should begin 1-2 years before the start of the work of the CbKs. 2. Coverage of certain types of expenses, such as payment of utilities, electricity, heating, could be transferred to local authorities. In selecting an aiyl aimak, it is necessary to obtain documents confirming the financial support of utilities and the provision of teachers' salaries. During the evaluation of the project “Supporting of the reforms in the education sectorâ€? (SSFER / CS / CQS / 3.0 / 41C), it was noted that in some localities, the LSGs allocated land for rural CbKs. In these areas/lands, parents of children planted fruit trees and vegetables in order to harvest dried fruits and vegetables for the winter to feed the children. This practice 1. reduces the cost of monthly payments to parents; 2. Strengthens the interaction of the CbKs, parents and LSG bodies. It should be noted that “LSG bodies obligatorily allocate land allotments to rural schools from the Agricultural Land Redistribution Fundâ€?.42 3. Obtain a document guaranteeing the involvement of children from vulnerable and low-income groups of the population in education in CEO. To solve the lack of qualified teaching staff in villages: 1. retraining of the pedagogical staff of the CbKs, advanced training and certification. 2. Further training and certification of not only educators, but also their assistants. This will enhance their professional status. 3. Initiation of the issue of increasing the remuneration of assistants. 4. The district education departments (Rayono) could have one speech pathologist, psychologist, audiologist, speech therapist, and physician in the state, who would take turns visiting the early childhood care centers in the villages of ayil aymaks of this region. If overlap of the project implementation with the change of leaders and members of local authorities: 1. The succession of obligations will ensure the legal consolidation of all agreements by concluding agreements. 2. Although the terms of offices of the heads of local authorities expire at different times, it will be useful for the project to know in advance the calendar of elections in the Kyrgyz Republic. For example, in May 2019, the elections of deputies of some local councils of Batken, Naryn, Osh, Talas and Chui regions of the Kyrgyz Republic were held. The incompetence of the heads of LSG bodies is a serious challenge for the project. The project work must be carried out comprehensively, including informing, discussing the project, recording meetings with the local population. This will make it possible to enlist the support of the local community, receive public legitimation of the project, and realize the need for the project to LSG bodies. In this case, in order not to discredit themselves, the heads of local self-government will probably be responsible for the successful implementation of the project. 2. In order to motivate LSG bodies to fruitful cooperation, it is necessary to enlist the official support of Government Plenipotentiaries (governors) in the regions. 3. Before implementing the project in the selected village, it is necessary to identify which initiatives of international organizations have been / have been implemented there in the last 1-2 years. For example, since 2017, UNICEF has been implementing the initiative “Kyrgyzstan, friendly to children and youthâ€? in the ayil aimakhs of the Kyrgyz Republic. Since 2017, Search for Common Ground has been implementing the 2nd stage of the Jashstan project. GIZ and UNDP trained youth entrepreneurship. There are a very large number of organizations that work with migrant families. Appendix 3 provides a list of organizations working in regions with a local community. 42 Article 36 of the Law of the Kyrgyz Republic on Education dated April 30, 2003 No. 92. 46 There is a risk not to include in the list those villages, towns and cities in which CEOs already function. The risk is that in these functioning CEOs may not be enough places for children. These CEOs might be may be overcrowded. For example, in Suzak there are 7 CEOs. Of these, 3 are funded centrally from the MoES. The remaining 5 are financed by the local government budget. Evaluation of the WB Project “Global Partnership for Educationâ€? - “Preschool Education in the Kyrgyz Republicâ€? showed that despite the existing 7 CEOs, there are not enough places for new children in them, and working CEOs are overcrowded. When selecting settlements, all towns should have a chance to participate in the competition. 2. In Bishkek and Osh, there a need to work closely with municipalities and education departments. We find a mismatch of official data of central executive bodies and local executive bodies. So, according to the data of the National Statistics Committee of the Kyrgyz Republic in Bishkek, in 2018 there were 149 CEOs43. According to the Office of Education at the Bishkek City Hall, there were 273 pre-school institutions (86 state (31.5%) and 187 private (68.5%)44, which is 1.8 times more than the data of the National Statistical Committee. In the same sources, there is a significant difference between the number of children attending CEOs. In our opinion, similar discrepancies in the regions of the Kyrgyz Republic are possible. In practice, this means that there are CEOs and children who are not reflected in official statistics. In the selected settlements, it is necessary to request the real number of children and pre-school institutions. The state has been working since 2013 to return privatized buildings of public health services back to the state balance. The General Prosecutor's Office, the State Property Management Fund and local authorities returned 218 kindergartens to state ownership45, see Table 14. The risks may be as follows: a) It is possible that departments sold buildings in violation of the law; b) It is likely that the owner of the private property might not have been aware of the seller’s violations; c) Unjust court decisions are possible; d) When buildings are vacated, organizations that bring other types of benefits to society (for example, private schools, private health facilities, orphanages) can be evicted. If the returned buildings / premises fall into the project, it is possible that the previous owners, dissatisfied with the decision of the courts, may in every way impede the implementation of the project. 43 See above. 44 See Usenbaeva T. Is the kindergarten in Bishkek crowded, where does your child go? Important infographic. 07/02/2019. Online: https://ru.sputnik.kg/society/20190702/1044912602/kyrgyzstan-bishkek-detskij-sad- perepolnennost.html 44 См.: Сколько детÑ?адов в КыргызÑ?тане — удручающаÑ? инфографика. 29.04.2019. Онлайн: https://ru.sputnik.kg/infographics/20190429/1044157603/kyrgyzstan-detsady-infografika.html 45 See: How many kindergartens in Kyrgyzstan - depressing infographics. 29.04.2019. Online: https://ru.sputnik.kg/infographics/20190429/1044157603/kyrgyzstan-detsady-infografika.html 47 Table 14. The buildings of kindergartens returned to the state balance46 Territory Amount 1 Batken region 10 2 Djalal-Abad region 47 3 Issyk-Kul region 26 4 Naryn region 13 5 Osh region 31 6 Talas region 12 7 Chuy region 53 8 Bishkek-city 20 9 Osh-city 6 KR total 218 Mitigation measures: In order to qualify for partnership with the project, beneficiary communities will commit in writing to certain contributions. The Ayil Okmoty will provide premises that it owns and that meet the relevant national pedagogical, safety, hygiene and sanitation standards. It will provide suitable landscaping for the grounds and ensure there is a fence surrounding the property. It will maintain and operate the premises as a public pre-school education service for a period of at least ten years; this will include paying all recurrent, operational costs and maintaining the premises in good condition. Finally, it will hire a qualified teacher for each new group created (covering two shifts) and pay their salary until the Republican budget may assume financial responsibility. The selected beneficiary communities must own the premises and due diligence will be conducted by the project to check previous ownership status of the premises and absence of any court decisions on the buildings before, in case of existence of such matters – then the activities in these communities will not be financed under the project. If project activities will show the potential for temporary or permanent involuntary land acquisition, a negative impact on economic activities, or restricting access to resources – then the activities will not be financed under the project. If we assume that socio-emotional and cognitive skills of children are formed in the community-based kindergartens , it is very important to look at the results of the final state certification of students in 9th and 11th grade of secondary schools, as well as the results of Republican testing of students at secondary schools on a voluntary basis (9, 10 and 11 grades). The peculiarity of these tests is that all schools of the Kyrgyz Republic took part in them. These tests are conducted by the National Center for Quality Assessment in Education and Information Technologies of the Ministry of Education and Science (NCQAE). Poor test results (if the scores are below average) indicate that there is a need for modern CbKs in the settlements where the “loser-schools" are located. For this analysis, we need to request database from the NCQAE. State plans for the construction of CEOs by year. If the state plans to start the construction of a CEO in a certain locality or settlement, then it should be considered whether there is a need to build a CbK in such a settlement at the expense of the project resources. According to official information, over the past two 46 How many kindergartens in Kyrgyzstan - depressing infographics. 29.04.2019 https://ru.sputnik.kg/infographics/20190429/1044157603/kyrgyzstan-detsady-infografika.html 48 years, the number of new CEOs put into operation has significantly decreased. In 2017, the state commissioned 44 kindergartens. In 2018, 22 kindergartens and in 2019 (January-June) only 547. It is important to pay attention to those settlements that recently (for the last 5 years) did not receive financial or in-kind support from international organizations. We are talking about international organizations that activities are aimed at developing regions, such as the World Bank, UNICEF, the Soros Foundation-Kyrgyzstan, UNDP, USAID, the European Commission and others. 47 NatStatCom KR. Quoted by https://ru.sputnik.kg/infographics/20190805/1045302742/kyrgyzstan-shkola-detskij- sad-bolnica-poliklinika.html 49 Table 15. STAKEHOLDER INTERACTION MATRIX Social risk mitigation STAKEHOLDER measures MES Pl. Akim/ Local Ayil Parents Rayono CEO Local State agencies Government represent Major keneshes okmotu community for local ative government To budget for the coming year finances for CEO Cost-saving measures of CEO Letter of support from Plenipotentiary Legal consolidation of all agreements Make a calendar of elections to local government bodies Informational campaign Request for statistical information at the points under consideration Proof of financial support for utilities Document confirming the provision of teachers' salaries A document guaranteeing the involvement of children from vulnerable and low-income layers of the population in education in CEO 50 4. DESCRIPTION OF THE ADMINISTRATIVE, POLICY AND REGULATORY FRAMEWORK 4.1 The Legal, Regulatory and Policy Framework 4.1.1 Constitutional provisions (if any) The supreme legislative instrument in the Kyrgyz Republic is the Constitution of the Kyrgyz Republic, 2010 (latest revision 2016), hereafter referred to as ‘the Constitution’. All laws must comply with the Constitution, and only the parliament may amend it, change or pass laws or ratify international agreements. Under the Constitution, the Kyrgyz Republic is a parliamentary democratic republic, with a popularly elected president, a nominated prime minister, and a 120-seat unicameral legislative assembly. The Constitution establishes the basic principles of natural resource and environmental management, including the right of KR citizens to access the primary sources of life while the main resources (land, water and subsoil) are the common property of the people and belong to the state. Based on these principles, a legal framework has been developed to regulate relations between natural resource users and the state (UNDP 2007a). The most significant relevant legislation includes: (a) Law on Environmental Protection, 1999, which provides state policy and the general legal framework for natural resource utilization and environmental protection; (b) Law on Ecological Expertise, 1999, which empowers the SAEPF to undertake State Environmental Reviews (SERs) of proposed projects; The Constitution offers protections for workers, stipulating that they are entitled to labor conditions in which basic requirements for safety and hygiene in the workplace are met. The Ministry of Labor and Social Development has primary responsibility for overseeing occupational health and safety. Key relevant legislation includes the Law of the Kyrgyz Republic on Occupational Safety, 2003, the Labor Code of the Kyrgyz Republic, 2004, and individual regulatory norms. The KR joined the International Labor Organization on March 31, 1992. A review by that organization in 2008 concluded that the Law of the Kyrgyz Republic on Occupational Safety met international norms and standards, though it also identified a lack of trained state inspectors to ensure enforcement (ILO 2008). 4.1.2 Relevant Kyrgyz Republic Environmental Legislation There are several laws and regulations that are relevant to the project in terms of environmental protection, presented in Table 16 below. Table 16 – Relevant Kyrgyz Republic Environmental Legislation Purpose / Content Legislation Year Passed (Amended) Provides state policy and the general legal framework for 1999 natural resource utilization and environmental protection, Law on Environmental (2002, 2003, 2004, 2005, including environmental impact assessment, setting Protection 2009, 2013, 2014, 2015, environmental standards, and the legal regime for 2016) protected areas. It establishes the basic principles of environmental policy and determines global, national and local environmental The Environmental 2009 (2012) issues; priorities in the field of environmental protection at Safety Concept of KR the national level as well as tools to ensure environmental safety. Provides the legislative framework for the SAEPF to Law on Ecological 1999 undertake SER and approval of EIAs. Defines (in general) Expertise (2003, 2007, 2015) projects requiring environmental assessment and SER. 51 Purpose / Content Legislation Year Passed (Amended) 1999 Law on Drinking (2000, 2003, 2009, 2011, Regulates drinking water availability and its quality. Water 2012, 2014) Law on the Protection 1999 Regulates ambient air quality and air quality management. of Ambient Air (2003, 2005) Law of the Kyrgyz Provides the basis for regulation of working conditions, Republic on 2003 including workplace safety features, workplace safety Occupational Safety procedures, and workplace hygiene. Key elements of some of these standards, such as tables showing allowable limits of pollutants. The relevant standards include: • Technical Regulation for Potable Water Safety (2011), which establishes microbiological, parasitological and chemical maximum allowable concentrations (MACs) for potable water from centralized urban water supply systems and non-centralized sources (e.g., community wells). • Hygiene Standard 2.1.5.1315-03 (2004), which establishes standards for the quality of water bodies used for domestic and potable water supply and recreational purposes. Adapted from Russian Federation standards, this standard is typically used only when a particular parameter of interest is not covered by the Rules for Protection of Surface Waters (2016). • Hygiene Standard 2.1.6.1338-03 (June 10, 2004 No. 64-04), which sets MACs for pollutants in outdoor air in urban and rural settlement areas. The MACs are designed to prevent human health impacts from air pollutants and are used when establishing allowable emission levels from industries. • SNIP 2.04.03-85-Sewerage (External Networks and Facilities), which establishes criteria for hydraulic capacity calculations for sewerage networks and wastewater system design, and specifies standards for components of wastewater management systems, including sewerage and treatment plants. • SNIP 3.05.04-85 (External networks, water supply and sewerage facilities), which identifies specifications for pipes, water supply and wastewater plants, tanks, pressure mains and gravitational pipelines. • Kyrgyz Republic Noise Standards, which are adapted from Russian Federation noise standards. The standards were promulgated as Collection of the Most Important Records on Sanitary and Anti- epidemiological Issues; Volume 2, Part 1 (Information Publishing Centre of Goskomsanepidnadzor, Russian Federation, 1994). • KR Law on Sanitary, Epidemiological Well Being of the Population No. 60, July 26, 2001, which aims to ensure sanitary-epidemiological wellbeing of the people of the Kyrgyz Republic and is used to enforce guarantees given by the state to the people to exercise their right to their health protection and to the healthy environment. • In respect of monitoring the Soviet standards: GOST 17.2.3.01-86. Rules for Air Quality Control in Settlements (1986) and RD 52.04.186-89 Manual on Atmospheric Pollution Control (1989) adopted by Kyrgyz Republic will apply, as shown in the following table. 4.1.3 Process and Regulations for Environmental Assessment in the Kyrgyz Republic 4.2 Relevant Sector Policies and Reforms (if applicable) In 2018, the President of the Republic approved the ‘National Development Strategy for 2018-2040 52 (Strategy 2040)’. Its focus is to create opportunities for human capital development including through education and the creation of highly-productive quality jobs, particularly in strategic sectors. It is fully aligned with the Sustainable Development Goals (SDGs). The first phase of the Strategy 2040, the ‘Development Program of the KR 2018-22 (Program 22)’ acknowledges that the education system is not yet effective in developing the higher order skills that are needed; and identifies several education sector priorities, including: (i) improving the quality of education; (ii) making the education system more effective in teaching skills required by the modern economy; (iii) supplying schools with a broader range of modern teaching-learning materials and innovative technology and (iv) strengthening the professional capacities of teachers. In the latest development, the MoES’s draft of the National Education Sector Strategy 2030 addresses on the following priorities: (i) expanding access to ECE and improving its quality; (ii) strengthening teacher professional capacities to effectively teach skills, including transversal competencies (such as digital literacy) and providing flexible, accessible and affordable continuous professional development; (iii) improving the availability and use of digital teaching-learning materials at schools; and (iv) strengthening assessment systems to ensure children are formatively assessed, summative assessments are aligned with curricular competencies, and sample-based learning outcome evaluations are carried out to identify and remedy system weaknesses. 4.3 Relevant Institutions 4.3.1 Environmental Assessment Administrative/Institutional framework The legal framework for environmental assessment in the country comprise several laws and regulation. The Law on Environmental Expertise ensures compliance of economic and other activities with environmental requirements. This Law is applied to projects that may have environmental impact, including feasibility studies as well as projects for construction, reconstruction, development, re-equipment, other projects that may have environmental impact, regardless of their estimate cost and title or ownership type. The law obliges the project initiator to submit necessary documentation related to the project and its environmental impact to the state environmental expertise. The Expert Commission of the State Agency on Environment Protection and Forestry is responsible for review of the submitted documentation. Positive decision of the State Environmental Expertise is required to trigger financing or implementation of the project. Negative opinion will ban implementation of the project. One of the main opportunities for citizen’s participation and their associations in decision making on environmental protection and rational nature management is public environmental expertise. Two types of environmental review are implemented in the Kyrgyz Republic: State Environmental Expertise and Public Environmental Expertise. The Law of KR on General Technical Regulations on Ensuring Ecological Safety in the Kyrgyz Republic sets general requirements on ensuring ecological safety during design and operation of economic and other activities involving production, storage, transportation and utilization of products. Based on the Law the risk categories for each subproject will be determined to fix arrangements for EIA. Environmental impact assessment is carried out according to the following regulations: • Regulations on the procedure for environmental impact assessment in the Kyrgyz Republic (13 February 2015, #60); • Regulations on the procedure of the state ecological examination in the Kyrgyz Republic (7 May 2014, #248); • Law "On Ecological Expertise" No.54 dtd. 1999, (with amendments as of 04 May 2015), 53 • Law "On Environmental Protection" No.53 dtd. 1999, and • Law "General technical regulation on environmental safety."No.151 dtd. 2009. Environmental assessment in Kyrgyzstan is founded on two subsystems: (i) OVOS (the Russian acronym for “Assessment of Environmental Impactsâ€?), and (ii) Ecological Expertise (State Environmental Review, SER). Based on a “listâ€?, project screening is done to determine whether a project is the subject to environmental assessment or not. For cases that this is required, an OVOS is conducted by an OVOS consultant hired by a Project Proponent. The environmental assessment proceeds produce the EIA documents which will be subjected for further reviews. The resulting EIA/IEE is then presented for public consultations, after which revisions are done according to the public’s feedback. Subsequently, the OVOS report, Statement of Environmental Consequences, and other supporting documentations are submitted for the State Environmental Review (SER). After which the project will be approved, rejected or send for reexamination. Continuation of the SER depends on the project but cannot be more that 3 months after submission by the Initiator of the project with all EIA/IEE documents to SER. Public Environmental Review (PER) is organized and conducted by the initiation of the local people, local administrations and Civil societies, registered in the Kyrgyz Republic. The outputs of public environmental review is directed to the agency, which is implementing the state environmental expertise and to the agency, which is responsible for the decisions of implementing of the expertise objects. Public Consultation is held for the IEE during Feasibility Stage. The outputs of the public consultation are incorporated in the Public Environmental Review (PER) which can be done both stage of the OVOS or also initiated in parallel to the SER. The SER duration depends on the complexity of the project but should not exceed 3 months after submission of all the OVOS documents for the SER by the Project Proponent. Institutions involved into Environmental Assessment: (a) The State Agency for Environmental Protection and Forestry (SAEPF) The State Agency for Environmental Protection and Forestry (SAEPF) is the key institution responsible for the establishment and implementation of environmental policy in Kyrgyz Republic. The Department of the State Ecological Expertise and Environmental Management under the SAEPF is responsible for reviewing environmental assessment documents. The State Ecological Expertise procedure is mandatory to any plans or projects with anticipated adverse impact on the environment and if activity is listed in law on EIA. According to the law, no project shall be considered fully operational without positive opinion of the State Ecological Expertise. (b) The State Inspectorate for Technical and Environmental Safety (SITES) The State Inspectorate for Technical and Environmental Safety (SITES) is the exercise of state supervision and control over ensuring compliance with safety standards for life and health of people, flora and fauna, the environment and prevention of negative consequences. (c) Ministry of Health (Department of Sanitary and Epidemiological Surveillance) The Ministry of Health develops and approves sanitary regulations, rules, and hygienic standards, carries out state sanitary supervision over their observance as well as methodological supervision of the work of sanitary and epidemiological services, regardless of their departmental subordination. 4.3.2 Social and Resettlement Administrative/Institutional framework 54 Project activities will be site-specific, with the likelihood that any impacts beyond the project footprint to be low in magnitude and easily mitigated in a predictable manner. The selected beneficiary communities must own the premises and commit to maintaining them as a pre-school institution for at least ten years. If project activities will show the potential for temporary or permanent involuntary land acquisition, a negative impact on economic activities, or restricting access to resources – then the activities will not be financed under the project. Activities associated with the project will also be screened to ensure there is no involuntary resettlement or negative impact on livelihood. The following institutions will be involved for screening of the Project activities in terms of land acquisition and resettlement impacts, including a negative impact on economic activities, or restricting access to resources: • Local Authority – Ayil Okmotu • The State agency on land resources • The State agency on State Agency for Architecture, Construction and Housing and Communal Services • The State Agency for Environmental Protection and Forestry • The State Inspectorate for Technical and Environmental Safety. 55 5. RELEVANT WORLD BANK ENVIRONMENTAL & SOCIAL STANDARDS 5.1 ESS 1 - Assessment and Management of Environmental and Social Risks and Impacts Background: The Standard sets out the Client’s responsibilities for assessing, managing and monitoring environmental and social risks and impacts associated with each stage of a project supported by the Bank through Investment Project Financing, in order to achieve environmental and social outcomes consistent with the Environmental and Social Standards (ESSs). As required by this standard, environmental and social assessment should be conducted based on current information, including a description and delineation of the project and any associated aspects, and environmental and social baseline data at an appropriate level of detail sufficient to inform characterization and identification of risks and impacts and mitigation measures. The assessment evaluates the project’s potential environmental and social risks and impacts, with a particular attention to those that may fall disproportionally on disadvantaged and/or vulnerable social groups; examine project alternatives; identify ways of improving project selection, siting, planning, design and implementation in order to apply the mitigation hierarchy for adverse environmental and social impacts and seek opportunities to enhance the positive impacts of the project. The ESS1 is relevant to the project. The project will not support construction of new school buildings. The existing community-based CbKs are located in build-up areas and are not in proximity to areas of biodiversity significance or cultural heritage. Potential environmental and social risks and impacts are predictable, expected to be temporary and reversible, low in magnitude, and site specific. The expected environmental impacts may be listed as: improper care, handling and storage of building renovation material and waste, generation of excessive noise and dust levels, and health impacts related with inadequate disposal of asbestos containing material. And as an integral part of the project, the project will require that a professional design for these early childhood water toilet and sanitation facilities in the existing premix of community CbKs should be made following relevant national guidelines on school water, sanitation and hygiene facilities and professional supervisors should be hired to supervise installation. School teachers and children parents should be engaged for supervision of installation as well. The site-specific environmental management and safety measures to be prepared following the ESMF should be included in the contracts for installation. In addition, if it is determined that a large number of (e.g. several hundred or more) IT equipment for teaching and learning will be procured under the project, as an integral project activity, the project will also support preparation of an environmentally sound disposal plan for all electronic equipment to be financed by the project to ensure that these equipment will not cause environmental and health risks in future when they are retired. At this stage, information about the beneficiary CbKs are not available. The project will target the poorest AO, at the same time, the project will target to ensure a broad, regionally and ethnically balanced distribution of funds. While the beneficiary selection criteria will be further refined during project preparation preference will be given to communities and with large numbers of persons living below the poverty line, low pre-school enrolment rates, and a high number of children aged 3-5 years. Towards addressing the risks, following instruments were be prepared: (i) ESMF (ii) Social Assessment as part of the ESMF; (iii) Stakeholder Engagement Plan (SEP); and (iv) Labor Management Procedures (LMP). 56 5.2 ESS 2 – Labor and Working Conditions Background: ESS2 recognizes the importance of employment creation and income generation in the pursuit of poverty reduction and inclusive economic growth. Borrowers can promote sound worker- management relationships and enhance the development benefits of a project by treating workers in the project fairly and providing safe and healthy working conditions. ESS2 applies to project workers including fulltime, part- time, temporary, seasonal and migrant workers. The Standard is relevant to the project. Based on the ESS2 requirements the MoES prepared the LMP, specifying direct workers contractors and subcontractors, as follows: Direct workers. The implementing agency follows the national labor legislation and practices when hiring project staff. PCU staff is not public /civil servants, as they are hired on contract basis for the implementation of a wide range of development projects. The Agency applies two types of employment contract: a one- year employment agreements and short-term service contracts. Majority of staff are permanent staff with one-year employment agreements with fixed monthly wage rates. All the recruiting procedures are documented and filed in the folders. Monthly timesheets are also filed and kept accurately. Forty hour per week employment is practiced and recorded on paper. Contractors. The Contractors follow the legal provisions of the Kyrgyz Republic Labor Code. PCU will also procure services of local service providers/civil works vendors at the national and local level. They will recruit local staff and issue employment contracts and service contracts for the employed people. The Contractors will have to follow Occupation Safety and Health rules, which include among others strictly implementation established norms and procedure H&S which depends on type on conducting works, usage of PPE, training activities and monitoring. Sub-contractors. The sub-contractors (including local private firms) will be recruited by the contractors to implement project activities in the project areas. They are obliged to follow the local labor legislation and regulations during the sub-project implementation. The ESMF includes sections on Environment Health and Safety (EHS), including specific instruments that will need to be prepared either by the client or the contractor prior to commencement of works (ESH checklists, codes of conduct; safety training etc.). Civil works contracts will incorporate social and environmental mitigation measures based on the WBG EHS Guidelines and the ESMF. All civil works contracts will include industry standard Codes of Conduct that include measures to prevent Gender Based Violence/Sexual Exploitation and Abuse (GBV/SEA). GBV assessment too has been done. A locally-based Grievance Redress Mechanism (GRM), specifically for direct and contracted workers, will be provided. 5.3 ESS 3 – Recourse and Efficiency, Pollution Prevention and Management Background: ESS3 recognizes that economic activity and urbanization often generate pollution to air, water, and land, and consume finite resources that may threaten people, ecosystem services and the environment at the local, regional, and global levels. The current and projected atmospheric concentration of greenhouse gases (GHG) threatens the welfare of current and future generations. At the same time, more efficient and effective resource use, pollution prevention and GHG emission avoidance, and mitigation technologies and practices have become more accessible and achievable. This ESS sets out the requirements to address resource efficiency and pollution1 prevention and management throughout the project life cycle. The Standard is relevant to the project. The design of indoor water and sanitation facilities should consider water resources, water saving measures and how they are connected to a sewerage system, to the extent 57 technically and financially feasible, that avoid or minimize water usage and water pollution so that the project’s water use does not have significant adverse impacts on communities, other users and the environment. The risk of use or handling of toxic materials during renovation of SkBs, should be monitored and avoided through following the ESMPs included in the contracts for civil works. For instance, asbestos can be generated from old roofs, water and heating systems and should be stored and disposed accordingly. Renovation equipment should not involve use of asbestos and any other hazardous material. 5.4 ESS 4 – Community Health and Safety Background: This standard recognizes that project activities, equipment, and infrastructure can increase community exposure to risks and impacts. In addition, communities that are already subjected to impacts from climate change may also experience an acceleration or intensification of impacts due to project activities. ESS4 addresses the health, safety, and security risks and impacts on project-affected communities and the corresponding responsibility of Borrowers to avoid or minimize such risks and impacts, with particular attention to people who, because of their particular circumstances, may be vulnerable. ESS4 is relevant to the project. The project will ensure safety of children and teachers during the building renovation works by adopting adequate OHS protocols following WBG EHS Guidelines. Seclusion of construction area by putting up fence, mitigation measures to control excessive noise and dust levels, and secure access to the area in the building for children and teachers and public use will be ensured through a robust mitigation and management plan in the ESMF which has been prepared. Presence of any sensitive receptors close to renovation sites will be identified during screening of environmental impacts and necessary mitigation measures will be provided in the site-specific ESMPs. Building’s structural integrity and access of disabled population to the buildings should also be assessed. The scale of construction is, however, small so that footprint currently limited to the boundary walls is not expected to spill over across communities beyond the boundary walls. Proper electronic equipment disposal plan will be prepared to proper handling of IT-equipment in future. As specified in the ESMF, the project involves minor civil works, which require labor force to be supplied mostly locally - it is anticipated that due to the nature and scope of rehabilitation activities the level of labor influx will be insignificant so the associated risks will be low and manageable. 5.5 ESS 5 – Land Acquisition, Restrictions on Land Use and Involuntary Resettlement ESS 5 is not relevant to the project. The selected beneficiary communities must own the premises and commit to maintaining them as a pre-school institution for at least five years. The project will not support new construction as well as any civil works which require land acquisition,. economic displacement.t, or restricting access to / use of private property. Activities associated with the project will be screened to ensure there is no involuntary resettlement or negative impact on livelihood. Subprojects will be assessed through the ESMF and will be monitored during supervision. 5.6 ESS8 – Cultural Heritage ESS8 is not relevant to the project at this stage. If a certain cultural heritage building is proposed to be included in the subproject, this will be integrated into the site specific ESMP which will be developed in line with ESS8. 58 5.7 ESS 10 – Stakeholder Engagement and Information Disclosure Background: This ESS recognizes the importance of open and transparent engagement between the Borrower and project stakeholders as an essential element of good international practice. Effective stakeholder engagement can improve the environmental and social sustainability of projects, enhance project acceptance, and make a significant contribution to successful project design and implementation. The client will engage with stakeholders throughout the project life cycle, commencing such engagement as early as possible in the project development process and in a timeframe that enables meaningful consultations with stakeholders on project design. The nature, scope and frequency of stakeholder engagement will be proportionate to the nature and scale of the project and its potential risks and impacts. In consultation with the Bank, the Borrower will develop and implement a Stakeholder Engagement Plan (SEP) proportionate to the nature and scale of the project and its potential risks and impacts. Project preparation has done an extensive mapping the stakeholders. The client has prepared Stakeholder Engagement Plan (SEP), and individuals and groups likely to be affected (direct beneficiaries) have been identified. They include: the children, kindergarten teachers, inhabitants of participating regions and municipalities (both urban and rural) as well as local communities, workers, contractors, who will benefit directly from improved accessibility, infrastructure and services. Mapping of other interested parties such as government agencies/ authorities and CSOs, which may differ between subprojects, will be done during implementation. Given the highly diverse stakeholder profile and that their expectations and orientation as well as capacity to interface with the project are different, a Stakeholder Engagement Plan (SEP) has been developed which identified and will continue to identify impediments during implementation as well, if any, at reaching out to stakeholders and reflect/ build capacity of the client in engaging with stakeholders. The client has also developed a Grievance Redress Mechanism (GRM) to enable stakeholders air their concerns/ comments/ suggestions, if any. 5.7.1 Public Disclosure Executive Summary ESMF will be disclosed while in draft, ESMF will be discussed with stakeholders and finalized thereafter by incorporation of the relevant stakeholder feedback. ESMF will be posted on the web page of MoES in Russian and English languages. Information on the stakeholder consultation meeting scheduled on November 28, 2019 in Bishkek will be disseminated in advance through the media most available for potential stakeholders. Finalized ESMF will be re-disclosed. SEP will also be disclosed, discussed with stakeholders and finalized thereafter. ESCP will be disclosed in draft and re-disclosed as approved by the World Bank after completion of negotiations on the project between the Government of the Republic of Kyrgyzstan and the World Bank. 59 6. DETERMINATION OF POTENTIAL ENVIRONMENT AND SOCIAL IMPACT 6.1 Positive Impacts 6.1.1 Enhanced Human Capital The prime focus of the project is to enhance pre-school and secondary education country-wide. This will imply support enhancement of child readiness and teacher effectiveness in pre-school and secondary education through increasing access to early childhood education, measuring quality and effectiveness and reforms to preschool financing, and increasing teacher effectiveness, providing teaching-learning resources (IT equipment) and improving measurement of cognitive and non-cognitive skills. These evidence-based interventions will increase learning attainment in reading, math, science and in turn contribute to more effective acquisition of basic skills and the foundation for adaptability, creativity and life-learning. 6.1.2 Support Inclusive Education The project is supporting more equitable access to preschool and improved learning through general education for children with special education needs. It will support building teacher’s pedagogical capacity on how to integrate children with special education needs into a regular school environment. In addition, the new CBK facilities will comprise necessary improvements to ensure access for children with physical disabilities including child- and disabled-friendly water and sanitation facilities. 6.1.3 Improved access to water supply and sanitation at CbKs Rehabilitation of CbKs infrastructure will significantly improve not only teaching and learning conditions, but provide improved access to water supply and sanitation, that makes the children studying in the project CbKs comfortable. As a result of rehabilitation works, the number of CbKs connected to drinking water supply, sewerage system will be increased which will overall have significant effects on studying conditions of pupils. 6.2 Potential Adverse Environmental Impacts The proposed project components are environmentally benign except that the subcomponent 1.1 will support installation of indoor water latrines and sanitation facilities designed for children in the premise of existing community CbKs buildings (same foot print), which will involve existing building renovations. Renovation activities will not generate significant adverse environmental impacts or substantial risks on human population, and the predictable impacts are expected to be temporary, reversible, low in magnitude and site specific and can be easily mitigated by applying best construction practices and relevant mitigation measures. These impacts would be associated with generation of wastes, noise, dust, and air pollution, health hazards and labor safety issues, etc., due to civil works in the premise of existing school buildings. Improper designs of water supply and wastewater may cause soil and groundwater pollution. In case of roof replacement or heating pipes replacement, there could be negative impact from asbestos materials, if not handled properly. Light bulbs should be also handled with care to avoid air pollution by mercury particles. Subcomponent 1.3 will finance IT-platforms is about 1,000 schools, and given the large number of equipment, electronic equipment disposal plan will need to be developed to avoid air pollution with hazardous particles. Presently, no land acquisition and no new building construction is expected under the proposed project. However, this may change during project preparation if the external water supply and sanitation infrastructure will be necessary for above-mentioned renovations. Risk related to labor management including influx is not substantial given the nature of small-scale nature of school rehabilitation works. At the same time the proposed project activities might generate a series of various adverse social impacts. 60 Here are a few potential impacts associated with the project: • Generation of wastes (toxic and non-toxic), wastewater, noise, dust, air pollution • Temporary limitation of access to public facilities due to construction works • Temporary termination of water and sewerage services, in case these are available • Health and safety risks for community during renovation works • Risk of occupational accidents and injuries to workers The listed impacts are expected to be typical for small scale construction/rehabilitation works, temporary by nature and site specific, and can be easily mitigated by applying best construction practices and relevant mitigation measures. The proposed measures could be used for development of ESMPs for selected sub- projects. However, the ESMPs could be fulfilled with other measures as per beneficiaries’ decision. 6.3 Adverse Environmental Impacts Dust generation - will occur during conduction of most types of rehabilitation works that are related to rehabilitation of buildings and etc. The magnitude of impact will increase when construction/rehabilitation works will be conducted close to existing classrooms or other facilities of CbKs. Taking in account nature of most of the works this impact is expected to be short term with moderate risk and it could be easily mitigated by implementation of measures recommended in the Table 2, which contains summary of potential environmental risks and impacts along with the generic mitigation measures. Waste generation – under the program two types of wastes will be generated: non-hazardous and hazardous. Non-hazardous wastes will be generated during the most part of construction works and will be represented by demolishing parts of existing roads, buildings, pipes. Storage of such wastes in areas close to settlement and untimely or improper disposal may impact on air quality, dust generation and disturbance of neighboring settlements. Besides these wastes, used welding rods, packing materials, woods will be generated as well. During rehabilitation of water supply and sewage networks old pipes maybe excavated for replacement by new ones. Old metal pipes could be re-used as a scrap. However, old asbestos pipes will have to be not touched and not excavated. Hazardous wastes – it is expected that during project works implementation two types of hazardous materials will need a special attention – (i) asbestos contained in the roofs, and (ii) lead containing paints. Air pollution - During construction stage pollutants emissions will be caused by earth works, construction/demolishing activities and exhaust gases from vehicles. Improper waste management, particularly burning of construction and domestic wastes may lead to air pollution. This impact could be minimized through implementation of standard good practice. Water pollution – for project sites, when project activities will be conducted next to the water courses the surface water could be polluted due to improper placement of excavated soil, improper storage of construction materials, leakage of fuel and lubricates from construction machinery, washing of vehicles and techniques without proper treatment. Health and safety risks for workers and community during civil works For community - Inadequate lighting and fencing of construction sites inside of settlement areas can be dangerous for pedestrians and vehicles especially during the night time. Increasing of traffic due to trucks and vehicles movements to construction sites, temporary closing of roads during pipe lying inside of 61 settlements may cause inconvenience for local population as well. In addition, pipe lying will cause temporary blockage of household access. Existing outdoor toilets should be closed/fenced to prevent access of small children. Untimely and inefficient disposal of solid waste and improper sanitary conditions generated by the construction workers at construction sites may cause pollution of the surrounding environment and affect the health of local people. Moreover, a movement of heavy tracks may destroy or deteriorate conditions of roads inside settlements. For workers - Safety and health non-compliance may create a risk for construction workers. The Contractors will have to follow Occupation Safety and Health rules, which include among others strictly implementation established norms and procedure H&S which depends on type on conducting works, usage of PPE, training activities and monitoring. In addition, all workers need to be introduced to working procedure with hazardous materials (such as asbestos materials, PCBs etc.). Contractors have to provide workers with appropriate living conditions: safe water supply, washing conditions, rooms for rest and etc. 6.4 Adverse Social Impacts 6.4.1 Incessant Traffic including accidents In construction works implementation phase, the main roads of the project municipalities leading to the project sites will serve additional vehicles used for the transportation of materials, equipment and staff to the sites. The project will slightly contribute to increasing the amount of heavy traffic plying the roads around it. 6.4.2 Noise and Vibration Impacts Regular maintenance of machinery and equipment Using equipment with noise suppressing technologies. Providing workers with PPEs against noise e.g. ear plugs. Placing signs around the site to notify people about the noisy conditions. Regular maintenance of equipment to ensure they remain efficient and effective. Complying with the National noise & vibration regulations. 6.4.3 Health and Safety of Construction Workers Employing an OHS plan that will outline all OHS risks and provide a strategy for their management. Ensuring all potential hazards such as movable machine parts are labelled. Raising awareness and educating workers on risks from equipment and ensuring they receive adequate training on the use of the equipment. Providing the workers with adequate PPEs and monitoring regularly to ensure they are replaced on time when they wear out. Placing visible and readable signs around where there are risks. Ensuring there is security in and around the site to control the movement of people. Providing safe and secure storage for equipment and materials in the site. 6.4.4 Solid and Effluent Waste Hazards Generation and Pollution Using waste minimization techniques such as buying in bulk. Allocating responsibilities for waste management and identifying all sources of wastes, and ensuring wastes are handled by personnel licensed to do so. Making available suitable facilities for the collection, segregation and safe disposal of the wastes. Creating waste collection areas with clearly marked facilities such as colour coded bins and providing equipment for handling the wastes. The bins should be coded for plastics, rubber, organics, glass, timber, metals etc. Ensuring all wastes are dumped in their designated areas and through legally acceptable methods and that the bins are regularly cleaned and disinfected. Assessing and creating opportunities for Regulation, Reducing, Reusing, Recycling, Recovering, Rethinking and Renovation. Creating adequate facilities for 62 the storage of building materials and chemicals and controlling access to these facilities. Ensuring bins are protected from rain and animals. 6.4.5 Increased crime and in-migration Grievance Redress System will resolve localised conflicts Crimes such as theft, rape and defilement will be reported to the nearest police station directly or through the grievance redress system. 6.4.6 Employment Issues Recruitment of skilled labour from sub-project community as much as available Workers to be issued with jobs cards to monitor their movements in the site area. Only authorised personnel should be allowed entrance to the site Presence of a work registry book where workers sign in and out Educating the workers on proper sanitation methods. Sensitizing the worker on HIV/AIDS. Making available suitable facilities for the collection, segregation and safe disposal of the wastes. Ensuring all waste is dumped in their designated areas and legally acceptable methods. 6.5 Potential Cumulative Impacts Overall, most of the foreseen environmental risks and impacts are expected to be typical for small scale construction/rehabilitation works, and site-specific, and can be mitigated by applying best and safe construction practices and other relevant mitigation measures. Thus, due to the nature of proposed works and associated environmental risks, and limited capacity of MoES in the understanding and application of Bank's ESF and relevant Standards, the project is classified as Moderate risk from environmental perspective. 6.6 Environmental & Social Management Process 6.6.1 Mitigation considerations and options Table 17 below describes potential environmental impact and mitigation measures. 63 Table 17: Potential project environmental risks and mitigation measures EXPECTED ADVERSE PROPOSED TYPES OF Nо ENVIRONMENTAL RISKS MEASURES TO PREVENT/MITIGATE NEGATIVE IMPACTS SUBPROJECTS AND IMPACTS Component 1. 1 Small-scale building • Air pollution and dust ✓ Prior to commencement of rehabilitation works at the building where renovations in the premise of generation; asbestos materials contained in roof and thermo isolation, to develop existing school buildings: Asbestos Management Plan for each site. • Installation of indoor water toilet and sanitation • Noise pollution (during construction of collection ✓ All contractors and subcontractors’ vehicles and techniques must comply facilities designed for points); with technical requirements and have to pass regular inspection as indicated children into the national standards48; • Repair/replacement of ✓ Prohibit open burning of solid wastes generated from construction external doors and • Waste generation; activities; windows, window optimization; ✓ Near dwellings or public places engine idling should not exceed 5 minutes; • Small scale refurbishing ✓ Operation of noisy equipment shall be conducted between 7 am and 7 pm activities inside the only; premises (e.g. walls repainting, tiling, ✓ Limitation on speed for vehicles; installation of cable ducts, new water-pipes) ✓ Construction material should be stored on the construction site, and • Replacement of the protected from weathering. Hazardous materials like paints, oils, enamels asbestos roofs and others should be kept on impermeable surface, and adsorbents like sand or sawdust should be kept for handling small spillage. Segregate wastes on recycled and non-recycled; ✓ Recycled wastes utilize (sell) to relevant organizations; 48 Regulation on the procedure for technical inspection of vehicles #239 from 03.05.2015 64 EXPECTED ADVERSE PROPOSED TYPES OF Nо ENVIRONMENTAL RISKS MEASURES TO PREVENT/MITIGATE NEGATIVE IMPACTS SUBPROJECTS AND IMPACTS ✓ Non-recycled utilize to municipal landfills; ✓ Some of replacing pillars could be re-used for other parts of city or neighboring settlements; • Health safety of workers and community ✓ Dispose replaced bulbs contained mercury in accordance with national regulation49; ✓ Timely dispose all wastes from construction sites (within 1 day). ✓ Contractor has to comply with requirements of the Law of the Kyrgyz Republic on Occupational Safety, 2003, the Labor Code of the Kyrgyz Republic, 2004, and individual regulatory norms and standards on work and health safety50, IFC EHS Guidelines (2007) ✓ Construction sites will be properly lightened and fenced; clear signs will be placed with indication of conducting works; ✓ Contractor and PCU will inform population about anticipated works in the settlement in advance; ✓ The workers should have protective equipment, rubber gloves, respirators, goggles and breathing mask with filter, as well as helmets. ✓ Prior starting civil works, all workers have to pass labour safety training course 2 â–ª Extension and For construction period rehabilitation of ✓ The same as for activity # 1 (air pollution and dust generation) 49 Hazardous waste management procedure in the territory Kyrgyz Republic. No. 885 of 28.12.2015 50 Construction Norms and Rules KR 12-02:2017. Organization of Construction works. 65 EXPECTED ADVERSE PROPOSED TYPES OF Nо ENVIRONMENTAL RISKS MEASURES TO PREVENT/MITIGATE NEGATIVE IMPACTS SUBPROJECTS AND IMPACTS water supply • Air pollution and dust ✓ Storage of hazardous materials, techniques and vehicles refueling and networks generation; repairmen works will be prohibited on construction sites. All these types of works need to be conducted at the special equipped workshops and stations • Waste generation (including used asbestos pipes); ✓ In addition to action recommended for activity # 1 (waste generation) special attention needed to be paid asbestos pipes – they should not be touched and excavated. New pipes have to be laid next to old pipes; • Noise and vibration pollution ✓ The same as for activity # 1 (noise pollution and vibration) • Health and safety for workers ✓ The same as for activity # 1 (H&S of workers and community) and communities 3 â–ª Sewerage network • Air pollution and dust ✓ The same as for activity # 1 (air pollution and dust generation) extension and generation; rehabilitation; ✓ The same as for activity # 1 (noise pollution and vibration) • Noise and vibration â–ª Septic Tanks ✓ The same as for activity # 2 (waste generation) pollution ✓ The same as for activity # 1 (H&S of workers and community) • Waste generation (including used asbestos ✓ Safe closure/fencing of the outdoor toilet to prevent access by children pipes); • Health and safety for workers and communities • Safety issue for children accessing old outdoor toilet 4 Purchasing of goods & IT- • Waste generation ✓ The same as for subproject # 4 (waste generation) equipment for schools; • Electronic equipment ✓ Electronic equipment installation disposal plan to be developed waste 66 6.6.2 Recommended mitigation measures To address identified above risks and impacts associated with the civil works under the ESS1, ESS2 and ESS4, it would be necessary to undertake a series of activities and implement mitigation measures which should be clearly specified in the construction contracts and enforced by the MoES. These would include the following: The site-specific ESMP provisions will form part of the design documents for the project and will be included in construction contracts for selected subprojects, both into specifications and bills of quantities. Respectively the Contractors will be required to include the cost of ESMP requirements in their financial bids and required to comply with them while implementing the project activities. The bidding documents for selecting the contractors will include specifications that would ensure effective implementation of environmental, health and safety performance criteria by the winning bidder. Organizational measures. Before starting the construction/rehabilitation activities it is necessary to inform the local construction and environment inspectorates and communities about upcoming activities in the media and/or at publicly accessible sites (including the site of the works). Furthermore, it is necessary to have in place all legally required permits. All works should be carried out in a safe and disciplined manner designed to minimize impacts on neighbouring residents and environment. Construction workers should be properly dressed, having when necessary respirators and safety glasses, harnesses and safety boots. Protection of air quality and dust minimization. During construction/rehabilitation activities it is necessary to use debris-chutes above the first floor and to keep demolition debris in controlled area, spraying with water mist to reduce debris dust. It is also necessary to suppress dust during pneumatic drilling/wall destruction by ongoing water spraying and/or installing dust screen enclosures at site. It is strictly prohibited burning of construction/waste material at the site. For the transportation of any other dusty material to the rehabilitation site watering or covering of the cargo should be implemented. Reduction of dust on rehabilitation site during dry season of the year can be accomplished by watering the ground surface. Workers that perform the works should be introduced with protective closes and respirators. Noise reduction. Before any beginning of the work it is recommended to inform all potentially affected parties and especially the neighbours either directly or through local billboards or newspapers on the rehabilitation activities. The noise should be limited by using good management practice and limiting works on regular daily shift (during the vacation time) and or after the school classes. The construction equipment and machinery used should be calibrated according to the Noise Standards. Construction wastes and spills. As a general requirement is that the existing building elements to be rehabilitated (walls, floor.) should be carefully rehabilitated and the construction wastes should be sorted and removed in an organized way and disposed on an authorized land filed. All valuable materials (doors, windows, sanitary fixtures, etc.) should be carefully dismantled and transported to the storage area assigned for the purpose. Valuable materials should be recycled within the project or sold. Wastes wherever possible should be minimized, separated and handled accordingly. When wastes are separated, they are more manageable. Some materials like doors or ceramics sinks might be usable on the site again. Non-usable materials should be taken to appropriate place for recycling. For non-recyclable wastes, in agreement with local councils the wastes will be deposited on authorized landfill. Open burning and illegal dumping of any waste is strictly prohibited. In addition to solid wastes, some amounts of hazardous wastes will be produced on the site: like the remaining from paints, enamels, oiled packaging, oils, material contaminated with oil, insulation material, etc., which have to be collected and handed over to the local self-government body authorized for collection and transportation of hazardous waste. 67 Temporary storage of materials (including hazardous). Stockpiling of construction material should be avoided if possible. If not, construction material should be stored on the construction site, and protected from weathering. Hazardous materials like paints, oils, enamels and others should be kept on impermeable surface, and adsorbents like sand or sawdust should be kept for handling small spillage. Ensuring workers health and safety. The personal should have protective equipment, rubber gloves, respirators, goggles and breathing mask with filter, as well as helmets. Prior starting civil works, all workers have to pass labour safety training course. In addition, it is necessary to carry out the routine inspection of the machinery and equipment for purpose of the trouble shooting and observance of the time of repair, training and instruction of the workers engaged in maintenance of the machinery, tools and equipment on safe methods and techniques of work. Special attention should be paid to welding operations. It is prohibited to distribute the faulty or unchecked tools for work performance as well as to leave off hand the mechanical tools connected to the electrical supply network or compressed air pipelines; to pull up and bend the cables and air hose pipes; to lay cables and hose pipes with their intersection by wire ropes, electric cables, to handle the rotating elements of power driven hand tools. Specific requirements and mitigation measures for handling asbestos containing materials and lead containing paints. In the case of rehabilitation of various buildings, it might be founded Asbestos Containing Materials, which should be handled is a specific manner, to ensure workers safety. For such types of subprojects, prior conduction construction works, contractor will have to develop Asbestos Management Plan in template provided in Annex 8. The Asbestos-Containing Materials Management Plan (ACMMP) describes and evaluates the risk of contractors (and others) encountering asbestos-containing material (ACM) at the Project construction sites during the implementation stage of the project; and it provides a procedure for dealing quickly and safely with any ACM that may be found. The WB ESS1 Environmental Assessment requires that WB-funded projects apply pollution prevention and control technologies and health and safety measures that are consistent with international good practice, as reflected in international standards such as the IFC/World Bank Environmental, Health and Safety General Guidelines (2007). If national legislation differs from these standards, the borrower is required to achieve whichever is more stringent. There is national Hazardous waste management procedure of Kyrgyz Republic # 855 dated from 28.12.2015 covering disposal of ACM51 in Kyrgyzstan. However, the procedure does provide clear description of handling ACM, therefore, the ACMMP follows the World Bank Guidelines. The main principles of the ACMMP is (i) prompt and effective action to contain and deal appropriately with the ACM (including safe management and disposal); and (ii) maintaining the safety of site personnel and the general public at all times. The ACMMP is designed for use by Contractor, and the Project Coordination Unit (PCU) to manage the ACM risk over the project as a whole, and, by contractors to deal efficiently with any ACM they or their workers encounter. The procedural element of the ACMMP is therefore designed to provide straightforward instructions that can be easily and quickly understood without the need for specialist knowledge and without referring to other sources. The general approach while handling this material is that constructors avoided crushing/destruction of asbestos plates from the roofs and or from the walls insulation and deposited them in an organized manner on the construction sites. Also, the constructors should avoid releasing asbestos fibers into the air from being crushed. It is also imperative while working with asbestos plates the workers have to wear special closing, gloves and respirators. If the use of asbestos-containing materials (ACM) it is anticipated for the roof renovation, it is necessary to provide brief information about alternative non-asbestos materials, their 51 KR Sanitary Norms SanPin 2.2.3.013-03 “Work with asbestos and ACMâ€? was one of a number of pieces of legislation deregulated in 2009. Notwithstanding their lack of legal status, as the most recently-available local standard, the regulations were referred to in preparing the ACMMP and the protocol for handling and disposal of ACM (see Section 3) incorporates soil covering requirements from the SanPin. 68 availability and the rationale for the material choice made. Once the presence of ACM in the existing infrastructure has been presumed or confirmed and their disturbance is shown to be unavoidable, incorporate the following requirements in the EMP for construction works: • Develop a plan for doing works involving removal, repair and disposal of ACM in a way that minimizes worker and community asbestos exposure. The plan should include: (i) Containment of interior areas where removal will occur in a negative pressure enclosure; (ii) Protection of walls, floors and other surfaces with plastic sheeting; (iii) Removal of the ACM using wet methods and promptly placing the material in impermeable containers; (iv) Final clean-up with vacuum equipment and dismantling of the enclosure and decontamination facilities; (v) Disposal of the removed ACM and contaminated materials in an approved landfill; (vi) Inspection and air monitoring as the work progresses, as well as final air sampling for clearance, by an entity independent of the contractor removing the ACM; • Require that the construction firms/and or individuals employed during the construction have received training in relevant health and safety issues; • Provide for all construction workers with personal protection means, including respirators and disposable clothing; • Require that the beneficiary or the selected contractor notifies authorities of the removal and disposal according to applicable regulations and cooperates fully with representatives of the cognizant agency during all inspections and inquiries. For lead containing paints and the rest of hazardous wastes the above mentioned national hazardous waste management procedure and standard best practice need to be applied – collection and storage in the special designated and equipped places with proper labeling, timely disposal, etc. Ensuring Occupational Health and Safety (OHS) issues OHS issues must be covered in all supervision and monitoring activities. That means specifically asking whether there have been any incidents, checking logs and the availability and use of protective and preventative equipment. Respectively, the safeguards sections of all progress reports include statements indicating that the PCU have checked occupational health and safety issues, and existing procedures in this regard, and asked if there have been any serious incidents or fatalities. Similarly, the PCU will ensure that at the project launch workshop and in the operational manual contain adequate provisions for occupational health and safety. The relevant text on OHS to be included in the progress reports might be as follows : The project has reported X Occupational Health and Safety (OHS) incidents since its start. Of these, X are classified as SEVERE, X as SERIOUS, and X as INDICATIVE. All incidents are confirmed accounted through the Environment and Social Incident Response Toolkit (ESIRT) (see below). During this mission period, the PCU checked with all contractors and consultants if any OHS incidents occurred, either reported or not yet reported. The PCU found (EITHER) (i) no new incidents occurred during this supervision period, or (ii) X incidents occurred (include classification, brief description of event and follow-up actions, and confirmation event was reported via SIRT)]. 69 The World Bank Environment and Social Incident Response Toolkit (ESIRT) helps to manage incidents consistently by providing clear guidance on how to classify the incident’s severity, how to provide a proportional response according to severity, and clarifies roles and responsibilities. ESIRT also requires a root cause analysis to be done by the Borrower when there is a severe incident. “Incidentâ€? is defined as an accident, incident, or negative event resulting from failure to comply with identified environmental and social mitigation measures OR conditions that occur because of unexpected or unforeseen environmental and social risks or impacts during project implementation. Examples of incidents include: fatalities, serious accidents and injuries; social impacts from labor influx; sexual exploitation and abuse (SEA) or other forms of GBV; major environmental contamination; child labor; forced labor; risks and adverse impacts from temporary project induced labor influx; loss of biodiversity or critical habitat; loss of physical cultural resources; and loss of access to community resources. In most cases an incident is an accident or a negative impact arising if the contractor does not comply with the WB security policy or unforeseen events which occurred during the Project implementation. The WB ESIRT does not replace monitoring procedures and implementation of regular monitoring of the implementation of the project safeguard provisions. The document includes the following six stages of the incident management and reporting process: Stage 1. Informing the PCU, local authorities, the WB, the public, providing urgent health care and providing the necessary safety measures for workers. All measures must be taken immediately. In parallel, all necessary data about the incident are collected - its scope, degree of danger to public health and environment, location, cause of occurrence, duration, what decisions are taken by the Executor, what actions should be taken next, etc. Stage 2. Assess severity of the incident. The Executor should promptly provide information to the WB about the incident and its degree of danger. Stage 3. Notification. The Executor is preparing an incident notification for the WB. Submission of a notification in the event of an incident should be determined when signing a contract with the Contractor. Stage 4. Investigation of the incident. The Executor provides any information requested by the WB and does not prevent to visit the incidence scene. The Executor is also obliged with the assistance of the Contractor to analyze the causes of the incident and to document the information received. The Executor may need to involve external experts in investigation of the incident. The term of the investigation should not exceed 10 days after the incident. The findings of the investigation should be used by the Executor and the Contractor to develop corrective actions and draw up a corrective action plan (CAP) to avoid any future repetition of what happened. Besides, the conclusions should be submitted to the WB. Stage 5. Corrective Action Plan. The Executor develops a CAP with specific actions, responsibilities, implementation dates and monitoring program and discusses it with the WB. In case of serious incidents, the WB and the Executor agree on a set of measures to eliminate the major causes of sources for such incidents. The CAP indicates actions, duties and terms that should be performed by the Executor and the Contractor. The Executor is responsible for implementation of the CAP. The CAP may include development or modernization of technical measures to protect the environment and prevent further pollution, conduct training, including on issues of emergency health care, compensation for insurance claims of injury or death. If the WB considers that the CAP measures are not effective, and/or the Executor has shown unwillingness or inability to take corrective measures, the WB may consider a decision on complete or partial suspension of the loan payments until such actions are taken, or in some cases it may consider a question of cancellation of the whole or part of the Project after its suspension. Stage 6 Monitoring execution of the CAP. The Executor performs the CAP, monitors execution of individual CAP items and provides a report on implementation to the WB. For supervision of OHS issues during the project implementation which include civil works, the PCU Environmental Specialist may use, as appropriate, the “Health, Safety and wellbeing inspection Checklistsâ€? see Annex 8. 70 Overview of potential social risks and impacts Conducted SA concluded that the Project will generate mostly positive socio-economic benefits due to the improvement of urban infrastructure services environmental conditions on the participating cities. Rehabilitation of CbKs infrastructure will significantly improve teaching conditions, water supply and sanitation, that makes the children studying in the project CbKs comfortable. As a result of rehabilitation works, the number of CbKs connected to drinking water supply, sewerage system will be increased which will overall have significant effects on studying conditions of pupils. At the same time the proposed project activities might generate a series of various adverse social impacts. Here are a few potential social impacts associated with LLF: • Temporary limitation of access to schools, due to construction works • Temporary termination of water and sewerage services • Possible influx of temporary workers • Risk of child labor • Risk of occupational accidents and injuries to workers • Low capacity of the implementing agencies to conduct social safeguards studies The listed social impacts are expected to be typical for small scale construction/rehabilitation works, temporary by nature and site specific, and can be easily mitigated by applying best construction practices and relevant mitigation measures. The summary of potential social risks and impacts along with the generic mitigation measures are presented in the Table 18 below. The proposed measures could be used for development of ESMPs for selected sub-projects. However, the ESMPs could be fulfilled with other measures as per beneficiaries’ decision. 71 Table 18: Potential project social risks and impacts PROPOSED TYPES OF EXPECTED ADVERSE Nо MEASURES TO PREVENT/MITIGATE NEGATIVE IMPACTS SUBPROJECTS SOCIAL IMPACTS 1 Support the creation of 500 new Possible exclusion of eligible • Outreach and program promotion activities to ensure that targeted groups are CbKs enrolling approximately beneficiaries or aware of and able to access program benefits. 75,000 children aged 3-5 years vulnerable/disadvantaged groups • Ensure transparent selection of communities, using a mechanism similar to the one due to lack of information or used under KEEP52 and that will be detailed in the Operations Manual. capacity to apply. • Ensure regionally balanced distribution of funds • Modernization of systems and procedures to reduce exclusion risks. The workload at the employment • The capacity of national institutions and structures will be built to develop, plan centers are likely to go up, which and implement risk mitigation process. will have implications on resources, the lack of capacity of local staff • • 2 Small-scale building renovations • Temporary limitation of • The contractor shall inform local citizens in the project area through the local in the premise of existing school access to public spaces authorities or other means about possible restriction of access within the buildings: construction site in advance • Forced labor, Labor influx, • Promote the fair treatment, nondiscrimination, and equal opportunity of workers. • Installation of indoor water child labor and GBV Public spaces and infrastructures shall be designed in consideration of access by toilet and sanitation facilities disabled persons as well. designed for children • Repair/replacement of Develop Contractor’s LMP when selected and prior to the start of civil works. All external doors and windows, civil works contracts will include industry standard Codes of Conduct that include window optimization; measures to prevent Gender-Based Violence/Sexual Exploitation and Abuse • Small scale refurbishing (GBN/SEA). All contractors will be required to have a written contract with their activities inside the premises workers, in particular with regard to child and forced labor. Develop and (e.g. walls repainting, tiling, implement a grievance procedure and raise awareness of grievance procedures installation of cable ducts, amongst affected communities. In case of lack of local skilled workers, the ESMP new water-pipes) shall be developed to mitigate adverse social impacts due to labor influx. GBV 52 KEEP - Kyrgyz Early Education Project, the Bank-supported project 72 PROPOSED TYPES OF EXPECTED ADVERSE Nо MEASURES TO PREVENT/MITIGATE NEGATIVE IMPACTS SUBPROJECTS SOCIAL IMPACTS • Replacement of the asbestos risk assessment shall be carried out by ARIS for each subproject with civil roofs construction elements and mitigation options are required to be integrated into â–ª ESMP. 3 â–ª Extension and rehabilitation of water supply networks • Limited supply of drinking • Develop and implement water management plan with full participation of all water â–ª water users â–ª • • Forced labor, Labor influx, • Develop Contractor’s LMP when selected and prior to the start of civil works. All child labor and GBV civil works contracts will include industry standard Codes of Conduct that include measures to prevent Gender-Based Violence/Sexual Exploitation and Abuse (GBN/SEA). All contractors will be required to have a written contract with their workers, in particular with regard to child and forced labor. Develop and implement a grievance procedure and raise awareness of grievance procedures amongst affected communities. In case of lack of local skilled workers, the ESMP shall be developed to mitigate adverse social impacts due to labor influx. GBV risk assessment shall be carried out by ARIS for each subproject with civil construction elements and mitigation options are required to be integrated into ESMP. 4 â–ª Sewerage network extension and • Limited connection to • Develop and implement sewerage management plan with full participation of all rehabilitation; sewerage system existing users who are connected to sewerage system â–ª Septic Tanks • Forced labor, Labor influx, • Develop Contractor’s LMP when selected and prior to the start of civil works. All child labor and GBV civil works contracts will include industry standard Codes of Conduct that include measures to prevent Gender-Based Violence/Sexual Exploitation and Abuse (GBN/SEA). All contractors will be required to have a written contract with their workers, in particular with regard to child and forced labor. Develop and implement a grievance procedure and raise awareness of grievance procedures amongst affected communities. In case of lack of local skilled workers, the ESMP shall be developed to mitigate adverse social impacts due to labor influx. GBV risk assessment shall be carried out by ARIS for each subproject with civil construction elements and mitigation options are required to be integrated into ESMP. 5 Purchasing of goods &• No social impact ✓ equipment for schools 73 Specific project social risks and impacts Access restrictions. The construction activities under some local infrastructure subprojects may result in temporary closure of existing routes/ pathways during the execution stage of sub-projects and may cause access restrictions to homes, land plots or other private or public. The construction and /or rehabilitation of school buildings might also trigger some inconvenience to the public. Even though most of such local level constructions under the project will be done though contractors, adequate care and measures will be taken to avoid any violation of use of labor, accidents, or disputes with local communities due to use of outside labor force for constructions. The site specific ESMPs prepared under the project will include, as necessary, a mitigation measures to reduce potential adverse impacts and risks and the public constructions will be carried out each of the construction site before the civil works begin. Vulnerable and disadvantaged groups. The distribution of project benefits across geographic areas within the country is particularly sensitive given the complex inter-ethnic relationships which led to social upheavals in 2005 and 2010 and the eruption of violent interethnic clashes in the South of the country. Additionally, a high rate of unemployment and significant dependency on remittances often affected by external economic fluctuations has impacted adversely the vulnerable and disadvantaged groups particularly on poor and women-headed households. There is also a risk that children with disabilities or developmental delays may be excluded from project benefits. The project will seek to ensure a broad, regionally and ethnically balanced distribution of funds. It will target poor, rural communities. From these, the project will select communities where access to ECE services is below the national rural average and there are sufficient children to fill two shifts. The selection process will give preferential consideration to communities where there are larger numbers of children without access. The communities will be transparently selected, using a mechanism similar to the one used under KEEP and that will be detailed in the Operations Manual. Risk of Project not meeting expectations among local stakeholders. High expectations from local stakeholders participating in the project, could be another risk. Such expectations, if not met, could lead to discontent and resentment, which in turn could lead to disruptive actions against the Project or those involved with the Project. This risk will be mitigated through careful management of expectations from the start of Project by the PCU convening the outreach and introductory meetings related to CbKs enrollment programs. Vulnerable groups whose children are not enrolled to CbKs, may experience a sense of failure which in turn could result in discontent and resentment. Project Team or consultants will make sure to follow up with these individuals. The Project will depend on established CBOs and NGOs with good local knowledge and insight into the sensitivities at the local level. Governance and anti-corruption risks. The project will also support efforts to establish good governance in the project. The actions will include the training of local stakeholders on the principles and practice of governance, such as: (i) accountability in public affairs; (ii) relations with higher levels of government; (iii) tools for good governance (integrity pacts, social audits, transparency, and disclosure of information); and (iv) anti-corruption assessments and process audits. Emphasis will be placed on measures to minimize the room for misuse, fraud, and corruption at the various stages of the project cycle. Labor risks including labor influx and associated GBV, and child labor are considered low given the small size of subproject investments and the PCU’s adherence to the national labor code which also prohibits child and forced labor. Workers will be hired by the PCU at MoES, either directly as PCU staff or indirectly as part of contracts with contractors or service providers. There is a risk that the practice of unaccounted working hours and lack of compensation for overtime will continue. According to the leadership, PCUs are heavily relies on approved project budgets and cannot exceed the budget ceilings. 74 Labor risks associated with contracted workers at subproject level. Subprojects will be implemented by local contractors and the majority of contracted workers will be hired locally. All contractors will be required to have a written contract with their workers materially consistent with objective of ESS2, in particular with regard to child and forced labor. Occupational Health and Safety (OHS) risks are low to moderate and will depend on the type of subproject works to be implemented. The risks are considered low to moderate because the local contract workers are likely to be unskilled. All contractors will be required to develop and implement written labor management procedures, including procedures to establish and maintain a safe working environment as per requirements of ESS2. Capacity building activities under project will include guidance on identifying such impacts and preparing ESIAs and ESMPs. Additionally, the selection, design, contracting and monitoring and evaluation of subprojects will be consistent with the guidelines set out in the annexes. To address identified impacts, the implementing agency and its branches, the subprojects beneficiaries and contractors have to undertake a series of mitigation measures, which are presented below, and which should be clearly defined in the site specific ESMP to be prepared. 6.7 Monitoring Plans and Indicators 6.7.1 Monitoring of Environmental and Social Indicators The environmental and social issues included within the mitigation measures will be monitored and supervised by the project beneficiaries, contractors and local specialists appointed by the Implementing Agency. Although the environmental and social impacts are expected to be moderate or low, the potential negative environmental and social impacts are planned to be prevented or mitigated during the construction and operation stages. Environmental and social monitoring system starts from the preparation phase of the subproject through the operation phase in order to prevent negative impacts of the project and observe the effectiveness of mitigation measures. This system helps the WB and the Client to evaluate the success of mitigation as part of project supervision and allows taking an action when needed. The monitoring system provides technical assistance and supervision when needed, early detection of conditions related to mitigation measures, follows up on mitigation results, and provides information of the project progress. Environmental and social monitoring to be implemented by the Implementing Agency/PCU has to provide information about key environmental and social aspects of the subprojects, particularly the project environmental and social impacts and the effectiveness of taken mitigation measures. Such information enables to evaluate the success of mitigation as part of project supervision and allows corrective action(s) to be implemented, when needed. In this regard the Monitoring Plan identifies monitoring objectives and specifies the type of monitoring, and their link to impacts and mitigation measures. Specifically, the monitoring section of the ESMP provides: (a) a specific description, and technical details, of monitoring measures, including the parameters to be measured, methods to be used, sampling locations, frequency of measurements; and, (b) monitoring and reporting procedures to: (i) ensure early detection of conditions that necessitate particular mitigation measures, and (ii) furnish information on the progress and results of mitigation. A Monitoring Plan Format is presented in the Part C of the ESMP Checklist enclosed in this document in Annex 6. In addition, the Implementing Agency’s (IA) safeguards and engineering team will monitor compliance of environmental and social safeguards and submit regular quarterly monitoring reports on implementation of ESCP. The IA will also comply with the provisions of any other E&S documents required under the ESF and referred to in this ESCP, such as Environmental and Social Management Framework (ESMF), Environmental and Social Management Plans (ESMP), Labor Management Procedures (LMP) and Stakeholder Engagement Plans (SEP), and the timelines specified in those E&S documents. 75 Moreover, project progress reports will contain section on environmental and social safeguards. In case of accidents and incidents, the Implementing Agency will promptly notify any incident or accident related or having an impact on the Project which has, or is likely to have, a significant adverse effect on the environment, the affected communities, the public or workers, including without limitation any Project- related fatalities, serious accidents, significant pollution, community unrest caused by the Project or allegations of gender-based violence. It will provide sufficient detail regarding the incident or accident, indicating immediate measures taken to address it, and include information provided by any contractor and supervising entity, as appropriate. The Implementing Agency will also monitor the community mobilization and other inclusion, voice, and agency activities with communities will be measured through community scorecards, which will be discussed and verified, along with financial records and project implementation records, in social audit meetings. Feedback and grievances received through the Beneficiary Feedback Mechanism will also be included in the semiannual reporting. Implementing Agency’s M&E team will collate and analyze these semi-annual assessments of outcomes and perception-based results and include them in quarterly and annual reports to be submitted to the WB. 6.8 Specific Project Issues 6.8.1 Resettlement Policy Framework and Resettlement Action Plans The selected beneficiary communities must own the premises and commit to maintaining them as a pre- school institution for at least five years. Therefore, under the proposed project no land acquisition and no new building construction is expected, therefore no RPF and RAP are expected. 6.8.2 Labor Management Procedures The Implementing Agency has prepared Labor Management Procedures, which will be implemented and reported throughout the project. The LMP enables identify main labor requirements and risks associated with it and help the Borrower to determine the resources necessary to address labor issues. The LMP is a living document, which is initiated early in project preparation, and is reviewed and updated throughout development and implementation of the project. Accordingly, this document details out the type of workers likely to be deployed by the project and the management thereof. 6.9 Monitoring Roles and Responsibilities 6.9.1 PCU The PCU E&S Specialists/Consultants will monitor subcomponents 1.1 and 1.3 to ensure conformity to safeguard requirements during construction, operation and maintenance. They will ensure full compliance with the contract conditions and the ESMP. Final payment to the contractor should be contingent on the final inspection, with particular attention to the requirement to restore the site to its original condition upon completion of rehabilitation activities. The environmental monitoring of the rehabilitation sites will include regular observations of soil and water and vegetation within and around the rehabilitation sites; the involvement of the environmental inspectors in monitoring and evaluation will help in developing systematic environmental monitoring on rehabilitated sites. PCU’s E&S Specialists/Consultants will visit to sub-project sites as and when necessary. Based on safeguard performance of different subprojects, they will advise on the subsequent disbursements that should be done for the contractors awarded a contract to implement subprojects under the Project. If it is 76 found that there is an ESMF and/or ESF noncompliance, further disbursements will be stopped until ESF compliance is ensured. In addition, in the project areas the PCU will be responsible for the environmental and social monitoring activities identified above as part of the preventive actions and mitigation measures proposed to address potential adverse impacts. This monitoring will be incorporated into the overall project monitoring plan required by the World Bank as part of project performance. As part of its environmental and social monitoring activities, the PCU will conduct random inspections of project sites to determine the effectiveness of measures taken and the impacts of subproject activities on the surrounding environment. The PCU is also responsible for processing, addressing and monitoring complaints and other feedback, including that on environmental and social issues. Roles and Responsibilities of all parties The Ministry as an Implementing Agency will coordinate and provide all possible support to its PCU in its daily work. ESMPs will be prepared in accordance with the project Environmental and Social Management Framework (ESMF). The ESMP and or the ESMP checklist documents must form an annex of bidding and contracts documents for construction works. In addition, the Labor Management Procedures will also form a part of bidding documents for construction works. Implementation of ESMPs on the ground will be the part of the construction contractor’s task, however in case of any non-compliance, the local governments will inform the Implementing Agency, which is expected to take corrective action as the primary responsible party. Distribution of the responsibilities of all parties involved in the project is given in Table 18. The implementation of ESMPs is expected to cost only a small fraction of design and construction cost, as most mitigation measures will be very generic, off-the-shelf, and implementable without specialized skills, experience or equipment. Moreover, it is assumed that most of the cost is covered in the bid proposals. Implementing Agency will submit site specific ESMPs to WB for prior review. When the WB is confident that Implementing Agency has demonstrated that the process is accurate, WB will transfer this prior review to post review. Table 19: Roles and Responsibilities in ESS Responsible Party Responsibilities • Review, acceptance and disclose ESMF and SEP on WB’s official website; • Review the site-specific ESMPs only for first three sub-projects and World Bank provide no objections to Implementing Agency; • Review labor management procedures; • Conduct implementation support and supervision missions in order to ensure that the Project is following WB ESS requirements; • Prepare and implement the ESMF and submit for Bank approval; • Disclose the ESMF on Implementing Agency website; • Prepare ESMPs according to ESMF; Implementing Agency/PCU • Submit ESMPs to the WB for prior review; • Perform the quality control and review of ESMPs; • Disclose ESMPs on the official website of Implementing Agency and incorporate ESMPs into bidding documents; 77 • Prepare Labor Management procedures; • Assign field specialists for the environmental and social monitoring; • Perform inspections of the implementation of ESMP by the construction contractor, make recommendations and decide whether additional measures are needed or not; • In case of non-compliance, ensure that the contractor eliminates the noncompliance and inform the WB about the noncompliance; • Prepare, update and implement a Stakeholder Engagement Plan (SEP) that considers vulnerable groups in addition to paying attention to the gender aspect of the Project; • Set up a multi-level GRM, monitor and address grievances related to the project under specified timelines; • Provide guidance to the construction contractor and engineering supervision firm. • Summarize the environmental and social issues related to project implementation to WB in regular progress reports; • Be open to comments from affected groups and local environmental authorities regarding environmental aspects of project implementation. Meet with these groups during site visits, as necessary; • Coordinate and liaise with WB supervision missions regarding environmental and social safeguard aspects of project implementation; • Conduct regular monitoring activities for the implementation of site specific ESMPs; and • Prepare/design training and tools for Implementin g Agency’s local (branch level) staff and community representatives. • Implement ESMPs on site, if required can revise the ESMP together with Implementing Agency; • Implement labor management procedures; • Manage the grievance mechanism at the contractor, communicate Contractor grievances to Implementing Agency regularly through ESMP monitoring reports; • Monitor site activities on a regular basis (daily, weekly monthly etc.); • Prepare the ESMP progress reports for the review of Implementing Agency; and • Ensure that ESMP is implemented correctly and in a timely manner by the contractor; • Perform environmental and social monitoring as defined in ESMF and Beneficiaries/Clients sub project specific ESMPs; and • Collect information on environmental and social issues for progress reports submitted to the WB and make sure that these are all compliant with the Bank’s requirements. 78 7. PROJECT REVIEW, COORDINATION & IMPLEMENTATION ARRANGEMENTS 7.1 Sub Project Investment Review 7.1.1 Screening and investment project preparation Implementing Agency/PCU environmental and social staff will carry out a rapid assessment of the likely environmental impact and the potential for involuntary resettlement, that will be based on the requirements of national legislation and WB ESSs, completing the screening form presented in the Annexes 3 and 4. Subproject activities will be also checked against WB criteria for High Risk Projects (Annex 2). This will make it possible to identify the type and scale of potential environment impacts and determine to which risk category the subproject should be attributed. Generally, the significance of impacts and risks, contribute to resulting ESA categorization will depend on the type and scale of the subproject, its location, sensitivity of environmental issues, and the nature and magnitude of potential risks and impacts. Type and scale of projects. Subprojects that are considered as “High Risk Subprojectsâ€? will not be financed. A “High Riskâ€? rating generally would entail the following impacts (a) significantly impact on human populations, including settlements and local communities (b) alteration of environmentally important areas, including wetlands, native forests, grasslands, and other “criticalâ€? natural habitats and ecosystem services; (c) direct pollutant discharges that are large enough to cause degradation of air, water or soil, endangered species and “criticalâ€? habitats; (d) largescale physical disturbances of the site and/or surroundings; (e) extraction, consumption or conversion of substantial amounts of forest and other important natural habitats, including above and below ground and water-based ecosystems; (f) measurable modification of hydrologic cycle; (g) hazardous materials in more than incidental quantities; and (h) involuntary displacement of people and other significant social disturbances. Location. There are a number of locations which should be considered while deciding to rate the project as “High Riskâ€?: (a) in or near sensitive and valuable ecosystems and “criticalâ€? habitats — juniper forests, wetlands, wild lands, vulnerable soils, and particular habitats of endangered rare and endemic species; (b) in or near areas with archaeological and/or historical sites or existing cultural and social institutions; (c) in densely populated areas, where resettlement may be required or potential pollution impact and other disturbances may significantly affect communities; (d) in regions subject to heavy development activities or where there are conflicts regarding the allocation of natural resources; along watercourses, in aquifer recharge areas or in reservoir catchments used for potable water supply; and on lands or waters containing valuable resources (such as fisheries, minerals, medicinal plants, prime agricultural soils). CbKs located in the proximity of such areas will be classified as High-Risk projects and will not be considered for support by the Project. Sensitivity. Sensitive issues may include (but are not limited to): conversion of wetlands, potential adverse effects on endangered species and habitats as well as protected areas or sites, involuntary resettlement, impacts on international waterways and other transboundary issues, and toxic waste disposal. Magnitude. There are a number of ways in which magnitude can be measured, such as the absolute amount of a resource or ecosystem affected, the amount affected relative to the existing stock of the resource or ecosystem, the intensity of the impact and its timing and duration. In addition, the probability of occurrence for a specific impact and the cumulative impact of the proposed action and other planned or ongoing actions may need to be considered. Taking into account the scale of the proposed subprojects, it is expected that the magnitude of their environmental impacts will be low to moderate, and their social impacts will be low to moderate. Therefore, only subprojects that are rated as “Moderate Riskâ€? or lower will be considered for LLF Project support. 79 Results of the screening will be reflected in the screening form presented in the Annex 2. While the ESF risk ratings are the governing categories, they generally correspond to the Kyrgyz categories as follows: High Risk subprojects (which are excluded from the project) correspond with National categories (a) I and II; Substantial Risk subprojects correspond with National Category III and will require either a site (b) specific ESIA and an ESMP; Moderate Risk subprojects fall between National Categories III and IV and will require in some (c) cases a partial ESIA and or an ESMP or – an ESMP checklists; and (d) Low Risk subprojects correspond with National Category IV and require no further EA. In addition to High Risks subprojects the Bank will also not finance several types of subprojects which are specified in the WB exclusion list, - see Annex 3. For Substantial Risk subprojects a site-specific Environmental and Social Impact Assessment (ESIA) or an ESMP will be required to identify, evaluate and to prevent potential environmental and social risks and impacts. The mitigation measures for the identified impacts and risks will be incorporated into the project design of the ESMP (see Annex 5 with the format of the ESMP) or ESMP checklist (see Annex 6 with the ESMP Checklist for small scale construction and rehabilitation activities). The site-specific ESIA and ESMPs for Substantial risk subprojects will be prepared by the hired by the subproject beneficiaries Consultants under the supervision of the PCU, while for moderate and low risk subprojects by the hired by beneficiaries Consultants or the Contractors. The purpose of the ESMP is to improve the environmental and social aspects of subprojects by minimizing, mitigating or compensating for negative effects. Environmental and Social Management Plan Checklists will be used mostly for Moderate Risk subprojects that are likely to have minor environmental impacts, and that are typical for small scale construction and rehabilitation investments. The ESMP Checklist has three sections: (a) Part 1 constitutes a descriptive part (“site passportâ€?) that describes the pro ject specifics in terms of physical location, the project description and list of permitting or notification procedures with reference to relevant regulations. Attachments for additional information can be supplemented if needed; (b) Part 2 includes the environmental and social screening in a simple Yes/No EMS format as well as specifies mitigation measures; and (c) Part 3 is a monitoring plan for activities carried out during the rehabilitation activities. For Substantial and Moderate Risk subprojects it is necessary to disclose the EA documents and conduct public consultations with the project affected people and interested parties. For all projects that would require a site-specific ESIA and ESMP should be organized face to face consultations. For that purpose, it is necessary to disclose in advance the EA document (about two weeks) on the Implementing Agency and on involved municipalities websites as well as providing hard copies to local public administrations and key interested parties (environmental authorities). During the consultations, the subproject applicants will register all comments and suggestions on improving the site-specific ESIA/ESMP documents and will prepare relevant reports to be included in the final version of the EA documents. Furthermore, other specific information related to the project activities and ESA should be also publicly available on-line on the Implementing Agency website. In some cases, the public consultation can be done virtually receiving relevant questions/proposals on-line and taking them into consideration while finalizing the subprojects ESMPs, - such consultations can be done only in the case when it is clear no any direct impacts on local population is expected, - mostly when the proposed activities are located far away from the residential areas and will not have adverse impacts on environmentally sensitive areas such wetlands, forests, legally protected areas, etc. Similarly, in the case of ESMP Checklist for rehabilitation of existing facilities, the public consultation can be done virtually. As described above, only in some cases, as per national legislation and when it is necessary to conduct a site-specific ESIA and prepare an ESMP, the subproject beneficiaries 80 or their Contractors must submit all EA documents for approval to the oblast level State Ecological Expertise, which will issue a decision, to be used for approving and/or rejecting subproject proposals. The final approval of infrastructure is provided by Implementing Agency – only once all EA documents have been prepared, accepted, and, if needed, preliminary approval is provided by the State Ecological Expertise. The Implementing Agency and subproject beneficiaries will then sign an agreement which will include statements on compliance with all EA documents. Table 20 indicate the process flow for the risk management instruments development: Table 20. Safeguards Instruments Development for CbKs renovation works a) Implementing Agency (PCU Safeguards Specialists and Engineers) conduct screening of the subproject with regard to prohibited/excluded activities; b) If the subproject passes the screening for the list of prohibited/excluded activities, Implementing Agency specialists assist Contractors to complete Section 1 of the Environmental Screening table; Step 1. c) Based on the Environmental Checklist, the environmental category and the type of EA to be conducted is determined– ESMP/ESMP Checklist; d) The results of the screening, including potential negative impacts and possible measures to mitigate impacts, are presented to communities representatives during subproject prioritization meetings held at the Municipality level by the Contractors. For Substantial and Moderate Risk subprojects, Implementing Agency specialist notes Step 2. potential environmental risks and indicates how they will be prevented/mitigated in the Environmental Screening Table. If the subproject is selected for funding, Implementing Agency specialists assist to the Step 3. consultants to prepare the ESMP or ESMP Checklist Implementing Agency assist the contractors to organize its disclosure of the draft partial ESMP or ESMP Checklist and organizes a public consultation, involving NGOs, Step 4. community representatives, affected groups, etc. Formal minutes will be prepared to record inputs provided by the participants. The contractors can proceed to implementation once the ESMP or ESMP Checklist, is Step 5. completed and updated based on community consultations. a. The subproject applicant will submit the full set of environmental documents for consideration and further decision on funding; Step 6. b. Upon approval of subprojects, Implementing Agency will complete subproject appraisal and proceed with signing of the financing agreement with respective sub- project beneficiaries. The PCU and Contractor conducts periodical supervision, monitoring and reporting, as Step 7. per agreed monitoring plan. Monitoring and reporting results will be included in the Implementing Agency quarterly Step 8. and annual reports. 7.2 Overall Project Compliance and Reporting MoES/PCU will be responsible for ESMP reporting and will: • Record and maintain the results of project supervision and monitoring throughout the life of the project. It will present summary progress reports on ESMF/ESMP implementation and the E&S aspects of subprojects on a semi-annual basis to the World Bank, and as part of this reporting, 81 provide updates on any grievances/feedback that was received, that has been addressed and that may be pending. • Prepare quarterly reports on the progress of implementation of measures proposed by the ESMP for selected subprojects; • Prepare annual reports on the environmental impacts originated during implementation of subprojects and analyze the efficiency of mitigation measures applied to minimize negative consequences; • Prepare outlines and requirements for Contractors’ reports on environmental protection and mitigation measures, and review Contractor’s monitoring plan and reports • Present the impact of mitigation and environmental and social protection measures for general public via specific publications or/and by annual public seminars. PCU’s E&S Specialists/Consultants will visit to sub-project sites as and when necessary. Based on safeguard performance of different subprojects, they will advise on the subsequent disbursements that should be done for the contractors awarded a contract to implement subprojects under the Project. If it is found that there is an ESMF and/or ESF noncompliance, further disbursements will be stopped until ESF compliance is ensured. 82 8. CAPACITY BUILDING, TRAINING AND TECHNICAL ASSISTANCE 8.1 Institutional Capacity for ESMF Implementation This section describes all involved actors in the ESMF implementation and an assessment of their capacities to perform their duties. Based on that it will be necessary to propose a set of concrete capacity building and strengthening of involved institutions to assess and control the environmental and social impacts of the potential types of subprojects for inspection and enforcement to comply with existing and proposed legislation and any other requirements needed to ensure fulfilment of the proposed environment monitoring at national and local level. 8.1.1 Ministry of Education and Science The Project will be implemented by the MoES with support from its PCU, as well as other existing institutions. MoES departments directly involved in the project implementation include: Pre-School, Secondary School, and Out-of-School Education Department (PSSOED); Budget, Policy and Financial Analysis Department (BPFAD); Office of the Press Secretary; Monitoring and Strategic Planning Department (MSPD); Procurement and Infrastructure Sector; Information Technologies Sector; Vocational Education Department. The PCU will be established to carry out such key functions as coordination, fiduciary, safeguards, monitoring and evaluation, and reporting. The PCU will be led by a director and consist of a financial management (FM) specialist, an accountant, one or two safeguards specialists/ safeguards consultants, one or two procurement specialists as needed, a monitoring and evaluation specialist, and administrative staff for support and interpretation. The Safeguards Consultant (SC) which will oversee overall coordination of individual ESMF and ESMPs implementation, reporting to Implementing Agency and to the WB regarding safeguards issues, as well as of integrating safeguards requirements into biding and contracting documents. He/she also will be responsible for interaction with the environmental authorities, local implementing agencies ensuring an efficient implementation of safeguards documents and will undertake, randomly, field visits and environmental and social supervision and monitoring, assessing environmental and social compliance at worksites, advising project municipalities on environmental and social safeguards issues. PCU SC will be, also, responsible for identifying EA training needs for all parties involved in ESMF/ESMPs implementation. 8.1.2 Other Relevant Government agencies Institutions involved in the project implementation include: the Kyrgyz Academy of Education, the National Learning Quality Assessment and Information Technologies Center (NLQA&IT), the State and Regional in-service Teacher Training Institutions, pre-service Teacher Training Institutions, schools, kindergartens and Local Self Governance Bodies (Ayil Okmoty - AO). Within each agency, a head of relevant department/unit would be designated to lead the agency’s efforts in project implementation and supervision. 8.2 Identification of Capacity Needs 8.2.1 Technical Capacity Enhancement The implementation of the ESMF requires specific knowledge for all parties, including beneficiaries and operators that will be engaged in the different phases of the project implementation. Respectively, the project will support relevant trainings on knowledge and information on topics such as the ESMF implementation, ESMF/ESMP reporting, World Bank Guidelines, management of hazardous materials, etc. For this purpose, before the civil works will start, the Implementing Agency will hire a Consultant with knowledge on the environmental and social management requirements for Kyrgyz Republic, along with substantial knowledge on World Bank safeguards policies and requirements which will provide ESA training. 83 8.2.2 Training will focus on: The training will include the basic requirements of the WB and National safeguards rules and procedures, as well as case studies in this regard. The training activities will continue also during the project implementation when the consultant will provide on the job training regarding environmental and social monitoring and supervision. The proposing the Project’s capacity building on environmental and social aspects will cover three main directions: i) PCU’s capacity on ESMF implementation during sub-projects selection process and sub-project construction stages – the hired Consultant will provide respective training for MoES’s staff and SC on WB ESS standards requirements, ESMF, ESMP preparation and further assistance in monitoring of the ESMP. Other relevant staff members of PCU can participate at the training in order to widen familiarization of the ESMF. ii) Beneficiaries’ Capacity on development of ESMP/ESMP Checklist. Since the program will be implemented during several years and more sub-projects will be proposed for inclusion in the program, the Consultant will provide training for local agencies involved in preparation of EA report and conduction national EA. The training will be dedicated to harmonization of process of WB’s EA and national EA. The target will be to educate EA developers and specialist from local environmental agencies to prepare the documents which meet WB safeguards standards as well. A separate training on handling, collection and disposal of hazardous materials (asbestos materials) for PCU’s SC and contractors will be provided by the Consultant before starting respective works. As per national requirements the contractors will have to conduct OH&S training for workers with indication in special logbook which will be kept on each construction site. For the project sustainability it is important along with physical interventions, institutional improvements and financial enhancing, to increase people awareness on the project related topics, particularly waste management, water supply and sanitation aspects. It is proposed, that hired Consultant in collaboration with national NGOs and relevant agencies will develop awareness program which will cover three mentioned above topics and delivered to the target groups through seminars. During construction and operation, Implementing Agency for Substantial and Moderate Risk subprojects, is also responsible for providing funding for installation and other activities to minimize any hazardous environmental impacts to be included in the subproject costs. The amount of required funding will depend on the technique/technologies used for implementing mitigation measures and their scale, number, variety and other factors. 8.3 ESMF Implementation Budget In order to ensure successful ESMF implementation, funding is also required to finance capacity building activities. Since it is difficult to prepare budget estimates for capacity building at this stage, this information will be included in the procurement plan. The tentative plan of capacity building and training plan is presented below. 84 Table 21. Tentative plan for capacity building and training program Time and tentative Tentative Name of training duration of the Recipients Organizer cost training Overview on WB ESSs on safeguards and their During first year of implementation during the MoES PCU, Project 1 project cycle. National selected local Consultant 500 USD implementation Environmental requirements for authorities Duration – 1 day project preparation and implementation Before sub-projects MoES PCU, Implementation of ESMF, 2 selection and approval selected local Consultant 500 USD ESMP Duration - 2 days authorities OH&S, Handling and disposal Before starting PCU SC; 3 Consultant 500 USD of hazardous materials respective works 1 day Contractors Continuously during MoES PCU Consultant 6 Citizen Engagement Component the program 500 USD implementation Total 2,000 USD 85 9. PUBLIC CONSULTATION AND DISCLOSURE 9.1 ESMF Disclosure The environmental and social assessment process will be available to the public, thus, all the involved parts will be consulted on project safeguard documents at least once during the process. The Public consultation is required to take place for the documents related to the overall project as specified in ESMFs. The public consultations will be organized according to the National environmental legislation and WB ESS 10. All comments and recommendation provided during the public consultations need to be reflected into the final version of ESMF for further submission to WB. Once the MoES officially submits ESMF to WB, the document will be disclosed on WB external website. Under this project, as part of information disclosure process, number of meetings will be conducted with involved parties, particularly, officials from local self-government, MoES specialists of oblast and district level, schools and CbKs, utilities (water supply companies, municipal solid waste treatment companies), and others. During the meeting the project team discussed with expert planning activities under the project and introduced WB ESS requirements. 9.2 Public Consultation Public Consultations were undertaken during the ESMF development and before disclosure. For this purpose, there will be number of meetings conducted with relevant stakeholders such as specialists from Kyrgyz Education Academy, departments of MoES, NGOs and others are attended meeting. Public consultations presented the project’s objectives, planning activities, anticipated environmental and social impacts and proposing mitigation measures, and grievance redress mechanism to participants. For ESMF development, number of meetings conducted with the main stakeholders Draft version of ESMF with GRM related provisions were presented during public consultations. Draft version of ESMF in local language was published on Ministry’s website (https://edu.gov.kg/ru/about/proekty/vsemirnyj-bank/) on November 21, 2019. The ESMF public consultations were held on November 28, 2019 at MoES. Representatives from relevant stakeholders such as specialists from Kyrgyz Education Academy, departments of MoES, NGOs and others are attended meetings. In total, nearly 20 participants attended the meeting (Annex 15). Brief information about the project, components, implementation agencies, ESMF was also presented in the meeting. During the public consultations, information about the project, anticipated environmental and social impacts, proposing mitigation measures, environmental and social assessment procedure was presented to the meetings’ participants. Proposed GRM was discussed as well. ESMF document was published on Implementing Agency’s website and further will be published on WB external website. 9.3 Grievance Redress Mechanism 9.3.1. GRM purpose In order to receive and facilitate the resolution of affect ed peoples’ concerns, complaints, and grievances about the project’s social and environmental safeguards performance a Grievance Redress Mechanism (GRM) is proposed for the project. The purpose of the GRM is to record and address any complaints that may arise during the implementation phase of the project and/or any future operational issues that have the potential to be designed out during implementation phase. The GRM is designed to address concerns and complaints promptly and transparently with no impacts (cost, discrimination) for any reports made by project affected people (PAPs). 86 The GRM works within existing legal and cultural frameworks, providing an additional opportunity to resolve grievances at the local, project level. There are two options for Project stakeholders and citizens to submit complaints: • The Project Grievance Redress Mechanism; • World Bank Grievance Redress Service (GRS). In the interest of all parties concerned, the grievance redress mechanisms are designed with the objective of solving disputes at the earliest possible time. World Bank OP. 4.12 emphasizes that the PAPs should be heard and as such, they must be fairly and fully represented. Further, the mechanism should implicitly discourage referring matters to the court system for resolution. 9.3.2. The Project GRM During the initial stages of the valuation process, the affected persons will be given copies of grievance procedures as a guide on how to handle the grievances. The project establishes a Grievance redress mechanism which would function at the two levels to receive, evaluate and facilitate the resolution of displaced persons concerns, complaints and grievances. In the first level PAPs can deliver the grievances to Ayil Okmotu. The representative of District Education Unit will be included into the Grievance redress committee at local level. In the second level PAPs can submit their grievances to PIU directly as well. In this mechanism beneficiaries and citizens can turn to register any grievances on all issues that tackle within any infrastructure subprojects of LLFP. Table 22. Grievance Management Matrix Time for Grievance LFP for each Procedures for grievance Grievance form consideration procedures level management of grievance Aiyl Okmotu reviews the complaint and informs the MoES First level - LFP - Head of Verbally or on the 5 working PIU and the complainant of the local Aiyl Okmotu phone/written days decision taken following the complaint review. The Safeguards specialist/consultant: 1) Registers the grievance in a grievance log and assigns a sequence number to it; Written. 2) Explores a grievance; Anonymous 3) Organizes repeated LFP - LLFP Second and confidential appraisal, if necessary; 30 working Coordinator level - central complains 4) Monitors the process of days at MoES PCU will be considered grievance consideration and too. management; 5) Maintains direct contact with PAP; 6) If needed, holds meetings with complainant and designs measures for grievance management All grievances received from the PAPs will be registered in a logbook, which should be available at levels 1 and 2, each village and city municipality of project area districts and PCU office. The PAPs will have the right to file complaints and queries on any aspect of the project components. PCU will be responsible for 87 establishment of GRM during the project affectivity and act as the GRM secretary to make sure that the GRM is operational to effectively handle environmental and social concerns of project affected persons. PCU will ensure that grievances and complaints are addressed in a timely and satisfactory manner. All possible avenues are made available to the PAPs to resolve their grievances at the project level. Under the proposed project level grievance mechanism, affected households may appeal any decision, practice or activity connected with the assessment or valuation of land or other assets, acquisition and compensation. Every grievance shall be tracked and assessed if any progress is being made to resolve them. The project monitoring and evaluation information system should also include indicators to measure grievance monitoring and resolution. At the final stage each GRM users shall be informed about the results of investigations and the actions taken to increases users’ trust in the system. In addition, the generalized report will be developed considering type of complaints and actions taken. This reports and feedback will be sent to complainant directly (if his or her identity is known) and/or posting the results of cases in project website, telegram groups or local newspapers. The project should also inform GRM users about their right to an appeal if they are dissatisfied with the decision, specifying both internal and external (e.g., judicial review, ministries) review options. Additional Mechanisms Any physical and legal person, any appellant can communicate his/her concern to the court at any stage of grievance redress. The GRM will not restrict or influence people from applying to court for legal remedies. If the complaint is found invalid, the GRM will formulate a response and send a written letter to the complainant, explaining the reasons of rejection World Bank Grievance Redress System. Communities and individuals who believe that they are adversely affected by a WB-supported project may submit complaints to existing project-level grievance redress mechanisms or the WB’s Grievance Redress Service (GRS). The GRS ensures that complaints received are promptly reviewed in order to address project-related concerns. Project affected communities and individuals may submit their complaint to the WB’s independent Inspection Panel which determines whether harm occurred, or could occur, as a result of WB non-compliance with its policies and procedures. Complaints may be submitted at any time after concerns have been brought directly to the World Bank’s attention, and Bank Management has been given an opportunity to respond. For information on how to submit complaints to the World Bank’s corporate GRS, please visit http://www.worldbank.org/en/projects- operations/products-and-services/grievance-redress-service. For information on how to submit complaints to the World Bank Inspection Panel, please visit www.inspectionpanel.org. 88 ANNEXES 89 Annex 1. Screening of Risks Categories of Proposed Types of Subprojects # PROJECT COMPONENTS WB KR Note Required AND ACTIVITIES action/type of ESA instrument Component 1: 1 1.1 Small-scale building renovations in the premise of existing school buildings â–ª rehabilitation/renovation (of MR - ESMP Checklist existing), â–ª refurbishment (of both new and LR - No further action existing); after filling Environmental Screening Checklist (ESC) â–ª Establishment and/or upgrading of No actions after IT infrastructure/facilities; - filling ESC â–ª Human resource development, including training (short and long LR LR- if no civil works No actions after term), workshops, seminars, filling ESC conferences and study tours LR - No actions after filling ESC 90 Annex 2. Exclusion list53 The Exclusion List defines the types of projects that WB does not finance. The WB does not finance the following projects: â–ª Production or trade in any product or activity deemed illegal under host country laws or regulations or international conventions and agreements, or subject to international bans, such as pharmaceuticals, pesticides/herbicides, ozone depleting substances, PCB's, wildlife or products regulated under CITES. â–ª Production or trade in weapons and munitions. â–ª Production or trade in alcoholic beverages (excluding beer and wine). â–ª Production or trade in tobacco. â–ª Gambling, casinos and equivalent enterprises. â–ª Production or trade in radioactive materials. This does not apply to the purchase of medical equipment, quality control (measurement) equipment and any equipment where IFC considers the radioactive source to be trivial and/or adequately shielded. â–ª Production or trade in unbonded asbestos fibers. This does not apply to purchase and use of bonded asbestos cement sheeting where the asbestos content is less than 20%. â–ª Drift net fishing in the marine environment using nets in excess of 2.5 km. in length. A reasonableness test will be applied when the activities of the project company would have a significant development impact, but circumstances of the country require adjustment to the Exclusion List. 53Based on IFC Exclusion list. See; https://www.ifc.org/wps/wcm/connect/topics_ext_content/ifc_external_corporate_site/sustainability-at-ifc/company- resources/ifcexclusionlist#2007 91 Annex 3. Environmental Screening Checklist - Forms Form 1 ENVIRONMENTAL SCREENING CHECKLIST Part 1 (to be completed by Sub-project beneficiary) 1. Project Name: 2. Brief Description of sub-project to include: nature of the project, project cost, physical size, site area, location, property ownership, existence of on-going operations, plans for expansion or new construction. 3. Will the project have impacts on the environmental parameters listed below during the construction or operational phases? Indicate, with a check, during which phase impacts will occur and whether mitigation measures are required. Construction Operational Mitigation Environmental Component Phase Phase Measures Terrestrial environment Land & soil degradation: Will the project involve land excavation? Generation of solid wastes, including toxic wastes? Soil and underground water pollution Air quality Will the project provide pollutant emissions? Aquatic environment Water Quantity: will the project involve water use? Water Quality / Pollution: Will the project contribute to surface water pollution Socio-economic environment Will the project assure non-deterioration of human health, occupational safety and non-disturbance of residents living near project area? Does the project require public consultation to consider local people environmental concerns and inputs? Social impacts Subproject beneficiary 92 ENVIRONMENTAL SCREENING CHECKLIST Part 2 (to be completed by the PCU based on the findings of the environmental screening process) 1. Sub-project Environmental Category (A, B or C) _____ (if project is categorized as A, no needs to fill next paras – sub-project could not be included into the project) 2. Is project activities will be implemented: a) in or near sensitive and valuable ecosystems — wetlands, wild lands, and habitat of endangered species - ____ (yes or no) b) in or near areas with archaeological and/or historical sites or existing cultural and social institutions - ____ (yes or no) c) in densely populated areas, where resettlement may be required or potential pollution impact and other disturbances may significantly affect communities - ____(yes or no) d) in regions subject to heavy development activities or where there are conflicts in natural resource allocation; along watercourses, in aquifer recharge areas or in reservoir catchments used for potable water supply; and on lands or waters containing valuable resources (such as fisheries, minerals, medicinal plants, prime agricultural soils) - ____(yes or no) If any “yesâ€? - the sub-project will be excluded from the Program 3 Environmental Assessment required (yes or no) _____ (the next paras have to be filled only for category B sub-projects) 3. Types of required EA documents (circle round the required): a) partial ESIA, including site assessment and Environmental and Social Management Plan (ESMP) for Category B sub-projects; b) Environmental and Social Management Plan for small scale Category B sub-projects; c) ESMP checklists for small scale Category B sub-projects; d) Draft Environmental Impacts Statement (for categories 2-4 (Kyrgyz) sub-projects) e) Statement on Environmental Consequences (only for category 2-3 (Kyrgyz) sub-projects) 4. What environmental and social issues are raised by the sub-project? __________________________________________________________________________ _____________________________________________________________________________________ 10. If an environmental and social impact assessment is required, what are the specific issues to be addressed? ____________________________________________________________________________ ____________________________________________________________________________ 11. What is the time frame and estimated cost of conducting the ESIA? _______________ ____________________________________________________________________________ Conclusion (could the sub-project be included in the program and if yes, under which conditions): ___________________________________________________________________________ ____________________________________________________________________________ Environmental Screener: Date: 93 ENVIRONMENTAL SCREENING CHECKLIST Part 3 Final Environmental Assessment Checklist (to be completed by the PCU based on review of the mitigation proposed and the environmental impact assessment (if required)) Was an Environmental and Social Impact Assessment needed? (Y or N) ___ If yes, was it done? ___ Was an Environmental and Social Management Plan prepared? (Y or N) ________ Are the mitigation measures to be included in project implementation adequate and appropriate? (Y or N) ________ Will the project comply with existing pollution control standards for emissions and wastes? (Y or N) _____ If No, will an exemption be sought? _____ ______ Is an Environmental Monitoring Plan necessary? (Y or N) ___ If so, has it been prepared? (Y or N) ___ Approved by the PCU? ___________ What follow-up actions are required by the proponent, the RPCU and PCU? _____________________________________________________________________________________ _______ _____________________________________________________________________________________ _______ _____________________________________________________________________________________ _______ Were public consultations held concerning potential environmental impacts of the proposed sub-project? (Y or N) _____ Were minutes recorded? (Y or N) _____ Dates Participants _______________________ ________________________________________________________________ _______________________ ________________________________________________________________ _______________________ ________________________________________________________________ Project Officer: Date: Environmental Screener: Date: 94 ENVIRONMENTAL SCREENING CHECKLIST Part 4. Final Environmental Assessment Checklist (2) (to be completed by the PCU based on review of the mitigation proposed and the environmental and social impact assessment (if required)) Is the project documentation complete? If not what is missing? Are land use and resource use permits required? If so have they been received? Are discharge permits required for solid waste? If so have they been received? Are discharge permits required for wastewater discharge? If so have they been received? Is there a sanitary inspection required? Has a permit been issued? Has the environmental assessment been received and approved? Is there potential for soil degradation or contamination? If yes, have appropriate prevention or mitigation measures been planned and budgeted? Is there potential for water quality degradation or contamination? If yes, have appropriate prevention or mitigation measures been planned and budgeted? Is there potential for air quality degradation or contamination? If yes, have appropriate prevention or mitigation measures been planned and budgeted? Is there a threat to the biological environment? If yes, have appropriate prevention or mitigation measures been planned and budgeted? Is there potential for adverse impacts on the social environment? If yes, are there necessary prevention, mitigation or compensation measures planned and budgeted? Was the level of public involvement in design and planning and public consultation sufficient? Were public concerns raised in the consultation process adequately addressed? What is the desired level, frequency and scope of environmental monitoring during the construction phase? What is the desired level, frequency and scope of environmental monitoring during the operational phase? 95 Form 2 Field site visit checklist Project Name: Date/time of Visit: Rayon: Visitors: Current activity and site history • Who is the site contact (name, position, contact information)? • What is the area of the site to be used for project activities? • What are current users of the site? • What were previous uses of the site (give dates if possible)? • Are there any encroachers or illegal users of the site whose livelihoods or assets are going to be affected by the project? Environmental Situation • Are there sensitive sites nearby (nature reserves, cultural sites, historical landmarks)? • Are there water courses on the site? • What is the terrain or slope? • Does the site experience flooding, waterlogging or landslides? Are there signs of erosion? • What are the neighboring buildings (e.g. schools, dwellings, industries) and land uses? Estimate distances. • Will the proposed site affect transportation or public utilities? Licenses, Permits and Clearances • Does the site require licenses or permits to operate the type of activity proposed? Are these available for inspection? • What environmental or other (e.g., health, forestry) authorities have jurisdiction over the site? Water Quality Issues • Does the proposed activity use water for any purposes (give details and estimate quantity). What is the source? • Will the proposed activity produce any effluent? (estimate quantity and identify discharge point) • Is there a drainage system on site for surface waters or sewage? Is there a plan available of existing drainage or septic systems? • How waste water is managed (surface water courses, dry wells, septic tanks)? Soils • What is the ground surface (agricultural land, pasture, etc.)? • Will the project damage soils during construction or operations? • Will the project affect the landscape significantly (draining wetlands, changing stream courses) Biological environment • Describe vegetation cover on the site. • Is there information about rare or threatened flora and fauna at or near the site? If yes, would the project have an impact or increase risk to the species? • Obtain a list of vertebrate fauna and common plants of the site (if available). • Note potential negative impacts on biota if project proceeds. Visual Inspection Procedures • Try to obtain a site map or make a sketch to mark details. • Take photos, if permitted. • Walk over as much of the site as possible, including boundaries, to note adjacent activities. • Note any odors, smoke or visual dust emissions, standing water, etc. 96 Annex 4. Social Screening Check List and Reporting Part 1 Instructions (i) PIU/ Subproject implementer unit assigned with help of experts if needed: completes the form. (ii) The classification of a project is a continuing process. If there is a change in the project components, project design or/and site PIU/Subproject Implementer assigned completes and submits a new form. The old form is attached for reference. (iii) Screening is filled in for all type of subprojects financed under the project. 1. Project name: 2. Subproject name: 3. Location (Province, city, village) 4. Kind of activity associated with civil works (all types including assess roads, infrastructure etc.): 5. Screening is done First Time ______ Time (mention the reason)__________________________ 6. Project/subproject start date 7. Project/subproject completion date 8. Screening date 9. Field visit conducted: No, Yes (add dates and locations in the field) 10. Description of the Subproject Give a brief introduction to the sub-project and its components, their objectives and benefits. Details about existing conditions of the facilities and proposed civil works with scope Available design maps earmarking site and proposed activities in order to explain work. Superimpose the map on the Google earth if available. Whether this is purely rehabilitation of existing facilities or will involve any new works. Is this sub-project closely linked to any other activity not funded under the Project? Will this sub-project involve any ancillary impact/ activity away from the work site? Not Questions Yes No Observations, remarks Known Impacts Due to Land Acquisition/ Donation 1. Is the ownership status and current usage of land to be used for the construction known? (provide details in the remarks). Please, add is the site chosen for this work free from encumbrances and is in possession of the subproject implementer? 2. Is land for material mobilization or transport for the civil work available within the existing plot (Right of Way)? If not, provide the details on that land location, availability etc. 3. Would the Project potentially involve temporary or permanent If yes, subproject will and full or partial physical displacement? (Specify in the not be funded. remarks what type of displacement is anticipated) 4. Would the Project potentially involve temporary or permanent and full or partial economical displacement (e.g. loss of assets or If yes, subproject will access to resources due to land acquisition/ donation or access not be funded. restrictions – even in the absence of physical relocation)? (Specify in the remarks what type of displacement is anticipated) 5. Is there any impact on illegal land use practices? Are there any non-titled people who are living/doing business on the proposed site/project locations that will be used for civil work? If yes, 97 provide in the Note Section details on any temporary or permanent impact on them? 6. If the site is privately owned, can this land be purchased through negotiated settlement? If yes, subproject will 7. Will the land owners donate the land plot for the project? not be funded. 8. Will there be loss of shelter and/or residential land due to land acquisition/ donation? 9. Will there be loss of any productive assets due to land acquisition/donation? 10. Will there be losses of crops, trees, and fixed assets due to land acquisition/donation? 11. Will there be loss of businesses or enterprises due to land acquisition/donation? 11. Will there be loss of income sources and means of livelihoods due to the subproject land acquisition/donation? 12. Will any social or economic activities be affected by land use related changes? 13. Will people lose access to natural resources, communal facilities, services or other assets as a result of land acquisition/donation or project implementation? Provide details in the remarks. 14. Will project result in land use restrictions and/or easement rights? Provide details in the remarks. 15. Will access to land and resources owned communally or by the state be restricted? 16. Are there any previous land acquisitions happened and the identified land has been already acquired? Provide details in the Note section. 17. Are there any land acquisition happening in frame of this project but without financing of the World Bank? Provide details in the Note section. Data on Impact and Vulnerable Groups 18. Is land area needed for the project known? (Provide estimates in the Remarks, including status of ownership, area, type of land use etc.) 19. Is there any estimate of the likely number of persons that will be If yes, subproject will displaced by the Project? not be funded. 20. Are any of them poor, female-heads of households, or vulnerable to poverty risks? Provide some estimate Gender 21. Is there a likelihood of impacts on gender equality and/or the situation of women and girls? 22. Would the Project potentially reproduce discriminations against women based on gender, especially regarding access to assets, opportunities and benefits? 23. Would the Project potentially limit women’s ability to use, develop and protect natural resources, taking into account different roles and positions of women and men in accessing environmental goods and services? Decision: After reviewing the answers above, it is determined that the sub project: [ ] LAR impacts, the project is not eligible for financing [ ] No LAR impact, the project is eligible for financing 98 Prepared by __________________________ Date __________ Approved by__________________________ Date ___________ Note: Attach additional information on the project, as necessary. For example, maps, photos, minutes of meeting etc. Part 2 Screening report form of expected LAR impacts (The report should be brief) Sub-project_______________________________ Sub-project implementation location_____________ (Indicate location of implementation with the designation on the map-scheme with photos) Kind of activity:________________________________________ (new construction, reconstruction, rehabilitation, maintenance) Estimated cost ____________ Estimated start date: _______________________________ Technical drawings / specifications discussed: ____________________ Availability â„– Possible impact factor (Yes/ No) 1. Does the sub-project fall into private land? Is it necessary to physically or economically displace local people or businesses? Will 2. there be involuntary acquisition of land? Will there be impact on assets? Is it required to determine the level of assessment of institutional resources necessary 4. for protection measures? 5. Are there any third-party assets at the project site? 6. Are there any disputed territories? Will there be access roads and pedestrian paths to residential buildings and commercial 7. structures during construction? Will the construction lead to changes in social environment, will the incomes of 8. commercial structures and the population decrease? Will the planned construction affect the health of the population and harm 9. somebody? 10. Will the sub-project cause protests and concerns among residents? Will activities cause unfavorable impact on the living conditions of the population, its 11. values, and way of life? 12. Will the sub-project cause inequality between population groups? 13. Is the degree of public interest in the sub-project high? Are there any facts of the past impact of involuntary resettlement in a given territory, 14. which require corrective actions for not mitigated past relocations? 15 Is this subproject linked with any other infrastructure development project Based on the above checklist it will be determined if an activity will be financed by the Project. Recommendations: Taking into account responses to monitoring questions, it will be determined whether further actions are required to prepare Due diligence report _________________________________________ Completed by (full name and contacts): _____________________________________ Signature: _________Date:________________________ 99 Annex 5. Results of Environmental and Social Screening Any subproject applications that includes activities that coincide with those included in the lists of excluded subprojects for financing and that which may have significant environmental risks will be disqualified. If the answer to one of the following questions is YES, the subproject application shall be excluded. 100 Annex 6. Indicative outline of ESMP An ESMP consists of the set of mitigation, monitoring, and institutional measures to be taken during implementation and operation of a project to eliminate adverse environmental and social risks and impacts, offset them, or reduce them to acceptable levels. The ESMP also includes the measures and actions needed to implement these measures. The Borrower will (a) identify the set of responses to potentially adverse impacts; (b) determine requirements for ensuring that those responses are made effectively and in a timely manner; and (c) describe the means for meeting those requirements. Depending on the project, an ESMP may be prepared as a stand-alone document or the content may be incorporated directly into the ESCP. The content of the ESMP will include the following: (a) Mitigation • The ESMP identifies measures and actions in accordance with the mitigation hierarchy that reduce potentially adverse environmental and social impacts to acceptable levels. The plan will include compensatory measures, if applicable. Specifically, the ESMP: (i) identifies and summarizes all anticipated adverse environmental and social impacts (including those involving indigenous people or involuntary resettlement); (ii) describes—with technical details—each mitigation measure, including the type of impact to which it relates and the conditions under which it is required (e.g., continuously or in the event of contingencies), together with designs, equipment descriptions, and operating procedures, as appropriate; This may be particularly relevant where the Borrower is engaging contractors, and the ESMP sets out the requirements to be followed by contractors. In this case the ESMP should be incorporated as part of the contract between the Borrower and the contractor, together with appropriate monitoring and enforcement provisions. (iii) estimates any potential environmental and social impacts of these measures; and (iv) takes into account, and is consistent with, other mitigation plans required for the project (e.g., for involuntary resettlement, indigenous peoples, or cultural heritage). (b) Monitoring • The ESMP identifies monitoring objectives and specifies the type of monitoring, with linkages to the impacts assessed in the environmental and social assessment and the mitigation measures described in the ESMP. Specifically, the monitoring section of the ESMP provides (a) a specific description, and technical details, of monitoring measures, including the parameters to be measured, methods to be used, sampling locations, frequency of measurements, detection limits (where appropriate), and definition of thresholds that will signal the need for corrective actions; and (b) monitoring and reporting procedures to (i) ensure early detection of conditions that necessitate particular mitigation measures, and (ii) furnish information on the progress and results of mitigation. (c) Capacity Development and Training • To support timely and effective implementation of environmental and social project components and mitigation measures, the ESMP draws on the environmental and social assessment of the existence, role, and capability of responsible parties on site or at the agency and ministry level. • Specifically, the ESMP provides a specific description of institutional arrangements, identifying which party is responsible for carrying out the mitigation and monitoring measures (e.g., for operation, supervision, enforcement, monitoring of implementation, remedial action, financing, reporting, and staff training). • To strengthen environmental and social management capability in the agencies responsible for implementation, the ESMP recommends the establishment or expansion of the parties responsible, the training of staff and any additional measures that may be necessary to support implementation of mitigation measures and any other recommendations of the environmental and social assessment. (d) Implementation Schedule and Cost Estimates 101 • For all three aspects (mitigation, monitoring, and capacity development), the ESMP provides (a) an implementation schedule for measures that must be carried out as part of the project, showing phasing and coordination with overall project implementation plans; and (b) the capital and recurrent cost estimates and sources of funds for implementing the ESMP. These figures are also integrated into the total project cost tables. (e) Integration of ESMP with Project • The Borrower’s decision to proceed with a project, and the Bank’s decision to support it, are predicated in part on the expectation that the ESMP (either stand alone or as incorporated into the ESCP) will be executed effectively. Consequently, each of the measures and actions to be implemented will be clearly specified, including the individual mitigation and monitoring measures and actions and the institutional responsibilities relating to each, and the costs of so doing will be integrated into the project’s overall planning, design, budget, and implementation. (v) A list of associated reports such as resettlement plans or social assessments that were prepared for the project. 102 Annex 7. Environmental and Social Management Plan Checklist (for small scale construction/rehabilitation sub-projects) General Guidelines for use of ESMP checklist: For low-risk construction projects, such as minor roads rehabilitation works or the construction of bicycle paths, the ECA (Europe and Central Asia) safeguards team developed an alternative ESMP (environmental and social management plan) format to provide an opportunity for a more streamlined approach to mainstreaming the World Bank’s environmental safeguards requirements into projects which (a) are small in scale or by the nature of the planned activities have a low potential environmental impact, (b) are located in countries with well-functioning country systems for environmental assessment and management. The checklist-type format has been developed to ensure that basic good practice measures are recognized and implemented, while designed to be both user friendly and compatible with the World Bank’s safeguards requirements. The ESMP checklist-type format attempts to cover typical key mitigation measures to civil works contracts with small, localized impacts or of a simple, low risk nature. This format provides the key elements of an ESMP to meet the minimum World Bank Environmental Assessment requirements for Category B projects under OP 4.01. The intention of this checklist is that it offers practical, concrete and implementable guidance to Contractors and supervising Engineers for simple civil works contracts. It should be completed during the final design phase and, either freestanding or in combination with any environmental documentation produced under national law (e.g. ESIA reports), constitute an integral part of the bidding documents and eventually the works contracts. The checklist ESMP has the following sections: Part 1 includes a descriptive part that characterizes the project, specifies institutional and regulatory aspects, describes technical project content, outlines any potential need for capacity building and briefly characterizes the public consultation process. This section should indicatively be up to two pages long. Attachments for additional information may be supplemented as needed. Part 2 includes a screening checklist of potential environmental and social impacts, where activities and potential environmental issues can be checked in a simple Yes/No format. If any given activity/issue is triggered by checking “yesâ€?, a reference to the appropriate section in the table in the subsequent Part 3 can be followed, which contains clearly formulated environmental and social management and mitigation measures. Part 3 represents the environmental mitigation plan to follow up proper implementation of the measures triggered under Part 2. It has the same format as required for MPs produced under standard safeguards requirements for Category B projects. Part 4 contains a simple monitoring plan to enable both the Contractor as well as authorities and the World Bank specialists to monitoring due implementation of environmental management and protection measures and detect deviations and shortcomings in a timely manner. 103 Part 1. Project Information INSTITUTIONAL & ADMINISTRATIVE ARRANGEMENTS Country Project title Scope of project and activity Institutional arrangements WB Project Management Local Counterpart and/or Recipient (names and contacts) (Project Team Leader) Implementation Safeguard Local Counterpart Supervision Local Inspectorate Contactor arrangements Supervision Supervision (Name and contacts) SITE DESCRIPTION Name of site Describe site location Attachment 1: Site Map [ ]Y / [ ]N Who owns the land? Geographic description LEGISLATION Identify national & local legislation & permits that apply to project activity PUBLIC CONSULTATION Identify when / where the public consultation process took place INSTITUTIONAL CAPACITY BUILDING Will there be any capacity [ ], if Yes, Attachment 2 includes the capacity building program building? (Yes/No) Beneficiary: Signature: Date: 104 ENVIRONMENTAL /SOCIAL SCREENING Will the site activity Activity Status Additional references include/involve any of 1. Building rehabilitation [ ] Yes [ ] No If “Yesâ€?, see Section B below the following: 2. New construction [ ] Yes [ ] No If “Yesâ€?, see Section B below 3. Individual wastewater treatment system [ ] Yes [ ] No If “Yesâ€?, see Section C below 4. Historic building(s) and districts [ ] Yes [ ] No If “Yesâ€?, see Section D below 5. Acquisition of land54 [ ] Yes [ ] No If “Yesâ€?, see Section E below 6. Hazardous or toxic materials55 [ ] Yes [ ] No If “Yesâ€?, see Section F below 7. Forests and/or protected areas [ ] Yes [ ] No If “Yesâ€?, see Section G below 8. Medical waste [ ] Yes [ ] No If “Yesâ€?, see Section H below 9. Traffic and Pedestrian Safety [ ] Yes [ ] No If “Yesâ€?, see Section I below 10. Social risk management [ ] Yes [ ] No If “Yesâ€?, see Section J below ACTIVITY PARAMETER MITIGATION MEASURES CHECKLIST A. General Conditions Notification and Worker Safety (a) The local construction and environment inspectorates and communities have been notified of upcoming activities (b) The public has been notified of the works through appropriate notification in the media and/or at publicly accessible sites (including the site of the works) (c) All legally required permits have been acquired for construction and/or rehabilitation (d) All work will be carried out in a safe and disciplined manner designed to minimize impacts on neighboring residents and environment. (e) Workers will comply with international good practice (always hardhats, as needed masks and safety glasses, harnesses and safety boots) (f) Appropriate signposting of the sites will inform workers of key rules and regulations to follow. B. General Rehabilitation Air Quality (a) During interior demolition use debris-chutes above the first floor and /or Construction (b) Keep demolition debris in controlled area and spray with water mist to reduce debris dust Activities (c) Suppress dust during pneumatic drilling/wall destruction by ongoing water spraying and/or installing dust screen enclosures at site (d) Keep surrounding environment (side-walks, roads) free of debris to minimize dust (e) There will be no open burning of construction / waste material at the site (f) There will be no excessive idling of construction vehicles at sites Noise (a) Construction noise will be limited to restricted times agreed to in the permit (b) 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 54 The project will support construction of new buildings only in the case when land acquisition is not necessary and there are no any resettlement issues; for such cases the investor should have the landownership title as well as has to prove the land at the moment of sub-projects application is not occupied or used even illegally 55 Toxic / hazardous material includes and is not limited to asbestos, toxic paints, removal of lead paint, etc. 105 ACTIVITY PARAMETER MITIGATION MEASURES CHECKLIST Water Quality (a) 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 nearby streams and rivers. Waste management (a) Waste collection and disposal pathways and sites will be identified for all major waste types expected from demolition and construction activities. (b) Mineral construction and demolition wastes will be separated from general refuse, organic, liquid and chemical wastes by on-site sorting and stored in appropriate containers. (c) Construction waste will be collected and disposed properly by licensed collectors (d) The records of waste disposal will be maintained as proof for proper management as designed. (e) Whenever feasible the contractor will reuse and recycle appropriate and viable materials (except asbestos) C. Individual wastewater Water Quality (a) The approach to handling sanitary wastes and wastewater from building sites (installation or treatment system reconstruction) must be approved by the local authorities (b) 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 (c) Monitoring of new wastewater systems (before/after) will be carried out D. Historic building(s) Cultural Heritage (a) 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 authorities and address all construction activities in line with local and national legislation (b) Ensure that provisions are put in place so that artifacts or other possible “chance findsâ€? encountered in excavation or construction are noted, officials contacted, and works activities delayed or modified to account for such finds. E. Acquisition of land Land Acquisition Plan/Framework (a) The selected beneficiary communities must own the premises and commit to maintaining them as a pre- school institution for at least ten years. (b) If project activities will show the potential for temporary or permanent involuntary acquisition, a negative impact on economic activities, or restricting access to resources – then the activities will not be financed under the project F. Hazardous Materials Asbestos management (a) If asbestos is located on the project site, mark clearly as hazardous material (b) When possible, the asbestos will be appropriately contained and sealed to minimize exposure (c) The asbestos prior to removal (if removal is necessary) will be treated with a wetting agent to minimize asbestos dust (d) Asbestos will be handled and disposed by skilled & experienced professionals (e) If asbestos material is be stored temporarily, the wastes should be securely enclosed inside closed containments and marked appropriately (f) The removed asbestos will not be reused Toxic / hazardous waste management (a) Temporarily storage on site of all hazardous or toxic substances will be in safe containers labeled with details of composition, properties and handling information (b) The containers of hazardous substances should be placed in an leak-proof container to prevent spillage and leaching 106 ACTIVITY PARAMETER MITIGATION MEASURES CHECKLIST (c) The wastes are transported by specially licensed carriers and disposed in a licensed facility. (d) Paints with toxic ingredients or solvents or lead-based paints will not be used G. Forests and/or Protection (a) All recognized natural habitats and protected areas in the immediate vicinity of the activity will not be protected areas damaged or exploited, all staff will be strictly prohibited from hunting, foraging, logging or other damaging activities. (b) 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 (c) 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 (d) There will be no unlicensed borrow pits, quarries or waste dumps in adjacent areas, especially not in protected areas. H. Medical waste Infrastructure for medical waste In compliance with national regulations, ensure that newly constructed and/or rehabilitated health care management facilities include sufficient infrastructure for medical waste handling and disposal; this includes and not limited to: (a) Special facilities for segregated healthcare waste (including soiled instruments “sharpsâ€?, and human tissue or fluids) from other waste disposal; (b) Appropriate storage facilities for medical waste are in place; and (c) If the activity includes facility-based treatment, appropriate disposal options are in place and operational I. Social risk management Public relationship management (a) Assign local liaison person within Contractor’s team to be in charge of communication with and receiving requests/ complaints from local population (b) Consult local communities to identify and proactively manage potential conflicts between an external workforce and local people (c) Raise local community awareness about sexually transmitted disease risks associated with the presence of an external workforce and include local communities in awareness activities. (d) Inform the population about construction and work schedules, interruption of services, traffic detour routes and provisional bus routes, blasting and demolition, as appropriate. (e) Limit construction activities at night. When necessary ensure that night work is carefully scheduled, and the community is properly informed so they can take necessary measures. (f) At least five days in advance of any service interruption (including water, electricity, telephone, bus routes), advice community through postings at the work site, at bus stops, and in affected homes/businesses. (g) Address concerns raised through Grievance Redress Mechanism established by the Employer within the designated timeline within the scope of Contractor’s liability (h) To the extent possible, work camps should not be located in close proximity to local communities (i) Siting and operation of worker camps should be undertaken in consultation with neighboring 107 ACTIVITY PARAMETER MITIGATION MEASURES CHECKLIST communities Labor management (a) Recruit unskilled or semi-skilled workers from local communities to the extent possible. Where and when feasible, worker skills training, should be provided to enhance participation of local people. (b) Provide adequate lavatory facilities (toilets and washing areas) in the work site with adequate supplies of hot and cold running water, soap, and hand drying devices. Establish a temporary septic tank system for any residential labor camp and without causing pollution of nearby watercourses (c) Raise awareness of workers on overall relationship management with local population, establish the code of conduct in line with international practice and strictly enforce them, including the dismissal of workers and financial penalties of adequate scale 108 Environmental and Social Monitoring Plan (Example) When Cost What Where How Why Who (Define the (if not included Phase (Is the parameter to be (Is the parameter (Is the parameter to (Is the parameter (Is responsible for frequency / or in project monitored?) to be monitored?) be monitored?) being monitored?) monitoring?) continuous?) budget) site access at the site check if design and before launch of safety of general marginal, within Contractor, traffic management project planning construction public, budget Engineer foresee diligent availability of waste at the site procedures timely detection of disposal facilities waste disposal During activity bottlenecks preparation hazardous waste inventory in site vicinity visual / analytical if before start of marginal, within (asbestos) on site in doubt rehabilitation budget; works before public and (prepare special construction material Contractor’s visual / research in approval to use workplace health account for quality control (eg. paints / store / building toxic materials materials and safety analyses at solvents) yard databases PCU) dust generation on site and in Visual daily avoidance of public marginal, within Contractor, immediate nuisance budget Engineer noise emissions neighborhood, consultation of locals daily close to potential impacted residents During activity waste and wastewater visual, analytical if daily / continuous avoidance of supervision types, quality and volumes at discharge suspicious count of negative impacts on points or in waste transports off ground/ surface surface drainage storage facilities site, check flow rates waters soundness and runoff routes for daily / continuous ensuring proper wastewater waste management and disposal 109 Annex 8. Asbestos Containing Material Management Plan (Example) Applicability The Asbestos Containing Material Management Plan (ACMMP) applies to all project construction or reconstruction sites and any related areas. Contractors employed by Project are legally responsible for their construction sites and related areas and must follow the provisions of the Project ACMMP within those locations. Specifically, this procedure must be used to ensure the safe handling, removal and disposal of any and all Asbestos Containing Materials (ACM) from those areas. Immediate Action On discovering ACM on a Project site the contractor must: a) Stop all work within a 5 m radius of the ACM and evacuate all personnel from this area; b) Delimit the 5 m radius with secure fencing posts, warning tape and easily visible signs warning of the presence of asbestos; c) If the site is in an inhabited area, place a security guard at the edge of the site with instructions to keep the general public away; d) Notify the RPCU’s Safeguards Specialist and arrange an immediate site inspection. Equipment To remove asbestos from a construction site, contractors must provide the following equipment: a) Warning tape, sturdy fence posts and warning notices; b) Shovels; c) Water supply and hose, fitted with a garden-type spray attachment; d) Bucket of water and rags; e) Sacks of clear, strong polythene that can be tied to close; f) Asbestos waste containers (empty, clean, sealable metal drums, clearly labelled as containing asbestos). Personal Protective Equipment (PPE) All personnel involved in handling ACM must wear the following equipment, provided by the contractor: g) Disposable overalls fitted with a hood; h) Boots without laces; i) New, strong rubber gloves; j) A respirator is not normally required if there are only a few pieces of ACM in a small area, and if the ACM is damp; k) There must be no smoking, eating or drinking on a site containing ACM. Decontamination Procedure 1: Removing small pieces of ACM a) Identify the location of all visible ACM and spray each lightly but thoroughly with water; b) Once the ACM is damp, pick up all visible ACM with shovels and place in a clear plastic bag; c) If ACM debris is partially buried in soil, remove it from the soil using a shovel and place it in the plastic bag; d) Insert a large label inside each plastic bag stating clearly that the contents contain asbestos and are dangerous to human health and must not be handled; e) Tie the plastic bags securely and place them into labelled asbestos waste containers (clean metal drums) and seal each drum; Soil that contained ACM debris must not be used for backfill and must instead be shovelled by hand into asbestos waste containers; f) At the end of the operation, clean all shovels and any other equipment with wet rags and place the rags into plastic disposal bags inside asbestos waste containers. Decontamination Procedure 2: Removing ACM-contaminated backfill 110 a) If soil containing ACM debris has inadvertently been used for backfill this must be sprayed lightly with water and shovelled out by hand to a depth of 300 mm and placed directly into asbestos waste containers (i.e. not stored temporarily beside the trench); b) Any ACM uncovered during the hand shovelling must be placed in a clear plastic bag; c) Once the trench has been re-excavated to 300 mm, if there is no visible ACM remaining, the trench may be refilled by excavator using imported clean topsoil. Disposal ACM should be disposed of safely at a local hazardous-waste disposal site if available, or at the city municipal dumpsite after making prior arrangement for safe storage with the site operator. • The Contractor must arrange for the disposal site operator to collect the sealed asbestos waste containers as soon as possible and store them undisturbed at the disposal site. • At the end of construction Contractors must arrange for the disposal site operator to bury all ACM containers in a separate, suitably-sized pit, covered with a layer of clay that is at least 250 mm deep. a) Personal Decontamination At the end of each day, all personnel involved in handling ACM must comply with the following decontamination procedure: • At the end of the decontamination operation, clean the boots thoroughly with damp rags; • Peel off the disposable overalls and plastic gloves so that they are inside-out and place them in a plastic sack with the rags used to clean the boots; • If a disposable respirator has been used, place that in the plastic sack, seal the sack and place it in an asbestos waste container; • All personnel should wash thoroughly before leaving the site, and the washing area must be cleaned with damp rags afterwards, which are placed in plastic sacks as above. b) Clearance and Checking-Off • The decontamination exercise must be supervised by site supervisors (engineering or environmental). • After successful completion of the decontamination and disposal, the Contractor should visually inspect the area and sign-off the operation if the site has been cleaned satisfactorily. • The contractor should send a copy of the completion notice to the RPCU, with photographs of the operation in progress and the site on completion. TRAINING RPCU’s Environmental Specialist may hire the specialized companies to conduct training on ACCMP implementation for Contractors staff and RPCU and PCU. The training will include a session focusing on ACM, which covered: a. Risks of contact with ACM; b. Responsibilities for dealing with ACM on project’s construction sites; c. The Project’s ACMMP and the Protocol for site clean-up; d. Awareness-raising for the contractors’ workforce. COST ESTIMATE Costs incurred by contractors in implementing the ACMMP are included in their budget in ESMP budget. 111 Annex 9. Health, Safety and Wellbeing Inspection Checklists Project name: Project no: Project location: Inspection team: Inspection date: Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) 1.0 Plant and Equipment Plant in sound condition? Daily pre-start checks completed? Safety items/faults recorded in pre-start checklist? Lights, signals, beepers working? Fire extinguishers fitted/charged? Seat belts installed/worn? Speed limits posted/observed? Driver/operator ticketed/licenced? Warning signs/stickers in place? PPE worn for type of plant? Worker and Other separation acceptable? High visibility clothing worn? Spotters being used during plant operations? Safe operations being observed by all? 2.0 Cranage and Rigging Operator, dog man, rigger, Trained/certified? Log book/maintenance records? Daily pre-start checks completed? Any oil or diesel leaks? Load charts/certificates available? All Rigging gear tagged/colour code? Rigging gear/slings good condition? Rigging gear/slings stored correctly? Fire extinguishers fitted/charged? 2 tag lines available? Hooks, clasps, shackles good working order and condition? Outriggers used, stabilized pads and correct set-up? 112 Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) PPE available and worn? 3.0 Motor Vehicles Daily pre-start checks completed? 4wd roll-over bar fitted? Brakes, warning lights operating? Glass in clean condition? Fire extinguishers/fitted/charged? Seat belts installed/worn? Reverse beeper operating? Qualified operators for on-site plant and equipment appointed? Operators are provided with refresher training? First aid kitted fitted/supplied and stocked? 4.0 Power Tools Tools, cords in good condition? Correct tools used for the job? Guards on tools in place? Tools/leads/cords tagged/correct colour and recorded? RCDs fitted, including portable generators? RCDs tested and results recorded? Terminal boxes with covers? Switch boards locked, access, phone number for access? Electrical leads protected from damage? PPE available and worn? Specialized PPE for special work (face/eyes/gloves) provided and worn? 113 Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) Earth stake in place on generators (unless earth bonding on generator)? 5.0 Compressed Air Compressor fitted with silenced unit? Fire Extinguisher available? All valves operational and correct? Inspection – Tags on machine/tools with details recorded? Whip checks/chains on hoses fitted? Drip tray provided under diesel engine fill point? Specific PPE for Workers using air tools (AVG/Hearing Protection/etc.)? Manifolds tested and identified effective? Exhaust fumes from compressor away from working area/location? 6.0 Flammable Gases and Liquids Containers/drums clearly marked with contents? Safety Data Sheets is available /current? Correct separation of cylinders? Storage area well ventilated? Cylinders stored out of sun/heat? Gas cylinders vertical, secured/chained? Fire extinguishers available /charged? No smoking and hazard signs in place and visible? Cylinder caps in available and use? Bunds/drip trays available and in place? All inspection/colour coded tags used and legible? 114 Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) Empty/Full cylinders segregated, stored and secured? 7.0 Welding and Cutting Hot work permit in place/used? All hoses fitted with 2 Flash Back arrestors (Cylinder/Torch end)? Electrical leads protected? Screen in place when welding is being carried out? Gas bottles on trolley and restrained? Fire extinguisher in place at work point? All equipment inspected/tags current? Cylinder caps in use and secured in place? Specific PPE available and being used? Fireproof blankets available and in place? Signage in positioned and placed to notify workers and others? Drip trays under stationary diesel- powered machines? Flammable material separated as required by the permit? 8.0 Materials Handling, Storage Material stored, secured and/or stacked safely? Traffic control in storage and access area? Manual lifting operations safe and correct for material handling? Mechanical aids for lifting available and used? Materials weather protected (Sun, Rain, Storm etc.)? Signage is in place to notify workers and others? No temporary or permanent water holding areas to favour mosquito breeding? 115 Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) Spotters available to manage traffic and worker movement and control? Adequate space for vehicles to manoeuvre around/through compound? 9.0 Hazardous Substances Safety Data Sheets available at location? Hazardous/Chemical (HazChem) storage with good ventilation? Eye wash, showers, and hand wash facility? Hazardous liquids in suitable bund facility? No smoking signs displayed? Correct PPE available and being worn? Signage for HazChem displayed and visible? Correct spill kits available and stocked? HazChem containers appropriately labelled? HazChem certified handlers appointed? HazChem test certification required and certificates displayed/available? 10.0 Work at Height Fall protection (barricades, railings) in place to prevent falls? Access to working at height is adequate and safe? Exclusion zones are in place and effective for the area? Ladders used are inspected/tagged? Are ladders used for access only? Are ladders secure (top & bottom) to prevent movement - 1m over, 1m < / 4m>?? Are industrial ladders used for the work being undertaken? 116 Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) Are harness available and required/worn and used correctly? Is the work permit required, completed in full and sign-off obtained by all involved? Are all penetrations covered/cover secured – wording ‘hole below’? Are ladders stored/maintained/protected correctly? 11.0 Scaffold Are Scaftags/Registers in place (signed off) and current as required for inspection requirements? Is scaffolding erected where needed for the work activities? Is the scaffolding erected by Competent/Certified persons? Are access to platforms in place, hand, mid-rails, toe boards in place secure and safe? Floor openings coverings – As above in 10.0 Working at height? Safety harness available, worn and used during erection of scaffolding? Foundations support for type of scaffolding adequate for loading, sound and secure? Warning signage in place, visible to all workers and others? Is the Scaffolding adequate for the job/activities being carried out? The scaffolding complies with design drawings (Temporary Works)? What type of Scaffolding is provided – basic, special, suspended, hanging? 12.0 Excavations and Trenching Daily checks completed by competent person and recorded? Checks for underground services performed prior to excavation? 117 Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) Underground services located prior to excavation (hand digging, HydroVac)? Are sufficient and adequate barricaded in place to prevent falls into excavations? Are ladders used/secured for a safe means of access and egress in/out of excavation? Is the excavation >1.5 metres deep shored, battered benched? Is the excavated material away from the cut face (1 metre)? Is the excavation/trench width adequate for working activities? Is Air quality checks being done prior/during work activities and are the readings recorded? Is the excavation/trench Benching/Battering/Shoring adequate? 13.0 Formwork/Concrete Work Are design drawings available for the temporary works and sign-off obtained? Is the temporary works erected in accordance with design drawings? Is the temporary works inspected prior to and during pour? Is the Formwork In good order and safe condition? Is the Formwork process/JSEA covers “do not dropâ€? when being stripped? Penetrations covered and cover secured/fixed with words – ‘hole below’? All Vertical bars are covered and protected with anti-implament devices All waste concrete controlled and disposed of correctly? 14.0 Traffic Management (Pedestrian and Vehicle) 118 Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) Traffic Management Plan(s) approved by the Engineer? Traffic control and signs checked every 2 hourly for compliance with the plan? Road traffic rules/signs being obeyed by workers and others? Barriers and signage adequate for the work activities? Are proactive measures in place to prevent pedestrians and vehicles entering active working areas? Parking rules are obeyed by workers and others? Speed limits obeyed by workers and others? Dust suppression systems being operated and adequate for the whole operation? Lighting available and adequate for the tasks during dusk/night operations? Driving habits being observed comply with on-site requirements? Haul roads sign posted, marked, maintained and have adequate edge bund for usage? Traffic awareness workshops held – Schools, churches, community meetings etc.? TMP distributed to all workers, drivers, operators working on- site? Are weekly safety awareness and enhancement meetings held and attended by everyone? Traffic light system used, maintained and is manned? Maximum traffic diversions for work activities – 5 Km rural – 1 Km urban? Minimum lane width for traffic movement – single 3.5m – two- way 7.5m Roads maintained in a safe and trafficable condition at all times? 119 Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) Has the contractor prepared a response plan for deteriorating road conditions/environment? Has the Contractor prepared a detailed completion report? 15.0 Housekeeping Specific waste bins available and in place/used emptied/lids? Waste bins to segregated items used on-site (Wood, Steel Recycle)? All work areas are tidy and with safe access to all locations? On-site sewage/septic tanks are controlled and not allowed to overflowing? Walkways and passages demarcated/tidy/safe and maintained? Shelter from sun/rain provided and maintained? Signage legible, clean, visible and appropriate? Waste containers for cigarette butts provided and used? Lighting adequate provided within facilities and to work locations? Hi Glare locations identified and workers advised/informed to avoided? Security site fencing installed around hazards/compound? Site fencing in good order and condition with appropriate signs advising Authorised Entry Only’? Office areas in a clean, tidy and hygienic condition? Storage areas clearly defined, tidy and maintained? Appropriate signs to inform visitors, workers and others fixed and visible to all? 16.0 Fire Prevention 120 Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) Adequate number of Fire extinguishers available and in place? All extinguishers have clear and ready access to uplift? All extinguishers inspection tags up to date? Appropriate signage in place to inform those in the area? Correct Firefighting procedure displayed? Emergency contact Numbers’ displayed (fire, ambulance, police)? No smoking enforcement/signs displayed? Extinguishers suitable type/size for environment? Company vehicles fitted with fire extinguishers? Emergency response plan displayed and understood by all in the area? 17.0 First Aid Facilities 1st Aid person(s) on site for the number of workers in the area? 1st Aid kit stocked, maintained and stocks are within expire date? Emergency contact numbers for first aiders is displayed around site? Signage for response is adequate and visible for all to see/read? All shifts operations are adequately covered? Emergency plan displayed and understood by all workers? A clinic provided with suitable equipment and staff to provide treatment for workers? Medical doctor appointed and a nurse with two years’ experience? 18.0 Health / Amenities Mess Rooms/Toilets clean, hygienic and tidy condition? 121 Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) Mess rooms and toilets adequate for numbers and size of workforce? Female toilet provided with additional personal equipment provided? Soap and paper towels available and maintained? Wash your hands signs legible and displayed? Correct drinking water supply available? Food storage adequate for all types of environments? Quit smoking signage visible and displayed? Fitness for work signage visible and displayed? UV Protection cream available, used and maintained? Hazard/Incident reporting system in place? Vehicle available for treatment and transport of injured worker/visit to medical centre? The breeding sites (stagnant water ponds) for mosquitoes are eliminated? Is a medical clinic, with all necessary medication provided? Has any outbreak of illness of an epidemic nature occurred? Is a plan in place to manage an outbreak of illness? 19.0 Asbestos Removal JSEA prepared to cover the removal of asbestos and engagement of workers prior to it being issued? Is the correct PPE available and being used? Is the asbestos material being contained correctly? Are the correct disposal methods being used and the appropriate dockets available and completed in full)? 122 Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) Is the Asbestos Contractor an approved remover with current certification? 20.0 Lasers Is appropriate signage in place and visible to all in the area? Is the equipment being used positioned so as Not erected at eye level? Has a Laser Safety Officer been appointed on-site for (class 2 or 3A)? 21.0 Noise Has a noise assessment been conducted to identify if any excessive levels exist? Has any personnel monitoring been carried out in noisy areas? Is the correct PPE available, been issued, worn and maintained by the workers and others? Is the correct signage erected to inform workers and others as required? Is a medical assessment conducted with each worker exposed to high noise levels? 22.0 Explosive Power tools Are Operators trained and hold the correct certification? Are warning signs visible and in place to warn workers and others? Is the correct PPE available, been issued, worn and maintained by the workers using the tool and other in close proximity? Is the tool placed in a secure container? Does the tool display and has current certification? 23.0 Confined spaces 123 Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) Has the Hazard/Risks been Identified for the confined space? Has a JSEA been prepared with the engagement of the workers and, issued? Is air monitoring completed prior to entry and during work within the confined space and recorded? Is breathing apparatus available and used by workers and have they received the required training? Is a rescue plan developed and appropriate rescue equipment available? Is an entry permit prepared and complete correctly? Are all those involved trained and competent workers for the confined space work? Standby/Spotter are in place and trained to respond? All Isolation of external hazards are in place, checked and verified complete? All workers familiar with confined space requirements? 24.0 Explosives Has a Blasting Management Plan been prepared and approved by the Engineer? Site location/plan approved by the Engineer? Storage facility designed and approved for the explosives? Transportation of explosives is in compliance with legislative controls and procedures? Controls during blasting operations are in-place and effective? Blasting operations under the control of a qualified and certified Blaster? The Engineer is notified within the specified time-lines set within the contract? 124 Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No and record findings to correct. N/A Close-out Item Y Comments and Corrective actions if required By Initials N (date) Buildings and services are provided with adequate protection to prevent damage from flying debris? All precautions are in-place to ensure no harm to individuals during blasting operations? Police control traffic movement within 400 m of the blasting operations? All signs are in place to warn others of the blasting operations? The use of a Vibro-metre is in place during blasting? Weather condition have been assessed (Lighting Storms etc.)? 24.0 Other – Specify Activity: JSEA reviewed by all relevant workers? JSEA controls being implemented and review as required? Has the work environment changed since commencement? Does the JSEA require revision and has this been done on a regular basis? 125 CLOSE OUT OF PREVIOUS CORRECTIVE ACTIONS Have all the hazards/risks identified and documented in the previous site safety inspection checklist dated (insert date) ___/___/______ been rectified. Yes/No If No give details: - Name: Signature: Position: Date: Reviewed by Project Manager. Name: Signature: Date: 126 Annex 10. List of Certain Border Areas of The Kyrgyz Republic with Special Status.56 1. Batken region: a) Leilek district: - Zhany-Zher ayil aimak: Borborduk villages (Arka-1), Arka-2; - Kulundun ayil aimak: Razzakov, Maksat, Ak-Aryk, Kairagach villages and the Mayta and Sada sections; - City Hall of Isfana: the village of Murza-Patcha; b) Batken district: - Kysh-Tuut ayil aimak: villages of Tayan, Sogment, Charbak, Sai; - Suu-Bashinsk ayil aimak: Kara-Tokoi, God’s villages, Apkan; - Tort-Kul ayil aimak: Ak-Otok villages, Chon-Talaa; - Kara-Bak ayil aymak: Dostuk village, Dobo section of Kara-Bak village; - Samarkandek ayil aimak: villages Samarkandek, Min-Oruk, Paski-Aryk; - Ak-Sai Aiyl Aimak: Ak-Sai, Tash-Tumshuk, Uch-Dobo, Kok-Tash villages with Min-Bulak, Kapchigay sites; - Ak-Tatyr Ayil Aimak: Orto-Boz village with a Maseittin Jeri site; c) Kadamzhay district: - Ak-Turpak ayil aimak: villages Otukchu, Kalacha, Kyzyl-Korgon, Ak-Turpak; - Alga Aiyl Aimak: villages of Chukur-Kyshtak; Alga, Adyr; - ayal aimak them. A.Masalieva: Kakyr village, Leskhoz; - Kotorma Aiyl Aimak: Ak-Kya village; - Kyrgyz-Kyshtak ayil aimak: village of Kyrgyz-Kyshtak; - Halmion Aiyl Aimak: the villages of Kyzyl, Kok-Tal, Chekelik, Jooshuk, Zhany-Ayyl, Abdusamat, Gulduromo (Zhany-Jer section), Nogardan, Halmion. 2. Jalal-Abad region: a) Ala-Buki district: - Kok-Tash ayil aimak: the villages of Bulak-Bashi and Kok-Tash, including the sections Kulpek-Sai and Chon-Sai (Arap); b) Aksy district: - Kosh-Dobonsky ayil aimak: villages of Toruk, Bai-Kyshtak; - City Hall of Kerben: villages Mamai, Zhetigen (Kutchu), Ak-Dobo; - Kashka-Sui Aiyl Aimak: Charbak village; c) Chatkal district: - Chatkal ayil aimak: Ak-Tash village; 3. Osh region: a) Kara-Suu district: - Ak-Tash ayil aimak: Barak village. 4. Issyk-Kul region: a) Ak-Suy district: - Engilchek Aiyl Aimak: the village of Engilchek; b) Jeti-Oguz region: - Ak-Shyirak Aiyl Aimak: Uch-Koshkon and Ak-Shyyrak villages; c) Tyup district: - San-Tash ayil aimak: Karkyra village (farm No. 4). 5. Naryn region: a) At-Bashinsky district: - Ak-Talinsky Aiyl Aimak: Chatyr-Tash section of the Ak-Sai Valley. 56 Decree of the Government of the Kyrgyz Republic “On the implementation of the Law of the Kyrgyz Republic“ On giving special status to certain border areas of the Kyrgyz Republic and their development â€?dated March 20, 2012 No. 186 127 Annex 11. Coverage of children by preschool education in urban settlements and rural areas by territory by year, at %. 2013 2014 2015 2016 2017 KR 17,5 19,5 19,9 22,1 23,5 City 31,6 32,3 31,1 32,3 34,2 Village 10,8 13,2 14,2 16,6 17,9 Batken region 16,1 19,6 20,6 23,9 25,8 City 33,3 33,1 30,5 32,8 33,2 Village 10,2 14,6 16,7 20,5 23 Djalal-Abad region 15,2 15,5 16,1 18,7 20,2 City 27,4 28,5 28,4 30,6 32,8 Village 10,3 11,8 12,6 15,1 16,5 Issyk-Kul region 17,4 18,8 20,9 24,1 25,8 City 34,2 33,3 34,6 38,8 41,1 Village 9,4 11,1 12,8 15,8 17,7 Naryn region 19,6 25,7 22,3 26,6 31,6 City 32,6 36,8 17,2 39,7 44,8 Village 17,5 23,7 9,8 24,3 29,2 Osh region 11,6 13,1 14,3 16,3 17,2 City 15 16,4 15,2 18,1 17,7 Village 11,4 12,9 14,2 16,2 17,2 Talas region 14,4 17 20,6 20,8 22,2 City 49,4 58,4 66,1 65,6 67,1 Village 10,3 12,3 15,8 16 17,3 Chuy region 12,5 16 16,5 18,5 19,3 City 24,3 27,6 26,3 30 32,3 Village 9,3 12,6 13,3 14,9 15,5 Bishkek-city 31 29,4 27,9 28 29,6 Osh-city 41,9 49,7 48,2 49,4 47,9 128 Annex 12. Settlements located in the high and remote zones of the Kyrgyz Republic Naryn region - 167 1. Naryn district - 43 Ak-Bulun, Naryn, Ak-Kuduk, On-ArchaKyzyl-Dzhyldyz, Ak-Kyyak / chem.Zhdanova, Orto-Nura, Ak- Talaa, Orto-Saz, Alysh, Oryuk-TamKenesh, VosmoeMarta, Oryuk-Tam (part) Kenesh, Debelyuk / chemical Lenin, Ottuk, Dzhalgyz-Terek, Sary-Iymek, Dzhan-Bulak, Tash-Bashatim. Voroshilova, Jer- Kechkyuotds.s / hTu, Tash-Bulak, Gergetal, TegerekfermaZonesavod, Dostuk, Tuura-Tuura Iiri-Suu, Uchkun, named after Kuybyshev, Chet-Nur, Kazan-KuyganContainer, Shoro, Kaindyim.Kalinin, Ulyly- Suu, Kara-Unkyur, Eki-NarynKen-Saz, Ken-Saz, Emgek-Talaa, Kenesh, Em Kulanak, Echki-Bashi, Lakol, Jylan-ArykPioneer, Min-Bulak, 2. At-Bashinsky district - 39 Ak-Beyit, c / c Chatyr-Tash, Ak-Dzhar, Kara-Bulun, Ak-Moyun, Kara-Suu, Ak-Muz, Karool-Tebe, At- Bashi, Kek-Aygyr, Acha-Kaindy, Oi-Terske, Kel-Suu, Bash-Kaindy, Korgon-TashKandubava, Besh- Belchir, Kurumdu, Birdik, Kyzyl-Tuu, Kara-Tal (Bolshevik), Ozgeryush, Bosogo, Orto - KashkasuuKazybek, Dzhany-Kuch, PervomaiskyKazbek, Dyybek, Border guard Daewoo, Border Guard Chon-Kolot, Daewoo, Taldy-Suu, Zagotskot, Terek-Suu, named after Kalinin Ak-Talaa, Torugart, c / c Ak-Sai, Chatyr-Tash, c / c New, Eselek, c / c Surash-Tash , 3. Ak-Talinsky district - 20 Ak-Kya, Kara-Bulak, Ak-TalAktal-Chat, Kara-BürgenOzgerush, Ak-Chiy, Kara-OyKelme, BayetovoDurbeljin, Kek-Dzhar, Baigenchek, Konorchok, Dzhany-Talap, Kosh-Debe, Dzhany-Tilek, Orto- Syrtak-Beyit, Jergetal, Cholok-Kayyn, Kadyraly, Terek, Kayyndy-Bulak, Ugut, 4. Dzhumgalsky district - 31 Ak-Ulak, Kyzart, Ak-Tatyr, Kyzyl-Dzhyldyz, Aral, Kyzyl-Korgon, Bazar-Turuk, Lama, Bazar-Turuk, Min-Kush, BaizakKayyrma, Min-Teke, Bash-Kuugandy, Sary-Bulun, Besh- Terek, Tabylgy, Dzhany- Aryk, Tabylgyty, Dzhumgalotd.s / xKochkorka, Tash-Tebe, Kara-Keche, Tyugel-Sai, Kek-Oi, Chaek, Ken-Suu, Chon-Debe, Kichi-Aral, Epkin, Kotur- SuuSary-Kamysh, Kyzyl-Seok, Kuyruchuk Bagyshan, 5. Kochkor district - 34 Ak-Kya, Ak-Jar, Ak-Talaa, Aral, Ak-Chiy, Bolshevik, Ara-Kel, Buguchu, Bash-Buletu, Kara-Saz, Den- Alysh, Kara-Suu, Kaynar, Kek-Jar, Kara- Küngei, Kochkor, Kara-Moinok, Kum-Debe, Ken-Suuotd.s / hTyulek, Osoviahim, KomsomolKosh-Alysh, Odds.s / za Cholpon, Kyzyl-Debe, Tendik, Mantysh, Telek, Ortok, Ace, Sary-Bulak, Chekildek, Shamshy, Cholpon, EpkinAk-Ochok, Oro-Bashi, Osh Oblast - 213 1. Alai district - 98 Ak-Bosogo, Kum-Shoro, Ak-Jai Kara-Dzhylga, Kun-Elek Gunolok, Ak-Talaa, KungeyKyzyl-Dzhyldyz, Ak-Talaa, Kyz-Emchek, Almaly, Kyz-Emchek Karagasha, Altyn-Mazar, Kyzyl-AlaiChagyr , Arzykulo, Kyzyl-Bulak, Askaly, Kyzyl-Kechkyu, Ayuu-Tapan, Kyzyl-KolotDzhusaly, Bai-BulakKen-Dzhylga, (Utratilsilu) Boz, Kyzyl-Kyshtoo, Boz-Karagan, Kyzyl-Oy, Boz-Karazan OyKara-Tash, Boybulak, Lenin-Jolak-Terek, Bor-Debe Kyzyl-Do, MiyazdyGerdegey, Bortumshuk, Mukur, Gulcha, Murdash, Dzhany-Turmush -DebaBudalyk -Chat, Jumak-Chat, Orto-Kyshtoo, Ikizyak, Orto-Suu, Kek-Suu, Osoviahim, named after Gagarin, Maya Ak-Talaa, Tamgaterek, agricultural village named after Krupskaya Arpa-Tekt, Sary-Mogol, Irkeshtam, Sary -Tash, Kabylankol, Sogonda, Kainama, Soku- TashShamshaly, Kara-Bulak, Sopu-Korgon, Kara-Kindik, Taldy-Bulak, Kara-Suu, Taldy-Suu, Kara- Tash, Tamdy-Terek, Kara-Shoro, Targalak, Kara-ShybakKara-Shama, Tash-Bashat, KaragansaiOryuklu, Tash-Koroo, Kachak-Jurt, Telman-Chats, Kek-Debe, Terek, Kel-Chats, Toguz-BulakTash-Kya, Gejige, Toykulo, Kel, Chakmakky , KeldyukKeldyuk Chats, Chekulo, Ken-Dzhylga, Chiy-Tala aSeget, Ken- Dzhylga, Chon-Bulelu, Kichi-Bulelu, Chon-Karakol, Kichi-Karakol, Shalba, Communism, Shoro- BulakOldzhok, Kosulush, Yrgayly, 2. Chon-Alai district - 24 Artala, Karamyk, Achyksuu, Kashka-Suu, Daroot-Korgon, Kochkorchu, Jaman-Jar, Kulchu, Jar-Bashi, Kyzyl-TuuKara-Suu, Jash-Tilek, Kyzyl-Eshme, Dzhekendi, Mukur, Dzhekendi Chulok, Sary-B 129 DzhekendiBatman-Kel, Chuck, Kabyk, Shibee, Kara-KabakKyzyl-Don, Zhayylma-, Kara-Teyit, Zhayylma-, 3. Kara-Kuldzhinsky district - 49 Aydin-Kel, Ak-Boguz, Budur, Kuyo-Tash, Buura-Chats, Kyzyl-Bulak, Darga, Kyzyl-Jar, Jaman-Tal, Oi- Tal, DzhaykluKorgon, Orto-Oi-TalDzhon-, Jetim-Dobo, Kan -Korgon, Jol-Jurga, Oi-Myya, Sary-Bulak, John-Bulak, Tash-Kya, named after Kalinin, Tegerek-SazKonoklaytala, named after Sidorov, Terek, Kayyn-Talaa, Toguz-Bulak, Kara-Saz, Tushunuk, Kara -Tash, Uzun-Shoro, Kara-Tash, Chon-John, Kashka-Suu, ChykyrkanakAral, Kashka-Suu, Buyga, Kek-ArtAlayku, Kara-Boguz, Kichine-John-John, Kara-Dzhigach, Kichine-Oi-Tal, Kara-Tash, Kol-Tash, Ordesh, Conduk, Rawat, Konokbay-TalaaBosogo, Altyn-Kurek, Koo-Chaty Kyzyl-Ki , Sharkyratma, Shyrday, 4. Aravan district - 4 Min-Teke, Sary-Bulak, Chogom, Kichik-Alai, Kara-Suu district - 16 Ak-Dzhylga, Katta-Taldyk, Karagur, Ken-Suu, Kichik, Kurankol, Kojo-Kelen, Alpordo, Ax, Sai, Chiyyrchyk, Syuttu-Bulak, Alga-Bas, Teeke, Bek-Jar, Taldyk, Nookat district - 18 Kaldai, Turpa Chats, Kashka-Suu, Chats, Kek-Chukur, Chatyr-Tash, Kichik-Alai, Er-Bulak, Kyzyl-Talaa, Aldyke, Kyzyl-Chara, Buudaylyk, Leskhoz, Buudaylyk, Oi-Tal, Shamshaaly, Sary-Mogul, Zhaz-Tokoi, Uzgen district - 4 Tuz-Bel, Orkazgan, Uchkaptal, Irek, 1. Batken Oblast - 142 Batken district - 57 Tunuk-Suu, Korgon, Ak-Otok, Koche-Boy, Ak-Sai, Koche-Karyn, Ak-Tatyr, Kyzyl- Bel, Ak-Tur 130 Annex 13. List of organizations and ngos working in villages with migrant families 1. Association of Private Employment Agencies of the Kyrgyz Republic 2. Bishkek City Office of Employment Promotion 3. Caritas France Foundation 4. Center for Business Education of Chamber of Commerce and Industry of the Kyrgyz Republic 5. Council for Business Development and Entrepreneurship under the Toraga of Zhogorku Kenesh of Kyrgyz Republic 6. Council for Business Development and Investment under the Government of Kyrgyz Republic 7. Crisis Centers 8. Deutsche Gesellschaft fur Internationale Zusammenarbeit (GIZ) 9. Eurasia Foundation of Central Asia Kyrgyzstan 10. Fair and Sustainable Development Solutions 11. Information and Consulting Center 12. International Business Council 13. International Labour Organization 14. International Public Foundation «Pangea» 15. International Ðœigration Organization 16. Investment promotion and protection agency of the Kyrgyz Republic 17. JIA Business Association 18. Kyrgyzstan Red Crescent 19. Mercy Corps Kyrgyz Republic 20. Open Society Foundation 21. Search for Common Ground 22. Skills Development Fund 23. UNICEF 24. USAID 25. Zamandash Association 26. Office of the Center of Solidarity for Central Asia 27. Swiss Agency for Development and Cooperation (SDC) 28. Grants of the Government of Japan 131 Annex 14. Aiyl Aimaks that do not receive equalizing transfers from the Republican budget.57 â„– Name of ayil aimak â„– Name of ayil aimak 1 Teploklyuchenka 37 Ala archa 2 Kyzyl-Suu 38 Ak-DÓ©bÓ© 3 Saruu 39 Baytik 4 Darkhan 40 Bunch 5 Zhargylchak 41 KÓ©k-Zhar 6 Barskoon 42 Lebedinovka 7 Tamga 43 Lenin 8 Orgochor 44 May Day 9 Svetlaya Polyana 45 Lower Ala Archa 10 Ak-DÓ©bÓ© 46 Suburban 11 Zheti Oguz 47 Tash-DÓ©bÓ© 12 Yrdyk 48 Tash Moynok 13 Lipenka 49 Ivanovka 14 Qum Bel 50 International 15 Bosteri 51 Krasnorechensk 16 Kara-oh 52 KeÒ£-BuluÒ£ 17 Chong-Sary-Oi 53 Luxembourg 18 Tamchy 54 Novopokrovka 19 KÒ¯n-Chygysh 55 Ak Bashat 20 KÓ©k-Mineok 56 Taldy-Bulak 21 TÒ¯p 57 Kyzyl-October 22 Ala buka 58 Alexandrovka 23 Bazar Korgon 59 Belovodsk 24 Kargalyk 60 May Day 25 Kanysh-Kya 61 Petrovka 26 Kochkor 62 Garden 27 Seagulls 63 Kurama 28 Ak-Turpak 64 Chaldovar 29 Taldy-Suu 65 At-bash 30 Gulch 66 Military Antonovka 31 Alianarov 67 Govrilovka 32 Bakai-Ata 68 Krupsky 33 Kara Buura 69 Novopavlovka 34 Beckmoldo 70 Sokuluk 35 AlamÒ¯dÒ¯n 71 Frunze 36 Ala archa 72 Chuy 57 Appendix 10 to the ZKR On the republican budget of the Kyrgyz Republic for 2018 and the forecast for 2019-2020 132 Annex 15. Minutes of ESMF public consultations On discussion of the Environmental Social Management Framework for the Learning for the Future Project Date: November 28, 2019 Venue: Bishkek, Ministry of Education and Science of the Kyrgyz Republic Participants: 1. Kamalova A. - Consulting company “ECDâ€? 2. Dzhakubova N.I. - PF “Institute of childhoodâ€? 3. Asanbaeva B. - Director of SOS Kinderdorf 4. Soloshenko O. V. - Director of the Environmental and Economic Lyceum - School No. 65 5. Zhumaliev K. - Environmental Protection Specialist, PIU “Management of Forest Ecosystemsâ€? 6. Ivanov A.- “Educational Initiatives Support Fundâ€?, Director 7. Omuraliev N.A. - PA "Institute for Development Assessment", Director 8. Orusbaeva T.A. - Head of the Department of TDO GPU named after I. Arabaev 9. Kendirbaeva D.Sh. - MF “Initiative R. Otunbaevaâ€? 10. Kerimbekova M. - Environmental Protection Specialist, ARIS 11. Begimkulova M. - Director of Muras Consulting 12. Narmyrzaev B.O. - Ministry of Education and Science of the Kyrgyz Republic 13. Asipzhanov Almaz- Consultant, World Bank 14. Mambetakunov U. - Vice - President of KAO 15. Rysbekov BB - Deputy Head of the Department of Preschool, School and Extracurricular Education of the Ministry of Education and Science of the Kyrgyz Republic; 16. Isaeva A.A. -Consultant of UNICEF; 17. Ainekenova A.R. - Director of the PRP PRSO, MES KR SSFER. 18. Shabyralieva A. –OF “KyrgyzDidacticsâ€? 19. Kydykeeva B. - PR Specialist PIU Forest Ecosystem Management Project 20. Zholgubekova A. - PF “Taalim Forumâ€? Agenda: Discussion of the Environmental Social Management Framework in the context of Learning for the Future Project. Presentation of project goals. _________________________________________________________________________ Discussed main topics: The project’s objectives, planning activities, anticipated environmental and social impacts and proposing mitigation measures, and grievance redress mechanism to participants. Project description and its components; potential planning project activities, national environmental, social legislation and relevant WB ESS requirements, identified social and environmental impacts and mitigation measures, safeguards documents needed to be developed under the LLF Project for each sub-project; GRM; further stages of the Project implementation; 133 Within the framework of the Learning for the Future Project it is proposed to support one main investment activity that requires the development of Environmental Social Management Framework (ESMF). It is proposed to fund minor civil works (500 CbK facilities countrywide) required to upgrade or convert existing community facilities for use as pre-school education facilities. It was therefore required to adjust and approve an Environmental Social Management Framework (ESMF) which will become a guiding document to address environmental and social issues in the education sector in general. The ESMF was in general approved by the stakeholders. It was agreed that the concerns raised during the meeting will be addressed in the Project Operation Manual. Attention of participants was drawn to the problem of inefficient functioning and operation of sewerage constructions throughout the vast country’s territory. Stakeholders made some comments and suggestions regarding the importance of this document for the implementation of inclusive education. It was also proposed to outline activities in accordance with the necessary volume of reconstruction / repair and construction work in the country, subject to the support of donors in other regions, as well as awareness-raising activities of local authorities on ESMF. In addition, the meeting participants exchanged views on public-private partnership and outreach children in new buildings around the capital, on the environmental situation in contaminated areas. Participants emphasized the importance of continuing to work with NGOs to discuss criteria and indicators, to engage in discussions and cooperation. It was noted that this document envisages implementation of practical activities which do not contradict the Kyrgyz legislation about environment. By the results of the discussion it was decided to approve the Draft ESMF. 134 Lists of participants 135