EMERGENCY OPERATION DEVELOPMENT PROJECTS (EODP) ENVIRONMENTAL AND SOCIAL MANAGEMENT (ESMP) FOR Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq June 2021 Presented to: Presented by: Reconstruction Fund for Areas Affected by EcoConServ Environmental Solutions Terroristic Operations (REFAATO) 12 El-Saleh Ayoub St, Al Jaderyia, Ministers’ Street No. 29, Zamalek, Cairo, Egypt 11211 Tel: + 20 2 27359078 Ministerial Complex, Villa No.11, Baghdad, Iraq Fax: + 20 2 2736 5397 Tel: +9647705350898 E-mail: genena@ecoconserv.com URL: www.ecoconserv.com E-mail: refaatoiraq@refaato.iq, URL: www.refaato.iq ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Report Version History Version Date of Submission by EcoConServ Date of Review by the WBG Draft I 15.05.2021 No Review Draft II 30.05.2021 Clean Version II | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Contents Executive Summary------------------------------------------------------------------------------------- X 1 Introduction --------------------------------------------------------------------------------------- 1 1.1 Background -------------------------------------------------------------------------------------------1 1.2 Rationale for the ESMP ----------------------------------------------------------------------------1 1.3 Scope of Work ---------------------------------------------------------------------------------------2 2 Institutional and Legal Framework----------------------------------------------------------- 3 2.1 Preface-------------------------------------------------------------------------------------------------3 2.2 National Policy, Legal, Regulatory and Administrative Frameworks ----------------------3 2.2.1 Applicable Environmental and Social Legislations ---------------------------------------3 2.3 World Bank Safeguard Policies -------------------------------------------------------------------4 2.4 The World Bank Policy on Access to Information -------------------------------------------4 2.5 Environmental, Health and Safety Guidelines (EHS) ----------------------------------------5 2.6 Labour Influx Guidance Note (2016) -----------------------------------------------------------6 2.7 Good Practice Note – Addressing Sexual Exploitation and Abuse and Sexual Harassment (SEA/SH) in Investment Project Financing (2020) -------------------------------------7 3 Project Description ------------------------------------------------------------------------------ 9 3.1 Project Background ---------------------------------------------------------------------------------9 3.2 Project Location and Surroundings --------------------------------------------------------------9 3.3 Clearance of UXO/ERW ------------------------------------------------------------------------ 11 3.4 Material Sourcing ---------------------------------------------------------------------------------- 11 3.5 Main Reconstruction Activities ----------------------------------------------------------------- 11 3.5.1 Earth Work ------------------------------------------------------------------------------------ 12 3.5.2 Concrete Works------------------------------------------------------------------------------- 12 3.5.3 Masonry Works ------------------------------------------------------------------------------- 12 3.5.4 Steel and Carpentry Works ----------------------------------------------------------------- 12 3.5.5 Internal and External Finishes ------------------------------------------------------------- 13 3.5.6 Sanitary Works -------------------------------------------------------------------------------- 13 3.5.7 Electrical Works ------------------------------------------------------------------------------ 14 3.5.8 Other Site Works ----------------------------------------------------------------------------- 14 3.6 Equipment Used----------------------------------------------------------------------------------- 14 3.7 Project Duration ----------------------------------------------------------------------------------- 15 3.8 Resources Consumption (Reconstruction Phase) ------------------------------------------- 15 3.8.1 Water ------------------------------------------------------------------------------------------- 15 3.8.2 Fuel / Electricity ------------------------------------------------------------------------------ 15 3.9 Labor ------------------------------------------------------------------------------------------------ 15 III | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 3.9.1 Construction Camps ------------------------------------------------------------------------- 15 3.10 Waste Generation --------------------------------------------------------------------------------- 15 3.11 Waste Disposal ------------------------------------------------------------------------------------ 15 3.12 Operation / Maintenance Phase ---------------------------------------------------------------- 16 4 Environmental and Social Baseline Conditions ------------------------------------------- 17 4.1 Environmental Baseline -------------------------------------------------------------------------- 17 4.1.1 Physical Environment ----------------------------------------------------------------------- 17 4.1.1.1 Climate 17 4.1.1.2 Ambient Air and Noise 18 4.1.1.3 Geology, Soil and Seismic Activity 19 4.1.1.4 Hydrographic context 20 4.1.2 Biological Environment --------------------------------------------------------------------- 21 4.2 Social Baseline ------------------------------------------------------------------------------------- 22 4.2.1 Administrative Division --------------------------------------------------------------------- 22 4.2.2 Demographic Overview --------------------------------------------------------------------- 23 4.2.2.1 Population 23 4.2.2.2 Age Group Breakdown 23 4.2.3 Human Development Profile -------------------------------------------------------------- 24 4.2.3.1 Education 24 4.2.3.2 Labour Profile 26 4.2.4 Economic Activities-------------------------------------------------------------------------- 26 4.2.5 Vulnerable Groups --------------------------------------------------------------------------- 27 4.2.6 Health------------------------------------------------------------------------------------------- 27 4.3 Utilities ---------------------------------------------------------------------------------------------- 28 4.3.1.1 Electricity 28 4.3.1.2 Water Services 28 4.3.1.3 Roads 28 4.3.1.4 Sanitation Services & Waste Management 28 4.3.2 Cultural Heritage------------------------------------------------------------------------------ 29 4.3.3 Land Use & Surrounding Areas------------------------------------------------------------ 29 5 Assessment of Potential Risks and Impacts ----------------------------------------------- 33 5.1 Potential E&S Impacts during the Pre-Construction Phase ------------------------------- 33 5.2 Positive Impacts during Reconstruction ------------------------------------------------------ 33 5.2.1 Direct job opportunities to skilled and semi-skilled laborers ------------------------- 33 5.2.2 Indirect job opportunities ------------------------------------------------------------------- 34 5.3 Negative Impacts during Reconstruction ----------------------------------------------------- 34 5.3.1 Environmental Impacts --------------------------------------------------------------------- 34 5.3.1.1 Impact on Air Quality 34 5.3.1.2 Noise and Vibration 35 5.3.1.3 Waste Generation 36 5.3.1.4 Water Pollution 36 5.3.1.5 Impact on Soil 37 IV | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 5.3.2 Occupational health and safety ------------------------------------------------------------ 37 5.3.3 Community health and safety -------------------------------------------------------------- 37 5.3.3.1 Impact on Traffic 38 5.3.4 Social Impacts --------------------------------------------------------------------------------- 38 5.3.4.1 Risk on Infrastructure and underground utilities 38 5.3.4.2 Child labour 38 5.3.4.3 Temporary Labor Influx 39 5.3.4.4 Gender Based Violence (GBV) 39 5.3.4.5 Land related impact 40 5.3.4.6 Visual impacts 40 5.3.4.7 Cultural Heritage 40 5.4 Positive Impacts during Operation ------------------------------------------------------------ 41 5.5 Negative Impacts during Operation and Maintenance ------------------------------------- 41 5.5.1 Environmental Impacts --------------------------------------------------------------------- 41 5.5.1.1 Waste Generation 41 5.5.2 Occupational Health and Safety Impacts ------------------------------------------------ 41 5.5.3 Community Health and Safety Impacts -------------------------------------------------- 42 5.5.4 Social Impacts --------------------------------------------------------------------------------- 42 5.5.4.1 Traffic Flow 42 5.5.4.2 Child labor 42 5.5.4.3 Labor Influx 42 5.5.4.4 Gender Based Violence (GBV) 42 5.5.4.5 Land related impact 43 5.5.4.6 Cultural heritage 43 5.5.4.7 Risk on Infrastructure and underground utilities 43 5.5.4.8 Visual and landscape impacts 43 6 Environmental and Social Management Plan (ESMP) ---------------------------------- 46 6.1 Environmental and Social Management Plan for the Reconstruction and Operation Phases 46 6.2 Environmental and Social Monitoring Plan for the Reconstruction and Operation/maintenance Phases -------------------------------------------------------------------------- 62 6.3 Institutional Framework ------------------------------------------------------------------------- 71 6.3.1 Environmental Management Structures -------------------------------------------------- 71 6.3.2 Roles and responsibilities of the Contractor’s Environmental Health and Safety (EHS) Officers -------------------------------------------------------------------------------------------- 71 6.3.3 Roles and responsibilities of the E&S Project Management Team (PMT)--------- 71 6.3.3.1 Compliance with World Bank safeguards 72 6.3.3.2 Monitoring and reporting 72 6.3.3.3 Communication with and responsiveness to targeted communities 72 6.3.4 School management -------------------------------------------------------------------------- 72 6.3.5 Required Resources -------------------------------------------------------------------------- 73 6.3.6 Summary of the Tentative Budget Required to Implement the ESMP ------------- 75 7 Stakeholder Engagement and Public Consultation -------------------------------------- 76 V | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 7.1 Stakeholder Identification ----------------------------------------------------------------------- 76 7.2 Consultation Methodology and Activities ---------------------------------------------------- 76 7.3 Results of Stakeholder Engagement Activities ----------------------------------------------- 78 7.3.1 Summary of Consultation Outcomes ----------------------------------------------------- 80 7.4 Grievance Redressal Mechanism (GRM) ----------------------------------------------------- 80 7.4.1 Grievance Redressal Mechanism (GRM)------------------------------------------------- 80 7.4.2 GRM objectives------------------------------------------------------------------------------- 80 7.4.3 Current GRM adopted by the Ministry of Education and Education Directorate 81 7.4.4 Interface between EODP GRM and the Ministry of Education and Education Directorate Grievance System ------------------------------------------------------------------------- 82 7.4.5 EODP GRM ---------------------------------------------------------------------------------- 82 7.4.5.1 Communication 82 7.4.5.2 EODP Grievance Management Process 84 Step 1: Uptake 84 Step 2: Sorting and Processing 84 Step 3: Acknowledgment and Follow up 85 Step 4: Verification, Investigation and Action by PMT Technical Team 85 Step 5: Providing Responses to GRM Users 86 Step 6: Reporting 86 7.4.5.3 Monitoring and Evaluation 86 7.4.5.4 Institutional Arrangements 87 7.4.5.5 Procedure for Appeal 88 7.4.5.6 Gender sensitive GRM 89 7.4.5.7 Confidentiality 89 7.4.5.8 Reporting 89 7.4.5.9 Disclosure activities 89 Annex 1 – Cultural Heritage Chance-Find Procedure ------------------------------------------- 91 Annex 2 – List of Participants ------------------------------------------------------------------------ 92 Annex 3 – Feedback Uptake Form on REFAATO’S Website (Arabic and English) ------ 93 a. Grievance Form on the Ministry of Education Website ----------------------------------- 98 Annex 4 – Contractor’s Responsibilities (English and Arabic) -------------------------------- 99 Annex 5 – COVID 19 Mitigation Measures -------------------------------------------------------106 Annex 6 – Practical Tools for Virtual Engagement during COVID 19 Pandemic -------- 110 Annex 7 – Detailed Information About the National Iraqi Legal Regulations ------------ 111 Annex 8 - Grievance and Redress Mechanism Forms and Log -------------------------------124 1- GRM LOG -----------------------------------------------------------------------------------124 2- GRM UPTAKE FORM -------------------------------------------------------------------127 3- OPTIONAL USER SURVEY FOR REFAATO GRM FOCAL POINT -------130 VI | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Annex 9 – Project Disclosure Information --------------------------------------------------------133 Annex 10 – UXO Clearance Letter of Al- Sanabil Primary School ----------------------------134 VII | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq List of Tables Table 2-1: World Bank safeguard operational policies and their applicability to the Subproject ... 4 Table 4-1: Air Quality Index Categories ............................................................................................... 19 Table 4-2: The Population Breakdown based on gender and households in the subproject area 23 Table 4-3: Age composition of the population in Baghdad Governorate ........................................ 23 Table 4-4: Educational Facilities in Baghdad Governorate ................................................................ 25 Table 4-5: Gender breakdown of students in Baghdad Governorate ............................................... 26 Table 4-6: The unemployment rate Al-Ubaid Village ........................................................................ 26 Table 4-7: Medical services and staff available in the Baghdad Governorate ................................. 27 Table 5-1: Noise Emission Levels dB (A) of Typical Construction Equipment ............................. 35 Table 5-2: Ambient Noise Level Limits ................................................................................................ 36 Table 5-3: Impact Assessment ................................................................................................................ 44 Table 6-1: Environmental and Social Management Plan (ESMP) for the Subroject Phases ......... 46 Table 6-2: Environmental and Social Monitoring Plan for the Reconstruction and Operation/maintenance Phases.............................................................................................................. 62 Table 6-3: Recommended training courses for designated staff and resident engineer ................. 73 Table 6-4: Recommended training courses for social staff ................................................................. 74 Table 6-5: Tentative Budget Required to Implement the ESMP ...................................................... 75 Table 7-1: Key Comments and Concerns Raised During the Consultations ................................... 78 Table 7-2: GRM uptake channels for submission of feedback .......................................................... 83 Table 7-3: Classification of grievance level ........................................................................................... 85 Table 7-4: Summary of Roles and Functions for EODP GRM ........................................................ 87 List of Figures Figure 1-1: Temporary Caravans where classes are currently held ...................................................... 1 Figure 3-1: The Site where the School will be reconstructed ............................................................... 9 Figure 3-2: Al -Sanabil Primary School – Site Surroundings .............................................................. 10 Figure 3-3: Main Paved Road Leading to the Subproject Site (Yellow line) .................................... 10 Figure 3-4: Site Surroundings .................................................................................................................. 11 Figure 4-1: Average temperatures and rainfall in Abu Ghraib ........................................................... 17 Figure 4-2: Precipitation Amounts in Abu Ghraib .............................................................................. 18 Figure 4-3: Wind rose ............................................................................................................................... 18 Figure 4-4: Seismic Zones in Iraq ........................................................................................................... 20 Figure 4-5: Surface water bodies in the subproject area...................................................................... 20 Figure 4-6: Groundwater Depth in Iraq ................................................................................................ 21 Figure 4-7: Age Distribution in Baghdad Governorate ...................................................................... 24 Figure 4-8: The temporary alternative school set up of caravans ...................................................... 25 Figure 4-9: Village Roads ......................................................................................................................... 28 Figure 4-10: The destroyed Al-Sanabil School. ................................................................................... 29 Figure 4-11: The temporary alternative school for Al-Sanabil students ........................................... 30 Figure 4-12 The irrigation Canal of Abu Ghraib District is located on the east side of the road leading to the project area. ....................................................................................................................... 30 Figure 4-13: Agricultural land owned by the families in Al-Ubaid surround the project area ...... 31 VIII | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Figure 4-14 :A paved road leading to Al-Ubaid village ....................................................................... 31 Figure 4-15: Commercial activities taking place in the Al-Anaz Markaz .......................................... 32 Figure 5-1: Unpaved Road in the Subproject Area .............................................................................. 35 Figure 7-1: Focus Group Discussions with Community Members................................................... 78 Figure 7-2 Interviews with qa’em maqam and the head engineer ..................................................... 78 Figure 7-3: Grievance Management Process ........................................................................................ 84 IX | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Executive Summary 1. Introduction This report is the Environmental and Social Management Plan (ESMP) for Al Sanabil Primary School for girls and boys Reconstruction, in Al Nasr and Salam sub-district, Abu Ghraib district, Baghdad Governorate. This subproject targets the reconstruction of all the school buildings including the administration building, classes, labs, utilities building, guard room and the student toilets building. An external yard, a car park and the boundary fence will also be constructed. The activities which are expected to be carried out comprise foundation works (earthworks), concrete works, internal and external finishes, electrical and sanitary works. The original school used to provide primary education to 44 male students and 57 female students. The World Bank Operational Policy 4.01 on Environmental Assessment was triggered as the proposed subproject has some potential negative environmental and social impacts. Accordingly, this Environmental and Social Management Plan (ESMP) is required to implement the subproject in accordance with the requirements of the World Bank’s Operational Procedures and applicable Iraqi national legislation. 2. Project Description Project Location The planned school is located in Al Nasr Wal Salam sub-district in Al-Ubaid village. The proposed subproject site is surrounded by agricultural land and some houses. There are no significant residential clusters in the immediate vicinity of the construction site. The temporary caravans where the classes are currently being held are located on a land approximately 500 m south of the destroyed buildings as shown in FIGURE 1. In general, the houses in the area are spread apart and are not built in a specific pattern. The destroyed buildings are 200 m away from an irrigation canal (FIGURE 1). The main paved road leading to the village is adjacent to the river as shown in FIGURE 2 and is indicated by a yellow line. The distance from the site to the Euphrates is about 2.5 km. X | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Figure 1: Al Sanabil Primary School – Site Surroundings Figure 2: Main Paved Road leading to the subproject site XI | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Main Reconstruction Activities The following is a summary of the reconstruction activities that need to be implemented. More details are provided in chapter 3 of the report. â—? Excavation and earth work for Administration building, classrooms, labs, students’ toilets, utilities building, rooftop corridors and site works. â—? Concrete works for Administration building, classrooms, labs, students’ toilets, utilities building and rooftop corridor. â—? Masonry works for Administration building, classrooms, labs, students’ toilets, utilities building and rooftop corridor. â—? Steel and Carpentry works (doors, windows, handrails, etc.) for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. â—? Finishes for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. â—? Sanitary Works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building, rooftop corridor and other site works. â—? Electrical Works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building, rooftop corridor and other site works. Operation and Maintenance Activities Upon completion of the reconstruction phase, the following maintenance activities are expected to take place in the school: â—? Some painting works for the school buildings; â—? Periodic maintenance for the electrical facilities of the school buildings; â—? Periodic maintenance for the sanitary facilities of the school; 3. Institutional and Legal Framework The subproject will adhere to Iraqi legislations, World Bank Safeguard Policies and any relevant International Convention and Treaties. Applicable Environmental and Social Legislations in Iraq: â—? Law no. 27 for the year 2009: Protection and Improvement of Environment â—? Law no. 37 for the year 2008: The Ministry of Environment â—? Regulation no. 4 of the year 2012: Ambient Air Quality â—? Law no.41 of the year 2015: Noise Protection and control â—? Law no. 50 of the year 2008: Water Resources Management â—? Law no. 89 of the year 1981, amended by Decree No.54 of 2001: Public Health â—? Law no. 2 of the year 2001: Water Systems Protection â—? Act no. 25 of the year 1967: The Regulation for the Protection of Rivers â—? Instructions no. 2 of 2014 on Environmental Protection from Municipal Waste â—? Law No. (67) of 1986 Regulating the Debris Collection Areas â—? Law 37/2015: The Iraqi Labor Law â—? Instructions no. 12 of the year 2016: Occupational Health and Safety requirements â—? Ministry of Education formation Law No 22 of year 2011. World Bank Safeguard Policies XII | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq The World Bank (WB) has identified 10 environmental and social safeguard policies that should be considered in its financed projects. The following OPs are triggered for the Parent Project: â—? OP 4.01 – Environmental Assessment (applicable to subproject) â—? OP 4.11 – Physical Cultural Resources â—? OP 7.50 – Projects on International Waterways â—? OP 4.12 - Involuntary Resettlement The parent project is classified as Category B according to the World Bank. The proposed subproject requires an Environmental and Social Management Plan (ESMP). 4. Environmental and Social Impacts Positive Impacts during the Reconstruction Phase a) Direct job opportunities to skilled and semi-skilled laborers The subproject is expected to create various direct job opportunities to local community members. The expected number of workers is 25 during the reconstruction phase. b) Indirect job opportunities During the reconstruction stage, a number of indirect job opportunities are expected to arise, due to the need for more supporting services to the workers and contractors who will be working in the various locations. Positive Impacts during Operation/maintenance The re-establishment of the school will support the educational services in the village and will ensure the safety of the students as they learn. Negative Environmental and Social Impacts The following table presents the identified impacts and their significance for both reconstruction and operation/maintenance phases. Impact Receptor/ Description of Impact Significance EHS Aspect 1 Impacts during Pre-construction Phase Air Quality Impact on air quality and noise levels if the location of the diesel generator is not properly and Noise selected Major Levels Groundwater Impact on ground water contamination if the septic tanks and toilet facilities are not pollution properly designed, the risk of ground water contamination will be high; Major Community Improper water supply to the school due to poor design and improper defined specs of health and water tanks. Improper and gender sensitive design of toilets and rest areas Students and safety school staff’ health might be affected due to not considering proper ventilation and natural Major lighting inside the class rooms In case of poor access design, the risk of accessibility to school will be high Impacts during Reconstruction 1 IN = Insignificant, MI = Minor, MO = Moderate, MA = Major XIII | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Impact Receptor/ Description of Impact Significance EHS Aspect 1 Construction activities such as site clearing, excavation and removing debris will produce dust and exhaust emissions. In addition, any open oil storage will increase the Air Quality concentration of VOCs in ambient air. Moderate No asbestos will be produced from the activities of this subproject. Removing debris, excavation and backfilling, concrete pumping and transporting waste and materials are all activities that will lead to an increase in ambient noise levels mainly Noise because they involve the use of heavy construction equipment such as excavators, loaders Moderate and trucks. Even though there are some houses close to the subproject site, the noise impact is mainly on workers and site engineers. Inappropriate handling of hazardous waste (oils, paint and lubricants) and non-hazardous Waste waste (especially domestic waste and wastewater from the portable toilets) can affect soil Minor Generation and surface water quality. The reconstruction will be taking place approximately 200 m away from an irrigation Water canal. The subproject activities are unlikely to have an impact on the canal. However, in Minor Pollution this study, this impact will be taken into consideration. Soil Soil is also susceptible to contamination by accidental oil or waste water leakages. Moderate Key risks related to this sub-project include - excavation and trenching, - use of construction vehicles and trucks, OHS Major - weather conditions and exposure to welding fumes - Falling off heights. This especially applies to the finishing activities that will be taking place in the upper floors of the concrete skeleton. Community Impacts include increase in air emissions, and background noise levels, Uncontrolled health and dumping, potential burning of construction waste, and accidental contact with Moderate safety equipment…etc. Traffic flow Due to the light traffic at the subproject site., no roads are expected to be significantly and road affected. Minor access As a result of the construction work, existing underground utilities might be accidently Risk on damaged. Damaging sanitary pipes, electricity underground cables and water pipelines Infrastructur result in severe disturbance to community people. However, the time needed to resolve Minor e problems with damaged utilities is relatively short (no more than 4-8 hours). Additionally, the contractor will be responsible for compensating for damaged utilities. Child labor might be detected during the construction phase. The contractual agreement Moderate Child labour of the contractor must shed light on child labor risk and rigid obligations should be inserted in the construction contract. Recruiting local labor might put limitation to labor influx impacts. The temporary labor Minor Temporary influx and presence of additional workers may have impacts on the subproject areas in Labour terms of: Influx - Risk of social conflict - Increased risk of illicit behavior and crime There is a probability of having impacts related to gender-based violence issues due to Moderate GBV the presence of workers in the construction site i.e. sexual harassment, discrimination and deprivation of opportunities and economic alienation The school land is owned by the Ministry of Education. In addition, the subproject will Insignifican Land Related not require the use of any land outside the boundaries of the construction site. t Impact Visual and The visual impacts on landscape are temporary and caused by storing construction material and waste in an unorganized manner. Minor landscape XIV | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Impact Receptor/ Description of Impact Significance EHS Aspect 1 Cultural The subproject activities are not planned near any physical cultural heritage sites. Insignifican Heritage t Impacts during Operation/Maintenance Waste During the operation phase, waste is expected to be generated from everyday Generation consumption by the school occupants as well as from periodic maintenance activities. Minor Occupational Maintenance activities expose workers to accidents and hazards that may lead to injuries. health and The main causes of such accidents include the use of heavy equipment or falling from Minor safety height or slipping. Also, electrification is a major risk to all workers during maintenance activities. Community The school children might transmit diseases, particularly covid19 to their families. Health and Minor Safety Traffic Flow During operation, it is anticipated traffic will increase in the subproject area as a result of students being transported to and from the school. However, impacts are anticipated to be minor, and limited to peak hours during the day. Additionally, increased traffic is Minor anticipated during the transportation of equipment/materials during maintenance periods. 5. Environmental and Social Management and Monitoring Plan The objective of the Environmental and Social Management and Monitoring Plan (ESMMP), is to outline actions for minimizing or eliminating potential negative impacts and for monitoring the application and performance of mitigation measures. Chapter 6 of this report discusses the ESMMP for different receptors, identifies roles and responsibilities for implementation and monitoring of mitigations during the Construction and Operation phases of the project. 6. Stakeholder Consultations EcoConServ’s study team visited Al-Ubaid village in March 2021 to interview local community members. The consultant carried out two focus group discussions with women, students and their teachers, as well as community members including parents of students. The consultation activities included 8 women, 10 males 6 of whom were parents to students from the school, as well as 15 students. Additionally, 3 community leaders including a sheikh, head of district (qa’em maqam) and the head engineer at the Education Department were also interviewed. 36 participants took part in the consultation activities (4 FGDs and 4 Interviews). A questionnaire was prepared to guide interviews and address the main environmental and social aspects of the projects. Local community members were randomly selected near the project area and interviewed to gain a more in-depth understanding of the local context and obtain community feedback on the project. The purpose behind the conducted consultation activities was the following: 1) Introduce the EODP initiative 2) Discuss project activities and anticipate its environmental and social impacts 3) Propose mitigation measures 1) Disclose information regarding the Grievance Redress Mechanism (GRM) XV | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Summary of consultation outcomes Overall, all interviewees emphasized their support for the project and stated that they have no reservation regarding its establishment. All those believe it will empower their children, combat terrorism, create job opportunities and boost the economy. Additionally, consulted individuals acknowledged the importance of the GRM were assured that its purpose was receive and address any complaints from the local population in a timely manner. The subproject has developed a GRM that employs different channels, they are as follows: 1- The resident engineer 2- The Ministry of Education. 3- The Education Directorate legal department in Al Karkh Third 4- The Social Development Officer (SDO). The social officer for the Al-Sanabil Primary School project is Gauad Abbas Hassan (07816154280) All received complaints should be transferred to the social development officer during construction phase in order to be able to report on the GRM. Accordingly, the SDO should maintain relations with the complaints responsible person working in each channel or any other channels e.g., the municipality. The social development officer will be responsible for the follow up of grievances and prepare periodic reports. The proposed GRM should be gender sensitive in order to manage any complaints to be raised by women. A grievance log that contains all grievances received should be developed and managed by the social development officer (please see Annex 8-1 GRM log). XVI | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 1 Introduction In response to the request of the Government of Iraq, the World Bank’s support, through the proposed Emergency Operation for Development – Additional Finance (EODP-AF), is aimed at supporting the Republic of Iraq in the reconstruction of damaged infrastructure and restoration of public services delivery in Targeted Municipal Areas. Component (9) – “Restoring Education Servicesâ€? - aims to support the restoration of education services in liberated and affected areas of Iraq, while laying the foundation for further development in the education sector. It will place emphasis on vocational education for youth and the economic empowerment of women. The three subâ€? components are: rehabilitation, reconstruction, upgrading and equipping of education infrastructure, Support to Teachers, School and Community Leaders, and Outâ€?Ofâ€?School Youth Training and Support Programs, and institutional strengthening and sector development support2. 1.1 Background This ESMP will focus on the reconstruction of Al Sanabil Primary School, located in Abu Ghraib District, Baghdad governorate. The original school used to provide primary education to 44 male students and 57 female students, but it has been completely destroyed and as a result, the classes had to be relocated to the caravans as a temporary solution. These caravans are located in an open area that is approximately 300 m away theorigional school. The new school will consist of the following: administration building, classes and labs, toilets, security room and a utilities building. Figure 1-1: Temporary Caravans where classes are currently held 1.2 Rationale for the ESMP The key objectives of the ESMP are the following: 2 https://ewsdata.rightsindevelopment.org/files/documents/15/WB-P161515_ANaKttN.pdf ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Describe the sub-project’s components and activities of relevance to the environmental and social assessments; â—? Identify relevant national and international legal requirements and guidelines; â—? Assess the baseline status of environmental and social conditions; â—? Evaluate potential site-specific environmental and social impacts of the project; â—? Developing environmental & social management and monitoring plans in compliance with the relevant national and international legislation; â—? Establish the roles and responsibilities of all parties involved in the project’s environmental and social management; â—? Document key environmental and social concerns raised by stakeholders during public consultation activities; â—? Ensure the existence of a grievance redress management (GRM) system through for the lodging and handling of complaints. 1.3 Scope of Work The ESMP outlines the environmental and social management processes and procedures applicable to the sub-project. Accordingly, the structure of this document is as follows: â—? Chapter two: Institutional and Legal Framework â—? Chapter three: Project/Activities Description â—? Chapter four: Environmental and Social Baseline Conditions â—? Chapter five: Assessment of Potential Risks and Impacts â—? Chapter six: Environmental and Social Management Plan â—? Chapter seven: Stakeholder Engagement and Public Consultation This document is guided by the ESMF for the EODP-AF. The information drawn from the ESMF was supplemented by additional literature research, field data collection, as well as consultations and close collaboration with the institutional stakeholders and members of the local community. Therefore, the potential impacts and associated mitigation measures and management procedures presented in this ESMP are based on the baseline information and E&S assessments. 2 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 2 Institutional and Legal Framework 2.1 Preface This Chapter describes the legal and administrative framework for the proposed Subproject. It lists the national laws and the international requirements pertinent to the Subproject. Detailed information about the regulations are presented in Annex 7. The World Bank (WB) has defined 10 environmental and social safeguard policies that must be considered for its financed projects. The applicability of such policies to this Subproject are outlined and discussed in the subsequent sections. In case of any discrepancy between the requirements of Iraqi legislations and the requirements of the WB, the stricter requirements will be applied. In the case where national requirements are non- existent for specific issues or pollutants, the WB requirements will be adopted. 2.2 National Policy, Legal, Regulatory and Administrative Frameworks The Subproject will adhere to Iraqi legislations and WB operational policies. 2.2.1 Applicable Environmental and Social Legislations General Environmental Legislations â–ª Law no. 27 for the year 2009: Protection and Improvement of Environment â–ª Law no. 37 for the year 2008: The Ministry of Environment Air Quality â–ª Regulation No. 4 for the year of 2012: Ambient Air Quality Noise â–ª Law No. 41 for the year of 2015: Noise Protection and Control Water Resources â–ª Law no. 50 of the year 2008, Ministry of Water Resources â–ª Law no. 2 of the year 2001: Water Systems Protection â–ª Act no. 25 of the year 1967: The Regulation for the Protection of Rivers â–ª Law No. 12 of 1995 for Maintenance of Irrigation and Drainage Network Waste Management â–ª Instructions no. 3 of 2015 on Hazardous Waste Management â–ª Instructions no. 2 of 2014 on Environmental Protection from Municipal Waste. â–ª Directive No. (67) of 1986 Regulating the Debris Collection Areas. Ministry of Education formation Law No 22 of year 2011. Occupational Health and Safety â–ª Instructions No. 12 of the year 2016: Occupational Health and Safety â–ª Law No. 6 of 1988 concerning the National Commission for Occupational Hygiene and Safety, governing the enforcement of OHS regulations 3 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Labor Laws â–ª Law no. 37 of the year 2015: The Iraqi Labor Law â–ª Law no. 89 of the year 1981, amended by Decree No.54 of 2001: Public Health Roads â–ª Public Roads Law No. 35 of 2002 2.3 World Bank Safeguard Policies The WB has identified 10 environmental and social safeguard policies that should be considered in its financed projects. Table 2-1: World Bank safeguard operational policies and their applicability to the Subproject Safeguard Applicability to Triggered project Justifications Policy Environmental The Subproject is classified as Category B and requires Assessment Yes Yes an Environmental and Social Management Plan (ESMP). (OP/BP 4.01) Natural The subproject will take place at the same site of the Habitats No No school that has been destroyed. Protected Areas, if (OP/BP 4.04) encountered, will be avoided. Forests No No The proposed Subproject areas contain no forests. (OP/BP 4.36) Pest Triggered by the Parent project, but the proposed Management Yes No Subproject will not involve purchasing or using of (OP 4.09) pesticides. This OP does not apply to the reconstruction Al-Sanabil Physical Primary School although it has been triggered by the Cultural Yes No Parent project, but if these opportunities occur, cultural Resources property management plans will be prepared for the (OP/BP 4.11) subprojects. Indigenous Peoples No No No indigenous people are identified in Iraq. (OP/BP 4.10) Involuntary Al-Sanabil Primary School Reconstruction does not Resettlement Yes No involve physical or economic displacement. Additionally, (OP/BP 4.12) there is no encroacher/squatter at the subproject site. Safety of Dams No No Not relevant to the proposed Subproject (OP/BP 4.37) Projects on This policy is triggered for the whole EODP-AF but this International particular Subproject is not expected to affect Yes No Waterways international waterways (OP/BP 7.50) Projects in Disputed Areas No No No disputed areas in the EODP project (OP/BP 7.60) 2.4 The World Bank Policy on Access to Information This Policy governs the public accessibility of information in the Bank’s possession. The World Bank allows access to any information in its possession that is not on a list of exceptions. This Policy is based on five principles: 4 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq â—? Maximizing access to information; â—? Setting out a clear list of exceptions; â—? Safeguarding the deliberative process; â—? Providing clear procedures for making information available; and â—? Recognizing requesters’ right to an appeals process. 2.5 Environmental, Health and Safety Guidelines (EHS)3 The EHS guidelines entails the effective methods for managing environmental, health and safety issues in accordance with WBG requirements. This includes understanding the likelihood, magnitude and priority of the EHS risks. The EHS guidelines includes 4 primary sections and respective sub sections (applicable segments from the EHS guidelines for the project are highlighted in Red): 1. Environmental Guidelines a. Ambient Air Quality – Limits and Guidelines b. Energy Conservation – Energy Conservation and Efficiency Methods c. Wastewater and Ambient Water Quality – Effluent water quality and indicators for water discharge and treatment d. Water Conservation – Methods for ensuring reduction in water consumption e. Hazardous Material Management – The appropriate Methods for managing hazardous waste and instructions on community and worker protection f. Waste Management – Instructions on waste management and planning, waste prevention and safe waste disposal g. Noise – Methods for prevention and control of Noise, and the applicable noise limits for different activities and exposure period h. Contaminated Land – Management approaches for contaminated land due to different hazardous substances or waste or oil. Includes Risk Reduction measures 2. Occupational Health and Safety Guidelines a. General Facility Design and Operation – ensuring appropriate facility integration of H&S, that integrates safety measures in design for different physical hazards b. Communication and Training – Ensuring there is an appropriate level of communication between workers and management, and that there is sufficient training for all workers prior to operations c. Physical Hazards – Methods for prevention of accidents or injuries that can occur due to exposure to mechanical or other physical works, including Noise and Vibrations d. Chemical Hazards – Injuries and accidents that could occur due to usage of chemicals and methods of protection and prevention. Includes management of fires and explosions e. Biological Hazards – Protection and Management of different biological agents f. Radiological Hazards – Management and Limits for Radiation Exposure 3 Environmental, Health and Safety (EHS) Guidelines 5 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq g. PPE – Guidance on usage of PPE and clearly highlighting that it should be considered the last resort h. Special Hazards Environments – Guidance on Managing different environments that can present a risk to workers such as confined spaces. i. Monitoring – Efficient monitoring of occupational health and safety programs and mitigation measures. This includes the Occupational Accident Reporting frequency 3. Community Health and Safety Guidelines a. Water Quality and Availability – Ensuring the protection of nearby water resources such as groundwater and surface water sources. b. Structural Safety of the Project – Potential Hazards that could occur due to poor design and methodology for dealing with those hazards. Includes the general approach that architects/structural engineers must follow to ensure community safety is considered during design c. Life and Fire Safety (L&FS) – Ensuring that building design is in accordance with local regulations and requirements, and that it integrates Fire safety standards (more focused on buildings rather than infrastructure) d. Traffic Safety – Includes the potential risks and impacts on traffic and from traffic that occurs due to the project. Includes recommend measures to deal with traffic risk e. Transport of Hazardous Material – Approach and Guidelines for transporting hazardous material, including a hazard assessment and emergency response plan. f. Disease Prevention – Includes the recommended interventions and methods to protect the community from communicable diseases and vector borne diseases g. Emergency Response and Preparedness – This sub section requires a plan and response system in place to respond to any potential emergency that could occur due to the works or operation. 4. Construction and Decommissioning Guidelines a. Environment – covers the different environmental factors that could be affected by the construction activities including soil erosion, disturbance to water bodies, disturbance to air quality, wastewater discharges etc. b. Occupational Health and Safety – Different OHS risks due to construction or decommissioning works. c. Community Health and Safety – Different Hazards that can occur due to the project and affect the surrounding community. 2.6 Labour Influx Guidance Note (2016)4 This Guidance Note was established to support the World Bank in identifying risks to and Impacts on local communities associated with temporary labour influx, and how to manage those risks. It includes a list of Toolkits and methods for the assessment and management of labour influx. The Guidance Note identifies the following potential Environmental and Social impacts: â—? Risks of social conflict â—? Increased Risk of Illicit Behaviour and Crime 4 Labour Influx Management Guidance Note - 2016 6 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq â—? Influx of additional population â—? Impacts on community dynamics â—? Increased burden on and competition for public service provision â—? Increased risk of communicable diseases and burden on local health services â—? Gender Based Violence â—? Child Labour and School Dropouts â—? Local Inflation of prices â—? Increased Pressure on accommodation and rents â—? Increase in traffic and road accidents â—? Inadequate waste disposal and illegal waste disposal sites â—? Wastewater discharges â—? Increased demand on freshwater resources â—? Camp related land use, access roads, noise and lights â—? Increased deforestation, ecosystem degradation and species loss â—? Increased use of/demand for natural resources The Guidance Note details the different responsibilities on the Bank, Borrower, Contractor and Monitoring (PMT/RE). There are five primary steps for identifying and managing labour influx risks: 1. Screening of Projects – identifying risks during project preparation stage 2. Project Preparation – Defining the mitigation measures and ensure they are binding in contracts 3. Project Management – Mitigation measures clearly defined and how they will be managed 4. Community Engagement – Disclosure to the community, collecting their feedback and ensure a sufficient GRM is in place. This section includes the suggested due diligence steps 5. Monitoring, Reporting and Supervision during implementation – Following the monitoring and reporting requirements as part of the Environmental and Social Management and Monitoring Plans. 2.7 Good Practice Note – Addressing Sexual Exploitation and Abuse and Sexual Harassment (SEA/SH) in Investment Project Financing (2020)5 This note focuses on the Gender Based Violence related measures below: Identification and assessment • Social risk assessment of community-level social risks. of SEA/H risk • Assessment of capacity and the availability of quality, safe and ethical and response services for survivors. capacity • Review ability of the client to respond to SEA/H risks. • Rate project for overall risk using several WB tools including the SEA/H risk assessment tool. 5 Good Practice Note - Addressing Sexual Exploitation and Abuse and Sexual Harassment (SEA/SH) in Investment Project Financing - 2020 7 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq • Establish procedures to review and update risk assessments during project implementation. Establish mitigation, • Based on risks identified, identify the corresponding mitigation measures reporting and and implement actions suggested to mitigate project related risk of SEA/H monitoring in the project affected population. measures • Monitor the effectiveness of the mitigation measures and adapt as appropriate. Project response actions for • Provide essential services for survivors. SEA/H cases. • Report case through the GRM as appropriate, keeping survivor information confidential and anonymous. • Cases brought through the GRM are documented, managed and closed 8 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 3 Project Description 3.1 Project Background The proposed subproject is the reconstruction of Al-Sanabil Primary School, which is located in Abu Graib District, Baghdad Governorate. The school sustained 100% damage and all buildings were destroyed leaving behind only debris. Therefore, the school will be reconstructed and the remaining debris (Figure will be removed and transported to a dump site that will be identified (1-3 .by local authorities The original school used to provide primary education to 44 male students and 57 female students. Figure 3-1: The Site where the School will be reconstructed The main components of the new school are expected to be as follows: administration building, classes and labs, security room, toilets and a utilities building. The reconstruction activities will comprise earth work, concrete work, masonry, installing doors and windows, internal finishes such as painting and plastering, sanitary works and electrical works. The school will consist of 12 classes. The total land area that was originally allocated to the school before it got destroyed by terrorist operations is approximately 5000 m2 and the land is already owned by the Ministry of Education. The original buildings only occupied half the available land area. 3.2 Project Location and Surroundings The planned school is located in Al Nasr Wal Salam sub-district in Al-Ubaid village. The proposed subproject site is surrounded by agricultural land and some houses. There are no significant residential clusters in the immediate vicinity of the construction site. The temporary caravans where the classes are currently being held are located on a land approximately 500 m south of the destroyed buildings as shown in Figure In general, the houses in the area are .2-3 spread apart and are not built in a specific pattern. The destroyed buildings are 200 m away from an irrigation canal (Figure The main paved .(2-3 road leading to the village is adjacent to the river as shown in Figure 3-3 and is indicated by a yellow line. The distance from the site to the Euphrates is about 2.5 km. 9 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Figure 3-2: Al -Sanabil Primary School – Site Surroundings Figure 3-3: Main Paved Road Leading to the Subproject Site (Yellow line) 10 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Below are additional pictures illustrating the site surroundings Agricultural and animal breeding activity adjacent to the alternative temporary school. Commercial Activities in Annaz Area, approximately 1.2 km away from the subproject site Figure 3-4: Site Surroundings 3.3 Clearance of UXO/ERW The site has been cleared from UXO and the official clearance letter has been requested from authorities. Annex (10) shows a copy of the received letter 3.4 Material Sourcing The materials will be supplied by the local markets in Baghdad. 3.5 Main Reconstruction Activities The work will begin by lifting and transporting the remaining debris to a disposal site. This will be done by the contractor in coordination with the PMT and the local municipality. Some structures may still need to be demolished as well. The following is a summary of the reconstruction activities that need to be implemented. â—? Excavation and earth work for Administration building, classrooms, labs, students’ toilets, utilities building, rooftop corridors and site works. â—? Concrete works for Administration building, classrooms, labs, students’ toilets , utilities building and rooftop corridor. â—? Masonry works for Administration building, classrooms, labs, students’ toilets, utilities building and rooftop corridor. â—? Steel and Carpentry works (doors, windows, handrails, etc.) for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. â—? Finishes for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. 11 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq â—? Sanitary Works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building, rooftop corridor and other site works. â—? Electrical Works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building, rooftop corridor and other site works. 3.5.1 Earth Work â—? Carrying out the excavation works for all building foundations and in case groundwater appears, prepare all tools and equipment needed to pump it out until the activities below soil level are completed. The total quantity of excavated soil is expected to be around 380 m3, but a portion may be used in backfilling. â—? Backfilling the excavated areas with layers of sand and gravel and compacting each layer as needed. â—? Backfilling the floors with clean soil (i.e. soil that does not contain organic matter and impurities) and applying good compaction. â—? Treating the foundation soil with an approved anti-termite solution. 3.5.2 Concrete Works â—? Casting a 10 -cm thick concrete blinding layer containing salt-resistant cement and placing two layers of thick nylon sheets below it. The total amount of concrete that will be poured into the blinding layers is estimated to be 780 m3. â—? Casting the plain concrete footings and applying a sika waterproofing layer as well as an asphalt coat to any concrete surface that is contact with the soil. â—? Casting the reinforced concrete footings, column heads and the tie beams and applying two layers of asphalt coat to the surfaces in contact with the soil. About 400 m3 of concrete will be needed for this item. â—? Casting concrete for the upper structure components which include beams, columns, staircases, slabs and window thresholds. The work under this item includes erecting wooden formwork and placing the reinforcing steel bars. The quantity of concrete needed for the upper structure is approximately 700 m3. 3.5.3 Masonry Works â—? Laying bricks below the damp proof course (DPC) level. The bricks will be connected using salt- resistant cement mortar. The quantity of mortar needed to complete this item is around 40 m3. â—? Laying bricks above the DPC level and connecting them using Portland cement mortar. Around 300 m3 of mortar is needed for the upper structure brick walls for all buildings combined. 3.5.4 Steel and Carpentry Works Under this item, the following will be installed. â—? Steel windows of different sizes. They will be painted using oil paint. Windows will ensure adequate ventilation. â—? Steel grills for some windows â—? External and internal steel doors. These doors will also be painted. â—? Wooden doors for the administration building, classrooms, and labs. â—? Steel ladders with protection grills 12 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq â—? Handrails in the classroom and lab buildings. 3.5.5 Internal and External Finishes â—? Plastering external walls with mortar and then applying emulsion (water-based) paint. For some walls, gypsum plastering will be applied. The total mortar plastering quantity has been estimated to be 3800 m2, will gypsum plastering will cover around 4200 m2. â—? For external plastered walls, white cement will be applied as a final finishing layer. â—? Applying and fixing ceramic tiles for student toilets and the guard building. â—? Installing suspended ceilings for the Administration building. â—? Applying and fixing mosaic and ceramic tiles â—? Cleaning the concrete surface of the roof and then applying the following waterproofing layers o Bitumen layers as instructed by the supervising engineer. o Styropor (foam) followed by polyethylene sheets o Soil layer with appropriate slope o Precast concrete tiles and filling the joints with mortar. â—? Constructing external walkways as follows: o Excavating a 40-cm wide foundation trench and backfilling using clean soil. o Treating the foundation soil with an approved anti-termite solution o Placing and compacting a gravel-sand layer o Placing nylon sheets and casting a 10-cm thick concrete blinding layer o Casting another 20-cm thick plain concrete layer and applying two layers of asphalt coat o Casting the reinforced concrete layer and fill in the expansion joints using mastic sealant. 3.5.6 Sanitary Works Drainage / Rainwater Pipelines â—? Install good quality UPVC plastic pipelines of at least 6 atmosphere working pressure, with all fittings, branches and bend. Manholes â—? Pour reinforced concrete manholes and plaster the external walls with salt-resistant cement. â—? Install a cast iron cover for each manhole. Septic Tanks and Seepage pits â—? Construct reinforced concrete septic tanks (6m x 2.4m x 2.2m) to ensure proper management of the wastewater that will be generated from the school’s staff and to avoid any possible soil or groundwater contamination. The school will have two septic tanks each having 3 cast iron covers. â—? Construct 2 seepage pits each with an internal diameter 1.5 m and a depth of 2 m. Water Supply Network â—? Installing polypropylene random pipes with diameters ranging from 15 mm to 50 mm. The work includes all accessories and fittings. other 13 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq â—? Installing ground siphons â—? Installing water lift pumps at the administration and student toilets building. â—? Installing hose taps, water closets, sinks, wash basins and fire extinguishers (type CO 2, capacity 6 kg) where required. â—? Installing roof and ground water tanks to store drinking water for the staff and students’ consumption. This drinking water will be supplied by tankers coming from Al-Tarmiyah Water Station. â—? Casting a reinforced concrete basin for the drinking foundation in the student toilets building. 3.5.7 Electrical Works The following electrical components will be installed - Main and sub distribution boards - Power outlets as per the school’s design - Lamps with different power ratings - Outdoor lights with all accessories - Office call system for the administration building - Ceiling fans, to reduce heat stress inside the classes - Wall mounted exhaust fans - Wall mounted water heater - Stainless steel electric water coolers - Grounding system - Main feeder cables and low-tension cables which be buried under ground. For this item, trenches will be excavated and a sand layer will be placed below the cable and then compacted. 3.5.8 Other Site Works Paved External playing yard and walkways The work includes excavation, laying sub-base layers, pouring plain concrete and reinforced concrete layers and installing steps and ramps. Car park The park construction will comprise laying and compacting a 20-cm thick sub-base and pouring a 15-cm reinforced concrete slab, in addition to installing pre-cast plain concrete curbstones. Boundary fence - Remove the remains of the destroyed fence. - Construct the foundations of the fence - Lay 40-cm bricks using Portland cement mortar Steel Gates - Install 2 steel gates, one at the main entrance and another at the car park entrance. 3.6 Equipment Used Based on the activities previously described, the equipment and machinery expected to be used are the following: loaders, compactors, excavators, trucks, vehicles to transport construction material, concrete mixing trucks and concrete pumps. 14 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 3.7 Project Duration The expected duration of the reconstruction phase is 365 days. 3.8 Resources Consumption (Reconstruction Phase) 3.8.1 Water Supplying drinking water is the contractor’s responsibility. For daily human use and construction activities such as compaction, water will be supplied by tank trucks from the nearest water source. 3.8.2 Fuel / Electricity Most heavy construction equipment run on diesel. The source of electricity that this subproject will rely on is the national electric grid, but generators may be used as backup. 3.9 Labor The reconstruction phase will require 15 semi-skilled and non-skilled workers, 6 skilled workers, 2 foremen, 2 engineers and a site manager. They are expected to be residents of Abu Ghraib District, where the subproject is located. The contractor will be responsible for providing workers with drinking water, food, and transportation means. 3.9.1 Construction Camps The contractor will establish caravans and portable toilets on state-owned land at the subproject site free from encroachers/squatters. There is also enough area to store raw materials and equipment within the school boundaries. If there is a need to use land owned by farmers, a lease contract will be signed between the farmers and the contractor. Since the subproject will rely on local labor, no labor camp will be constructed. 3.10 Waste Generation Solid waste, during the reconstruction phase, will be comprised of: - Domestic waste from everyday consumption by workers and site personnel. - Non-hazardous wastes including concrete blocks, wire mesh from finishing activities, scrap wood, scrap steel, bricks, packaging waste, used drums/barrels and excavated material. - Hazardous wastes generated include empty oil/paint/bitumen containers, spent oils and lubricants resulting from equipment maintenance and used-up oil filters, etc. In addition, sanitary waste (domestic wastewater) will be generated from the temporary site offices/facilities. 3.11 Waste Disposal The domestic and construction waste will be disposed of in an approved dumping site located in Al Nasr and Al Salam sub district area, 5 km away from the school site. 15 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Domestic wastewater will be collected in holding tanks and emptied regularly by municipal trucks to be disposed of at the nearest sewage pumping station or wastewater treatment plant. 3.12 Operation / Maintenance Phase Upon completion of the reconstruction phase, the following maintenance activities are expected to take place in the school: â—? Some painting works for the school buildings; â—? Periodic maintenance for the electrical facilities of the school buildings; â—? Periodic maintenance for the sanitary facilities of the school; 16 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 4 Environmental and Social Baseline Conditions 4.1 Environmental Baseline 4.1.1 Physical Environment 4.1.1.1 Climate6 Temperatures and Precipitation Baghdad is characterized by an arid subtropical summer. In Abu Ghraib, the highest mean daily maximum temperature occurs in July and August and is 46oC, while the lowest mean daily minimum is 5oC and occurs in January (Figure The average amount of rainfall/year is 103 .(1-4 ,mm, which is considered to be lower than most areas in Iraq. The driest months are June, July August and September with almost no rainfall, while the most precipitation is i n January with an average of 18 mm. There are approximately 5 rainy days in January as illustrated in Figure 4-2. Figure 4-1: Average temperatures and rainfall in Abu Ghraib 6 https://www.meteoblue.com/en/weather/historyclimate/climatemodelled/abu-ghraib_iraq_100077 17 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Figure 4-2: Precipitation Amounts in Abu Ghraib Wind The dominant wind direction is northwest as shown by the wind rose below. On average, the wind speed is 5-12 km/h, but the speed of wind gusts can reach up to 28 km/h. Figure 4-3: Wind rose 4.1.1.2 Ambient Air and Noise Air Quality Baghdad has a high concentration of air pollutants which are emitted from industrial activities, mobile sources and generators. The poor quality of fuel is also an additional contributing factor to the high pollutant levels. 18 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq At the subproject site, many of the surrounding roads are not paved and consequently vehicles movement on these roads produces dust emissions. In February and March 2021, the air quality in Abu Ghraib region was in the range “averageâ€? to “extremeâ€?7. The corresponding numerical range is approximately 45 -200. This range is divided into the following categories. Table 4-1: Air Quality Index Categories8 Description Numerical Range The air is moderately polluted. Long-term exposure can affect health. 20 -50 The air pollution level has exceeded the maximum level for 24 hours set by the World 50 – 100 Health Organization (WHO) This range indicates a very high level of pollution that can be immediately felt by 100 - 150 individuals at risk. The air pollutants concentration has reached a critical level. Healthy individuals will be 150 - 200 affected even if exposure is for a short period of time. On most of the days, the air quality index in Abu Ghraib does not exceed 130 which, based on the previous table, is still a high level of pollution. Noise Concerning noise levels, no numerical data is available to accurately describe the noise emissions in the study area. However, given that the school site is mostly surrounded by agricultural lands, it can be concluded that there are currently no major noise generating activities in the subproject area. 4.1.1.3 Geology, Soil and Seismic Activity Baghdad is part of a geological formation called Mesopotamian Plain Region. Topographically, the land is considered highly flat with no clear drainage patterns. The soil is made of alluvial deposits with 20% lime content. Generally, Iraq is a seismically active region especially in the North East. It is divided into 4 main seismic zones as follows (shown on the map below): - Zone 1, no damage zone where on a Mercalli Magnitude (MM) scale, the earthquake intensity is III. - Zone 2, the minor damage zone, covering the intensities IV and V on the MM scale. - Zone 3, the moderate damage zone, where the intensity is in the range VI-VII. - Zone 4, the major damage zone, with an intensity of VIII and is located on the Zagros thrust outside the Iraqi borders. Abu Ghraib lies in the no damage zone, i.e. zone 1. 7 https://air.plumelabs.com/air-quality-in-Abu%20Ghraib-q29 8 file:///E:/it/it%20user/yousef/Downloads/Article%20Plume%20Index%20%20(2).pdf (page 4) 19 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Figure 4-4: Seismic Zones in Iraq 4.1.1.4 Hydrographic context Surface water The nearest surface water body to the subproject is an irrigation canal around 200 m away from the land where the school will be reconstructed (Figure left). The second nearest water body ,5-4 is the Euphrates which is 2.5 km away from the planned construction site (Figure right). The ,5-4 historic annual flow of the Euphrates is 30 billion cubic meters (BCM), but due to the construction of dams in Turkey and Syria, the flow decreased to 25 BCM. It has been estimated that the Euphrates has the capacity to irrigate up to 4 million ha in Iraq9. Figure 4-5: Surface water bodies in the subproject area 9 https://waterinventory.org/sites/waterinventory.org/files/chapters/Chapter-01-Euphrates-River-Basin-web.pdf (page 66) 20 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Groundwater Abu Ghraib area is located within the Mesopotamia Zone10. Groundwater depth ranges from less than 10 meters in the immediate surroundings of Baghdad City to up to 20 meters further west. This is consistent with the groundwater contour map provided below (Figure Groundwater .(6-4 salinity increases from the northern and north-eastern recharge areas towards the discharge areas. The chemical quality changes from sulphatic in recharge areas to chloridic in discharge areas according to the groundwater movement. Groundwater quality in the area is considered to be poor. Figure 4-6: Groundwater Depth in Iraq11 4.1.2 Biological Environment The site where the school will be reconstructed is mostly surrounded by agricultural lands. The site visit did not show any significant faunal presence. Also, there are no legally protected areas or highly sensitive terrestrial or aquatic habitats in the vicinity of the subproject or in a close proximity. 10 https://www.iasj.net/iasj?func=fulltext&aId=99667 11 Hatem K. al-Jiburi and Naseer H. al-Basrawi, 2013. ‘Hydrogeological Map of Iraq, Scale 1: 1000 000’, 2nd ed. Iraq Bulletin of Geology and Mining, Papers of the Scientific Geological Conference , vol. 11, no. 1, 2015, p. 24. 21 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 4.2 Social Baseline The social baseline has been prepared to outline the socioeconomic features associated with the subproject location of Al-Ubaid village in Al Nasr and Al Salam sub district in the Abu Ghraib District in the Baghdad Governorate of Iraq. Information on community demographics have been assessed based on site visits, as well as desk review in March 2021. The section highlights the demographic statistics, human profiles, accessible services and land use of the subproject area. The community leaders consulted for the project have provided all information outlined below unless stated otherwise. 4.2.1 Administrative Division Baghdad Governorate The Baghdad Governorate, where the capital of Iraq, Baghdad City is located, is in central Iraq. Baghdad Governorate can be found west of Diyala Governorate, north of Babil Governorate and on the southern point of the Salah al-Din governorate. Moreover, it is located on the river Tigris, approximately 530 km from the headwaters of the Persian Gulf, Baghdad city is situated on a flat alluvial plain, where the Diyala River joins the Tigris, about 40 km east of the Euphrates. At 600 km2, despite being the smallest governorate in Iraq, Baghdad has a population of 8,126,755, making it the most populated governorate in the country. Additionally, it has an annual natural increase of 2.1% (Central Statistical Organization of Iraq (CSO), 2018) and contains the largest under 15 population in the country. The Baghdad Governorate’s administrative capital is Baghdad City. The governorate consists of five districts, in addition to another six districts affiliated with Baghdad city outlined below: 1. Abu Ghraib 2. Tarmiya 3. Mada’in 4. Taji 5. Mahmoudiya Affiliated with Baghdad City: 1. Adhamia 2. Kadhimia 3. Karkh 4. Resafa 5. Mansur 6. Sadr City Abu Ghraib District In 1944, the Iraqi government established the Abu Ghraib District, which currently consists of 43 villages. Abu Ghraib is located in the west of Baghdad Governorate. The majority of its population are from the Arab Zoba'a tribe, who identify as Bedouins. Abu Ghraib remains one of the country’s most impoverished districts. This is due to a series of floods that took place in 2013 and disrupted livestock and agriculture, in addition to ISIS taking control of the area, which resulted in the displacement of families in the area. 22 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Al-Ubaid Village in the Al-Anaz “Markazâ€? (Rural Center) of in Al Nasr and Al Salam Sub district The Al-Sanabil School is located in Al-Ubaid, a 3 km2 rural village, belonging to Al-Anaz “Markazâ€? (a rural center) that is reliant on agriculture and animal rearing in Al Nasr and Al Salam sub district, of the Abu Ghraib District in Baghdad Governorate. The sub district is located approximately 30 kms away from Baghdad City. The sub district is categorized as rural, and is most known for its agricultural activities, in addition to commercial activities. However, due to security reasons, economic activities associated with agriculture have declined and public buildings such as schools have suffered destruction. 4.2.2 Demographic Overview The section aims to shed light on demographic data on the level of the governorate, district and subproject area. 4.2.2.1 Population The table below indicates the population and gender breakdown of the Baghdad Governorate, Abu Ghraib District and Al-Ubaid village in Al Nasr and Al Salam sub district, where the Al- Sanabil School is set to be rebuilt. The Abu Ghraib District population represents 2.46% of the total population of Baghdad Governorate. Table 4-2: The Population Breakdown based on gender and households in the subproject area Household Population Total Area s Male Female Population Baghdad Governorate 1,625,351 5,856,712 2,270,043 8,126,755 Abu Ghraib District 40,000 144,135 55,865 200,000 Al-Ubaid Village 175 570 480 1,050 Source: Central Statistical Organization of Iraq (CSO), 2018 4.2.2.2 Age Group Breakdown Figures from the 2018 CSO Statistical Abstract outlines that the population in Baghdad Governorate is generally young, with citizens over the age of 64 representing only 3.7% of the population. The largest age group in the governorate is 15-64, with the second being under 15 years old. Baghdad Governorate contains the country’s largest under 15 population. Table 4-3: Age composition of the population in Baghdad Governorate Age Composition Baghdad Governorate Population in % Population under 15 years 36.9% Population (15-64) years 59.4% Population 64 years and over 03.7% Source: Central Statistical Organization of Iraq (CSO), 2018 23 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Age Group Breakdown in Baghdad Govenorate in % 3.70% 36.70% 59.40% Under 15 15-64 64+ Figure 4-7: Age Distribution in Baghdad Governorate 4.2.3 Human Development Profile The section below aims to outline the numerous factors, such as education, employment and work status contributing to the development of communities on a governorate and district level. 4.2.3.1 Education Despite the presence of numerous educational facilities in the Baghdad due to its classification as the capital of Iraq, districts such as Abu Ghraib suffered major destruction as a direct result of ISIS presence and military occupation. Security concerns have forced residents to flee to other parts of Iraq. The Al-Sanabil School suffered major destruction, and as the only school in Al-Ubaid village, has resulted in disruptions to the education of the children in the village. The project aims to re- develop the educational infrastructure of the village, and provide its youth with the necessary facilities to receive education through the re-construction of the Al-Sanabil School. According to consultations with district officials, there are approximately 300 students across all educational stages in the village. However, there are no secondary schools in the village, and students are forced to go to neighboring villages to receive an education. Moreover, there are no universities in the village. The original school, which is located on donated land that has been registered as property belonging to the Ministry of Education, was providing the 44 male and 57 female primary school students with education. However, they are temporarily being educated in a group of caravans that are located 300 meters away from the original school. The caravans are located on privately owned land, however, in collaboration with the Ministry of Education, the owner has agreed for the caravans to be placed until the school is rebuilt. There are nine male teachers and two female teachers employed at the Al-Sanabil School. While the alternative school has enabled the continuation of education of the students of the only school in the area, its resources are not as sufficient as the original school. 24 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Figure 4-8: The temporary alternative school set up of caravans The table below outlines the available educational facilities in the Baghdad Governorate. Baghdad Governorate contains the highest number of schools in the country of Iraq, in addition to the second lowest female illiteracy rate in the country at 2%. (CSO, 2018) Table 4-4: Educational Facilities in Baghdad Governorate Baghdad Governorate Educationa l Level Government Community Religious Total schools Schools Kindergarte 170 156 0 335 n Primary 2,457 340 11 2,808 Secondary 1,315 213 12 1,540 Vocational 100 0 0 100 Source: Central Statistical Organization of Iraq (CSO), 2018 The figures below indicate the number of students in Baghdad Governorate based on gender. The number of enrolled students’ peaks in primary school, and declines by 50% in secondary school, resulting in an approximate enrollment of 12% of total students in university. However, female enrollment is considered almost equal to male enrollment. 25 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Table 4-5: Gender breakdown of students in Baghdad Governorate Kindergarten Primary Secondary Vocational Male 32,324 819,633 427,603 11,169 Female 30,840 753,893 360,479 4,740 Total 63,164 1,573,526 788,082 15,909 Source: Central Statistical Organization of Iraq (CSO), 2018 4.2.3.2 Labour Profile The unemployment rate in Baghdad Governorate is 09.3%, making it the governorate with the sixth lowest unemployment rate in Iraq. (CSO, 2018) The unemployment rate in Al Nasr and Al Salam sub district is above the average governorate rate, and males are three times more likely to be employed than females are. Additionally, due to security concerns, community members fled the area, and due to limitations in employment opportunities, are unable to return. It was noted during the consultation activities by community members that women play an active role in heading the agricultural activities related to their household plot of land. Despite the contributions of women to both the agricultural activities and family affairs, income generated is controlled by males. Table 4-6: The unemployment rate Al-Ubaid Village Al-Ubaid Village Male Female Total Labour Force per total population in % 85% 30% 70% Employment Rate within labour force in % 45% 10% 40% Unemployment Rate 60% 90% 55% Source: Abu Ghraib District, 2021 4.2.4 Economic Activities The majority of the population in Baghdad (approximately 87%) rely on urban, industrial activities for economic activities. Despite Baghdad being largely categorized as urban, the main economic activity in the Al-Ubaid village is concentrated on agriculture and animal rearing. However, officials have stated that due to extreme poverty as a result of fleeing for safety and returning to destroyed homes and abandoned lands, community members have been forced to diversify their economic resources and take part in commercial activities instead (service providers, carpentry etc.). Al- Ubaid village contains numerous plots of agricultural land, and is located near the irrigation canal of Abu Ghraib District. Female economic contributions are considered limited in the Al-Ubaid village, where the primary role of women is as homemakers. According to consultations with the women, many are seeking to pursue independent ventures, such as a sewing or pastry making business, but are unable to afford the equipment or materials to achieve this. 26 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 4.2.5 Vulnerable Groups Vulnerable groups are composed of individuals who are of higher risk in experiencing social exclusion, poverty, discrimination and violence. Groups include but are not limited to females, children, the elderly and people with disabilities. There are currently no clear sources describing the status of vulnerable groups within Al Nasr and Al Salam sub district specifically. However, due to an increase in floods, in addition to security risks associated with ISIS, many villages in Abu Ghraib District such as Al-Ubaid have been left impoverished due to disruptions to economic activities, the destruction of infrastructure such as schools, in addition to many active community members being forced to flee to other parts of Iraq for safety. During consultation activities, community leaders stated that 40% of the families in Al-Ubaid village live below the poverty line. Moreover, women in the Al-Ubaid village dominate 90% of the unemployment rate as indicated by district officials during consultation. Limited female participation in the work force is linked to socio-economic challenges particularly for female-headed households, children and dependents such as the elderly. Due to violence and conflict, many women became widowed, and have since been leading their families alone with limited support. Additionally, consultations revealed there are no minority or ethnic groups in the project area. 4.2.6 Health The Baghdad Governorate contains the highest number of medical facilities and services in the country; this is largely due to being the capital, in addition to housing the largest population in Iraq. Table 4-7: Medical services and staff available in the Baghdad Governorate Area Baghdad Governorate Number of doctors 8,701 Number of dentists 3,168 Number of pharmacies 3,699 Number of people with health professions 11,978 Number of nursing staff 9,536 Number of health institutions 480 Number of hospitals (governmental and private) 95 Number of primary healthcare centers 257 Source: Central Statistical Organization of Iraq (CSO), 2018 Despite the presence of numerous medical facilities in the Baghdad Governorate, the Al-Ubaid District medical infrastructure suffered as a whole as a direct result of floods that took place in 2013. During consultation, officials stated that the floods prompted an increase in 534 suspected 27 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq cholera cases, from which 8 deaths were confirmed. There are currently no medical or health centers available in the village, and thus, community members are forced to travel to neighboring villages for medical support. 4.3 Utilities 4.3.1.1 Electricity Electricity is provided to 87% of households in Baghdad Governorate. As the capital, it remains one of the most developed electricity infrastructures in the country. (CSO, 2018) However, in the villages, despite 95% of households being connected to the national electricity, electrical shortages are common and the service is not considered reliable, and is in need of maintenance. 4.3.1.2 Water Services Drinking water systems are accessible to 87% of the population residing in the Baghdad Governorate. Additionally, there are 355 water production plants in the governorate, as well as approximately 41 billion cubic meters of water imported from the Tigris and Euphrates. (CSO, 2018) According to community consultations, 95% of the households have access to water in their houses. Additionally, drinking water is available through water plants. 4.3.1.3 Roads In the Baghdad Governorate, a paved road network is available serving all districts of the Governorate, as well as a number of major roads service the region. Additionally, the International Road, the highway connecting Iraq to Jordan and passes through the Baghdad governorate. As a rural area dependent on agriculture, the roads of Al-Ubaid village are divided into dirt roads near plots of land, and there are some paved roads that are in good condition according to government officials, that connect to the main road leading to all the villages in the district. The roads in the subproject area are identified in the map below. Figure 4-9: Village Roads 28 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 4.3.1.4 Sanitation Services & Waste Management Approximately 72.9% of the population in Baghdad is served through either a public or shared sewage system with 10% of the remaining population relying on independent treatment systems. Moreover, there are 400 pumping stations located in Baghdad Governorate. There are no common diseases associated with sanitation in the area. (CSO, 2018) Waste produced as a result of the subprojects activities will be disposed of by the relevant project authorities in an approved dumping site located 5 kms away in the Al Nasr and Al Salam sub district area. 4.3.2 Cultural Heritage Iraq, often referred to as “the cradle of civilizationâ€?, is home to thousands of cultural heritage sites. Baghdad is most famous for Samarra Archeological City, as well as numerous museums such as the Iraq Museum and the Mosul Museum. Additionally, there are numerous historic buildings in Baghdad; however, many have suffered destruction due to the 2003 war, as well as vandalism. However, in the project area of Al-Ubaid village, in Al Nasr and Al Salam sub district, there are no sites that are considered of cultural heritage located within close proximity to project activities. 4.3.3 Land Use & Surrounding Areas Al-Sanabil School is located on land that was donated and registered as property of the Ministry of Education. Al-Sanabil has since been the only school to benefit the youth of Al-Ubaid village. The land is approximately 5,000 meters squared, and the school building itself only occupies half of the land. The land is currently abandoned, with remnants of the destroyed school still present in the area. The nearest residential house to the project area where the Al-Sanabil School is located is approximately 50 meters away, and is located in the agricultural land behind the school. However, access to the house will not be disrupted, due to the rural nature of the village, which consists of open spaces. Figure 4-10: The destroyed Al-Sanabil School. Approximately 300 meters away from the original school, an alternative school made up of caravans was established to temporarily meet the needs of the students who were receiving education at the original Al-Sanabil School. 29 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Figure 4-11: The temporary alternative school for Al-Sanabil students The irrigation canal of Abu Ghraib District is located on the east side of the paved street leading to Al-Ubaid village. Figure 4-12 The irrigation Canal of Abu Ghraib District is located on the east side of the road leading to the project area. The project area in Al-Ubaid village contains vast agricultural land on both the east and west sides. The families in the village own the agricultural lands, and each plot of land contains the home of the family that owns the plot of land. 30 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Figure 4-13: Agricultural land owned by the families in Al-Ubaid surround the project area There is a paved road leading to the Al-Ubaid village, and it is connected to a main road that connects the village network in the Abu Ghraib District. However, the majority of the roads in the area are dirt roads. Figure 4-14 :A paved road leading to Al-Ubaid village Agricultural activities occupy a major component of the economic activities in the area. However, there are commercial activities taking place approximately 1.5 kms away from the project area in the Al-Anaz “Markazâ€?. There are no economic impacts anticipated to take place to the commercial activities, as they are not within close proximity to the project area. Moreover, according to consultations with community members, economic impacts are anticipated to be positive for commercial services in the area, as they provide the construction team with supplies and services. 31 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Figure 4-15: Commercial activities taking place in the Al-Anaz Markaz 32 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 5 Assessment of Potential Risks and Impacts At an early stage, baseline surveys have been carried out to obtain information as well as site visits to fill in gaps in data and information on the characteristics of the existing environment of the proposed project area. The identified potential environmental impacts on the physical environment are then evaluated against baseline conditions at the proposed location, and the reasonable performance standards which are assumed to be set during the construction and operational phases of the project. Positive and negative potential impacts on the environment during the project phases will be presented in this section. The environmental and social impacts assessment is based on both quantitative and qualitative data available, as well as the consultant’s experience. The assessment is based on the methodology presented in the Environmental and Social Management Framework document. 5.1 Potential E&S Impacts during the Pre-Construction Phase As mentioned in the BoQ, there are some activities that will help in reducing the significance of the environmental and social impacts as shown in section 3.7 above. However, there are potential environmental and social impacts that could result from the poor design of the project such as: â—? Impact on air quality and noise levels if the location of the diesel generator is not properly selected; â—? Impact on ground water contamination if the septic tanks and toilet facilities are not properly designed, the risk of ground water contamination will be high; â—? Impact on community health and safety due to the improper design of toilets, septic tanks, generators …etc; â—? Impact on health of the students and teachers due to lack of ventilation and natural light in the design; â—? There is a probability to affect students in case of not availing safe access to students with disability (universal access); â—? The female students and teachers might be affected by the absence of toilet facilities and rest areas. The poor design will lead to environmental and social risks therefore, the consultant has recommended some mitigation measures to be taken into consideration in the design phase (Pre- construction) and accordingly reduce the potential risks significantly. 5.2 Positive Impacts during Reconstruction 5.2.1 Direct job opportunities to skilled and semi-skilled laborers Many variables affect the number and type of workers needed at specific times during reconstruction. This includes but is not limited to: the subproject component, nature of work required, and time plan. The subproject is anticipated to produce the below 25 job opportunities â—? 1 site manager 33 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq â—? 2 Engineers â—? 2 Foremen â—? 15 semi-skilled workers â—? 6 skilled workers The daily average number of workers during the peak time will be about 25 depending on the activities planned on that day. This subproject is expected to result in the creation of job opportunities, both directly and indirectly. The local community could provide a proportion of this temporary labour force dependent on skills needed and the strategies of the individual contractors in sourcing their workforce. 5.2.2 Indirect job opportunities An accurate estimate of the number of indirect opportunities created by the subproject activities is currently not available. However, as part of the construction phase, a lot of indirect benefits are expected to be sensed in the targeted areas due to the need for more supporting services to the workers and contractors who will be working in the various locations. Economic activity in the project areas will increase through the following supply chain: â—? Implementation of works and provision of supplies related to construction, operation and closure of the site and ancillary facilities; â—? Provision of transportation, freight and storage services to the project; â—? Drivers and mini-bus owners will benefit from the transportation of the workers; â—? Provision of food supplies, catering, and cleaning services; â—? Provision of building and auxiliary materials and accessories, engineering, installation and maintenance; â—? Security personnel; 5.3 Negative Impacts during Reconstruction 5.3.1 Environmental Impacts 5.3.1.1 Impact on Air Quality Construction activities such as site clearing, excavation, removing debris, movement of construction equipment on un-paved roads such as the one that appears in Figure 5-1 are all expected to produce dust emissions. In addition, the operation of heavy construction machinery, such as loaders, excavators and trucks, will produce exhaust emissions containing SOx, NOx, and CO. Also, any open storage of oils, such as form oil and diesel, on site will increase the concentration of volatile organic compounds (VOCs) in ambient air. These impacts are temporary as total project duration is not expected to exceed 1 year. 34 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Figure 5-1: Unpaved Road in the Subproject Area Debris collection and demolishing activities will not produce any asbestos because the school was initially built in 2013 and asbestos containing materials are no longer being used in Iraq since the early 1980s. There aren’t many houses in the immediate vicinity of the subproject site, and therefore the impact on air quality will be primarily felt by the construction workers and engineers. The impact on ambient air quality is expected to be of moderate significance. 5.3.1.2 Noise and Vibration Removing debris, clearing the site from any obstacles, excavation and backfilling and concrete pouring are all activities that will lead to an increase in ambient noise levels mainly because they involve the use of heavy construction equipment such as excavators, loaders, trucks and concrete pumps. The expected levels of noise produced by different operating machinery are shown in the following table. Table 5-1: Noise Emission Levels dB (A) of Typical Construction Equipment12 Equipment Expected Noise Emission Levels Bulldozer 80 Front End Loader 72-84 Jack Hammer 81-98 Backhoe 72-93 Dump truck 83-94 Crane 75-77 The reconstruction activities are not expected to cause the ambient noise levels at the nearest residential areas to exceed the limits imposed by the IFC guidelines (Table 5-2). Though there is some houses a few meters away from the site, it will not be affected for the whole duration of the subproject, especially that a significant period out of the total project duration (365 days) is 12 USA, Environmental Protection Agency, 1995 35 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq dedicated to finishing activities such as plastering, painting, sanitary and electrical works and these do not produce any significant noise. Table 5-2: Ambient Noise Level Limits IFC Noise Level Guidelines Receptor Daytime (7 am to 10 pm) Nighttime (10 pm to 7 am) Residential; institutional; 55 45 educational Industrial; commercial 70 70 The impact of noise and vibrations is expected to be moderate. 5.3.1.3 Waste Generation Construction activities will generate: - Domestic waste from everyday consumption by workers and site personnel. - Debris currently at the site - Non-hazardous wastes including concrete blocks, wire mesh from finishing activities, scrap wood, scrap steel, bricks, packaging waste, used drums/barrels and excavated material. - Hazardous wastes generated include empty oil/paint/bitumen containers, spent oils and lubricants resulting from equipment maintenance and used-up oil filters, etc. General waste decomposes if not frequently collected leading to unpleasant odors and bacteria accumulation which is a hazard to workers' health. Soil and groundwater may be contaminated by the improper disposal of hazardous waste and thus it is crucial to abide by the mitigation measures outlined in the ESMP. In case of portable toilets, liquid waste will be generated in the form of domestic wastewater and it must be handled as will be indicated in the environmental management plan. The impact of waste generation is expected to be of minor significance. 5.3.1.4 Water Pollution Ground water As indicated in the baseline chapter, the nearest water table is approximately 10 m below ground and could be deeper given that the subproject is not in the immediate vicinity of Baghdad city. The excavation depth during any of the reconstruction phases is not expected to be anywhere close to 10 m. Therefore, the activities of this subproject will not have an impact on groundwater. The impact on ground water is expected to be insignificant. Surface Water Since the reconstruction activities will be taking place 200 m away from an irrigation canal, a negative impact may potentially arise from improper handling of waste by disposing of it in the 36 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq canal. The probability of this happening is not high, but the possibility of surface water pollution still needs to be taken into consideration. The impact on surface water is expected to be of minor significance 5.3.1.5 Impact on Soil Soil may also be contaminated by leakages from equipment or chemical containers and it may be polluted by improper disposal of solid or hazardous waste. Soil is also susceptible to contamination by accidental leakages from holding tanks containing wastewater. In addition, improperly handled chemicals, such as oil and paint, pose the risk of soil contamination. The susceptible soil is limited to areas within a few meters from the subproject sites and will remain for the entire project duration. The impact on soil is expected to be of moderate significance. 5.3.2 Occupational health and safety According to World Bank OHS standards13 and the IFC OHS guidelines14, each worker must have accurate information about their vulnerability to hazards or injuries in the workplace. The Occupational health and safety Administration (OSHA)15 define the key risks which arise from construction projects, and the following are the ones applicable to this subproject. 1. Excavation and trenching – excavation is a major activity in this subproject and is classified as one of the most dangerous works in any construction site. 2. Construction equipment and vehicles/trucks. The injury of the workers could happen if the equipment is malfunctioning (brakes are not working properly, unexpected starting of the equipment…. Etc.). 3. Weather conditions: heavy rains, wind, high temperatures and fog. 4. Working at heights, which mainly applies to the internal and external finishing activities which will be taking place in the higher floors of the school buildings. The workers are also at risk of getting infected by COVID-19 if the pandemic remains during the construction period. The impact on Occupational health and safety is considered of major significance. 5.3.3 Community health and safety The majority of community health and safety impacts focus around the disturbance of public health and quietness due to reconstruction activities. Impacts on community health and safety are expected to be the following: â—? Emissions of gaseous pollutants and dust from machinery used; â—? Increased noise levels from operations of heavy equipment operating as well as other construction activities; 13 https://siteresources.worldbank.org/INTRANETENVIRONMENT/Resources/244351- 1279901011064/OccupationalHealth.pdf 14 https://www.ifc.org/wps/wcm/connect/1d19c1ab-3ef8-42d4-bd6b- cb79648af3fe/2%2BOccupational%2BHealth%2Band%2BSafety.pdf?MOD=AJPERES&CVID=ls62x8l 15 https://www.osha.gov/ 37 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq â—? Road accidents due to heavy trucks and machinery movement. â—? Limitation of mobility in the street especially for children, the elderly or the disabled, who might by injured while walking on the street â—? Accidents such as falls, slips and injury can potentially take place in cases of open access to the rehabilitation activities across the road or electrocution due to contact with exposed wires and exposure to equipment; â—? The possibility of transmitting diseases or viruses such as COVID-19; â—? Potential child labor employment by local subcontractors. â—? GBV/SEA due to workers interacting with community members in a manner that violates the Code of Conduct The number of houses in the area surrounding the school is very limited and there is only one house close to the subproject site. Also, the alternative school is far from the subproject site and has another access road. The impact on Community health and safety is considered of moderate significance. 5.3.3.1 Impact on Traffic Mobilization of heavy machinery, equipment and workers, in addition to temporary waste storage of reconstruction waste next to the sub-project site; might cause disturbance to the traffic and the accessibility to the agricultural lands and houses in the subproject area. However, due to the light traffic at the construction site and the existence of other alternative rural roads, this impact tends to be of minor significance. The impact on traffic is expected to be of minor significance. 5.3.4 Social Impacts 5.3.4.1 Risk on Infrastructure and underground utilities As a result of the construction work, existing underground utilities might be accidently damaged. Damaging sanitary pipes, electricity underground cables and water pipelines result in severe disturbance to community people. However, the time needed to resolve problems with damaged utilities is relatively short (no more than 4-8 hours). Additionally, the contractor will be responsible for compensating for damaged utilities. The impact on utilities is expected to be of minor significance. 5.3.4.2 Child labour Child Labour is a common practice in different communities throughout Iraq. Children might be hired because they accept less benefits and lower salaries. Yet, Iraqi Labour Law No. 37/2015 strictly prohibits child Labour. Baghdad Governorate has an 5.0% rate of child Labour (5-14)16; thus, children engaging in construction activities at the subproject’s location is a possible issue that needs to be prevented. Iraq has also signed the 1989 International Convention on the Rights of the Child which states that anyone under the age of 18 must be considered a child who needs special protection and care. Therefore, the contractual agreement of the contactor should clearly prohibit child Labour. 16 The data available is about children aged 5-14. Those who aged 15+ are not considered as children according to Iraqi law. Therefore, no specific data is available. 38 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Based on the observation carried out during data collection, children below 18 within the area of influence (agriculture areas) work mainly on agricultural and sales activities. Some of them are the financial supporters to their households (Child headed families) Being the supporters of their families, they are always obliged to work. The sub-project will put restrictions to child labour and it can be minimized. However, due to the probability of occurrence of child labour among sub-contractors’ workers, the impact tends to be moderate. The impact of child labour is expected to be of moderate significance. 5.3.4.3 Temporary Labor Influx Having workers in small cities or villages might result in unfavorable impacts on the available resources (e.g. pressure on accommodation, food, risk of communicable diseases especially in light of the COVID-19, health care and medication and potable source of water). It may also result in inconvenience to the local communities, particularly in the areas where communities are conservative or not accustomed to having outsiders. All workers should be committed to roles and code of conduct of the contractors to ensure good behaviour and limit any potential conflict with the communities and among each other. It is very likely that impacts related to labour influx will be relevant in the project area; in case the contractors do not comply with the Code of Conduct and explain it to the workers at the construction sites. The contractor will depend on the local labour as much as possible; they are expected to be residents of the project area, which reduces the impact of the Temporary Labour Influx. Due to the limited number of workers expected at the construction site, this impact tends to be of minor significance. The impacts of temporary labor influx are temporary and of minor significance. 5.3.4.4 Gender Based Violence (GBV) As per the WB 2016 Labour Influx Guidance Note, the scale of labour influx and the absorptive capacity of the local community indicates the significance of the anticipated risk of GBV17. There are many types of Gender Based Violence that are not applicable to the project activities and construction sites. Therefore, the consultant focused on the GBV issues that might be detected in the project site. They are as follows18: â—? Sexual harassment that includes rape, attempted rape, sexual abuse, child sex abuse, forced prostitution (willing – but involuntary), and child prostitution; â—? Emotional, mental and social: verbal / emotional abuse, humiliation, discrimination among workers, and deprivation of opportunities and /or services; â—? Economic: salaries and opportunities deprivation and harmful traditional practices; The contractor will depend on local labour as much as possible. They are expected to be residents of the subproject area, and thus will share the same culture and traditions with the local community, which may in turn reduce the risk of Gender Based Violence. The alternative school is currently not in use due to COVID-19 and thus there is little risk for workers to interact with 17 Source: http://pubdocs.worldbank.org/en/497851495202591233/Managing-Risk-of-Adverse-impact-from-project-labor- influx.pdf 18 Source: file:///E:/IT/Downloads/GBV_humanitarian_settings%20(1).pdf 39 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq students or staff. However, in the event that in person schooling resumes for students over the duration of re-construction, and in order to mitigate the afore-mentioned potential risks of SEA/SH and GBV issues, all workers will adhere to the code of conduct which covers GBV incidents. Particularly as there may be women working in the site and female students/staff present at the alternative school. Additionally, specific consultations will be carried out with women and young girls. As well as, there will be grievance mechanism sensitive to gender by assigning female SDO in case of facing any GBV incidents. Accordingly, the impacts tend to be of moderate significance 5.3.4.5 Land related impact The school will be reconstructed on the same area as the rundown school land. Reconstruction will not require more land or land acquisition, as the current land belongs to the school structure unit in the Education Department in Abu Ghraib district (the regional branch in the Educational Directorate of Al Karkh First ‫)الكرخ االولى‬. Additionally, based on the site visits to school, there was no encroacher/squatter at the school premise. During the reconstruction stage, land is needed for the following. â—? Storage of equipment and construction materials: â—? Temporarily waste storage area for wastes generated from various project activities in the project site; â—? Temporary facilities for labor The temporary storage of equipment and waste are not anticipated to entail any involuntary resettlement. The contractor will use the empty areas within the project site with the school boundary. With regard to the land of the alternative school, it is a temporary donation from one of the villagers, which will be refunded after the school is rebuilt. The arrangement for the alternative school land is verbal, and verbal agreements are accepted culturally, and respected by all parties. The impact assessment of land is considered insignificant. 5.3.4.6 Visual impacts For pre-construction and excavation works, the visual impacts on landscape are temporary and localized (limited to the construction area of each of the project’s components). The impact occurs due to storage of construction material and equipment (cement bags, concrete mixers, construction waste, etc.). Accordingly, the impact is expected to be of minor significance 5.3.4.7 Cultural Heritage As the project will be implemented in the same location of the original School and no deep excavations will take place, there is no probability to find antiquities. Additionally, the construction takes place far from any mosques, shrines and graveyards that are of great value to community people. However, if any monument or antiquity was found, chance find procedures will be followed. Annex 1 presents the Chance-find Procedures to be followed. Accordingly, the Impact on cultural heritage is insignificant 40 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 5.4 Positive Impacts during Operation The re- construction of the school brings many direct benefits to the surrounding communities; â—? It provides an opportunity for education for children in villages, especially girls, who have fewer opportunities for education in the absence of nearby schools. The village residents made clear during the community consultation activities their keenness to educate girls, but they are not sent to distant schools due to their concern about them and the cost of daily transportation to and from school. â—? Enhancement of school building: the enhancement of school building will result in psychological impacts on the surrounding communities through eliminating war traces; â—? Teachers return to their schools: During operation phase there will be no new job opportunities, however, school staff will return to their schools â—? Provision of better-quality education: safe and comfortable learning conditions ensuring students benefit most from the education being taught at the school. â—? Create indirect job opportunities: As part of the operation and maintenance phase, a number of indirect job opportunities are expected to arise, due to the need for more supporting services to the school e.g., waste management, septic tanks evacuation, food supply etc. â—? Meeting the needs of students in the community: According to community consultations, the current number of schools in the village do not meet the needs of the students in the village. The school will support the educational services in the village. â—? Enhanced visual impacts: the enhancement of the school building will positively impact the visual landscape and infrastructure of the neighborhood village. 5.5 Negative Impacts during Operation and Maintenance During the operation phase, the school will require some maintenance activities that may include painting works and periodic maintenance for the school’s electrical and sanitary facilities. The impacts associated with the school’s operation are very minor. 5.5.1 Environmental Impacts 5.5.1.1 Waste Generation The following waste is expected to be produced during the operation phase of the school. - Domestic solid waste from daily consumption by the occupants of the school. - Hazardous waste such as empty painting cans, in case paint is used in any of the maintenance activities. - Domestic wastewater The impact of waste generation during the operation phase is expected to be minor. 5.5.2 Occupational Health and Safety Impacts Maintenance activities expose workers to accidents and hazards that may lead to injuries. To avoid such situations, all risks that can be encountered during maintenance activities must be identified and recognized. The main causes of such accidents include the injury of workers when using heavy 41 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq equipment or falling from height or slipping. Also, electrification is a major risk to all workers during maintenance activities. The impact related to occupational health and safety is expected to be minor significance. 5.5.3 Community Health and Safety Impacts There might be a probability to transmit diseases to community people during operation phase, particularly, COVID 19 as the school children might transmit diseases to their families. Design errors during pre-construction are anticipated to result in the below impacts on community health and safety during operation â—? Students and school staff health may be affected due to not considering proper ventilation and natural lighting inside the class rooms â—? Inaccessible facilities for differently abled students due to improper implementation of universal access design during construction â—? Female students and teachers facilities such as toilets and rest areas may not be gender sensitive The impact related to community health and safety is expected to be minor significance. 5.5.4 Social Impacts 5.5.4.1 Traffic Flow During operation, it is anticipated traffic will increase in the subproject area as a result of students being transported to and from the school. However, impacts are anticipated to be minor, and limited to peak hours during the day. Additionally, increased traffic is anticipated during the transportation of equipment/materials during maintenance periods. The impact related to traffic flow is expected to be minor significance. 5.5.4.2 Child labor Given the fact that the subproject will not recruit any one that does not have an ID, it will be easy to detect and prevent child labor. Children below 18 will not be recruited. The impact on Child Labor is insignificant. 5.5.4.3 Labor Influx There is no labor influx during operation; this makes this impact insignificant. The impact of Labor Influx is insignificant. 5.5.4.4 Gender Based Violence (GBV) Gender based violence during operation will be significantly limited as there will be no expatriate workers inside school boundaries rather than the teachers and school staff. However, due to employing male and female teachers there might be a sort of GBV impacts as follows: â–ª Sexual exploitation and sexual abuse: Inappropriate behavior such as harassment of female teachers or any women from the surrounding communities by male school staff. â–ª Discrimination against female teachers and staff. 42 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq The impact of GBV is minor significance 5.5.4.5 Land related impact There will be no anticipated impacts related to the acquisition of land in the operational phase. The impact on Land is insignificant. 5.5.4.6 Cultural heritage There will be no anticipated impacts related to cultural heritage in the operational phase. The impact on Cultural Heritage is insignificant. 5.5.4.7 Risk on Infrastructure and underground utilities There will be no anticipated impacts related to infrastructure and underground utilities in the operational phase. The impact on infrastructure and underground utilities is insignificant. 5.5.4.8 Visual and landscape impacts No anticipated impacts. The impact on Visual and Landscape is insignificant. 43 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Table 5-3: Impact Assessment Basic Receptor/ Receptor Duration19 Spatial11 Magnitude11 Impact Impact Significance21 EHS Aspect Categorization20 Index11 Assessment of Impacts during the Preconstruction Phase Air Quality and Noise Levels H M H H H MA Groundwater pollution H M H H H MA Community health and safety H M H H H MA Assessment of Impacts during the Reconstruction Phase Air Quality VL (1) VL H (4) M M MO Noise VL VL H M M MO Waste Generation VL VL M L M MI Water Pollution VL VL M L M MI Soil VL L H M M MO OHS VL M H H H MA Community health and safety VL L M M M MO Traffic flow VL L M L L MI Risk on Infrastructure L L L L M MI Child labor VL L M M M MO Temporary labor influx VL L L L M MI GBV VL M M M M MO Impacts on Land ------- ------- ------- ------- ------ IN Visual and landscape VL L L L M MI 19 VL = Very Low, L=Low, M=Moderate, H=High, VH = Very High 20 L = Low, M=Medium, H=High 21 IN = Insignificant, MI = Minor, MO = Moderate, MA = Major 44 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Basic Receptor/ 11 11 Receptor Duration19 Spatial Magnitude Impact Impact Significance21 EHS Aspect Categorization20 Index11 Cultural Heritage ------- ------- ------- ------- ------- IN Assessment of Impacts during the Operation/Maintenance Phase Waste Generation H VL VL L M MI Occupational Health and VL VL L L M MI Safety (OHS) Community Health and Safety VL VL L L M MI Traffic Flow VL L M L L MI Child Labor ------- ------- ------- ------- ------- IN GBV VL L H L M MI Labor Influx ------- ------- ------- ------- ------- IN Cultural Heritage ------- ------- ------- ------- ------- IN Risk on infrastructure and ------- ------- ------- ------- ------- IN underground utilities Visual and Landscape ------- ------- ------- ------- ------- IN 45 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 6 Environmental and Social Management Plan (ESMP) The environmental and social management plan (ESMP) proposes measures to reduce the negative impacts associated with the project, thus making it compliant with the national laws and regulations and with international guidelines and best practices. Monitoring plans will also be suggested and the parties responsible for implementing them will be identified. The aim of the ESMP is to: - Meet the national and international environmental and social guidelines. - Ensure that the personnel employed by the client abide by the project’s environmental and social regulations during both reconstruction and operation phases. - Provide a safe and healthy environment for both workers and surrounding communities during all phases of the subproject. 6.1 Environmental and Social Management Plan for the Reconstruction and Operation Phases Table 6-1: Environmental and Social Management Plan (ESMP) for the Subroject Phases Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost Pre-construction Phase There will be an â—? Locate the diesel generators (If impact on air quality any) (which can be noisy and and noise levels if Included in polluting) to be far from the the location of the - Review the the Air quality & school buildings. Engineering Ministry of diesel generator is In-significant design Engineering Noise levels Design Firm Education not properly documents Design Firm’s selected. cost In case of poor â—? Ensure that the septic tanks and design of septic toilet facilities are properly - Review the Engineering Ministry of Included in Water tanks and toilet In-significant design the designed and of sufficient Design Firm Education facilities, the risk of documents Engineering capacity and if possible, that the ground water 46 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost contamination will wastewater collection network is Design Firm’s be high. at a lower gradient than the water cost supply network. Improper water â—? Potable water tanks should be Included in supply to the school - Review the Engineering Ministry of properly designed with hygienic In-significant design contractor Design Firm Education and suitable specs. documents cost Students and school â—? Proper ventilation should be staff health might made available in the design of Included in be affected due to school - Review the the Engineering Ministry of lack of proper In-significant design Engineering â—? Beside the man-made lighting Design Firm Education ventilation and documents Design Firm’s natural lighting system, natural lighting should be cost Community included in the design. health and safety In case of poor Accessibility to school for all groups access design, the should be warrantied through Included in risk of accessibility adopting the universal access - Review the the Engineering Ministry of to school will be principle (e.g. providing adequate In-significant design Engineering Design Firm Education high wheelchair ramps). Consequently, all documents Design Firm’s groups including those with a cost disability will be able to attend school. Improper and Design of toilets for students and Engineering Included in gender sensitive teachers with special consideration to - Review the Design Firm the design of toilets and allocate sufficient number of toilets to design Ministry of In-significant Engineering rest areas female students and teachers in order documents Education Design Firm’s to respect their safety and privacy cost Domestic Engineering wastewater may be - Review the Design Firm Ministry of Included in Wastewater Provide separate piping and a contaminated by the design Education the separate collection tank for the chemical wastewater documents Engineering 47 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost produced at the chemical wastewater generated from Design Firm’s school labs. labs. cost Reconstruction Phase Air Quality Dust and exhaust â—? Have a maintenance plan for the Minor â—? Site inspection Contractor Resident Within emissions construction equipment to minimize â—? Review Engineer, contractor’s exhaust emissions. equipment PMT cost â—? Switch off machinery and maintenance equipment when not in use. records. â—? To reduce soil dispersion, any pile â—? Review the of excavated material must remain in complaints a confined area or covered by a reports plastic sheet until disposal from site. â—? Set an appropriate speed limit (typically 10-15 km/h) for the vehicles operating on site. Noise The operation of â—? Ensure that machinery is in good Minor â—? Site inspection Contractor Resident Within heavy construction condition and check equipment â—? Review the Engineer, contractor’s equipment will lead maintenance records. equipment PMT cost to an increase in â—? Limit the activities that generate maintenance ambient noise levels. high noise to day time. records. â—? Review â—? Implement a complaints system complaints/ grievance log. Waste (solid and Inappropriate Insignificant â—? Field Contractor Resident Within Implement a waste management liquid) handling of investigations. Engineer, contractor’s plan consisting of the following Generation hazardous or non- â—? Review waste PMT cost measures. hazardous waste can register. lead to soil and For solid (Hazardous and non- â—? Review the surface water hazardous) waste: complaints contamination. â—? Identify waste types and quantities reports. â—? Allocate a skip/bin to each type of waste. There must be at least one 48 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost skip/bin for domestic waste and one for hazardous waste (e.g. empty paint and bitumen containers). For non-organic waste, if it is not possible to provide a bin/skip, a specific bounded area may be temporarily designated to keep the waste until it is collected from the site. This applies to scrap wood, scrap steel, concrete and mortar blocks and wire remains. â—? Maximize re-use of excavated material as backfill. Otherwise, the contractor is required to contact the authorities responsible for collecting excavated material. Usually, excavated material is used in backfilling the valleys in the subproject area. â—? Any oil/diesel container is to be placed inside a retaining structure. â—? Since there are no authorized waste subcontractors in the region, the contractor shall employ and remunerate locals to collect and dispose of the waste that will be generated by the subproject. Any person handling waste must be equipped with proper PPEs (gloves, face mask and safety boots as a minimum). The final disposal location will be a dump site authorized by governmental entities. 49 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost The waste management areas must remain within the construction site must not interfere with the traffic outside or encroach on any nearby agricultural lands. For Liquid waste: Since it is highly likely that caravans will be established as site offices, a temporary holding tank must be constructed to collect the waste water from the toilets throughout the reconstruction phase. The holding tank must be emptied on a frequent basis by a licensed waste company, and then transported to the nearest sewer or wastewater treatment plant. It is strongly recommended to replace the septic tanks and the seepage pits, which are planned to be constructed as part of the sanitary services of the school, by holding tanks so that no wastewater leaks into the soil. The holding tanks are to be emptied on a periodic basis. Water Pollution Improper disposal â—? The contractor must follow the Insignificant Field contractor Resident Within of hazardous waste solid and liquid waste mitigation investigation Engineer, contractor’s and leakages from measures presented in this ESMP to PMT cost equipment can result limit the possibility of water in the contamination pollution that may result from 50 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost of nearby water inappropriate handling/disposal of bodies. waste. â—? No washing of vehicles and machinery near water bodies. Soil Contamination The contractor must follow the solid Minor Field Contractor’s site Resident Within caused by leakages and liquid waste mitigation measures investigation engineers Engineer, contractor’s from equipment, presented in this ESMP to minimize PMT cost holding tanks, the possibility of leakages to the soil. chemical containers Other measures pertinent to soil or improper waste contamination include: disposal â—? Adopting strict spill control procedures and developing a spill response and management plan. â—? Storing oil and chemical materials on an impervious surface for secondary containment. During all reconstruction phases, an area must be designated for chemical storage. â—? Burying and burning domestic waste in the project site should be strictly avoided. Work force Occupational health • The Contractor shall prepare and Moderate â—? Check Contractor Resident Within and safety adopt an Occupational Health Accidents Engineer, contractor and Safety Plan (OHSP) during log PMT cost the reconstruction phase and assign a competent person to supervise it. • The developed OHSP should be prepared in full compliance with World Bank Group 51 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost Environmental, Health & Safety Guidelines22 • The contractual agreement with the contractor should include rigid commitments to apply the OHSP that should be prepared in full compliance with the WB EHS requirements. • The OHS plan should include the following: - Workers must follow safety standards and use protective equipment that match the risk level associated with each of the subproject activities. - Emergency equipment (spill-kit, fire extinguishers, etc..) must always be available on- site and functional - To prevent any accidents, make sure that all equipment and machinery are operating properly and adhere to the maintenance plan. - Excavated areas must be surrounded by a solid barrier such as hand and guard rails. 22 https://www.ifc.org/wps/wcm/connect/29f5137d-6e17-4660-b1f9-02bf561935e5/Final%2B-%2BGeneral%2BEHS%2BGuidelines.pdf?MOD=AJPERES&CVID=jOWim3p 52 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost - To prevent falling accidents, install guard rails on the perimeter of the building’s upper floors and around openings. - Coverage with appropriate insurance schemes for all the types of workers. In addition, the Insurance should be covering work related accidents (injuries and fatalities), as well as insurance for third party. • There must be specific contractual terms that prohibit discrimination activities and emphasize on provision of fair treatment to all workers. As well as provision of decent working conditions in terms of provision of facility, proper lighting, PPE…etc. • Develop and implement procedures to avoid or minimize the transmission and spread of COVID-19 that may be associated with the influx of temporary or permanent contract-related labor. 53 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost • Develop COVID-19 risk-based procedures tailored to site conditions and workers characteristics, and based on guidance issued by relevant authorities, both national and international (e.g. WHO). Some guidelines are presented in annex 5. • During the loading and unloading of debris specific measures should be applied. • Covering the trucks using polyethylene sheets to avoid the falling of debris • Trucks should use unpopulated routes Community Disturbance to • A traffic plan should be developed Insignificant â—? Accidents Contractor Resident Within traffic flow to provide the maximum safety to log Engineer, contractor the population and project â—? Community PMT cost personnel. grievance • Target signage and outreach mechanism activities to improve public awareness of the potential hazards that may arise from the subproject activities. • Perform regular maintenance to all vehicles and equipment that will be used in this subproject. Community Community health Temporary disruptions regarding Minor â—? Check that Contractor Resident Within and safety access to agricultural lands. Engineer, contractor traffic safety However, due to the presence of PMT cost alternate routes and entrances, 54 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost continuous access will be available. rules are in Mitigation measures to reduce place. impacts on community health and â—? Check up of safety: workers is in â—? Access to construction areas place and exposure to equipment â—? Site visit must be restricted to â—? Monthly workers and project reporting personnel. â—? Install safe pathway, if â—? GRM needed, to ensure residents â—? Meetings can access their houses, with especially for the house surrounding which is only a few meters communities away from the subproject site. â—? A traffic plan, including signage, must be designed to direct the movement of construction vehicles during construction related activities â—? During pre-construction phase, integrate the universal access principle in the design of the school so as to ensure equitable access for differently abled students. â—? A grievance mechanism should be available to community members, including differently abled 55 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost students and covers GBV incidents â—? Limit the hours of operation for equipment with high noise. â—? Publishing and registering working time of construction machines with local authorities and strict compliance therewith. â—? The contractor must adopt an emergency plan for construction related incidents and road accidents that might take place, with special consideration for all residential commute, especially students attending the alternative school. â—? Regular disposal of construction waste in designated areas. â—? In addition to all OHS, and environmental measures mentioned above which aim for health and safety, awareness-raising actions and signs should be provided to workers and community members. PMT supervisors and Health and Safety officers should be hired by the contractors to 56 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost oversee work sites and they will be largely responsible for the community and their safety around the construction site. Ensure an efficient grievance mechanism is put in place. â—? Develop and implement procedures to avoid or minimize the transmission and spread of COVID-19 that may be associated with the influx of temporary contract-related labor. Community Child labour â—? In the contractual agreement, Minor - Site Site engineer Resident Within clear definition of child should be investigation Engineer, Contractors’ inserted. The child should be - Checking PMT cost defined as all persons less than 18 registry logs years old. â—? Rigid terms should be written in the contractor agreement to prohibit recruitment of children below 18 â—? The contractor should maintain labor registry log that contains the age of recruited person and his/her ID. Community Infrastructure and â—? The contractor shall coordinate Insignificant Site inspection Site engineer Resident Within underground utility with the different authorities to and maintaining Engineer, Contractors’ determine the existing a log for PMT cost infrastructure in the project’s area infrastructure in order to avoid any damage (If accidents. feasible) 57 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost â—? In case of pipes damage, the contractor should repair them immediately and inform the affected people how long it will take to solve the problem. Community Temporary labour â—? No accommodation for workers Insignificant â—? Site visit Site engineer Resident Contractors’ influx will be required as the workforce â—? Monthly Engineer, cost will be dependent on local reporting PMT residents. In order to minimize â—? GRM impacts pertaining to labor influx â—? Meetings the following should be thoroughly implemented: with â—? Preparation of appropriate code surrounding of conduct that stipulates the communities different commitment of labor towards community groups, and the different behavior that should be avoided including GBV â—? All workers should be trained on the Code of Conduct) â—? Code of conduct to be signed by sub-contractors, if any. â—? Code of conduct induction to be done every 2 weeks for the recurrent workers and the new comers before starting work. â—? Apply the full requirements related to operating the grievance mechanism including anonymous channels â—? Raising awareness of the local populations about the project 58 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost commitment towards communities’ and the measures taken for that through consultations and focus group discussions â—? Apply penalties to workers violating the code of conduct â—? Conduct consultations with women and girls that includes awareness on GBV and access to anonymous channels to report cases. Community Gender Based â—? A code of conduct for workers Minor â—? Site visit Site engineer Resident Contractors’ Violence (GBV) should be developed, all workers â—? Monthly Engineer, cost should be trained on. All types of reporting PMT inappropriate behavior of â—? GRM workers should be identified, and the importance of adhering to the code of conduct is emphasized. â—? Code of conduct to be developed and signed by sub-contractors. It should include prevention of sexual exploitation and abuse and sexual harassment (SEA/SH) at workplace. â—? Apply penalties to workers violating the code of conduct â—? Conduct consultations with women and girls only that is understandable and culturally appropriate. â—? The contractor to ensure all available capacity building 59 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost trainings are accessible to both male and female workers. â—? Establish a grievance mechanism that is sensitive to gender by assigning a female SDO in case of GBV incidents. â—? Apply the full requirements related to operating the grievance mechanism including anonymous channel. â—? Ensure grievance mechanism that is survivor centered Community Visual and landscape Visual intrusion impacts can't be Insignificant â—? Site Contractor Resident Within avoided. However, classification and investigation Engineer, contractor placement of building materials in an PMT cost orderly manner reduces the visual impact Operation/Maintenance Phase Waste Inappropriate â—? Provide bins in all buildings of Insignificant â—? Field School School Operation/ Generation handling of solid the school to collect the everyday investigations. management management, maintenance and liquid waste. consumption domestic waste. MoE cost Wastewater is to â—? Employ and remunerate locals to dispose of the waste. be collected by â—? The final disposal site must be a the local dump site authorized by municipality in governmental entities. coordination with â—? wastewater collection tanks must the school be emptied on a periodic basis management. and the wastewater must be transported to the nearest WWTP or sewer. 60 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost Traffic Flow Traffic Flow and The disturbances on residents Insignificant â—? Field School School Within Access associated with increased traffic investigations Management Management Operation can be mitigated through the management following measures: costs (School â—? Restrict the movement of Budget) maintenance related vehicles during peak hours â—? Set speed limits Workforce Occupational Health â—? Develop an OHS guide during Insignificant â—? Incidents and School School Within and Safety operation and maintenance accidents Management Management Operation period reports management â—? Provide a grievance mechanism â—? GRM costs (School for workers Budget) Local Community health â—? Ensure the presence of Insignificant â—? GRM School School Within Community and safety different facilities such as Management Management Operation bathrooms for men and management women as well as A specialized costs (School surveillance cameras are company must be Budget) available to prevent contracted to be potential risk of SEA/SH responsible for â—? Ensure regular maintenance regular of the drinking water tanks. maintenance of â—? Provide a grievance the drinking water mechanism for the tanks. community. 61 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 6.2 Environmental and Social Monitoring Plan for the Reconstruction and Operation/maintenance Phases Table 6-2: Environmental and Social Monitoring Plan for the Reconstruction and Operation/maintenance Phases Receptor/EHS Frequency Monitoring Responsibility Location of Methods of Estimated Cost of aspect of indicators of monitoring monitoring monitoring monitoring monitoring23 Pre-construction Phase Air emissions & â—? Emissions Noise visibility from the diesel generator or Ministry of Once â—? Reviewing the design No cost hearing high Education - Office work documents noise levels nearby it. â—? Generator conditions Groundwater â—? Sign of water leakage from Ministry of â—? Reviewing the design Once - Office work No cost the sanitary Education documents facilities/toilets. â—? Potable water tanks should be properly Ministry of â—? Reviewing the design Once - Office work No cost Community installed with Education documents health and safety hygienic and suitable specs. â—? Proper ventilation Ministry of â—? Reviewing the design Once - Office work No cost should be Education documents made available 23 Although the frequency of monitoring may be weekly, reporting will be on a monthly basis. 62 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Frequency Monitoring Responsibility Location of Methods of Estimated Cost of aspect of indicators of monitoring monitoring monitoring monitoring monitoring23 in the design of school â—? Beside the man- made lighting system, natural lighting should be included in the design. â—? Proper access to Ministry of â—? Reviewing the design Once - Office work No cost school Education documents â—? Toilets and rest â—? Reviewing the design areas documents considered Ministry of â—? Once - Office work No cost women and Education gender sensitivity Reconstruction Phase Air Quality - Number of Contractor and Weekly - Near - Site inspection No additional costs complaints Resident excavation - Following up with related to air Engineer from and backfilling complaints quality. the MoE activities. - Checking equipment - Compliance - Areas of maintenance dates. with dust medium to - Documentation (e.g. abatement high activity. by photos) in reports measures. - Equipment condition - Emissions visibility 63 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Frequency Monitoring Responsibility Location of Methods of Estimated Cost of aspect of indicators of monitoring monitoring monitoring monitoring monitoring23 Noise & - Noise level Contractor and Weekly - Areas of - Site inspection No additional costs Vibration - Number of Resident medium to - Complaints log complaints Engineer from high activity - Checking equipment related to high the MoE - Residential maintenance dates noise levels. units near the - Documentation in - Equipment site. reports condition Solid and - Waste Contractor and Weekly - Waste areas - Site inspection PMT management costs Liquid waste segregation Resident on site - Checking waste - Storage Engineer from - Holding tank register conditions of the MoE (s) - Checking disposal hazardous receipts. materials; - Documentation in - Disposal reports. receipts - Condition of the holding tank (s) Water Pollution - Signs of spillage Contractor and Weekly - Water flow in - Site (visual) inspection PMT management costs of hazardous Resident the irrigation materials Engineer from canal at the - Irrigation canal the MoE different water quality points close to (visually, to the subproject detect oil site. leakages for example) Soil - Signs of spillage Contractor and Weekly - Equipment - Site (visual) inspection PMT management costs of hazardous Resident and vehicle - Documentation in materials parking areas. reports 64 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Frequency Monitoring Responsibility Location of Methods of Estimated Cost of aspect of indicators of monitoring monitoring monitoring monitoring monitoring23 Engineer from the MoE Work force - Complaints Contractor and Daily - Site - Monthly reports and No additional cost raised from the Resident Engineer - Office, to grievance log workers from the MoE check relevant - Regular reporting of - Number of documents any accidents, as well accidents/ such as as records and reports injuries and grievances on health, safety and occupational raised. welfare of workers diseases - Continuous - Workers wearing monitoring of all hazardous events. PPE - Regular inspection of - Training records workers against pathogenic agents and provision of immunization when needed. - Monitoring of labor working conditions according to the above-mentioned mitigation measures - Daily check of toilet and workers camps cleanliness and follow up on continuous sterilization of the rest areas as well. 65 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Frequency Monitoring Responsibility Location of Methods of Estimated Cost of aspect of indicators of monitoring monitoring monitoring monitoring monitoring23 - Check that the medical insurance of the contracted workers covers treatment of COVID 19. Community - Number Contractor and Daily - Site - Monthly reports and No additional cost health and of Resident - office (to grievance log safety accidents/ Engineer from check relevant injuries the MoE documents) - Complaint s raised by local communit y - GBV incidents - Equitable access aspects availability - Community - Record of Contractor and Daily - Site - Monthly reports and No additional costs (Child labor) workers (workers’ Resident - office (to grievance log age) Engineer from check relevant - Review of the “labor the MoE documents) registry Community - Comments and Contractor and Daily - Site - Checking if the traffic No additional costs (Traffic flow) notifications Resident plan is being implemented during 66 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Frequency Monitoring Responsibility Location of Methods of Estimated Cost of aspect of indicators of monitoring monitoring monitoring monitoring monitoring23 from Traffic Engineer from - office (to reconstruction of Department the MoE check relevant culverts. - Complaints documents) - Monthly reports and raised by grievance log community people -Traffic signs in place Community - Complaints Contractor and Daily - Site - Periodic reports and No additional costs (Temporary raised due to Resident - office (to maintaining a labor influx) labor influx Engineer from check relevant grievance log - Documentation the MoE documents) of corrective measures adopted - Training on Code of Conduct - Worker/commu nity incidents - GBV incidents Community - Workers’ Contractor and Weekly or as Construction - Periodic reports No additional cost (GBV) complianc Resident soon as site - Grievance log e to the Engineer from complaints are - Maintaining a monthly Code of the MoE received report on the status of Conduct workers compliance when with Code of Conduct interacting - Monthly reports on with the community 67 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Frequency Monitoring Responsibility Location of Methods of Estimated Cost of aspect of indicators of monitoring monitoring monitoring monitoring monitoring23 surroundi consultation activities, ng with a subsection that communit addresses local ies to grievances, and any avoid impacts on GBV behaviors - Women and girl only such as community GBV. consultation and - Complaint awareness meetings s raised due to GBV by communit y people or female teachers (if any) - Female social officer is recruited - Documen tation of corrective measures adopted Community Number and type Contractor and Weekly - site - Periodic reports and No additional costs (Infrastructure of incidents Resident - office (to grievance log and relating to Engineer from check relevant underground the MoE documents) utility) 68 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Frequency Monitoring Responsibility Location of Methods of Estimated Cost of aspect of indicators of monitoring monitoring monitoring monitoring monitoring23 infrastructure damage. Operation/Maintenance Phase Solid & liquid - Status of waste MoE Every 6 - Waste - Site (visual) inspection No additional cost waste management months collection - Review waste areas. areas all register(s) - Waste disposal around the receipts school Traffic Flow - Presence of School Semi-annual - Inside the - Site (visual) inspection Operation management warning signs Management / school costs and speed limits MoE - The streets for maintenance immediately vehicles. surrounding the school. Occupational - Incidents School Semi-annual - School - Inspection and Operation management health and - Occupational Management / Buildings recording costs safety diseases MoE - Maintaining records of injuries and accidents Community - Accidents, School Semi-annual - School - Grievance log Operation management health and incidents and Management / buildings costs safety complaints MoE - Nearest - Complaints from residential local community areas - Equitable access aspects availability 69 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Receptor/EHS Frequency Monitoring Responsibility Location of Methods of Estimated Cost of aspect of indicators of monitoring monitoring monitoring monitoring monitoring23 - Transmitted diseases GBV - Complaints PMT resident On quarterly School - Grievance log Operation management raised due to engineer from the basis costs GBV by MoE community people or female teachers (if any) - Female social officer is recruited - Documentation of corrective measures adopted 70 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 6.3 Institutional Framework 6.3.1 Environmental Management Structures Roles and responsibilities of the ESMP are divided between two main entities, namely the Line Ministry - Ministry of Education – (MoE) & its regional branch in the Educational Directorate of Al Kakh Third (‫ )الكرخ الثالثة‬and the Contractor. The line ministry is mainly responsible for high level monitoring and the implementation of an overall supervision and ensuring that the measures are adhered to. â–ª The HSE unit at the Ministry of Education (MoE) and its regional branch in Educational Directorate of Al Kakh Third (‫ )الكرخ الثالثة‬are the central level of the supervisory body for the rehabilitation of the Al-Sanabil Primary School Reconstruvtion Project. â–ª The second entity is the Contractor who is responsible for full implementation of mitigation measures in full cooperation with the regional MoE staff. 6.3.2 Roles and responsibilities of the Contractor’s Environmental Health and Safety (EHS) Officers The Contractor is responsible for full implementation of mitigation measures in full cooperation with the regional MoE directorate. The Contractor’s mandates are as follows: â–ª Management of air quality â–ª Management of noise and vibration â–ª Management of solid, liquid waste generated â–ª Checking that handling of hazardous waste is done according to the requirements of the Environmental Law â–ª Management of soil quality â–ª Management of occupational health and safety aspects and Ensure that workers comply to EHS manuals and procedures â–ª Monitor community health and safety impacts â–ª Management of social aspects including: o Traffic flow o Contractors camp site o Temporarily labour influx o Child labour o Gender based Violence o Cultural Heritage o Visual and landscape â–ª Other tasks as outlined in Environmental and Social Management and Monitoring Plan (ESMMoP). â–ª Daily reports are to be compiled and sent to the governorate EHS officers for preparation of monthly summary reports. Monthly reports are sent to EHS officer at MoE and the municipality for compilation into quarterly reports. 6.3.3 Roles and responsibilities of the E&S Project Management Team (PMT) The PMTs-established within the ministries and provinces, with support of the ReFAATO-will be responsible for the overall project management, planning and implementation of activities pertaining to their jurisdiction. 71 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq The Ministries and their PMTs will coordinate closely with the local governorate staff and authorities to identify and prioritize the projects to ensure the identified projects are in line with local expectations. Some of the PMTs have already been established under WB-financed EODP, and staffed with engineering, environmental/social safeguards, financial management and procurement specialists. Each PMT will assign focal point(s) for E&S safeguards. The environmental and social focal points shall work closely with ReFAATO to ensure harmonization and coordination of activities according to the ESMF requirements to ensure timely and sound application of E&S safeguards. The key roles and responsibilities of PMTs include: 6.3.3.1 Compliance with World Bank safeguards â–ª Preparing internal guidelines for the preparation, implementation, monitoring and reporting of E&S documents required by various safeguard instruments; â–ª Reviewing, as applicable, ESMP and other safeguard documents prepared by consultants to ensure compliance with relevant safeguard policies of the National laws and the World Bank; â–ª Providing recommendations to MoE management and other contractors accordingly and make necessary changes prior to submission of relevant documents to the World Bank – ensure consistency in the level of proficiency and presentation of the documentation; â–ª Carrying out documentation review pertaining to E&S compliance (including bidding documents, reviews on-site, reports from contractors etc.) throughout project implementation; â–ª Coordinating and facilitating the work of consultants engaged to carry out ESIA studies. 6.3.3.2 Monitoring and reporting â–ª Conducting internal monitoring of the implementation of the E&S component of the ESMP in matters pertaining to timely payments and the provision of temporary measures to affected persons; â–ª Contributing to project progress reports pertaining to overall implementation of E&S requirements of the project. 6.3.3.3 Communication with and responsiveness to targeted communities â–ª Adhere to the designed community friendly grievance redress mechanism with clear and timely bound tiers and responsibilities and ensure dissemination on the local level. Develop quarterly grievance and redress report to be shared with MoE and the municipality. â–ª Conducting field visits to ensure that the established grievance redress mechanisms are functioning properly and that the individual projects are implemented in a socially sustainable manner; â–ª Participate in the process of disbursing compensations and keep track record of the compensation process documentation if exists. â–ª Reach out to local communities, including PAPs if exists, to raise awareness about the project and the implementation schedule. â–ª Build the capacity and provide support to the field staff as needed. 6.3.4 School management â—? Management of the solid and liquid wastes during operation â—? Management of the occupational health and safety aspects during operation 72 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq â—? Management in the community health and safety during operation â—? Management of the GRM and report to the PMT and coordinate with the social officer of the PMT 6.3.5 Required Resources The staff at line ministries, municipalities, and contractors in Iraq have wide experience in terms of contracting and technical works. However, they tend to have less capacity in terms of environmental, occupational health and safety and social requirements in accordance to WB operational polices. Accordingly, the following training programs are recommended for the designated staff and the resident engineer to build their capacity for managing the project: Table 6-3: Recommended training courses for designated staff and resident engineer Training Type of Participating Proposed Budget in US$ course training parties Scheduling â–ª Selected Environmental members from Class room + Prior to project Management the designated on the job implementatio 3,000 US$ and monitoring staff training n for the project â–ª Resident engineer â–ª Selected Classroom + members from Prior to project Occupational the designated on the job implementatio 4,500 US$ health and safety staff training n â–ª Resident engineer â–ª Contractor’s Social - One Development workshop in Gender based One day Officers and the beginning 2,000 US$ Violence workshop â–ª Selected of the project members from implementatio the designated n EHS staff Defensive Classroom + driving and Drivers and Part of the OHS on the job Periodical machinery operators training training operation safety â–ª Selected Monitoring & members from Classroom + Prior to project evaluation the designated on the job implementatio 6,000 US$ (activities and staff training n tools) â–ª Resident engineer 73 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Table 6-4: Recommended training courses for social staff Training course Type of Participating Proposed Budget US$ training Parties Scheduling WB operational Contractor’s Social - One workshop policies with One-day Development Officers in the beginning emphasis on Workshop + on and selected members 2,000 US$ of the project handling the job training from the designated implementation grievances staff Communication Skills with emphasis on Contractor’s Social - One workshop being sensitive Two-day Development Officers in the beginning cultural Workshop + on and selected members 2,000 US$ of the project practices and the job training from the designated implementation including the staff participation of women - Once prior to project Contractor’s Social implementation Promotion of Development Officers Awareness Workshop + on - Refreshment and selected members 3,000 US$ Raising the job training course during from the designated Activities the staff implementation of the project Contractor’s Social - One workshop Community One-day Development Officers in the beginning Participation Workshop + on and selected members 4,000 US$ of the project Tools the job training from the designated implementation staff Contractor’s Social Monitoring and - One workshop Two-day Development Officers Evaluation in the beginning Workshop + on and selected members 4,000 US$ mechanisms of the project the job training from the designated (M&E) implementation staff Contractor’s Social - One workshop Development Officers Gender based One day in the beginning and selected members 1,500 US$ Violence workshop of the project from the designated implementation staff Contractor’s Social - One workshop Development Officers Half day in the beginning Cultural heritage and selected members 1,500 US$ workshop of the project from the designated implementation staff Labour and One day Contractor’s Social working Development Officers 4,000 US$ workshop conditions and selected members 74 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Training course Type of Participating Proposed Budget US$ training Parties Scheduling Community and from the designated - One workshop workers staff in the beginning grievance of the project mechanism implementation Contractor’s Social Labour influx - One workshop Development Officers and child One day in the beginning and selected members 2,000 US$ workshop of the project labour from the designated implementation staff 6.3.6 Summary of the Tentative Budget Required to Implement the ESMP The table below reflects all additional cost required to implement the ESMP and not included in the contractor cost or in the school management cost. Table 6-5: Tentative Budget Required to Implement the ESMP Management/ Item Unit cost in US$ Total cost in US$ monitoring Sub-item (1) For the pre-construction and reconstruction phase Management of Printed posters and complaint GRM form: Poster 10 US$ Posters 10 Complaint form 0.5 US$ 600 US$ Complaint forms 1000 Sub-item (2) For operation phase Management of Printed posters and complaint GRM form: Poster 10 US$ Complaint form 0.5 US$ 600 US$ Posters 10 Complaint forms 1000 Management of Solid Dump truck (2ton) trip to $500 per dump dispose collected waste $500 per dump truck (2 ton) & Hazardous waste trip truck (2 ton) trip Groundwater Testing the drinking water 300-500$/water quality (One Sample) 300-500$/water sample sample (Rough (Rough Estimate) Estimate) Sub-item (3) Capacity building (Training of Trainers) Environmental Different items and costs see table 6.3 15,500 trainings Social training Different items and costs see table 6.4 24,000 The above mentioned budget does not include transportation and per-diem of the monitoring staff. 75 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 7 Stakeholder Engagement and Public Consultation This chapter describes the stakeholder engagement and public consultation that have been undertaken to inform this ESMP. It aims to focus on key stakeholder interactions and analyze their outcomes. Accordingly, the information and findings of these consultations are integrated into the contents of this report. The consultation activities were conducted in compliance with all national regulations relevant to consultation as well as World Bank policies relevant to disclosure (namely, WB OP4.01 and the WB Policy on Access to Information). As a result, the key principles of effective engagement that guided stakeholder consultations include: • Ensuring that all interactions are free of intimidation or coercion; • Providing meaningful information in a format and language that is understandable and tailored to the needs of the target stakeholder group(s); • Being inclusive in the representation of views, i.e. including different ages, genders, and incorporating vulnerable and/or minority groups; • Ensuring consultation with women or groups representing women and children • Ensuring an adequate number of female are consulted and feedback is used • Respecting local traditions in the decision-making processes. 7.1 Stakeholder Identification The first step in the process of stakeholder engagement is stakeholder identification; that is, determining who the project stakeholders are, and how they should be grouped. Most importantly, identifying stakeholder representatives is key to carrying out consultations seamlessly. These representatives do not only inform the project with their valuable information, but they also serve as a communication channel to disseminate information to large numbers of stakeholders and receive information from them. 7.2 Consultation Methodology and Activities The Consultant carried out stakeholder engagement activities in March 2021, through the following methods: Semi-Structured Interviews with community members surrounding the project area, as well as Focus Group Discussions (FGDs). The diversity of community representation was taken into account through the inclusion of the males and vulnerable groups such as females and the project beneficiaries including the students, as well as community leaders. The identification of relevant stakeholders to the project took into account two factors, namely the geographical proximity of the potential stakeholders to the project area, and the level of influence on/by the project, to include specific groups of stakeholders depending on several levels, to achieve the objectives of the current study. The following stakeholder groups have been identified: â—? Residents in the project areas â—? Officials of the General Authority for the operation of the projects Following are the main consultation activities conducted: â—? The study team conducted site visits to locations of the proposed activities. In addition, field observations were organized at project activities points to define various stakeholders, and the potential impacts of the project. 76 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq â—? Published comprehensive information on the project, in order to enable the competent stakeholders to determine the concerns, requirements, and recommendations (Annex 8). â—? All activities conducted were documented with photos and lists of participants (Annex 2) in order to guarantee an appropriate level of transparency. EcoConServ’s study team visited Al-Ubaid village in March 2021 to interview local community members. The consultant carried out two focus group discussions with women, students and their teachers, as well as community members including parents of students. The consultation activities included 8 women, 10 males 6 of whom were parents to students from the school, as well as 15 students. Additionally, 3 community leaders including a sheikh, head of district (qa’em maqam) and the head engineer at the Education Department were also interviewed. 36 participants took part in the consultation activities (4 FGDs and 4 Interviews). Additionally, a women and girls only consultation was also undertaken with three female participants in order to align with cultural expectations, as well as mitigate GBV risks. However, all participants chose to remain anonymous and not be photographed. A questionnaire was prepared to guide interviews and address the main environmental and social aspects of the projects. Local community members were randomly selected near the project area and interviewed to gain a more in-depth understanding of the local context and obtain community feedback on the project. The purpose behind the conducted consultation activities was the following: 4) Introduce the EODP initiative 5) Discuss project activities and anticipate its environmental and social impacts 6) Propose mitigation measures 7) Disclose information regarding the Grievance Redress Mechanism (GRM) 77 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Figure 7-1: Focus Group Discussions with Community Members Figure 7-2 Interviews with qa’em maqam and the head engineer 7.3 Results of Stakeholder Engagement Activities Based on the above-mentioned engagement activities with stakeholders, this analysis classifies the most discussed topics and highlighted concerns (listed below) and identifies their primary interests in the subproject. Such an analysis provides a more in-depth understanding of these groups and should inform future stakeholder engagement throughout the subproject’s duration. Accordingly, the following table displays the interests of select target groups. Table 7-1: Key Comments and Concerns Raised During the Consultations Stakeholder Key Outcomes Local - Officials highlighted that the Al-Ubaid village, in addition to the other Governmental villages in Abu Ghraib District are vulnerable. This is due to a series Entities of issues, which included a flood in 2013 and conflict linked to sectarian violence and ISIS from 2014. 78 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Stakeholder Key Outcomes - Officials stated that due to conflict in the area, many families fled to other parts of Iraq. Upon their return, they were in extreme poverty having been forced to abandon their lands and homes. - Officials believe the development of schools will allow returning families to comfortably settle and develop in their home. - Officials stressed their commitment to improving the educational infrastructure, as schools are a valuable tool through which community members can escape poverty. - Officials stated they receive complaints through multiple means including in person or through their Facebook page and have emphasized their commitment to following up with issues until they are resolved. - All officials stated that access to education is one of the main approaches being undertaken to combat terrorism, and uplift future generations, particularly women. - Officials have stated that making schools accessible in the village will be particularly beneficial and convenient for low income families with daughters, as transportation fees often force them to decline sending young girls to school. - All officials emphasize that the school will boost the economy in the area by providing job opportunities for both skilled labourers from the area, in addition to local materials suppliers. - Officials have stated that the contractors collaborate with farmers by providing them with the rubble produced during construction, in order to reduce waste and ensure farmers are able to use it to mitigate issues associated with sub surface water that may arise. - Officials have emphasized no road blockages will take place as a direct result of the project, as the area is rural and open spaces are available. - Officials confirm being informed of the grievance mechanism to be utilized in projects that have been funded by the World Bank. Potential Affected - All participants confirmed they were made aware of the project and its Communities upcoming activities. - Community members expressed their commitment to supporting and collaborating with all relevant authorities in order to move forward with the rebuilding of the school. - All participants both males and females, have stated that developing the school will empower their children to build a better future for a country that has experienced so much conflict. - Male participants emphasized the importance of prioritizing the employment of local workers, stating that this will alleviate unemployment in the area as well as promote local suppliers. 79 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Stakeholder Key Outcomes - Male participants believe one of the project’s main benefits will be to provide job opportunities to local workers, in addition to supporting local businesses producing construction material. - Mothers have stated that the caravans, while beneficial given the circumstances, are not as equipped as the original school building and when it rains, the water leaks through the ceilings of the caravans and so the students are not able to attend classes. Moreover, during the summer months, the mothers stated that their children experience discomfort due to the heat. - Mothers support the establishment of a school building, stating that weather conditions will not prohibit their children from comfortably attending their classes. - All community members have expressed no concern regarding construction works, citing the benefits of the project outweigh any temporary issues that may arise during the construction of the school. - All participants are aware of the grievance mechanism in place and have no concerns pertaining to the available communication channels through which to receive support. 7.3.1 Summary of Consultation Outcomes Overall, all interviewees emphasized their support for the project and stated that they have no reservation regarding its establishment. All those believe it will empower their children, combat terrorism, create job opportunities and boost the economy. Additionally, consulted individuals acknowledged the importance of the GRM were assured that its purpose was receive and address any complaints from the local population in a timely manner. Precautionary procedures to be adopted during future consultation In order to avoid any risks related to COVID 19, the future consultations and stakeholder engagement activities should avoid any physical interaction with target stakeholders. Face-to-face meetings and group meetings should be avoided. Small group meetings can be conducted with physical distance. In addition, the meetings can be conducted via phones, cell phones, WhatsApp and internet platforms. For more details, (please see Annex 6). 7.4 Grievance Redressal Mechanism (GRM) 7.4.1 Grievance Redressal Mechanism (GRM) The Emergency Operation for Development Project (EODP) has developed a comprehensive Grievance and Redress Mechanism that is applicable to all the sub-projects. However, there are other grievance system that are adopted by the Ministry of Education, the municipality, the educational directorate. Therefore, it is essential to present the EODP GRM and other grievances mechanism adopted and propose a mechanism for coordination and cooperation among all systems. 7.4.2 GRM objectives 80 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq The objective of a grievance procedure is to ensure that all comments and complaints from any project stakeholder are considered and addressed in an appropriate and timely manner. The effective grievance management can help in: â–ª Identification, channeling and impartial, timely and effective resolution of issues related to the implementation of Emergency Operation for Development Project (EODP) and its additional fund; â–ª Strengthening accountability and responsiveness towards beneficiaries, affected persons and the public regarding EODP and EODP AF implementation; and â–ª Serving as an important feedback and management mechanism for the PCU and PMTs to deduce challenges and risks for EODP implementation. 7.4.3 Current GRM adopted by the Ministry of Education and Education Directorate The Ministry of Education adopts a grievance mechanism. It can be summarized as follows: Aspect During construction During operation Communication channels The complaint mechanism is adopted The complaint mechanism will be and implemented by: implemented by: â—? The resident engineer â—? School principal â—? the Education Directorate legal â—? The Education Directorate department in Al Karkh Third legal department in Al to the social officer. The social Karkh Third to the social officer for the Al-Sanabil officer. The social Primary School project is officer for the Al- Gauad Abbas Hassan Sanabil Primary (07816154280) School project is â—? The Ministry of Education (See Gauad Abbas Hassan Annex 6) (07816154280)The Ministry of Education (See Annex 6) Registration All complaints are registered but not in All complaints are registered but one place not in one place Feedback to the The aggrieved person is met and the The aggrieved person is met and complaints complaint is discussed with him/her. No the complaint is discussed with time interval him/her. No time interval Procedure for appeal If the aggrieved person is not satisfied If the aggrieved person is not with the solution provided, s/he has the satisfied with the solution provided, option to go to court. s/he has the option to go to court. Confidentiality Anonymous complaints are not accepted Anonymous complaints are not as the aggrieved person should attend accepted as the aggrieved person discussion meetings. should attend discussion meetings. Monitoring No clear monitoring procedures are No clear monitoring procedures are made available made available Reporting No reporting procedures are in place No reporting procedures are in place 81 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 7.4.4 Interface between EODP GRM and the Ministry of Education and Education Directorate Grievance System There is significant need to fine tune the above-mentioned grievance mechanism. Therefore, the PMT should coordinate with various entities in order to oversee or at least gain better understanding about the complaints raised. It is recommended to open a communication channel between the social officer within the PMT from one side, and the Ministry of Education (MoE) and the Education Directorate (ED) from the other side, in order to obtain all grievances shared with the MoE and the ED. The social officer should follow up the received grievances by MoE and ED and register them in a grievance log. The social officer should get in contact with both entities on weekly bases to gain better understanding about the status of complaints received and the adopted corrective measures. During operation phase, the social officer should cooperate with the school principal in order to follow up the grievance received related to E&S aspects. In case of receiving any SEA/SH complaints, they should be carefully handled following the key principles of confidentiality and survivor’s consent. A female social officer should be assigned to manage SEA/SH complaints and should be trained on dealing with SEA/SH issues. The female social officer should communicate with the aggrieved person (survivor) in the same day of receiving the complaints to verify and acknowledge the complaint and get the survivor’s consent on the next steps including potentially referring the case to a specialized support entity in case the survivor prefers so.. The time interval should not exceed two working days maximum for referral of complaint. The contacts of the qualified female social officer should be shared with the local communities as well as other GRM channels. It should be made clear that anonymity and confidentiality and consent of the complainants/survivors will be ensured for any complains that will be channeled through the female social officer. Any steps for escalating the complaints related to SEA/SH or referring them to any third party (e.g. police department and the court) should be made only under the consent of the survivor. 7.4.5 EODP GRM 7.4.5.1 Communication Each PMT GRM coordinator (governates and ministries) will: â—? Confirm to the Project Coordination Unit (PCU) GRM coordinator the uptake channels that each of them has in place for the PMT GRM â—? Conduct outreach regarding the PMT GRM (including at least updating the PMT/ministry/governorate webpage and installing a sign that has information on the EODP PMT on the sub project site â—? Install complaint boxes at sub project sites â—? Ensuring that the resident engineers have hard copies of the GRM uptake form â—? Emphasis on outreach regarding the EODP GRM during TA and capacity building for resident engineers. 82 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Due to the diversity of the context in different Governorates and the socioeconomic characteristics of the beneficiaries, the communication channels to receive grievances were locally tailored to address all petitioners concerns and complaints. A range of channels will be made available for submission of feedback including complaint boxes that will be installed in locations that are easily accessible to the public, a free of charge phone line, regular mail, an email account, and even on the social media application WhatsApp. In addition, hard copies of GRM uptake forms will be available at the PMT offices and project site. The main GRM uptake channels are summarized in the table below. Table 7-2: GRM uptake channels for submission of feedback REFAATO PMT MoE â–ª Email: â–ª Letters to the PCU and/or â—? During construction: In-person feedback to grm.wb@refaato.iq relevant PMTs resident engineers on sub project sites and â–ª Online complaint â–ª Phone calls to PMTs using PMTs and documented in GRM uptake form system: telephone or WhatsApp â—? The Education Directorate legal department refaato.net/form/ â–ª In-person feedback to in Al Karkh Third to the social officer. â–ª REFAATO hotline: resident engineers on sub â—? The Ministry of Education 80011111 project sites and â—? Contact: The social officer for the Al- â–ª GRM users can call documented in GRM Sanabil Primary School project is between Sunday- uptake form Thursday from 10 AM Gauad Abbas Hassan (07816154280) to 2 PM â—? Submission of a complaint to Citizen Affairs Department and the website of the Ministry of Education (http://epedu.gov.iq/index.php?name=shakwa see Annex 6 During operation: â—? The principal of school â—? The Education Directorate legal department in Al Karkh Third â—? The Ministry of Education â—? the Al- Contact: The social officer for Sanabil Primary School project is Gauad Abbas Hassan (07816154280) As stated above, REFAATO has an online complaint system, available at: refaato.net/form/.24 Furthermore, on a more local level, community people should be informed about the GRM using the snowball method, which enables the verbal exchange of information. Accordingly, the most effective outreach channels to do this verbal exchange is by: â–ª Mukhtars (community leaders); â–ª Religious leaders; â–ª Social media; â–ª NGOs in the project area; and â–ª Some government officials in the local units. 24 A sample of the online form (in Arabic and English) is included in Annex (7). 83 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 7.4.5.2 EODP Grievance Management Process The Project undertakes to respond to all grievances within 30 calendar days of submission – and more quickly in cases where there is high risk of escalation. The GRM was presented for EODP sub-projects. The GRM process is described in the sections below. The figure below provides a visual overview of the steps and associated timelines. Step 1 (Day 1) Uptake Step 2 (Day 2) Sorting and processing Step 3 (Day 3-6) Acknowledgment and Follow up Step 4 (Day 7-10) Verification, Investigation and Action by PMT Technical Team Step 5 (Day 11-30) Providing Responses to GRM Users Step 6 (Quarterly) Reporting Figure 7-3: Grievance Management Process Step 1: Uptake A range of channels will be made available for submission of feedback, including a free of charge phone line, regular mail, an email account, and a Facebook page. In addition, hard copies of GRM uptake forms will be available at the PMT offices of the ministries and governorates, and with the resident engineers. To submit feedback through the phone line, GRM users can call between Sunday-Thursday from 10 AM to 2 PM. Queries, suggestions and complaints must be specific and concise to the extent possible, and contain basic information including: the name of the subproject, the location (address where possible) and/or closest landmark), the timeline of the issue/incident, persons involved (PMT staff, contractors, community members or any others), and contact details for non-anonymous GRM users For complaints, the feedback submitted should also include: details of the incident/issue, what was said/committed or what action was taken/not taken, the action sought by the GRM user, contact details of the non-anonymous GRM user Step 2: Sorting and Processing 84 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Grievance Log will be maintained by the GRM Coordinator if s/he is the first point of contact with the GRM user. The same applies if contact is made between the GRM user and the resident engineer or GRM coordinators for PMTs and will include: a summary of the feedback received, date that it was received, location (where relevant), channel through which it was received (in- person, letter, telephone etc), whether an acknowledgement has been provided to the non- anonymous GRM user that the issue is under consideration and/or has been escalated, whether the feedback is anonymous (this would include cases in which the person providing the feedback has expressed a preference for anonymity), whether the GRM user was channeled to another PMT, whether the issue was resolved and if so, whether a final response has been provided to the non- anonymous user of the GRM , whether the issue is pending and if so, whether it has been escalated to the PMT head. Step 3: Acknowledgment and Follow up If the identity of the GRM user is known, then receipt of the feedback will be acknowledged within 3 business days. At the 20 business-day mark, if a complaint/question is still pending, the GRM focal point for the PMTs will provide an update to the non-anonymous GRM user, inform them if there will be delays in resolving their case, and provide the date for which they will be able to provide a response. The social officer should classify the received grievances as follows: Table 7-3: Classification of grievance level High-Level Feedback Standard-Level Feedback Feedback received to be categorized as ‘high’ level instances will include If the identity of the aggrieved person is issues that meet the following criteria: known and the grievance is classified as ‘standard’, the acknowledgement of â–ª Incidents that caused or may potentially cause significant or great grievance will be within 3 business harm to the environment, workers, communities, or natural days. At the 20 business-day mark, if a resources, including issues of gender-based violence; complaint/question is still pending, the â–ª Incidents which entail failure to implement E&S measures with GRM focal point for the PMTs and the significant impacts or repeated non-compliance with E&S PCU will provide an update to the non- policies; anonymous GRM user, inform them if there will be delays in resolving their case, â–ª Incidents for which failure to address may potentially cause and provide the date for which they will significant impacts that are complex and/or costly to reverse; and be able to provide a response â–ª Incidents that may result in fatality or some level of lasting damage or injury. This type of feedback will be acknowledged, and an investigation will be launched by the PCU/PMT and any other relevant stakeholders within 24 hours during work days and within 48 hours if the feedback was received over the weekend. It should be noted that some types of incidents, including accidents and fatalities need to be reported to the World Bank. This guidance is provided in the Environment & Social Incident Response Procedures. Step 4: Verification, Investigation and Action by PMT Technical Team Verification and investigation involve gathering information about the complaint to determine its validity and to generate a clear picture of the circumstances surrounding the issue under consideration. This process normally includes site visits, document reviews, a meeting with the GRM user (if known and willing to engage), liaising with the PMT safeguards specialist(s) and 85 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq resident engineers, and meetings with other individuals and/or entities who can assist with resolving the issue. For complaints related to the misuse of funds, it may also require meetings with suppliers and contractors. Potential actions include responding to a query or comment, providing GRM users with a status update by the 20-working day mark, escalating the matter to the PMT head, imposing sanctions, or referring the grievance to another PMT that may be relevant for investigating and addressing the issue. Feedback that cannot be resolved at the PMT level should be referred to the PCU level for further investigation per the timelines and standards established for the GRM. Step 5: Providing Responses to GRM Users This step entails informing GRM users and the public at large about the results of the investigation and the actions taken. It is integral to enhance the GRM’s visibility among beneficiaries and increases users’ trust in the system (making it more likely that they will provide feedback). The GRM focal points of the PMTs can provide feedback by contacting the GRM user directly (if his or her identity is known) within a 30-day period of receipt. Information included in the written response should include: setting out/summary of the feedback, detailing how the investigation was conducted, summarizing the facts, outlining the findings appropriate resolution along with the rationale for such resolution. resolutions may include an explanation, apology, reconsideration, reimbursement, restitution– all are possible remedies. Step 6: Reporting GRM focal points for all PMTs will report to the PCU GRM focal point on the second Monday of each month. The PCU GRM focal point will make consolidated reports available to the REFAATO President on a monthly basis, and to the World Bank on a quarterly basis and on request. The reports should provide an overview of feedback received that is related to EODP implementation. Additional information should include: â—? Nature of the feedback â—? Aggregate information on the GRM users (including demographic – student, parent, gender, etc.) â—? Information on where the feedback was received and in what format. â—? Information on the status of complaints and queries (resolved, under review, etc.). â—? Information on how complaints and queries were resolved. â—? Information on unresolved complaints/queries and why they are not yet resolved. Such reports may also include recommendations for improving the GRM or the EODP design. These recommendations should be based on the monitoring of the GRM, specifically the extent of the GRM’s functionality and the types of feedback that have emerged. 7.4.5.3 Monitoring and Evaluation Monitoring refers to the process of tracking grievances and assessing the extent to which progress is being made to resolve them. All information related to contact, cases, tracking and monitoring of feedback cases shall be tracked through a database created for this purpose. The database shall be managed by the PCU GRM focal point and updated and shared by GRM focal points of the PMTs on a monthly basis. All files shall be protected to ensure no loss of data and information. 86 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Ultimately, the SDO will be responsible for consolidating, monitoring and reporting on the total number of complaints, enquiries and other feedback that have been received, resolved or are pending at the subproject, PMT and PCU levels. As part of this system, the higher levels of the EODP GRM are responsible for monitoring complaints handling performance at the lower levels at any given point during the implementation of this project. Information compiled by the PCU GRM focal point will be essential for reporting on progress on the EODP’s grievance indicators, “number and percentage of grievances registered that are addressedâ€?, that are included in the Project Results Framework on a quarterly basis. 7.4.5.4 Institutional Arrangements The table below provides a summary of the roles and functions involved in the management of the EODP GRM. Table 7-4: Summary of Roles and Functions for EODP GRM Role Functions â—? Ensure that information on the GRM is posted on EODP subproject sites, including contact information for the Social Development Officer â—? Maintain logs of the feedback received and share them with the relevant GRM Sub project focal points for the PMTs and the PCU on the second Monday of each month residents and share them with the SDO. Close cooperation with the SDO is essential. engineer and â—? Support in submitting feedback, including facilitating contact/communication Contractors between GRM users and relevant GRM focal points â—? Provide support to the PMT and PCU to verify and investigate issues or complaints, when possible â—? Refer the complaint to the person in charge for solving it â—? Liaise and collaborate with other ministries and entities to which complaints/feedback are channeled and following up on the investigation and resolution of issues â—? Ensure that all EODP project sites have contact information for the EODP GRM Social â—? Ensure that resident engineers have hard copies of the GRM uptake forms that Development GRM users can send to the PCU by mail Officer â—? Disseminate information regarding uptake channels for submitting feedback, the structure and standards of the GRM, and their role â—? Monitor GRM uptake channels for their PMT and communication from the PCU regarding feedback that is relevant to their PMT â—? Acknowledge receipt of complaint/feedback from GRM users and respond to them with the outcome of the investigation within a predetermined timeline that is publicly communicated â—? Maintain the privacy of GRM users who wish to remain anonymous â—? Maintain the GRM log to track and report on the status of each case â—? Undertake verification and investigation of issues/complaints with relevant entities, groups or individuals â—? Follow up on additional information that may be required from non-anonymous GRM users to resolve a complaint 87 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Role Functions â—? Liaise with the legal department and other technical staff in the ministry as required â—? Respond to GRM users on the resolution and the status of the feedback and ensure that the “feedback loopâ€? is closed â—? Share all information about received and processed complaints with the PCU GRM Focal Point â—? Supervise outputs and reports of GRM focal points â—? Highlighting issues on compliance of environmental and social safeguards PMT Head or policies to PCU and World Bank team Coordinator â—? Intercede and liaise with senior staff from the PMT ministry and governorate; other ministries and senior REFAATO staff as required to escalate and resolve specific issues â—? Work with REFAATO staff an PMTs to ensure that the GRM is publicized, and communicate with all relevant stakeholders, especially beneficiaries, on any issues concerning the GRM; â—? Liaise and collaborate with GRM focal points in the PMTs and governates to ensure that there is an integrated and functional EODP GRM system in place â—? Flag challenges in resolving issues that need to be escalated to the REFAATO President â—? Update and maintain a monitoring system for complaints/feedback received directly by the PCU, as well as feedback reported by the PMTs for ministries & governates â—? Prepare and provide consolidated reports on grievance/feedback data on an PCU GRM ongoing basis in collaboration with the PMTs and governates Focal Point â—? Analyze the data and generate reports on feedback trends for REFAATO senior management and the World Bank team President of â—? Endorse responses to feedback that are received by the PCU and escalated to the REFAATO GRM Committee â—? Review the data and reports developed on the feedback and by the PCU’s GRM Coordinator Source: Grievance Redress Mechanism Guidelines and Procedures 7.4.5.5 Procedure for Appeal Aggrieved persons who are dissatisfied with the outcome of their complaint can appeal the decision by resubmitting their complaint to the GRM focal point within 30 working-days of receiving a response to the original submitted grievance. Subsequently, the GRM focal point and other relevant personnel have 30 working-days to investigate and address the issue. Additionally, the GRM focal point has 10 working-days to prepare a comprehensive response, including the findings of the investigation and the rationale of the determination. Accordingly, within a maximum of 40 working-days, the appeal case should be closed. 88 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Lastly, if the aggrieved person is still not satisfied with the solution provided, s/he has the option to go to court. 7.4.5.6 Gender sensitive GRM The project grievance mechanism is gender-sensitive. It is a standard of good practice that aims to provide a separate female contact point for complaints to be received from women. In cases of increased risk of discrimination, harassment, rape or assault (for example, where a worker camp is near a community), the GRM ensures that women subject to physical or sexual abuse, or rape, can file confidential complaints. 7.4.5.7 Confidentiality Individuals who submit their comments or grievances have the right to request that their name be kept confidential, though this may mean that the PMT is unable to provide feedback on how the grievance is to be addressed. However, an anonymous complaint can receive a code and should be investigated appropriately and treated courteously. 7.4.5.8 Reporting GRM focal points for all PMTs will report to the PCU GRM focal point on the second Monday of each month. The PCU GRM focal point will make consolidated reports available to the REFAATO President on a monthly basis, and to the World Bank on a quarterly basis and on request. The reports should provide an overview of feedback received that is related to EODP implementation. Additional information should include: â–ª Nature of the feedback â–ª Aggregate information on the GRM users (including demographic – student, parent, gender, etc.) â–ª Information on where the feedback was received and in what format. â–ª Information on the status of complaints and queries (resolved, under review, etc.). â–ª Information on how complaints and queries were resolved. â–ª Information on unresolved complaints/queries and why they are not yet resolved. Such reports may also include recommendations for improving the GRM or the EODP design. These recommendations should be based on the monitoring of the GRM, specifically the extent of the GRM’s functionality and the types of feedback that have emerged. 7.4.6 Disclosure activities As soon as the site-specific ESMPs gets clearance from the World Bank and approval from the Ministry of Education, the following disclosure procedures will be adapted: â–ª A final report, in English and a summary in Arabic, will be published on the WB, EODP and Ministry of Education websites. 89 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq â–ª A copy of the ESMP report in English and a summary in Arabic will be made available in the MoE branch office in Baghdad Governorate. Additionally, an Arabic executive summary will be made available in the regional branch. â–ª An A3 poster will be installed in the entrance of the regional branch office informing about the results of the study and the website link for the full ESMP report. â–ª It will be useful also to maintain leaflets of the project impacts, GRM and contact office in the regional branch. 90 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Annex 1 – Cultural Heritage Chance-Find Procedure Cultural property includes monuments, structures, works of art, or sites of significance points of view, and are defined as sites and structures having archaeological, historical, architectural, or religious significance, and natural sites with cultural values. This includes cemeteries, graveyards, and graves. During the project induction meeting, all contractors will be made aware of the presence of an on-site archaeologist who will monitor earthmoving and excavation activities. The initial phase of the proposed emergency reconstruction operations poses limited risks in damaging cultural property since sub-projects will largely consist of small investments in community infrastructure and income generating activities, reconstruction of existing structures, and minor public works. Further, it is understood by the Consultant that any activity that would adversely impact cultural property would make a subproject ineligible. Nevertheless, the Consultant will check that the following procedures for identification, protection from theft, and treatment of discovered artefacts should be followed in the event that archaeological material is discovered: â—? Stop all construction activities in the area of the chance find. â—? Delineate the discovered site or area. â—? Record the find location, and all remains are to be left in place. â—? Secure the site to prevent any damage or loss of removable objects. In cases of removable antiquities or sensitive remains, a night guard shall be present until the responsible local authorities and the Ministry of Culture immediately (within 24 hours or less); â—? Notify the supervisory Engineer who in turn will notify the responsible local authorities and the Ministry of Culture (within 72 hours). The significance and importance of the findings should be assessed according to the various criteria relevant to cultural heritage; those include the aesthetic, historic, scientific or research, social and economic values. â—? Decisions on how to handle the findings shall be taken by the responsible authorities and the Ministry of Culture. This could include changes in the layout (such as when finding an irremovable remain of cultural or archaeological importance) conservation, preservation, restoration and salvage. â—? Implementation for the authority decision concerning the management of the finding shall be communicated in writing by the Ministry of Culture; and â—? Construction work could resume only after permission is given from the responsible local authorities and the Ministry of Culture concerning safeguard of the heritage. â—? The Consultant will ensure that during project supervision, the Site engineer will monitor the above regulations relating to the treatment of any chance find encountered and observed. Relevant findings will be recorded in World Bank Project Supervision Reports (PSRs), and Implementation Completion Reports (ICRs) will assess the overall effectiveness of the project’s cultural property mitigation, management, and activities, as appropriate. 91 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Annex 2 – List of Participants No. Name Gender Job 1. Othman Adel Nowaf Male Head of Abu Ghraib District (Qa’em Maqam) 2. Gawad Abbas Hussein Male Engineer at the Ministry of Education 3. Sheikh Hady Abdallah Al-Tamimi Male Head of Chieftain of the Clan of Abu Ghraib 4. Maysa Hamadi Female Housewife 5. Nada Ahmed Female Housewife 6. Aya Ahmed Female Housewife 7. Eman Abbas Female Housewife 8. Hagar Abbas Female Housewife 9. Abdelrahman Aly Male Student 10. Aref Aly Aref Male Student 11. Mariam Hussein Female Housewife 12. Amna Aly Aref Female Student 13. Abdelkarim Qassem Male Student 14. Shaimaa Helal Female Housewife 15. Ruwaida Mahmoud Aref Female Housewife 16. Hagar Aly Aref Female Student 17. Ahmed Atteya Male Daily Worker and Parent 18. Diaa Mahmoud Male Daily Worker and Parent 19. Issa Ahmed Male Parent 20. Kassem Mostafa Male Parent 21. Abdalla Atteya Male Parent 22. Moqtada Mohamed Male Daily Worker and Parent 23. Mahmoud Farhan Male Head of Al-Sanabil School 24. A’ed Mosshab Hamadi Male Teacher at Al-Sanabil School 25. Abeed Hamed Fayed Male Head of Al-Saraa School 26. Awad Hameed Ghafil Male Head of Shat’ee Farahat School 27. Rowaa Saad Female Student 28. Rowaneq Mothna Female Student 29. Fatma Safaa Female Student 30. Asshaq Aly Male Student 31. Abdelrahman Emad Male Student 32. Diaa Safaa Male Student 33. Hatheefa Hamed Male Student 34. Ghassan Mahmoud Male Student 35. Shaimaa Alaa Female Student 36. Shahd Safaa Female Student 92 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Annex 3 – Feedback Uptake Form on REFAATO’S Website (Arabic and English) 93 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 94 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 95 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 96 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 97 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq a. Grievance Form on the Ministry of Education Website 98 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Annex 4 – Contractor’s Responsibilities (English and Arabic) English Air Quality 1. Have a maintenance plan for the construction equipment to minimize exhaust emissions. 2. Switch off machinery and equipment when not in use. 3. To reduce soil dispersion, any pile of excavated material must remain in a confined area or covered by a plastic sheet until disposal from site. 4. Set an appropriate speed limit (typically 10-15 km/h) for the vehicles operating on site. Noise 1. Ensure that machinery is in good condition and check equipment maintenance records. 2. Limit the activities that generate high noise to day time. 3. Implement a complaints system Waste Management Implement a waste management plan consisting of the following measures. For solid (Hazardous and non-hazardous) waste: 1. Identify waste types and quantities 2. Allocate a skip/bin to each type of waste. There must be at least one skip/bin for domestic waste and one for hazardous waste (e.g. empty paint and bitumen containers). For non-organic waste, if it is not possible to provide a bin/skip, a specific bounded area may be temporarily designated to keep the waste until it is collected from the site. This applies to scrap wood, scrap steel, concrete and mortar blocks and wire remains. 3. Maximize re-use of excavated material as backfill. Otherwise, the contractor is required to contact the authorities responsible for collecting excavated material. Usually, excavated material is used in backfilling the valleys in the subproject area. 4. Any oil/diesel container is to be placed inside a retaining structure. 5. Since there are no authorized waste subcontractors in the region, the contractor shall employ and remunerate locals to collect and dispose of the waste that will be generated by the subproject. Any person handling waste must be equipped with proper PPEs (gloves, face mask and safety boots as a minimum). The final disposal location will be a dump site authorized by governmental entities. The waste management areas must remain within the construction site must not interfere with the traffic outside or encroach on any nearby agricultural lands. For Liquid waste: Since it is highly likely that caravans will be established as site offices, a temporary holding tank must be constructed to collect the waste water from the toilets throughout the reconstruction phase. The holding tank must be emptied on a frequent basis by a licensed waste company, and then transported to the nearest sewer or wastewater treatment plant. It is strongly recommended to replace the septic tanks and the seepage pits, which are planned to be constructed as part of the sanitary services of the school, by holding tanks so that no wastewater leaks into the soil. The holding tanks are to be emptied on a periodic basis. Water Quality 99 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 1. The contractor must follow the solid and liquid waste mitigation measures presented in this ESMP to limit the possibility of water pollution that may result from inappropriate handling/disposal of waste. 2. No washing of vehicles and machinery near water bodies. Soil The contractor must follow the solid and liquid waste mitigation measures presented in this ESMP to minimize the possibility of leakages to the soil. Other measures pertinent to soil contamination include: 1. Adopting strict spill control procedures and developing a spill response and management plan. 2. Storing oil and chemical materials on an impervious surface for secondary containment. During all reconstruction phases, an area must be designated for chemical storage. 3. Burying and burning domestic waste in the project site should be strictly avoided. Occupational Health and Safety 1. The Contractor shall prepare and adopt an Occupational Health and Safety Plan (OHSP) during the reconstruction phase and assign a competent person to supervise it. 2. The developed OHSP should be prepared in full compliance with World Bank Group Environmental, Health & Safety Guidelines25 3. The contractual agreement with the contractor should include rigid commitments to apply the OHSP that should be prepared in full compliance with the WB EHS requirements. 4. The OHS plan should include the following: â—? Workers must follow safety standards and use protective equipment that match the risk level associated with each of the subproject activities. â—? Emergency equipment (spill-kit, fire extinguishers, etc..) must always be available on- site and functional â—? To minimize equipment-related accidents, make sure that all equipment and machinery are operating properly and adhere to the maintenance plan. â—? Excavated areas must be surrounded by a solid barrier such as hand and guard rails. â—? To prevent falling accidents, install guard rails on the perimeter of the building’s upper floors and around openings â—? Coverage with appropriate insurance schemes for all the types of workers. In addition, the Insurance should be covering work related accidents (injuries and fatalities), as well as insurance for third party. 5. There must be specific contractual terms that prohibit discrimination activities and emphasize on provision of fair treatment to all workers. As well as provision of decent working conditions in terms of provision of facility, proper lighting, PPE…etc. 6. Develop and implement procedures to avoid or minimize the transmission and spread of COVID-19 that may be associated with the influx of temporary or permanent contract- related labor. 7. Develop COVID-19 risk-based procedures tailored to site conditions and workers characteristics, and based on guidance issued by relevant authorities, both national and international (e.g. WHO). Some guidelines are presented in annex 7. 8. During the loading and unloading of debris, specific measures must be applied. a. Covering the trucks using polyethylene sheets to avoid the falling of debris. 25 https://www.ifc.org/wps/wcm/connect/29f5137d-6e17-4660-b1f9-02bf561935e5/Final%2B- %2BGeneral%2BEHS%2BGuidelines.pdf?MOD=AJPERES&CVID=jOWim3p 100 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq b. Trucks must use unpopulated routes. Traffic 1. A traffic plan should be developed to provide the maximum safety to the population and project personnel. 2. Target signage and outreach activities to improve public awareness of the potential hazards that may arise from the subproject activities. 3. Perform regular maintenance to all vehicles and equipment that will be used in this subproject. Community Health and Safety Temporary disruptions regarding access to agricultural lands. However, due to the presence of alternate routes and entrances, continuous access will be available. Mitigation measures to reduce impacts on community health and safety: 1. Access to construction areas and exposure to equipment must be restricted to workers and project personnel. 2. Install safe pathway, if needed, to ensure residents can access their houses, especially for the house which is only a few meters away from the subproject site. 3. A traffic plan, including signage, must be designed to direct the movement of construction vehicles during construction related activities 4. Limit the hours of operation for equipment with high noise. 5. Publishing and registering working time of construction machines with local authorities and strict compliance therewith. 6. The contractor must adopt an emergency plan for construction related incidents and road accidents that might take place, with special consideration for all residential commute, especially students attending the alternative school. 7. A grievance mechanism should be available to community members 8. Regular disposal of construction waste in designated areas. 9. In addition to all OHS, and environmental measures mentioned above which aim for health and safety, awareness-raising actions and signs should be provided to workers and community members. PMT supervisors and Health and Safety officers should be hired by the contractors to oversee work sites and they will be largely responsible for the community and their safety around the construction site. Ensure an efficient grievance mechanism is put in place. 10. Develop and implement procedures to avoid or minimize the transmission and spread of COVID-19 that may be associated with the influx of temporary contract-related labor. Child Labor 1. In the contractual agreement, clear definition of child should be inserted. The child should be defined as all persons less than 18 years old. 2. Rigid terms should be written in the contractor agreement to prohibit recruitment of children below 18 3. The contractor should maintain labor registry log that contains the age of recruited person and his/her ID. Infrastructure 1. The contractor shall coordinate with the different authorities to determine the existing infrastructure in the project’s area in order to avoid any damage (If feasible) 101 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 2. In case of pipes damage, the contractor should repair them immediately and inform the affected people how long it will take to solve the problem. Labor Influx (Code of Conduct) In order to minimize impacts pertaining to labor influx the following should be thoroughly implemented: 1. Preparation of appropriate code of conduct that stipulates the different commitment of labor towards community groups and the different behavior that should be avoided 2. All workers should be trained on the Code of Conduct) 3. Code of conduct to be signed by sub-contractors, if any. 4. Code of conduct induction to be done every 2 weeks for the recurrent workers and the new comers before starting work. 5. Apply the full requirements related to operating the grievance mechanism including anonymous channels 6. Raising awareness of the local populations about the project commitment towards communities’ and the measures taken for that through consultations and focus group discussions 7. Apply penalties to workers violating the code of conduct Gender Based Violence 1. A code of conduct for workers should be developed, all workers should be trained on. All types of inappropriate behavior of workers should be identified, and the importance of adhering to the code of conduct is emphasized. 2. Code of conduct to be developed and signed by sub-contractors. It should include prevention of sexual exploitation and abuse and sexual harassment (SEA/SH) at workplace. 3. Apply penalties to workers violating the code of conduct 4. Apply the full requirements related to operating the grievance mechanism including anonymous channels Visual Impacts Visual intrusion impacts can't be avoided. However, classification and placement of building materials in an orderly manner reduces the visual impact 102 | Page ‫‪ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq‬‬ ‫‪Arabic‬‬ ‫يجب على مقاول اإلنشاء االلتزام باإلجراءات التالية‪:‬‬ ‫جودة الهواء‬ ‫عمل صيانة دورية للمعدات‬ ‫‪-‬‬ ‫عدم تشغيل المعدات Ù?ÙŠ حالة عدم استخدامها‪.‬‬ ‫‪-‬‬ ‫أي مواد بناء قابلة للتطاير يتم تخزينها يجب تغطيتها بحيث ال تتسبب الرياح بانتشارها Ù?ÙŠ الهواء‪.‬‬ ‫‪-‬‬ ‫تحديد سرعة قصوى للمركبات والمعدات التابعة للمشروع‪.‬‬ ‫‪-‬‬ ‫الضوضاء‬ ‫صيانة المعدات بشكل دوري‪.‬‬ ‫‪-‬‬ ‫القيام باألنشطة المسببة للضوضاء العالية أثناء Ù?ترات الصباح‪.‬‬ ‫‪-‬‬ ‫تطبيق نظام الشكاوى لتلقي الشكاوى المتعلقة بالضوضاء‪.‬‬ ‫‪-‬‬ ‫إدارة المخلÙ?ات‬ ‫المخلÙ?ات الصلبة )الخطرة وغير الخطرة(‬ ‫تحديد أنواع المخلÙ?ات التي ستنتج من أنشطة المشروع‬ ‫‪-‬‬ ‫تخصيص صناديق للمخلÙ?ات بما‪ ،‬وصندوق واحد على األقل للمخلÙ?ات العضوية وآخر للمخلÙ?ات الخطرة )علب‬ ‫‪-‬‬ ‫الدهانات والبيتومين الÙ?ارغة(‪ .‬Ù?ÙŠ حالة عدم توÙ?ر صناديق كاÙ?ية‪ ،‬يجب تخصيص وتحديد مكان Ù?ÙŠ الموقع‬ ‫لتخزين باقي أنواع المخلÙ?ات الصلبة والتي يمكن أن تكون خشبية أو حديدية أو كتل من الخرسانة المتصلبة‪.‬‬ ‫إعادة استخدام نواتج الحÙ?ر قدر اإلمكان وعند الحاجة للتخلص منها‪ ،‬يجب التنسيق مع الجهات المصرح لها بذلك‪.‬‬ ‫‪-‬‬ ‫تستخدم نواتج الحÙ?ر عادة Ù?ÙŠ ردم الوديان‪.‬‬ ‫أي برميل أو صندوق يحتوي على زيوت يجب تخزينه داخل وعاء قادر على استيعاب الكمية التي بداخل البرميل‬ ‫‪-‬‬ ‫أو الصندوق‪.‬‬ ‫نظرا ألن منطقة المشروع ليس بها مقاولين مرخص لهم بجمع المخلÙ?ات‪ ،‬على المقاول التعاقد مع أشخاص من‬ ‫‪-‬‬ ‫المجتمع المحلي للقيام بجمع المخلÙ?ات من الموقع والتخلص منها Ù?ÙŠ مواقع الطمر المرخصة‪ .‬أي شخص يتعامل‬ ‫مع المخلÙ?ات يجب أن يلتزم بمهمات السالمة )قناع وجه‪ ،‬حذاء واقي وقÙ?ازات كحد أدنى(‪.‬‬ ‫يجب أن تبقى جميع مناطق تخزين المخلÙ?ات داخل حدود حتى ال تؤثر على حركة المرور بالخارج وحتى ال يتم التعدي‬ ‫على األراضي المجاورة‪.‬‬ ‫المخلÙ?ات السائلة غيرالخطرة‬ ‫نظرا ألنه سيكون هناك مكاتب للمهندسين على شكل كراÙ?انات‪ ،‬يجب عمل خزان مؤقت لتجميع مياه الصرÙ? ويجب‬ ‫تÙ?ريغه بصÙ?Ø© دورية من خالل التعاقد مع شركة مرخص لها بالتعامل مع الصرÙ? الصحي والتخلص من مياه الصرÙ? Ù?ي‬ ‫أقرب منهول يصل بالشبكة أو Ù?ÙŠ أقرب محطة لمعالجة مياه الصرÙ? الصحي‪.‬‬ ‫يÙ?ضل عمل خزانات محكمة الغلق لتخزين الصرÙ? الصحي بدال من ال‪ septic tanks‬و Ø­Ù?ر التسريب )‪(seepage pits‬‬ ‫المخطط إنشائها كجزء من األعمال الصحية للمدرسة‪.‬‬ ‫جودة المياه‬ ‫االلتزام بإجراءات التعامل مع المخلÙ?ات سابقة الذكر‪.‬‬ ‫‪-‬‬ ‫عدم غسيل أي معدات بجوار المسطحات المائية‪.‬‬ ‫‪-‬‬ ‫جودة التربة‬ ‫على المقاول االلتزام بجميع إجراءات التعامل مع المخلÙ?ات وخاصة الخطرة لمنع حدوث أي تسريبات للتربة‪.‬‬ ‫‪-‬‬ ‫‪103 | Page‬‬ ‫‪ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq‬‬ ‫على المقاول عمل خطة للتعامل مع أي انسكابات تتضمن توÙ?ير جميع األدوات والمعدات )مادة المتصاص‬ ‫‪-‬‬ ‫التسريب كالتربة‪ ،‬أكياس بالستيكية‪ ،‬قÙ?ازات( الالزمة المتصاص أي تسريب كيميائي أو تسريب زيت‪.‬‬ ‫تخزين الزيوت والمواد الكيماوية على سطح غير Ù†Ù?اذ ويÙ?ضل تخصيص مكان معين Ù?ÙŠ موقع اإلنشاء لتخزين‬ ‫‪-‬‬ ‫الكيماوية وخاصة القابلة لالنسكاب‪.‬‬ ‫يجب عدم دÙ?Ù† أو حرق المخلÙ?ات Ù?ÙŠ الموقع‪.‬‬ ‫‪-‬‬ ‫السالمة والصحة المهنية‬ ‫يجب على المقاول عمل خطة سالمة وصحة مهنية طبقا لمعايير البنك الدولي وتعيين شخص مؤهل لمتابعتها‬ ‫‪-‬‬ ‫واإلشراÙ? عليها‪.‬‬ ‫يجب أن تتواÙ?Ù‚ الخطة مع معايير البنك الدولي للبيئة والصحة والسالمة‪.‬‬ ‫‪-‬‬ ‫يجب أن تتضمن الخطة اإلجراءات التالية‪:‬‬ ‫‪-‬‬ ‫‪ o‬استخدام العمال ألدوات الوقاية الالزمة والتي تتناسب مع طبيعة النشاط الذي يقومون به‪.‬‬ ‫‪ o‬إتاحة أدوات التعامل مع الطوارىء ومنها األدوات والمواد الالزمة الحتواء االنسكابات )أكياس‬ ‫بالستيك‪ ،‬قÙ?ازات واقية‪ ،‬رمال المتصاص المادة الكيماوية المنسكبة(‪.‬‬ ‫‪ o‬للتقليل من احتمالية الحوادث المرتبطة بحركة المركبات‪ ،‬يجب التأكد من أن جميع المعدات تعمل بكÙ?اءة‬ ‫جيدة وااللتزام بخطة الصيانة‪.‬‬ ‫‪ o‬إحاطة مناطق الحÙ?ر بحواجز صلبة‬ ‫‪ o‬لمنع حوادث السقوط من اماكن مرتÙ?عة‪ ،‬يجب تركيت ‪ guard rail‬على محيط الطوابق العليا للبناية‬ ‫وحول الÙ?تحات‪.‬‬ ‫‪ o‬توÙ?ير تأمين صحي للعمال يشمل اإلصابات الناتجة عن العمل‪.‬‬ ‫منع أي شكل من أشكال التمييز ضد العاملين بالمشروع وتوÙ?ير كل ما يحتاجونه من خدمات وتسهيالت مثل‬ ‫‪-‬‬ ‫مهمات الوقاية وإضاءة الموقع عند اللزوم‪ ،‬إلخ‪.‬‬ ‫عمل وتطبيق إجراءات لمنع أو تقليل انتشار Ù?يروس كورونا )‪ (19-COVID‬الذي يمكن أن يرتبط بوجود عمالة‬ ‫‪-‬‬ ‫غير محلية Ù?ÙŠ المشروع‪ ،‬وجعل هذه اإلجراءات تتناسب مع ظروÙ? الموقع والعمالة‪.‬‬ ‫يجب عمل وتطبيق إجراءات الوقاية من الكورونا بما يتناسب مع المعايير المحلية والدولية )ملحق ‪)7‬‬ ‫‪-‬‬ ‫‪o‬‬ ‫أثناء تحميل وتÙ?ريغ األنقاض‪ ،‬ينبغي تطبيق تدابير محددة‪:‬‬ ‫‪-‬‬ ‫أ‪ .‬يتم تخصيص منطقة محظور‬ ‫ة أثناء عملية تÙ?ريغ األنقاض‬ ‫ب‪ .‬يجب عدم التعامل يدويا مع األنقاض‬ ‫ج‪ .‬استخدام الر‬ ‫اÙ?عة Ù?ÙŠ عملية تحميل األنقاض لتجنب إجهاد العضالت‬ ‫د‪ .‬استخدام معدات الحماية الشخصية أثناء تحميل األنقاض‪ ،‬وخاصة الخوذات‪.‬‬ ‫‪-‬‬ ‫اإلجراءات الخاصة بالمرور‬ ‫عمل خطة مرور تتضمن جميع إجراءات السالمة الالزمة‪.‬‬ ‫‪-‬‬ ‫وضع عالمات حول موقع اإلنشاء والتواصل مع المجتمع المحيط لزيادة لوعي لديهم بأنشطة المشروع‪.‬‬ ‫‪-‬‬ ‫التأكد من أن جميع المعدات والمركبات تعمل بحالة جيدة‬ ‫‪-‬‬ ‫السالمة المجتمعية‬ ‫دخول مواقع اإلنشاء يجب أن يقتصر على المهندسين والعاملين بالمشروع‪.‬‬ ‫‪-‬‬ ‫عمل ممرات آمنة لضمان وصول سكان المنطقة المجاورة ألرض المشروع إلى بيوتهم وخاصة البيت الذي يقع‬ ‫‪-‬‬ ‫على بعد أمتار قليلة من الموقع‪.‬‬ ‫عمل خطة مرورية إلدارة حركة مركبات اإلنشاء‪.‬‬ ‫‪-‬‬ ‫‪104 | Page‬‬ ‫‪ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq‬‬ ‫القيام باألنشطة المسببة للضوضاء العالية أثناء Ù?ترات الصباح‪.‬‬ ‫‪-‬‬ ‫تسجيل مواعيد عمل معدات اإلنشاء لدى السلطات المحلية وااللتزام بهذه المواعيد‪.‬‬ ‫‪-‬‬ ‫عمل خطة طوارىء لألخذ Ù?ÙŠ االعتبار الحوادث المرتبطة بأنشطة إعادة اإلنشاء‪ ،‬مع التركيز على سالمة طالب‬ ‫‪-‬‬ ‫المدرسة البديلة‪.‬‬ ‫إتاحة ألية شكاوى لسكان المنطقة المحيطة بالمشروع‪.‬‬ ‫‪-‬‬ ‫تخزين مخلÙ?ات اإلنشاء Ù?ÙŠ المناطق المخصصة والتخلص الدوري منها‪.‬‬ ‫‪-‬‬ ‫بجانب تطبيق إجراءات السالمة المهنية‪ ،‬من الضروري التواصل مع المجتمع المحيط لزيادة لوعي لديهم‬ ‫‪-‬‬ ‫بأنشطة المشروع‪ .‬الشخص المسئول عن إجراءات السالمة بالموقع هو أيضا مسئول بدرجة كبيرة عن سالمة‬ ‫سكان المنطقة المحيطة‪.‬‬ ‫عمل وتطبيق إجراءات لمنع انتشار ‪ 19-COVID‬خاصة المتعلق بالعمالة الواÙ?دة‪.‬‬ ‫‪-‬‬ ‫عمالة األطÙ?ال‬ ‫عدم تعيين من هم دون سن ال‪.18‬‬ ‫‪-‬‬ ‫عمل سجل بأسماء وأعمار العاملين بالمشروع‬ ‫‪-‬‬ ‫البنية التحتية بالمنطقة‬ ‫على المقاول التنسيق مع الجهات المعنية لمعرÙ?Ø© أماكن أي مواسير أو كبالت خاصة بالبنية التحتية للمنطقة‪.‬‬ ‫‪-‬‬ ‫Ù?ÙŠ حالة تأثر أي مواسير ‪ ،‬يجب إصالحها وإخطار سكان المنطقة بالÙ?ترة المتوقعة إلصالح المشكلة‪.‬‬ ‫‪-‬‬ ‫العمالة الواÙ?دة وقواعد السلوك السليم )‪(code of conduct‬‬ ‫تحديد قواعد السلوك السليم وتدريب العاملين بالمشروع عليها‬ ‫‪-‬‬ ‫يجب أن يقوم المقاولون الباطن‪ ،‬إن وجدوا‪ ،‬بالتوقيع على االلتزام بهذه القواعد‪.‬‬ ‫‪-‬‬ ‫يجب عمل محاضرات للعمال بصÙ?Ø© دورية )كل أسبوعين وللعمال الجدد( على السلوكيات التي يجب اتباعها أثناء‬ ‫‪-‬‬ ‫عملهم بالمشروع‪.‬‬ ‫‪-‬‬ ‫تطبيق الية الشكاوى المجتمعية‬ ‫‪-‬‬ ‫عمل وتطبيق إجراءات لمنع انتشار كورونا المرتبط بتواÙ?د العاملين من محاÙ?ظات أخرى‪.‬‬ ‫‪-‬‬ ‫التواصل مع المجتمعات المحيطة للتأكيد على التزامه بمعايير السلوك السليم‪.‬‬ ‫‪-‬‬ ‫معاقبة من يخالÙ? مبادىء السلوك السليم‪.‬‬ ‫‪-‬‬ ‫العنÙ? على أساس التوع االجتماعي‬ ‫تحديد قواعد السلوك السليم وتدريب العاملين بالمشروع عليها‬ ‫‪-‬‬ ‫يجب‪ ،‬ضمن قواعد السلوك السليم‪ ،‬التأكيد على منع التحرش الجنسي أو العنÙ? القائم على أساس النوع‬ ‫‪-‬‬ ‫االجتماعي‪.‬‬ ‫معاقبة من يخالÙ? مبادىء السلوك السليم‪.‬‬ ‫‪-‬‬ ‫التأثيرات على المنظر العام‬ ‫رغم أن أهمية هذا التأثير ليست كبيرة‪ ،‬يجب على المقاول االلتزام بعدم تخزين المواد الخام بطريقة عشوائية‪.‬‬ ‫‪105 | Page‬‬ ‫‪ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq‬‬ ‫‪Annex 5 – COVID 19 Mitigation Measures‬‬ ‫استجابة مجموعة البنك الدولي Ù„Ù?ايروس كورونا‪19-COVID( )19-‬‬ ‫التخطيط للطوارئ Ù?ÙŠ مواقع المشاريع‬ ‫المقدمة‬ ‫يتطلب رد مجموعة البنك الدولي على كوÙ?يد‪ 19-COVID ) ) 19 -‬التخطيط للطوارئ لمواقع المشاريع مقدمة تنÙ?يذ مشاريع‬ ‫األعمال المدنية تجميع القوى العاملة‪ ،‬جنبا إلى جنب مع الموردين ودعم الوظائÙ? والخدمات‪ ،‬ويمكن أن يؤدي إلى تجمعات‬ ‫من أعداد كبيرة من الناس ‪.‬قد يكون للمشاريع قوة عاملة من أسواق العمل الدولية أو الوطنية واإلقليمية و‪/‬أو المحلية‪ ،‬وتطلب‬ ‫من العمال العيش Ù?ÙŠ أماكن إقامة Ù?ÙŠ الموقع‪ ،‬واإلقامة داخل المجتمعات المحلية القريبة من مواقع العمل‪ ،‬و‪/‬أو العودة إلى‬ ‫منازلهم بعد العمل ‪.‬وقد يكون هناك تقديم خدمات الدعم بانتظام والذهاب إليها‪ ،‬مثل خدمات المطاعم‪ ،‬وخدمات التنظيÙ?‪،‬‬ ‫والمعدات‪ ،‬والمواد‪ ،‬وشحنات اإلمداد‪ ،‬والتÙ?اعل مع المقاولين من الباطن المتخصصين الذين اشتروا لتقديم عناصر من‬ ‫األعمال‪.‬‬ ‫ان احتمال انتشار األمراض المعدية حسب المشاريع مرتÙ?ع‪ .‬وباإلضاÙ?Ø© إلى ذلك‪ ،‬قد تشهد المشاريع أعدادا كبيرة من القوى‬ ‫العاملة التي قد تصاب بالمرض وستحتاج إلى النظر Ù?ÙŠ كيÙ?ية تلقي العالج‪ ،‬وما إذا كان ذلك سيؤثر على خدمات الرعاية‬ ‫الصحية المحلية‪ ،‬ال سيما عندما تكون المشاريع Ù?ÙŠ أماكن نائية حيث يمكن أن تطغى مراÙ?Ù‚ الرعاية الصحية المحلية بسهولة‪.‬‬ ‫كما أن وجود العمال االجانب‪ ،‬ال سيما إذا كانوا من بلدان ترتÙ?ع Ù?يها معدالت اإلصابة‪ ،‬قد يسبب توترا اجتماعيا بين العمال‬ ‫األجانب والسكان المحليين‪.‬‬ ‫وينبغي أن تعمل Ù?رق العمل المعنية بالتحضير للعمل ‪ 19-COVID‬مع وحدة تقييم األداء لضمان اتخاذ المشاريع االحتياطات‬ ‫الكاÙ?ية لالستعداد لعدم تÙ?شي ‪.19-COVID‬وÙ?ÙŠ كل مشروع توجد Ù?يه قوة عاملة‪ ،‬ينبغي أن تطلب وحدة العمل االستراتيجية‬ ‫تÙ?اصيل من المدير األقدم لتلك القوة العاملة )على سبيل المثال‪ ،‬مدير مشروع المقاول( عن األعمال التحضيرية التي تجري‬ ‫Ù?ÙŠ الموقع‪ ،‬وأن تساعد المشاريع Ù?ÙŠ هذه األعمال التحضيرية حسب االقتضاء‪ .‬يجب أن يأخذ المدير األقدم بمشورة Ù?ريق‬ ‫الرعاية الصحية وأخصائي الصحة والسالمة Ù?ÙŠ إعداد الموقع‪ ،‬على الرغم من أن وحدة التأمين الدولية قد تحتاج أيضا إلى‬ ‫المساعدة‪ ،‬على سبيل المثال Ù?ÙŠ تنسيق االستجابات Ùˆ ‪ /‬أو ربط مواقع المشروع بأخصائي الرعاية الصحية الوطنيين ‪/‬‬ ‫المحليين‪.‬‬ ‫وينبغي أن يضع كل مشروع تدابير لتقليل Ù?رص انتشار الÙ?يروس واحتوائه نتيجة لحركة العمال‪ ،‬وضمان إعداد مواقعهم‬ ‫لضمان عدم تÙ?شي المرض‪ ،‬ووضع وممارسة خطط طوارئ حتى يعرÙ? الموظÙ?ون ما يجب القيام به Ù?ÙŠ حالة حدوث Ù?اشية‬ ‫وكيÙ?ية توÙ?ير العالج‪.‬‬ ‫وينبغي إبالغ القوة العاملة هذه‪ ،‬بل أيضا المجتمع المحلي‪ ،‬لطمأنتها إلى أن حركة الموظÙ?ين تخضع للرقابة‪ ،‬ولضمان الحد‬ ‫من التمييز Ù?ÙŠ حالة تÙ?شي المرض‪.‬‬ ‫وتقدم هذه المذكرة توجيهات بشأن األعمال التحضيرية والترتيبات التي ينبغي النظر Ù?يها‪ .‬وÙ?ÙŠ معظم الحاالت‪ ،‬يتوقع أن‬ ‫تشمل شروط عقد األشغال الحالي التغييرات‪ .‬وÙ?ÙŠ بعض الحاالت‪ ،‬إذا كانت التدابير تنطوي على زيادة كبيرة Ù?ÙŠ التكاليÙ?‪،‬‬ ‫Ù?قد تكون هناك حاجة إلى تعديل مرÙ?Ù‚ العقد‪ .‬ويمكن أيضا العثور هنا على مزيد من المعلومات عن إعداد مكان عمل لـ‬ ‫‪COVID-19. here‬‬ ‫حركة الموظÙ?ين‬ ‫ويمكن أن يؤدي تنقل الموظÙ?ين إلى زيادة خطر انتقال الÙ?يروس ‪ 19-COVID‬إلى موقع عمل والمجتمع المحلي‪ .‬وينبغي‬ ‫للعمال Ù?ÙŠ الخارج والعمال االجانب والعابرين أن يلتزموا بالمتطلبات والمبادئ التوجيهية الوطنية Ù?يما يتعلق ب‪-COVID‬‬ ‫‪ 19‬عند السÙ?ر إلى مواقع العمل أو منها‪ .‬العمال القادمون من البلدان‪/‬المناطق التي تمر بها حاالت الÙ?يروس )يمكن العثور‬ ‫على المعلومات الحالية عن البلدان التي أبلغت عن حاالت إصابة بـ ‪ 19COVID‬هنا ‪here‬‬ ‫• ال ينبغي أن تعود إذا ظهرت عليها األعراض‬ ‫‪106 | Page‬‬ ‫‪ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq‬‬ ‫• ينبغي عزل الذات لمدة ‪ 14‬يوما بعد عودتهم‬ ‫ينبغي جميع العمال الذين جاءوا إلى الموقع Ù?ÙŠ األيام الـ ‪ 14‬السابقة إلصدار هذه التوجيهات إما من بلد يبلغ عن حاالت‬ ‫‪ 19-COVID‬أو المرور به‪ ،‬ينبغي نقلهم Ù?ورا إلى مراÙ?Ù‚ العزل لتقييمهم من قبل الموظÙ?ين الطبيين Ù?ÙŠ الموقع‪ .‬وقد يطلب‬ ‫من هؤالء العمال البقاء Ù?ÙŠ عزلة إلى أن تظهر عليهم أعراض لمدة ‪ 14‬يوما‪.‬‬ ‫ترتيبات العزل الذاتي‪:‬‬ ‫بالنسبة للعزلة الذاتية‪ ،‬ينبغي تزويد العمال بغرÙ?Ø© واحدة جيدة التهوية )أي بنواÙ?Ø° Ù…Ù?توحة وباب Ù…Ù?توح(‪.‬إذا لم تتوÙ?ر غرÙ?ة‬ ‫واحدة لكل عامل‪ ،‬يجب توÙ?ير مساحة كاÙ?ية للحÙ?اظ على مساÙ?Ø© ال تقل عن مترين وستارة Ù„Ù?صل العمال الذين يتقاسمون‬ ‫الغرÙ?ة‪ .‬الرجال والنساء ال ينبغي أن يتقاسموا غرÙ?ة‪ .‬وينبغي توÙ?ير حمام مخصص لمراÙ?Ù‚ العزل وينبغي أن تكون هناك‬ ‫مراÙ?Ù‚ حمام منÙ?صلة للرجال والنساء‪ .‬وينبغي للعمال العزل أن يحدوا من تنقالتهم Ù?ÙŠ المناطق التي يستخدمها أيضا العمال‬ ‫الذين ال يتأثرون بمناطق مشتركة)‪ ،‬وأن يتجنبوا استخدام هذه المناطق عندما يكون العمال غير المتأثرين موجودين‪ .‬وÙ?ي‬ ‫الحاالت التي يحتاج Ù?يها العمال المنعزلون إلى استخدام المساحات المشتركة )مثل المطابخ‪/‬المقاصÙ?)‪ ،‬ينبغي اتخاذ ترتيبات‬ ‫للتنظيÙ? قبل استخدامهم للمراÙ?Ù‚ وبعده‪ .‬وينبغي أن يبقى عدد الموظÙ?ين المشاركين Ù?ÙŠ رعاية األشخاص الذين عزلوا‪ ،‬بما‬ ‫Ù?ÙŠ ذلك توÙ?ير الغذاء والماء‪ ،‬عند الحد األدنى‪ ،‬وينبغي أن يستخدم هؤالء الموظÙ?ون معدات الحماية الشخصية المناسبة‪.‬‬ ‫وكحد أدنى‪ ،‬ينبغي تنظيÙ? مناطق العزل يوميا‪ ،‬وينبغي أن يزور أخصائيو الرعاية الصحية العاملين Ù?ÙŠ مناطق العزل يوميا‪.‬‬ ‫يجب على عمال النظاÙ?Ø© وأخصائي الرعاية الصحية ارتداء معدات الحماية الشخصية المناسبة وضمان النظاÙ?Ø© الصحية‬ ‫الجيدة عند زيارة العمال Ù?ÙŠ عزلة‪ .‬وتقدم منظمة الصحة العالمية معلومات إضاÙ?ية Ù?ÙŠ الرعاية المنزلية للمرضى الذين يشتبه‬ ‫Ù?ÙŠ أنهم من الÙ?يروس التاجي الجديد )‪ .(19-COVID‬وال يجوز السماح للزوار إال بعد أن يظهر على العامل أي عالمات‬ ‫وأعراض لمدة ‪ 14‬يوما‪.‬‬ ‫االستعدادات عند تÙ?شي المرض‬ ‫ينبغي تدريب اإلعداد للموظÙ?ين الطبيين المعنيين بالÙ?اشية Ù?ÙŠ المراÙ?Ù‚ واطالعهم على آخر المستجدات بناء على مشورة‬ ‫)‪https://www.who.int/emergencies/diseases/novel-coronavirus-‬‬ ‫العالمية‬ ‫الصحة‬ ‫منظمة‬ ‫‪ (2019/technical-guidance‬والتوصيات المتعلقة بخصوصيات ‪.19-COVID‬وينبغي أن تقيم المعدات واألدوية‬ ‫الموجودة Ù?ÙŠ الموقع وأن تضمن وجود إمدادات جيدة من أي عالجات ضرورية‪ ،‬بما Ù?ÙŠ ذلك الباراسيتامول‪ /‬األسيتامينوÙ?ين‬ ‫وإيبوبوبين‪.‬‬ ‫تأكد من أن المراÙ?Ù‚ الطبية مزودة بإمدادات كاÙ?ية من معدات الوقاية الشخصية الطبية ‪ ،‬كحد أدنى‪:‬‬ ‫✔ العباءات والمآزر‬ ‫✔ األقنعة الطبية وبعض أجهزة التنÙ?س )‪ (95N‬أو ‪( – (2FFP‬‬ ‫✔ Ù‚Ù?ازات‬ ‫✔ حماية العين )نظارات واقية أو شاشات الوجه(‬ ‫يحتاج عمال النظاÙ?Ø© أيضا إلى توÙ?ير معدات الحماية الشخصية والمطهرات‪ .‬الحد األدنى من معدات الوقاية الشخصية‬ ‫الستخدامها عند تنظيÙ? المناطق التي تم أو يشتبه Ù?ÙŠ أنها ملوثة مع ‪ 19-COVID‬هو‪:‬‬ ‫العباءات‪ ،‬المآزر‬ ‫✔‬ ‫األقنعة الطبية‬ ‫✔‬ ‫قÙ?ازات‬ ‫✔‬ ‫حماية العين )نظارات واقية أو شاشات الوجه(‬ ‫✔‬ ‫األحذية أو أحذية العمل المغلقة‬ ‫✔‬ ‫‪107 | Page‬‬ ‫‪ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq‬‬ ‫يجب ان يتم تدريب عمال النظاÙ?Ø© Ù?ÙŠ كيÙ?ية وضع واستخدام معدات الوقاية الشخصية من قبل الموظÙ?ين الطبيين‪ ،‬Ù?ي‬ ‫النظاÙ?Ø© الضرورية )بما Ù?ÙŠ ذلك غسل اليدين( قبل‪ ،‬أثناء وبعد واجبات التنظيÙ?‪ ،‬وÙ?ÙŠ مراقبة النÙ?ايات )بما Ù?ÙŠ ذلك لمعدات‬ ‫الحماية الشخصية المستخدمة ومواد التنظيÙ?(‪.‬‬ ‫وينبغي أن يقوم الموظÙ?ون‪/‬و االدارة الطبية القيام بحمالت توعية‪ ،‬وأن يدربوا ويرتبوا لنشر الملصقات والالÙ?تات‬ ‫واإلشعارات االستشارية المناسبة Ù?ÙŠ الموقع لتقديم المشورة للعمال بشأن كيÙ?ية التقليل إلى أدنى حد من انتشار المرض‪ ،‬بما‬ ‫Ù?ÙŠ ذلك‪:‬‬ ‫• عزل الذات إذا شعروا بالمرض أو اعتقدوا أنهم ربما كانوا على اتصال بالÙ?يروس‪ ،‬ولتنبيه الموظÙ?ين Ùˆ الكادر الطبي‬ ‫• لغسل اليدين بانتظام بشكل شامل بالماء والصابون – عدة مرات Ù?ÙŠ اليوم الواحد;‬ ‫• كيÙ?ية تجنب انتشار المرض عند السعال ‪ /‬العطس )السعال العطس Ù?ÙŠ المحتال من الكوع أو Ù?ÙŠ األنسجة التي يتم طرحها‬ ‫على الÙ?ور بعيدا(‪ ,‬وعدم البصق;‬ ‫• للحÙ?اظ على ما ال يقل عن مترين أو أكثر بعيدا عن الزمالء؛‬ ‫وينبغي إنشاء محطات لغسل اليدين Ù?ÙŠ األماكن الرئيسية Ù?ÙŠ جميع أنحاء الموقع‪ ،‬بما Ù?ÙŠ ذلك عند المداخل‪/‬المخارج إلى‬ ‫مناطق العمل‪ ،‬أينما كان هناك مرحاض أو مقصÙ?‪/‬طعام ومياه شرب‪ ،‬أو أماكن للنوم‪ ،‬Ù?ÙŠ محطات النÙ?ايات‪ ،‬وÙ?ÙŠ المتاجر‬ ‫وÙ?ÙŠ المراÙ?Ù‚ العامة‪ .‬يجب أن يكون لكل منها إمدادات من المياه النظيÙ?Ø© والصابون السائل والمناشÙ? الورقية )لتجÙ?ÙŠÙ? اليدين)‬ ‫‪ ،‬مع سلة Ù†Ù?ايات )للمناشÙ? الورقية المستخدمة( يتم Ø¥Ù?راغها بانتظام ونقلها إلى منشأة Ù†Ù?ايات معتمدة )وليس Ù?قط ملقاة(‪.‬وÙ?ي‬ ‫الحاالت التي ال يمكن Ù?يها توÙ?ير محطات الغسيل )على سبيل المثال Ù?ÙŠ المواقع النائية)‪ ،‬ينبغي توÙ?ير Ù?رك اليدين القائم على‬ ‫الكحول‪.‬‬ ‫وينبغي وضع ترتيبات تنظيÙ? معززة‪ ،‬تشمل التنظيÙ? المنتظم والعميق باستخدام مطهرات مراÙ?Ù‚ تقديم‬ ‫الطعام‪/‬المقاصÙ?‪/‬مراÙ?Ù‚ األغذية‪/‬المشروبات‪ ،‬والمراحيض‪/‬المراحيض‪/‬االستحمام‪ ،‬والمناطق المشتركة‪ ،‬بما Ù?ÙŠ ذلك‬ ‫مقابض األبواب واألرضيات وجميع األسطح التي يتم لمسها بانتظام )ضمان حصول موظÙ?ÙŠ التنظيÙ? على معدات الوقاية‬ ‫الشخصية الكاÙ?ية عند تنظيÙ? غرÙ? االستشارة والمراÙ?Ù‚ المستخدمة لعالج المرضى المصابين(‪.‬سكن العمال الذي يلبي أو‬ ‫يتجاوز متطلبات سكن العاملين Ù?ÙŠ مؤسسة التمويل الدولية‪/‬البنك الدولي لإلنشاء والتعمير )على سبيل المثال‪ .‬من حيث نوع‬ ‫الكلمة‪ ،‬القرب ‪ /‬ال من العمال‪ ،‬ال 'الÙ?راش الساخنة'‪ ،‬ومياه الشرب‪ ،‬والغسيل‪ ،‬ومراÙ?Ù‚ الحمام الخ‪ .‬وسوÙ? تكون Ù?ÙŠ حالة‬ ‫جيدة للحÙ?اظ على نظيÙ?Ø© وصحية‪ ،‬والتنظيÙ? للحد من انتشار العدوى‪.‬‬ ‫وينبغي استعراض أساليب العمل وتغييرها حسب االقتضاء للحد من استخدام معدات الوقاية الشخصية‪ ،‬Ù?ÙŠ حالة ندرة إمدادات‬ ‫معدات الوقاية الشخصية أو صعوبة الحصول عليها‪ .‬على سبيل المثال‪ ،‬ينبغي أن تكون أنظمة رش المياه Ù?ÙŠ الكسارات‬ ‫وأكوام المخزون Ù?ÙŠ حالة عمل جيدة‪ ،‬والشاحنات المغطاة‪ ،‬وزيادة قمع المياه Ù?ÙŠ الموقع‪ ،‬وخÙ?ض حدود السرعة على طرق‬ ‫النقل للحد من الحاجة إلى أقنعة الغبار التنÙ?سي )‪.(95N‬‬ ‫التخطيط للطوارئ عند تÙ?شي المرض‬ ‫ينبغي أن تحدد خطة الطوارئ التي سيتم وضعها Ù?ÙŠ كل موقع اإلجراءات التي سيتم وضعها Ù?ÙŠ حالة وصول ‪-COVID‬‬ ‫‪ 19‬إلى الموقع‪ .‬وينبغي وضع خطة الطوارئ بالتشاور مع مراÙ?Ù‚ الرعاية الصحية الوطنية والمحلية‪ ،‬لضمان وضع ترتيبات‬ ‫الحتواء العمال الذين تعاقدوا مع ‪ 19-COVID‬ورعايتهم وعالجهم بشكل Ù?عال‪ .‬وينبغي لخطة الطوارئ أيضا أن تنظر Ù?ي‬ ‫االستجابة إذا مرض عدد كبير من القوى العاملة‪ ،‬عندما يكون من المرجح أن يقتصر الوصول إلى الموقع ومنه لتجنب‬ ‫االنتشار‪ .‬وينبغي وضع حاالت الطوارئ وإبالغها إلى القوى العاملة من أجل‪:‬‬ ‫• إجراءات عزل واختبار العمال )وأولئك الذين كانوا على اتصال بهم( التي تظهر عليهم األعراض؛‬ ‫• رعاية العمال ومعاملتهم‪ ،‬بما Ù?ÙŠ ذلك مكان وكيÙ?ية توÙ?ير ذلك؛‬ ‫‪108 | Page‬‬ ‫‪ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq‬‬ ‫• الحصول على إمدادات كاÙ?ية من المياه واألغذية واإلمدادات الطبية ومعدات التنظيÙ? Ù?ÙŠ حالة تÙ?شي المرض Ù?ÙŠ الموقع‪،‬‬ ‫وال سيما إذا أصبح الوصول إلى الموقع مقيدا أو أن تكون حركة اإلمدادات محدودة‪ .‬وعلى وجه التحديد‪،‬‬ ‫ينبغي أن تحدد الخطة ما سيتم القيام به إذا أصيب شخص ما بمرض ‪ 19-COVID‬Ù?ÙŠ موقع العمل‪ .‬وينبغي أن تحدد الخطة‬ ‫ما يلي‪:‬‬ ‫• وضع ترتيبات لوضع الشخص Ù?ÙŠ غرÙ?Ø© أو منطقة يكون Ù?يها معزوال عن اآلخرين Ù?ÙŠ مكان العمل‪ ،‬والحد من عدد‬ ‫األشخاص الذين لهم اتصال بالشخص واالتصال بالسلطات الصحية المحلية؛‬ ‫• النظر Ù?ÙŠ كيÙ?ية تحديد األشخاص المعرضين للخطر )على سبيل المثال‪ .‬بسبب حالة موجودة من قبل مثل مرض السكري‬ ‫وأمراض القلب والرئة‪ ،‬أو نتيجة لكبار السن)‪ ،‬ودعمها‪ ،‬دون دعوة الوصم والتمييز Ù?ÙŠ مكان عملك؛‬ ‫• النظر Ù?ÙŠ ترتيبات الطوارئ واستمرارية األعمال إذا كان هناك تÙ?شي Ù?ÙŠ المجتمعات المجاورة‪.‬‬ ‫وينبغي أن تنظر خطط الطوارئ Ù?ÙŠ ترتيبات تخزين النÙ?ايات الطبية والتخلص منها‪ ،‬التي قد تزداد Ù?ÙŠ حجمها والتي يمكن‬ ‫أن تظل معدية لعدة أيام )حسب المواد(‪ .‬وينبغي مناقشة الدعم الذي قد يحتاجه الطاقم الطبي Ù?ÙŠ الموقع‪ ،‬Ù?ضال عن ترتيبات‬ ‫نقل العمال المرضى )دون خطر العدوى المتبادلة( إلى مراÙ?Ù‚ العناية المركزة أو إلى رعاية مراÙ?Ù‚ الرعاية الصحية الوطنية‪،‬‬ ‫واالتÙ?اق عليه‪ .‬وينبغي أن تنظر خطط الطوارئ أيضا Ù?ÙŠ كيÙ?ية الحÙ?اظ على سالمة العمال والمجتمع المحلي Ù?ÙŠ الموقع‪،‬‬ ‫وينبغي تعليق العمل أو أن يؤثر المرض على أعداد كبيرة من القوى العاملة Ù?ÙŠ أي وقت‪ .‬ومن المهم أن يقوم أخصائي سالمة‬ ‫Ù?ÙŠ مجال السالمة باستعراض تدابير السالمة Ù?ÙŠ مواقع العمل وتنÙ?يذها قبل تعليق مناطق العمل‪ .‬وعند وضع خطط الطوارئ‪،‬‬ ‫يوصى بأن تتواصل المشاريع مع المشاريع‪/‬القوى العاملة األخرى Ù?ÙŠ المنطقة‪ ،‬لتنسيق استجاباتها وتبادل المعارÙ?‪ .‬من‬ ‫المهم أن يكون مقدمو الرعاية الصحية المحليون جزءا من هذا التنسيق‪ ،‬لتقليل التغييرات التي تحدث Ù?ÙŠ حالة تÙ?شي المرض‬ ‫وعدم القدرة على خدمة المجتمع‬ ‫التواصل مع الخطط‬ ‫وينبغي اإلبالغ على نطاق واسع عن تدابير اإلعداد وخطط الطوارئ من أجل الحد من خطر الوصم أو التمييز‪ ،‬وضمان‬ ‫وضوح أدوار األÙ?راد ومسؤولياتهم‪ .‬وينبغي إطالع العمال والمقاولين من الباطن والموردين والمجتمعات المجاورة‬ ‫والمشاريع‪/‬القوى العاملة القريبة وسلطات الرعاية الصحية المحلية على االستعدادات التي تم إجراؤها‪ .‬وعند االتصال بالقوى‬ ‫العاملة‪ ،‬ينبغي تحديد أدوارها ومسؤولياتها بوضوح‪،‬‬ ‫وينبغي التشديد على أهمية اتباع العمال للخطط بالنسبة لزمالئهم والمجتمعات المحلية وأسرهم‪ .‬وقد يحتاج العمال إلى‬ ‫االطمئنان إلى أنه لن يكون هناك انتقام أو تمييز إذا عزلوا بأنÙ?سهم نتيجة للشعور بالمرض‪ ،‬وكذلك Ù?يما يتعلق بترتيبات‬ ‫التعويض أو التأمين المعمول بها‪ .‬ويمكن هنا تقديم مزيد من اإلرشادات بشأن منع الوصم االجتماعي نتيجة للمبادرة المشتركة‬ ‫‪here. .19‬‬ ‫‪109 | Page‬‬ ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Annex 6 – Practical Tools for Virtual Engagement during COVID 19 Pandemic It is recommended to avoid any group meetings, face-to-face meetings and public consultation events. Virtual engagement may include communication by phone, text, e-mail, phone or video conference calls and webinars. Any technology that resonates with the targeted stakeholders and allows for researcher/stakeholder interactions can be harnessed to assist with engagement. Examples of engagement modes and ways that might be utilized include: â–ªPhone (One-on-one calls between consultant and stakeholders), â–ªGroup conference calls, â–ªHaving discussions via a closed Facebook group, â–ªVideoconference platforms, â–ªHosting online meetings with stakeholders. It is strongly recommended to: â–ªEnsure that new modes of engagement are feasible and acceptable to stakeholders, â–ªLet stakeholders be the guide and to ask for their preferred way to engage remotely, â–ªBe sensitive to barriers stakeholders may face in engagement using a particular method (e.g., lack of internet access), â–ªWhenever possible, offer multiple ways to engage. For example, provide an option to call in to an online meeting via phone, and send materials out in advance via WhatsApp, â–ªAsk for stakeholder feedback throughout the project and work to address any issues hindering their engagement, â–ªIf using videoconferencing or other online platforms: - Provide participants with necessary technological tutorials or technical support in advance, including written instructions for utilizing the technology. - Understand that stakeholders’ technological literacy will vary, and be willing and available to answer questions. - Have a facilitator from the targeted community work with you to adjust stakeholders to the technology used. - When possible, have a lower-tech option for engaging, such as the option to call in to a videoconference via phone 110 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Annex 7 – Detailed Information About the National Iraqi Legal Regulations Law no. 27 for the year 2009: Protection and Improvement of Environment The law aims at protecting and improving the environment through mitigating existing damages or damages likely to be caused. The Law necessitates the provision of the Environmental Impact Assessment (Article 18) for any new developmental project in the country. The Law addresses the issues of regulation of air pollution and noise reduction, discharge of wastewater effluents, protection of soils, biodiversity conservation, management of hazardous waste, etc. Moreover, the law specifies the punitive measures for violation of the specified regulations. Law no. 37 for the year 2008: The Ministry of Environment This Law was legislated to define the institutional arrangements of the Ministry of Environment. It outlines policies, and roles and responsibilities towards protecting the environment. Air Quality Regulation No. 4 for the year of 2012: Ambient Air Quality This regulation aims to protect ambient air quality and to control sources of pollution. The regulation necessitates that sources emitting air pollutants abide by national limits and use monitoring equipment to ensure compliance with standards. It also prohibits the burning of all types of wastes indoors or in open air, or next to a residential region or near water bodies. Noise Law No. 41 for the year of 2015: Noise Protection and Control This Law identifies maximum permissible noise limits during day and nighttime for industrial, commercial and industrial zones as follows Noise Limits for Different Working Zones Industrial 70 65 Commercial 65 60 Residential 55 45 Water Resources Law no. 50 of the year 2008: The Law provisions for establishing the Ministry of Water Resources and creating the legal and technical framework for institutionalization of water resources management in the country. Law no. 89 of the year 1981, amended by Decree No.54 of 2001: Public Health In addition to addressing various issues related to the population’s health, the Law stipulates the provision of the safety of drinking water and drinking water quality standards. 111 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Law no. 2 of the year 2001: Water Systems Protection Chapter 4 provides instructions on disposal or recycling of wastewater. It also prohibits the discharge of effluent into public water, unless it meets the criteria and specifications set out by the Environment Protection and Improvement Directorate (EPID). EPID is also allowed to issue environmental restrictions pertaining to the quality of public water as well as the quality of water discharged into public water, sewage systems, or rainwater. Act no. 25 of the year 1967: The Regulation for the Protection of Rivers The act regulates wastewater discharges and provides physical, biological, and chemical guidelines for water quality. Also, the regulation sets forth provisions for protection of public water bodies from pollution. Waste Management Instructions no. 2 of 2014 on Environmental Protection from Municipal Waste: The instruction aims at protecting the urban environment with a proper management of wastes, such as solid materials, recyclable and non-recyclable derived from domestic, commercial and professional activities, from the cleaning of streets, gardens, farms and public places, and construction waste. Directive No. (67) of 1986 Regulating the Debris Collection Areas: debris disposable should be done in areas with stable geology and avoid sitting near particularly vulnerable or sensitive ecosystems and groundwater and surface water resources. Occupational Health and Safety Instructions No. 12 of the year 2016: Occupational Health and Safety These instructions provide guidance on Occupational Health and Safety (OHS) Procedures to be adopted. Law No. 6 of 1988 concerning the National Commission for Occupational Hygiene and Safety, governing the enforcement of OHS regulations The Law provides for inspections of places of employment and inspections reports. It establishes the duties and responsibilities of employers regarding OHS, the functions duties of workers with respect to OHS. Labour Laws Iraq recently enacted Law 37/2015 (the Iraqi Labour Law), which governs employment relationships in most of Iraq. To date, no known reforms are being considered for Iraq. In addition to this law, the respective government ministries may issue instructions or regulations that affect employment law. The law covers all aspects of employment, including: â–ª the definition of ‘workers’; â–ª hiring and termination; â–ª health and safety; â–ª leave; â–ª wages; â–ª collective bargaining; and â–ª avenues for complaints and redress. 112 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq The law distinguishes foreign workers from Iraqi workers, but all workers must be fully documented in order to legally work in Iraq. The Iraqi Labour Law does not distinguish between employees and contractors. The law applies to all ‘workers’, which is anyone work ing under the supervision of an employer in return for a wage. The law does distinguish between permanent work and work for a defined period, but there are certain requirements that must be met under the law in order to ensure that a contract for a determined period does not convert to a permanent contract. Furthermore, in regard to child labour, Article 6, Chapter 3 of Iraqi Labour Law, states that the minimum age for employment is 15 years old. However, Iraq is also signatory to the 1989 International Convention on the Rights of the Child, which defines everyone under the age of 18 as a child who must have special protection and care. Ministry of Education formation Law No 22 of year 2011. The law provides information about the formation of the Ministry of Education and its mandates, particularly, Article three item number 15 that emphasized on the role of MoE related to providing, constructing, and maintaining school buildings with relevant authoritiesâ€?. 113 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Gap Analysis between Iraqi Law and WB Requirements The Subproject is required to apply the relevant national and international requirements and standards which contain the performance levels and measures that are normally acceptable and applicable. When host country regulations differ from the levels and measures presented in the WB EHS Guidelines, Subprojects are expected to achieve whichever is more stringent. The following table presents a comparison between Iraqi and WB standards. Gap Analysis between Iraqi Law and WB Requirements Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title Law No. 37 of 2008 - The Ministry of Environment This Law was legislated to define the institutional arrangements of the Ministry of Environment. It outlines policies, and roles OP. 4.01 and responsibilities towards protecting the Environmental Assessment environment. This Operational Policy requires projects Law No. 27 of 2009 Protection and General which are funded or fall under the world Improvement of the Environment (Link) Environmental bank to conduct an Environmental Legislation The law aims at protecting and improving Assessment. For the EODP projects, they No Gaps Identified the environment through mitigation of have been classified as Category B.26 The existing damages or damages that are likely requirements of OP 4.01 clearly specify the to be caused. The Law necessitates the need to develop an Environmental provision of the Environmental Impact Management Plan and Environmental Assessment (Article 18) for any new Monitoring Plan that must be adhered to for developmental project in the country. The any project. Law addresses the issues of regulation of air pollution and noise reduction, discharge of wastewater effluents, protection of soils, biodiversity conservation, management of hazardous waste, etc. Moreover, the law 26 Environmental and Social Management Framework – ESMF – 2017 – EODP 114 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title specifies the punitive measures for violation of the specified regulations Environmental, Health and Safety The Iraqi Legislation does (EHS) Guidelines not cover Vibration exposure limits The EHS guidelines provide instructions on Law No. 41 of 2015 - Noise Protection preventive and control measures for noise and Control (Link) pollution, especially for industrial activities. This Law identifies maximum permissible It requires that noise impacts “should not noise limits during day and nighttime for exceed levels below or result in maximum industrial, commercial and industrial zones increase of in background levels of 3 dBA at as follows: the nearest receptorâ€?. Receptor Daytime Nighttime One Hour LAeq (dBA) 7:00 – 22:00 22:00- Receptor Daytime Nighttime 7:00 7:00 – 22:00 22:00-7:00 Noise control Residential; 55 45 Residential; Institutional; 55 45 Institutional; 55 45 Educational Educational Industrial; 70 65 Industrial; Commercial 70 70 Commercial 70 70 The EHS guidelines refer to the importance of ensuring vibration exposure is within permissible limits, and that exposure should be checked on a daily basis. 115 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title Ambient Air Quality Regulation No. 4 of 2012 - Ambient Air EHS Guidelines In some cases, the WHO Quality standards match with the The EHS guidelines follow the WHO Iraqi laws and in others, the This regulation aims to protect ambient air standards for the concentration of different WHO standards are more quality and to control sources of pollution. air pollutants. stringent. This is the case The regulation necessitates that sources for: emitting air pollutants abide by national limits and use monitoring equipment to (Differences with Iraqi Laws ensure compliance with standards. It also vs WHO standards prohibits the burning of all types of wastes indoors or in open air, or next to a residential Ambient Air Quality region or near water bodies. Guidelines) Ambient Air Quality Guidelines Pollutant Concentration Pollutant Concentration Average Time CO N/A CO 10 ppm 8 hours CO N/A CO 35 ppm 1 hour SO2 500 µg/m3 SO2 0.1 ppm 1 hour SO2 20 µg/m3 SO2 0.04 ppm 24 hours SO2 N/A SO2 0.018 ppm 1 year NO2 20 µg/m3 NO2 0.05 ppm 24 hours NO2 40 µg/m3 NO2 0.05 ppm 1 year Ozone (O3) 100 µg/m3 Ozone (O3) 0.06 ppm 1 hour PM10 50 µg/m3 PM10 150 µg/m3 24 hours PM2.5 50 µg/m3 PM2.5 65 µg/m3 24 hours PM2.5 15 µg/m3 PM2.5 15 µg/m3 1 year 116 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title TSP 350 µg/m3 24 hours TSP N/A TSP 150 µg/m3 1 year TSP N/A Water Resources Law No. 50 of 2008 - Ministry of Water Legislation Resources The Law provisions for establishing the Ministry of Water Resources and creating No Gaps Identified the legal and technical framework for EHS Guidelines institutionalization of water resources The EHS guidelines indicate what each management in the country. project or facility must be aware of the Law No. 2 of 2001 - Water Systems surrounding water resources and the Protection potential wastewater that would be generated. It encourages efficient water Chapter 4 provides instructions on disposal usage to reduce the discharge of potential or recycling of wastewater. It also prohibits wastewater. It includes the indicators for the the discharge of effluent into public water, wastewater discharge pre- and post- unless it meets the criteria and specifications treatment. It includes the guidelines for While Iraq water resource set out by the Environment Protection and discharging into surface water and into legislation provide sufficient Improvement Directorate (EPID). EPID is sanitary sewer systems. The guidelines guidance regarding water also allowed to issue environmental provide for the protection of water systems resource protection, it lacks restrictions pertaining to the quality of public and water resources. This is covered from sufficient information water as well as the quality of water different aspects including protection of regarding wastewater discharged into public water, sewage drinking water sources of the nearby management and discharge. systems, or rainwater. community, and protection of water Act No. 25 of 1967 - Regulation for the resources and systems from project Protection of Rivers activities. The Act No. 25 of 1967 regulates wastewater discharges and provides physical, biological, and chemical guidelines for water quality. Also, the regulation sets forth provisions for 117 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title protection of public water bodies from pollution. Fourth Amendment of Law No. 12 of 1995 - Maintenance of Irrigation and Drainage Network The main objective of the fourth amendment of law 12 for 1995 which consists of 5 articles is giving the control of the distribution of inland waters to beneficiaries’ associations. These associations have to be established by users of common source of water. Other tasks of the beneficiaries’ associations are: raising the efficiency of water use, prohibit of using the drainage water for agriculture purpose and reduce waste; achieve a fair distribution of water among the beneficiaries; contribute to the resolution of the conflicts between the beneficiaries; maintaining the facilities of irrigation and drainage projects. Farmers are required to respect strictly rules of the agricultural projects, avoiding wastes or illegal initiatives such as establishing fish ponds or quarries in the reclaimed land. Waste Management Instructions No. 2 of 2014 - EHS Guidelines 1.6 on Waste The WBG EHS guidelines Regulation Environmental Protection from Management section 1.6 are much more Municipal Waste (Link) articulate and define what EHS Guidelines 1.6 define how to qualifies as solid waste and The instruction No. 2 of 2014 aims at differentiate between hazardous and non- promotes the usage of the protecting the urban environment with a hazardous waste, establishing waste waste management hierarchy proper management of wastes, such as solid management priorities, how to avoid or to minimize or avoid waste 118 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title materials, recyclable and non-recyclable minimize waste generation, and recover and generation. The Guidelines derived from domestic, commercial and reuse waste and finally dispose of waste. specify the basics of waste professional activities, from the cleaning of management planning, waste streets, gardens, farms and public places, and prevention, recycling/reuse construction waste. and final disposal. It also clearly highlights the need Directive No. 67 of 1986 - Regulation of for safe disposal of Debris Collection Areas hazardous waste. The The older Directive No. 67 of 1986 shall be guidelines cover the done in areas with stable geology and avoid appropriate methods for damaging the groundwater/water resources waste containment and and sensitive ecosystems. storage, and safe transportation of solid waste. Health and Safety Law No. 6 of 1988 - Enforcement of OHS Environmental, Health and Safety Since the WBG EHS Regulation Regulations (EHS) Guidelines guidelines section 2.0 are much more detailed and Law No. 6 of 1998 provides for inspections The WBG EHS guidelines section 2.0 inclusive when compared to of places of employment and inspection covers in specific details the different the Instructions No. 12 of reports. It establishes duties and aspects of OHS including safety of design, 2016, they must be adopted responsibilities of employers regarding different types of hazards and how to deal by contractor deployed for OHS. with each, the usage of PPE and method of EODP Subproject. monitoring. Instructions No. 12 of 2016 - OHS (Link) Instructions No. 12 supplement the law by providing procedures to be adopted such as the need to train workers on PPE, and the need to establish health and safety committees for monitoring. 119 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title Law No.89 of 1981 amended by Decree No. 54 of 2001 - Public Health Chapter One governs general objectives and administrative organs. Establishes the The WBG EHS guidelines section 3.0 powers and duties of the Ministry Council covers how the project affects its and the Governorate Health Council. surrounding area and the different Chapter Two governs preventative environmental and social aspects that must medicine. Part One governs primary health be considered to mitigate any impacts on the care. This concerns maternity, childhood, surrounding community. This includes and family health care, school health care, protecting water resources, ensuring the protection of vision and hearing, dental project has sound fire management and an prevention, nutrition, health education, emergency response plan, appropriate mental health, and public health design for the infrastructure, traffic safety Labouratories. Part Two provides for health and the provision of a traffic management inspections. Part Three governs the control plan for any subproject or construction site, of communicable diseases. Part Four disease prevention methods and provides for the conveyance of corpses and management of hazardous material. death burials. Part Five provides for the Subprojects must abide by the EHS safety of drinking water. Part Six governs the guidelines for the protection of the nearby breeding of animals. Chapter Three regulates community curative health centers. Regulates public and private health institutions. Chapter Four makes administrative and penal provisions. Chapter Five makes concluding provisions. Infrastructure Law No. 35 of 2002 - Public Roads No Gaps Identified Legislation The law defines the responsibilities of the General Authority for Roads and Bridges under the supervision of the implementation of public roads outside the borders of the 120 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title Municipality of Baghdad and other Municipalities. Labour Law With regards to employment relations and • The law does not working conditions, the WB developed two stipulate the Grievance regulations and standards: procedures • The major issue is that 1. Environmental and Social the employment age Labour Law: No 37 of year 2015 Standard 2 related to Labor and starts from 15 years. the law defines the basic principles of working Conditions that covers recruitment, placement and vocational, the the items below27: age of start working is 15 years, training, • Working Conditions and foreign workers employment, individual Management of Worker employment contract, wages, working Relationships hours, leave, protection of the female workers and minors (vulnerable groups), • Terms and Conditions of protection of workers in quarries, mines Employment and minerals extraction, occupational safety • Nondiscrimination and Equal and health and labour inspection, Opportunity disciplinary measures, collective agreements and bargaining, individual or collective • Workers' Organizations labour disputes, labour jurisdiction, and • Protecting the Work Force general and final provisions • Child Labor and Minimum Age • Forced Labor • Grievance Mechanism • Occupational Health and Safety (OHS) 27 https://documents1.worldbank.org/curated/en/149761530216793411/ESF-Guidance-Note-2-Labor-and-Working-Conditions-English.pdf 121 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title • Contracted Workers • Community Workers • Primary Supply Workers 2. Managing the Risks of Adverse Impacts on Communities from Temporary Project Induced Labor Influx that discusses the aspects below: • Child labor and school dropout. Increased opportunities for the host community to sell goods and services to the incoming workers can lead to child labor to produce and deliver these goods and services, which in turn can lead to enhanced school dropout. • Construction camp requirement aspects and on- site facilities • Preparing the ESMF/ESMP, ESIA (if required), Labor Influx Management Plan and/or Workers’ Camp Management Plan, commensurate with the risks of the project, including consultations with 122 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title local communities and other relevant stakeholders. Depending on the significance of the labor influx, the management plans could form part of the ESMP, or be standalone 123 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Annex 8 - Grievance and Redress Mechanism Forms and Log 1- GRM LOG A. Monthly Complaint Database Monthly Complaint Database Month Child Educatio Healt Livelihood Nutritio Pendin Total Protectio n h s n g n March April May June July August Septembe r October Novembe r December Total )‫قاعدة بيانات شكاوى المساءلة (الخط الساخن وتقييمات الوقت الÙ?علي‬ ‫المجموع‬ ‫قيد‬ ‫التغذية‬ ‫سبل‬ ‫الصحة‬ ‫التعليم‬ ‫حماية‬ ‫الشهر‬ ‫االنتظار‬ ‫العيش‬ ‫الطÙ?ل‬ ‫مارس‬ ‫ابريل‬ ‫مايو‬ ‫يونيو‬ ‫يوليو‬ ‫اغسطس‬ ‫سبتمبر‬ ‫اكتوبر‬ ‫نوÙ?مبر‬ ‫ديسمبر‬ 124 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq ‫اإلجمالي‬ 125 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq B. Feedback Monitoring Tool ‫تاريخ‬ ‫الموظÙ?ين‬ ‫وصÙ? موجز‬ ‫Ù?ئة التعليقات‬ ‫أولوية‬ ‫كيÙ? تم تلقي‬ ‫اسم الشخص‬ ‫االستالم‬ ‫المسؤولين عن‬ ‫للردود‬ ،‫[السؤال‬ ‫التعليقات‬ ‫التعليقات‬ ‫يقدم‬ ‫الذي‬ ‫موقع‬ ‫العنوان أو معلومات‬ Date ‫توثيق ومعالجة‬ ‫الواردة‬ ،‫االقتراح‬ ‫المستلمة‬ ،‫(الهاتÙ?‬ :‫المالحظات‬ ‫المالحظات‬ Feedbac ‫الخاصة‬ ‫االتصال‬ ‫المالحظات‬ Brief ،‫المديح‬ ،‫[عالية‬ ØŒFB ،‫شخصيا‬ ‫(المعلومات‬ ‫موقع‬ ‫اسم‬ - k Descriptio ‫بالشخص الذي يقدم‬ Staff ] ‫الشكوى‬ ،‫متوسطة‬ ،‫موقع الويب‬ ‫اختيارية وتعامل‬ ‫مالحظات‬ / ‫المشروع‬ Receive Responsible n of ‫جنس مزود ردود‬ :‫المالحظات‬ Category ] ‫منخÙ?ضة‬ ) How ‫إلخ‬ ‫دائما على أنها‬ / ‫محاÙ?ظة‬ ‫المرجع‬ - ‫موقع المالحظات‬ d for Feedback / ‫الÙ?عل [ذكر‬ ‫(المعلومات اختيارية‬ of Priority was the ) Name ‫سرية‬ ‫ قرية‬/ ‫مدينة‬ Location GPS ‫إحداثيات‬ documentin Received ] Gender ‫أنثى‬ ) Address or ‫وسرية‬ Feedback of feedback of Person Location of of Location of g & of GRM User contact [question, Feedback received) Providing feedback feedback feedback - GPS processing [Male/Femal information for suggestion Received Phone, in- Feedback: Governate - Project coordinates feedback e] GRM User: , [High, person, FB, (information /City/Vill Name/ complime Medium, (information is Website, is optional age nt, Low] optional & Referen etc) and always complaint] confidential) ce treated as confidential) ‫موضوع التعليقات [على‬ ‫من الذي يجب عليه التعامل‬ ‫ومعلومات‬ ‫اسم‬ ‫**حالة معالجة التعليقات‬ ‫Ù?ÙŠ انتظار العمل‬ ‫[إذا تم حلها] ما هو‬ ‫[ **إذا تم حلها ومعلومات‬ ‫ بما Ù?ي‬،‫كيÙ? تم حل المشكلة‬ ‫سبيل المثال التأخير Ù?ي‬ ‫مع المالحظات ومتابعتها؟‬ ‫االتصال للشخص‬ ØŒ ‫ معلق‬، ‫[إقرار باالستالم‬ ‫لمعالجة التعليقات إذا لم‬ [If ‫تاريخ القرار؟‬ ‫االتصال الخاصة بموÙ?ر‬ ‫ذلك العملية التÙ?صيلية‬ ‫البناء وسوء استخدام‬ ‫[يرجى اإلشارة إلى ما إذا‬ ‫المسؤول عن معالجة‬ ‫ استجابة مرسلة إلى‬، ‫حل‬ Pending ‫يتم حلها‬ Resolved] What ‫المالحظات متاحة] ما هو‬ ‫للتعامل مع‬ ] Topic of ‫األموال‬ ‫كانت هذه مشكلة يمكن‬ Name ‫التعليقات‬ ]‫موÙ?ر المالحظات‬ Action to Address was the date of ‫تاريخ إرسال االستجابة إلى‬ feedback e.g. delay PMT ‫معالجتها بواسطة‬ & Contact Feedback if resolution? ‫التعليقات؟‬ ‫مزود‬ How ‫التاريخ ومن شارك؟‬ in construction, ‫على مستوى الوزارة أو‬ information of unresolved **[If resolved and the was the issue resolved, misuse of funds ‫المحاÙ?ظة أو البلدية أو وحدة‬ person in charge contact information including detailed **Status of addressing process of handling by ‫تنسيق المشروع أو أي كيان‬ of addressing the of GRM user is feedback date and who Who should ‫آخر‬ feedback available] What was [Acknowledged participated? handle and follow up Receipt, Pending, the date that the on the feedback? Resolved, Response response was sent to [please indicate if this sent to Feedback the feedback is an issue that can be Provider] provider? addressed by the PMT at the ministry or governorate level, the municipality, the PCU or other entity. 126 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 2- GRM UPTAKE FORM IRAQ EMERGENCY OPERATION FOR DEVELOPMENT PROJECT UPTAKE FORM FOR EODP GRM About this form: This Uptake Form (U001) is for the Iraq Emergency Operation for Development (EODP) grievance redress mechanism (GRM), which is composed of is composed of REFAATO’s GRM unit for EODP and the GRM units of EODP project management teams (PMTs) for ministries and governorates28. This form is intended for stakeholders, including beneficiaries and other persons effected by EODP to submit their feedback (including complaints, questions, suggestions and compliments). It is designed to document information that is required by the EODP GRM to investigate, address and respond to the feedback that has been submitted by beneficiaries, affected persons and citizens. REFAATO’s GRM unit for EODP, the GRM units of the Ministry and Governorate EODP PMTs and Field Engineers should have this form available to fill out when and if stakeholders contact them or when they are in the field and interact with stakeholders. This form is available online on the REFAATO Website and the websites of the EODP PMTs. To GRM User: Thank you for contacting EODP REFAATO/ [PMT name] GRM Department. We strive to address your feedback in a timely matter. Please note that that if you wish to share your contact information, you will receive a call within 72 hours from our GRM Coordinator informing you of how we will proceed with addressing your complaint or query. If you wish you remain anonymous, please note that we respect your privacy and confidentiality and then you will be assigned a case number that you can use to follow up on the status of your complaint or question. 28 Please include names of ministries and governorates 127 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Please answer the following questions: No Question Answer .1 Yes • Do you wish to remain anonymous? No • .2 If Yes, please note that the case number for this application is (XXXX) I. Contact Details .3 If you do not wish to remain anonymous, then please fill out the following information [Please complete in your details even if you are submitting feedback on behalf of another person] Family Name: First Name: Father’s name: ------------------ ------------------- ---------------- .4 Address: House number or name: ------------------------------------------------------------------------- Street name: ----------------------------------------------------------------------------------------- Town or city: ------------------------------------------------------------------------------------------ .5 Contact Information: Phone: --------------------------------------------------------------------------------------------------- - Email: ---------------------------------------------------------------------------------------------------- - WhatsApp/Viber/Facebook Messenger: ----------------------------------------------------------- .6 Phone number: • What is your preferred means of Email: • contact? (optional) WhatsApp/Viber/Facebook Messenger • II. Contact Details [if feedback is being submitted on behalf of another person] .7 I am their spouse or partner • What is your relationship to the person on whose behalf you are I am their parent or guardian • submitting feedback? I am their child • We are an NGO • Other • .8 Details of the person on whose behalf feedback is being submitted Family Name: First Name: Father’s name: ------------------ ------------------- ---------------- .9 Address: House number or name: ----------------------------------------------------------------------------- 128 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Street name: ------------------------------------------------------------------------------------------- Town or city: ------------------------------------------------------------------------------------------ .10 Phone number: • Preferred means of contact: Email: • WhatsApp/Viber/Facebook Messenger • .11 Sight • Does this person have any of the following challenges that should be Hearing • taken into account while Speech • communicating or responding to them? III. Details of Feedback .12 Type of Project: • Project of Concern: Governorate: • City: • District: • Project Name (if it is known): • .13 Question or Request for Information: • Type of feedback: Complaint • Recommendation: • Compliment: • Other: • .14 Detailed description of feedback: Please provide a description of your feedback. For complaints and queries, please describe in detail the grievance/complaint/recommendations you have: ------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------ .15 Pictures/videos • Evidence you can share with the GRM Coordinator to document this case Documents describing the situation • Official reports • Testaments from local community members • Any letters and communication with authorities • .16 If you are submitting a complaint, have you done anything to solve this issue? If yes, who did you contact and what steps have you taken in this regard? ------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------- ----------------------------------------- .17 Do you have any objections to? Getting contacted by the Project Management Team for further clarification and discussion about • the case? 129 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq A call with the REFAATO GRM Coordinator after you have received a response about your case to • gauge your satisfaction with the results? PLEASE NOTE: All citizens have the right to appeal the decision/outcome of a complaint that they have submitted to the EODP GRM. GRM users who are dissatisfied with the outcome of their complaint can resubmit their complaint to the REFAATO GRM Coordinator within 30 working days of receiving a response to the earlier case they had submitted. The other option is to go to court. Stamped: Dated: Signed by Case Officer 3- OPTIONAL USER SURVEY FOR REFAATO GRM FOCAL POINT If the GRM user agrees to a follow up call, the following information should be collected: No Question Answer .1 Yes • Were you satisfied by the process that REFAATO/PMT used for addressing and responding to your question or No • complaint? Please explain: --------------------------------------------------------------------- ----------------------------------------------------- .2 Yes • Were you informed by REFAATO/PMT GRM Coordinator on the stages of the process? No • Please explain: --------------------------------------------------------------------- ----------------------------------------------------- .3 Yes • Did you receive communication within the first 72 hours of your contacting the REFAATO/PMT No • GRM Department? Please explain: --------------------------------------------------------------------- ----------------------------------------------------- .4 Yes • Whether you were given a timeline for the resolution of your case and did REFAATO/PMT comply with these No • dates? Please explain: 130 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq --------------------------------------------------------------------- ----------------------------------------------------- .5 Yes • Whether you were contacted by the Project Management Team (PMT) to investigate your complaint or question? No • Please explain: --------------------------------------------------------------------- ----------------------------------------------------- .6 Very Good • How would you describe your overall experience with REFAATO/PMT? Satisfactory • Unsatisfactory • .7 Very Good • Were you satisfied by the results of the investigation? Satisfactory • Unsatisfactory • Please explain: --------------------------------------------------------------------- ----------------------------------------------------- 131 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq 132 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Annex 9 – Project Disclosure Information 133 | Page ESMP –Al-Sanabil Primary School Reconstruction, Baghdad Governorate, Iraq Annex 10 – UXO Clearance Letter of Al- Sanabil Primary School 134 | Page