SFG3207 REPUBLIC OF IRAQ Ministry of Youth and Sports PROMOTING THE INCLUSION OF CONFLICT- AFFECTED IRAQI YOUTH Environmental Management Framework (EMF) March 3, 2017 Appraisal Version Contents Abbreviations and Acronyms ................................................................................................................... iii Executive Summary .................................................................................................................................. vii Chapter 1 : Introduction ............................................................................................................................ 1 1.1 Introduction and Objective of the EMF ................................................................................... 1 1.2 Project Background .................................................................................................................... 1 1.3 Project Description ..................................................................................................................... 1 Component 1 : Youth-led Community Development, Peacebuilding, and Micro-Entrepreneurship ... 2 Component 2 : Project Management and M&E .................................................................................... 3 Chapter 2 : Legal and Institutional Framework ...................................................................................... 5 Chapter 3 : Geographical Locations - Baghdad ....................................................................................... 6 3.1 Sadr City ............................................................................................................................................ 6 3.2 Zayona................................................................................................................................................ 7 3.3 Al-Amriya .......................................................................................................................................... 7 Chapter 4 : Potential Environmental Impacts ......................................................................................... 8 Chapter 5 : Environmental Management Framework ............................................................................ 9 5.1 Sub-Project Screening ...................................................................................................................... 9 5.2 Sub-Project Implementation .......................................................................................................... 10 5.3 Institutional Arrangements ............................................................................................................ 10 5.4 Monitoring and Reporting Arrangements .................................................................................... 11 5.5 Capacity Building and Training .................................................................................................... 12 Chapter 6 : Consultations ........................................................................................................................ 13 Annex 1: Environmental Screening Checklist........................................................................................ 14 Annex 2: Indicative Good Practices ........................................................................................................ 16 Annex 3: Environmental Monitoring Checklist ..................................................................................... 20 Annex 4: World Bank Safeguard Policies Primer ................................................................................ 23 Annex 5: Consultation Documentation ................................................................................................... 27 ii Abbreviations and Acronyms EA Environmental Assessment EHS Environmental Health and Safety EMF Environmental Management Framework EMP Environmental Management Plan IDPs Internally Displaced Persons IFC International Finance Corporation ISIS Islamic State of Iraq and Syria M&E Monitoring and Evaluation MoYS Ministry of Youth and Sports NGOs Non-Governmental Organizations OP Operational Policy PIU Project Implementation Unit PMU Project Management Unit PPE Personal Protective Equipment iii ‫الملخص التنÙ?يذي‬ ‫هذذذالوثيقة بذذذبو إةا ذذذبوإلدذذذااونإذذذتواالثاموثية ذذذادا وث إان ذذذبوقثي ئ ذذذبو مذذذ وإ ذذذاقلو ذذذ شوثي ذذذإقتووي ذذذ ا وثي اث ذذذ و‬ ‫ثيإ أةاو ايصاثنا وإإقتوإنو توصةالققوثي ةإ بوث إان بوثي ا اة Ùˆ(‪ .)JSDF‬و‬ ‫الهدÙ? اإلنمائي للمشروع (‪:)PDO‬‬ ‫وهذذذذالموثيإ ذذذذاقلوهذذذذقو ذذذذ شوثي ذذذذإقتوث إذذذذان وقث صذذذذاال وي ذذذذ ا وثي اث ذذذذ وثيإ ذذذذااو إذذذذاو(‪)٢٩-١٥‬وسذذذذةبو‬ ‫إا باا و‪٣٠٠٠‬و ا وإنوخالتوثيإ ااكبوÙ? وا االموث نإاتوقوة ادا وثي ةإ بوثيإ Ø¥ بو ب االموثي ا ‪ .‬و‬ ‫ة ادا وثيإ اقلوسقمو Ø©Ù?اوإنوخالتوإكقة نوكإاوإق حوأسÙ?تو و‬ ‫المكووووووو ا Ùˆ ‪ :‬نشوووووواناي لتنميوووووون الملتمووووووش وينوووووواة الاووووووقي والمشوووووواريش ال وووووو ير يوااوووووونن ال يوووووواداي الشوووووويايين‬ ‫(‪)$٢٤٧٥٠٠٠‬‬ ‫المكو الÙ?رعي ‪ :1.1‬التدريب على مهاراي يناة الشخ ين والدعي النÙ?اي وا لتماعي‬ ‫سذذقمو كذذقنوهذذاثوثيإكذذقنوةبدذذبوالخذذقتوثيإ ذذااك نوÙ?ذذذ وثيإ ذذاقلوقسذذ Ù‚Ù?او ذذالا ويإاذذااث Ùˆ ةذذا وثي خصذذ بون ذذ وث ذذذتو‬ ‫‪٣٠٠٠‬و ذذذا ووإذذذنو ثيإ ذذذاا نوقأ ذذذاونإذذذتوقمذذذالث والنذذذ وةÙ?سذذذ وقث إذذذان و‪.‬وثيإسذذذ Ù? ال نوثي ذذذ ا وسذذذقمو بسذذذإقنوثيذذذ و‬ ‫إ ذذذاإ شوكذذذتوإ إقنذذذبو‪20‬و ذذذخضوي ذذذإانو Ù?انذذذتوإبذذذا Ùˆ ذذذ نو Ø¥ ذذذشوثيإ ذذذااك ن‪.‬و ذذذالا وثيإاذذذااث وثي خصذذذ بوس سذذذ إاو‬ ‫يإذذذالموثسذذذ قن نوس ذذذإتو ذذذالا اونإ ذذذااو Ù?ان ذذذاوقإة إذذذا‪.‬وةذذذقلو ذذذالا ون ذذذ وإاذذذااث Ùˆ ةذذذا وثي خصذذذ بو ذذذإنوإاذذذااث و‬ ‫ثي Ùƒ ذذذذذموثي ادÙ? (ثي ذذذذذأ وثيةÙ?سذذذذذ )ووإلالثاموثا اذذذذذاالوقثيإ ذذذذذاناوقثيإ Ø« ذذذذذبوقوأ ذذذذذاوإاذذذذذااث وثي ال ذذذذذا وث إان ذذذذذذبو‬ ‫قثي خصذذذ ب‪.‬و ذذذالوث Ø© اذذذا وثيةذذذا حوياذذذاثوثيإكذذذقنوثيإ ذذذااك نوسذذذقمو ذذذأه قنوي بذذذال Ùˆ Ø© ذذذدبو ةذذذا وثيإ إذذذشو ب ذذذاالموثي ذذذ ا و‬ ‫ثق\ قوثة ذذذدبوثيإ ذذذاا شوثيصذذذر ام‪.‬وق ثاموثي ذذذ ا وقثيا ا ذذذبوسذذذقمو ا ذذذالوإذذذشوإة إذذذبو ذذذاومكقإ ذذذب إم ذذذبوإذذذنوخذذذالتو‬ ‫نإ بو بال وثي دا Ø« وثي ةاÙ?س بو اإبوهالوث Ø© دبو Ù… وهاثوثيإكقن‪ .‬و‬ ‫المكو الÙ?رعي ‪:1.2‬ا نشنن لتنمين الملتمش ويناة الاقي ÙŠ ياد الشياب‪:‬‬ ‫وهذذذذاثوثيإكذذذذقنوثيÙ?انذذذذ Ùˆ ذذذذإتو‪٢٠٠٠‬و ذذذذا وإ ذذذذااووÙ?ذذذذ وثة ذذذذدبوي ةإ ذذذذبوثيإ إذذذذشو ب ذذذذاالموثي ذذذذ ا و‪.‬وق ثاموثي ذذذذ ا و‬ ‫قثيا ا ذذبوسذذقمو ا ذذالوإذذشوةÙ?ذذاوثيإة إذذبوثير ذذاومكقإ ذذبوثيإم ذذبوثيإخ ذذااموÙ?ذذ وثيإكذذقنو‪1.1‬ويذذالن وث Ø© ذذدبو مذذ وهذذاثو‬ ‫ثيإكذذذقنويبذذذا ود ذذذبوث Ø© ذذذدبو ذذذ نوثيإكذذذقة ن‪.‬وهذذذالوث Ø© ذذذدبوسذذذقمو ذذذالن Ùˆ Ø¥ ذذذشوثي ذذذ ا وإذذذنو Ø¥ ذذذشوثيخ Ù? ذذذا ويرذذذا و‬ ‫‪-١‬و ثي Ù?ذذذذاق وإذذذذشو ذذذذ Ùˆ خصذذذذقضوث Ø© ذذذذدبوثيإم ا ذذذذبوÙ?ذذذذ وثيإ Ø¥ ذذذذا وثيإمذذذذالالم‪-Ù¢.‬وق ذذذذشوخدذذذذبوي ذذذذالÙ?الونذذذذنوهذذذذالو‬ ‫ث Ø© ذذذذدبون ذذذذ وإسذذذذ Ù‚ وإم ذذذذ و‪-٣‬و Ø©Ù? ذذذذاوإ ذذذذاالاث ون ذذذذ وةدذذذذاقوصذذذذر اوإذذذذةالو بذذذذال وإ ذذذذالث وي إذذذذاكنوثي اإذذذذبو ونإذذذذتو‬ ‫ص ما وق دق اث وي إاكنوثي اإب وة ادا وةباÙ? بوقا ا ب وإل اÙ?بوثي وثة دبوي ةا وثيإاااث و‪.‬و و‬ ‫ير‬ ‫المكو الÙ?رعي ‪ : 1.3‬المشاريش ال‬ ‫وهذذذاثوثيإكذذذقنوثيÙ?انذذذ وسذذذ Ù‚Ù?اوإسذذذانالموÙ?قا ذذذبوت‪١٠٠٠‬و ذذذا ون ذذذ وث ذذذتوإذذذنوثيإ ذذذاا نوإذذذنوثيةذذذ ثلواة ذذذا وإ ذذذاا شو‬ ‫صذذذر اموإسذذذ ب ب‪.‬وثي ذذذ ا وثيإسذذذ Ù? ال نوثيإخ ذذذاا نوياذذذاثوثيإكذذذذقنوثيÙ?انذذذ وسذذذقمو كإ ذذذقنوأق Ùˆ ذذذالا وي دذذذق اوث نإذذذذاتو‬ ‫يإذذذالموأسذذذ قن Ù† ÙŠ سذذذاناله ون ذذذ Ùˆ دذذذق اوأÙ?كذذذااه وقإلة ذذذا وخدذذذبونإذذذتو Ù‚ ذذذب‪.‬و ذذذالوإلةاذذذا وثي ذذذالا وي دذذذق اوث نإذذذاتو و‬ ‫ثي ذذذ ا وسذذذقمو بذذذالإقنوإب امذذذا ونإ اذذذ وثيذذذ وثي ةذذذبوثيإقثÙ?بذذذبون ذذذ وثيإةمذذذب وي إقثÙ?بذذذبون ذذذ وثيإ ذذذاقلو‪.‬واأاوثيإذذذاتو‬ ‫سذذقمو كذذقنوإ ذذااوي ذذ ا وإذذنوخذذالتوإذذةحوصذذر امون ذذ وثسذذااو ةاÙ?سذذ ‪.‬و إذذبوثيإةمذذبوسذذقمو إذذالون ذذ Ùˆ ذذقموثيإب ذذاااو‬ ‫يكذذذنويذذذنو كذذذقنوثكةذذذاوإذذذنو‪.$1000‬وسذذذ د وإذذذنوثي ذذذ ا وثة ذذذا وةسذذذ بوا ذذذحو با ذذذاو‪%25‬وإذذذنو إذذذبوثيإةمذذذبوثقوإسذذذاهإبو‬ ‫‪iv‬‬ ‫ن Ø© ذذذذبويخ ذذذذقو ذذذذ قاوثك ذذذذاو ايإ Ùƒ ذذذذبو ذذذذ نوثيإسذذذذ Ù? ال ن‪.‬وث ذذذذاÙ?بوثيذذذذ اوثي ذذذذ ا وسذذذذقمو Ø¥ ذذذذقنوإذذذذشوإذذذذق ا نوقإذذذذالا نو‬ ‫ي ذذذإانوة ذذذااوثيإ ذذذا ا شوثيصذذذر اموا إذذذاونذذذنوصذذذ Ù‚ ا وثي ئذذذبوثيإ قث ذذذال نوÙ? اذذذاو‪.‬وسذذذ Ù‚Ù?اوخذذذالإا وثس ذذذاا بوي نإذذذاتو‬ ‫قالنذذذ وي إسذذذ Ù? ال نويسذذذةبوقثمذذذالموإذذذنو الث ذذذبوثيإ ذذذاقل‪.‬وق ثاموثي ذذذ ا وقثيا ا ذذذبوسذذذقمو ا ذذذالوإذذذشوإ اذذذالوإذذذنوخذذذالتو‬ ‫نإ بو بال وثي دا Ø« وثي ةاÙ?س بو اإبوث Ø© دبو Ù… وهاثوثيإكقنوثيÙ?ان ‪ .‬و‬ ‫المكو الثاني‪:‬إدار الشؤو اإلدارين‪ ،‬مراقين وت ييي Ùˆ نشر المعلوماي للمشروع(‪:)$275000‬‬ ‫ادار المشووووروع‪ :‬قمذذذذالموإلالثاموثيإ ذذذذاقلو‪PMU‬و سذذذذقمو كذذذذقنوإسذذذذسقيبونذذذذنوثي ةسذذذذ قوقثي Ø©Ù? ذذذذاوثي ذذذذا وي Ø¥ ذذذذاقل‪.‬وثيإاذذذذا و‬ ‫ث ساسذذذذ بو ذذذذإناو ةسذذذذ قوثيإ ذذذذاقلاو قن ذذذذبوثيإس Ù? ال Ù†(ثيإ ذذذذااك Ù†)اونإ ذذذذبوثي ذذذذاث اوثاالثاموثيإاي ذذذذباوثيق ا ذذذذباوإلالثامو‬ ‫ثيإ قإذذذذا وقوث صذذذذا واثخ ذذذذااوقثا ذذذذاثمون ذذذذ وإة إذذذذبو ذذذذاومكقإ ذذذذبوقإ اذذذذالاوقثيإ ا ذذذذبوقثي ب ذذذذ ‪.‬وقمذذذذالموإلالثامو‬ ‫ثيإ ذذذاقلو ‪PMU‬و كذذذقنوإذذذنوإذذذق Ù? نوإ Ù?ذذذاة نوÙ?ذذذ وق ثاموثي ذذذ ا وقثيا ا ذذذبوقÙ?ا ذذذقوصذذذر اوإذذذنوث س ذذذاا ن‪.‬وقمذذذالمو‬ ‫ثالثاموثيإ ذذذاقلوسذذذقمو ا ذذذالوإذذذشوإة إذذذبو ذذذاو مكقإ ذذذبوقثمذذذالمو اإذذذبوث Ø© ذذذدبو مذذذ وثيإكقةذذذا وثيÙ?ان ذذذبو ذذذالا ون ذذذ و‬ ‫إاذذذااث وثي ةإ ذذذبوثي خصذذذ بوقثة ذذذدبو ةإ ذذذبوثيإ إذذذشو ب ذذذاالموثي ذذذ ا او ةإذذذاوثيإ اذذذالوسذذذقمو ا ذذذالوإ ذذذ Ùˆ اإذذذبوث Ø© ذذذدبو‬ ‫م وثيإكقنوثيÙ?ان وثيإ اا شوثيصر ام‪.‬‬ ‫ثيإ ذذذاقلوس سذذذ Ù?االوإذذذنوخ ذذذاموقمذذذالموث Ø¥ ةذذذاتويذذذق ثاموثي ذذذ ا وقثيا ا ذذذبوثي ذذذ وسذذذقمو بذذذق Ùˆ را ذذذبوثيإ ذذذاا شوثيÙ?ان ذذذبو‬ ‫ي Ø¥ ذذذاالاث وثيإ Ø¥ ذذذبوثيإبذذذاالموإذذذنو ذذذتوثي ذذذ ا وق ذذذإانوثنوثيإ ذذذاا شوسذذذقمو قثÙ?ذذذقوق Ø¥ ةذذذتوإذذذشوثيمإا ذذذبوث إان ذذذبو‬ ‫قثي ئ ب‪.‬وسقمو با Ùˆ سا وي االتوثيإ قإا وإنو توثي ةكوثيالقي وي قثÙ?قوإشوإل اث Ø« وثيمإا بوق ÙŽ ائÙ?إا وثي مبق‪.‬وو‬ ‫الموقوووش الل راÙ?وووي ‪:‬و ثيإ ذذذاقلو ذذذأيموإذذذنوةذذذالÙ?وإةذذذادقوإخ Ù?ذذذبوÙ?ذذذ Ùˆ رذذذالثالوقثيإةذذذادقوثيإم دذذذبو اذذذ وق اي ذذذا شوسذذذقمو‬ ‫ذذذإنوإةذذذادقوÙ?ذذذ وال ذذذاي وقصذذذالاوثيذذذال نوثن إذذذاالثون ذذذ وثيق ذذذشوث إةذذذ و‪.‬وإةذذذادقوثيإ ذذذاقلوثخ ذذذاا وي ردذذذ وثي ذذذ ا و‬ ‫ثي اث وإنو Ø¥ شوثيخ Ù? ا ‪.‬وثه إا وخاضوأند وي إةادقوثيإ قث الوÙ? ااوإلنالثالوك اموإنوثي ا وثيةا Ù… ن‪ .‬و‬ ‫غريلووووون المشووووواريش الÙ?رعيووووون‪:‬و Ø« Ø© ذذذذذدبوثيإسه ذذذذذبو ذذذذذ وثنو Ù? ذذذذذتوثيس اسذذذذذبوثي ذذذذذر بوي ةذذذذذكوثيذذذذذالقي ون ذذذذذ وثيةذذذذذ قاو‬ ‫ثا اا ‪.‬وإل اÙ?بوثي وايك وثيإ اقلو س د شو إق توثيإ اا شوثيÙ?ان بوثي وسقمو إنواو و‬ ‫األنشطة التي تحد او تحرم المجتمع او الÙ?رد من الوصول لألراضي او الموارد المتاحة‪.‬‬ ‫‪‬‬ ‫األنشطة التي تسبب حيازة األراضي او تهجير الÙ?رد او المجتمع‪.‬‬ ‫‪‬‬ ‫األنشطة Ù?ÙŠ المناطق المحمية او الموطن الطبيعي‪.‬‬ ‫‪‬‬ ‫األنشطة التي قد تؤثر سلبا او تÙ?يد السكان األصليين ‪.‬‬ ‫‪‬‬ ‫األنشطة التي تدخل Ù?ÙŠ استخدام المبيدات الحشرية‪.‬‬ ‫‪‬‬ ‫األنشطة التي تؤثر على التراث الثقاÙ?ي‪.‬‬ ‫‪‬‬ ‫ن ذذ وثيذذا وإذذنوايذذذكوثيإخذذاداوثيإا دذذبو إخ ذذموثيإ ذذذاا شوثيÙ?ان ذذبو ر ذذاوخدقا اذذاوإذذذنو ذذتوثيذذ وإ ذذالتوثيخدذذذقام و‬ ‫إذذ ا Ùˆ ذذ وثنو كذذقنو مذذ ÙˆÙ?ئذذبوثي ب ذذ وثي ئذذ و‪B‬وثقو‪.C‬وخدذذقث وثيرا ذذبوسذذقمو د ذذقوي مبذذقوإذذنوثيÙ?ئذذبوÙ?ذذ وثيإ ذذاا شو‬ ‫Ù?ان ذذذبوثيإمذذذالالم‪.‬وخذذذالتو Ø©Ù? ذذذاوثيإ ذذذاا شوثيÙ?ا Ù† ذذذب وثيإ ذذذاقلوسذذذقمو مبذذذقوي ذذذإانوثيÙ?ئذذذبوثي ئ ذذذبوثيإخ ذذذااموخذذذالتوثيرا ذذذبو‬ ‫ثتوإد ببو‪ .‬و‬ ‫ذذذا وثخذذذاو Ø© ذذذاوث Ù† ذذذااوثنوثيإ ذذذاقلوثيÙ?انذذذ و‬ ‫ثاثويذذذ Ùˆ كذذذنوإد بذذذبوثيإ ذذذاقلوثيÙ?انذذذ وسذذذقمو ذذذاالو صذذذة Ù? ومسذذذ وث‬ ‫و Ù‚ وثنو صةمو Ù… وثيÙ?ئبو‪.A‬‬ ‫‪v‬‬ ‫الترتييوووواي المؤااووووين‪ :‬م ذذذذ اوثيإ ذذذذاا شوثيÙ?ان ذذذذبو Ùˆ ذذذذالثاو إذذذذنو ذذذذتوثي ذذذذ ا Ùˆ ذذذذإنوثس ذذذذااموأصذذذذما وث نإذذذذاتو‬ ‫ثيإم ذذذ Ù† وإذذذنو ذذذإةا وثيإب إذذذ نوÙ?ذذذ وثيإةدبذذذب وإذذذنوث ذذذتو ذذذإانو ذذذبوث Ù… ا ذذذا وق صذذذإ وثيإ ذذذاقلوهذذذقو ذذذااك ‪.‬و‬ ‫ثي ا وأةÙ?سا وسقمو بقالقنوهالوث س ااث ‪ .‬و‬ ‫Ù?ذذذ وثيإةذذذادقوثيإخ ذذذاام وإذذذنوثيإ Ù‚ ذذذشوثة ذذذا وي ةذذذبوثي ذذذ ا وثي ذذذ وسذذذقمو اث ذذذ وق ذذذا شاو ÙŠ ذذذبوثسذذذ االثموثيإسذذذ Ù? ال نويكذذذتو‬ ‫ث Ø© ذذذدبو ÙˆÙ? اي ذذذبو Ø©Ù? ذذذاوثيإ ذذذاا شوثيÙ?ان ذذذبوق اذذذقالو قثصذذذتوثي ذذذ ا ÙˆÙ? اي ذذذبوأة ذذذدبو ةإ ذذذبوثيإاذذذااث وثسذذذ خالث وثيإذذذةحو‬ ‫ثيصر ام وقوثية ائجوثيةاائ ب‪ .‬و‬ ‫قمذذذالموإلالثاموثيإ ذذذاقلو(‪) PMU‬وسذذذقمو كذذذقنوإسذذذسقيبون ذذذ وثي ةسذذذ قوقثي Ø©Ù? ذذذاوثيك ذذذ وي Ø¥ ذذذاقل‪.‬وثيإاذذذا وث ساسذذذ بوسذذذقمو‬ ‫ذذذذإنو ا ذذذذبوثيإ ذذذذاا شوثيÙ?ان ذذذذب وث Ø® ذذذذاا وثي إق ذذذذت وثا ذذذذاثموقوإلنذذذذالثالوثي بذذذذاا اوإل ذذذذاÙ?بوثيذذذذ وثخ ذذذذااوقثا ذذذذاثمو‬ ‫ن ذذذ وثيإة إذذذبوثير ذذذاومكقإ ذذذبوثيإ ا ذذذالوإ اذذذاوي Ø©Ù? ذذذاوث Ø© ذذذدبو مذذذ وثيإكقةذذذا وثيÙ?ان ذذذبو‪١.١‬وقو‪١.٢‬وقوثيإ اذذذالوثيإ ا ذذذالو‬ ‫إ ذذذ وي Ø©Ù? ذذذاوثيإكذذذقنوثيÙ?انذذذ و‪.Ù¡.٣‬وسذذذ ÙƒÙ?توثي ذذذقث نو ذذذ نوثي ةسذذذ نوÙ?ذذذ وقمذذذالموإلالثاموثيإ ذذذاقلو(‪)PMU‬وإذذذنوث ذذذتو سذذذا تو‬ ‫ثيقصذذذذقتوثيذذذذ وثيبذذذذ وثيإد Ù‚ ذذذذبوإذذذذنوثي ذذذذا ا وثيإسذذذذ Ù? الث ÙˆÙ?ذذذذ وهذذذذاثوثيإ ذذذذاقل‪.‬وثيةÙ?بذذذذا ويرا ذذذذبوثيإ ذذذذاا شوثيÙ?ان ذذذذب و‬ ‫ث Ø® اا وثيإ ا بوقثي ب وو وأالاث ا Ùˆ Ù… وثيإكقنوثيةاة Ùˆ وإلالثاموثيإ اقلوقثيإاث بوقثي ب ‪.‬و و‬ ‫و‬ ‫ترتييوووواي الت يوووويي وإعووووداد الت ووووارير‪:‬و إسذذذذسقتوثيإ ا ذذذذبوقثي ب ذذذذ وإ ذذذذ نوإذذذذنوإذذذذق Ù? وق ثاموثي ذذذذ ا وقثيا ا ذذذذب وسذذذذقمو‬ ‫كذذذقنوثيإسذذذسقتونذذذنوثا ذذذاثموي Ø© ذذذدبوثيإ ا ذذذبوقثي ب ذذذ وثيإا دذذذبو ايإ ذذذاقل‪.‬وإسذذذسقتوثيإ ا ذذذبوقثي ب ذذذ وسذذذقمو كذذذقنو‬ ‫ثيإةسذذذقوي مإا ذذذبوثي ئ ذذذبو Ùˆ ذذذإنوثنوكذذذتوثيإ ذذذاا شوثيÙ?ان ذذذبو Ø¥ ةذذذتوثيذذذ Ùˆ ائإذذذبوثيÙ?مذذذضوي مإا ذذذبوثي ئ ذذذبوثيإ Ù?ذذذقون اذذذا و‬ ‫اي ةسذذذ قوإذذذشووقمذذذالموث Ø¥ ةذذذاتويذذذق ثاموثي ذذذ ا وقثيا ا ذذذب‪.‬وقمذذذالموإلالثاموثيإ ذذذاقلوسذذذقمو Ø©Ù?ذذذاو اةذذذاإجوي Ø¥ ا ذذذبوي ذذذ قالو‬ ‫إ قإذذا وث الث وثي ئذذذ Ùˆ نإذذذاتوثيإةدبذذذبوقوÙ? اي ذذذبو ذذذالث اوثي Ø®Ù? ذذذموثيإخدذذذدوياذذذا‪.‬وو ائإذذذبوثيÙ?مذذذضوثي ئذذذ وسذذذقمو Ø©Ù?ذذذاوإذذذنو‬ ‫ذذذتو ذذذخضوإسذذذسقتونذذذ نوثا ذذذاثمون ذذذ وثي إذذذتوÙ?ذذذ وثيإق ذذذشوي أكذذذالوإذذذنوث Ø¥ ةذذذاتوإذذذشوثي ذذذالث اوثيإذذذأخقامويخدذذذبوثاالثامو‬ ‫ثي ئ ب‪.‬وسقمو Ù‚Ù?او الا وأساس ون وثا اثموقثي مبقوإنوث Ø¥ ةاتوي خاضوثيإ Ø© نوإل اÙ?بوثي وثي ا ‪ .‬و‬ ‫التوودريب وينووواة ال ووودراي‪ :‬إذذذنوثيإ Ù‚ ذذذشوإذذنوإسذذذسقتوثيإ ا ذذذبوقثي ب ذذذ Ùˆ وإ ذذذ نوإذذنوإذذذق Ù? وثي ذذذ ا وقثيا ا ذذذب وثنو كذذذقنو‬ ‫إسذذذذسقتونذذذذنو ذذذذ وقإلا ذذذذاالوثيإة إذذذذبوثير ذذذذاومكقإ ذذذذبوقثيإ اذذذذالو خصذذذذقضوإ د ذذذذا وثيمإا ذذذذبوثي ئ ذذذذبوي ةذذذذكوثيذذذذالقي و‬ ‫إسذذذذسقتوثيإ ا ذذذذبوقثي ب ذذذذ وسذذذذقمو ذذذذالن وإذذذذنو ذذذذتوإخذذذذ ضو ئذذذذ وكإةسذذذذقوي مإا ذذذذبو وسذذذذقمو بذذذذال وثا ذذذذاالو بةذذذذ ويكذذذذتو‬ ‫ثيإسسسذذذذا واث وثي ال ذذذذبو(وق ثاموثي ذذذذ ا وقثيا ا ذذذذب وإة إذذذذبو ذذذذاومكقإ ذذذذب وإ اذذذذال)‪.‬وإةسذذذذقوثيمإا ذذذذبوسذذذذقمو سذذذذانالو‬ ‫Ù?ذذذ Ùˆ صذذذإ وق Ø©Ù? ذذذاونةصاث سذذذ الثإبوثي ئ ذذذبوثيإ ذذذإةبوÙ?ذذذ Ùˆ ذذذاثإجو ذذذالا وثي ذذذ ا ‪.‬وكذذذالوإسذذذسقتوثيإ ا ذذذبوقثي ب ذذذذ وقو‬ ‫إةسذذذقوثيمإا ذذذبوسذذذقمو ذذذااكقنوÙ?ذذذ Ùˆ ذذذالا وثيمإا ذذذبوي ةذذذكوثيذذذالقي ون ذذذ وثيصذذذ الوثا إذذذ وثيإسذذذ االمويإذذذق Ù? وقمذذذالمو‬ ‫إلالثاموثيإ اقلوإنوث تو ةا وق مال Ù?وإاااث ا ÙˆÙ? وث ةاوثي ئ ‪.‬و و‬ ‫‪vi‬‬ Executive Summary This document serves as a framework for the management of social and environmental activities under the ‘Promoting the Inclusion of Conflict-Affected Iraqi Youth’ project funded by the Japanese Social Development Fund (JSDF). The Project Development Objective is to promote the social and economic inclusion of at least 3,000 conflict-affected Iraqi youth (ages 15-29) through engagement in entrepreneurship and youth-led community development activities. Project activities will be implemented through two components, as described below. Component I: Youth-led Community Development, Peacebuilding and Micro- Entrepreneurship (USD 2,475,000) Sub-component 1.1 : Soft Skills Training and Psychosocial Support This sub-component will be the entry-point for all participants into the project and will provide soft-skills training for at least 3,000 conflict-affected youth and psychosocial support modules as needed. Beneficiaries will be grouped in class sizes with about 20 youth, so as to ensure close interaction between all participants. The soft skills training will last two weeks and will involve structured, interactive, and practical daily trainings. The type of soft-skills training will include emotional coping skills (managing stress, feelings, and moods) and social/interpersonal skills, as opposed to the more traditional employability focus. Following the successful completion of this sub-component, participants will be eligible to apply to the youth-led community development and/or the micro-entrepreneurship activities. The MoYS will contract a local NGO, through a competitive bidding process, to conduct activities under this sub-component. Sub-component 1.2 : Youth-Led Community Development and Peacebuilding This sub-component will engage at least 2,000 conflict-affected youth in youth-led community development activities. The MoYS will contract the same local NGO selected for component 1.1 to support activities under this sub-component, given the natural linkages between both sub- components' activities. These activities will support youth of diverse backgrounds to: (a) negotiate with one another about what activities are needed in specific communities; (b) develop a plan to advocate for these activities at local level; and (c) implement small-scale initiatives, such as provision of equipment for public spaces, small improvements of public spaces, cultural and sports activities, or additional skill-building activities. Sub-component 1.3: Micro-Entreprenurship This sub-component will provide immediate assistance to at least 1,000 conflict-affected youth to set up independent micro-businesses. Selected youth beneficiaries for this sub-component will first complete two-weeks of business development training, which will help youth further develop their business idea and create a strong business plan. Upon completion of the business development training, youth will submit their business proposal to a Grant Approval Committee (GAC) for approval. Start-up capital would be available to young people through seed grants on vii a competitive basis. The grant size will depend on the strength of the proposal, but will be no more that $1,000. Youth will also be required to match approximately 25 percent of the grant value with financial or in-kind contribution to create a greater sense of ownership among beneficiaries. In addition, youth will be paired with mentors and coaches to ensure businesses are as successful as possible given the difficulties of the environment. Business advisory service and support will be provided to beneficiaries for one year from business start-up. The MoYS will engage a service provider, which will be contracted under a competitive bidding process, to conduct activities under this sub-component. Component II: Project Management and Administration, Monitoring and Evaluation, and Knowledge Dissemination (USD 275,000) Project Management and Administration: A Project Management Unit (PMU) will be responsible for overall Project coordination and implementation. Key responsibilities will include project coordination, beneficiary outreach, procurement, financial management, safeguards, communication and knowledge management, selection and oversight of a local NGO and service provider, and monitoring and evaluation. The PMU will include a team of Ministry of Youth and Sports dedicated staff who are seconded to the PMU as well as a small team of consultants. The PMU will contract one NGO to conduct activities under the soft skills training and youth-led community development sub-components, while a Service Provider will be contracted to conduct activities under the micro-entrepreneurshp sub-component. The Project will benefit from the expertise of the MoYS Compliance Unit which will be screening youth led community development sub-projects and ensure that they are in compliance with environmental and social safeguards. Several knowledge exchange sessions will be ensured with World Bank for harmonization of safeguards procedures and checklists. Geographical Location: The project will comprise three different areas of Baghdad and their surroundings, and will subsequently include communities in Diyala and Salah Ad-Din, depending on security considerations. The project areas were selected to cover Iraqi youth from different backgrounds. Particular attention was given to districts and sub-districts with large numbers of IDPs. Sub-Project Screening: The eligible activities will not trigger World Bank Operational Policy (OP) 4.12 on involuntary displacement. Additionally, this project cannot finance sub-projects that would include: a. Activities that limit or deprive of individual or community’s access to land or available resources b. Activities that cause land acquisition or displacement of individual or community c. Activities in the protected area or a critical natural habitat d. Activities that may adversely affect or benefit an indigenous people e. Activities that introduce the use of pesticides f. Activities that affect cultural heritage While risks associated with various subprojects may vary from low to moderate to risk, all of them are expected to fall under EA Category B or C. Screening steps will be applied to ascertain the category of specific subprojects. During sub-project implementation, the project will check to ensure that the environmental category selected during screening is still applicable. If it is not, viii the sub-project will be re-categorized as appropriate, taking care that no subproject is categorized as A. Institutional Arrangements: Preparation of sub-projects, managed by young people, would include consultations with local stakeholders, including residents of the community, in order to ensure that needs are met and that project design is participatory. Youth themselves will lead these consultations. In the selected areas, a Youth Committee is expected be set up that will monitor: the beneficiary targeting mechanism for all activities, the effectiveness of the sub-project implementation and of youth communication efforts, the effectiveness of skills development activities, the use of seed grants, and overall results. A Project Management Unit (PMU) will be responsible for overall coordination and implementation of the project. Key responsibilities will include sub-project screening, selection, funding, supervision, and reporting, as well as the selection and oversight of the NGO contracted to implement activities under sub components 1.1 and 1.2 and the service provider under sub- component 1.3. Gender balance will be ensured within the PMU in order to facilitate the reaching of target values for young female beneficiaries. The expenditures for sub-project screening, selection, monitoring and evaluation are mainstreamed into Component 2, Project Management and M&E. Monitoring and Reporting Arrangements: An M&E Officer, assigned from the MoYS staff, will be responsible for overseeing M&E activities related to the project. This M&E Officer will also be the focal point for environmental safeguards, ensuring that all sub-projects comply with the agreed safeguard checklist, in close coordination with the MoYS Compliance Unit. The PMU will carry out a monitoring program to provide information on the environmental performance of community works and the effectiveness of planned mitigation measures. An Environmental Monitoring Screening checklist will be completed by the person responsible for supervision of work at the work site to verify compliance with EMP mitigation measures. Basic training on supervision and verification of compliance will also be provided to the designated individuals, including youth. Capacity Building and Training: It is expected that the M&E officer, assigned by the MoYS staff, will be responsible for educating and guiding the NGO and Service Provider on World Bank environmental safeguards requirements. This M&E officer will be supported by an environmental specialist, as safeguards focal point, who will offer technical guidance to all institutional parties (MYS, NGO, and Service Provider) involved. The safeguards focal point would also assist in the design and implementation of a small environmental sustainability element embedded in youth training programs as needed. Both the M&E officer and the safeguards focal point will participate in a regional World Bank safeguards training targeted to PMU/PIU staff in order to build and refresh their environmental impact skills, respectively. ix Chapter 1: Introduction 1.1 Introduction and Objective of the EMF This document serves as a framework for the management of social and environmental activities under the ‘Promoting the Inclusion of Conflict-Affected Iraqi Youth’ project funded by the Japanese Social Development Fund (JSDF). The Project Development Objective is to promote the social and economic inclusion of at least 3,000 conflict-affected Iraqi youth (ages 15-29) through engagement in entrepreneurship and youth-led community development activities. 1.2 Project Background Iraq is a fragile state in the midst of a serious confrontation with ISIS. In mid-2014 ISIS managed to capture and control nearly one-third of Iraq’s territory plunging the country into a deep political and security crisis. In 2015 and 2016, the Iraqi Security Forces (ISF) have made significant progress recapturing towns and cities under ISIS control, such as Tikrit, Ramadi, Fallujah, among others. The loss of territory by ISIS has caused the group to intensify its attacks against civilians, with the intention of re-enforcing sectarian divisions. Current violence in Iraq has created a humanitarian crisis. Over ten million people in Iraqi are currently estimated to be in critical need, including IDPs, refugees, and others affected by conflict. This is causing further strains on service delivery and increased expenditures on security (projected to increase by over US$1.7 billion in 2016 according to the IMF Staff-Monitored Program, 2015). Youth are disproportionately affected. Youth represent a particularly high percentage among the forcibly displaced, with 49 percent of IDPs being under the age of 18, and more than 20 percent between the ages of 15 and 29. Youth unemployment is also high, and it is estimated by the World Bank to be 34.6%: 57.7% for females and 30.8% for males. Iraqi youth also have limited educational opportunities: illiteracy and semi-literacy among youth aged 15-29 is estimated at 33.4 percent. Youth exclusion (lack of education, employment, trauma, discrimination, and neglect) coupled with mistrust of government authorities has fostered radicalization and facilitated recruitment for extremist groups. In the long-term, young people who are now excluded will also have difficulties supporting a family, and their children will also be more vulnerable to poverty and exclusion. The proposed project aims to address the issue of exclusion at its roots by fostering collaboration between different social groups and by providing young people with the skills and resources to make a sustainable living in the present and the future. 1.3 Project Description To achieve its objective, the proposed project will pilot a locally based approach to provide soft skills training and psychosocial support, youth-led community development activities, and entrepreneurship training to conflict-affected Iraqi youth in the selected communities. Project activities will be implemented through two components, as described below. 1 Component 1: Youth-led Community Development, Peacebuilding, and Micro- Entrepreneurship Sub-component 1.1: Soft Skills Training and Pyschosocial Support This sub-component will be the entry-point for all participants into the project and will provide soft-skills training for at least 3,000 conflict-affected youth and psychosocial support modules as needed. Potential beneficiaries will be invited to a boot camp to test their commitment and readiness to participate in project activities. In addition, food and transport will be provided to all project beneficiaries to ensure the most vulnerable youth are able to participate. Selected participants will be grouped in class sizes with about 20 youth, so as to ensure close interaction between all participants. The soft skills training will involve structured, interactive, and practical daily trainings. The type of soft-skills training will include emotional coping skills and social/interpersonal skills, as opposed to the more traditional employability focus. An NGO will manage these activities and engage specialists to conduct daily group-based support sessions, where youth will have an opportunity to safely express their hopes, fears, and challenges and learn from each other's experiences. Following the successful completion of this sub-component, participants will be eligible to apply to the youth-led community development and/or the micro-entrepreneurship activities. Sub-component 1.2: Youth-Led Community Development This sub-component will engage at least 2,000 conflict-affected youth in youth-led community development activities. The MoYS will contract the same local NGO selected for component 1.1 to support activities under this sub-component, given the natural linkages between both sub- components' activities. The contracted NGO will support youth of diverse backgrounds to: (a) negotiate with one another about what activities are needed in specific communities; (b) develop a plan to advocate for these activities at local level; and (c) implement small-scale initiatives, such as provision of equipment for public spaces, small improvements of public spaces, cultural and sports activities, or additional skill-building activities. The eligibility criteria for young participants will require prior participation in the soft skills training. All youth selected to participate in youth-led community development activities will complete a one-week training on how to design and implement local community projects. Each group of youth will then be expected to complete either a small infrastructure or a non- infrastructure sub-project that serves an identified community need. Non-infrastructure sub- projects can include the provision of equipment for community or youth-focused infrastructure, organization of events, skill-building seminars, clean-up campaigns, or the development of online platforms, activities or seminars. For infrastructure sub-projects, youth will be able to repair small-scale infrastructure or to rehabilitate public spaces, including but not limited to repair of youth centers, parks, classrooms, youth-friendly spaces in health centers, business and innovation centers, and libraries, and sports and cultural facilities. The selection of sub-projects will be done in a way that is participatory and inclusive of all youth participants (not just the leadership groups) and that has demonstrable impacts for other young people or for communities at large. 2 Youth group sub-projects must be endorsed by at least one entity in the community to demonstrate community buy-in. This can be a government agency, local organization or a tribal leader. A Grant Approval Committee, chaired by the MoYS and comprised of national youth NGOs, representatives of the business community, local government representatives, and specialized staff from the selected NGO will then review and approve the projects taking into account the community's endorsement and the project's compatibility with the overall program's goals, criteria for this activity, and the WB's procurement and safeguards requirements. Youth participating in this sub-component are not registered legal entities to whom the selected NGO can sub-grant the sums for implementation. Therefore, the contracted NGO will directly manage procurement of items for all youth community development projects based on a simple procurement plan. The selected NGO will set clear controls and guidelines for implementation of this sub-component to ensure good and accountable management of funds. Sub-component 1.3 : Micro-Entrepreneurship This sub-component will provide immediate assistance to at least 1,000 conflict-affected youth to set up independent micro-businesses. Micro-entrepreneurship activities will take place in the same locations as the community development activities to maximize the overall impact of the project while reducing implementation costs. The MoYS will engage a service provider, which will be contracted under a competitive bidding process, to conduct activities under this sub- component. To be eligible for this sub-component, potential youth beneficiaries will first need to submit a basic business idea they intend to pursue. A Grant Approval Committee (GAC), comprised of representatives of the business community, local government representatives, representatives from the MoYS, and specialized staff from the contracted service provider will then select youth based on the feasibility of their proposal. Selected youth beneficiaries for this sub-component will first complete two-weeks of business development training, which will help youth further develop their business idea and create a strong business plan. Upon completion of the business development training, youth will submit their business proposal to the aforementioned selection committee for approval. Start-up capital would be available to young people through seed grants on a competitive basis. The grant size will depend on the strength of the proposal, but will be no more than $1,000. Youth will also be required to match approximately 25 percent of the grant value with financial or in-kind contribution to create a greater sense of ownership among beneficiaries. Component 2 : Project Management and M&E Project Management and Administration A Project Management Unit (PMU) will be responsible for overall Project coordination and implementation. Key responsibilities will include project coordination, beneficiary outreach, procurement, financial management, safeguards, communication and knowledge management, selection and oversight of a local NGO and service provider, and monitoring and evaluation. The PMU will include a team of Ministry of Youth and Sports dedicated staff who are seconded to the PMU as well as a small team of consultants. 3 The PMU will contract NGOs to conduct specific project activities. In particular, one NGO will be contracted to conduct activities under the soft skills training and youth-led community development sub-components, while a Service Provider will be contracted to conduct activities under the micro-entrepreneurshp sub-component. Given the different skills required to provide the different project activities, the MoYS will oversee and manage the process while subcontracting an NGO and Service Provider with relevant thematic expertise. The Project will benefit from the expertise of the MoYS Compliance Unit which will be screening youth-led community development sub-projects and ensure that they are in compliance with environmental safeguards. Several knowledge exchange sessions will be ensured with World Bank for harmonization of safeguards procedures and checklists. Monitoring and Evaluation The PMU will be responsible for day-to-day project monitoring and periodic reporting. Standard monitoring will be complemented with targeted periodic assessments to assess the quality and effectiveness of delivery of the services offered. These assessments will be carried out by independent consultants at critical milestones of project implementation, for example after the first year, at mid-term, or when problems are detected. Students and volunteers, under the supervision of the M&E Officer, will also be engaged to conduct spot checks and phone calls to beneficiaries to obtain their feedback on the different project activities. Participatory M&E systems will be used to ensure that activities address the needs of the target population. In the selected areas, a Youth M&E Committee will be set up that will monitor the beneficiary targeting mechanism for all activities, the effectiveness of sub-project implementation and of youth communications efforts, the effectiveness of skills development activities, the use of seed grants, and the overall results of component 1. The Youth M&E Committee will be made of a mix of project beneficiaries and young people who have experience as beneficiaries of similar projects. The young people who have previously benefitted from such projects can bring in a more informed perspective about the changes expected in such activities, and can serve as mentors for the rest of committee members. The project will also fund an Implementation Completion and Results (ICR) Report that will gather lessons learned for future Bank activities within Iraq and in other similar settings. The ICR will be developed by an independent consultant with experience working on youth activities. 4 Chapter 2 : Legal and Institutional Framework This project is subject to the following Iraqi laws and regulations: ï‚· Law no. 37 for the year 2008: The Ministry of Environment ï‚· Law no. 27 for the year 2009: Protection and Improvement of Environment ï‚· Regulations no. 2 for the year 2001: Preservation of Water Resources ï‚· Law on 17 for the year 2010: Protection of Wild Animals and Birds ï‚· Law no. 55 for the year 2002: The Law of Antiquities and Heritage In addition to the Iraqi laws and regulation, the EMF should comply with the safeguards policies and procedures of the World Bank – specifically OP/BP 4.01 on Environmental Assessment is triggered for this Project. See Annex 4 for more details. 5 Chapter 3 : Geographical Locations - Baghdad The project will comprise three different areas of Baghdad and their surroundings, and will subsequently include communities in Diyala and Salah Ad-Din, depending on security considerations. The project areas were selected to cover Iraqi youth from different ethnic and religious backgrounds, and include communities with rising levels of violence. Particular attention was given to Districts and Sub-districts with large numbers of IDPs. Different criteria for neighborhood selection were discussed, and it was agreed that selected communities would also meet the following criteria: ï‚· High concentration of uneducated, unemployed, or underemployed youth ï‚· High concentrations of IDPs and returnees ï‚· Safe spaces to conduct training and outreach activities ï‚· High demand and low supply for youth learning and leisure activates ï‚· Limited international donor presence. All 33 youth centers in Baghdad were considered for the project, yet three large areas were selected to ensure greater impact and reduce implementation costs. The three selected areas are: Al-Sadr City, Zayona, and Al-Amriya. Surrounding areas that meet the vulnerability criteria for the project will also be included. 3.1 Sadr City The MoYS suggested the project include Sadr City, given the high concentration of uneducated and unemployed youth. Seven youth centers from the MoYS cover the Al-Sadr area. 6 3.2 Zayona This area was selected for its high concentration of IDPs and for its diversity. The high number of IDPs has increased the pressure on the delivery of already tenuous public services, and increased competition for resources with the host community. Given the project’s social inclusion objective, it was concluded that this area would be a suitable location. 3.3 Al-Amriya This project area was selected to include vulnerable youth. The area has seen rising levels of violence and includes a large number of marginalized youth. 7 Chapter 4: Potential Environmental Impacts The table below presents an indicative list of possible environmental impacts, as well as the risk assessment level, for potential types of subprojects eligible for financing under the Youth-Led Community Development sub-component of this project. It should serve as a guide for the PMU, the Grant Approval Committee, as well as youth who will be responsible for execution of the works. Category B Possible Negative Risk Assessment Environmental Impacts Level Cleaning, repair, and/or Use of and exposure to Low - Moderate rehabilitation of streets and chemicals & solvents, public spaces increased waste creation, improper waste disposal, minor on-the-job injuries Environmental clean-up Exposure to medical, Low - Moderate campaigns industrial, and toxic waste, improper waste disposal Planting gardens Increased soil erosion, Low - Moderate increased demand for water Minor rehabilitation of Use of and exposure to Low – Moderate and/or equipment purchase chemicals & solvents, for classrooms in schools and increased waste creation, youth centers Improper waste disposal, minor on-the-job injuries, potential injuries to schoolchildren or youth in case of improper design Category C No Negative Environmental No Environmental Impacts Risks Community Social, Cultural, and/or Sports Events Community Awareness Raising Activities/Campaigns Capacity Development or Educational Events 8 Chapter 5 : Environmental Management Framework 5.1 Sub-Project Screening The eligible activities will not trigger World Bank Operational Policy (OP) 4.12 on involuntary displacement. Additionally, this project cannot finance sub-projects that would include: g. Activities that limit or deprive of individual or community’s access to land or available resources h. Activities that cause land acquisition or displacement of individual or community i. Activities in the protected area or a critical natural habitat j. Activities that may adversely affect or benefit an indigenous people k. Activities that introduces use of pesticides l. Activities that affects cultural heritage While risks associated with various subprojects may vary from low to moderate to risk, all of them are expected to fall under EA Category B or C. The following screening steps are to be applied: ï‚· The projects are checked against the safeguard policies; if any of the Bank safeguard policies, other than OP 4.01 Environmental Assessment, are triggered by the project, then it will be rejected. Similarly, if the characteristics of the proposed project are aligned with World Bank category A, it will be rejected (see Annex 1, Environmental Screening Checklist); ï‚· If the project is of Category B and is accepted, then the subproject will be required to follow environmental good practices; ï‚· If the project is of Category C, it is expected not to have any environmental impacts. During sub-project implementation, the project will check to ensure that the environmental category selected during screening is still applicable. If it is not, the sub-project will be re- categorized as appropriate. Again, the types of activities in the EMF are illustrative, as the youth will work in teams to map needs in their communities, identify gaps and design small improvement initiatives. Using their newly acquired teamwork, communication and negotiation skills and their financial literacy, youth will come up with specific projects and manage these projects. These illustrative activities draw on experience with similar programs in other areas of Iraq. If the youth propose a new set of activities with potential environmental implications, the PMU will update the Operations Manual accordingly, in consultation with the World Bank. The Environmental Screening Checklist will be used as an Annex to a subproject design document (see Operations Manual), with the form to be signed by 2 people : ï‚· Assessed by youth leader, youth officer or youth director; and ï‚· Approved by PMU staff member and/or M&E Officer. 9 5.2 Sub-Project Implementation Sub-project implementation is to include the following tools/guidance: ï‚· Use of the list of the typical environmental risks and mitigation measures for most types of Category B subprojects (Chapter 4); ï‚· Review and use of the relevant indicative good practices (Annex 2) to guide sub-project implementation. Note that the IFC Environmental Health and Safety (EHS) Guidelines are publically available in English (www.ifc.org/ehsguidelines) and in Arabic . The EHS guidelines in Arabic should be followed to prepare good practice guidelines for other types of sub-projects not identified here. 5.3 Institutional Arrangements Preparation of these small projects, managed by young people, would include consultations with local stakeholders, including residents of the community, in order to ensure that needs are met and that project design is participatory. Youth themselves will lead these consultations. A Youth M&E Committee will be set up that will monitor: the beneficiary targeting mechanism for all activities, the effectiveness of the sub-project implementation and of youth communication efforts, the effectiveness of skills development activities, the use of seed grants, and the overall results of the Components. Youth group sub-projects must be endorsed by at least one entity in the community to demonstrate community buy-in. This can be a government agency, local organization or a tribal leader. A Grant Approval Committee, chaired by the MoYS and comprised of national youth NGOs, representatives from the business community, local government representatives, and specialized staff from the selected NGO will then review and approve the projects taking into account the community's endorsement and the project's compatibility with the overall program's goals, criteria for this activity, and the WB's procurement and safeguards requirements. Youth participating in this sub-component are not registered legal entities to whom the selected NGO can sub-grant the sums for implementation. Therefore, the selected NGO will directly manage procurement of items for all youth community development projects based on a simple procurement plan. The selected NGO will set clear controls and guidelines for implementation of this sub-component to ensure good and accountable management of funds. A Project Management Unit (PMU) will be responsible for overall coordination and implementation of the project. Key responsibilities will include sub-project screening, selection, funding, supervision, and reporting, as well as selection and oversight of the NGO contracted to implement activities under sub components 1.1 and 1.2 and the service provider under sub- component 1.3. Gender balance will be ensured within the PMU in order to facilitate the reaching of target values for young female beneficiaries. The expenditures for sub-project screening, selection, monitoring and evaluation are mainstreamed into Component 2, Project Management and M&E. 10 The PMU Monitoring and Evaluation Officer will be responsible for keeping the paper copies of all screening checklists, agreement forms, and monitoring checklists once they have been completed and will provide a summary of the information contained in them with regular project reports. The MoYS Compliance and Auditing Unit is to act as a third party in order to ensure ongoing oversight, they will sample a subset of each of the screening checklists, agreement forms, and monitoring checklists in order to ensure quality. 5.4 Monitoring and Reporting Arrangements An M&E Officer, assigned from the MoYS staff, will be responsible for overseeing M&E activities related to the project. This M&E Officer will also be the focal point for environmental safeguards, ensuring that all sub-projects comply with the agreed safeguard checklist, in close coordination with the MoYS Compliance Unit. Additionally, a consultant will be hired to develop an M&E online platform for the project to facilitate data collection and evaluation. The M&E Officer will be the point of contact for the M&E System Manager, and responsible for coordinating data collection activities. The M&E Officer, through the community mobilizers, would engage students and volunteers to conduct spot checks and phone calls to beneficiaries to obtain their feedback on the different project activities. In addition, a local World Bank consultant assigned to the Project will conduct frequent spot-checks and liaise regularly with the students groups. Participatory M&E systems will also be used to ensure that activities address the needs of the target population. In the selected areas, a Youth M&E Committee will be set up to monitor the beneficiary targeting mechanism for all activities, the effectiveness of sub-project implementation and of youth communications efforts, the effectiveness of skills development activities, the use of seed grants, and the overall results of component 1. The Youth M&E Committee will be made of a mix of project beneficiaries and young people who have experience as beneficiaries of similar projects. The young people who have previously benefited from such projects can bring in a more informed perspective about the changes expected in such activities, and can serve as mentors for the rest of committee members. The PMU will carry out a monitoring program to provide information on the environmental performance of community works and the effectiveness of planned mitigation measures. Annex 3 is an Environmental Monitoring checklist to be completed by the person responsible for supervision of work at the work site to verify compliance with EMP mitigation measures. Basic training on supervision and verification of compliance will also be provided to the designated individuals, including youth. Participatory M&E systems will be used to ensure that activities address the needs of the target population, including use of independent Youth M&E Committees to monitoring environmental safeguards compliance during construction phase. The Environmental Monitoring Checklist (Annex 3) should be completed at least once for the duration of the construction/implementation phase. 11 The Environmental Safeguards section of Implementation Progress reports will include the following: ï‚· Number of Environmental Screening Checklist forms completed, reviewed, approved and audited, with assurace that there is at least one completed checklist per sub-project; ï‚· Number of sub-projects needing to prepare a new category of good practice guidelines; ï‚· Any issues identified in the Monitoring reports which require remediation or additional attention and/or follow-up; ï‚· Titles, dates, trainers, agendas, names, signatures, and titles of participants for each workshop which includes any environmental safeguards training; ï‚· Any identified training or capacity needs to be addressed by the World Bank; and ï‚· A section on Compliance and Auditing findings and recommendations. 5.5 Capacity Building and Training It is expected that the M&E officer, assigned by the MoYS staff, will be responsible for educating and guiding the NGO and Service Provider on World Bank environmental safeguards requirements. This M&E officer will be supported by an environmental specialist, as safeguards focal point, who will offer technical guidance to all institutional parties (MoYS, NGO, Service Provider) involved. The safeguards focal point would also assist in the design and implementation of a small environmental sustainability element embedded in youth training programs as needed. Both the M&E officer and the safeguards focal point will participate in a regional World Bank safeguards training targeted to PMU/PIU staff in order to build and refresh their environmental impact skilss, respectively. 12 Chapter 6 : Consultations The MoYS conducted project consultations from March 07 to March 09, 2017 in Abu-Ghraib Youth and Sports Forum, Al-Qudis Youth and Sports Forum, and Al-Nasr Youth Center, covering the three districts selected by the Promoting the Inclusion of Conflict-Affected Iraqi Youth Project. MoYS staff, with support from local youth center staff, invited potential youth beneficiaries, community members, and local NGOs and CBOs to provide feedback on the overall project design and activities. The consultations also discussed potential safeguard risks and the proposed mitigation measures described in the EMF. The MoYS delivered a presentation to all participants, which was followed by group discussions allowing participants to ask more detailed questions. Individual interviews were also conducted to provide a more private setting for potential beneficiaries to raise concerns. A total of 97 youth participated in the consultations, most of which were school dropouts, unemployed, or underemployed. The full list of consultation participants is presented in the Annex. Overall, participants voiced strong support and interest in the project and the proposed activities. The soft-skills training and psychosocial support component was considered appropriate, as some participants expressed the need for guidance given their exposure to personal and adverse community conditions. Youth were particularly motivated by the youth-led community development activities, and identified a list of potential sub-projects that respond to community needs. These sub-projects included: cleaning of public spaces, buying waste containers and cleaning neighborhood wastelands, painting and repair of local schools, reparation of IDP homes, and creation of simple playgrounds. Youth also expressed interest in micro-entrepreneurship activities as a means to increase their income and improve their livelihoods. Micro-entrepreneurship ideas included barbershops, metalwork shops, food cars, and plumbing and construction supply shops. Youth noted that while they had useful skills related to their business ideas, they would require business training and access to capital to materialize their proposals. Some youth also noted that funds might not be sufficient to adequately grow their business. Youth raised additional questions and concerns, which were addressed by the MoYS staff and are reflected in the project design. Mainly, some young women were concerned with mixed trainings and requested women trainers be responsible for women only groups. The MoYS explained that women only trainings would be provided as needed throughout the project. In addition, participants raised concerns over potential legal liabilities associated with grants and favoritism in beneficiary selection. Regarding legal liabilities, the MoYS explained that a grant agreement would be signed with each beneficiary to ensure the adequate use of funds in line with project objective. The MoYS also explained the Grant Approval Committee would select beneficiaries based on clear and transparent criteria made available to all applicants. Lastly, participants expressed support for the EMF and noted their commitment to mitigate and monitor the environmental impact of sub-projects. 13 Annex 1: Environmental Screening Checklist Sub-project Name: Sub-project Number: Sub-project Site: Sub-project Objective: Estimated Budget: Start Date of Works: Estimated Duration of Works: Names of Youth and/or Youth Group: Part A. Exclusions Does this proposed sub-project? Yes/No Limit a person or group’s access to land or available resources? Involve buying or trading land or displacing a person or group? Involve land clearing or land levelling? Involve reclaiming land or creating new land ? Work in or near a protected area or a critical natural habitat? Include purchase of and/or use of any pesticides or hazardous materials? Affect any physical or cultural heritage sites? Involve any dams and reservoirs? Involve forestry production? Take place in industrial plants or industrial estates? Involve irrigation, drainage, and flood control (large-scale)? Involve river basin, port or harbor development? Involve digging a new well or rehabilitating a well or water pipe ? Involve mineral development (including oil and gas) ? Involve thermal and hydropower development ? If the answer to any of the above question is “yesâ€?, then the sub-project cannot be financed by this grant. Part B. Category B Subproject Screening Does the subproject involve … Y/N If Yes Then … 14 Cleaning, repair, and/or Category B -- apply good practice guidelines rehabilitation of streets and public spaces ? Environmental clean-up Category B -- apply good practice guidelines campaigns ? Planting gardens ? Category B -- apply good practice guidelines Minor rehabilitation of and/or Category B -- apply good practice guidelines equipment purchase for classrooms in schools and youth centers ? Minor expansion or construction Category B -- Design and apply a site- of infrastructure, including specific EMP schools, public spaces, health centers, or markets/shops ? If the answer to all of these questions in Parts A and B is “noâ€?, then the sub-project is categorized as category C and no further environmental screening is needed. Although the Environmental Monitoring Checklist (Annex 3) does not need to be applied, category C sub- projects should continue to be monitored to see if they include elements to cause them to be reclassified as category B. Step 1: Assessed/prepared by: Printed Name: ___________________ Signature : ______________________ Title : _________________________ Date: ______________________ Step 2: Approved by : Printed Name:______________________ Signature : _______________________ Title : _________________________ Date: ______________________ 15 Annex 2: Indicative Good Practices Good Practices for Cleaning, Repair, and Rehabilitation of Streets and Public Spaces Possible Issues Selected Mitigation Applicable IFC ESH Measures Guidelines Emission of dust and/or odors, Include technologies for 2.4 Chemical Hazards including exposure to paint, paint controlling odor and dust in thinner, cleaning solvents, trash project design 2.7 Personal Protective Equipment (PPE) Accidents that could lead to a fire Use correct tools, as well as or injuries protective clothing and 4.2 Occupational Health masks for all workers and Safety 4.1 Environment Changes to the soil Erosion control during work 2.1 General Facility Design (erosion/fertility/salinity/pollution) Use water efficiently and and Operation Increase in water use only as needed 4.1 Environment Disruption/congestion of transport Inform the affected 3.4 Traffic Safety and traffic communities of possible disruptions Increase in traffic-related threats to motorists and pedestrians Create diversion signage and use flags to divert walkers and cars if needed Production of excessive solid Proper disposal of waste 1.6 Waste Management waste 16 Good Practices for Environmental Clean-Up Campaigns Possible Issues Selected Mitigation Applicable IFC ESH Measures Guidelines Worker injury due to trash Use correct tools, as well as 2.4 Chemical Hazards collection tools, receptacles, protective clothing and and unknown / unsafe trash masks for all workers 2.7 Personal Protective elements (e.g. medical Equipment (PPE) waste, chemical waste, hazardous waste) 4.2 Occupational Health and Safety 4.1 Environment Stirring up and/or exposing Soil dampening 4.1 Environment soil/dust Disruption/congestion of Inform the affected 3.4 Traffic Safety transport and traffic communities of possible disruptions Increase in traffic-related threats to motorists and Create diversion signage pedestrians and use flags to divert walkers and cars if needed Production of excessive Proper water storage, 1.6 Waste Management solid waste transportation, treatment and disposal during activity Sustainability of trash collection activity to Complementary activity on diminish future volumes of waste prevention, recycling trash and reuse, and proper disposal 17 Good Practices for Planting Gardens Possible Issues Selected Mitigation Applicable IFC ESH Measures Guidelines Worker injury due to trash Use correct tools, as well as 2.4 Chemical Hazards collection tools, receptacles, protective clothing and and unknown / unsafe trash masks for all workers 2.7 Personal Protective elements (e.g. medical Equipment (PPE) waste, chemical waste, hazardous waste) 4.2 Occupational Health and Safety 4.1 Environment Stirring up and/or exposing Soil dampening 4.1 Environment soil/dust Increased water demand for Correct garden design and 1.4 Water Conservation sustaining plantings planting so as to minimize runoff and maxmize water 3.1 Water Availability efficiency Proper selection of water- efficient species of plants Cutting of trees or the Ensure that implementation destruction of green spaces plan avoids cutting trees and destroying green spaces and, if necessary, revegetation should be planned and included in the subproject Gardens as public spaces Waste management 1.6 Waste Management become place to dump trash planning, including proper waste receptacles, plan for waste pick-up, etc. 18 Good Practices for Painting and Minor Rehabilitation of Classrooms in Schools and Youth Centers Possible Issues Selected Mitigation Applicable IFC ESH Measures Guidelines Unsafe or structurally Review of rehabilitation 3.2 Structural Safety of unsound rehabilitation plan by engineer according Project Infrastructure design to Iraqi building code for public facilities 3.3 Life and Fire Safety Emission of dust and/or Include technologies for 2.4 Chemical Hazards odors, including exposure to controlling odor and dust in paint, paint thinner, cleaning project design 2.7 Personal Protective solvents, trash Equipment (PPE) Use correct tools, as wll as Accidents that could lead to protective clothing and 4.2 Occupational Health a fire or injuries masks for all workers and Safety 4.1 Environment Production of excessive Proper water storage, 1.6 Waste Management solid waste transportation, treatment and disposal during activity 19 Annex 3: Environmental Monitoring Checklist Sub-project Name: Sub-project Number: Technical Category: Sub-project Site: Sub-project Objective: Estimated Cost: Date of this Site Visit: Youth and/or Beneficiaries met (names and titles): Yes No Comments (if this has been done very well or very Criteria poorly, please explain) Pre-Implementation Consultations Did the young people seek the professional opinion of technical experts in the design, implementation, and sustainability of this activity? Did the young people visit with, inform, and take information into account from the local community (ward, neighborhood, school) representatives ? Dust and noise Did the young people take steps to reduce the production of dust and particles at all times in order to avoid affecting surrounding families and businesses, and in particular vulnerable individuals (children, the elderly)? Did the young people apply the appropriate measures to minimize disruptions due to noise caused by the activities? Waste management Do the waste management measures established by the young people comply with 20 Yes No Comments (if this has been done very well or very Criteria poorly, please explain) all national and local laws and regulations? Did the young people take steps to reduce the production of waste requiring treatment or disposal? Did the young people take steps to identify and demarcate the disposal areas, clearly indicating the specific materials that may be deposited in each? Did the young people ensure the placement of all waste at the approved disposal sites? Work site security Did the young people take the necessary steps to control vehicular traffic in the vicinity of the work site to avoid accidents involving workers? Did the young people used the appropriate protective equipment and clothing for the situation and ensure their proper use? Did the young people suspend work during all emergency situations? Did the project manager(s) keep first aid equipment at the work site as well as personnel trained in its use? In the event of an accident at the work site, did the person involved receive immediate and appropriate care? Relationship with the community Did the young people inform the neighboring population of the hours of work and any diversion of traffic in the vicinity of the work site? (For Garden Planting) Selection of the planting sites 21 Yes No Comments (if this has been done very well or very Criteria poorly, please explain) Did the young people apply the appropriate measures for selecting a planting site not to disruptions the existing green areas? Did the young people plant the selected planting sites in an appropriate way and well- designed? (for Trash Collection and Garden Planting) Sustainability Is there a sustainability plan in place to ensure that trash collected does not accumulate in the future or that the gardens planted stay watered, weeded, and healthy ? Monitoring Report completed by (print name): _____________________________________________________ Monitoring Report completed by (signature): _____________________________________________________ Title: _____________________________________________________ Completed on (date): _____________________________________________________________ 22 Annex 4: World Bank Safeguard Policies Primer World Bank classifies projects into EA categories, depending on the type, location, sensitivity, and scale of the project and the nature and magnitude of its potential environmental impacts. It uses the following three categories to signal the appropriate level of EA for any given project: ï‚· Category A: A full EA is needed in accordance with the specific requirements of the Bank’s EA policy and procedure for Category A projects, including in areas such as public disclosure, public consultation, and the timing for submitting the EA report to the Bank. ï‚· Category B: An ESIA and/or EMP may be required, but its scope corresponds to the limited environmental impacts of the project; the Bank’s EA policy and procedure provide specific guidance. For the case of very minor and/or limited impact projects, sectoral, indicate good practice guidance may be developed and applied; ï‚· Category C: No EA is required. The selection of the category is based on professional judgment and information available at the time of project identification. If the project is modified or new information becomes available, Bank EA policy permits to reclassify a project. For example, a Category B project might become Category A if new information reveals that it may have diverse and significant environmental impacts when they were originally thought to be limited to one aspect of the environment. Conversely, a Category A project might be reclassified as B if a component with significant impacts is dropped or altered. Projects are classified into Category A if they are “likely to have significant adverse impacts that are sensitive, diverse, or unprecedented, or that affect an area broader than the sites or facilities subject to physical works.â€? The impacts of Category B projects are “site-specific in nature and do not significantly affect human populations or alter environmentally important areas, including wetlands, native forests, grasslands, and other major natural habitats. Few if any of the impacts are irreversible, and in most cases mitigatory measures can be designed more readily than for Category A projects.â€? In order for a project to be classified as Category C, it must be considered likely to have no adverse impacts at all, or the impacts would be negligible. In practice, the significance of impacts, and the selection of screening category accordingly, depends on the type and scale of the project, the location and sensitivity of environmental issues, and the nature and magnitude of the potential impacts. Projects under category C are known to have no adverse environmental impacts, and accordingly will not require any environmental assessment or follow-up. Training, institutional capacity building, awareness, minor rehabilitation and furnishing/equipping of schools and training centers are examples of subprojects falling under Category C. Most of the service delivery type of projects falls under this category. 23 This project is not to finance any project classified under EA Category A and is only concerned with projects under EA categories B and C. Under the World Bank’s operational policies, there are ten environmental and social policies referred to as the Bank’s “safeguard policiesâ€?. The Bank’s environmental assessment policy and procedures in light of these ten safeguard policies are described in OP/BP (Operational Policy/Bank Procedures). The examination and assessment of the proposed projects shall be conducted in light of the World Bank’s environmental assessment policy and procedures OP/BP and consideration of Iraqi national laws. Based on the information collected of the project, the assessment shall be addressed through: ï‚· Review of the ten safeguard policies and determining the OP 4.01 Environmental assessment is triggered by the project. Mitigating measures have been identified accordingly. ï‚· Description of the safeguard issues and impacts associated with the project. Identification and description of any potential large scale, significant and/or irreversible impacts. ï‚· Description of the potential indirect and/or long term impacts due to anticipated future activities in the project area. ï‚· Description of the measures taken to address safeguard policy issues and assessment of project proponent capacity to plan and implement the measures described. ï‚· Identification of the key stakeholders and description of mechanisms for consultation and disclosure on safeguard policies, with an emphasis on potentially affected people. The Table below outlines the core requirements under each of the World Bank policy and lists the conclusion of applying these to this project. Based on the array of information that was available in context of this EMF, it is anticipated that only OP 4.01 Environmental Assessment will be applicable to the youth sub-projects. In all cases, World Bank requirements and policies will prevail, in case of any discrepancy with the national legislation and requirements. 24 World Bank Safeguard Policies and Core Requirements under each Policy Policy Summary of Core Requirements Public Consultation Screen early for potential impacts and OP/BP 4.01 select appropriate instrument to assess, This policy is applicable to Environmental minimize, and mitigate potentially adverse youth sub-projects. Assessment impacts. Do not finance projects that degrade or convert critical habitats. Support projects Youth sub-projects will be OP/BP 4.04 that affect non-critical habitats only if no located in urban areas, without Natural Habitats alternatives are available and if acceptable critical habitats. mitigation measures are in place. Support integrated approaches to pest OP 4.09 management Identify pesticides that may Youth sub-projects will not Pest be financed under the project and develop make use of herbicides, Management appropriate pest management plan to pesticides, etc. address risks. Screen to determine presence of Indigenous Peoples in project area. Policy There is no officially OP/BP 4.10 triggered whether potential impacts are recognized Indigenous People Indigenous positive or negative. Design mitigation in the project area; thus this Peoples measures and benefits that reflect policy will not be triggered. Indigenous People cultural preferences. Investigate and inventory cultural OP/BP 4.11 resources potentially affected, include Youth sub-projects will be Physical mitigation measures when there are rehabilitating existing public Cultural adverse impacts on physical cultural lands without excavation. Resources resources. Assist displaced persons in their effort to Involuntary resettlement OP/BP 4.12 improve or at least restore their standards provisions are screened for and Involuntary of living. Avoid resettlement where projects which involve Resettlement feasible or minimize. Displaced persons applicability of this OP will be should share in project benefits. rejected. Support sustainable and conservation OP/BP 4.36 oriented forestry. Do not finance projects No forests exist in the project Forests that involve significant conversion or area. degradation of critical forest areas. For large dams, technical review and OP/BP 4.37 No large dams exist in the periodic safety inspections by independent Safety of Dams project area. dam safety professionals. 25 OP/BP 7.50 Ascertain whether riparian agreements are Projects on in place, and ensure that riparian states No international waterways International informed of and do not object to project exist in the project area. Waterways interventions OP/BP 7.60 Youth sub-projects are not Ensure that claimants to disputed areas Projects in being funded in any disputed have no objection to proposed projects Disputed Areas areas. 26 Annex 5: Consultation Documentation List of Participants MoYS Ms. Daad Saad Dawood , Environmental Engineer, Project Assistant Ms. Luma Hamed, Information Technology Engineer, M&E officer Ms. Rana Qahtan Hussien, Petroleum Engineer Ms. Marwa Abdel Amir, Programmer Assistant Mrs. Suzan Haibet, Psychology Specialist, Researcher Mr. Ali Habeeb, Physicist, Lecturer Mrs. Hadeel majeed, Translator, English major Mr. Ahmed Safaa, Information Technology Engineer Mr. Auday jwayer Abbas, Media Specialist\Photographer Mr. Raheem Al-Sudany, Director of Youth and Sports Directorate of Al-Karkh side Mr. Thaeer Mohsen, Director of Youth and Sports Directorate of Al-Rusafa side. Community Participants Education # Name Age Location Gender Level middle 1 Hamed Mutsher 25 Al-sader Male school Ahmed Abd-Al 2 21 primary Al-sader Male Ameer 3 Mustafa Waleed 20 Primary Al-sader Male 4 Ahmed Abbas 22 primary Al-sader Male 5 Hassen Wadi 20 illiterate Al-sader Male 6 Ahmed Hameed 20 illiterate Al-sader Male 7 Amar Mushtaq 19 illiterate Al-sader Male 8 Yousif Ahmed 31 primary Al-sader Male 9 Husam Jasim 23 primary Al-sader Male 10 Haider Yaser 21 primary Al-sader Male Ahmed 11 25 secondary Al-sader Male Mohamed 12 Alla Hameed 21 primary Al-sader Male 27 13 Wisam Auda 22 middle Al-sader Male 14 Hasen Ali 22 primary Al-sader Male 15 Rasull Salman 23 primary Al-Sader Male 16 Ali Abd-Alzahra 27 Illiterate Al-sader Male 17 Muhaned Fadhil 25 middle Al-sader Male 18 Karar Sinad 17 student Al-sader Male Malik Abd- 19 18 primary Al-Sader Male Alzahra 21 Ali Sami 17 student Al-Sader Male 22 Nazar Tawfiq 20 student Al-Sader Male NoorAl-Deen 23 17 student Al-Sader Male Juma DihaAl-Deen 24 29 secondary Al-Sader Male Mohsen Ameer 25 20 primary Al-Sader Male Mohamed 26 Ali Abd Hussien 20 primary Al-Sader Male 27 Baha Fadhil 27 middle Al-Sader Male 28 Fatima Ibrahim 16 student Al-Sader Female MayesAl-Reem 29 29 primary Al-Sader Female Hasen 30 Muna Naheem 30 middle Al-Sader Female Raghid 31 25 middle Al-Sader Female Mohamed Hawraa Abd- 32 29 primary Al-Sader Female Alzahra 33 Hamed abbas 19 Middle Abu-ghraib Male 34 Baraa mohsen 29 middle Abu-ghraib Male 35 Hussien khatan 20 primary Abu-ghraib Male 36 20 primary Abu-ghraib Male Wisam 28 mohamed 37 Mohamed ali 20 primary Abu-ghraib Male 38 Mustafa ibrahim 19 middle Abu-ghraib Male 39 Mohamed riad 19 middle Abu-ghraib Male 40 Raad rasheed 18 primary Abu-ghraib Male Abd-allah 41 20 primary Abu-ghraib Male younis 42 Omer adil 20 middle Abu-ghraib Male 43 Waseem ali 21 middle Abu-ghraib Male 44 Karar ayad 20 Drop out Abu-ghraib Male 45 Falih hirad 45 secondary Abu-ghraib Male 46 Abbas fadil 30 secondary Abu-ghraib Male 47 Hamaza hasen 21 secondary Abu-ghraib Male 48 Ahmed Khalid 19 student Abu-ghraib Male 49 Bakir hamed 18 student Abu-ghraib Male 50 Harith monem 18 student Abu-ghraib Male 51 Mohemd qasim 18 student Abu-ghraib Male 52 Ahmed sadwoon 19 student Abu-ghraib Male Abd al-rahman 53 18 student Abu-ghraib Male salah 54 Khatan yarib 18 student Abu-ghraib Male 55 Ishaiq mohamed 17 student Abu-ghraib Male 56 Musa ali salman 22 illiterate Al-nasr Male 57 Kamal gahlib ali 19 primary Al-nasr Male 58 Ridah mahdi 21 Primary Al-nasr Female ridah 59 29 Ahmed abdul- Bachler IT 60 22 Al-nasr Male kareem engineering 61 Ahmed satar 27 primary Al-nasr Male An IT 62 Aymen satar 21 Al-nasr Male student An IT 63 Ali falah 20 Al-nasr Male student Bachler in 64 Kadim qasim 28 Al-nasr Male math 65 Ameer younis 16 primary Al-nasr Male 66 Younis taha 25 primary Al-nasr Male High 67 Shaymaa khalil 19 school Al-nasr Female student High 68 Zaynab salem 15 school Al-nasr Female student 69 Fatima khalil 21 secondary Al-nasr Female Middle 70 Sanaa jabar Al-nasr Female school Middle 71 Fatima ghazy 27 Al-nasr Female school Bachler in 72 Mohesin latif 24 Al-nasr Male math Middle 73 Haider jiwad 22 Al-nasr Male school 74 Karar ahmed 22 primary Al-nasr Male 75 Fatima majed 18 primary Al-nasr Female 76 Esraa jabar 26 primary Al-nasr Female Bachler in 77 Ehab Hussein 23 Al-nasr Male math 78 Sajad sadwoon 22 Bachler in Al-nasr Male civil 30 engineering 79 Adil hadi 26 primary Al-nasr Male 80 Swhad fadilh 21 secondary Al-nasr Female 81 Sarab fadilh 18 primary Al-nasr Male Ibrahim 82 27 primary Al-nasr Male mohamed 83 Akeel majeed 23 primary Al-nasr Male 84 Malek dahik 25 primary Al-nasr Male Mustafa 85 24 primary Al-nasr Male mohemed 86 Amer shihab 22 primary Al-nasr Male Hussein 87 22 student Al-nasr Male mohmed 88 Kadim mahdi 20 Primary Al-nasr Male Hussein ali Middle 89 18 Al-nasr Male salamn shcool 31 32 33 34 35