EMERGENCY OPERATION DEVELOPMENT PROJECTS (EODP) ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN (ESMP) FOR Reconstruction of Al Andalus High School for Girls Project in Al Habbaniyah district, Al Anbar Governorate, Iraq EODP-AF Component 9 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 Ministerial Complex, Villa No.11, Baghdad, Iraq Tel: + 20 2 27359078 Tel: +9647705350898 Fax: + 20 2 2736 5397 E-mail: refaatoiraq@refaato.iq, E-mail: genena@ecoconserv.com URL: www.refaato.iq URL: www.ecoconserv.com EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Report Version History Version Date of Submission by EcoConServ Date of Review by the WBG Draft I 30.05.2021 Draft II 28.06.2021 Page | i EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Table of Contents EXECUTIVE SUMMARY ............................................................................................................................. X 1 INTRODUCTION .............................................................................................................................. 1 1.1 PROJECT BACKGROUND .......................................................................................................................... 1 1.2 RATIONALE FOR THE ESMP..................................................................................................................... 2 1.3 SCOPE OF WORK ................................................................................................................................... 3 2 INSTITUTIONAL AND LEGAL FRAMEWORK ...................................................................................... 4 2.1 PREFACE .............................................................................................................................................. 4 2.2 NATIONAL POLICY, LEGAL, REGULATORY AND ADMINISTRATIVE FRAMEWORKS ................................................. 4 2.3 WORLD BANK SAFEGUARD POLICIES ......................................................................................................... 5 2.4 THE WORLD BANK POLICY ON ACCESS TO INFORMATION .............................................................................. 5 2. 4. 1 E nv iro nme nta l , Hea l th and S af ety Gu id el in es ( E HS) ..................................... 6 2. 4. 2 Lab or In f lu x Gu i dan ce N ote ( 20 1 6) ...................................................................... 6 2. 4. 3 Good P ra ct ic e N ot e – A ddr ess ing Se xua l E xp lo i tat ion and A buse and Sexu al Ha rassm ent (S E A /S H) in In vest ment P ro j ect F ina nc in g ( 20 20 ) ..................... 6 3 PROJECT ACTIVITIES / DESCRIPTION ............................................................................................... 7 3.1 SUBPROJECT BACKGROUND ..................................................................................................................... 7 3.2 SUBPROJECT LOCATION .......................................................................................................................... 8 3.3 CURRENT CONDITION OF AL ANDALUS HIGH SCHOOL FOR GIRLS .................................................................... 9 3.4 CLEARANCE OF EXPLOSIVE REMNANTS OF WAR (ERW) / UNEXPLODED ORDNANCE (UXO) .............................. 10 3.5 MATERIAL SOURCING........................................................................................................................... 10 3.6 MAIN PROJECT ACTIVITIES .................................................................................................................... 10 3.6.1 Earth Work ............................................................................................................................ 12 3.6.2 Concrete Works..................................................................................................................... 12 3.6.3 Masonry Works ..................................................................................................................... 12 3.6.4 Steel and Carpentry Works ................................................................................................... 12 3.6.5 Internal and External Finishes ............................................................................................... 13 3.6.6 Sanitary Works...................................................................................................................... 13 3.6.7 Electrical Works .................................................................................................................... 14 3.6.8 Finish Site Works ................................................................................................................... 14 3.7 DESIGN CONSIDERATIONS WITH RESPECT TO THE ENVIRONMENTAL AND SOCIAL RISKS AND IMPACTS ................... 15 3.8 MAINTENANCE ACTIVITIES .................................................................................................................... 15 3.9 EQUIPMENT USED ............................................................................................................................... 15 3.10 RESOURCES CONSUMPTION (RE-CONSTRUCTION PHASE) ....................................................................... 15 3.10.1 Water ............................................................................................................................... 15 3.10.2 Fuel/Electricity ................................................................................................................. 15 3.10.3 Workers Camp.................................................................................................................. 16 3.10.4 Laydown area................................................................................................................... 16 3.11 LABOR .......................................................................................................................................... 16 3.12 WASTE GENERATION ....................................................................................................................... 16 3.13 WASTE HANDLING AND DISPOSAL ..................................................................................................... 16 3.14 PROJECT DURATION ........................................................................................................................ 17 Page | ii EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 4 ENVIRONMENTAL AND SOCIAL BASELINE CONDITIONS ................................................................ 18 4.1 BASIC INFORMATION ON THE PROJECT AREA ............................................................................................ 18 4.2 ENVIRONMENTAL BASELINE................................................................................................................... 19 4.2.1 Physical Environment ............................................................................................................ 19 4.2.2 Biological Environment (Flora and Fauna) ............................................................................ 23 4.3 SOCIOECONOMIC BASELINE ................................................................................................................... 24 4.3.1 Administrative Divisions ....................................................................................................... 24 4.3.2 Demographic Overview ........................................................................................................ 24 4.3.3 Human Development Index .................................................................................................. 25 4.3.4 Economic Activities ............................................................................................................... 28 4.3.5 Health ................................................................................................................................... 30 4.3.6 Utilities .................................................................................................................................. 31 4.3.7 Road Access and Traffic ........................................................................................................ 32 4.3.8 Public Safety and Mobility .................................................................................................... 33 4.3.9 Cultural Heritage .................................................................................................................. 33 4.3.10 Land Use........................................................................................................................... 34 4.3.11 Displacement and Returns ............................................................................................... 34 4.3.12 Al Andalus High School for Girls Profile ............................................................................ 35 4.3.13 Vulnerable Groups ........................................................................................................... 37 5 ASSESSMENT OF POTENTIAL RISKS AND IMPACTS ........................................................................ 38 5.1 POTENTIAL E&S IMPACTS DURING THE PRE-CONSTRUCTION PHASE .............................................................. 38 5.2 POSITIVE IMPACTS DURING RECONSTRUCTION PHASE ................................................................................. 38 5.3 NEGATIVE IMPACTS DURING RECONSTRUCTION PHASE ............................................................................... 39 5.3.1 Environmental Impacts ......................................................................................................... 39 5.3.2 Occupational Health and Safety Impacts.............................................................................. 42 5.3.3 Community Health and Safety Impacts ................................................................................ 44 5.3.4 Social Impacts ....................................................................................................................... 44 5.4 POSITIVE IMPACTS DURING OPERATION/MAINTENANCE PHASE ................................................................... 48 5.5 NEGATIVE IMPACTS DURING OPERATION/MAINTENANCE PHASE .................................................................. 48 5.5.1 Environmental Impacts ......................................................................................................... 49 5.5.2 Occupational Health and Safety Impacts.............................................................................. 49 5.5.3 Community Health and Safety Impacts ................................................................................ 49 5.6 SOCIAL IMPACTS ................................................................................................................................. 49 5.6.1 Accessibility of students to school ........................................................................................ 49 5.7 SUMMARY OF IMPACTS ........................................................................................................................ 50 6 EVIRONMENTAL AND SOCIAL MANAGEMENT PLAN ..................................................................... 53 6.1 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN DURING RE-CONSTRUCTION AND OPERATION/MAINTENANCE PHASES ....................................................................................................................................................... 53 6.2 ENVIRONMENTAL AND SOCIAL MONITORING FOR RECONSTRUCTION AND OPERATION PHASES .......................... 78 6.3 INSTITUTIONAL FRAMEWORK ................................................................................................................. 85 6.3.1 Environmental Management Structures............................................................................... 85 6.3.2 Roles and responsibilities of the Contractor’s Environmental Health and Safety (EHS) Officers 85 6.3.3 Roles and responsibilities of the E&S Project Management Team (PMT)............................. 86 Page | iii EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 6.3.4 School management ............................................................................................................. 87 6.4 SUMMARY OF THE TENTATIVE BUDGET REQUIRED TO IMPLEMENT THE ESMP ................................................ 89 7 PUBLIC CONSULTATION AND PARTICIPATION ............................................................................... 91 7.1 INTRODUCTION ................................................................................................................................... 91 7.2 STAKEHOLDER IDENTIFICATION............................................................................................................... 91 7.3 CONSULTATION METHODOLOGY AND ACTIVITIES....................................................................................... 91 7.3.1 First round of consultation summary (Educational Directorate and School principal): ........ 92 7.3.2 Second round of consultations:............................................................................................. 94 7.3.3 Summary of consultation outcomes ................................................................................... 102 7.3.4 Grievance Redressal Mechanism (GRM) ............................................................................. 102 7.3.5 EODP Grievance Management Process .............................................................................. 106 7.4 DISCLOSURE ACTIVITIES ...................................................................................................................... 112 ANNEXES.............................................................................................................................................. 113 ANNEX 1: CHANCE FIND PROCEDURE ENGLISH .................................................................................... 114 ANNEX 2: MAIN STAKEHOLDERS IDENTIFIED........................................................................................ 117 ANNEX 3: LAND OWNERSHIP DOCUMENT (AL ANDALUS SCHOOL) ...................................................... 120 ANNEX 4: FEEDBACK UPTAKE FORM ON REFAATO’S WEBSITE (ARABIC AND ENGLISH) ........................ 121 ANNEX 5: FEEDBACK UPTAKE FORM ON MINISTRY OF EDUCATION WEBSITE (ARABIC) ....................... 126 ANNEX 6: SAFEGUARDS PROCEDURES FOR INCLUSION IN THE TECHNICAL SPECIFICATIONS OF CONTRACTORS ..................................................................................................................................... 127 ANNEX 7:COVID-19 MEASURES ............................................................................................................ 140 ANNEX 8: PRACTICAL TOOLS FOR VIRTUAL ENGAGEMENT DURING COVID 19 ..................................... 146 ANNEX 9: GRIEVANCE AND REDRESS MECHANISM FORMS AND LOG .................................................. 147 1- GRM LOG ................................................................................................................................. 147 2- GRM UPTAKE FORM ................................................................................................................ 149 3- OPTIONAL USER SURVEY FOR REFAATO GRM FOCAL POINT .................................................. 153 ANNEX 10: CLEARANCE OF EXPLOSIVE REMNANTS OF WAR (ERW) / UNEXPLODED ORDNANCE (UXO) LETTER ................................................................................................................................................. 155 ANNEX 11: DETAILED INFORMATION ABOUT THE NATIONAL IRAQI LEGAL REGULATIONS PERTINENT TO THE SUBPROJECT AND THE GAP ANALYSIS ........................................................................................... 157 Page | iv EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project List of Tables Table 2-1: World Bank safeguard operational policies and their applicability to the Subproject .................................................................................................................................... 5 Table 3-1: Location of Al Andalus High School for Girls and its surroundings ........................ 8 Table 4-1: Demographic Trends in Al-Anbar Governorate ........................................................ 25 Table 4-2: Human Development Index in Iraq ............................................................................. 26 Table 4-3: Distribution of Al-Anbar Governorate’ School by Type .......................................... 26 Table 4-4: Distribution of Al-Anbar Governorate’ Students by Educational Level ................ 27 Table 4-5: Employment and Unemployment Rates in Al-Anbar Governorate ....................... 28 Table 4-5: Labor Force and Unemployment in Husaybah East 2021........................................ 29 Table 4-6: Health services available in the project area ............................................................... 31 Table 4-7: Number and categories of workers in the health sector in Al-Anbar Governorate 25 ................................................................................................................................................... 31 Table 4-8: Utilities available in Al-Anbar Governorate 25 ............................................................. 31 Table 5-1: Summary of Impact Assessment................................................................................... 51 Table 6-1 Environmental and Social Management Plan during Subproject Phases ................ 53 Table 6-2 Environmental and Social Monitoring Plan during Reconstruction, and Operation/Maintenance Phases ............................................................................................. 78 Table 6-3:Recommended training courses for designated staff and resident engineer............ 87 Table 6-4: Recommended training courses for social staff ..... Error! Bookmark not defined. Table 6-5: Tentative Budget Required to Implement the ESMP ................................................ 90 Table 7-1: Summary of the consultation activities that were conducted in project area ......... 92 Table 7-2: Key comments and concerns raised during the consultations ................................. 96 Table 7-3: GRM uptake channels for submission of feedback ................................................. 105 Table 7-4: Classification of grievance level .................................................................................. 107 Table 7-5: Summary of Roles and Functions for EODP GRM ............................................... 109 Page | v EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Table of Figures Figure 0-1: Location of Al Andalus High School for Girls in Husaybah East and its surroundings ............................................................................................................................... xi Figure 1-1: Al Andalus High School for Girls Project and the surrounding area ...................... 2 Figure 3-1: Location of Al Andalus High School for Girls and the alternative school ............. 7 Figure 3-2: Location of Al Andalus High School and its surroundings....................................... 9 Figure 3-2: The road towards Al Andalus High School for Girls ................................................. 9 Figure 3-2: Al Andalus High School for Girls current state .......................................................... 9 Figure 3-2: The alternative school hosting students of Al Andalus School students (Zaid Ben Haritha High School for Girls) ................................................................................................. 9 Figure 3-2: Shops near the school ..................................................................................................... 9 Figure 3-4: Debris left from the destroyed Al Andalus school ..................................................... 9 Figure 3-6: The surrounding wall for the school destroyed......................................................... 10 Figure 3-7: Debris onsite................................................................................................................... 10 Figure 3-8: Damaged school buildings............................................................................................ 10 Figure 3-9: Disposal Dumping Site ................................................................................................. 11 Figure 3-10: Al Sijaria dumpsite distance from Al Andalus School............................................ 17 Figure 4-1 Al Anbar governorate..................................................................................................... 18 Figure 4-2: Average temperatures in Al Habbaniyah district ...................................................... 19 Figure 4-3: Precipitation Amounts in Al Habbaniyah district ..................................................... 19 Figure 4-4: Wind rose of Al Habbaniyah district .......................................................................... 20 Figure 4-5: Seismic Zones in Iraq .................................................................................................... 21 Figure 4-6: Al Andalus High School for Girls and Euphrates River .......................................... 22 Figure 4-7: Groundwater Depth in Iraq ......................................................................................... 23 Figure 4-8: Biological Environment nearby the Subproject location ......................................... 24 Figure 4-9: Age distribution of Al Anbar Governorate 2018 ...................................................... 25 Figure 4-10: Al Andalus High School for Boys ............................................................................. 27 Figure 4-11: Shops in Husaybah East ............................................................................................. 30 Figure 4-12: Small shops located in the vicinity of Al-Andalus School ..................................... 30 Figure 4-13: Al Madeek Health Center ........................................................................................... 30 Figure 4-14: National Electricity Grid within the Area of Influence ......................................... 32 Figure 4-15: Road No 10 leading to School site ............................................................................ 33 Figure 4-16: Al-Sudda Road ............................................................................................................. 33 Figure 4-17: Nearest mosques to school site ................................................................................. 34 Figure 4-18: Residential buildings surrounding the subproject area ........................................... 34 Figure 4-19: Info graphic: Al-Anbar Governorate profile and monthly humanitarian response ...................................................................................................................................... 35 Figure 4-20: Al- Andalus High School for Boys............................................................................ 36 Figure 4-21: Al- Andalus School for Girls ..................................................................................... 36 Figure 4-22: Road to the Alternative School.................................................................................. 37 Figure 4-23: Zaid Ben Haritha School (the alternative school) ................................................... 37 Figure 5-1: Nearest surface water body from Al Andalus High School for Girls .................... 41 Figure 5-2: Debris in subproject site ............................................................................................... 42 Figure 5-3: Caravans .......................................................................................................................... 45 Figure 7-1: Disclose information on Husaybah East Facebook ................................................. 94 Figure 7-2: Meeting in the Educational Directorate ..................................................................... 94 Page | vi EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Figure 7-3: Meeting with the School principal ............................................................................... 94 Figure 7-4: Female students (not willing to expose their faces) .................................................. 95 Figure 7-5: Traders and daily wage workers ................................................................................... 95 Figure 7-6: Grievance Management Process................................................................................ 106 Page | vii EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project ABBREVIATION LIST Abbreviation Complete Word AoI Area of Influence ESMMoP Environmental and Social Management and Monitoring Plan CO Carbon Monoxide CSO Central Statistical Organization E&S Environmental and Social EODP Emergency Operation for Development Project EODP-AF Emergency Operation for Development Project-Additional Finance EPID Environment Protection and Improvement Directorate ERW Explosive Remnants of War ESMF Environmental and Social Management Framework ESMP Environmental and Social Management Plan ESMoP Environmental and Social Monitoring Plan GBV Gender Base Violence GoI Government of Iraq GRM Grievance Redressal Mechanism H&S Health and Safety HSE Health, Safety and Environment ID Identification Card IFC International Finance Cooperation IOM International Organization for Migration ISIS Islamic State of Iraq and Syria Km Kilometer NGOs Non- Governmental Organizations No. Number NOx Nitrogen Oxides OHSA Occupational Health and Safety Administration OP Operational Policy PCU Project Coordination Unit PM10 Particulate Matter (10) Page | viii EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Abbreviation Complete Word PM2.5 Particulate Matter (2.5) PMT Project Management Team REFAATO Reconstruction Fund for Areas Affected by Terroristic Operations SO4 Sulphate SOx Sulfur Oxides ToR Terms of Reference UXO Unexploded Ordinance VOCs Volatile Organic Carbons WB World Bank WHO World Health Organization Page | ix EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project EXECUTIVE SUMMARY INTRODUCTION This report is the Environmental and Social Management Plan (ESMP) for the Reconstruction of Al Andalus High School for Girls that is located in Al Madeek Neighborhood, Husaybah East City, Habbaniyah District in Al-Anbar Governorate. Al Andalus School consisted of 12 classes that were used to accommodate 500 female students. The total number of teachers were 30 (17 males and 13 females). The school was damaged and all students were moved to Al Andalus High School for Boys for 3 years. Al Andalus High School for Girls was founded in 2009. It is located 100 meters from the main road that passes through the city. The school belongs to the Ministry of Education (MoE). The school got completely destroyed by the terrorist attacks of ISIS (100% Damage) after using the school as one of their locations in 2014. The students and teachers moved to an alternative/hosting school (Zaid Ben Haritha High School for Girls), which is about 1 km from the site of the destroyed School. It takes a ten minute car drive or a 30 minute walk to go there. The alternative school is located in Al Sadda road. School Coordinates Al Andalus School (Destroyed School) 33°24'3.30"N 43°29'11.41"E Zaid Ben Haritha School (Alternative 33°25'0.57"N School) 43°29'12.67"E 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 main activities which are expected to be carried out comprise foundation works (earthworks), concrete works, internal and external finishes, electrical and sanitary works. 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. PROJECT DESCRIPTION Project Location Al Andalus High School for Girls is located in Al Madeek Neighborhood, Husaybah East city, Habbaniyah District in Al-Anbar Governorate. The school is located North of Habbaniyah lake and close to Euphrates river, on its west bank. Page | x EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project The project area is located in an urban underdeveloped area with minimal agriculture and grazing activities. The nearby surroundings to the school are shops, mosques and residential buildings. Figure 0-1: Location of Al Andalus High School for Girls in Husaybah East and its surroundings 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. • Excavation and earth work for Administration building, classrooms, labs, students’ toilets, utilities building, rooftop corridors, guard building and site works. • Concrete works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. • Masonry works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. • Steel and Carpentry works (doors, windows, handrails, etc.) for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. • Finishes for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. Page | xi EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project • Sanitary Works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building, rooftop corridor and other site works. • Other Finish Site Works. Operation and Maintenance Activities Upon completion of the reconstruction phase, the following maintenance activities are expected to take place in the school: - Some painting works for the school buildings; - Periodic maintenance for the electrical facilities of the school buildings; - Periodic maintenance for the sanitary facilities of the school. INSTITUTIONAL AND LEGAL FRAMEWORK The subproject will adhere to Iraqi legislations and World Bank Safeguard Policies. Applicable Environmental and Social Legislations in Iraq: • Law no. 27 for the year 2009: Protection and Improvement of Environment • Law no. 37 for the year 2008: The Ministry of Environment • Regulation no. 4 of the year 2012: Ambient Air Quality • Law no.41 of the year 2015: Noise Protection and control • Law no. 50 of the year 2008: Water Resources Management • Law no. 2 of the year 2001: Water Systems Protection • Act no. 25 of the year 1967: The Regulation for the Protection of Rivers • Law No. 12 of 1995 for Maintenance of Irrigation and Drainage Network • Instructions no. 3 of 2015 on Hazardous Waste Management • Instructions no. 2 of 2014 on Environmental Protection from Municipal Waste. • Directive No. (67) of 1986 Regulating the Debris Collection Areas. • Ministry of Education formation Law No 22 of year 2011. • Instructions no. 12 of the year 2016: Occupational Health and Safety requirements • Law No. 6 of 1988 concerning the National Commission for Occupational Hygiene and Safety, governing the enforcement of OHS regulations • Law no. 37 of the year 2015: The Iraqi Labor Law • Law no. 89 of the year 1981, amended by Decree No.54 of 2001: Public Health World Bank Safeguard Policies 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: • OP 4.01 – Environmental Assessment (applicable to subproject) • OP 4.11 – Physical Cultural Resources (not applicable to subproject) • OP 7.50 – Projects on International Waterways (not applicable to subproject) • OP 4.12 - Involuntary Resettlement (not applicable to subproject) Page | xii EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project The proposed project is classified as Category B according to the World Bank. This mandates an Environmental and Social Management Plan (ESMP). Additional guidelines that are applicable to the subproject are listed below: • The World Bank Policy on Access to Information • Environmental, Health and Safety Guidelines (EHS) • Labor Influx Guidance Note (2016) • Good Practice Note – Addressing Sexual Exploitation and Abuse and Sexual Harassment (SEA/SH) in Investment Project Financing (2020) ENVIRONMENTAL AND SOCIAL IMPACTS Positive Impacts during Reconstruction Phase The School subproject is anticipated to result in creation of various direct job opportunities. The total number of jobs that will be made available is 58 jobs. They are segregated as follows: engineers (4), admins (3), accountant (1), skilled (10) and workers (40). Most of them will be recruited from the area of influence. They will be recruited for about one year, which is the expected subproject construction phase duration. It is worth mentioning that the total number of workers might increase in the event of trying to expediate the construction process. Positive Impacts during Operation/maintenance Phase The reconstruction of school will result in many benefits in terms of helping students to continue schooling, support the returnees, enable community to have better educational facilities…etc. Negative Environmental and Social Impacts The following table presents the identified impacts and their significance for pre-construction, reconstruction and operation/maintenance phases. Receptor/ Impact Description of Impact EHS Aspect Significance Impacts during pre-construction Phase Air Quality and Impact on air quality and noise levels if the location of the diesel Major Noise Levels generator is not properly selected Groundwater Impact on ground water contamination if the septic tanks and toilet facilities are not properly designed, the risk of ground water Major pollution contamination will be high Community health and safety Improper water supply to the school due to poor design and Major improper defined specs of water tanks Students and Students and school staff’ health might be affected due to not considering proper ventilation and natural lighting inside the class Major school staff’ health rooms Page | xiii EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Receptor/ Impact Description of Impact EHS Aspect Significance Students’ accessibility to In case of poor access design, the risk of accessibility to school will Major school be high Female students and teachers Improper and gender sensitive design of toilets and rest areas Major facilities Impacts during reconstruction Phase Construction activities such as site clearing, excavation and debris removal will produce dust and exhaust emissions. In addition, any Air Quality open oil storage will increase the concentration of VOCs in ambient Moderate air. 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 Noise increase in ambient noise levels mainly because they involve the use Moderate of heavy construction equipment such as excavators, loaders and trucks. Solid & Liquid Inappropriate handling of solid, liquid and hazardous waste, leading to soil, and potentially groundwater, contamination Moderate Waste generation • Leakages from equipment, holding tanks or chemical containers Soil leakages and spills. Moderate • Improper waste disposal. General risks associated with construction sites and anticipated include slips and falls; moving Lorries and machinery; exposure to chemicals and other hazardous materials. Occupational The lifting of debris might result in OHS impacts, especially, during Moderate health and safety the loading of debris on trucks which might cause accidents in the site. Additionally, sharp debris might cause injuries to workers while loading it. Impacts on community health and safety are expected to result from emissions of gaseous pollutants and dust, increased background noise levels, uncontrolled dumping of construction waste, accidental falls in temporary excavated trenches, accidental contact with equipment. Community health Lifting of debris might cause accidents for community people who Moderate and safety work in the construction sites. Additionally, accidents might occur outside the site due to the falling debris. The community health might be affected due to gender based violence including sexual exploitation and sexual abuse. Traffic might be interrupted by transporting of construction in Traffic Minor narrow streets. As a result of the construction work, existing utilities might be Utilities accidently damaged. Minor Page | xiv EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Receptor/ Impact Description of Impact EHS Aspect Significance There is a potential to set up contractor’s campsites for workforce on project-owned land in School subproject site. Accordingly, a strict Contractor’s list of recommendations, instructions, and restrictions will have to be Moderate Campsite prepared to minimize the negative ecological and social impact of the camp and the restoration of the site after the construction phase. The contractors rely on recruiting workers and technicians during the pre-construction and construction works. The temporary Labor influx and presence of additional workers may have impacts on the Temporary Labor project areas in terms of: Minor influx - Risk of social conflict - Increased risk of illicit behavior and crime - Increased risk of communicable diseases - Gender based violence Construction projects increase the risk of GBV due to the presence of workers in the construction site located within school boundaries. The GBV will result on two levels: 1- Inside the construction site in terms of any discrimination based on gender of employed people. Gender based 2- Outside the site in the form of: Minor violence • Sexual exploitation and sexual abuse • Potential restriction of women and young girls’ movement across the project ’s location. • The probability of causing illegitimate sexual relations with young girls from the surrounding communities. Child Labor Construction projects can lead to an increased risk of child labor. Moderate The construction activities can lead to the deterioration of the visual Visual Landscape landscape. Minor As the subproject activities do not involve deep excavation works, there is no probability to find antiquities. However, in case of the unlikely event of chance finds, the procedures as detailed in Annex Cultural Heritage (1) will be applied. Minor and Antiquities With regards to the newly constructed mosques located in the vicinity of school, the mosques might be slightly affected by the construction activities. Impacts during Operation/Maintenance Phase During the operation phase, waste is expected to be generated from Solid & Liquid everyday consumption of the school occupants as well as from Minor Waste generation periodic maintenance activities. As the domestic wastewater generated from the toilets will be collected in holding tanks prior disposal, the improper management Groundwater and disposal of the domestic sewage holding tanks could possibly Minor pollution pollute the ground water. The impact of domestic sewage on ground water is expected to be of minor significance. Page | xv EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Receptor/ Impact Description of Impact EHS Aspect Significance 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 Occupational recognized. The main causes of such accidents include the injury of Minor health and safety workers when using heavy equipment or falling from height or slipping. Also, electrification is a major risk to all workers during maintenance activities. There might be a probability to transmit diseases to community Community health people during operation phase, particularly, COVID 19 as the school Minor and safety children might transmit diseases to their families. Students with mobility or visual disability might not have equitable Accessibility of access to school in case of not considering the universal access in the Minor students to school design of school building. 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 GBV Minor and female teachers there might be a sort of GBV impacts as follows: sexual exploitation and sexual abuse and discrimination against female teachers and staff. 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 Re-construction and Operation phases of the Subproject. STAKEHOLDER CONSULTATIONS The Consultant carried out stakeholder engagement activities in March- April 2021, through the following methods: interviews with community members surrounding the subproject area, as well as Focus Group Discussions (FGDs). The diversity of community representation was considered. The key findings from the consultation events can be summarized as follows: • Almost all consulted groups agreed that the absence of the school results in problems, particularly with the alternative school. Girls dropout is one of the main problems reported • Benefits of the subproject are reported by all consulted groups including teachers • Drawbacks of the subproject are relatively limited to the probability of construction delay • Impacts on markets and job creation were reported as benefits of the subproject during the construction phase Page | xvi EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project • There is a complaint system adopted by the Ministry of Education and is sensitive to gender aspects • Continuity of school operation is very essential to all consulted groups • Female contribution to labor market is limited to specific types of jobs e.g. sales and administrative works • Problems faced by teachers in the alternative schools were reported as they are obliged to work in the afternoon leaving their children at homes • Quality assurance of construction materials is essential in order to warrantee good quality of building 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 4- The Social Development Officer (SDO) All received complaints should be transferred to the Social Development Officer (Mr. Abd El Sattar Ali Hamad (07831868642) during the 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 9 GRM log). Page | xvii EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 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 Out â€? Ofâ€?School Youth Training and Support Programs, and institutional strengthening and sector development support1. 1.1 Project Background Al Andalus High School for Girls was founded in 2009. It is located 100 meters from the main road that passes through the city. The school belongs to the Ministry of Education (MoE). The school got completely destroyed by the terrorist attacks of ISIS (100% Damage) after using the school as one of their locations in 2014. The students and teachers moved to an alternative/hosting school (Zaid Ben Haritha High School for Girls), which is about 1 km from the site of the destroyed School. It takes a ten minute car drive or a 30 minute walk to go there. The alternative school is located in Al Sadda road. Al Andalus High School for Girls is located in Al Madeek Neighborhood, Husaybah East city, Habbaniyah District in Al-Anbar Governorate. The main aim of the Emergency Operation for Development Project (EODP) for Iraq is to help the country in the reconstruction process of necessary damaged infrastructures that would help restore the normal public services at targeted municipal regions. This ESMP will focus on the reconstruction of Al Andalus High School for Girls Project, which will take place in Husaybah East sub-district, Al Habbaniyah district, Al Anbar governorate. This subproject will include the following activities: • Excavation and earth work for Administration building, classrooms, labs, students’ toilets, utilities building, rooftop corridors, guard building and site works. • Concrete works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. • Masonry works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. • Steel and Carpentry works (doors, windows, handrails, etc.) for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. • Finishes for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. 1 https://ewsdata.rightsindevelopment.org/files/documents/15/WB-P161515_ANaKttN.pdf Page | 1 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project • Sanitary Works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building, rooftop corridor and other site works. • Other Finish Site Works. Figure 1-1: Al Andalus High School for Girls Project and the surrounding area 1.2 Rationale for the ESMP The key objectives of the ESMP are the following: • Describe the subproject’s components and activities of relevance to the environmental and social assessments; • Identify relevant national and international legal requirements and guidelines; • Assess the baseline status of environmental and social conditions; • Evaluate potential site-specific environmental and social impacts of the subproject; • Developing environmental & social management and monitoring plans in compliance with the relevant national and international legislation; • Establish the roles and responsibilities of all parties involved in the subproject’s environmental and social management; Page | 2 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project • Document key environmental and social concerns raised by stakeholders during public consultation activities; • 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 subproject. Accordingly, the structure of this document is as follows: • Chapter one: Introduction • Chapter two: Institutional and Legal Framework • Chapter three: Project/Activities Description • Chapter four: Environmental and Social Baseline Conditions • Chapter five: Assessment of Potential Risks and Impacts • Chapter six: Environmental and Social Management Plan • Chapter seven: Stakeholder Engagement and Public Consultation This document is guided by the ESMF for the EODP-AF. The information drawn from the ESMFs 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. Page | 3 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 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 is presented in Annex (11). 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 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 Labor Laws â–ª Law no. 37 of the year 2015: The Iraqi Labor Law Page | 4 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 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 which 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 Project of Physical Al-Andalus Intermediate School although it has been Cultural Yes No triggered by the Parent project EODP, but if these Resources opportunities occur, a chance find procedure will be (OP/BP 4.11) implemented (Annex 1) Indigenous Peoples No No No indigenous people are identified in Iraq. (OP/BP 4.10) Al-Andalus Intermediate School Rehabilitation Project Involuntary does not involve physical or economic displacement. Resettlement Yes No Additionally, there are no encroachers or squatters (OP/BP 4.12) detected within the boundaries of school 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 Yes No particular Subproject is not expected to affect 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: • Maximizing access to information; • Setting out a clear list of exceptions; Page | 5 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project • Safeguarding the deliberative process; • Providing clear procedures for making information available; and • Recognizing requesters’ right to an appeals process. 2.4.1 Environmental, Heal th and Safety Guidelines (EHS) 2 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 subsections: 1. Environmental Guidelines 2. Occupational Health and Safety Guidelines 3. Community Health and Safety Guidelines 4. Construction and Decommissioning Guidelines Sections 5.3.2, 5.3.3 of this report shed light on the occupational health and safety and community health and safety impacts. Additionally, the mitigation measures are presented in the management table illustrated in section 6. 2.4.2 Labor Influx Guidance Note (2016) 3 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 impacts related to Labour influx e.g., risk of social conflict, illicit behaviour and crimes. Labour influx was discussed under section 5.3.4.4 of this report and the mitigation measures are presented in the management table illustrated in section 6. 2.4.3 Good Practice Note – Addressing Sexual Exploitation and Abuse and Sexual Harassment (SEA/SH) in Investment Project Financing (2020) 4 The World Bank has developed this Good Practice Note (GPN) to assist Task Teams in identifying risks of SEA/SH – as opposed to all forms of GBV that can emerge in Investment Project Financing involving major civil works contracts– and to advise Borrowers on how to best manage such risks. The GPN builds on World Bank experience, relevant international instruments, and good international industry practices, including those of other development partners. This aspect was discussed under section 5.3.4.6 of this report and the mitigation measures are presented in the management table illustrated in section 6. 2 Environmental, Health and Safety (EHS) Guidelines 3 Labor Influx Management Guidance Note - 2016 4 Good Practice Note - Addressing Sexual Exploitation and Abuse and Sexual Harassment (SEA/SH) in Investment Project Financing - 2020 Page | 6 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 3 PROJECT ACTIVITIES / DESCRIPTION 3.1 Subproject Background Al Andalus High School for Girls was founded in 2009. It is located 100 meters from the main road that passes through the city. The school belongs to the Ministry of Education (MoE). The school got completely destroyed by the terrorist attacks of ISIS (100% Damage) after using the school as one of their locations in 2014. The students and teachers moved to an alternative/hosting school (Zaid Ben Haritha High School for Girls), which is about 1 km from the site of the destroyed School. It takes a ten minute car drive or a 30 minute walk to go there. The alternative school is located in Al Sadda road as shown in the following figure. School Coordinates Al Andalus School (Destroyed School) 33°24'3.30"N 43°29'11.41"E Zaid Ben Haritha School (Alternative School) 33°25'0.57"N 43°29'12.67"E Figure 3-1: Location of Al Andalus High School for Girls and the alternative school Students need around 30 minutes of walking to reach the alternative school and this is considered a burden on the students to do a daily round trip walk of one kilometer under the hot and dry sun as well as on rainy and cold days. But currently, the study in schools is suspended in Iraq due to COVID-19 circumstances. Page | 7 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 3.2 Subproject Location Al Andalus High School for Girls is located in Al Madeek Neighborhood, Husaybah East city, Habbaniyah District in Al-Anbar Governorate. The school is located North of Habbaniyah Lake and close to the Euphrates river, as shown in the figures. Land allocated for school was owned by Al- Habbaniyah District and was reallocated to the Ministry of Education as per ownership of land document Annex 3. The subproject area is located in an urban area. The nearby surroundings to the school are commercial shops, residential buildings, services buildings (e.g. Health Centers) and a mosque. The following table shows the location of Al Andalus High School for Girls and its surroundings: Table 3-1: Location of Al Andalus High School for Girls and its surroundings Subproject Location Longitude (E) Latitude (N) Al Andalus High School for Girls 43°29'11.41"E 33°24'3.30"N Surroundings Health Center 43°29'2.98464"E 33°24'7.44768"N Mosque 43°29'10.8636"E 33°24'4.221"N Shops 43°29'13.21116"E 33°24'3.69612"N Alternative School Zaid Ben Haritha High School for Girls 43°29'12.67"E 33°25'0.57"N The following figure shows the location of Al Andalus High School for Girls and its surroundings. Page | 8 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Figure 3-2: Location of Al Andalus High School and its surroundings The following figure shows site visit photos for the surroundings Al Andalus High School for Girls. Figure 3-3: The road towards Al Andalus High School for Girls Figure 3-4: Al Andalus High School for Girls current state Figure 3-5: The alternative school hosting students of Al Andalus School students (Zaid Ben Haritha High School Figure 3-6: Shops near the school for Girls) 3.3 Current Condition of Al Andalus High School for Girls The following presents site visit photos for the damage in the Al Andalus High School for Girls buildings. The school is currently completely destroyed and most of the debris has been removed as illustrated in the figures below. Figure 3-7: Debris left from the destroyed Al Andalus school Page | 9 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Figure 3-8: The surrounding wall for the school Figure 3-9: Debris onsite destroyed Figure 3-10: Damaged school buildings 3.4 Clearance of Explosive Remnants of War (ERW) / Unexploded Ordnance (UXO) The site has been cleared from UXO and the official clearance letter has been issued. Annex (10) shows a copy of the received letter. 3.5 Material Sourcing The construction materials will be supplied from the nearby licensed local markets and other cities within Al Anbar governorate. 3.6 Main Project activities The work will begin by lifting and transporting the existing debris onsite to the assigned dumpsite identified by the local municipality in coordination with the PMT, contractor and local municipality. The proposed dumpsite, identified by the municipality, is Al Sujaria dumpsite located at a distance of about 12 Km from the School and far from the city, as shown in the figure below. Page | 10 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Figure 3-11: Disposal Dumping Site The following is a summary of the reconstruction activities that need to be implemented for Al Andalus High School for Girls. • Debris removal and disposal at the selected dumpsite(Al Sijaria dumpsite) as agreed with the local authority. • Excavation and earth work for Administration building, classrooms, labs, students’ toilets, utilities building, rooftop corridors, guard building and site works. • Concrete works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. • Masonry works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. • Steel and Carpentry works (doors, windows, handrails, etc.) for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. • Finishes for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. • Sanitary Works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building, rooftop corridor and other site works. • Other Finish Site Works. The field works will start by: Page | 11 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project • Removing the rubble and debris existing onsite (around 2365 m2) and all obstacles onsite; • Cleaning the site completely and transporting the removed rubble and debris to the assigned dumpsite identified by the local municipality; • Site leveling to the natural ground level; • Place caravans for the construction engineers inside the school yard; • Supply materials and tools to construct protection fence around the subproject’s site boundary using iron sections and corrugated steel sheets; and • Clean the yards around the school, grading leveling and backfilling. 3.6.1 Earth Work • 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 635 m3, but a portion may be used in backfilling. • Backfilling the excavated areas with layers of sand and gravel and compacting each layer as needed. • Backfilling the floors with clean soil (i.e., soil that does not contain organic matter and impurities) and applying good compaction. • Treating the foundation soil with an approved anti-termite solution. 3.6.2 Concrete Works • Casting a 10-cm thick concrete blinding layer containing salt-resistant cement and placing two layers of thick nylon sheets below it, into which the concrete will be poured. • 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. • 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. • 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. 3.6.3 Masonry Works • Laying bricks below the damp proof course (DPC) level. The bricks will be connected using salt-resistant cement mortar. • Laying bricks above the DPC level and connecting them using Portland cement mortar. 3.6.4 Steel and Carpentry Works Under this item, the following will be installed. • Steel windows of different sizes. They will be painted using oil paint. • Steel grills for some windows • External and internal steel doors. These doors will also be painted. Page | 12 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project • Wooden doors for the administration building, classrooms, and labs. • Steel ladders with protection grills • Handrails in the classroom and lab buildings 3.6.5 Internal and External Finishes • Plastering external walls with mortar and then applying emulsion (water-based) paint. For some walls, gypsum plastering will be applied. • For external plastered walls, white cement will be applied as a final finishing layer. • Applying and fixing ceramic tiles for student toilets and the guard building. • Installing suspended ceilings for the Administration building. • Applying and fixing mosaic and ceramic tiles. • 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. • Constructing external walkways as follows: o Excavating a 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 concrete blinding layer. o Casting another 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. 3.6.6 Sanitary Works Drainage / Rainwater Pipelines • Install good quality UPVC plastic pipelines of at least 6 atmosphere working pressure, with all fittings, branches and bend. Manholes • Pour reinforced concrete manholes and plaster the external walls with salt-resistant cement. • Install a cast iron cover for each manhole. Septic Tanks and Seepage pits • Construct reinforced concrete septic tanks. The school will have septic tanks of specified volume per the BOQ data, each having three cast iron covers. • Construct seepage pits at a depth of around two meters. • The design of septic tanks and toilet facilities should be located at a safe distance and if possible at a lower gradient of the water supply network. • Septic and drinking water tanks should be regularly cleaned and maintained. Page | 13 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Water Supply Network • Installing polypropylene random pipes with diameters ranging from 15 mm to 25 mm. The work includes all accessories and fittings. Other • Installing ground siphons. • Installing hose taps, water closets, sinks, wash basins and fire extinguishers (type CO2, capacity of around 6 kg) where required. • Installing roof and ground water tanks. • Casting a reinforced concrete basin for the drinking foundation in the student toilets building. 3.6.7 Electrical Works The following electrical components will be installed o Main and sub distribution boards o Power outlets as per the school’s design o Lamps with different power ratings o Outdoor lights with all accessories o Office call system for the administration building o Ceiling fans o Wall mounted exhaust fans o Wall mounted water heater o Stainless steel electric water coolers o Grounding system o 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. 3.6.8 Finish 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 sub-base and pouring reinforced concrete slab, in addition to installing pre-cast plain concrete curbstones. Boundary fence o Remove the remains of the destroyed fence, if any o Construct the foundations of the fence o Lay bricks using Portland cement mortar Steel Gates o Install 2 steel gates, one at the main entrance and another at the car park entrance. Page | 14 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 3.7 Design Considerations with respect to the Environmental and Social risks and impacts The Bill of Quantity of this project considered some activities that will reduce the environmental risks such as: • Construct reinforced concrete septic tanks with cast iron covers to properly manage the wastewater amount generated from the school’s staff and avoid any possible ground water contamination. • Septic tanks and toilet facilities should be located at a safe distance and if possible at a lower gradient of the water supply network. • Install steel windows of different sizes and ceiling fans to reduce the heat stress inside the classes and improve the ventilation. • The building design provides a separate piping for chemical wastewater generated from school laboratories. 3.8 Maintenance Activities Upon completion of the reconstruction phase, the following maintenance activities are expected to take place in the school: • Some painting works for the school buildings; • Periodic maintenance for the electrical facilities of the school buildings; and • Periodic maintenance for the sanitary facilities of the school. 3.9 Equipment Used Light and heavy construction machinery depending on type of work needed. The expected equipment likely to be used throughout the reconstruction works are: excavators, dump trucks, loaders, bulldozer, shovels, vehicles to transport construction material, ready mix concrete trucks, concrete pumps, and any other equipment that will be necessary. 3.10 Resources Consumption (Re -construction Phase) 3.10.1 Water The Subproject area is connected to the national water network. The residents use water from the national water distribution grid for washing and cleaning purposes. However, there is no sewage system connected to the city, hence septic tanks will be used. Septic tanks and toilet facilities should be located at a safe distance and if possible at a lower gradient of the water supply network and should be regularly cleaned and maintained by licensed service providers hired by the contractor during construction works and by the MoE and school management during operation phase. The contractor will be responsible for providing drinking water to the Labor force during the re- construction activities. 3.10.2 Fuel/Electricity Most heavy construction equipment run on diesel. Electricity is supplied through the national grid at the subproject location of Al Andalus High School for Girls. Page | 15 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 3.10.3 Workers Camp There is a space within the premises of the school yard for Labor caravans. The contractor will establish a Labor camp that includes light, sanitary service and source of water. In case of recruiting women, the camp should allocate designated services for women. 3.10.4 Laydown area Storing the construction materials will be inside school boundaries. There is also enough area to store raw materials and equipment within the school boundaries. 3.11 Labor This subproject is expected to require 40 semi-skilled and non-skilled workers, 10 skilled workers, 4 engineers, 3 admins, 1 accountant and a site manager. The workers are expected to be from the local district of the subproject and the direct area of influence. In case of lack of workers from the local community, workers from neighboring districts will be invited and provided with housings in the surrounding neighborhood. Housing arrangement will be limited to maximum 8 workers. They can receive an accommodation allowance to be able to choose an appropriate accommodation arrangement. The contractor will be responsible for providing workers with drinking water, food, and transportation means. During the operation phase, the school management will be responsible for the maintenance of Al Andalus High School for Girls in Husaybah East city. 3.12 Waste generation Construction wastes will be generated only during a relatively short period at work sites. The waste is expected to include the following waste streams: Solid (Non-hazardous) wastes: • Domestic waste (garbage) from everyday consumption by workers and site personnel. • Construction waste such as concrete debris/blocks, asphalt blocks, wire mesh from finishing activities, old electrical components from the school buildings, scrap wood, bricks, used drums/barrels, excavated material and scrap steel. Hazardous wastes: Empty oil/paint/bitumen containers, spent oils and lubricants resulting from equipment and vehicles maintenance and used oil-filters. Domestic wastewater: Sanitary waste (domestic wastewater) will be generated from the temporary residential facilities (workers’ caravans). The nearest wastewater treatment plant is Fallujah Waste Water Treatment Plant located in Fallujah. The Subproject is expected to generate relatively small amounts of solid waste and hazardous waste during the maintenance activities of the school. 3.13 Waste Handling and Disposal All solid wastes generated during the operation phase will be collected in special containers and transported to the selected dumping site. Page | 16 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project The nearest dumpsite identified by the municipality of Al Habbaniya District is Al Sijaria dumpsite, which is located about 12 km from Al Andalus High School for Girls School and far from the city as shown in the following figure. Figure 3-12: Al Sijaria dumpsite distance from Al Andalus School The hazardous wastes will be also dumped in the same dumpsite (12 km outside the subproject boundary). As there is no sewage network in the school area, therefore, the domestic wastewater will be collected in temporary holding septic tanks and regularly evacuated by the local authority to be disposed of at the nearest sewage pumping station or wastewater treatment plant. Septic tanks should be regularly cleaned and maintained by licensed service providers hired by the contractor during construction works and by the MoE and school management during operation phase 3.14 Project Duration The expected duration of reconstruction activities is 365 days. Page | 17 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 4 ENVIRONMENTAL AND SOCIAL BASELINE CONDITIONS 4.1 Basic Information on the Project Area Al Andalus High School for Girls is located in Al Madeek Neighborhood, Husaybah East city, Habbaniyah District in Al-Anbar Governorate. Al-Anbar Governorate is located in the central part of Iraq. It is bordered by the governorates of Baghdad, Babil, and Karbala to the east; Salah al-Din and Nineveh to the north; the international borders with Jordan and Syria to the west; and Najaf and the international borders with Saudi Arabia to the south. It is the largest governorate in Iraq with a total area of (136,265) square kilometers, representing 31.7% of the total area of Iraq5. Figure 4-1 Al Anbar governorate6 Al Habbaniyah district was developed recently; its capital city is the city of Khaldiya. Al Habbaniyah district includes 3 sub-districts, namely, Al-Khalidiya sub-district, the Husaybah East, and the Habbaniyah sub- district. Al-Anbar has been one of the governorates with high scores of critical infrastructure damage due to the conflict. This damage affected housing, the agricultural sector, essential municipal services, as well as the industry and commerce sectors. Reconstruction and rehabilitation projects continued in Anbar governorate throughout 2019 and 2020. Explosive ordnance contamination is reported to pose an obstacle to safe returns of internally displaced persons. 5 Anbar statistical summary 2018, published by the Central Statistical Organization, Ministry of Planning 6 Source: https://easo.europa.eu/country-guidance-iraq-2021/anbar Page | 18 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Given the limitation of information on the subproject area of influence level, the data available will be presented on the AoI level, the district, the governorate or the country . 4.2 Environmental Baseline The subproject is located about 8 kilometers north to Al Habbaniyah lake and close to Euphrates River. The subproject is located close to the Amman old road. 4.2.1 Physical Environment 4.2.1.1 Climate 7 Temperatures and Precipitation Al Anbar governorate is characterized by an arid subtropical summer. In Al Habbaniyah, the highest average temperature in July and August is 34oC, while the lowest average temperature is 9oC and occurs in January (Error! Reference source not found.). The driest months are May, June, July, August, September and October with almost no rainfall, while the most precipitation is during the rest of the year with an average of 20 mm. Figure 4-2: Average temperatures in Al Habbaniyah district 7 www.weatherbase.com Page | 19 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Figure 4-3: Precipitation Amounts in Al Habbaniyah district Wind8 The dominant wind direction is northwest as shown by the wind rose below. On average, the wind speed is 15-20 km/h, but the speed of wind gusts can reach up to 30 km/h. Figure 4-4: Wind rose of Al Habbaniyah district 4.2.1.2 Ambient Air and Noise Air Quality Al Habbaniyah has poor air quality, with high concentration of air pollutant. At the subproject site, many of the surrounding roads are not paved and consequently vehicles movement on these roads produces dust emissions. The general air quality status mostly poor or unhealthy9. Noise Concerning noise levels, no numerical data is available to accurately describe the noise emissions in the study area. However, given that Al Andalus High School for Girls site is mostly surrounded by shops, mosques and residential buildings, it can be concluded that the expected noise generation dur to the construction activities will be tolerated by the residents during the day. 4.2.1.3 Geology, Soil and Seismic Activity Al Habbaniyah 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): 8 www.meteoblue.com 9 https://www.accuweather.com/en/iq/at-tarmiyah/506447/air-quality-index/506447 Page | 20 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project - 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. Al Habbaniyah district lies in the no damage zone, i.e. zone 1. Figure 4-5: Seismic Zones in Iraq 4.2.1.4 Flooding The nearest River to the subproject is Euphrates River which is the longest and one of the most historically important rivers of Western Asia. The major river flow annual cycle of the Euphrates River can be divided into three periods: a- spring flood period, February to June b-summer low flow period, July to October c- Autumn-winter rainfall period, November to February. During spring flood period, the Euphrates carries 70% of annual flow during spring period (flood period), 10% in the summer period, and 20% during autumn period. But, no hazards of flooding were recorded previously or are expected in the future. 4.2.1.5 Surface Water The nearest River to the subproject is Euphrates River which is the longest and one of the most historically important rivers of Western Asia. Both Euphrates and Tigris define the rivers of Mesopotamia. It originates in the Armenian Highlands in Eastern Turkey and flows through Syria and Iraq and empties in Page | 21 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project the Persian gulf. The school is located near the Euphrates river at a distance of about 250 meters from the west bank of the river. Figure 4-6: Al Andalus High School for Girls and Euphrates River 4.2.1.6 Groundwater Groundwater depth ranges from 20 to 30 meters below ground surface in subproject area, as illustrated by the groundwater contour map provided below. Groundwater salinity increases from the northern and north-eastern recharge areas towards the discharge areas. The chemical quality changes from sulphatic in recharge areas to chlorides in discharge areas according to the groundwater movement. Groundwater quality in the area is considered to be poor. Page | 22 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Figure 4-7: Groundwater Depth in Iraq10 4.2.2 Biological Environment (Flora and Fauna) According to the site visit conducted, the area is considered an urban underdeveloped area. There are no legally protected areas or highly sensitive terrestrial or aquatic habitats in the vicinity of the subproject or in a close proximity. The following photos illustrate the absence of significant flora and fauna in the subproject area: 10Hatem K. al-Jiburi and Naseer H. al- Basrawi, 2013. ‘Hydrogeological Map of Iraq, Scale 1: 1000 000’, 2 nd ed. Iraq Bulletin of Geology and Mining, Papers of the Scientific Geological Conference , vol. 11, no. 1, 2015, p. 24. Page | 23 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Figure 4-8: Biological Environment nearby the Subproject location 4.3 Socioeconomic Baseline This section contains a description of the social environment at the proposed subproject area. It will highlight the following: basic information on the subproject area, demographic characteristics, economic profile, access to basic services, public safety and security, and cultural heritage. 4.3.1 Administrative Divisions The subproject Al Andalus High School for Girl will be implemented in Habbaniyah district in the jurisdiction of El Madeek neighborhood. The total area of Husaybah East is estimated at 90 km2. 4.3.2 Demographic Overview 4.3.2.1 Population Based on the most updated estimations of population, the population of Husaybah East is 3240 people (1150 males and 2090 Females). They are mostly Sunni Arab from several clans. The total number of households is about 660 households in 2021 as reported by the Project Management Team in Anbar Governorate. The average household size is about 4.9 persons/household. 4.3.2.2 Age Distribution Figures from the Central Statistical Organization in IRAQ (CSO) Statistical Abstract 2018 reflects that the population in Al-Anbar Governorate is predominantly young. Based on the final results of the 2018 population estimates, up to 51.0% of the population of Al Anbar Governorate is below 20 years old. While 4.1% of the population are above 60 years old. The figure below presents the distribution of population in Al Anbar governorate by their age category. Page | 24 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 100.0 3.9 4.4 4.1 5.1 5.5 5.3 8.5 9.4 8.9 80.0 11.6 12.2 11.9 18.5 17.2 17.9 60.0 24.1 23.5 23.8 40.0 13.1 12.5 12.8 20.0 15.2 15.4 15.3 0.0 Male Female Total Less than 5 years 5-9 10-19 20- 29 30- 39 40- 49 50- 59 60+ Figure 4-9: Age distribution of Al Anbar Governorate 201811 4.3.2.3 Rate of Natural Increase The total population in Al-Anbar Governorate grows by 2.0% annually. The following table shows the demographic trends in Al-Anbar Governorate. Table 4-1: Demographic Trends in Al-Anbar Governorate Demographic Trends Value Natural growth rate (%) 2.0% Urban population (% of total Population) 50% Mortality rate per 1000 live births 26/1000 live birth Total fertility rate (child per woman of childbearing age 15-49) 2.5 Age Average (Males) 72.3 Age Average (Females) 75.2 Illiteracy rate among women aged 15-49 years (%) 31 4.3.3 Human Development Index The Human Development Report 202012 reported that the Human Development Index (HDI) is a summary measure for assessing long-term progress in three basic dimensions of human development: a 11 Source: The Republic of Iraq, the Ministry of Planning, Central Statistical Organization CSO, Al-Anbar Governorate 2018 12 http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/IRQ.pdf Page | 25 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project long and healthy life, access to knowledge and a decent standard of living. A long and healthy life is measured by life expectancy. Iraq’s HDI value for 2019 is 0.674 which put the country in the medium human development category — positioning it at 123 out of 189 countries and territories. Between 1990 and 2019, Iraq’s HDI value increased from 0.560 to 0.674, an increase of 20.4 % in 2019. Table 4-2: Human Development Index in Iraq13 Life expectancy Expected years Mean years of GNI14 per capita HDI value at birth of schooling schooling (2017 PPP$) 70.6 11.3 7.3 10,801 0.674 The Human Development Report 2020 stated that 8.6% of the population are multidimensionally poor15 while an additional 5.2% are classified as vulnerable to multidimensional poverty (MPI). The breadth of deprivation (intensity) in Iraq, which is the average deprivation score experienced by people in multidimensional poverty, is 37.9 %. The Gross Domestic Product (GDP) in Iraq was worth 234.09 billion US dollars in 2019, according to official data from the World Bank and projections from Trading Economics. The GDP value of Iraq represents 0.20 percent of the world economy.16 The total estimated ratio of poor people from the total population is about 10%. On the other hand, the total consumption value per capita/annually is 250,000 Iraqi Dinar. In Husaybah East the total number of poor households is about 300 households. Regarding the total annual consumption per capita, it is estimated to be one million Dinar/person/annually17. 4.3.3.1 Education On Al Anbar governorate level, there are 974 primary schools, 506 secondary schools and 19 vocational schools. The primary schools serve 316,996 students, while, the secondary schools serve 136,852 students. Table 4-3: Distribution of Al-Anbar Governorate’ School by Type18 Governmental Community based Religious Total Kindergarten 23 22 0 45 13 http://hdr.undp.org/en/content/mpi-statistical-programmes 14 GNI is the total amount of money earned by a nation's people and businesses. It is used to measure and track a nation's wealth from year to year. The number includes the nation's gross domestic product plus the income it receives from overseas sources. 15 The Multidimensional Poverty Index (MPI) identifies multiple deprivations at the household and individual level in health, education and standard of living. 16 https://tradingeconomics.com/iraq/gdp 17 Source: Community Data provided by the PMT 18 Source: The Republic of Iraq, the Ministry of Planning, Central Statistical Organization CSO, Al-Anbar Governorate 2018 Page | 26 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Primary 968 6 0 974 Secondary 494 12 0 506 Vocational 19 19 The total number of schools within the area of influence is limited to two schools. Al Andalus High School for Boys and Aghadeer Elementary School. Husaybah East city suffers due to the shortage of school buildings. More than one school use the same building with different operating hours; one of them might work in the morning and the second work in the afternoon. The hosting school has the full right to work in the morning. The community faces lots of problems related to schools and educational process e.g. severe damage to most educational facilities, inadequate public support services, the incomplete return of students and educational staff adding to that the problem of dealing with past periods of interruption of education, increased rates of illiteracy and the drop-out of students. Based on the consultation carried out in the AoI, the total number of students attending schools is 2270 (500 males - 750 females). The number of schools is not sufficient to serve the number of students. Therefore, the reconstruction of Al Andalus High School for Girls is crucial and vital. As a matter of fact, all schools are physically closed now due to COVID 19 pandemic. The female students of Al Andalus High School for Girls shared the same building of Al Andalus High School for Boys for three years. The majority of girls’ parents were not satisfied to have their girls educated in the same school with boys. Therefore, they either obliged their daughters to drop out or to enroll in an alternative school which is Zaid Ben Haretha High School for Girls. Figure 4-10: Al Andalus High School for Boys Table 4-4: Distribution of Al-Anbar Governorate’ Students by Educational Level 19 Number of students KG Primary Secondary Vocational University 19 Source: The Republic of Iraq, the Ministry of Planning, Central Statistical Organization CSO, Al-Anbar Governorate 2018 Page | 27 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Total number of male 3,266 168,512 79,084 1,098 17,905 students Total number of female 2,930 148,484 57,768 111 14,122 students Total number of students 6,196 316,996 136,852 1,209 32,027 4.3.3.2 Gender Husaybah East city is of a strong conservative tribal culture. The economic constraints and armed conflicts led to deterioration in the lives of women resulting in women getting marginalized and unable to contribute economically, socially and politically20. The main barriers facing women are limited educational opportunities, healthcare, access to the labor market and skills, high levels of violence and inequality. These conditions are often intensified by misinterpretation of traditions, cultural and social norms, misleading perceptions and a lack of awareness of women’s rights. Violence and lack of security and stability constrain women and girls to traditional reproductive roles, limiting their access to employment and education. In Husaybah East, there are many tribes. The biggest one is Bu Fahd tribe. The norms of Arab tribes encourage early marriage for girls. Therefore, some of the female students of Al Andalus school dropped out to get married. One of the important gender aspects is the sole responsibility of men to support their households. Therefore, men concentrate on working outside their houses, leaving the responsibility of their houses to the women. 4.3.4 Economic Activities The discussion of economic activities in Al-Anbar Governorate led us primally to the identification of labor force which is “The labor force is the number of people who are employed plus the unemployed who are looking for work. The labor pool does not include the jobless who aren't looking for work.â€? The total percentage of those who are within the labor force are 48.5% in 2017. About 67.6% of them are employed. Additionally, 5% of the total force are younger than 15 years old. This is an indication of the probability to come across issues related to child labor. Table 4-5: Employment and Unemployment Rates in Al-Anbar Governorate21 Item Al-Anbar Governorate Unemployment Rate )%( 32.4 Labor force )%( 48.5 Child labor 4% The total percentage of labor force in Husaybah East sub-district is estimated at 60%. This percentage increases among females to be 80%, while it is about 40% among males. There is significant gender gap in terms of employment as only 20% of females perform any job, versus 60% of males. The unemployment 20 https://oxfamilibrary.openrepository.com/bitstream/handle/10546/620602/rr-gender-profile-iraq-131218-en.pdf 21 Source: The Republic of Iraq, the Ministry of Planning, Central Statistical Organization CSO, Al-Anbar Governorate 2018 Page | 28 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project among females is about 80%. This figure should be taken cautiously, as the females might not be willing to work. In such case, the definition of unemployment will not be applicable to women.22 Table 4-6: Labor Force and Unemployment in Husaybah East 202123 Item Males Females Total Labor force (%) 40 % 80 % 60% Total employed people (%) 60% 20% 40% Total unemployed people 40% 80% 60% (%) The main economic activity reported in the subproject area of influence is working in the governmental sector, followed by trading activities. Lots of people work also as daily wage workers in agriculture or commercial fields. On the other hand, labor market is relatively limited for women. They work as sales personnel, dress makers and hair stylists. With regards to young people, they start working at the age of 16 or less. They can work in sales, car repairs and construction work. 22 Unemployment occurs when a person who is actively searching for employment is unable to find work. (source https://www.investopedia.com/terms/u/unemployment.asp) 23 Source: Data Provided by the PMT 2021 Page | 29 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Figure 4-11: Shops in Husaybah East Figure 4-12: Small shops located in the vicinity of Al-Andalus School 4.3.5 Health Most health facilities suffered from damage during the recent years, which detrimentally affects its proper functioning, despite the return of a significant proportion of human resources working in this area. Moreover, community members reported difficulties in accessing medication. Medicine, when available, is largely unaffordable due to the limited supply. The health center of Al Madeek neighborhood serves the local communities surrounding the subproject sites, in addition to a primary healthcare unit. In case of any severe health problems, the residents seek other health facilities in Al-Anbar. Figure 4-13: Al Madeek Health Center The following table shows the health services available in the project area at the levels of Al-Anbar Governorate. Page | 30 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Table 4-7: Health services available in the project area 24 Item Al-Anbar Governorate Number of health institutions 276 No. of hospitals (public and private) 15 Number of primary health care centres 185 There is significant number of health practitioners. The table below presents the numbers of health sector workers in Al-Anbar: Table 4-8: Number and categories of workers in the health sector in Al-Anbar Governorate 25 No. of N0. Of No. of No. of Area No. of Doctors Pharmacists Dentists Nursing Assistants Al-Anbar 1,055 577 400 2,375 2239 Governorate 4.3.6 Utilities The general infrastructure of Husaybah East sub-district suffered great damage during the period of ISIS presence and subsequent military operations. Destruction was more severe in certain areas than others, but most of the rural villages’ original residents are yet to return since the conflict. The government is currently improving the operation of basic services to encourage original residents to return as well as install the infrastructure needed for economic development and job creation. Information shared about Al Anbar Governorate is presented based on data shared by the Central Statistical Organization 2018: Table 4-9: Utilities available in Al-Anbar Governorate 25 Water Sector 2017 Al-Anbar Governorate Water quantity of Tigris and Euphrates for the water year 2016/2017 40.69 (billion cubic meters / year) / Iraq Total number of water production plants 435 Proportion of population served by drinking water systems)%( 80 Total amount of water for the Marshes (billion cubic meters / year) / Iraq 3.1 Sanitary Sector 2017 Total pumping stations 35 Proportion of population served by public and shared sewerage networks 7.5 )%( Proportion of the population served by the independent treatment system 80 (Sept Tank))%( Proportion of population served by rainwater networks (low and shared 30 )%( 24 Source: The Republic of Iraq, the Ministry of Planning, Central Statistical Organization CSO, Al-Anbar Governorate 2018. Page | 31 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 4.3.6.1 Electricity According to consultations with local officials, around 90% households surrounding the subproject site are connected to the National Electricity Grid. The hours of supplied electricity vary according to the seasons but is typically around 6-8 hours with power outages in between. The shortage in electricity supply and/or the lack of access to the grid is handled using diesel generators. The lack of proper maintenance might escalate the problem of electricity causing frequent electricity cuts. Figure 4-14: National Electricity Grid within the Area of Influence 4.3.6.2 Water and Sanitation Services In Al Husaybah sub-district 95% of the population have access to the national water network. The main source of water is mainly from water treatment plants installed on Euphrates River. In regards to sanitation, there is no sewage network in the area. Accordingly, residents use private holding tanks to store wastewater and dispose it once the tank is full, using municipal wastewater removal services. Residents pay a fee for this process either once or twice per year. 4.3.6.3 Waste Management In Iraq, solid waste collection is generally provided by the local municipality, however, neighborhoods located outside the municipality control regions do not have access to waste collection services due to lack of financial resources. Accordingly, residents are the ones responsible for waste disposal. Al Habbaniyah Municipality is responsible for the management of wastes within the subproject area of influence. Waste is disposed in the nearest dumpsite. 4.3.7 Road Access and Traffic The main road leading to Al-Andalus School is Road No 10. The road is relatively wide with limited traffic volume. However, due to the limited traffic volume, cars are usually speeding creating a potential accident hazard to students. The majority of roads are relatively paved but not covered with an asphalt layer. Below are the main roads leading to the School site. Page | 32 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Figure 4-15: Road No 10 leading to School site The road leading to the alternative school is Al-Sudda Road which is a wide and paved road. Figure 4-16: Al-Sudda Road 4.3.8 Public Safety and Mobility The security situation in Husaybah East Sub-district is reported as good by community members given that several security measures are taken by the government. However, the residents suffer from restricted mobility due to the number of checkpoints and other security measures set-up and controlled by the Iraqi police and security forces to and from Al-Anbar city. These checkpoints are a point of concern for the local community because passing through these checkpoints takes hours. 4.3.9 Cultural Heritage There are no significant valuable cultural heritage sites within the immediate vicinity of the subproject (e.g. graveyards, old mosques and shrines…etc). The nearest mosques are located 100 meters away from the school site. They are newly constructed mosques that are of cultural value to the community. Page | 33 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Figure 4-17: Nearest mosques to school site 4.3.10 Land Use The majority of the subproject Area of Influence are residential areas. On the north side of the area, runs the Euphrates River. On the other hand, there are some shops, small markets and health centers in the vicinity of the school. The map below represents the land use of the area. Figure 4-18: Residential buildings surrounding the subproject area 4.3.11 Displacement and Returns The 2014-2017 conflict against ISIS caused the displacement of multiple communities in Iraq. The total displaced number of people in Al-Anbar accounted to 77,196 persons. Page | 34 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Figure 4-19: Info graphic: Al-Anbar Governorate profile and monthly humanitarian response25 The International Organization for Migration (IOM) returnee monitors in Al-Anbar, reported that return is encouraged by several factors such as reinstatement of former employment, transportation assistance, repair of damaged homes and property, and renewed access to basic services such as water and electricity. Many families were particularly motivated by a desire to enroll their children in time for the start of the school year. Returnee families are using varying degrees of cooperation with local authorities to improve their security and mitigate threats once they return. In Al-Anbar and Diyala, local authorities are providing additional protection to returnee families who alert them of their arrival. Of returnee families assessed by IOM, 63% reported having school-age children and that their children were attending school. A further 6% report that only some children attend, and 7% report that none of their children attend school. 11% of the interviewed sample by IOM reported they need to have their children educated. 4.3.12 Al Andalus High School for Girls Profile Al Andalus School consisted of 12 classes that were used to accommodate 500 female students. The total number of teachers were 30 ( 17 males and 13 females). The school was damaged and all students were moved to Al Andalus High School for Boys for 3 years. 25 Source: https://www.humanitarianlibrary.org/sites/default/files/2013/05/Returnee%2BReport%2BNov%2B2009.pdf Page | 35 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Figure 4-20: Al- Andalus High School for Boys Female Students’ parents were not satisfied and were not willing to have boys and girls educated in the same school building. Parents’ attitude was relatively strong as some of them obliged their daughters to stop going to school. As an alternative solution, the Ministry of Education enabled female students to enroll in Zaid Ben Hartha School that is located one km away from Al Andalus School. Figure 4-21: Al- Andalus School for Girls The alternative school is Zaid Ben Haretha. This school is located one km away from Al Andalus High School. The road to the alternative school is narrow with no lights. Parents did not feel comfortable with this alternative remote school as well. Therefore, they prohibited their girls from going to the alternative school. Page | 36 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Figure 4-22: Road to the Alternative School Figure 4-23: Zaid Ben Haritha School (the alternative school) 4.3.13 Vulnerable Groups The main vulnerable groups in the subproject area of influence are women, children, people with disabilities and youth groups. The vast majority of people in all communities are vulnerable because they were escaping war and its effects, including men. They are also in vulnerable positions in some communities due to the state of poverty that resulted from high levels of unemployment, severe underdevelopment and government negligence. Women and young girls are considerably more vulnerable than men because they live in a strict patriarchal society. Being outside of the house, going to schools, working, or having social autonomy are all things that are generally against the norms and traditions. Therefore, their state of complete social and financial dependence on male counterparts renders them vulnerable. Children are also considerably vulnerable. Most communities do not have schools and children resort to traveling long distances daily to different districts or provinces to receive their education. The lack of schools therefore puts them in dangerous and precarious conditions daily. Additionally, this leads to lowering the chances of children attending school. This in turn creates a generational demographic segment of the population that will continue to be in vulnerable socioeconomic states in the long-term. Additionally, youth groups are also vulnerable and disadvantaged because employment opportunities are sparse. Vocational, literacy and technical courses are not available to youth groups to develop their skills, therefore, as a segment of society that is to some degree more volatile with regards to their conditions, they could resort to criminal activities. Finally, disabled groups are vulnerable due to their high dependency on others and due to the lack of medical services available (much less services that cater to their particular conditions). Page | 37 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 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 pre-construction, reconstruction 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 Updated Environmental and Social Management Framework (ESMF) 2017 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: • Impact on air quality and noise levels if the location of the diesel generator is not properly selected; • 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; • Impact on community health and safety due to the improper design of toilets, septic tanks, generators …etc.; • Impact on health of the students and teachers due to lack of ventilation and natural light in the design; • There is a probability to affect students in case of not availing safe access to students with disability (universal access); • 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 Phase 5.2.1 Provide direct job opportunities to skilled and semi -skilled laborers The School subproject is anticipated to result in creation of various direct job opportunities. The total number of jobs that will be made available is 58 jobs. They are segregated as follows: engineers (4), admins (3), accountant (1), skilled (10) and workers (40). Most of them will be recruited from the area of influence. They will be recruited for about one year, which is the expected subproject construction phase duration. It is worth mentioning that the total number of workers might increase in the event of trying to expediate the construction process. In order to maximize employment opportunities to the local communities, it is anticipated that on the job capacity building activities will be required for currently non skilled workers. On-the-job training will also supplement opportunities for the local workforce for both temporary construction roles and for long- Page | 38 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project term employment during the operation phase, when these are available. 5.2.2 Create indirect job opportunities As part of the construction phase, 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 e.g. waste management, septic tanks evacuation, food supply…etc. Supplying food will be managed by women residing in the area of influence as they provide food of good quality with reasonable prices. 5.3 Negative Impacts during Reconstruction Phase The reconstruction phase of the subproject will increase the general noise levels in the area. Students and residents in the subproject vicinity might be affected by the increased noise levels during the reconstruction phase. However, due to the current COVID-19 situation, all the schools all over Iraq are closed till further notice. Accordingly, the severity of the negative impacts during reconstruction phase will be much less. 5.3.1 Environmental Impacts 5.3.1.1 Impact on Air Quality Air quality may be impacted by dust and particulate emissions resulting from lifting and removing debris, site cleaning, excavation that will be generated as a result of the reconstruction works. 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 on site will increase the concentration of volatile organic compounds (VOCs) in ambient air. This impact will be limited to the working hours and temporary as the total subproject duration is not expected to exceed 1 year. The activities of this subproject will not produce any asbestos. In addition, it must be noted that the school was initially built in 2008 and that asbestos containing materials are no longer being used in Iraq since the early 1980s. The impact assessment of air quality is expected to be of moderate significance. 5.3.1.2 Noise and Vibration The school building is located in El Madeek neighborhood as well as the residential buildings are located around school. The residents of these buildings might be affected due to noise and vibration. Noise will mainly result from lifting and removing the debris, reconstruction activities of the school buildings and movement of construction machines/equipment such as excavators, loaders and trucks. In addition; a slightly higher increase in the vibration levels will be felt from the compaction works. These activities will likely increase noise and vibration levels on working site but not exceeding the WB/IFC guidelines and national Iraqi standards for noise and vibration intensity. Moreover, the activities will be temporary and for short time. The impact assessment of noise and vibration is expected of moderate significance. 5.3.1.3 Solid & Liquid Waste generation • Non-Hazardous Solid Wastes Page | 39 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Reconstruction activities will generate non-hazardous solid wastes including rubble, old electrical components from the school buildings, excavated material and steel scrap as well as any other waste materials that will be generated from workers caravans (garbage mainly). All generated wastes will be disposed in the nearest dumpsite designated by the local authority of the municipality, which is located far from the city and subproject area. • Solid Hazardous Waste Solid hazardous wastes expected to be generated include empty containers of paints and other hazardous wastes resulting from the maintenance activities of the equipment and vehicles. The hazardous waste will be disposed at the dumpsite designated by the local authority of the municipality. • Liquid Waste Liquid waste is expected to be generated from domestic wastewater of construction workers. As there is no sewage network at the subproject site, the domestic wastewater will be collected in holding tanks before being disposed. The holding tanks are evacuated regularly by the local authority, which should be disposed of at the nearest sewage pumping station or wastewater treatment plant. The nearest wastewater treatment plant is Fallujah Waste Water treatment Plant located in Fallujah. Impacts on the environment from generated wastes are possible from improper disposal of the solid, hazardous and liquid wastes. 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. The impact assessment of waste generation is considered of moderate significance. 5.3.1.4 Impact on water pollution Groundwater As indicated in the baseline chapter, the groundwater is about 20 to 30 meters below ground surface. The excavation depth during any of the reconstruction phase is not expected to be anywhere close to 10 m. However, there might be a minor leakage from the generated wastewater from the construction caravans as it will be collected in holding tanks prior disposal. Consequently, domestic sewage could be highly significant if not well managed and controlled, and could possibly pollute the ground water. The impact of domestic sewage on ground water from the inappropriate management and disposal is expected to be of minor significance. The impact assessment on groundwater pollution is expected to be insignificance. Surface water The nearest surface water body from Al Andalus High School for Girls is Euphrates River as shown in the below figure. Page | 40 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Figure 5-1: Nearest surface water body from Al Andalus High School for Girls As all the reconstruction activities will be conducted inside the boundary of the school, there is no risk of water pollution and accordingly the impact on surface water is considered insignificant. The impact assessment of surface water pollution is considered insignificant. 5.3.1.5 Impact on Soil The reconstruction activities will result in disturbance of the soil and geological characteristics causing a physical breakdown of soil particles potentially destabilizing the soil structure. Soil may also get 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. Potential soil contamination may also take place from maintenance activities for the construction machines as well as any spillage or leaks. There is currently no evidence of soil contamination in the subproject site. The impact assessment of soil is considered of moderate significance. 5.3.1.6 Ecological impact ( Flora and Fauna ) According to the site visit conducted, the subproject area lacks any kind of flora and fauna that might be affected by the subproject’s activities. There are no legally protected areas or highly sensitive terrestrial or aquatic habitats in the vicinity of the subproject or in a close proximity. Hence the impact assessment of flora and fauna is insignificant. Page | 41 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project The impact assessment of flora and fauna is considered insignificant. 5.3.2 Occupational Health and Safety Impacts 26 The small footprint of the school and having a fence surrounding the whole subproject site put limitation to the impacts. Construction activities are relatively dangerous, as workers could be exposed to accidents in any work environment. Exposure to construction site hazards can lead to injuries. To avoid such situations, all risks that can be encountered during normal work must be identified and recognized. According to OHS standards, each worker must have accurate information about their vulnerability to hazards or injuries in the workplace. The key OHS risks which are applicable to this subproject are as follows: 1. Lifting and removing the debris from the project site: The workers might be affected by: - The loading and uploading of the debris from the construction site especially if manual handling is adopted; - Muscular strain if the workers lift more weight of rubbles. - Injuries if the debris contain sharp objects e.g., iron bars, glass, etc. The photo below shed light on the type of debris located in the school site. Figure 5-2: Debris in subproject site 2. Heavy construction equipment: The main cause of such accidents includes the injury of workers when the equipment is returning reverse or when the direction of the equipment is changed or when the brakes do not work properly, the flipping equipment injuring its operator, the equipment falling from mobile construction equipment. This will apply to both pre-construction and construction activities, in particular during the lifting and removing of the debris from the project site. 26 https://www.ifc.org/wps/wcm/connect/topics_ext_content/ifc_external_corporate_site/sustainability-at-ifc/policies-standards/ehs- guidelines Page | 42 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 3. Electricity: Electrification is a major risk to all workers in the workplace involved in installation work, and internal and external finishes. 4. Material manual handling: Injuries may occur due to the improper handling of equipment without wearing the appropriate personal protective equipment (PPE). 5. Airborne fibers and toxins: There are multiple sources of potential lung damage within the construction environment. These include: â–ª Dust caused by stone masonry, removing rubble and general site clean-up; â–ª Wood dusts emitted from wood works; â–ª Toxic fibers that become airborne when laying carpet, inhaling isocyanates, which are used in paints, varnishes, glues, flooring and building insulation materials; â–ª Conditions created by breathing in these particles run the gambit from occupational asthma to silicosis, COPD (chronic obstructive pulmonary disease) and lung cancer; and â–ª Being infected by COVID 19 Pandemic and other respiratory diseases. 6. Unintended collapse: People working in and around excavations are particularly are at risk, as several accidents might take place. These include: â–ª Falling into an excavation; â–ª The area around an excavation becoming unstable, resulting in collapse when extra loads are applied (like scaffolding or vehicles); and â–ª Injury from falling materials when the integrity of the excavation itself collapses. 7. Hand and vibration syndrome: Hand and vibration syndrome (HAVS) occurs when a worker continually uses handheld power tools particularly in the process of dismantling the concrete structures. While it is easily preventable, once someone has developed HAVS, the damage is permanent. 8. Noise: Construction sites in particular can be problematic when it comes to hazardous noise levels. Given the limited noise in construction site of schools, such impact might be limited. 9. Moving objects: Re-construction site is typically a buzz of activity and, as with slips and trips, without proper work area management, being hit by a moving object can become a hazard. There are several reasons that a worker might be hit by a moving object. These include: â–ª Untidy and cluttered work areas that hinder safe maneuvering; â–ª Lack of warning lights and/or beepers on moving vehicles; â–ª Poorly lit work areas; â–ª Working close to moving objects; â–ª Colliding with mobile elements such as machinery, pallets or boxes; and â–ª The lack of warning signs at movement intersections. 10. Working from height: Working from height continues to be one of the major accidents in construction sites. Some of the common hazards associated with working from heights include: â–ª Lack of guardrails and unguarded openings; â–ª Inadequate edge protection; â–ª Unsecured ladders or scaffolding; and â–ª Loose tools and/or improperly stored materials on roofs and elevated walkways. 11. Exhaustion: Construction work can be extremely laborious and often requires long hours of hard manual Labor in sometimes harsh weather conditions. When a worker is physically or mentally exhausted, their level of attentiveness goes down, opening the door to poorly-thought-out decisions and costly mistakes. Page | 43 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 12. Extreme weather risks: There is a high probability that extreme weather (cold- hot) might affect the health of workers. Sun stroke is one of the major weather-related risks. 13. Transmission of diseases: Workers might face critical risk in terms of transmission of diseases e.g. COVID 19, Virus B, Virus C and HIV AIDS. It is essential to shed light on the limited number of workers (26 persons) therefore, the risk related to OHS is relatively limited to moderate significance. The impact on Occupational health and safety is considered of moderate significance. 5.3.3 Community Health and Safety Impacts The majority of community health and safety impacts focus on the disturbance of public health and quietness due to reconstruction activities. Impacts on community health and safety are expected to be: • Temporary nuisance and inconvenience as a result of the preconstruction activities including noise emissions, and road traffic that might result from moving debris out of the project site to the dumpsite designated by the local authority. • The following aspects also might affect the community during the construction phase. o Emissions of gaseous pollutants and dust from equipment and machinery used. o Increased background noise levels resulting from the operation of jackhammers, which surpasses permissible limits for residential areas; o Transmission of diseases: Workers might transmit diseases to the surrounding communities e.g., COVID 19, Virus B, Virus C and HIV AIDS. o Impacts related to gender based violence (please see section 5.3.4.6 of this report) o Impacts related to community health and safety (please see section 5.3.3 of this report) • Community safety considerations around the construction site. o Potential child Labor employment by local subcontractors. o Increase the probability of traffic accidents on the access roads given the limited width of internal road network and being close to the Euphrates River. o Probability of accidents due to falling debris on community people from the trucks that move the debris outside the construction site. As the majority of construction workers are recruited from the local communities and the area of influence, the impacts related to CHS will be minimized. The impact on Community health and safety impact is considered of moderate significance. 5.3.4 Social Impacts 5.3.4.1 Traffic flow and road access Mobilization of heavy machinery might result in limitation of traffic and accessibility to the areas. The impact of works on traffic flow and local access will be dependent on the type of road accessed during project activity. As Road No. 10 will be utilized and it is relatively wide road, the probability of affecting traffic flow is limited. Construction works are temporary and will last for limited working days; but these works may restrict pedestrians from walking in the access roads. On the other hand, traffic congestion of regular sized vehicles will be limited due to the low traffic volume and the limited number of trips needed by the project. Page | 44 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project The impact assessment of traffic flow and road access is considered of minor severity. 5.3.4.2 Utilities Given the location of construction area which is placed within the boundaries of Al Andalus School, there is limited probability to affect any existing utilities. The reconstruction activities are not expected to cause any electrical power or water cuts as per consultations. As a result the impact on utilities is considered of minor significance. Impacts on underground utilities are expected to be temporary and of minor significance. 5.3.4.3 Contractor’s Onsite Campsite There is a potential to set up contractor’s campsites for workforce, to be used during day time and not for accommodation, on project-owned land in School subproject site. Accordingly, a list of recommendations, instructions, and restrictions will have to be prepared to minimize the negative environmental and social impacts the onsite contractor campsite might have during the reconstruction phase. The total area of construction camp will not exceed 72 meter square ( two units size 3*12). Below is a sample of construction camp caravans. In case of recruiting women, the caravans will include designated toilet facility and rest areas for women. Figure 5-3: Caravans The potential negative impacts the worker camp may have on the community and the environment includes, but is not limited to: - Possible leakage from the generated wastewater from the construction caravans as it will be collected in holding tanks prior to disposal. - Improper handling of waste materials that will be generated from workers caravans (garbage mainly); - If the construction camp was poorly managed, there might be a probability to transmit diseases e.g., COVID 19, Hepatitis B …etc. The work instructions and mitigation measures proposed to manage the construction camp is presented in chapter six of this report (ESMP). Page | 45 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Impacts of the contractor’s campsite are expected to be of moderate significance. 5.3.4.4 Temporary Labor Influx The contractor will rely on recruiting 58 workers and technicians during the reconstruction works. About 50 of them are locally recruited and 8 might be employed from the contractor’s staff. The temporary Labor influx and presence of additional workers may have impacts on the subproject areas in terms of: â–ª Risk of social conflict: There are no potential effects of temporary Labor influx on the culture of the society in the project areas; this is due to the focus of the implementing companies on the Labor whom are often from areas adjacent to the project areas. â–ª Increased risk of illicit behavior and crime: There is a probability to affect the surrounding communities. â–ª Increased risk of communicable diseases and burden on local health services: The workers might transmit diseases to the surrounding communities. â–ª Local inflation of prices: The prices of some food commodities and services may rise. â–ª Gender based violence: Impacts related to gender based violence (please see section 5.3.4.6 of this report) Given the limited number of workers, the probability of facing influx impact is relatively limited. The impacts of temporary Labor influx are of minor significance. 5.3.4.5 Child Labor Child Labor is a common practice in different communities throughout Iraq. Children might be hired because they accept less benefits and lower salaries. Yet, Iraqi Labor Law No.37/2015 strictly prohibits child Labor. Al Anbar Governorate has an 4% rate of child Labor (5-14); 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 Labor. Based on the data obtained during data collection, children below 18 within the area of influence (commercial areas) work mainly on 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 impact of Child Labor is considered to be of moderate significance. 5.3.4.6 Gender Based Violence (GBV) The GBV issues that might be detected in the project site are as follows:27 â–ª Sexual exploitation and sexual abuse: Inappropriate behavior such as harassment of women and young girls by workers which might lead to honor crimes â–ª Potential restriction of women and young girls’ movement across the subproject’s location. 27 World Bank Group Good Practice Note: Addressing Gender Based Violence in Investment Project Financing involving Major Civil Works (2018); Available at: http://documents.worldbank.org/curated/en/399881538336159607/Environment-and-Social-Framework- ESF-Good-Practice-Note-on-Gender-based-Violence-English.pdf Page | 46 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project â–ª The probability of causing illegitimate sexual relations with young girls from the surrounding communities. â–ª Discrimination against women in regards with economic and employment opportunities especially with the gender gap between women and men in terms of education and work opportunities in Nineveh Governorate as previously mentioned. The above-mentioned issues might result in the following sufferings: â–ª Psychosocial impacts: increased anxiety, depression, and abuse among women and girls â–ª Household impacts: lost wages & productivity, housing instability, out of pocket expenses, inability to work â–ª In order to mitigate the afore-mentioned GBV issues, all workers will adhere to the code of conduct. Additionally, specific consultations should be carried 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. The impacts of GBV are of minor significance. 5.3.4.7 Impacts related to land acquisition With regard to the land acquisition for subproject activities, no land acquisition is anticipated to date. As Al-Andalus High School land has been acquired a long time ago (2002) see Annex (3) for the land ownership document. Land allocated for school was owned by Al- Habbaniyah District and was reallocated to the Ministry of Education as per ownership of land document Annex (3). Additionally, based on the site visits to school, there was no encroacher/squatter at the school premise In the event that the contractor may decide to lease land to store construction materials and as a temporary waste storage area, the contractor will use Al-Andalus school yard. The project will entail no involuntary resettlement or economic displacement. The impacts of land acquisition are insignificant. 5.3.4.8 Cultural Heritage As the subproject activities do not involve deep excavation works, there is no probability to find antiquities. Additionally, as it was mentioned in section 4.3.9 there are no known cultural heritage sites or objects (antiquities, shrines, old mosques, graveyards…etc.) within the immediate vicinity of the subproject or in the project site. However, the nearest mosques are located 100 meters away from the school site. They are newly constructed mosques that are of cultural value to the community. In case of the unlikely event of chance finds, the procedures as detailed in Annex (1) will be applied. The impact on cultural heritage and monuments is considered minor. 5.3.4.9 Visual and Landscape Impacts For excavation activities taking place, the visual impacts on the landscape are temporary and minimal. Storing construction material such as cement bags, concrete mixers, and/or construction waste might result in visual intrusion . Page | 47 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project For the waste extracted from removing demolished objects, it might be used as a new cement layer for the surrounding roads above the subbase layer. Hence, it will have a minimal impact on the landscape of the surrounding communities. If the waste subcontractor fails to abide with the agreed disposal locations and requirements, they would dispose their waste in empty or derelict land near the project location or in the nearby scrapyard which could cause a negative visual and landscape impact. The Impacts on Visuals and Landscape are of minor significance 5.4 Positive Impacts during Operation /Maintenance Phase 1. Minimizing the probability of dropouts: As it was reported in the socioeconomic section of this report almost all students find it difficult to walk a distance of 1 km to reach Zayed Ben Hartha (alternative) school. Therefore, some of them prefer not to attend school. 2. Enhancement of school building: the enhancement of school building will result in psychological impacts on the surrounding communities by eliminating war traces. 3. Fulfill returnees needs related to availability of schools: As it was reported in the Assessment of Return to Iraq report 28,one of the important needs of returnees is enhancement of educational facilities. This might encourage the internal Displaced People to return to the community. 4. Increase in number of residents in the surrounding communities: The migrants from other districts might be encouraged to move to the area. They will work to revive the area and restore its original population. Hence, eliminating War impacts. 5. Economic enhancement: Reduction of the transportation cost to and from remote schools might enhance the economic conditions of poor families. Accordingly, they might be encouraged to keep their children at school. 6. Teachers return to their schools: During operation phase there will be no new job opportunities, however, school staff will return to their schools 7. Provision of better-quality of school building: As the number of students will be minimized to be 16-18 student per class, this might result in a better-quality education. 8. 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. 5.5 Negative Impacts during Operation /Maintenance Phase 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. Poor design and management of wastewater utilities and water supply sources can pose a potential risk to the environment and health of the affected groups, if not properly handled. 28 https://www.humanitarianlibrary.org/sites/default/files/2013/05/Returnee%2BReport%2BNov%2B2009.pdf Page | 48 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 5.5.1 Environmental Impacts 5.5.1.1 Solid & Hazardous Materials and Waste Waste expected to be generated on site during maintenance activities are: • Solid (Non-Hazardous) waste including steel scrap, wood scrap and domestic waste (garbage). • Hazardous waste including: oil spills and paint cans. Improper handling and storage of hazardous substances and/or waste, would result in environmental contamination especially for the soil and ground water. The impact assessment of solid & hazardous materials and waste is of minor significance. 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 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. The impact related to community health and safety is expected to be minor significance. 5.6 Social Impacts 5.6.1 Accessibility of students to school Students with mobility and visual impairment might not have proper access to the school building and classes during the operation phase, particularly, if the school design was not developed based on the universal access principle. Accessibility within the educational facility is a key prerequisite to ensure that different groups (including those with mobility limitations) have equitable access to the school’s building. The internal access should be implemented during the construction phase in line with the building design that meets the needs of students with disability The impact related to accessibility of students to school is expected to be minor significance. 5.6.1.1 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. The impacts of GBV are considered to be of minor significance. Page | 49 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 5.7 Summary of Impacts The following table presents a summary of the anticipated impacts that might arise during the reconstruction and operation phases along with an impact evaluation based on the criteria discussed in Section 5.1. Page | 50 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Table 5-1: Summary of Impact Assessment Receptor/ Basic Impact Receptor Impact Duration Spatial Magnitude EHS Aspect Index Categorization Significance Assessment of Impacts during the Preconstruction Phase 1. Air Quality and Noise Levels High Moderate High High High Major 2. Groundwater pollution High Moderate High High High Major 3. Community health and safety High Moderate High High High Major 4. Students and school staff’ health High Moderate High High High Major 5. Students’ accessibility to school High Moderate High High High Major 6. Female students and teachers’ facilities High Moderate High High High Major Assessment of Impacts during the Reconstruction Phase 1. Air Quality Very Low Very Low High Moderate Moderate Moderate 2. Noise Very Low Very Low Moderate Moderate Moderate Moderate 3. Solid Waste & Hazardous Materials and Waste Very Low Very Low High Moderate Moderate Moderate 4. Soil Very Low Low High Moderate Moderate Moderate 5. Occupational Health and Safety (OHS) Very Low Low Moderate Moderate High Moderate 6. Community Health and Safety Very Low Low Moderate Moderate High Moderate 7. Community – Traffic Flow Very Low Low High Low Moderate Minor 8. Community – Utilities Very Low Low Moderate Low Moderate Minor 9. Community – Contractor’s Campsite Very Low Low Low Low High Moderate 10. Community – Temporary Labor Influx Very Low Low Low Low Moderate Minor 11. Community – Child Labor Very Low Low Low Low High Moderate Page | 51 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor/ Basic Impact Receptor Impact Duration Spatial Magnitude EHS Aspect Index Categorization Significance 12. Community – Gender Based Violence (GBV) Very Low Low High Low Moderate Minor 13. Community – Visual and Landscape Very low Very Low Moderate Low Moderate Minor 14. Cultural Heritage Very low Very Low Moderate Low Moderate Minor Assessment of Impacts during the Operation/Maintenance Phase 1. Solid Waste & Hazardous Materials and Waste High Very Low Low Low Medium Minor 2. Groundwater pollution High Very Low Low Low Medium Minor 3. Occupational Health and Safety (OHS) Very Low Low Low Very Low High Minor 4. Community Health and Safety Very Low Very Low Low Low Medium Minor 5. Accessibility of students to school Very Low Very Low Low Low Medium Minor 6. Community – Gender Based Violence (GBV) Very Low Low High Low Moderate Minor Page | 52 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project 6 EVIRONMENTAL AND SOCIAL MANAGEMENT PLAN 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 re -construction and operation/maintenance 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 during Re-construction and Operation/Maintenance Phases Table 6-1 Environmental and Social Management Plan during Subproject Phases Receptor Impact/ Mitigation Measures Residual Means of Responsibility Estimated Cost aspect impact Supervision Implementation Supervision Pre-construction Phase Risk of air and noise Locate the diesel generators Included in the quality levels if the Review the Air quality & (If any) (which can be noisy In- Engineering Ministry of Engineering location of the diesel design Noise levels and polluting) to be far from significant Design Firm Education Design Firm’s generator is not documents cost properly selected. the school buildings Page | 53 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact/ Mitigation Measures Residual Means of Responsibility Estimated Cost aspect impact Supervision Implementation Supervision In case of poor design of septic tanks and Ensure that the septic tanks toilet facilities, the risk and toilet facilities are of ground water properly designed and of Included in the contamination will be Review the sufficient capacity. In- Engineering Ministry of Engineering Water high. design significant Design Firm Education Design Firm’s Ensure that sseptic tanks are documents cost regularly cleaned and maintained by licensed service providers. Included in Risk of improper Potable water tanks should Review the In- Engineering Ministry of Contractor’s cost water supply to the be properly designed with design significant Design Firm Education for implementing school documents hygienic and suitable specs. the project Community Proper ventilation should be health and Students and school made available in the design Included in the safety staff health might be of school Review the In- Engineering Ministry of Engineering affected due to lack of design significant Design Firm Education Design Firm’s proper ventilation and Beside the man-made documents lighting system, natural cost natural lighting lighting should be included in the design. Students’ In case of poor access accessibility design, the risk of Accessibility to school for all to school accessibility to school groups should be warrantied will be high through adopting the Included in the Review the universal access principle. In- Engineering Ministry of Engineering design Consequently, all groups significant Design Firm Education Design Firm’s documents cost including those with a disability will be able to attend school Page | 54 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact/ Mitigation Measures Residual Means of Responsibility Estimated Cost aspect impact Supervision Implementation Supervision Female Improper gender students and sensitive design of Design of toilets for teachers’ toilets and rest areas students and teachers with facilities special consideration to - Review the Engineering Included in the allocate sufficient number of In- design Design Firm Ministry of Engineering toilets to female students significant documents Education Design Firm’s cost and teachers in order to respect their safety and privacy Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost Re-Construction Phase Air Quality Dust and - Stockpiles will be managed to - Site inspection exhaust minimize dust generation. - Review emissions from Measures that can be put in equipment the place to minimize the dust maintenance reconstruction impact of stockpiles include: records activities using dust suppression sprays, - Review the fully enclosing stockpiles in complaints sheds, and covering reports Resident Included in stockpiles; Engineer from Contractor’s - Diesel, oil, paint, thinners and Moderate Contractor PMT/Ministry cost for other chemicals used on the of Education implementing site will be kept in minimum (MoE) the project quantities and stored in sealed containers in order to limit vapors; - Engines of vehicles and other machinery are kept turned on only if necessary, to avoid unnecessary emissions; Page | 55 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost - Have a maintenance plan for the construction equipment to minimize exhaust emissions. - Truck hauling fill or other dusty materials will be covered, and loads will be kept 0.3 m below the upper edge of the truck walls, covered with a sheet or tarpaulin to control dust; and - Set an appropriate speed limit (typically 10-15 km/h) for the vehicles operating onsite. Noise and Noise - Ensure that machinery is in - Site inspection Vibration generated from good condition and check - Review the the movement equipment maintenance equipment of machines records; maintenance and equipment. - Noise will be limited to records. restricted times during the day - Review Resident as it is not safe to work during complaints/ Engineer from No night. This will greatly Moderate grievance log. Contractor PMT/Ministry Additional minimize the noise of Education Cost disturbance to communities (MoE) near work sites; - Equipment to run only when necessary to control noise; and - Implement a complaints system. Solid & Liquid Inappropriate Implement a waste - Field Resident Waste handling of management plan consisting of investigations. Engineer from No additional generation solid, liquid the following measures: Moderate - Review waste Contractor PMT/Ministry cost and hazardous For Solid Waste: register. of Education waste, leading (MoE) Page | 56 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost to soil, and - Identify waste types and - Review the potentially quantities; complaints groundwater, - Allocate a skip/bin to each reports. contamination 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; - 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 valleys in the subproject area; - General waste must be collected and transported to the designated dumpsite by the local authority. - Food wastes must be collected, where practicable, Page | 57 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost considering health and hygiene issues, for disposal off-site through licensed contractors. For Hazardous Waste: - The waste management area must remain within the school site must not interfere with the traffic outside. - Store hazardous waste, such as paint cans, in separate skips/waste containers. - Any contaminated soil must be immediately removed, placed in plastic bags and disposed of as hazardous waste. - 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. - Chemical wastes must be collected in drums (or similar Page | 58 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost sealed containers), appropriately labelled, to be either returned back to the supplier or safely transported to the assigned dumpsite by the local authority. - Transportation and disposal of hazardous wastes should be done through licensed contractors and in close coordination with the relevant local authority and in compliance with the legal requirements and instructions. - Make a register of the quantities that have been disposed of. For Liquid waste: - 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 and cleaned on periodic basis. - The holding tank of the workers’ s caravans must be emptied on a frequent basis by a licensed waste company Page | 59 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost and then transported to the nearest sewer or wastewater treatment plant. - The building design should provide a separate piping for chemical wastewater being generated from school laboratories. Soil - Leakages The contractor must follow the - Field from solid, hazardous and liquid investigation equipment, waste mitigation measures holding tanks presented in this ESMP to or chemical minimize the possibility of containers leakages to the soil. Other leakages and measures pertinent to soil spills. contamination include: - Improper - Adopting strict spill control waste procedures and developing a Resident Included in disposal. spill response and Engineer from Contractor’s management plan; Moderate Contractor PMT/Ministry cost for - Spill clean-up kits will be kept of Education implementing near areas used for fuel or (MoE) the project liquid chemical storage. Staff will receive training in the use of spill clean-up kits; - Storing oil and chemical materials on an impervious surface for secondary containment. During all reconstruction phases, an area must be designated for chemical storage. Page | 60 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost - All fuels and liquid chemicals will be kept in sealed containers, drums or tanks; - Routine maintenance and repair of mobile equipment/ vehicles must be done in a workshop; - All tanks, drums, pipes and sewage holding tanks will be decommissioned and removed upon demobilization from the site; - Waste will be stored within waste skip bins or containers, and not directly on the ground; and - Burying domestic waste in the project site should be strictly avoided. General risks - During the loading and associated with unloading of debris specific construction measures should be applied: sites and o Restricted areas to be anticipated designated during the - Field supervision Resident Included in include slips process of unloading the Occupational - Training Record Engineer from Contractor’s and falls; debris Health and Minor - Insurance Contractor PMT/Ministry cost for moving Lorries Safety o No manual handling of schemes for of Education implementing and machinery; debris should take place workers (MoE) the project exposure to chemicals and o Use cranes in the process of other loading the debris to avoid hazardous muscular strain materials. Page | 61 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost o Use the PPEs during the loading of debris, particularly, helmets. - Provide H&S training to the construction workforce (including sub-contractors, temporary workers and drivers) - Full coverage of workers with the appropriate insurance scheme should be implemented to address the health and safety risk on the workers. - The Contractor shall prepare and adopt a tailored simple Occupational Health and Safety (OHS) plan for the site according to WBG EHS guidelines to prevent common construction hazards and will hire competent OHS supervisors to ensure its implementation - Provide adequate signage to prevent accidental falling into open areas - Deployment of HSE procedures for the construction personnel - Ensure the use of personal protective equipment for workers (PPE) and that Page | 62 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost workers follow all safety procedures, including wearing rubber boots, protective gloves, and helmets to guard against dangerous animals such as snakes - Ensure the presence of a car during working hours at the project site to transfer injured or snake-bitten worker to the nearby health center as quickly as possible - Ensure provision of health and safety facilities at the project site including bathrooms, potable water, and a first aid kit - Ensure the workers camp and construction areas are open only to formal employees - Provide necessary fire prevention equipment on site. - During the pre- - Signed Worker’s construction phase, the Code of Resident Included in Community project design should Conduct Engineer from Contractor’s Local Health and put into consideration Minor - Trainings on Contractor PMT/Ministry cost for Community Safety equitable access that Code of of Education implementing Conduct & (MoE) the project attendance sheet Page | 63 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost complies with universal - Monthly access principal29. reporting - During the loading and - Traffic staff unloading of debris - GRM specific measures should be applied: Covering the trucks using polyethylene sheets to avoid the falling of debris Trucks should use unpopulated routes as much as possible - Implement Code of Conduct and corresponding training concerning commitment of Labor towards the community and the different behavior that should be avoided; including but not limited to: respect for the beliefs and customs of the populations and community relations, safety rules, forbidding 29 https://www.disabilityaccessconsultants.com.au/universal_access_design/ Page | 64 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost substance abuse, environmental sensitivity of the area, dangers of sexually transmissible diseases and HIV/AIDS, as well as zero tolerance of gender-based violence (GBV) i.e. sexual harassment, sexual exploitation and sexual abuse. - Ensure safety for pedestrians in the route to Al-Andalus school by assigning a traffic man to work in the vicinity of school during construction - Maintain an efficient grievance mechanism (discussed in the stakeholder engagement chapter). This GRM should be sensitive to gender and assure confidentiality - Specific engagement with women and girls that includes awareness on GBV and access to anonymous channels to report cases. - Posting of clear and prominent warning Page | 65 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost signage at potential points of school entry - Installation of fencing or other barriers at site to prevent access to subproject site by unauthorized personnel. - For proper implementation of Community Health and Safety mitigation measures during construction, it is essential to establish and sustain an open and transparent dialogue between MoE/contractor and the affected communities in full compliance with the WB standards related to stakeholder engagement activities. - The mitigation measures identified under the sections on noise, air quality, waste management and traffic deviation, will all minimize the potential negative impacts for communities. Page | 66 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost - An inspection of the various routes to and from the site must be carried out by the site manager and a list of preferred routes should be prepared and communicated to the contractor and suppliers. - Signage should be installed in the access roads. Resident Included in - Traffic route - Assigning a traffic man Engineer from Contractor’s Route - Monitoring Traffic Flow to arrange traffic in the Insignificant Contractor PMT/Ministry cost for Management reports on vicinity of subproject of Education implementing vehicles site. (MoE) the project - Ensure vehicle safety and regular maintenance. - Review any complaints related to traffic and accidents. - Speed limit should be monitored, particularly, in the vicinity of sensitive receptors located close to the route (if any). Page | 67 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost - Coordinate with departments of potable water and electricity authorities to obtain maps/data on underground utilities, whenever available, and making such data Resident Included in available to the - Field Engineer from Contractor’s Local contractor prior to works Insignificant supervision Utilities Contractor PMT/Ministry cost for Community commencement. - Monthly of Education implementing - In case an underground reporting (MoE) the project utility or infrastructure pipe has been damaged, standard procedures should be followed in addition to preparing a documentation report for the accident. - Mobilize maximum capacity - Camp of skilled and unskilled supervision Labor force from the - Labor registry surrounding project area by: - Monthly reporting Resident Included in o Sharing information GRM Engineer from Contractor’s Contractor’s about employment Workforce Minor Contractor PMT/Ministry cost for Camp Site opportunities with the of Education implementing community people, the (MoE) the project municipality and the Educational Directorate o Sharing information about supplies Page | 68 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost opportunities with the local suppliers o Providing training to local laborers to be fit for their potential jobs - Establish the camp inside school premises - Ensure installation of adequate construction camp and sanitation facilities for construction; i.e., construct a holding tank to be used to collect domestic wastewater generated by the camp. - Follow the waste management best practices and mitigation measures outlined in this ESMP. - Monitor closely the working conditions. - Maintain an efficient grievance mechanism (discussed in the stakeholder engagement chapter). This GRM should be sensitive to gender and assure confidentiality - Specific engagement with women and girls that includes awareness on GBV Page | 69 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost and access to anonymous channels to report cases. - Train workers on the Code of Conduct and keep close eye on any violation of the COC - There will be no - Site visit accommodation of workers - Signed Worker’s within the area of influence Code of as 50 of them will be locally Conduct recruited and 8 will go and - Monthly back to their houses reporting - Trainings on - Preparation and Code of implementation of Worker’s Conduct & Code of Conduct. attendance sheet - All workers should be - GRM Resident Included in trained on the Code of Engineer from Contractor’s Local Temporary Conduct Insignificant Contractor PMT/Ministry cost for Community Labor Influx of Education implementing - Code of conduct to be (MoE) the project signed by sub-contractor. - Code of conduct induction to be done every two weeks for the recurrent workers and the new comers before starting work. - Apply penalties to workers violating the code of conduct. Page | 70 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost - Apply the full requirements related to operating the grievance mechanism including anonymous channels. - The Contractual agreement - Field to be prepared for both supervision contractor and - Labor registry subcontractors will prohibit - Age verification any kind of child Labor in of workers the subproject (below 18 years old). - Rigid obligations and penalties will be added to the contractor/subcontractors' Resident Included in Contractual agreement in Engineer from Contractor’s Workforce Child labor order to warrantee no child Minor Contractor PMT/Ministry cost for Labor. of Education implementing - The Contractual agreement (MoE) the project will oblige the contractor/subcontractor to keep a copy of IDs of laborers in order to monitor the hired staff below 18 years' old. - Ensure that workers have access to and are aware of the Grievance Mechanism. - Ensure that the design of - Site visit Resident Included in Local school considers the gender - Signed Worker’s GBV Insignificant Contractor Engineer from Contractor’s Community sensitive infrastructure Code of PMT/Ministry cost for aspects, including but not Conduct Page | 71 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost limited to: the toilet facilities - Monthly of Education implementing designated for female reporting (MoE) the project students, adding surveillance - Trainings on cameras (if possible, etc 30 Code of Conduct & - Ensure that the Worker’s attendance sheet Code of Conduct and - GRM corresponding training concerning commitment of Labor towards the community and the different behavior that should be avoided emphasizes zero tolerance of gender-based violence (GBV) i.e., sexual harassment, sexual exploitation and sexual abuse. - Throughout the project cycle those affected by the project should be properly informed of GBV risks and project activities to get their feedback on project design and safeguard issues. - All workers should be trained on the Code of Conduct. 30 https://architectureau.com/articles/exploring-gender-sensitive-design/ Page | 72 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost - Code of conduct to be signed by the sub-contractor. - Code of conduct induction to be done every two weeks for the recurrent workers and the new comers before starting work. - Apply Penalties to workers violating the code of conduct. - Apply the full requirements related to operating the grievance mechanism including anonymous channels. - Special awareness sessions and engagement activities to be carried out with women and young girls. - The GRM should be sensitive to gender aspects and GBV centered. This GRM will be made available to both community and workers Visual and Improper - Ensure that the contractor is Resident Included in Landscape waste disposal. following the solid and liquid - Field Engineer from Contractor’s Impacts waste mitigation measures Insignificant investigation Contractor PMT/Ministry cost for presented in this ESMP to of Education implementing minimize the visual and (MoE) the project landscape impacts. Page | 73 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost Archaeological Damage to - Ensure all chance finds of & Cultural cultural cultural heritage are reported Heritage heritage immediately to the relevant authority and follow chance find procedures attached in Annex (1). - Adhere to all mitigation measures related to air and noise in order to minimize - Site visit Resident Included in impacts on the mosque - Reporting of Engineer from Contractor’s - Share information with the Insignificant Chance Contractor PMT/Ministry cost for mosque administration Finds of Education implementing about project activities, (MoE) the project especially, noise and dust - Inform the mosque administration about the GRM - Minimize any work during praying time, especially, work that causes noise Operation /Maintenance Phase Inappropriate - Provide bins in all buildings handling of of the school to collect the solid and liquid everyday domestic waste. waste generated - Employ and remunerate Within Solid & from the locals to dispose of the waste. Operation Hazardous maintenance - The final disposal site must Maintenance School Insignificant Field investigations management materials and activities. be a dump site authorized by workers Management costs (School waste governmental entities. Budget) - wastewater collection tanks must be emptied on a periodic basis and the wastewater must be Page | 74 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost transported to the nearest WWTP. Leakages from - Ensure regular maintenance the holding of the sanitary facilities tanks (toilets); Within - The holding tank collecting Operation the toilets wastewater must be Maintenance School Groundwater Insignificant Field investigations management emptied on a frequent basis workers Management costs (School by a licensed waste company Budget) and then transported to the nearest sewer or wastewater treatment plant. Occupational - Develop an OHS guide Within Health and during operation Incidents and Operation Maintenance School Workforce Safety Insignificant accidents reports management workers Management costs (School Budget) Community - Monitor any diseases health and transmitted to community safety - Provide a complaint mechanism for the community. - Ensure safety for pedestrians in the route to the school by Within assigning a traffic man to Monitoring of Operation Local Maintenance School work in the vicinity of school Insignificant diseases result management Community workers Management during operation phase GRM costs (School - Maintain an efficient Budget) grievance mechanism (discussed in the stakeholder engagement chapter). This GRM should be sensitive to gender and assure confidentiality Page | 75 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost - Specific engagement with women and girls that includes awareness on GBV and access to anonymous channels to report cases. - Posting of clear and prominent warning signage at potential points of school entry - For proper implementation of Community Health and Safety mitigation measures during operation, it is essential to establish and sustain an open and transparent dialogue between MoE/contractor and the affected communities in full compliance with the WB standards related to stakeholder engagement activities. - The mitigation measures identified under the sections on noise, traffic, air quality, waste management and will all minimize the potential negative impacts for communities. Page | 76 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost Accessibility - Equitable access should be Monitoring the Within of students to made available to students items related to Operation Local school with disability equitable access Maintenance School Insignificant management community e.g., RAMPs, workers Management - Enable grievance mechanism costs (School signage, railing and to students with disability Budget) handrails. etc31 - Ensure that the staff Code of Conduct and corresponding training concerning commitment of Labor towards the community and the different behavior that should be avoided emphasizes zero tolerance of gender-based violence (GBV) i.e., sexual • Trainings on Within harassment, sexual Code of Operation Local Conduct & School School GBV exploitation and sexual Insignificant management Community attendance sheet management Management abuse. costs (School - Throughout the project cycle GRM Budget) those affected by the project should be properly informed of GBV risks and project activities to get their feedback on project design and safeguard issues. - Apply Penalties to staff members violating the code of conduct. 31 https://www.un.org/esa/socdev/enable/designm/intro.htm Page | 77 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Receptor Impact Mitigation Measures Residual Means of Responsibility Estimated impact Supervision Implementation Supervision Cost - Apply the full requirements related to operating the grievance mechanism including anonymous channels. - Staff to be assigned and trained to deal with this type of complaint…etc.). - Special awareness sessions and engagement activities to be carried out with women and young girls - The GRM should be sensitive to gender aspects and GBV survivor centered. This GRM will be made available to both community and workers 6.2 Environmental and Social Monitoring for Reconstruction and Operation Phases Table 6-2 Environmental and Social Monitoring Plan during Reconstruction, and Operation/Maintenance Phases Frequency Receptor/EHS Responsibility of Location of Methods of Estimated Cost Monitoring indicators of aspect monitoring monitoring monitoring of monitoring monitoring Pre-construction Phase Air emissions & • Emissions visibility from the Noise diesel generator or hearing high Ministry of - Office • Reviewing Once the design No cost noise levels nearby it. Education work documents • Generator conditions Page | 78 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Frequency Receptor/EHS Responsibility of Location of Methods of Estimated Cost Monitoring indicators of aspect monitoring monitoring monitoring of monitoring monitoring Groundwater • Reviewing • Sign of water leakage from the Ministry of Once - Office No cost Education work the design sanitary facilities/toilets. documents • Potable water tanks should be • Reviewing Ministry of - Office properly installed with hygienic Once the design No cost Education work and suitable specs. documents • Proper ventilation should be Community made available in the design of health and safety • Reviewing school Ministry of - Office Once the design No cost • Beside the man-made lighting Education work documents system, natural lighting should be included in the design. Accessibility to Ministry of - Office • Reviewing school • Proper access to school Education Once work the design No cost documents Proper and • Toilets and rest areas • Reviewing gender sensitive Ministry of - Office the design considered women and gender Once No cost design of toilets Education work documents and rest areas sensitivity Frequency Estimated Receptor/EHS Responsibility Location of Methods of Monitoring indicators of Cost of aspect of monitoring monitoring monitoring monitoring monitoring Re-construction Phase • Number of complaints related • Site inspection; to air quality. - Reconstruction • Following up with Contractor and Air Quality • Compliance with dust Resident Engineer Weekly Site in areas of complaints No additional abatement measures. medium to high • Checking equipment costs from the MoE • Equipment performance and activity. maintenance dates. maintenance frequency. Page | 79 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Frequency Estimated Receptor/EHS Responsibility Location of Methods of Monitoring indicators of Cost of aspect of monitoring monitoring monitoring monitoring monitoring • Emissions visibility. • Documentation (e.g. by photos) in reports • Site inspection • Noise level on site - Reconstruction • Complaint’s log Contractor and Noise and • Number of complaints related Resident Engineer Weekly Site in areas of • Checking equipment No additional Vibration to high noise levels. medium to high maintenance dates costs from the MoE • Equipment conditions activity. • Documentation in reports • Waste segregation • Site inspection • Storage conditions of - Reconstruction • Checking waste Contractor and PMT Solid & Liquid hazardous materials; Site in areas of register Resident Engineer Weekly management Waste generation • Disposal receipts; from the MoE medium to high • Checking disposal Cost • Condition of the holding tank activity. receipts. (s) • Signs of soil erosion, evidence Contractor and Reconstruction Site • Site inspection with No additional Soil of spills of fuel and lubricants Resident Engineer Weekly in areas of medium photo documentation costs from the MoE to high activity. - OHS Plans - Random site - Trainings performed and inspection recorded - Maintaining records of - Coverage of workers by injuries and accidents PMT resident Reconstruction Site PMT Occupational appropriate insurance schemes with cause and engineer from the Monthly in areas of medium management health and safety - PPEs used by workers location MoE to high activity. costs - Fire prevention equipment in - Labor registry place - Insurance schemes of - Continuous monitoring of all workers hazardous events. - Grievance log Page | 80 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Frequency Estimated Receptor/EHS Responsibility Location of Methods of Monitoring indicators of Cost of aspect of monitoring monitoring monitoring monitoring monitoring - Number of accidents/incidents on site - Regular reporting of any accidents, as well as reporting on workers/community interactions - Monthly reports - Regular inspection of workers - Grievance log against pathogenic agents and - Minutes of provision of immunization meetings carried PMT when needed PMT resident Reconstruction Site out with Community management - Number of accidents related to engineer from the Monthly in areas of medium community health and safety costs traffic MoE to high activity. members, - Number of complaints raised including women about various CHS items and vulnerable including GBV and traffic groups - Regular consultations with community members, including women and vulnerable groups - Complaints raised by PMT resident - Monthly reports PMT Roads used during Traffic flow community people engineer from the Monthly - Grievance log management mobilization MoE costs - Documentation of affected PMT PMT resident Reconstruction Site - Periodic reports infrastructure and corrective management Utilities engineer from the Quarterly in areas of medium - Grievance log procedures taken costs MoE to high activity. - Locally recruited workers - Quality of construction camp PMT and available services PMT resident Reconstruction Site Contractor’s - Periodic reports management - Adherence to waste engineer from the Quarterly in areas of medium Camp Site - Grievance log costs management MoE to high activity. - Worker/community incidents of traffic and GBV incidents Page | 81 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Frequency Estimated Receptor/EHS Responsibility Location of Methods of Monitoring indicators of Cost of aspect of monitoring monitoring monitoring monitoring monitoring - Number of complaints raised about GBV and traffic - Availability of the code of conduct - Total number of trained workers on the code of conduct - Signed code of conduct - Penalties and disciplinary action taken against workers - Periodic reports PMT who violate the code of PMT resident Reconstruction Site - Grievance log Temporary Labor management conduct engineer from the Quarterly in areas of medium - Engagement activities influx costs - Complaints raised due to MoE to high activity. with women minutes Labor influx of meetings (MOM) - Documentation of corrective measures adopted - Training on Code of Conduct - Engagement activities carried out with women - Complaints raised related to the GBV - The monitoring of child labor, - Random site PMT PMT resident Reconstruction Site age verification and inspection management Child Labor engineer from the Monthly in areas of medium maintenance of Labor registry - Age Verification of costs MoE to high activity. workers - The monitoring of workers’ compliance to the Code of Conduct when interacting PMT resident Reconstruction Site PMT with the surrounding - Periodic reports GBV engineer from the Quarterly in areas of medium management communities to avoid - Grievance log MoE to high activity. costs behaviors such as GBV. - Complaints raised due to GBV Page | 82 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Frequency Estimated Receptor/EHS Responsibility Location of Methods of Monitoring indicators of Cost of aspect of monitoring monitoring monitoring monitoring monitoring - Documentation of corrective measures adopted Visual and - Review disposal receipts. - Site inspection Contractor and PMT Landscape / - Consultation activities with Around the school - Checking waste register Resident Engineer Weekly management Flora and Fauna the surrounding communities area - Checking disposal from the MoE Cost Impacts receipts. - Review documentation of chance find procedures PMT Archaeological - Review Minutes of Meetings PMT resident Upon finding Reconstruction Site management and cultural carried out with the mosque engineer from the any cultural in areas of medium - Monthly reports costs heritage administration MoE heritage to high activity. - Review any complaints raised by the mosque authority Operation/Maintenance Phase - Storage conditions of - Site (visual) inspection Solid & Liquid hazardous materials; School Monthly - Review waste No additional School Building Waste - Waste disposal receipts. Management register(s). Cost - Sign of water leakage from the - Site (visual) inspection sanitary facilities; - Proof that the holding 300- Groundwater - Waste disposal receipts. School School Toilets’ tanks of the domestic 500$/water Monthly Pollution Management Building sample (Rough - Testing the drinking water wastewater are Estimate) quality (One Sample) regularly emptied. - Incidents - Inspection and - Occupational diseases recording Operation Occupational School Bi-annual School Building management health and safety Management report - Maintaining records of costs injuries and accidents - Availability of equal access - Grievance log Operation Community - Accidents, incidents and School Bi-annual Vicinity of the management health and safety Management report School Building complaints costs Page | 83 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Sub-Project Frequency Estimated Receptor/EHS Responsibility Location of Methods of Monitoring indicators of Cost of aspect of monitoring monitoring monitoring monitoring monitoring - Complaints from local community - Transmitted diseases Accessibility of - Equal access availability - Grievance log Operation students - Complaints from local School Bi-annual School management Management report community costs - Complaints raised due to - Grievance log GBV by community people or female teachers (if any) PMT resident Operation - Female social officer is On quarterly GBV engineer from the School management recruited basis MoE costs - Documentation of corrective measures adopted Annex (6) illustrates all safeguards procedures for inclusion in the technical specifications of contractors (English and Arabic). Page | 84 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 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 Anbar and 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 Anbar are the central level of the supervisory body for the Reconstruction of the Al Andalus High School Reconstruction 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 and 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 Temporary labor influx o Child labor o Gender based Violence o Visual and landscape aspects 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. Page | 85 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 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. 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 making 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 people; 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 reports 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. Page | 86 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project â–ª Build the capacity and provide support to the field staff as needed. 6.3.4 School management • Management of the solid and liquid wastes during operation • Management of the occupational health and safety aspects during operation • Management in the community health and safety during operation • Management of the GRM and report to the PMT and coordinate with the social officer of the PMT 6.3.4.1 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 Particpating Proposed Budget in US$ course training parties Scheduling â–ª Selected Environmental members from Class room Management the designated Prior to project + on the job 3,000 US$ and monitoring staff implementation training for the project â–ª Resident engineer â–ª Selected members from Occupational Classroom + the designated Prior to project health and on the job 4,500 US$ staff implmentation safety training 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 implementation the designated 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 + evaluation the designated Prior to project on the job 6,000 US$ (activities and staff implmentation training tools) â–ª Resident engineer Page | 87 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Training Type of Particpating Proposed Budget in US$ course training parties Scheduling â–ª Contractor’s Social - One Development Community workshop in One day Officers and health and the beginning 2,000 US$ workshop â–ª Selected safety of the project members from implementation the designated EHS staff â–ª Contractor’s Social One workshop Two-day Development in the No cost as it will Stakeholder Workshop + Officers and beginning of be part of social engagment on the job â–ª Selected the project trainings below training members from implementation the designated EHS staff Table 6-4: Recommended training courses for social staff Training course Type of Particpating Proposed Budget US$ training Parties Scheduling WB operational Contractor’s Social One-day - One workshop policies with Development Officers Workshop + in the beginning emphasis on and selected members 2,000 US$ on the job of the project handling from the designated training implementation grievances staff Communication Skills with emphasis on Contractor’s Social Two-day - One workshop being sensitive Development Officers Workshop + in the beginning cultural and selected members 2,000 US$ on the job of the project practices and from the designated training implementation including the staff participation of women - Once prior to project Contractor’s Social Promotion of implementation Workshop + Development Officers Awareness - Refreshment on the job and selected members 3,000 US$ Raising course during training from the designated Activities the staff implementation of the project Contractor’s Social One-day - One workshop Community Development Officers Workshop + in the beginning Participation and selected members 4,000 US$ on the job of the project Tools from the designated training implementation staff Contractor’s Social Monitoring and Two-day - One workshop Development Officers Evaluation Workshop + in the beginning and selected members 4,000 US$ mechanisms on the job of the project from the designated (M&E) training implementation staff Page | 88 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Training course Type of Particpating Proposed Budget US$ training Parties Scheduling 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 Cultural Half day in the beginning and selected members 1,500 US$ heritage workshop of the project from the designated implementation staff Labour and working Contractor’s Social - One workshop conditions Development Officers One day in the beginning Community and and selected members 4,000 US$ workshop of the project workers from the designated implementation grievance staff mechanism Contractor’s Social - One workshop Labour influx Development Officers One day in the beginning and child and selected members 2,000 US$ workshop of the project labour from the designated implementation staff 6.4 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. Page | 89 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Table 6-5: Tentative Budget Required to Implement the ESMP Management/ Total cost in Item Unit cost in US$ monitoring US$ Sub-item (1) For the pre-construction and reconstruction phase Printed posters and Poster 10 US$ Management of complaint form: Posters 10 Complaint form 0.5 600 US$ GRM US$ Complaint forms 1000 Sub-item (2) For operation phase Printed posters and Poster 10 US$ Management of complaint form: Complaint form 0.5 600 US$ GRM Posters 10 US$ Complaint forms 1000 Management of Dump truck (2ton) trip to $500 per dump $500 per dump truck (2 Solid & Hazardous dispose collected waste truck (2 ton) ton) trip waste trip Testing the drinking water 300-500$/water Groundwater 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 17,500 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. Page | 90 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 7 PUBLIC CONSULTATION AND PARTICIPATION 7.1 Introduction The Stakeholder Engagement chapter aims at highlighting the key consultation and community engagement activities and their outcomes, in addition to outlining the validity and reliability of the data collected. The stakeholder engagement activities were conducted with reference to ESS10: Stakeholder Engagement and Information Disclosure.32 In summary, the following objectives of stakeholder engagement is applicable to the project: â–ª Identification of project stakeholder groups, including members of the public who could be affected (directly or indirectly) by the project’s construction and operation activities. â–ª Stakeholder engagement process; timely and ongoing provision of information to stakeholders on the E&S issues that could potentially affect them. â–ª Meaningful consultation and disclosure to be based on the disclosure of information of relevant project activities and undertaken in a manner that is inclusive and culturally appropriate for all stakeholders. â–ª Grievance Redress Mechanism by which the general public and other stakeholders can raise concerns, which the Company will handle in a prompt and consistent manner. Accordingly, consultation activities with stakeholders were undertaken in order to fulfil the requirements of WB regulations. The subsequent subsection elaborates on how these stakeholders were identified. 7.2 Stakeholder Identification This may include individuals, businesses, communities, local government authorities, local nongovernmental and other institutions, and other interested of affected partiesâ€?. Therefore, 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 provide the subproject 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. For more details, see Annex (2) represents all potential project stakeholders. 7.3 Consultation Methodology and Activities The Consultant carried out stakeholder engagement activities in March 2021, through the following methods: interviews with community members surrounding the project area, as well as Focus Group Discussions (FGDs). The diversity of community representation was considered. The consultant exerted effort to represent various stakeholders such as relevant community members, governmental members, school staff, students, traders, community elders and women. The last category was difficult to meet due to women’s mobility limitation and exclusion from any 32 http://pubdocs.worldbank.org/en/837721522762050108/Environmental-and-Social-Framework.pdf Page | 91 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project public activities. Therefore, the female consultant met them inside their houses. Information was disclosed on one of the Facebook pages. The identification of relevant stakeholders to the project considered 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 ESMP. Table 7-1: Summary of the consultation activities that were conducted in project area Number Stakeholders Method Place of consultation Date M F Head of Department of Education - in Khaldiya City Ministry of Education - General 1 Meeting Khaldiya City March 21 Directorate of Education in Al Anbar Governorate Principal of school 1 Meeting Husaybah East March 21 Community members (women) 2 Meeting Husaybah East March 21 2 Meeting Husaybah East March 21 Traders and shop owners Daily wage workers 3 Meeting Husaybah East March 21 Student (Male) 1 Meeting Husaybah East March 21 15 FGD Husaybah East March 21 Student (Female) Teachers of Al Andalus High FGD Husaybah East 5 4 March 21 School for Girls 1- Husaybah East https://www.facebook.com/hussaybah1love/ Facebook 2830 followers 2- Media of Habbaniya https://www.facebook.com A9 797937983558996/‫الحبانية‬-‫بلدية‬-‫مديرية‬-‫اعالم‬ Municipality 11,747 followers @AlnbarAlhadath · Media/News Company 3- Al Anbar Media 339,959 followers Total excluding Facebook 12 22 7.3.1 First round of consultation summary ( Educational Directorate and School principal ): The first level of consultation started with the Educational Directorate in Al Anbar and school staff (the principals, and teachers). Various meetings were carried out in order to collect information about the current status of school, concerns and subproject benefits. Additionally, a Project Information Document was shared with Three Facebook pages that are followed by about Page | 92 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 354,536 people in order to put limitation for face to face meetings as recommended by the Practical Tools for Virtual Engagement during COVID 19 (Annex 7). Below is a summary of the main issues discussed: • Current conditions of the school and girls’ suffering as the alternative school is located one kilometer away from Al Andalus School for Girls • The probability of girls’ dropout due to the absence of a nearby school in the subproject area. • Parents are reluctant to send their girls to remote schools as they can’t afford securing private means of transportation for the girls • The road to the alternative school is not safe and no lighting poles are installed there • Benefits of project to the community people, including returnees and the young students: o Help students to continue schooling in better and healthier environment o Enabling young girls to continue their education as parents are reluctant to send their girls to remote schools o Allowing community people to save money spent on transporting their children to remote schools o Complaints related to gender based violence (more detail to be provided in the GRM) • Grievance mechanism adopted by the Ministry of Education and the subproject. The responsible person for managing complaints Page | 93 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Figure 7-1: Disclose information on Husaybah East Facebook Figure 7-2: Meeting in the Educational Directorate Figure 7-3: Meeting with the School principal 7.3.2 Second round of consultations: The second consultation activities were conducted at project sites with residents of the area of influence, female students, teachers, traders and women. The main information shared about the project were: Page | 94 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project â–ª Project description â–ª GRM contact information â–ª Benefits of the project â–ª Potential impacts during construction â–ª Impacts of the project on children and their concerns Figure 7-4: Female students (not willing to expose their Figure 7-5: Traders and daily wage workers faces) The following table presents all stakeholder engagement activities conducted by the Consultant and the key outcomes obtained. Page | 95 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Table 7-2: Key comments and concerns raised during the consultations Reflection of Key questions, concerns and feedback Issue raised Raised by Response Comment in raised Report Utilities All services and utilities are available in the Included in the Head of Department Utilities are available to school available project area, as the school is connected to the baseline section of Education in National Electricity Grid and the drinking 4.2.7 Khaldiya sub-district water network. It is located on the main road of the city and has easy access to the school. As for sewage water, they still rely on the septic tank until the completion of the sewage network project for the city, and this will definitely include the school. Current Head of Department Detailed GRM should be built on in Included in the There is a mechanism to receive complaints Grievance of Education in order to properly manage complaints. GRM section from citizens. Mechanism Khaldiya sub-district It is worth mentioning that the 7.3.4 Given the variation of complaints, and complaints that are escalated to court according to the type of complaint, it can be might be related to gender issues submitted to the school administrations that refers it to the department. The department investigates the complaint and provide an opinion. Thereafter, the educational department refers it to the Director General of Al Anbar Education, as he is the final decision-maker. He provides decision within 24 hours, as he is keen to follow up the mail day by day. The majority of complaints are resolved amicably and sometimes complaints are Page | 96 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Reflection of Key questions, concerns and feedback Issue raised Raised by Response Comment in raised Report submitted to the police, that in turn refer them to the court, and the court refers them to educational department. The department forms a committee to search and investigate what was mentioned in the complaint and submit everything to the director general for a decision. All complaints received are investigated by committees that are formed to solve the complaints. They are documented with the Legal Department and follow up the minutes of the committee’s meetings and its findings and even attend pleadings in the courts if necessary. Usually the educational department provides Annual Performance Reports, where one of the sections is related to the complaints received. The information is mostly statistical and not narrative reports accompanied by findings and recommendations. Statistics are usually requested by the Quality Department and the Educational Planning Department, and these are all submitted with the Annual Evaluation Form to the Ministry. Page | 97 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Reflection of Key questions, concerns and feedback Issue raised Raised by Response Comment in raised Report Current Head of Department The current alternative schools are either far This is an important dimension and will Included in the problems faced of Education in from the school site and all parents have to pay be reflected in the subproject benefits benefits of school with the Khaldiya sub-district transportation costs to transport the students during operation alternative to the alternative school, or enrollment in the section 6.3 schools alternative school used by boys. Families that have limited income and have more than one daughter in the school face critical financial problems. The transportation constitutes a financial burden on the family, which has pushed some families to force the daughters to drop out of school. In the past three years, the alternative school was Al-Andalus High School for Boys, which practically occupies the same location as Al- Andalus School for Girls. The two schools are adjacent, but this causes great suffering to the school administration. Parents do not prefer interaction between boys and girls at this critical age (teenagers). Benefits of the Head of Department Supporting girls to continue their Included in the The main benefit is the return of students to project of Education in education is one of the major benefits of project benefit school close to their houses. As well as, going Khaldiya sub-district the project during operation to school without causing financial burden on section 6.3 the family. Consequently, opportunities remain available for female students to complete their studies. Drawbacks of Head of Department There are no drawbacks, as the school is No concerns raised Included in the the project of Education in located on the main road (100 meters) and it cultural heritage Khaldiya sub-district has a prohibited road that can be used in a way Page | 98 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Reflection of Key questions, concerns and feedback Issue raised Raised by Response Comment in raised Report that does not disturb the traffic and does not impacts section affect the neighboring floors or the shops. 6.2.3.8 The mosque is located about 100 meters away from the school and will not be affected by the construction work. No delay to Traders and daily wage We hope that the school will be completed The project will follow a time plan that Included in the complete the workers quickly to facilitate the return of girls to their will be monitored by the Ministry of ESMP project school. Education Impacts on Traders and daily wage Of course the owners of construction materials The project will create jobs and will be Included in the markets and workers and machinery will benefit. The construction in need for supplies positive impact job creation activities in general will positively return to the section during city and of course provide jobs for many construction 6.1 workers and craftsmen. Complaints Traders and daily wage When Al Andalus school was first built, a There is a grievance mechanism that can Included in raised before workers number of the school's windows were directly be implemented during construction section 7.3.4 overlooking my house, so I told the and operation phases contractor about it and asked him to change the location of the windows, and he responded to my request. In general, we try to talk to the concerned person, and if we do not get a result, we go to the official Continuity of Traders and daily wage The school is not just for us. Everyone should This is very important aspect that the Included in school workers be aware that it belongs to future generations Ministry focuses on. consultation operation as well, so everyone should cooperate and pay section attention to the quality of work to ensure its continuation for a long time. We do not want to lose the school, as the region needs it. Page | 99 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Reflection of Key questions, concerns and feedback Issue raised Raised by Response Comment in raised Report My children all studied there and now my grandchildren are studying in other schools ... We feel longing for it. Suffering to Female students We participate in transport lines from home The Ministry of Education try to solve Included in attend school to school and back. We cannot walk, the this problem by reconstructing the consultation distance is too long. Currently school works school section for only one day a week due to Corona, that is, 4 days per month only, and we pay the line 15,000 dinars for each student. I have two sisters… this is too much for my parents Female Female students For women, many are housewives and some This is important to know about as there Included in the contribution to are teachers or employees is critical gap of information about this baseline section work Many students reported that their mothers or aspect 4.2.5 aunts work from home to increase the family’s income in fields such as sewing and hair dressing and even selling and buying clothes and more. Problems faced Female teachers Given the fact that Al Andalus School is Teachers complaints are important as Included in the by teachers in consider as a guest to another school, it is their suffering might affect their ability baseline section the alternative obliged to be operating during the afternoon. of educating the girls. 4.2.13 schools It poses a problem for the teachers that have young children. The other problem is the space allocated for the staff and the administration that is limited, as the administration building is divided between the two school administrations. Accordingly, the staff of the two schools are annoyed as there are not enough spaces to be Page | 100 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Reflection of Key questions, concerns and feedback Issue raised Raised by Response Comment in raised Report used by teachers of the two schools. This generates friction and complaining about the issue of cleanliness and maintenance of the school. Quality Male teachers The male teachers raised the concerns below: This should be added to the contractual Included in the assurance â–ª Oblige the contractor to use good agreement and the ESMP ESMP materials and follow the quality of work carefully â–ª We hope that the contractor does not refer the work to sub-contractors because the project might be done at a lower cost, that is, with less quality. â–ª Follow-up on the specifications mentioned in the contract Page | 101 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 7.3.3 Summary of consultation outcomes The key findings from the consultation events can be summarized as follows: 1- Almost all consulted groups agreed that the absence of the school results in many problems, particularly with the alternative schools 2- Benefits of the project are reported by all consulted groups including teachers 3- Drawbacks of the project are relatively limited to the probability of delay 4- Impacts on markets and job creation were reported as benefits of the project during construction phase 5- There is a complaint system adopted by the Ministry of Education and is sensitive to gender aspects 6- Continuity of school operation is essential to all consulted groups 7- Female contribution to labor market is limited to specific types of jobs e.g. sales and administrative works 8- Problems faced by teachers in the alternative schools were reported as they are obliged to work in the afternoon leaving their own children at homes 9- Quality assurance of construction materials is very essential in order to warrantee good quality building 7.3.4 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 subprojects. However, there are other grievance systems that are adopted by the Ministry of Education, the municipality, the Education Directorate. Therefore, it is essential to present the EODP GRM and other grievance mechanisms adopted and propose a mechanism for coordination and cooperation among all systems. 7.3.4.1 GRM objectives 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. 7.3.4.2 Current GRM adopted by the Ministry of Education and Education Directorate The Ministry of Education, the Educational Directorate and the municipality adopt grievance mechanisms. They can be summarized as follows: Page | 102 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Aspect Ministry of Education Educational Municipality Directorate Communication Ministry of Education The general manager The head of channels website 33 (Annex 9) of Al Anbar municipality Educational Registration All complaints are All complaints are All complaints are registered but not in registered but not in registered but not in one place one place one place Feedback to the The aggrieved person The aggrieved person The aggrieved person complaints is met and the is met and the is met and the complaint is discussed complaint is discussed complaint is discussed with him/her. No time with him/her. No time with him/her. No time interval interval interval Procedure for If the aggrieved person If the aggrieved person If the aggrieved person appeal is not satisfied with the is not satisfied with the is not satisfied with the solution provided, s/he solution provided, s/he solution provided, s/he has the option to go to has the option to go to has the option to go to court. court. court. They also have the full right to go directly to the police and the court Confidentiality Confidentiality is Confidentiality is Confidentiality is assured. assured. assured. Anonymous Anonymous Anonymous complaints are not complaints are not complaints are not accepted as the accepted as the accepted as the aggrieved person aggrieved person aggrieved person should attend should attend should attend discussion meetings. discussion meetings. discussion meetings. Monitoring There is a monitoring There is a monitoring No clear monitoring system in place system in place procedures are made available Reporting There is an annual There is an annual No reporting report report procedures are in place 33 http://epedu.gov.iq/index.php?name=shakwa Page | 103 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 7.3.4.3 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 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. 7.3.4.4 .EODP GRM 7.3.4.4.1 Communication Each PMT GRM coordinator (governates and ministries) will: • Confirm to the Project Coordination Unit (PCU) GRM coordinator the uptake channels that each of them has in place for the PMT GRM • 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 • Install complaint boxes at sub project sites • Ensuring that the resident engineers have hard copies of the GRM uptake form • Emphasis on outreach regarding the EODP GRM during TA and capacity building for resident engineers. 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. Page | 104 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 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 7-3: GRM uptake channels for submission of feedback REFAATO PMT MoE and the municipality â–ª Email: â–ª Letters to the PCU and/or During construction: In-person grm.wb@refaato.iq relevant PMTs feedback to resident engineers on â–ª Online complaint â–ª Phone calls to PMTs using sub project sites and PMTs and system: telephone or WhatsApp documented in GRM uptake refaato.net/form/ form â–ª In-person feedback to • The Education â–ª REFAATO resident engineers on sub Directorate legal hotline: 80011111 project sites and documented department of Al Anbar in GRM uptake form Education Directorate. GRM users can call between Sunday- • The Ministry of Thursday from 10 Education AM to 2 PM • Contact: Social officer Abd El Satar Ali Hamad (07831868642) During operation: School principal • The Education Directorate legal department in of Al Anbar Education Directorate. • The Ministry of Education • Contact: The social officer to be defined As stated above, REFAATO has an online complaint system, available at: refaato.net/form/.34 Furthermore, on a more local level, community people should be informed about the GRM using the 34 A sample of the online form (in Arabic and English) is included. Page | 105 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 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. 7.3.5 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 subprojects. The GRM process is described in the sections below. The figure below provides a visual overview of the steps and associated timelines. Figure 7-6: Grievance Management Process Step 1 (Day 1) • Uptake Step 2 (Day 2) • Sorting and processing Step 3 (Day 3-6) • Acknowledgment and Follow up • Verification, Investigation and Action by PMT Step 4 (Day 7-10) Technical Team Step 5 (Day 11-30) • Providing Responses to GRM Users Step 6 (Quarterly) • Reporting 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. Page | 106 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 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 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 7-4: Classification of grievance level High-Level Feedback Standard-Level Feedback Feedback received to be categorized as ‘high’ level instances If the identity of the aggrieved will include issues that meet the following criteria: person is known and the â–ª Incidents that caused or may potentially cause significant or great harm to the environment, workers, grievance is classified as communities, or natural resources, including issues of ‘standard’, the acknowledgement gender-based violence; of grievance will be within 3 â–ª Incidents which entail failure to implement E&S business days. At the 20 measures with significant impacts or repeated non- business-day mark, if a compliance with E&S policies; complaint/question is still â–ª Incidents for which failure to address may potentially pending, the GRM focal point for cause significant impacts that are complex and/or the PMTs and the PCU will costly to reverse; and provide an update to the non- anonymous GRM user, inform Page | 107 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project â–ª Incidents that may result in fatality or some level of them if there will be delays in lasting damage or injury. resolving their case, and provide the date for which they will be This type of feedback will be acknowledged, and an able to provide a response 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 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: • Nature of the feedback Page | 108 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project • Aggregate information on the GRM users (including demographic – student, parent, gender, etc.) • Information on where the feedback was received and in what format. • Information on the status of complaints and queries (resolved, under review, etc.). • Information on how complaints and queries were resolved. • 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. 7.3.5.1 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. 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. 7.3.5.2 Institutional Arrangements The table below provides a summary of the roles and functions involved in the management of the EODP GRM. Table 7-5: Summary of Roles and Functions for EODP GRM Role Functions • Ensure that information on the GRM is posted on EODP subproject sites, including contact information for the Social Development Officer • Maintain logs of the feedback received and share them with the relevant Sub project GRM focal points for the PMTs and the PCU on the second Monday of residents each month and share them with the SDO. Close cooperation with the SDO is essential. Page | 109 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project engineer and • Support in submitting feedback, including facilitating Contractors contact/communication between GRM users and relevant GRM focal points • Provide support to the PMT and PCU to verify and investigate issues or complaints, when possible • Refer the complaint to the person in charge for solving it • Liaise and collaborate with other ministries and entities to which complaints/feedback are channeled and following up on the investigation and resolution of issues • Ensure that all EODP project sites have contact information for the EODP GRM Social • Ensure that resident engineers have hard copies of the GRM uptake Development forms that GRM users can send to the PCU by mail Officer • Disseminate information regarding uptake channels for submitting feedback, the structure and standards of the GRM, and their role • Monitor GRM uptake channels for their PMT and communication from the PCU regarding feedback that is relevant to their PMT • 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 • Maintain the privacy of GRM users who wish to remain anonymous • Maintain the GRM log to track and report on the status of each case • Undertake verification and investigation of issues/complaints with relevant entities, groups or individuals • Follow up on additional information that may be required from non- anonymous GRM users to resolve a complaint • Liaise with the legal department and other technical staff in the ministry as required Respond to GRM users on the resolution and the status of the feedback and ensure that the “feedback loopâ€? is closed Share all information about received and processed complaints with the PCU GRM Focal Point • Supervise outputs and reports of GRM focal points • Highlighting issues on compliance of environmental and social safeguards PMT Head or policies to PCU and World Bank team Coordinator • 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 Page | 110 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project • 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; • 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 • Flag challenges in resolving issues that need to be escalated to the REFAATO President • Update and maintain a monitoring system for complaints/feedback received directly by the PCU, as well as feedback reported by the PMTs PCU GRM for ministries & governates Focal Point • Prepare and provide consolidated reports on grievance/feedback data on an ongoing basis in collaboration with the PMTs and governates • Analyze the data and generate reports on feedback trends for REFAATO senior management and the World Bank team President of • Endorse responses to feedback that are received by the PCU and REFAATO escalated to the GRM Committee • Review the data and reports developed on the feedback and by the PCU’s GRM Coordinator Source: Grievance Redress Mechanism Guidelines and Procedures 7.3.5.3 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. Lastly, if the aggrieved person is still not satisfied with the solution provided, s/he has the option to go to court. 7.3.5.4 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 7.3.5.5 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 Page | 111 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project grievance is to be addressed. However, an anonymous complaint can receive a code and should be investigated appropriately and treated courteously. 7.3.5.6 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–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 Disclosure activities As soon as the site-specific ESMPs gets clearance from the World Bank and approval from the Ministry of Environment, 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. â–ª A copy of the ESIA report in English and a summary in Arabic will be made available in the MoE branch office in Al Anbar 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 Al Anbar Educational Directorate informing about the results of the study and the website link for the full ESIA report. â–ª It will be useful also to maintain leaflets of the project impacts, GRM and contact office in the regional branch. Page | 112 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project ANNEXES Page | 113 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project ANNEX 1: CHANCE FIND PROCEDURE ENGLISH 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 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 project 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–ª Stop all construction activities in the area of the chance find. â–ª Delineate the discovered site or area. â–ª Record the find location, and all remains are to be left in place. â–ª 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–ª 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–ª 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–ª Implementation for the authority decision concerning the management of the finding shall be communicated in writing by the Ministry of Culture; and â–ª 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–ª 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. Page | 114 ‫‪EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project‬‬ ‫‪Chance Find Procedure in Arabic‬‬ ‫ملحق رقم ‪ : 2‬أمكانية العثور على اآلثار‬ ‫اءات المتبعة Ù?ÙŠ حالة العثور على أى عنصر ذو قيمة تر‬ ‫اثية وثقاÙ?ية‬ ‫اإلجر‬ ‫اثية والثقاÙ?ية طبقا لقانون اآلثار العر‬ ‫اقى رقم ‪ 55‬الصادر بتاريخ ‪ 2002‬الجوامع والعتبات المقدسة ودور العبادة‬ ‫تتضمن العناصر ذات القيمة التر‬ ‫والمشاهد والمقابر والتكايا والصوامع والبيع والكنائس واالدير‬ ‫ة والخانات المملوكة أو الموقوÙ?Ø© لتصرÙ? االشخاص الطبيعية أو المعنوية التي تملكها أو‬ ‫تتولى ادارتها‪ .‬وينص القانون سالÙ? الذكر على أن يلتزم كل من يكتشÙ? اث ا‬ ‫ر غير منقول او علم باكتشاÙ?Ù‡ بابالغ جهة رسمية أو منظمة جماهيرية بذلك‬ ‫خالل (‪ )24‬اربع وعشرين ساعة وعلى هذه الجهة ان تخبر السلطة االثارية بذلك Ù?Ùˆ ا‬ ‫ر‪.‬‬ ‫وتشكل المرحلة األولية من عمليات إعادة اإلعمار الطارئة المقترحة مخاطر محدودة Ù?ÙŠ اإلضر‬ ‫ار بالممتلكات الثقاÙ?ية ألن‬ ‫ة Ù?ÙŠ البنية التحتية المجتمعية وأنشطة مدر‬ ‫ة للدخل ‪ ،‬واعادة بناء‬ ‫المشروعات المختلÙ?Ø© ستتألÙ? إلى حد كبير من استثمار‬ ‫ات صغير‬ ‫ي جيدا أن أي نشاط من شأنه أن‬‫ى المحدودة‪ .‬عالوة على ذلك ‪ ،‬يتÙ?هم االستشار‬‫المباني القائمة ‪ ،‬وبعض اإلنشاءات األخر‬ ‫عي ‪ subproject‬غير مقبول‪ .‬ومع ذلك ‪ ،‬سيتحقق‬‫ع الÙ?ر‬‫يؤثر سلبا على الممتلكات الثقاÙ?ية من شأنه أن يجعل المشرو‬ ‫اية‪:‬‬ ‫ي من اتباع اإلجر‬ ‫اءات التالية لتحديد اآلثار وحمايتها من السرقة وذلك Ù?ÙŠ حالة اكتشاÙ? مواد ذات قيمة تر‬ ‫االستشار‬ ‫وقÙ? جميع أنشطة اإلنشاءات Ù?ÙŠ المنطقة التى تم العثور على اآلثار بها‪.‬‬ ‫•‬ ‫تحديد الموقع أو المنطقة التى تم أكتشاÙ?ها‪.‬‬ ‫•‬ ‫تسجيل موقع البحث ‪ ،‬وسيتم ترك جميع الحÙ?ريات Ù?ÙŠ مكانها‪.‬‬ ‫•‬ ‫تأمين الموقع لمنع أي ضرر أو Ù?قدان األشياء القابلة للنقل‪ .‬وÙ?ÙŠ حاالت اآلثار القابلة للنقل أو الحÙ?ريات ذات األهمية‬ ‫•‬ ‫زر‬ ‫ة الثقاÙ?Ø© على الÙ?ور (خالل ‪ 24‬ساعة أو‬ ‫‪ ،‬يجب توÙ?ير حارس ليلي حتى يتم حضور السلطات المحلية المسؤولة وو ا‬ ‫أقل) ؛‬ ‫زر‬ ‫ة الثقاÙ?Ø© (خالل ‪ 72‬ساعة)‪ .‬يجب‬ ‫إخطار المهندس المشرÙ? الذي يقوم بدور‬ ‫ه بإخطار السلطات المحلية المسؤولة وو ا‬ ‫•‬ ‫قا للمعايير المختلÙ?Ø© ذات الصلة بالتر‬ ‫اث الثقاÙ?ÙŠ Ø› وتشمل هذه القيم الجمالية والتاريخية والعلمية‬ ‫تقييم أهمية اآلثار ÙˆÙ?ً‬ ‫أو البحثية واالجتماعية واالقتصادية‪.‬‬ ‫ة الثقاÙ?ة‪ .‬يمكن أن يشمل ذلك‬ ‫زر‬ ‫رر‬ ‫ات المتعلقة بكيÙ?ية التعامل مع اآلثار من قبل السلطات المسؤولة وو ا‬ ‫تÙ?تخذ الق ا‬ ‫•‬ ‫ات Ù?ÙŠ التصميمات ‪( layout‬مثل عند العثور على Ø­Ù?ريات غير قابلة لإلز‬ ‫الة وذات أهمية ثقاÙ?ية أو أثرية) والتى‬ ‫تغيير‬ ‫يجب الحÙ?اظ عليها وترميمها وانقاذها‪.‬‬ ‫ة الثقاÙ?Ø© كتابة إلعالمها بكيÙ?ية التعامل مع العنصر ذو القيمة التر‬ ‫اثية Ø› و‬ ‫زر‬‫يجب أن يتم مخاطبة Ùˆ ا‬ ‫•‬ ‫زر‬ ‫ة الثقاÙ?Ø© Ù?يما يتعلق‬ ‫ال يمكن استئناÙ? أعمال البناء إال بعد الحصول على إذن من السلطات المحلية المسؤولة وو ا‬ ‫•‬ ‫بحماية التر‬ ‫اث‪.‬‬ ‫ة أعاله‬ ‫اقبة اللوائح المذكور‬ ‫ع ‪ ،‬سوÙ? يقوم مهندس الموقع بمر‬ ‫ي أنه أثناء اإلشر‬ ‫اÙ? على المشرو‬ ‫سوÙ? يضمن االستشار‬ ‫•‬ ‫ة عملية العثور على آثار‪ .‬سيتم تسجيل النتائج ذات الصلة Ù?ÙŠ تقارير اإلشر‬ ‫اÙ? على مشروعات‬ ‫المتعلقة بآلية إدار‬ ‫‪Page | 115‬‬ ‫‪EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project‬‬ ‫اءات التخÙ?ÙŠÙ? الخاصة بالعثور على عناصر ذات قيمة تر‬ ‫اثية وذلك Ù?ي‬ ‫البنك الدولي وسوÙ? يتم تقييم ÙƒÙ?اءة إجر‬ ‫تقرير إكمال تنÙ?يذ األعمال إذا إقتضى األمر ذلك‪.‬‬ ‫‪Page | 116‬‬ EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project ANNEX 2: MAIN STAKEHOLDERS IDENTIFIED Stakeholder Categories Role / Concern Analysis Groups Primary Stakeholders Community - They are the main stakeholders. - They might be affected by leaders and - They will be responsible of the project activities, residents communicating with the especially, women, including subproject and other community children, and vulnerable returnees people. groups. - They are essential to be engaged along the life of the project, as they have Potential high influence on and Affected high interest in the Communities in project. Al Habbaniyah Vulnerable - They are the potential Project - They have interests in the District groups, i.e. Affected Persons (PAPs), i.e. project as they might get a women, young households and communities that job opportunity. people, people will receive impacts - They tend to have high with disability (positive/negative) as a result of interest in the project, and elders the project. but low influence. - Given their vulnerable status they might be severely affected by positive or negative impacts. - They will benefit from the school - They welcomed the project reconstruction as it will solve water Al Andalus school problems administration - They have high interest and students in the project and medium influence Al Habbaniyah - The main role of the district - They welcomed the project District authority is the provision of as it will solve water support to the project through problems mobilizing people to gain - They have high interest information about the project. in the project and high - Permits for the lands needed for influence the project, should be prepared Governmental by the Governorate and sector approved by the LGU. The executive He is the key player who supports all He has high interest in the manager in the projects in terms of permissions and project and high influence municipality problem solution Page | 117 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Stakeholder Categories Role / Concern Analysis Groups The Ministry of- Responsible for developing Health and public policies related to the They have medium Environment protection of environment and interest in the project and Environmental (MoHE) improving its quality. Also, it is of high influence. sector responsible for issuing regulations for environmental determinants and monitoring their implementation. The Ministry of Implementing agency overseeing They have high interest in Education (MoE) activities of the Environmental and the project and high Social Management Plan influence Project Owner Educational - It is involved in coordinating They have high interest of Directorate in Al construction of the project the project and high Anbar activates, and in issuing influence authorizations to work on the project area. REFFATO Reconstruction REFAATO is the coordinating They have low interest in Fund for body between the ministries and the the project and high Affected Areas by world bank influence Terroristic Operation (REFAATO) Water resources Ministry of Water They are responsible for monitoring Low interest with low entities Resources the rivers and waterways influence Agriculture Agriculture They will oversee any impacts on They have low interest in entities associations the subproject surrounding the project and low agriculture areas influence Other Al Anbar - Supporting the project by Governmental governorate providing requested services such They have medium Entities as data related to climate change, interest in the project and temperature, humidity…etc. In of high influence. addition to various permits required, and infrastructure maps, when requested. - Taking necessary security measures. - Educating population on and implementing the GRM. Environmental Responsible for monitoring They have high interest of Office within the compliance to environmental the project and high Governorate requirements. influence Health - They provide health services to - Given the fact that they Directorate local units and project laborers. care about community - It studies the community’s health health, they have high conditions related to the interest in the project existence of the sewage water and high influence near to their houses and to the potable water wells. Page | 118 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Stakeholder Categories Role / Concern Analysis Groups Security The army force - They will be responsible to give They have low interest and require permission for the project high influence on the project Antiquities Directorate for It has a major role in providing the They have low interest and entities Antiquities maps that illustrate the medium influence archaeological areas near the Project area and providing the procedures followed to avoid affecting the archaeological areas by the construction and operation works. Ministries Ministry of They are responsible for any They have low interest and Agriculture projects related to water and medium influence on the irrigation, as well as, treated water project will be used to irrigate palm trees farms. Ministry of The Ministry of Finance is an Iraqi They have high interest Finance (Iraq) government agency responsible for and high influence on the finance of Iraq and banks. project Financial World Bank (WB) It is the financing and regulating They have high interest Donors entity. and high influence Contractors Responsible for construction They have high interest in To be defined activities the project. They will implement the ESMP Secondary Stakeholders Universities and Educational They might provide guidance to the They have medium educational services project, as well as, they provide in interest and medium entities depth view about environmental influence and social aspects pertaining to the project Traders and Traders (small They provide workers with food and They have high interest Suppliers scale stores) amenities. and low influence Small contractors They may be affected because they They have high interest are situated at the project’s adjacent and low influence areas. Civil Society NGOs (regional, - They play an active role in any They have medium local) awareness-raising activities interest and medium related to the project. influence - They are responsible of sharing information with the community. - They may provide support during the valuation and compensation process. Media Television They disclose information about the They have low interest and Representatives project. high influence Newspaper Websites Editors Social Media Page | 119 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project ANNEX 3: LAND OWNERSHIP DOCUMENT (AL ANDALUS SCHOOL) Page | 120 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project ANNEX 4: FEEDBACK UPTAKE FORM ON REFAATO’S WEBSITE (ARABIC AND ENGLISH) Page | 121 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Page | 122 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Page | 123 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Page | 124 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Page | 125 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project ANNEX 5: FEEDBACK UPTAKE FORM ON MINISTRY OF EDUCATION WEBSITE (ARABIC) Page | 126 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project ANNEX 6: SAFEGUARDS PROCEDURES FOR INCLUSION IN THE TECHNICAL SPECIFICATIONS OF CONTRACTORS English Air Quality 1. Stockpiles will be managed to minimize dust generation Measures that can be put in place to minimize the dust impact of stockpiles include: using dust suppression sprays, fully enclosing stockpiles in sheds, and covering stockpiles; 2. Diesel, oil, paint, thinners and other chemicals used on the site will be kept in minimum quantities and stored in sealed containers in order to limit vapors; 3. Engines of vehicles and other machinery are kept turned on only if necessary, to avoid unnecessary emissions; 4. Have a maintenance plan for the construction equipment to minimize exhaust emissions. 5. Truck hauling fill or other dusty materials will be covered, and loads will be kept 0.3 m below the upper edge of the truck walls, covered with a sheet or tarpaulin to control dust; and 6. Set an appropriate speed limit (typically 10-15 km/h) for the vehicles operating onsite. Noise and vibration 1. Ensure that machinery is in good condition and check equipment maintenance records; 2. Noise will be limited to restricted times during the day as it is not safe to work during night. This will greatly minimize the noise disturbance to communities near work sites; 3. Equipment to run only when necessary to control noise; and 4. Implement a complaints system. Waste Management Implement a waste management plan consisting of the following measures. For Solid 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 valleys in the subproject area; 4. General waste must be collected and transported to the designated dumpsite by the local authority. 5. Food wastes must be collected, where practicable, considering health and hygiene issues, for disposal off-site through licensed contractors. For Hazardous Waste: Page | 127 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 1. The waste management area must remain within the school site must not interfere with the traffic outside. 2. Store hazardous waste, such as paint cans, in separate skips/waste containers. 3. Any contaminated soil must be immediately removed, placed in plastic bags and disposed of as hazardous waste. 4. 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. 5. Chemical wastes must be collected in drums (or similar sealed containers), appropriately labelled, to be either returned back to the supplier or safely transported to the assigned dumpsite by the local authority. 6. Transportation and disposal of hazardous wastes should be done through licensed contractors and in close coordination with the relevant local authority and in compliance with the legal requirements and instructions. 7. Make a register of the quantities that have been disposed of. For Liquid waste: 1. 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. 2. The holding tank of the workers’ s caravans must be emptied on a frequent basis by a licensed waste company and then transported to the nearest sewer or wastewater treatment plant. Soil The contractor must follow the solid, hazardous 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. Spill clean-up kits will be kept near areas used for fuel or liquid chemical storage. Staff will receive training in the use of spill clean-up kits; 3. Storing oil and chemical materials on an impervious surface for secondary containment. During all reconstruction phases, an area must be designated for chemical storage. 4. All fuels and liquid chemicals will be kept in sealed containers, drums or tanks; 5. Routine maintenance and repair of mobile equipment/ vehicles must be done in a workshop; 6. All tanks, drums, pipes and sewage holding tanks will be decommissioned and removed upon demobilization from the site; 7. Waste will be stored within waste skip bins or containers, and not directly on the ground; and 8. Burying domestic waste in the project site should be strictly avoided. Page | 128 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Occupational Health and Safety 1. During the loading and unloading of debris specific measures should be applied: a. Restricted area to be designated during the process of unloading the debris b. No manual handling of debris should take place c. Use crane in the process of loading the debris to avoid muscular strain d. Use the PPEs during the loading of debris, particularly, helmets. 2. Provide H&S training to the construction workforce (including sub-contractors, temporary workers and drivers) 3. Full coverage of workers with the appropriate insurance scheme should be implemented to address the health and safety risk on the workers. 4. The Contractor shall prepare and adopt a tailored simple Occupational Health and Safety (OHS) plan for the site according to WBG EHS guidelines to prevent common construction hazards and will hire competent OHS supervisors to ensure its implementation 5. Provide adequate signage to prevent accidental falling into open areas 6. Deployment of HSE procedures for the construction personnel 7. Ensure the use of personal protective equipment for workers (PPE) and that workers follow all safety procedures, including wearing rubber boot, protective gloves, and helmets to guard against dangerous animals such as snakes 8. Ensure the presence of a car during working hours at the project site to transfer injured or snake-bitten worker to the nearby health center as quickly as possible 9. Ensure provision of health and safety facilities at the project site including bathrooms, potable water, and a first aid kit 10. Ensure the workers camp and construction areas are open only to formal employees 11. Provide necessary fire prevention equipment on site. Community Health and Safety 1. During the pre-construction phase, the project design should put into consideration equitable access in full compliance with universal access principal35. In order for a design to be truly universal, it must be useful to people with all kinds of conditions and abilities. This includes people with disabilities or activity limitations. 2. During the loading and unloading of debris specific measures should be applied: a. Covering the trucks using polyethylene sheets to avoid the falling of debris b. Trucks should use unpopulated routes as much as possible 3. Implement Code of Conduct and corresponding training concerning commitment of Labor towards the community and the different behavior that should be avoided; including but not limited to: respect for the beliefs and customs of the populations and community relations, safety rules, forbidding substance abuse, environmental sensitivity of the area, dangers of 35 https://www.disabilityaccessconsultants.com.au/universal_access_design/ Page | 129 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project sexually transmissible diseases and HIV/AIDS, as well as zero tolerance of gender-based violence (GBV) i.e. sexual harassment, sexual exploitation and sexual abuse. 4. Ensure safety for pedestrians in the route to Al-Andalus school by assigning a traffic man to work in the vicinity of school during construction 5. Maintain an efficient grievance mechanism (discussed in the stakeholder engagement chapter) in full cooperation with the SDO 6. This GRM should be sensitive to gender and assure confidentiality 7. Specific engagement with women and girls that includes awareness on GBV and access to anonymous channels to report cases. 8. Posting of clear and prominent warning signage at potential points of school entry 9. Installation of fencing or other barriers at site to prevent access to subproject site by unauthorized persons; 10. For proper implementation of Community Health and Safety mitigation measures during construction, it is essential to establish and sustain an open and transparent dialogue between MoE/contractor and the affected communities in full compliance with the WB standards related to stakeholder engagement activities. 11. The mitigation measures identified under the sections on noise, air quality, waste management and traffic deviation, will all minimize the potential negative impacts for communities. Traffic flow 1. An inspection of the various routes to and from the site must be carried out by the site manager and a list of preferred routes should be prepared and communicated to the contractor and suppliers. 2. Signage should be installed in the access roads 3. Assigning a traffic man to arrange traffic in the vicinity of subproject site Utilities 1. Coordinate with departments of potable water and electricity authorities to obtain maps/data on underground utilities, whenever available, and making such data available to the contractor prior to commencing the works. 2. In case an underground utility and infrastructure pipe has been damaged, standard procedures should be followed in addition to preparing a documentation report for the accident. Contractor’s Camp Site 1. Mobilize maximum capacity of skilled and unskilled Labor force from the surrounding project area by: a. Share information about employment opportunities with the community people, the municipality and the Educational Directorate b. Share information about supplies opportunities with the local suppliers Page | 130 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project c. Provide training to local laborers to be fit for their potential jobs 2. Establish the camp inside school premises 3. Ensure installation of adequate construction camp and sanitation facilities for construction; i.e. construct a holding tank to be used to collect domestic wastewater generated by the camp. 4. Follow the waste management best practices and mitigation measures outlines in this ESMP. 5. Monitor closely the working conditions, ensure appropriate accommodation on site, and impose measures that control of transmission of infectious diseases. 6. Maintain an efficient grievance mechanism (discussed in the stakeholder engagement chapter). This GRM should be sensitive to gender and assure confidentiality 7. Specific engagement with women and girls that includes awareness on GBV and access to anonymous channels to report cases. 8. Train workers on the Code of Conduct and keep close eye on any violation of the COC Labor Influx (Code of Conduct) 1. There will be no accommodation of workers within the area of influence as the majority of them will be locally recruited and the rest will go back to their houses after working hours 2. Preparation and implementation of Worker’s Code of Conduct. 3. All workers should be trained on the Code of Conduct 4. Code of conduct to be signed by sub-contractor. 5. Code of conduct induction to be done every two weeks for the recurrent workers and the new comers before starting work. 6. Apply penalties to workers violating the code of conduct. 7. Apply the full requirements related to operating the grievance mechanism including anonymous channels in full cooperation with the SDO Child Labor 1. The Contractual agreement to be prepared for both contractor and subcontractors will prohibit any kind of hiring child Labor in the project (below 18 years old). 2. Rigid obligations and penalties will be added to the contractor/subcontractors' Contractual agreement in order to warrantee no child Labor is occurred in the project. 3. The Contractual agreement also will oblige the contractor/subcontractor to keep a copy of IDs of laborers in order to monitor the hired staff below 18 years' old. 4. Ensure that workers have access to and are aware about the Grievance Mechanism. Gender Based Violence 1. Ensure that the design of school considers the gender sensitive infrastructure aspects, including but not limited to, the toilet facilities designated for female students, adding surveillance cameras (if possible),.etc. 2. Ensure that the Worker’s Code of Conduct and corresponding training concerning commitment of Labor towards the community and the different behavior that should be Page | 131 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project avoided emphasizes zero tolerance of gender-based violence (GBV) i.e. sexual harassment, sexual exploitation and sexual abuse. 3. Throughout the project cycle those affected by the project should be properly informed of GBV risks and project activities to get their feedback on project design and safeguard issues. 4. All workers should be trained on the Code of Conduct. 5. Code of conduct to be signed by sub-contractor. 6. Code of conduct induction to be done every two weeks for the recurrent workers and the new comers before starting work. 7. Apply Penalties to workers violating the code of conduct. 8. Apply the full requirements related to operating the grievance mechanism including anonymous channels. 9. Special awareness sessions and engagement activities to be carried out with women and young girls 10. The GRM should be sensitive to gender aspects and GBV survivor centered. This GRM will be made available to both community and workers Cultural Heritage 1. Ensure all chance finds of cultural heritage are reported immediately to the relevant authority and follow chance find procedures attached in Annex (1). Visual Impacts 1- Ensure that the contractor is following the solid and liquid waste mitigation measures presented in this ESMP to minimize the visual and landscape impacts in particular, to avoid any potential pollution for the surroundings nearby the school. Accessibility of students to school 1. Equitable access should be made available to students with disability 2. Enable grievance mechanism to students with disability Page | 132 ‫‪EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project‬‬ ‫‪Arabic‬‬ ‫ام باإلجر‬ ‫اءات التالية‪:‬‬ ‫يجب على مقاول اإلنشاء االلتز‬ ‫جودة الهواء‬ ‫‪ .1‬إدار‬ ‫ة أكوام الردم للحد من تولد الغبار وتشمل التدابير التي يمكن وضعها لتقليل تأثير الغبار ما يلي‪ :‬استخدام بخاخات‬ ‫للحد من الغبار ‪ ،‬تخزين األتربة Ù?ÙŠ مناطق غير مكشوÙ?Ø© باإلضاÙ?Ø© إلي تغطيتها‪.‬‬ ‫ى المستخدمة Ù?ÙŠ الموقع بكميات قليلة وتخزينها Ù?ي‬‫‪ .2‬يتم االحتÙ?اظ بالديزل والزيوت والدهانات والمواد الكيميائية األخر‬ ‫حاويات محكمة الغلق للحد من انبعاث األبخر‬ ‫ة‪.‬‬ ‫ى Ù?قط عند الضرور‬ ‫ة لتجنب االنبعاثات غير الضرورية‪.‬‬ ‫‪ .3‬يتم تشغيل محركات المركبات واآلالت األخر‬ ‫‪ .4‬وضع خطة صيانة لمعدات البناء لتقليل انبعاثات العادم‪.‬‬ ‫‪ .5‬يتم تغطية الشاحنة المحملة بالمواد القابلة للتطاير بحيث ال تتسبب الرياح بانتشار‬ ‫ها Ù?ÙŠ الهواء‪ ،‬واالحتÙ?اظ باألحمال‬ ‫على مساÙ?Ø© ‪ 0.3‬متر تحت الحاÙ?Ø© العلوية لجدر‬ ‫ان الشاحنة ‪ ،‬مغطاة بغطاء أو قطعة من القماش المشمع للتحكم Ù?ي‬ ‫الغبار‪.‬‬ ‫عادة ‪ 15-10‬كم ‪ /‬ساعة)‪.‬‬ ‫ع( ً‬ ‫عة قصوى للمركبات والمعدات التابعة للمشرو‬‫‪ .6‬تحديد سر‬ ‫الضوضاء‬ ‫ي والتحقق من سجالت الصيانة‪.‬‬‫‪ .1‬صيانة المعدات بشكل دور‬ ‫‪ .2‬تشغيل المعدات Ù?قط عن الضرور‬ ‫ة للحد من الضوضاء‪.‬‬ ‫‪ .3‬اقتصار األنشطة المسببة للضوضاء المرتÙ?عة على أوقات محددة أثناء النهار حيث أن العمل أثناء Ù?تر‬ ‫ة الليل غير آمن‪.‬‬ ‫عاج الضوضاء إلى حد كبير للمجتمعات القريبة من موقع العمل‪.‬‬‫سيؤدي هذا إلى تقليل إز‬ ‫‪ .4‬تطبيق نظام الشكاوى لتلقي الشكاوى المتعلقة بالضوضاء‪.‬‬ ‫إدار‬ ‫ة المخلÙ?ات‬ ‫ة وغير الخطر‬ ‫ة)‬ ‫المخلÙ?ات الصلبة (الخطر‬ ‫ع‬‫‪ .1‬تحديد أنواع المخلÙ?ات التي ستنتج من أنشطة المشرو‬ ‫‪ .2‬تخصيص صناديق للمخلÙ?ات بما‪ ،‬وصندوق واحد على األقل للمخلÙ?ات العضوية وآخر للمخلÙ?ات الخطر‬ ‫ة (علب الدهانات‬ ‫غة)‪ .‬بالنسبة للمخلÙ?ات الغير‪-‬عضوية ‪ ,‬Ù?ÙŠ حالة عدم توÙ?ر صناديق كاÙ?ية‪ ،‬يجب تخصيص وتحديد‬‫والبيتومين الÙ?ار‬ ‫مكان Ù?ÙŠ الموقع لتخزين باقي أنواع المخلÙ?ات الصلبة حتى يتم جمعها من الموقع والتي يمكن أن تكون خشبية أو حديدية‬ ‫أو كتل من الخرسانة المتصلبة وبقايا أسالك‪.‬‬ ‫ح لها بذلك‪.‬‬‫‪ .3‬إعادة استخدام نواتج الحÙ?ر قدر اإلمكان وعند الحاجة للتخلص منها‪ ،‬يجب التنسيق مع الجهات المصر‬ ‫تستخدم نواتج الحÙ?ر عادة Ù?ÙŠ ردم الوديان‪.‬‬ ‫‪ .4‬يجب جمع المخلÙ?ات العامة ونقلها إلى مكب المخلÙ?ات المحدد من قبل السلطة المحلية‪.‬‬ ‫‪Page | 133‬‬ ‫‪EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project‬‬ ‫ج الموقع‬ ‫ممكنا ‪ ،‬مع مر‬ ‫اعاة قضايا الصحة والنظاÙ?Ø© ‪ ،‬للتخلص منها خار‬ ‫‪ .5‬يجب جمع المخلÙ?ات الغذائية ‪ ،‬حيثما كان ذلك ً‬ ‫من خالل مقاولين مرخصين‪.‬‬ ‫المخلÙ?ات السائلة غير الخطر‬ ‫ة‬ ‫ج أو تتعدى‬ ‫‪ .1‬يجب أن تظل منطقة إدار‬ ‫ة المخلÙ?ات داخل موقع المدرسة ويجب أال تتداخل مع حركة المرور Ù?ÙŠ الخار‬ ‫اضي زر‬ ‫اعية قريبة‪.‬‬ ‫على أي أر‬ ‫‪ .2‬تخزين المخلÙ?ات الخطر‬ ‫ة ‪ ،‬مثل علب الطالء ‪ ،‬Ù?ÙŠ حاويات منÙ?صلة ‪ /‬حاويات Ù†Ù?ايات‪.‬‬ ‫الة أي تربة ملوثة على الÙ?ور ‪ ،‬ووضعها Ù?ÙŠ أكياس بالستيكية ‪ ،‬والتخلص منها كنÙ?ايات خطر‬ ‫ة‪.‬‬ ‫يجب إز‬ ‫‪.3‬‬ ‫ًا‬ ‫نظر لعدم وجود مقاولين من الباطن معتمدين للنÙ?ايات Ù?ÙŠ المنطقة ‪ ،‬يجب على المقاول توظيÙ? السكان المحليين‬ ‫‪.4‬‬ ‫ع والتخلص منها‪ .‬يجب أن يكون أي شخص يتعامل مع‬ ‫ومكاÙ?أتهم لجمع المخلÙ?ات التي سيتم إنشاؤها بواسطة المشرو‬ ‫ات وقناع للوجه وأحذية أمان كحد أدنى)‪ .‬سيكون موقع‬‫مزودا بمعدات الحماية الشخصية المناسبة (Ù‚Ù?از‬ ‫ً‬ ‫المخلÙ?ات‬ ‫ة عن مكب مرخص من قبل الجهات الحكومية‪.‬‬ ‫التخلص النهائي عبار‬ ‫‪ .5‬يجب جمع المخلÙ?ات الكيميائية Ù?ÙŠ بر‬ ‫اميل (أو حاويات مختومة مماثلة) ‪ ،‬مع وضع عالمات مناسبة ‪ ،‬إما إلعادتها‬ ‫إلى المورد أو نقلها بأمان إلى موقع التÙ?ريغ المخصص من قبل السلطة المحلية‪.‬‬ ‫خصين وبالتنسيق الوثيق مع السلطة المحلية‬ ‫‪ .6‬يجب أن يتم نقل المخلÙ?ات الخطر‬ ‫ة والتخلص منها من خالل مقاولين مر‬ ‫ذات الصلة وبما يتواÙ?Ù‚ مع المتطلبات والتعليمات القانونية‪.‬‬ ‫‪ .7‬عمل سجل بالكميات التي تم التخلص منها‪.‬‬ ‫المخلÙ?ات السائلة‪:‬‬ ‫‪ .1‬يوصى بشدة باستبدال خز‬ ‫انات الصرÙ? الصحي )‪ (Septic Tanks‬وحÙ?ر التسرب )‪ (Seepage pits‬المخطط إنشاؤها‬ ‫ء من األعمال الصحية بالمدرسة ‪ ،‬بخز‬ ‫انات محكمة الغلق بحيث ال تتسرب مياه الصرÙ? الصحي إلى التربة‪ .‬يجب‬ ‫كجز‬ ‫ي‪.‬‬ ‫تÙ?ريغ الخز‬ ‫انات على أساس دور‬ ‫خصة ومن ثم نقله إلى أقرب‬ ‫‪ .2‬يجب تÙ?ريغ الخز‬ ‫ان الخاص بكرÙ?انات العمال بشكل متكرر من قبل شركة مخلÙ?ات مر‬ ‫محطة صرÙ? صحي أو محطة معالجة مياه الصرÙ? الصحي‪.‬‬ ‫جودة التربة‬ ‫اءات التعامل مع المخلÙ?ات وخاصة الخطر‬ ‫ة لمنع حدوث أي تسريبات للتربة‪.‬‬ ‫‪ .1‬على المقاول االلتز‬ ‫ام بجميع إجر‬ ‫‪ .2‬على المقاول عمل خطة للتعامل مع أي انسكابات ووضع إجر‬ ‫اءات صارمة للتحكم بها وادارتها‪.‬‬ ‫‪ .3‬سيتم االحتÙ?اظ بمجموعات إدار‬ ‫ة االنسكابات بالقرب من المناطق المستخدمة لتخزين الوقود أو المواد الكيميائية السائلة‪.‬‬ ‫سيتلقى الموظÙ?ون تدريباً على استخدامها‪ .‬سيتم Ø­Ù?ظ جميع أنواع الوقود والمواد الكيميائية السائلة Ù?ÙŠ حاويات أو بر‬ ‫اميل‬ ‫أو خز‬ ‫انات محكمة الغلق‪.‬‬ ‫‪ .4‬يجب إجر‬ ‫اء الصيانة الدورية للمعدات ‪ /‬المركبات المتنقلة Ù?ÙŠ ورشة‪.‬‬ ‫‪Page | 134‬‬ ‫‪EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project‬‬ ‫انات الصرÙ? الصحي عند إنتهاء العمل Ù?ÙŠ الموقع واز‬ ‫التها‪.‬‬ ‫انات ‪ ،‬والبر‬ ‫اميل ‪ ،‬واألنابيب ‪ ،‬وخز‬ ‫‪ .5‬سيتم تÙ?كيك جميع الخز‬ ‫‪ .6‬تخزين الزيوت والمواد الكيماوية على سطح غير Ù†Ù?اذ ويÙ?ضل تخصيص مكان معين Ù?ÙŠ موقع اإلنشاء لتخزين المواد‬ ‫الكيماوية وخاصة القابلة لالنسكاب‪.‬‬ ‫‪ .7‬يجب عدم دÙ?Ù† أو حرق المخلÙ?ات Ù?ÙŠ الموقع‪.‬‬ ‫الصحة والسالمة المهنية‬ ‫‪ .1‬أثناء 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.‬‬ ‫اءات السالمة والصحة المهنية للعمالة الخاصة باإلنشاءات (بما Ù?ÙŠ ذلك المقاولون من الباطن‬ ‫‪ .2‬توÙ?ير تدريب على إجر‬ ‫والعمالة المؤقتة والسائقون)‬ ‫‪ .3‬يجب توÙ?ير التغطية الشاملة للعمال بنظام التأمين المناسب لمواجهة مخاطر الصحة والسالمة على العمال‪.‬‬ ‫‪ .4‬يجب على المقاول إعداد واعتماد خطة مبسطة للصحة والسالمة المهنية (‪ )OHS‬للموقع ÙˆÙ?ً‬ ‫قا إلرشادات مجموعة البنك‬ ‫الدولي بشأن البيئة والصحة والسالمة لمنع مخاطر البناء الشائعة وسوÙ? يقوم بتعيين مشرÙ?ين مختصين Ù?ÙŠ الصحة‬ ‫والسالمة المهنية لضمان تنÙ?يذها‬ ‫‪ .5‬توÙ?ير الÙ?تات كاÙ?ية لمنع السقوط العرضي Ù?ÙŠ المناطق المÙ?توحة‬ ‫‪ .6‬إعالم إجر‬ ‫اءات الصحة والسالمة والبيئة لموظÙ?ÙŠ البناء‬ ‫‪ .7‬التأكد من استخدام معدات الحماية الشخصية للعمال (‪ )PPE‬وأن العمال يتبعون جميع إجر‬ ‫اءات السالمة ‪ ،‬بما Ù?ÙŠ ذلك‬ ‫ات الواقية والخوذات للحماية‪ ،‬وذلك للحماية من الحيوانات الخطر‬ ‫ة مثل الثعابين‬ ‫ارتداء األحذية المطاطية والقÙ?از‬ ‫ع لنقل العامل المصاب أو من تعرض للدغ األÙ?عى إلى‬ ‫‪ .8‬التأكد من تواÙ?ر سيار‬ ‫ة أثناء ساعات العمل Ù?ÙŠ موقع المشرو‬ ‫المركز الصحي القريب Ù?ÙŠ أسر‬ ‫ع وقت ممكن‬ ‫ع بما Ù?ÙŠ ذلك الحمامات ومياه الشرب وحقيبة اإلسعاÙ?ات األولية‬ ‫‪ .9‬ضمان توÙ?ير مر‬ ‫اÙ?Ù‚ الصحة والسالمة Ù?ÙŠ موقع المشرو‬ ‫‪ .10‬تأكد من أن معسكر العمال ومناطق البناء Ù…Ù?توحة Ù?قط للموظÙ?ين الرسميين‬ ‫‪ .11‬توÙ?ير معدات الوقاية من الحريق الالزمة Ù?ÙŠ الموقع‪.‬‬ ‫السالمة والصحة المجتمعية‬ ‫ع بشكل ير‬ ‫اعي إمكانية الوصول للمدرسة مع االمتثال الكامل‬ ‫‪ .1‬خالل مرحلة ما قبل اإلنشاء ‪ ،‬ينبغي أن يتم تصميم المشرو‬ ‫قا ‪ ،‬يجب أن‬ ‫اعي الشروط الدولية حً‬‫لمبدأ الوصول الشامل ‪ .universal access principal‬لكي يكون التصميم ير‬ ‫ات مختلÙ?ة‪ .‬وهذا يشمل األشخاص ذوي اإلعاقة ‪.‬‬ ‫يكون ً‬ ‫مÙ?يدا لألشخاص ممن لديهم ظروÙ? وقدر‬ ‫أثناء تحميل وتÙ?ريغ األنقاض ‪ ،‬ينبغي تطبيق تدابير محددة‪:‬‬ ‫‪.2‬‬ ‫أ‪ .‬تغطية الشاحنات بمشمع من البولي إيثيلين لتجنب سقوط األنقاض‬ ‫‪Page | 135‬‬ ‫‪EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project‬‬ ‫ب‪ .‬يجب أن تستخدم الشاحنات الطرق غير المأهولة قدر اإلمكان‬ ‫‪ .3‬تنÙ?يذ مدونة السلوك والتدريب الخاص بالتز‬ ‫ام العمالة تجاه المجتمع والسلوك الذي يجب تجنبه‪ .‬بما Ù?ÙŠ ذلك على سبيل‬ ‫ام معتقدات وعادات السكان والعالقات المجتمعية ‪ ،‬وقواعد السالمة ‪ ،‬وحظر تعاطي المخدر‬ ‫ات‬ ‫المثال ال الحصر‪ :‬احتر‬ ‫اعاة الطبيعة البيئية للمنطقة ‪ ،‬ومخاطر األمر‬ ‫اض التي تنتقل عن طريق االتصال الجنسي ÙˆÙ?يروس نقص المناعة‬ ‫و ومر‬ ‫ع )‪(GBV‬‬ ‫قا مع أي خرق لإلجر‬ ‫اءات ذات الصلة بالعنÙ? القائم على النو‬ ‫البشرية ‪ /‬اإليدز ‪ ،‬وكذلك عدم التسامح مطلً‬ ‫‪ ،‬مثل التحرش الجنسي واالستغالل الجنسي واالعتداء الجنسي‪.‬‬ ‫جل مرور للعمل بالقرب من المدرسة أثناء‬‫‪ .4‬ضمان سالمة المشاة Ù?ÙŠ الطريق إلى مدرسة األماني من خالل تكليÙ? ر‬ ‫اإلنشاءات‪.‬‬ ‫اك الÙ?ئات المعنية) بالتعاون الكامل مع مسؤول التنمية‬ ‫‪ .5‬الحÙ?اظ على آلية Ù?عالة للشكاوى (تمت مناقشتها Ù?ÙŠ Ù?صل إشر‬ ‫المجتمعية‬ ‫ع االجتماعي وتضمن السرية‬ ‫‪ .6‬يجب أن تكون آلية إدار‬ ‫ة الشكاوى مصممة لمر‬ ‫اعاة للنو‬ ‫ع االجتماعي واتاحة قنوات للشكوى لإلبالغ عن الحاالت‬ ‫‪ .7‬إشر‬ ‫اك النساء والÙ?تيات بهدÙ? توعيتهم بالعنÙ? القائم على النو‬ ‫بدون ذكر األسماء‪.‬‬ ‫‪ .8‬وضع الÙ?تات تحذير واضحة وبارز‬ ‫ة عند نقاط دخول المدرسة‬ ‫عي ؛‬‫ع الÙ?ر‬‫ح لهم إلى موقع المشرو‬‫ى Ù?ÙŠ الموقع لمنع وصول األشخاص غير المصر‬‫‪ .9‬تركيب سياج أو حواجز أخر‬ ‫ي إنشاء واستدامة حوار‬‫‪ .10‬من أجل التنÙ?يذ السليم لتدابير تخÙ?ÙŠÙ? صحة المجتمع وسالمته أثناء اإلنشاءات ‪ ،‬من الضرور‬ ‫ة التربية ‪ /‬المقاول والمجتمعات المتضرر‬ ‫ة وذلك لتحقيق االمتثال الكامل لمعايير البنك الدولي‬ ‫زر‬‫ح وشÙ?اÙ? بين Ùˆ ا‬‫مÙ?تو‬ ‫المتعلقة بأنشطة إشر‬ ‫اك الÙ?ئات المعنية ‪.‬‬ ‫‪ .11‬تعمل تدابير التخÙ?ÙŠÙ? المحددة Ù?ÙŠ األقسام المتعلقة بالضوضاء ونوعية الهواء وادار‬ ‫ة المخلÙ?ات وحركة المرور على الحد‬ ‫من اآلثار السلبية المحتملة على المجتمعات‪.‬‬ ‫تدÙ?Ù‚ حركة المرور‬ ‫‪. .1‬يجب أن يقوم مدير الموقع بÙ?حص الطرق المختلÙ?Ø© من والى الموقع ويجب إعداد قائمة بالطرق المÙ?ضلة وابالغ المقاول‬ ‫والموردين بها‪.‬‬ ‫ع‬‫‪ .2‬يجب تركيب الالÙ?تات عند طرق الدخول للمشرو‬ ‫ع‬‫‪ .3‬تكليÙ? رجل مرور لتنظيم حركة المرور Ù?ÙŠ محيط موقع المشرو‬ ‫اءات ستكون Ù…Ù?يدة ويمكن أن تستخدم‬ ‫ع ‪ ،‬ولكن بعض اإلجر‬‫‪ .4‬ال حاجة لخطة مرورية بسبب الحجم المحدود للمشرو‬ ‫كدليل للمقاول‬ ‫المر‬ ‫اÙ?ق‬ ‫ائط ‪ /‬بيانات عن المر‬ ‫اÙ?Ù‚ األرضية ‪ ،‬متى توÙ?رت ‪ ،‬واتاحة‬ ‫‪ .1‬التنسيق مع إدارتي مياه الشرب والكهرباء للحصول على خر‬ ‫ع Ù?ÙŠ األعمال‪.‬‬‫هذه البيانات للمقاول قبل الشرو‬ ‫اÙ?Ù‚ تحت األرض ومواسير البنية التحتية ‪ ،‬يجب اتباع اإلجر‬ ‫اءات المعيارية باإلضاÙ?Ø© إلى إعداد‬ ‫‪ .2‬Ù?ÙŠ حالة تلÙ? أحد المر‬ ‫تقرير توثيق للحادث‪.‬‬ ‫‪Page | 136‬‬ ‫‪EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project‬‬ ‫موقع معسكر المقاول‬ ‫ع المحيطة عن طريق‪:‬‬ ‫ة وغير الماهر‬ ‫ة) من منطقة المشرو‬ ‫‪ .1‬تشغيل أكبر قدر ممكن من العمالة المحلية (الماهر‬ ‫أ‪ .‬مشاركة المعلومات حول Ù?رص العمل مع Ø£Ù?ر‬ ‫اد المجتمع والبلدية ومديرية التربية‬ ‫ب‪ .‬إتاحة المعلومات حول Ù?رص التوريدات مع الموردين المحليين‬ ‫ج‪ .‬توÙ?ير التدريب للعمال المحليين ليكونوا مالئمين Ù„Ù?رص العمل المحتملة‬ ‫‪ .2‬إنشاء معسكر العمال داخل المدرسة‬ ‫اÙ?Ù‚ الصرÙ? الصحي‪ .‬مثل إنشاء خز‬ ‫ان تعÙ?ين لتخزين الصرÙ? الناتجة عن المعسكر‪.‬‬ ‫‪ .3‬ضمان إقامة معسكر‬ ‫ات مالئمة ومر‬ ‫ة المخلÙ?ات وتدابير التخÙ?ÙŠÙ? الواردة Ù?ÙŠ خطة اإلدار‬ ‫ة البيئية واالجتماعية هذه‪.‬‬ ‫‪ .4‬إتباع Ø£Ù?ضل ممارسات إدار‬ ‫ة على انتقال األمر‬ ‫اض‬ ‫‪ .5‬مر‬ ‫اقبة ظروÙ? العمل عن كثب ‪ ،‬وضمان اإلقامة المناسبة Ù?ÙŠ الموقع ‪ ،‬وÙ?رض تدابير للسيطر‬ ‫المعدية‪.‬‬ ‫اك الÙ?ئات المعنية )‪ .‬يجب أن تكون آلية الشكاوى‬ ‫‪ .6‬الحÙ?اظ على آلية Ù?عالة للشكاوى (تمت مناقشتها Ù?ÙŠ Ù?صل إشر‬ ‫ع االجتماعي وتضمن السرية‬ ‫مصممة لتر‬ ‫اعي حساسية النو‬ ‫ع االجتماعي واتاحة قنوات للشكوى لإلبالغ عن الحاالت‬ ‫‪ .7‬إشر‬ ‫اك النساء والÙ?تيات بهدÙ? توعيتهم بالعنÙ? القائم على النو‬ ‫بدون ذكر األسماء‪.‬‬ ‫‪ .8‬تدريب العمال على مدونة السلوك ومر‬ ‫اقبة أي انتهاك لقواعد السلوك المهني‬ ‫تدÙ?Ù‚ العمالة (مدونة قواعد السلوك)‬ ‫‪ .1‬لن يكون هناك سكن للعمال داخل منطقة التأثير حيث سيتم تعيين معظمهم محليا Ùˆ البقية سيعودون إلى منازلهم بعد‬ ‫انتهاء يومية العمل‬ ‫‪ .2‬إعداد وتنÙ?يذ مدونة قواعد سلوك العمال‪.‬‬ ‫‪ .3‬ينبغي تدريب جميع العمال على مدونة السلوك‪.‬‬ ‫‪ .4‬يجب أن يقوم مقاول الباطن بتوقيع مدونة لقواعد السلوك‪.‬‬ ‫‪ .5‬يجب تنÙ?يذ التدريب المبدئي على مدونة قواعد السلوك كل أسبوعين للعاملين الدائمين والواÙ?دين الجدد قبل بدء العمل‪.‬‬ ‫‪ .6‬تطبيق العقوبات على العاملين المخالÙ?ين لقواعد السلوك‪.‬‬ ‫‪ .7‬تطبيق المتطلبات الكاملة المتعلقة بتÙ?عيل آلية الشكاوى بما Ù?ÙŠ ذلك ( تلقى شكاوى مجهولة االسم) بالتعاون الكامل مع‬ ‫مسؤول التنمية المجتمعية‬ ‫عمالة األطÙ?ال‬ ‫ع‬‫ع من تشغيل األطÙ?ال Ù?ÙŠ المشرو‬‫‪ .1‬سوÙ? يحظر التعاقد الذي سيتم إعداده لكل من المقاول والمقاولين من الباطن أي نو‬ ‫(أقل من ‪ 18‬سنة)‪.‬‬ ‫‪ .2‬تتم إضاÙ?Ø© االلتز‬ ‫امات والعقوبات الصارمة إلى عقود المقاول ‪ /‬المقاولين من الباطن من أجل ضمان منع تشغيل األطÙ?ال‬ ‫ع‪.‬‬‫Ù?ÙŠ المشرو‬ ‫‪Page | 137‬‬ ‫‪EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project‬‬ ‫‪ .3‬سوÙ? يلزم العقد كال من المقاول ‪ /‬المقاول من الباطن باالحتÙ?اظ بنسخة من بطاقات هوية العمال من أجل مر‬ ‫اقبة‬ ‫هم عن ‪ً 18‬‬ ‫عاما‪.‬‬ ‫الموظÙ?ين المعينين الذين تقل أعمار‬ ‫‪ .4‬ضمان وصول العمال إلى آلية الشكاوى‪.‬‬ ‫ع االجتماعي‬‫العنÙ? القائم على النو‬ ‫ع االجتماعي ‪ ،‬بما Ù?ÙŠ ذلك‬‫‪ .1‬التأكد من أن تصميم المدرسة يأخذ Ù?ÙŠ االعتبار جوانب البنية التحتية ذات الحساسية للنو‬ ‫ات المر‬ ‫اقبة (إن أمكن) ‪ ،‬إلخ‪.‬‬ ‫على سبيل المثال ال الحصر ‪ ،‬إنشاء مر‬ ‫احيض مخصصة للطالبات ‪ ،‬واضاÙ?Ø© كامير‬ ‫‪ .2‬التأكد من أن مدونة قواعد سلوك العمال والتدريب الذى يتعلق بالتز‬ ‫ام العمل تجاه المجتمع والسلوك المختلÙ? الذي ينبغي‬ ‫ع االجتماعي ‪ ،‬مثل التحرش الجنسي واالستغالل الجنسي‬‫تجنبه يؤكد عدم التسامح مطلقا مع العنÙ? القائم على النو‬ ‫واالعتداء الجنسي‪.‬‬ ‫ع االجتماعي وأنشطة‬‫ع بشكل صحيح بمخاطر العنÙ? القائم على النو‬‫ع ‪ ،‬يجب إعالم المتأثرين بالمشرو‬ ‫‪ .3‬خالل Ù?تر‬ ‫ة المشرو‬ ‫ع وطرق الحماية‪.‬‬‫ع للحصول على مالحظاتهم حول تصميم المشرو‬‫المشرو‬ ‫‪ .4‬ينبغي تدريب جميع العمال على مدونة السلوك‪.‬‬ ‫‪ .5‬يوقع مقاول الباطن على مدونة قواعد السلوك‪.‬‬ ‫‪ .6‬إعداد مدونة قواعد السلوك على أن يتم تدريب العمال عليها كل أسبوعين للعاملين الدائمين والواÙ?دين الجدد قبل بدء‬ ‫العمل‪.‬‬ ‫‪ .7‬تطبيق العقوبات على العاملين المخالÙ?ين لقواعد السلوك‪.‬‬ ‫‪ .8‬تطبيق المتطلبات الكاملة المتعلقة بتÙ?عيل ألية الشكاوى وبخاصة الواردة من مشتكين مجهولى اإلسم‪.‬‬ ‫‪ .9‬دور‬ ‫ات توعية خاصة وأنشطة تÙ?اعل مع النساء والÙ?تيات‬ ‫ع اإلجتماعي وأن تتمحور حول الناجين من العنÙ?‬‫‪ .10‬يجب أن تكون آلية الشكاوى ذات حساسية للجوانب الخاصة بالنو‬ ‫ع االجتماعي‪ .‬ستكون آلية الشكاوى متاحة لكل من المجتمع والعاملين‬‫القائم على النو‬ ‫التر‬ ‫اث الثقاÙ?ي‬ ‫‪ .1‬التأكد من اإلبالغ عن جميع اكتشاÙ?ات التر‬ ‫اث الثقاÙ?ÙŠ التي يتم اكتشاÙ?ها بالصدÙ?Ø© على الÙ?ور إلى السلطة المختصة‬ ‫واتباع إجر‬ ‫اءات العثور على األثر المرÙ?قة Ù?ÙŠ الملحق‪(2).‬‬ ‫التأثير‬ ‫ات الخاصة بالمنظر الطبيعي‬ ‫‪ .1‬التأكد من أن المقاول يتبع تدابير تخÙ?ÙŠÙ? المخلÙ?ات الصلبة والسائلة الواردة Ù?ÙŠ خطة اإلدار‬ ‫ة البيئية واالجتماعية هذه‬ ‫ار‬ ‫ع األسماك القريبة‬ ‫لتقليل‪ .‬التأثير‬ ‫ات الخاصة بالمناظر الطبيعية على وجه الخصوص ‪ ،‬لتجنب أي تلوث محتمل لمز‬ ‫من المدرسة‬ ‫وصول الطالب إلى المدرسة‬ ‫‪Page | 138‬‬ ‫‪EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project‬‬ ‫‪ .2‬ينبغي إتاحة الوصول العادل للطالب من ذوي اإلعاقة‬ ‫‪ .3‬إتاحة آلية للشكاوى للطالب من ذوي اإلعاقة‬ ‫‪Page | 139‬‬ EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project ANNEX 7:COVID-19 MEASURES WBG response to COVID-19 - Health and Safety issues in English Civil Works (conversion and construction of medical facilities including isolation facilities) Older people and people with pre-existing medical conditions (including asthma, diabetes, and heart disease) appear to be more vulnerable to becoming severely ill from COVID-1936. The following table lists the health and safety risks and impacts associated with civil works financed by the WB in response to the COVID-19 outbreak. Potential mitigation measures and references to sources of additional advice and information are provided. Activity Risks and Impacts Mitigation Measures Design The focus on treatment Ensure that the designs for medical facilities also consider the activity – and care is progressed collection, segregation and treatment of medical waste. hospitals, disproportionately with There is no evidence that direct, unprotected human contact clinics the need for adequate medical waste during the handling of healthcare waste has resulted in the infrastructure. transmission of COVID-19. The treatment of healthcare wastes produced during the care of COVID-19 patients should be collected safely in designated containers and bags, treated and then safely disposed. Open burning and incineration of medical wastes can result in emission of dioxins, furans and particulate matter, and result in unacceptable cancer risks under medium (two hours per week) or higher usage. If small-scale incinerators are the only option available, the best practices possible should be used, to minimize operational impacts on the environment. Best practices in this context are: • effective waste reduction and segregation, ensuring only the smallest quantities of combustible waste types are incinerated; • an engineered design with sufficient residence time and temperatures to minimize products of incomplete combustion; • siting incinerators away from health-care buildings and residential areas or where food is grown; • construction using detailed engineering plans and materials to minimize flaws that may lead to incomplete destruction of waste and premature failures of the incinerator; 36 The SARS-CoV-2 virus has been identified as the cause of COVID-19. Page | 140 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project • a clearly described method of operation to achieve the desired combustion conditions and emissions; for example, appropriate start-up and cool-down procedures, achievement and maintenance of a minimum temperature before waste is burned, use of appropriate loading/charging rates (both fuel and waste) to maintain appropriate temperatures, proper disposal of ash and equipment to safeguard workers; • periodic maintenance to replace or repair defective components (including inspection, spare parts inventory and daily record keeping); and • improved training and management, possibly promoted by certification and inspection programs for operators, the availability of an operating and maintenance manual, visible management oversight, and regular maintenance schedules. Single-chamber, drum and brick incinerators do not meet the BAT requirements under Stockholm Convention. Small-scale incineration should be viewed as a transitional means of disposal for health-care waste. Alternative treatments should be designed into longer term projects; such as steam treatment methods. Steam treatment should preferably be on site, although once treated, sterile/non-infectious waste may be shredded and disposed of in suitable waste facilities. See WHO Safe management of wastes from health-care activities37. Construction Land taking for the Follow ESS5 and IPF Policy para 12 on E&S requirements in activity – construction of new and situations of urgent need of assistance. hospitals, expansion of existing clinics, hospitals. Apply ESHGs to implementation of projects. mortuary Injury during the construction of new buildings or refurbishment of existing buildings. Design and The design of the facility For patients with possible or confirmed COVID-19, isolation operation of and the operating rooms should be provided and used at medical facilities. facilities, procedures will help Isolation rooms should: including prevent spread of • be single rooms with attached bathrooms (or with a triage, infection dedicated commode); isolation (or 37 https://apps.who.int/iris/bitstream/handle/10665/85349/9789241548564_eng.pdf?sequence=1 Page | 141 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project quarantine) • ideally be under negative pressure (neutral pressure facilities may be used, but positive pressure rooms should be avoided); • be sited away from busy areas (areas used by many people) or close to vulnerable or high-risk patients, to minimize chances of infection spread; • have dedicated equipment (for example blood pressure machine, peak flow meter and stethoscope), but should avoid excess equipment or soft furnishings; • have signs on doors to control entry to the room, with the door kept closed; • have an ante-room for staff to put on and take off PPE and to wash/decontaminate before and after providing treatment. An operation manual should be prepared prior to the opening of isolation rooms to describe the working procedures to be taken by healthcare workers to protect themselves and prevent infection escape while providing treatment. The operational procedures should be of a standard to meet guidance from WHO and/or CDC on infection control: • WHO interim guidance on Infection prevention and control during health care when novel coronavirus (nCoV) infection is suspected38; • WHO technical brief water, sanitation, hygiene and waste management for COVID-1939; • WHO guidance on infection prevention and control at health care facilities (with a focus on settings with limited resources)40; • WHO interim practical manual for improving infection prevention and control at the health facility41; • CDC Guidelines for isolation precautions: preventing transmissions of infectious agents in healthcare settings42; and 38 https://www.who.int/publications-detail/infection-prevention-and-control-during-health-care- when-novel-coronavirus-(ncov)-infection-is-suspected-20200125 39 https://www.who.int/publications-detail/water-sanitation-hygiene-and-waste-management-for- covid-19 40 https://www.who.int/infection-prevention/tools/core-components/facility-manual.pdf 41 https://www.who.int/infection-prevention/tools/core-components/facility-manual.pdf 42 https://www.cdc.gov/infectioncontrol/pdf/guidelines/isolation-guidelines-H.pdf Page | 142 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project • CDC guidelines for environmental infection control in healthcare facilities.43 Improve Some vulnerable groups Projects should develop and commit to specific actions to access to (especially the elderly or ensure disadvantaged and vulnerable groups have effective support and those with pre-existing treatment, whether in medical facilities or in the community. treatment for medical conditions) may the be severely affected by Similarly, where IP communities are involved, need to follow disadvantaged COVID-19 and may ESS7 and IPF policy Para 12 on emergency provision. vulnerable need additional support groups to access treatment. Employment Workers do not receive Contractors should ensure that contracted workers have of workers the care needed if medical insurance, covering treatment of COVID-19. infected with COVID-19. Transient and Workers that are Expats or transient workers should adhere to national expat mobilized from abroad requirements and guidelines with respect to COVID-19. workforce or returning from abroad become vectors for Expats or transient workers coming from countries/regions transmission of disease to with cases of the virus: construction projects. • Should not return if displaying symptoms Workers that travel from • Should self-isolate for 14 days following their return other regions may also For self-isolation, workers should be provided with a single provide a vector for room that is well-ventilated (i.e., with open windows and an passing infection onto open door). If a single room is not available for each worker, work sites. adequate space should be provided to maintain a distance of at least 1 m between workers sharing a room. Workers in isolation should limit their movements in shared space, for example through timed use of shared spaces (such as kitchens and bathrooms) with cleaning prior to and after use of the facilities. Visitors should not be allowed until the worker has shown no signs and symptoms for 14 days, and the number of staff involved in caring for those in isolation should be kept to a minimum. Healthcare professionals and cleaners should visit each day (wearing the appropriate PPE and observing hygiene requirements and make appropriate arrangements for supplying food and water to the kitchens for the workers in isolation. Further information is provided by WHO in Home care for patients with suspected novel coronavirus (COVID- 19)44. Labor camps Close working and living Develop contingency plans with arrangements for conditions of workforce accommodation, care and treatment for: may create conditions for • Workers self-isolating the easy transmission of 43 cdc.gov/infectioncontrol/pdf/guidelines/environmental-guidelines-P.pdf 44 https://www.who.int/publications-detail/home-care-for-patients-with-suspected-novel- coronavirus-(ncov)-infection-presenting-with-mild-symptoms-and-management-of-contacts Page | 143 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project COVID-19 and the • Workers displaying symptoms infection of large • Getting adequate supplies of water, food and supplies numbers of people. Contingency plans also should consider arrangements for the storage and disposal arrangements for medical waste, which may increase in volume and which can remain infectious for several days (depending upon the material). Ensure medical facilities are stocked with adequate supplies of medical PPE, as a minimum: • Gowns, aprons • Medical masks and some respirators (N95 or FFP2) • Gloves (medical, and heavy duty for cleaners) • Eye protection (goggles or face screens) Medical staff at the facilities should be trained and be kept up to date on WHO advice and recommendations on the specifics of COVID19 The medical staff/management should run awareness campaigns and posters on site advising workers: • how to avoid disease spread (cough/sneeze in crook of elbow; keep 1m or more away, sneeze/cough in tissue and immediately through tissue away, avoid spitting, observe good hygiene) • the need to regularly wash hands with soap and water – many times per day • to self-isolate if they think they may have come in contact with the virus • to self-isolate if they start to display any symptoms, but alert and seek medical advice Wash stations should be provided regularly throughout site, with a supply of clean water, liquid soap and paper towels (for hand drying), with a waste bin (for used paper towels) that is regularly emptied. Wash stations should be provided wherever there is a toilet, canteen/food and drinking water, or sleeping accommodation, at waste stations, at stores and at communal facilities. Where wash stations cannot be provided (for example at remote locations), alcohol-based hand rub should be provided. Enhanced cleaning arrangements should be put in place, to include regular and deep cleaning using disinfectant of catering facilities/canteens/food/drink facilities, latrines/toilets/showers, communal areas, including door handles, floors and all surfaces that are touched regularly (ensure cleaning staff have adequate PPE when cleaning consultation rooms and facilities used to treat infected patients) Page | 144 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Worker accommodation that meets or exceeds IFC/EBRD worker accommodation requirements45 (e.g. in terms of floor type, proximity/no of workers, no ‘hot bedding’, drinking water, washing, bathroom facilities etc.) will be in good state for keeping clean and hygienic, and for cleaning to minimize spread of infection. To minimize pressure on PPE resources: WHO advice on the effectiveness and use of PPE by general public should be followed to ensure that the supplies are not exhausted through ineffective use – this is equally important on construction sites. Other measures (such as working water sprinkling systems at crushers and stock piles, covered wagons, water suppression or surfacing of haul roads etc.) should be used for dust suppression on site before relying upon the use of dust masks (which could unnecessarily reduce the availability of N95/FFP2 masks for use by medical staff performing some duties) References and sources of further information • https://www.who.int/emergencies/diseases/novel-coronavirus-2019/technical-guidance • https://www.cdc.gov/coronavirus/2019-ncov/lab/lab-biosafety-guidelines.html • https://www.cdc.gov/coronavirus/2019-nCoV/hcp/index.html • https://www.gov.uk/government/collections/coronavirus-covid-19-list-of-guidance#guidance-for- health-professionals • https://worldbankgroup.sharepoint.com/sites/wbsites/coronavirus/Pages/index.aspx 45 https://www.ifc.org/wps/wcm/connect/60593977-91c6-4140-84d3- 737d0e203475/workers_accomodation.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE -60593977-91c6-4140-84d3-737d0e203475-jqetNIh Page | 145 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project ANNEX 8: PRACTICAL TOOLS FOR VIRTUAL ENGAGEMENT DURING COVID 19 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 your stakeholders and allows for researcher/stakeholder interactions can be harnessed to assist with engagement. Examples of engagement modes and ways they might be utilized include: • Phone (One-on-one calls between consultant and stakeholders), • Group conference calls, • Having discussions via a closed Facebook group, • Videoconference platforms, • Hosting online meetings with stakeholders. It is strongly recommended to: • Ensure that new modes of engagement are feasible and acceptable to stakeholders, • Let stakeholders be the guide! Ask for their preferred way to engage remotely, • Be sensitive to barriers stakeholders may face in engagement using a particular method (e.g., lack Internet access), • Whenever possible, offer multiple ways to engage. For example, you might provide an option to call in to an online meeting via phone, and send materials out in advance via WhatsApp, • Ask for stakeholder feedback throughout the project and work to address any issues hindering their engagement, • If using videoconferencing or other online platforms: o Provide participants with necessary technological tutorials or technical support in advance, including written instructions for utilizing the technology. o Understand that stakeholders’ technological literacy will vary, and be willing a nd available to answer questions. o Have a facilitator from the targeted community work with you to adjust stakeholders to the technology used. o When possible, have a lower-tech option for engaging, such as the option to call in to a videoconference via phone Page | 146 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project ANNEX 9: GRIEVANCE AND REDRESS MECHANISM FORMS AND LOG 1- GRM LOG A. Monthly Complaint Database Monthly Complaint Database Month Child Education Health Livelihoods Nutrition Pending Total Protection March April May June July August September October November December Total )‫قاعدة بيانات شكاوى المساءلة (الخط الساخن وتقييمات الوقت الÙ?علي‬ ‫المجموع‬ ‫قيد االنتظار‬ ‫التغذية‬ ‫سبل العيش‬ ‫الصحة‬ ‫التعليم‬ ‫حماية الطÙ?ل‬ ‫الشهر‬ ‫مارس‬ ‫ابريل‬ ‫مايو‬ ‫يونيو‬ ‫يوليو‬ ‫اغسطس‬ ‫سبتمبر‬ ‫اكتوبر‬ ‫نوÙ?مبر‬ ‫ديسمبر‬ ‫اإلجمالي‬ Page | 147 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project B. Feedback Monitoring Tool ‫تاريخ‬ ‫الموظÙ?ين‬ ‫وصÙ? موجز‬ ‫Ù?ئة التعليقات‬ ‫أولوية‬ ‫كيÙ? تم‬ ‫العنوان أو‬ ‫اسم الشخص‬ ‫االستالم‬ ‫المسؤولين عن‬ ‫للردود‬ ØŒ ‫[السؤال‬ ‫التعليقات‬ ‫تلقي‬ ‫معلومات‬ Date ‫الذي يقدم‬ ‫توثيق ومعالجة‬ ‫الواردة‬ ØŒ ‫االقتراح‬ ‫المستلمة‬ ‫التعليقات‬ ‫االتصال‬ Feedbac Brief :‫المالحظات‬ ‫المالحظات‬ ØŒ ‫المديح‬ ØŒ ‫[عالية‬ ØŒ ‫(الهاتÙ?‬ ‫الخاصة‬ k Staff Descriptio ‫(المعلومات‬ ]‫الشكوى‬ ØŒ ‫متوسطة‬ ØŒ ‫شخصيًا‬ ‫بالشخص الذي‬ ‫موقع‬ Received Responsible n of Category of ‫اختيارية‬ ]‫منخÙ?ضة‬ FB ØŒ ‫يقدم‬ - ‫المالحظات‬ for Feedback Ù‹ ‫وتعامل دائ‬ ‫ما‬ ‫موقع‬ Feedback Priority ‫موقع‬ :‫المالحظات‬ ‫اسم المشروع‬ documentin Received ‫على أنها‬ ‫جنس مزود‬ - ‫المالحظات‬ [question , of ØŒ ‫الويب‬ ‫(المعلومات‬ ‫ المرجع‬/ )‫سرية‬ ‫ردود الÙ?عل [ذكر‬ / ‫موقع مالحظات محاÙ?ظة‬ ‫إحداثيات‬ g & suggestion, Feedbac )‫إلخ‬How ‫اختيارية‬ Location Name of ]‫ أنثى‬/ ‫ قرية‬/ ‫مدينة‬Location of GPS processing complimen k was the )‫وسرية‬ of Person Gender of feedback Location of feedback t, Receive feedback Address or feedback d [High, Providing GRM User Governate/City/Villa feedback - complaint] received) [Male/Femal contact -Project Medium, Feedback: ge GPS Phone, information Name/ (informatio e] coordinate Low] in- for GRM n is Reference s person, User: optional FB, (informatio and always Website, n is treated as etc) confidential optional & confidential ) ) ‫موضوع التعليقات [على‬ ‫من الذي يجب عليه التعامل‬ ‫اسم ومعلومات‬ ** ‫حالة معالجة التعليقات‬ ‫Ù?ÙŠ انتظار العمل‬ ‫[إذا تم حلها] ما هو‬ ** [ ‫إذا تم حلها ومعلومات‬ ‫ بما‬، ‫كيÙ? تم حل المشكلة‬ ‫سبيل المثال التأخير Ù?ي‬ ‫مع المالحظات ومتابعتها؟‬ ‫االتصال للشخص‬ ØŒ ‫ معلق‬، ‫[إقرار باالستالم‬ ‫لمعالجة التعليقات إذا لم‬ ‫[تاريخ القرار؟‬If ‫االتصال الخاصة بموÙ?ر‬ ‫Ù?ÙŠ ذلك العملية التÙ?صيلية‬ ‫البناء وسوء استخدام‬ ‫[يرجى اإلشارة إلى ما إذا‬ ‫المسؤول عن معالجة‬ ‫ استجابة مرسلة إلى‬، ‫حل‬ ‫يتم حلها‬Pending Resolved] What ‫المالحظات متاحة] ما هو‬ ‫للتعامل مع‬ ]‫األموال‬Topic of ‫كانت هذه مشكلة يمكن‬ ‫التعليقات‬Name ]‫موÙ?ر المالحظات‬ Action to Address was the date of ‫تاريخ إرسال االستجابة إلى‬ feedback e.g. delay ‫معالجتها بواسطة‬PMT &Contact Feedback if resolution? ‫مزود التعليقات؟‬ ‫التاريخ ومن شارك؟‬How in construction, ‫على مستوى الوزارة أو‬ information of unresolved **[If resolved and the was the issue misuse of funds ‫المحاÙ?ظة أو البلدية أو وحدة‬ person in charge contact information resolved, including **Status of addressing detailed process of ‫تنسيق المشروع أو أي كيان‬ of addressing feedback of GRM user is the feedback available] What was handling by date and ‫آخر‬Who should [Acknowledged handle and follow up the date that the who participated? Receipt, Pending, 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. Page | 148 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 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 governorates46. 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. 46 Please include names of ministries and governorates Page | 149 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Please answer the following questions: No Question Answer 1. Do you wish to remain  Yes 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] First Name: Father’s name: Family Name: ------------------ ------------------- ---------------- 4. Address: House number or name:------------------------------------------------------------------------- Street name:----------------------------------------------------------------------------------------- Town or city:----------------------------------------------------------------------------------------- - 5. Contact Information: Phone:------------------------------------------------------------------------------------------------- --- Email: ------------------------------------------------------------------------------------------------- ---- WhatsApp/Viber/Facebook Messenger:-------------------------------------------------------- --- What is your preferred means  Phone number: 6. of contact? (optional)  Email:  WhatsApp/Viber/Facebook Messenger II. Contact Details [if feedback is being submitted on behalf of another person] 7. What is your relationship to  I am their spouse or partner the person on whose behalf  I am their parent or guardian you are submitting feedback?  I am their child Page | 150 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project No Question Answer  We are an NGO  Other 8. Details of the person on whose behalf feedback is being submitted First Name: Father’s name: Family Name: ------------------ ------------------- ---------------- 9. Address: House number or name:---------------------------------------------------------------------------- - Street name:------------------------------------------------------------------------------------------- Town or city:----------------------------------------------------------------------------------------- - 10. Preferred means of contact:  Phone number:  Email:  WhatsApp/Viber/Facebook Messenger 11. Does this person have any of  Sight the following challenges that  Hearing should be taken into account  Speech while communicating or responding to them? III. Details of Feedback 12. Project of Concern:  Type of Project:  Governorate:  City:  District:  Project Name (if it is known): 13. Type of feedback:  Question or Request for Information:  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: Page | 151 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project No Question Answer ---------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------- -------------------- Evidence you can share with the  Pictures/videos 15. GRM Coordinator to document  Documents describing the situation this case  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?  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 Page | 152 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 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. Were you satisfied by the process that  Yes REFAATO/PMT used for addressing and  No responding to your question or complaint? Please explain: ---------------------------------------------------------- ---------------------------------------------------------- ------ 2. Were you informed by REFAATO/PMT  Yes GRM Coordinator on the stages of the  No process? Please explain: ---------------------------------------------------------- ---------------------------------------------------------- ------ 3. Did you receive communication within the  Yes first 72 hours of your contacting the  No REFAATO/PMT GRM Department? Please explain: ---------------------------------------------------------- ---------------------------------------------------------- ------ 4. Whether you were given a timeline for the  Yes resolution of your case and did  No REFAATO/PMT comply with these dates? Please explain: ---------------------------------------------------------- ---------------------------------------------------------- ------ 5. Whether you were contacted by the Project  Yes Management Team (PMT) to investigate your  No complaint or question? Please explain: Page | 153 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project No Question Answer ---------------------------------------------------------- ---------------------------------------------------------- ------ 6. How would you describe your overall  Very Good experience with REFAATO/PMT?  Satisfactory  Unsatisfactory 7. Were you satisfied by the results of the  Very Good investigation?  Satisfactory  Unsatisfactory Please explain: ---------------------------------------------------------- ---------------------------------------------------------- ------ Page | 154 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project ANNEX 10: CLEARANCE OF EXPLOSIVE REMNANTS OF WAR (ERW) / UNEXPLODED ORDNANCE (UXO) LETTER Page | 155 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Page | 156 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project ANNEX 11: DETAILED INFORMATION ABOUT THE NATIONAL IRAQI LEGAL REGULATIONS PERTINENT TO THE SUBPROJECT AND THE GAP ANALYSIS 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. 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. Page | 157 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 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. Labor Laws Iraq recently enacted Law 37/2015 (the Iraqi Labor 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. The law distinguishes foreign workers from Iraqi workers, but all workers must be fully documented in order to legally work in Iraq. The Iraqi Labor Law does not distinguish between employees and contractors. The law applies to all ‘workers’, which is anyo ne working 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 labor, Article 6, Chapter 3 of Iraqi Labor Law, states that the minimum age for employment is 15 years old. However, Iraq is also signatory to the 1989 Page | 158 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 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€?. Gap Analysis between Iraqi Law and WB Requirem ents 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. Page | 159 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project 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 and responsibilities towards protecting the OP. 4.01 environment. Environmental Assessment Law No. 27 of 2009 Protection and This Operational Policy requires projects Improvement of the Environment (Link) which are funded or fall under the world The law aims at protecting and improving General bank to conduct an Environmental the environment through mitigation of Environmental Assessment. For the EODP projects, they existing damages or damages that are likely Legislation have been classified as Category B.47 The to be caused. The Law necessitates the No Gaps Identified requirements of OP 4.01 clearly specify the provision of the Environmental Impact need to develop an Environmental Assessment (Article 18) for any new Management Plan and Environmental developmental project in the country. The Monitoring Plan that must be adhered to for Law addresses the issues of regulation of air any project. 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 47 Environmental and Social Management Framework – ESMF – 2017 – EODP 48 https://documents1.worldbank.org/curated/en/149761530216793411/ESF- Guidance-Note-2-Labor-and-Working-Conditions-English.pdf Page | 160 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title Environmental, Health and Safety The Iraqi Legislation does (EHS) Guidelines not cover Vibration The EHS guidelines provide instructions on exposure limits 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 Noise control 7:00 7:00 – 22:00 22:00-7:00 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. Ambient Air Quality Regulation No. 4 of 2012 - Ambient Air EHS Guidelines In some cases, the WHO Quality The EHS guidelines follow the WHO standards match with the This regulation aims to protect ambient air standards for the concentration of different Iraqi laws and in others, the quality and to control sources of pollution. air pollutants. WHO standards are more The regulation necessitates that sources stringent. This is the case emitting air pollutants abide by national for: 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 Page | 161 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title indoors or in open air, or next to a residential Ambient Air Quality region or near water bodies. Guidelines) Ambient Air Quality Guidelines Pollutant Pollutant Concentration Average Concentration 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 3 PM2.5 15 µg/m 1 year TSP N/A TSP 350 µg/m3 24 hours TSP N/A TSP 150 µg/m3 1 year Water Resources Law No. 50 of 2008 - Ministry of Water EHS Guidelines Legislation Resources The EHS guidelines indicate what each The Law provisions for establishing the project or facility must be aware of the Ministry of Water Resources and creating surrounding water resources and the No Gaps Identified the legal and technical framework for potential wastewater that would be institutionalization of water resources generated. It encourages efficient water management in the country. usage to reduce the discharge of potential Law No. 2 of 2001 - Water Systems wastewater. It includes the indicators for the While Iraq water resource Protection wastewater discharge pre- and post- legislation provide sufficient Chapter 4 provides instructions on disposal treatment. It includes the guidelines for guidance regarding water or recycling of wastewater. It also prohibits discharging into surface water and into resource protection, it lacks the discharge of effluent into public water, sanitary sewer systems. The guidelines sufficient information unless it meets the criteria and specifications provide for the protection of water systems Page | 162 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title set out by the Environment Protection and and water resources. This is covered from regarding wastewater Improvement Directorate (EPID). EPID is different aspects including protection of management and discharge. also allowed to issue environmental drinking water sources of the nearby restrictions pertaining to the quality of public community, and protection of water water as well as the quality of water resources and systems from project discharged into public water, sewage activities. systems, or rainwater. Act No. 25 of 1967 - Regulation for the Protection of Rivers 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 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 Page | 163 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title 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 EHS Guidelines 1.6 on Waste The WBG EHS guidelines Regulation Management section 1.6 are much more Instructions No. 2 of 2014 - EHS Guidelines 1.6 define how to articulate and define what Environmental Protection from differentiate between hazardous and non-qualifies as solid waste and Municipal Waste (Link) hazardous waste, establishing waste promotes the usage of the The instruction No. 2 of 2014 aims at management priorities, how to avoid or waste management hierarchy protecting the urban environment with a minimize waste generation, and recover and to minimize or avoid waste proper management of wastes, such as solid reuse waste and finally dispose of waste. generation. The Guidelines materials, recyclable and non-recyclable specify the basics of waste derived from domestic, commercial and management planning, waste professional activities, from the cleaning of prevention, recycling/reuse streets, gardens, farms and public places, and and final disposal. It also construction waste. 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 Law No. 6 of 1998 provides for inspections The WBG EHS guidelines section 2.0 much more detailed and of places of employment and inspection covers in specific details the different inclusive when compared to Page | 164 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title reports. It establishes duties and aspects of OHS including safety of design, the Instructions No. 12 of responsibilities of employers regarding different types of hazards and how to deal 2016, they must be adopted OHS. with each, the usage of PPE and method of by contractor deployed for Instructions No. 12 of 2016 - OHS (Link) monitoring. EODP Subproject. 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. Law No. 37 of 2015 - Iraqi Labor Law No Gaps aside from workers Iraq recently enacted Law 37/2015 (the Iraqi needing to be above the age Labor Law), which governs employment of 18 for any World Bank relationships in most of Iraq. To date, no funded project and that all known reforms are being considered for workers, whether temporary Iraq. In addition to this law, the respective or permanent, must be fully government ministries may issue insured by the instructions or regulations that affect subcontractor. 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. The law distinguishes foreign workers from Iraqi workers, but all workers must be fully documented in order to legally work in Iraq. The Iraqi Labor Law does not distinguish between employees and contractors. The law Page | 165 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title applies to all ‘workers’, which is anyone working 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 Labor, Article 6, Chapter 3 of Iraqi Labor 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. Law No.89 of 1981 amended by Decree The WBG EHS guidelines section 3.0 No. 54 of 2001 - Public Health covers how the project affects its Chapter One governs general objectives and surrounding area and the different administrative organs. Establishes the environmental and social aspects that must powers and duties of the Ministry Council be considered to mitigate any impacts on the and the Governorate Health Council. surrounding community. This includes Chapter Two governs preventative protecting water resources, ensuring the medicine. Part One governs primary health project has sound fire management and an care. This concerns maternity, childhood, emergency response plan, appropriate and family health care, school health care, design for the infrastructure, traffic safety protection of vision and hearing, dental and the provision of a traffic management prevention, nutrition, health education, plan for any subproject or construction site, mental health, and public health disease prevention methods and Page | 166 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title Laboratories. Part Two provides for health management of hazardous material. inspections. Part Three governs the control Subprojects must abide by the EHS of communicable diseases. Part Four guidelines for the protection of the nearby provides for the conveyance of corpses and community death burials. Part Five provides for the safety of drinking water. Part Six governs the breeding of animals. Chapter Three regulates 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 Municipality of Baghdad and other Municipalities. Labor Law Labour Law: No 37 of year 2015 With regards to employment relations and • The law does not the law defines the basic principles of working conditions, the WB developed two stipulate the Grievance recruitment, placement and vocational, the regulations and standards: procedures age of start working is 15 years, training, 1. Environmental and Social • The major issue is foreign workers employment, individual Standard 2 related to Labor and that the employment employment contract, wages, working age starts from 15 working Conditions that covers hours, leave, protection of the female years. workers and minors (vulnerable groups), the items below48: 48 https://documents1.worldbank.org/curated/en/149761530216793411/ESF-Guidance-Note-2-Labor-and-Working-Conditions-English.pdf Page | 167 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title protection of workers in quarries, mines • Working Conditions and and minerals extraction, occupational safety Management of Worker and health and labour inspection, Relationships disciplinary measures, collective agreements and bargaining, individual or collective • Terms and Conditions of labour disputes, labour jurisdiction, and Employment general and final provisions • Nondiscrimination and Equal Opportunity • Workers' Organizations • Protecting the Work Force • Child Labor and Minimum Age • Forced Labor • Grievance Mechanism • Occupational Health and Safety (OHS) • Contracted Workers • Community Workers • Primary Supply Workers 2. Managing the Risks of Adverse Impacts on Communities from Temporary Project Induced Labor Influx guidance note that discusses the aspects below: • Child labor and school dropout. Increased opportunities for the host community to sell goods Page | 168 EODP–ESMP for the Reconstruction of Al Andalus High School for Girls Project Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title 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 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 Page | 169