EMERGENCY OPERATION DEVELOPMENT PROJECTS (EODP) ENVIRONMENTAL AND SOCIAL MANAGEMENT (ESMP) FOR Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq EODP-AF Component 9 June 2021 Presented to: Presented by: Reconstruction Fund for Areas Affected by EcoConServ Environmental Solutions 12 El-Saleh Ayoub St, Terroristic Operations (REFAATO) Zamalek, Cairo, Egypt 11211 Al Jaderyia, Ministers’ Street No. 29, Tel: + 20 2 27359078 Ministerial Complex, Villa No.11, Baghdad, Iraq Fax: + 20 2 2736 5397 E-mail: genena@ecoconserv.com Tel: +9647705350898 URL: www.ecoconserv.com E-mail: refaatoiraq@refaato.iq, URL: www.refaato.iq Official Use ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Report Version History Version Date of Submission by EcoConServ Date of Review by the WBG Draft I 18.04.2021 No Review 22.05.2021 No Review Draft II 30.05.2021 Clean Version 28.06.2021 2 | Page Official Use ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Contents ‫ الملخص التنÙ?يذى‬----------------------------------------------------------------------------------------------- 7 1 Introduction --------------------------------------------------------------------------------------- 1 1.1 Background -------------------------------------------------------------------------------------------1 1.2 Rationale for the ESMP ----------------------------------------------------------------------------1 1.3 Scope of Work ---------------------------------------------------------------------------------------2 2 Institutional and Legal Framework----------------------------------------------------------- 4 2.1 Preface-------------------------------------------------------------------------------------------------4 2.2 National Policy, Legal, Regulatory and Administrative Frameworks ----------------------4 2.2.1 Applicable Environmental and Social Legislations ---------------------------------------4 2.3 World Bank Safeguard Policies -------------------------------------------------------------------5 2.4 The World Bank Policy on Access to Information -------------------------------------------5 2.5 Environmental, Health and Safety Guidelines (EHS) ----------------------------------------6 2.6 Labour Influx Guidance Note (2016) -----------------------------------------------------------7 2.7 Good Practice Note – Addressing Sexual Exploitation and Abuse and Sexual Harassment (SEA/SH) in Investment Project Financing (2020) -------------------------------------8 3 Project Description ----------------------------------------------------------------------------- 10 3.1 Project Background ------------------------------------------------------------------------------- 10 3.2 Project Location and Surroundings ------------------------------------------------------------ 10 3.3 Clearance of UXO/ERW ------------------------------------------------------------------------ 12 3.4 Material Sourcing ---------------------------------------------------------------------------------- 12 3.5 Main Reconstruction Activities ----------------------------------------------------------------- 12 3.5.1 Earth Work ------------------------------------------------------------------------------------ 13 3.5.2 Concrete Works------------------------------------------------------------------------------- 13 3.5.3 Masonry Works ------------------------------------------------------------------------------- 13 3.5.4 Steel and Carpentry Works ----------------------------------------------------------------- 13 3.5.5 Internal and External Finishes ------------------------------------------------------------- 14 3.5.6 Sanitary Works -------------------------------------------------------------------------------- 14 3.5.7 Electrical Works ------------------------------------------------------------------------------ 15 3.5.8 Other Site Works ----------------------------------------------------------------------------- 15 3.6 Equipment Used----------------------------------------------------------------------------------- 16 3.7 Project Duration ----------------------------------------------------------------------------------- 16 3.8 Resources Consumption (Reconstruction Phase) ------------------------------------------- 16 3.8.1 Water ------------------------------------------------------------------------------------------- 16 3.8.2 Fuel / Electricity ------------------------------------------------------------------------------ 16 3.9 Labor ------------------------------------------------------------------------------------------------ 16 3.9.1 Construction Camp and Storage areas ---------------------------------------------------- 16 3 | Page Official Use ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 3.10 Waste Generation --------------------------------------------------------------------------------- 16 3.11 Waste Disposal ------------------------------------------------------------------------------------ 17 3.12 Operation / Maintenance Phase ---------------------------------------------------------------- 17 4 Environmental and Social Baseline Conditions ------------------------------------------- 18 4.1 Environmental Baseline -------------------------------------------------------------------------- 18 4.1.1 Physical Environment ----------------------------------------------------------------------- 18 4.1.1.1 Climate ------------------------------------------------------------------------------------- 18 4.1.1.2 Ambient Air and Noise ----------------------------------------------------------------- 19 4.1.1.3 Geology, Soil and Seismic Activity ---------------------------------------------------- 20 4.1.1.4 Hydrographic context ------------------------------------------------------------------- 20 4.1.2 Biological Environment --------------------------------------------------------------------- 21 4.2 Social Baseline ------------------------------------------------------------------------------------- 22 4.2.2.1 Population --------------------------------------------------------------------------------- 23 4.2.2.2 Age Group Breakdown ----------------------------------------------------------------- 23 4.2.3.1 Education ---------------------------------------------------------------------------------- 24 4.2.3.2 Labour Profile ---------------------------------------------------------------------------- 26 4.2.7 Utilities ----------------------------------------------------------------------------------------- 27 4.2.7.1 Electricity ---------------------------------------------------------------------------------- 27 4.2.7.2 Water Services ---------------------------------------------------------------------------- 27 4.2.7.3 Roads --------------------------------------------------------------------------------------- 27 4.2.7.4 Sanitation Services & Waste Management ------------------------------------------- 28 4.2.8 Cultural Heritage------------------------------------------------------------------------------ 28 4.2.9 Community Cultural Value Sites ----------------------------------------------------------- 28 4.2.10 Land Use & Surrounding Areas------------------------------------------------------------ 29 5 Assessment of Potential Risks and Impacts ----------------------------------------------- 32 5.1 Potential E&S Impacts during the Pre-Construction Phase ------------------------------- 32 5.2 Positive Impacts during Reconstruction ------------------------------------------------------ 32 5.2.1 Direct job opportunities to skilled and semi-skilled laborers ------------------------- 32 5.2.2 Indirect job opportunities ------------------------------------------------------------------- 33 5.3 Negative Impacts during Reconstruction ----------------------------------------------------- 33 5.3.1 Environmental Impacts --------------------------------------------------------------------- 33 5.3.1.1 Impact on Air Quality ------------------------------------------------------------------- 33 5.3.1.2 Noise and Vibration --------------------------------------------------------------------- 34 5.3.1.3 Waste Generation ------------------------------------------------------------------------ 34 5.3.1.4 Water Pollution --------------------------------------------------------------------------- 35 5.3.1.5 Impact on Soil ---------------------------------------------------------------------------- 35 5.3.2 Occupational health and safety ------------------------------------------------------------ 35 5.3.3 Community health and safety -------------------------------------------------------------- 36 5.3.3.1 Impact on Traffic ------------------------------------------------------------------------ 37 5.3.4 Social Impacts --------------------------------------------------------------------------------- 37 5.3.4.1 Risk on Infrastructure and underground utilities ----------------------------------- 37 5.3.4.2 Child labour ------------------------------------------------------------------------------- 38 5.3.4.3 Temporary Labor Influx ---------------------------------------------------------------- 38 5.3.4.4 Gender Based Violence (GBV) -------------------------------------------------------- 38 4 | Page Official Use ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 5.3.4.5 Land related impact ---------------------------------------------------------------------- 39 5.3.4.6 Visual impacts ---------------------------------------------------------------------------- 40 5.3.4.7 Cultural Heritage ------------------------------------------------------------------------- 40 5.4 Positive Impacts during Operation ------------------------------------------------------------ 40 5.5 Negative Impacts during Operation and Maintenance ------------------------------------- 41 5.5.1 Environmental Impacts --------------------------------------------------------------------- 41 5.5.1.1 Waste Generation ------------------------------------------------------------------------ 41 5.5.2 Occupational Health and Safety Impacts ------------------------------------------------ 41 5.5.3 Community Health and Safety Impacts -------------------------------------------------- 41 5.5.4 Social Impacts --------------------------------------------------------------------------------- 41 5.5.4.1 Traffic Flow ------------------------------------------------------------------------------- 41 5.5.4.2 Child labor--------------------------------------------------------------------------------- 42 5.5.4.3 Labor Influx ------------------------------------------------------------------------------- 42 5.5.4.4 Gender Based Violence (GBV) -------------------------------------------------------- 42 5.5.4.5 Land related impact ---------------------------------------------------------------------- 42 5.5.4.6 Cultural heritage -------------------------------------------------------------------------- 42 5.5.4.7 Risk on Infrastructure and underground utilities ----------------------------------- 42 5.5.4.8 Visual and landscape impacts ---------------------------------------------------------- 42 6 Environmental and Social Management Plan (ESMP) ---------------------------------- 45 6.1 Environmental and Social Management Plan for the Reconstruction and Operation Phases -------------------------------------------------------------------------------------------------------- 45 6.2 Environmental and Social Monitoring Plan for the Reconstruction and Operation/maintenance Phases -------------------------------------------------------------------------- 62 6.3 Institutional Framework ------------------------------------------------------------------------- 70 6.3.1 Environmental Management Structures -------------------------------------------------- 70 6.3.2 Roles and responsibilities of the Contractor’s Environmental Health and Safety (EHS) Officers -------------------------------------------------------------------------------------------- 70 6.3.3 Roles and responsibilities of the E&S Project Management Team (PMT)--------- 70 6.3.3.1 Compliance with World Bank safeguards ------------------------------------------- 71 6.3.3.2 Monitoring and reporting --------------------------------------------------------------- 71 6.3.3.3 Communication with and responsiveness to targeted communities ------------ 71 6.3.4 School management -------------------------------------------------------------------------- 71 6.3.5 Required Resources -------------------------------------------------------------------------- 72 6.3.6 Summary of the Tentative Budget Required to Implement the ESMP ------------- 74 7 Stakeholder Engagement and Public Consultation -------------------------------------- 76 7.1 Stakeholder Identification ----------------------------------------------------------------------- 76 7.2 Consultation Methodology and Activities ---------------------------------------------------- 76 7.3 Results of Stakeholder Engagement Activities ----------------------------------------------- 79 7.3.1 Summary of Consultation Outcomes ----------------------------------------------------- 81 7.4 Grievance Redressal Mechanism (GRM) ----------------------------------------------------- 81 7.4.1 GRM objectives------------------------------------------------------------------------------- 81 7.4.2 Current GRM adopted by the Ministry of Education and Education Directorate 82 5 | Page Official Use ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 7.4.3 Interface between EODP GRM and the Ministry of Education and Education Directorate Grievance System ------------------------------------------------------------------------- 82 7.4.4 EODP GRM ---------------------------------------------------------------------------------- 83 7.4.4.1 Communication -------------------------------------------------------------------------- 83 7.4.4.2 EODP Grievance Management Process --------------------------------------------- 84 Step 1: Uptake ----------------------------------------------------------------------------------------- 85 Step 2: Sorting and Processing---------------------------------------------------------------------- 85 Step 3: Acknowledgment and Follow up --------------------------------------------------------- 86 Step 4: Verification, Investigation and Action by PMT Technical Team ------------------- 86 Step 5: Providing Responses to GRM Users ----------------------------------------------------- 87 Step 6: Reporting -------------------------------------------------------------------------------------- 87 7.4.4.3 Monitoring and Evaluation ------------------------------------------------------------- 87 7.4.4.4 Institutional Arrangements ------------------------------------------------------------- 88 7.4.4.5 Procedure for Appeal ------------------------------------------------------------------- 89 7.4.4.6 Gender sensitive GRM ------------------------------------------------------------------ 89 7.4.4.7 Confidentiality ---------------------------------------------------------------------------- 90 7.4.4.8 Reporting ---------------------------------------------------------------------------------- 90 7.4.4.9 Disclosure activities ---------------------------------------------------------------------- 90 Annex 1 – Cultural Heritage Chance-Find Procedure ------------------------------------------- 92 Annex 2 – List of Participants ------------------------------------------------------------------------ 93 Annex 3 – Feedback Uptake Form on REFAATO’S Website (Arabic and English) ------ 94 Grievance Form on the Ministry of Education Website --------------------------------------------- 99 Annex 4 – Contractor’s Responsibilities (English and Arabic) -------------------------------100 Annex 5 – COVID 19 Mitigation Measures -------------------------------------------------------109 Annex 6 – Practical Tools for Virtual Engagement during COVID 19 Pandemic -------- 113 Annex 7 – Detailed information about the national Iraqi legal regulations pertinent to the subproject and the gap analysis --------------------------------------------------------------------- 114 Annex 8 – Project Disclosure Information --------------------------------------------------------128 Annex 9 – Land Ownership Document ------------------------------------------------------------129 Annex 10 – UXO Clearance Letter ------------------------------------------------------------------130 Annex 11 Grievance and Redress Mechanism Forms and Log ------------------------------- 131 1- GRM LOG -----------------------------------------------------------------------------------131 2- GRM UPTAKE FORM -------------------------------------------------------------------135 3- OPTIONAL USER SURVEY FOR REFAATO GRM FOCAL POINT -------138 Annex 12 - Instructions to the contractor on how to lease lands for storage facilities/caravans --------------------------------------------------------------------------------------140 6 | Page Official Use ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫الملخص التنÙ?يذى‬ ‫‪ .1‬المقدمة‬ ‫عد تنعء ودرس Ø© Ø© Ø© ةةأل التر‬ ‫اء تن وعلك للتنعت والتع تقع بحع‬ ‫هذا التقرير هو د ا‬ ‫رس Ø© Ø© Ø© ةةأل تقالب اي ر التااع وامشتوع ع لوة Ø© Ø© Ø© ةةرو‬ ‫الولعب‪ ،‬قضعء الروعدي‪ ،‬وحعÙ?ظأل اينبعر‪.‬‬ ‫ي‪ ،‬Ù?‪ ،‬ة ةةوا‪ ،‬وععو‪ ،،‬وتن ال دوعت‪،‬‬‫دار‬ ‫عد تنعء شولع وكونعت الودرس Ø© ةةأل والتع تتض Ø© ةةون وتن‬ ‫ل‬ ‫هذا الوة Ø© ةةرو الد‬ ‫ات الولعه‪ .‬بعإلضةعÙ?أل Ù„ ذلك‪ ،‬سةاتب و‪ ،‬حدلقأل عرشلأل‪ ،‬ووقل للسةلعر‬ ‫ات وسةور عرشع للودرسةأل‪ .‬سةو‬ ‫غرÙ?أل ايون ودور‬ ‫شلأل‪ ،‬واي وعا ال‪ ،‬ة ةةحلأل‬‫تتض Ø© ةةون ورحلأل اإلنة Ø© ةةعء وعا الحألر وايس Ø© ةةعا‪ ،‬اي وعا ال رس Ø© ةةعنلأل‪ ،‬التة Ø© ةةرابعت الدا للأل وال عر‬ ‫والكلربعالأل‪.‬‬ ‫كعنت الودرسأل قت‪ ،‬تدوار‬ ‫هع توÙ?ر تعللوع عنولع ا‪ 450‬رعلبأل وكعن دد الوعلوان ‪.28‬‬ ‫رس ةةأل تقالب ر تااع واشتوع ع (‪ )ESMP‬نظ ا‬ ‫ر‬ ‫و‪ ،‬د ا‬ ‫ربقع للس ةةلعس ةةأل التةة Ø© اللأل ‪ 4.01‬للتنك الدولع‪ ،‬اترلب هذا الوة ةةرو‬ ‫للتأ ار‬ ‫ات التااأل وامشتوع لأل الوحتو‪ ،‬ن اتستب تلع‪.‬‬ ‫ع‬‫‪ .2‬وصÙ? المشرو‬ ‫ع‬‫موقع المشرو‬ ‫تقع الودرس Ø© ةةأل الو رد عد تنعءهع Ù?ع حع الولعب‪ ،‬قض Ø© ةةعء الروعدي وهع وحعرأل بوبعنع س Ø© ةةكنلأل وينرت ذلك لض Ø© ةةع ل‬ ‫ودرسة Ø© Ø© ةةأل ايوشعد التدالأل التع تب نق‪ ،‬الرلبأل لالع‪ .‬ودرسة Ø© Ø© ةةأل ايوشعد هع ودرسة Ø© Ø© ةةأل اتتداالأل للتنان وتقع Ù„ بعد ‪ 50‬وتر ون‬ ‫اء تن وعلك‪ .‬اوشد ودرسأل تشوار ودرسأل التر‬ ‫اء تن وعلك وود للع لظلر بعل‪،‬ور التعللأل‪.‬‬ ‫ودرسأل التر‬ ‫مدخل المدرسة‬ ‫المجاورة‬ ‫شكل ‪ :1‬موقع مدرسة البراء بن مالك ومدخل المدرسة المجاورة‬ ‫‪7 | Page‬‬ ‫‪Official Use‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫الرري الرالسةةع الويدي للحع (رري ‪ )10‬ووضةةب بعل ريرأل التعللأل (ةةةك‪ .)2 ،‬ةةوار الحع الدا للأل وولد وبحعلأل شاد ‪.‬‬ ‫تقع الودرسأل Ù„ بعد ‪ 3‬كب ون نلر الألر‬ ‫ات‪.‬‬ ‫شكل ‪ :2‬حي الملعب وموقع مدرسة األمجاد البديلة (‪)Al Amjad School‬‬ ‫األنشطة الرئيسية لمرحلة إعادة البناء‬ ‫لةو‪ ،‬الوةرو اينةرأل اآلتلأل‪:‬‬ ‫سو‬ ‫وعا الحألر وال رسة Ø© Ø© ةةعنأل وحوااد الروب لوتن اإلدار والأل‪،‬ة Ø© Ø© ةةوا والوععو‪ ،‬ودور‬ ‫ات الولعه ووتن ال دوعت وبعقع‬ ‫‪-‬‬ ‫وكونعت السعحأل ال عرشلأل للودرسأل‪.‬‬ ‫ه) Ù„ وستوى الودرسأل‬ ‫اي وعا الحدادلأل والنشعر (ايتواب‪ ،‬النواÙ?Ø° وغار‬ ‫‪-‬‬ ‫اي وعا ال‪،‬حلأل والكلربعالأل لشولع الوبعنع الودرسأل‬ ‫‪-‬‬ ‫مرحلة التشغيل والصيانة‬ ‫ي‬‫ند امنتلعء ون عد التنعء‪ ،‬ون الوتوقع Ù† تتب نةرأل ال‪،‬لعنأل التعللأل بةك‪ ،‬دور‬ ‫دهعنعت للحوااد ال عرشلأل والدا للأل‬ ‫‪-‬‬ ‫‪،‬لعنأل للوكونعت الكلربعالأل والولكعنلكلأل للودرسأل‬ ‫‪-‬‬ ‫‪،‬لعنأل دوريأل لدور‬ ‫ات وةبكعت الولعه وال‪،‬ر ال‪،‬حع‬ ‫‪-‬‬ ‫‪ .3‬اإلطار المؤسسي والقانوني‬ ‫‪8 | Page‬‬ ‫‪Official Use‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫التزب الوةرو بعلتةريععت العر‬ ‫اقلأل ذات ال‪،‬لأل وسلعسعت التنك الدولع الوقعالأل‬ ‫سو‬ ‫التشريعات البيئية واالجتماعية المطبقة Ù?ÙŠ العر‬ ‫اق‪:‬‬ ‫قعنون رقب ‪ 27‬لسنأل ‪ :2009‬قعنون حوعلأل وتحسان التااأل‪.‬‬ ‫•‬ ‫قعنون رقب ‪ 37‬لسنأل ‪ :2008‬قعنون وز‬ ‫ار التااأل‬ ‫•‬ ‫نظعب رقب ‪ 4‬لسنأل ‪ :2012‬نظعب حوعلأل اللواء الوحلد ون التلوث‬ ‫•‬ ‫قعنون رقب ‪ 41‬لسنأل ‪ :2015‬الحوعلأل ون الضوضعء‬ ‫•‬ ‫قعنون رقب ‪ 89‬لسنأل ‪ 1981‬الوعدا بعلقعنون رقب ‪ 54‬لسنأل ‪ :2001‬قعنون ال‪،‬حأل الععوأل‬ ‫•‬ ‫نظعب رقب ‪ 2‬لسنأل ‪ :2001‬نظعب حوعلأل الووارد الوعالأل‬ ‫•‬ ‫نظعب رقب ‪ 25‬لسنأل ‪ :1967‬نظعب ‪،‬لعنأل امنلعر والولعه العووولأل ون التلوث‬ ‫•‬ ‫تعللوعت رقب ‪ 2‬لسنأل ‪ :2014‬تعللوعت حوعلأل التااأل ون الو لألعت التلدلأل‬ ‫•‬ ‫التوشله رقب ‪ 67‬لسنأل ‪ 1986‬الونظب لونعر تشولع الحرعب‬ ‫•‬ ‫قعنون رقب ‪ :2015/37‬قعنون العو‪ ،‬العر‬ ‫اقع‬ ‫•‬ ‫تعللوعت رقب ‪ 12‬لسنأل ‪ :2016‬وترلبعت ال‪،‬حأل والسالوأل الولنلأل‬ ‫•‬ ‫قعنون تةكا‪ ،‬وز‬ ‫ار التعللب رقب ‪ 22‬لسنأل ‪2011‬‬ ‫•‬ ‫سياسات البنك الدولي الوقائية‬ ‫ذهع Ù?ع ام تبعر Ù?ع الوةةرو عت التع لووللع وهع ووضةحأل‬ ‫حدد التنك الدولع ‪ 10‬سةلعسةعت تاالأل واشتوع لأل وقعالأل اشب‬ ‫بعلأل‪ ،،‬ال عص بعإلرعر القعنونع‪.‬‬ ‫‪ .4‬التأثير البيئي واالجتماعي‬ ‫التأثير‬ ‫ات اإليجابية أثناء إعادة البناء‬ ‫توÙ?ار Ù?رص و‪ ،‬وبعةر للعوعلأل الوعهر وةبه الوعهر‬ ‫•‬ ‫ل Ù?رص و‪ ،‬يÙ?ر‬ ‫اد الوشتوع الوحلع الا ورحلأل امنةة Ø© Ø© ةةعء‪ .‬دد الععولان الوتوقع‬ ‫ون الوتوقع Ù† ايدي الوةة Ø© Ø© ةةرو ل‬ ‫الا ورحلأل اإلنةعء هو ‪.50‬‬ ‫ل Ù?رص و‪ ،‬غار وبعةر‬ ‫•‬ ‫نةة ةةرأل عد التنعء الك ار ون الألوااد غار الوبعةة ةةر Ù?ع الونرقأل الوسة ةةتلدÙ?أل بسة ةةتب الحعشأل ل‬ ‫ون الوتوقع Ù† اترتب ل‬ ‫الوزيد ون دوعت الد ب للعوعا والوقعولان الذان سلعولون Ù?ع الووقع‪.‬‬ ‫التأثيرات اإليجابية أثناء مرحلة التشغيل‬ ‫عد تنعء الودرسأل لعتتر د ب لل دوعت التعللولأل Ù?ع الحع ولضون سالوأل الرلبأل نعء تلقالب للتعللب‪.‬‬ ‫التأثير‬ ‫ات البيئية واالجتماعية السلبية‬ ‫لعرض الشدوا التعلع التأ ار‬ ‫ات السلتلأل التع تب تحدادهع وهواتلع لك‪ ،‬ون ورحلأل عد التنعء Ùˆ ورحلألالتة ا‪/،‬ال‪،‬لعنأل‪:‬‬ ‫‪9 | Page‬‬ ‫‪Official Use‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫وصÙ? موجز للتأثير‬ ‫المستقبالت‪ /‬العناصر البيئة‬ ‫أهمية التأثير‬ ‫واالجتماعية‬ ‫التأثير‬ ‫ات أثناء مرحلة ما قبل اإلنشاء‬ ‫Ù?ع حعلأل دب ا تلعر وكعن ونعسب لوضع الوولد‪ ،‬قد ايدي ذلك ل‬ ‫عالي األهمية‬ ‫شود اللواء والضوضعء‬ ‫تلوث اللواء الوحلد وارتألع نسب الضوضعء‪.‬‬ ‫عالي األهمية‬ ‫ون الوحتو‪ ،‬ن تكون هنعك تأ ار‬ ‫ات سة Ø© Ø© Ø© ةةلتلأل Ù„ الولعه الشوÙ?لأل Ù?ع‬ ‫اÙ? ال‪ ،‬ةةحلأل Ùˆ ز‬ ‫انعت ولعه ال‪ ،‬ةةر ال‪ ،‬ةةحع‬ ‫حعلأل دب ت‪ ،‬ةةولب الور‬ ‫تلوث الولعه الشوÙ?لأل‬ ‫بةك‪، ،‬حلب‪.‬‬ ‫عالي األهمية‬ ‫دب ت‪،‬ةةولب ةةةبكعت وداد الولعه ودور‬ ‫ات الولعه بةةةك‪، ،‬ةةحلب Ùˆ دب‬ ‫توÙ?ار التلولأل واإلضةةعءء الوالاوأل دا ‪ ،‬الأل‪،‬ةةوا Ùˆ دب وشود وور‬ ‫ات‬ ‫‪،‬حأل وسالوأل الوشتوع‬ ‫وودا ‪ ،‬وشلز وآونأل لالس ةةت داب Ù„ وس ةةتوى الودرس ةةأل كللع واو‪،‬‬ ‫قد تعرض ‪،‬حأل وسالوأل الرالب لل رر‪.‬‬ ‫التأثير‬ ‫ات خالل اعمال اعادة البناء‬ ‫و ةةعا تشلاز الووقع‬ ‫ق ةةد تت ةةأ ر شود اللواء ب ةةعيترب ةةأل الن ةةعتش ةةأل ن‬ ‫والحألر واز‬ ‫الأل اينقعض‪ .‬ض ةةعÙ?أل Ù„ ذلك‪ ،‬ي ت زين لحعولعت زيوت‬ ‫متوسط األهمية‬ ‫اتس Ø© ةةتب Ù?ع ارتألع نس Ø© ةةبأل الوواد الوترعار (‪)VOCs‬‬ ‫وألتوحأل س Ø© ةةو‬ ‫شود اللواء‬ ‫Ù?ع اللواء الوحلد‪.‬‬ ‫لن اتولد ÙŠ ستلستوا ون نةرأل هذا الوةرو ‪.‬‬ ‫ز‬ ‫الأل اينقعض والحألر و‪ ،‬ة Ø© Ø© ةةب ال رس Ø© Ø© Ø© ةةعنأل ونق‪ ،‬الوواد والو لقعت قد‬ ‫تتس ةةتب Ù?ع زيعد وس ةةتولعت الض ةةوض ةةعء حاث نلع تتض ةةون اس ةةت داب‬ ‫وعدات قالأل كعلحألعر‬ ‫ات واللوادر والةعحنعت‪.‬‬ ‫متوسط األهمية‬ ‫قد تتس ةةتب وعا اإلنة ةةعء Ù?ع ت رع نس ةةب الض ةةوض ةةعء Ù?ع ايوعكن‬ ‫الضوضعء‬ ‫الس Ø© ةةكنلأل الوحلرأل للحدود الوس Ø© ةةوو تلع ربقع مة Ø© ةةتر‬ ‫ارعت ويس Ø© ةس Ø© ةةأل‬ ‫ء كتار ون ورحلأل اإلنة ةةعء س ةةلكون‬ ‫التووي‪ ،‬الدوللأل (‪ .)IFC‬ولكن شز‬ ‫و ‪،‬ةص ÙŠ وعا التةةراب والتع Ù… اتولد ونلع ضةوضةعء تذكر ل‬ ‫الونعر الوحلرأل‪.‬‬ ‫انتط Ù† نةة Ø© Ø© ةةرأل الوةة Ø© Ø© ةةرو Ùˆ لألعت عوأل وو لألعت رر‬ ‫سة Ø© Ø© ةةو‬ ‫وو لألعت ‪،‬ة Ø© Ø© ةةر ‪،‬ة Ø© Ø© ةةحع‪ .‬دب التععو‪ ،‬وع هذه الو لألعت بةة Ø© Ø© ةةك‪،‬‬ ‫متوسط األهمية‬ ‫تولد الو لألعت‬ ‫نظعÙ?أل تااأل العو‪ ،‬و Ù„ التربأل‬ ‫‪ ،‬ة Ø© Ø© Ø© ةةحلب قد انتط نه تأ ار‬ ‫ات ل‬ ‫والولعه السرحلأل‪.‬‬ ‫‪10 | Page‬‬ ‫‪Official Use‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫وصÙ? موجز للتأثير‬ ‫المستقبالت‪ /‬العناصر البيئة‬ ‫أهمية التأثير‬ ‫واالجتماعية‬ ‫بعة Ø© ةةد ‪ 3‬كب ون نلر الألر‬ ‫ات وبة Ø© ةةعلتة Ø© ةةعلع ون غار‬ ‫لقع الووقع ل‬ ‫طÙ?ÙŠÙ? األهمية‬ ‫الوحتو‪ ،‬ن تتأ ر ولعه النلر بأنة Ø© Ø© Ø© Ø© ةةرأل الوة Ø© Ø© Ø© Ø© ةةرو ولكن هذا التأ ار‬ ‫تلوث الولعه‬ ‫ذه Ù?ع ام تبعر وساتب رر شر‬ ‫اءات ت ألال ونعسبأل‪.‬‬ ‫ساتب‬ ‫دب الت لص السةللب ون الو لألعت ال رر ‪ ،‬سةوء التععو‪ ،‬وع الزيوت‬ ‫متوسط األهمية‬ ‫والوواد الكلولعالأل‪ ،‬واحتوعللأل تسة Ø© Ø© Ø© ةةرب ولعه ال‪،‬ة Ø© Ø© Ø© ةةر ال‪،‬ة Ø© Ø© Ø© ةةحع ون‬ ‫التربأل‬ ‫ز‬ ‫انعت التشولع‪ ،‬كللع واو‪ ،‬قد تيدي Ù„ تلوث التربأل‪.‬‬ ‫تتض Ø© Ø© Ø© Ø© Ø© ةةون اي رعر الحوادث الورتبرأل بعس Ø© Ø© Ø© Ø© Ø© ةةت داب الوعدات ال قالأل‪،‬‬ ‫عالى األهمية‬ ‫السة ةةقو Ù?ع وعكن الحألر Ùˆ ون Ù„ السة ةةقعمت وايوعكن الورتألعأل‪،‬‬ ‫ال‪،‬حأل والسالوأل الولنلأل‬ ‫التعرض لحر‬ ‫ار عللأل والكوÙ?اد‪.19-‬‬ ‫واوة‪ ،‬قةد تلةدد السة Ø© Ø© Ø© Ø© Ø© ةةالوةأل الوشتوعلةأل ونلةع التعرض يي‬ ‫هنةعك ةد‬ ‫ون اآلتع‪:‬‬ ‫ولو عت اللواء‬ ‫‪-‬‬ ‫متوسط األهمية‬ ‫‪،‬حأل الوشتوع وسالوته‬ ‫وستولعت عللأل ون الضوضعء‬ ‫‪-‬‬ ‫الت لص العةة Ø© Ø© Ø© Ø© Ø© ةوااع ون الو لألةعت النةعتشةأل Ù† اي وةعا‬ ‫‪-‬‬ ‫اإلنةعالأل او حرقلع‬ ‫الوعدات ال قالأل‬ ‫‪-‬‬ ‫لن لكون للةةذا التةةأ ار هولةةأل كتار نظ ا‬ ‫ر لقلةةأل الك ةةعÙ?ةةأل الوروريةةأل ل‬ ‫طÙ?ÙŠÙ? األهمية‬ ‫الساولأل الوروريأل‬ ‫الررق الوحلرأل بعلوةرو ‪.‬‬ ‫نتاشأل وعا اإلنةة Ø© ةةعء‪ ،‬و ع‪،‬ة Ø© ةةأل الحألر‪ ،‬قد تتضة Ø© ةةرر وكونعت التنلأل‬ ‫التحتلأل الووشود بونرقأل الوةة Ø© Ø© Ø© Ø© ةةرو Ùˆ ‪ ،‬وواسة Ø© Ø© Ø© Ø© ةةار الكلربعء والولعه‬ ‫وذلك ون ةأنه Ù† لستب ضرر للوشتوع الوحلد‪.‬‬ ‫طÙ?ÙŠÙ? األهمية‬ ‫التنلأل التحتلأل للونرقأل‬ ‫نظ ا‬ ‫ر منح‪،‬ةةعر وعا اإلنةةةعء دا ‪ ،‬حدود الووقع‪ ،‬Ù?حن احتوعللأل ن‬ ‫تتضة Ø© ةةرر التنلأل التحتلأل ضة Ø© ةةاالأل‪ .‬ضة Ø© ةةعÙ?أل Ù„ ذلك‪ ،‬سة Ø© ةةلكون الوقعوا‬ ‫ي ضر‬ ‫ار تنتط Ù† وعا اإلنةعء‪.‬‬ ‫م Ù† ‪،‬ال‬‫وساو‬ ‫متوسط األهمية‬ ‫احتوةعللةأل وةعلةأل ايرألةعا بووقع الوةة Ø© Ø© Ø© Ø© Ø© ةةرو قةعاوةأل حاةث Ù† وترلبةعت‬ ‫وعلأل امرألعا‬ ‫وتكلقأل تعانلب ق‪.،‬‬ ‫طÙ?ÙŠÙ? األهمية‬ ‫ى هو و‪،‬ة Ø© Ø© Ø© Ø© Ø© ةةدر ز ةع‬‫وشود العوةعلةأل الويقتةأل الواÙ?ةد Ù?ع الوةدن والقر‬ ‫وحتوة‪ ،‬للسة Ø© Ø© Ø© Ø© Ø© ةكةعن الوحلاان Ùˆ قةد ايدي Ù„ تةأ ار‬ ‫ات اشتوةع لةأل غار‬ ‫التدÙ? الويقت للعوعلأل‬ ‫غوب تلع‪.‬‬‫ور‬ ‫وةة ةةعريع اإلنةة ةةعء قد تيدي Ù„ زيعد نسة ةةبأل العنل الوتنع Ù„ النو‬ ‫متوسط األهمية‬ ‫العنل الوتنع Ù„ النو امشتوع ع‬ ‫امشتوع ع‪.‬‬ ‫‪11 | Page‬‬ ‫‪Official Use‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫وصÙ? موجز للتأثير‬ ‫المستقبالت‪ /‬العناصر البيئة‬ ‫أهمية التأثير‬ ‫واالجتماعية‬ ‫رض الودرسة Ø© ةةأل وولوكأل لوز‬ ‫ار التربلأل والتعللب‪ .‬بعإلضة Ø© ةةعÙ?أل Ù„ ذلك ‪،‬‬ ‫ال تذكر‬ ‫لن اترلب الوة Ø© Ø© Ø© ةةرو الألر ع اس Ø© Ø© Ø© ةةت داب ÙŠ رض عر حدود ووقع‬ ‫ات الورتبرأل بعير‬ ‫اضع‬ ‫التأ ار‬ ‫التنعء‪.‬‬ ‫ل الونة ةةعظر الرتلعلة ةةأل ويقتة ةةأل وتنتط Ù† ت زين وواد‬ ‫التة ةةأ ار‬ ‫ات‬ ‫طÙ?ÙŠÙ? األهمية‬ ‫التأ ار‬ ‫ات Ù„ الونظر الشوعلع‬ ‫التنعء والو لألعت برريقأل غار ونظوأل‬ ‫لب اتب الت رلد ينة Ø© Ø© Ø© Ø© Ø© ةةرأل الوة Ø© Ø© Ø© Ø© Ø© ةةرو الألر ع بعلقرب ون ÙŠ وواقع‬ ‫ال تذكر‬ ‫التر‬ ‫اث ال قعÙ?ع‬ ‫للتر‬ ‫اث ال قعÙ?ع الوعدي‪.‬‬ ‫التأثير عند التشغيل‪ /‬الصيانة‬ ‫ون الوتوقع ان انتط Ùˆ لألعت عوأل Ùˆ ض Ø© Ø© Ø© Ø© Ø© ةةولأل ون امس Ø© Ø© Ø© Ø© Ø© ةةت داوعت‬ ‫تولد الو لألعت‬ ‫طÙ?ÙŠÙ? األهمية‬ ‫الاوولأل الا ورحلأل التة ا‪ ،‬و نعء وعا ال‪،‬لعنأل الوحتولأل‪.‬‬ ‫وعا ال‪،‬ةةلعنأل الوحتولأل قد تعرض العوعا للحوادث ع‪،‬ةةأل Ù† كعن‬ ‫ال‪،‬حأل والسالوأل الولنلأل‬ ‫هنعك است داب لوعدات قالأل‪.‬‬ ‫وةعا الةدهةعنةعت ال ةعرشلةأل قةد تتسة Ø© Ø© Ø© Ø© Ø© ةتةب Ù?ع السة Ø© Ø© Ø© Ø© Ø© ةةقو ون‬ ‫كوةع ان‬ ‫طÙ?ÙŠÙ? األهمية‬ ‫شر‬ ‫اءات السالوأل ذات ال‪،‬لأل‪.‬‬ ‫ارتألع عت عللأل Ù?ع حعلأل دب اتبع‬ ‫ضة ةةعÙ?أل Ù„ ذلك‪ ،‬لعتتر ال‪،‬ة ةةع بعلكلربعء حد اي رعر التع اشب‬ ‫ذهع Ù?ع ام تبعر الا وعا ال‪،‬لعنأل‪.‬‬ ‫ون الوحتوة‪ ،‬انتقةعا ور‬ ‫اض وعةدلةأل‪ ،‬بةعي ص كوÙ?اةد ‪ ØŒ19‬ون الرلبةأل‬ ‫‪،‬حأل الوشتوع وسالوته‬ ‫طÙ?ÙŠÙ? األهمية‬ ‫هعلالب‪.‬‬ ‫ل‬ ‫هنةةعك زيةةعد وروريةةأل وتوقعةةأل نتاشةةأل ذهةةعب الرلبةةأل Ù„ الوةةدرسة Ø© Ø© Ø© Ø© Ø© Ø© ةةأل‬ ‫طÙ?ÙŠÙ? األهمية‬ ‫و ودتلب ونلةع ولكن التةأ ار Ù„ السة Ø© Ø© Ø© Ø© Ø© ةةاولةأل الوروريةأل لن لكون كتا ا‬ ‫ر‬ ‫الساولأل الوروريأل‬ ‫وسلقت‪،‬ر Ù„ سع عت الذرو ‪.‬‬ ‫‪ .5‬خطة االدار‬ ‫ة والمتابعة البيئية واالجتماعية‬ ‫اءات الواشب ات عذهع للحد ون التأ ار‬ ‫ات‬ ‫ون رأل اإلدار والوتعبعأل التاالأل وامشتوع لأل )‪ (ESMMP‬هو تحداد اإلشر‬ ‫اللد‬ ‫القس ةةب ‪ 6‬ون التقرير رأل اإلدار‬ ‫الس ةةلتلأل الوحتولأل Ùˆ القض ةةعء لالع‪ ،‬ولر‪ ،‬ةةد امداء وكلأللأل ترتا تداتار الت ألال‪ .‬انعق‬ ‫التاالأل وامشتوع لأل )‪ (ESMMP‬لوس Ø© Ø© ةةتقبالت Ùˆ تلألأل‪ ،‬ولحدد ايدوار والوس Ø© Ø© ةةيوللعت الوتعلقأل تتنألاذ ور‪ ،‬ة Ø© ةةد تداتار الت ألال‬ ‫نعء ورحلتع عد التنعء والتة ا‪ ،‬للوةرو ‪.‬‬ ‫‪ .6‬المشاركة المجتمعية‬ ‫‪12 | Page‬‬ ‫‪Official Use‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫ى‬‫ى اإلستةعر‬ ‫حي الملعب Ù?ع وعرا ‪ 2021‬لوقعتلأل Ù?ر‬ ‫اد الوشتوع الوحلع‪ .‬شر‬ ‫در‬ ‫اسأل ون ةركأل لكوكنسار‬ ‫ز‬ ‫ار Ù?ري‬ ‫Ù?ر‬ ‫اد الوشتوع بوع Ù?ع ذلك وللعء وور الرالب‪ .‬و تضونت‬ ‫ونعقةعت وشتوعلأل وع النسعء والرالب ووعلوالب ‪ ،‬بعإلضعÙ?أل ل‬ ‫نةرأل االستشارية ‪ 10‬عضوات من المجتمع ‪ (7‬منهن معلمات )‪ ،‬باإلضاÙ?Ø© إلى ‪ 5‬رجال من Ø£Ù?راد المجتمع ‪.‬باإلضاÙ?Ø© إلى‬ ‫ذلك ‪ ،‬كان هناك اثنان من قادة المجتمع بما Ù?ÙŠ ذلك مدير إدارة التخطيط العمراني Ù?ÙŠ مديرية تربية األنبار ‪ ،‬ورئيس ناحية‬ ‫(قائم مقام )Ùˆ ‪ 3‬أعضاء من قسم المباني المدرسية( بما Ù?ÙŠ ذلك رئيس اإلدارة ومسؤول المتابعة والمهندس ‪).‬مقابلة ‪.‬شارك‬ ‫كا Ù?ÙŠ أنشطة التشاور ‪ (2‬مجموعات مناقشة Ùˆ ‪ 3‬مقابالت‪).‬‬ ‫‪20‬مشار ً‬ ‫ضعء الوشتوع‬ ‫داد استتلعن لتوشله الوقعبالت وونعقةأل الشوانب التاالأل وامشتوع لأل الرالسلأل للوةعريع‪ .‬تب ا تلعر‬ ‫تب‬ ‫اء وقعبالت وعلب مكتسعب Ù?لب Ùƒ ر وً‬ ‫قع للسلعق الوحلع والح‪،‬وا‬ ‫الوحلع بةك‪ ،‬ةوااع بعلقرب ون ونرقأل الوةرو واشر‬ ‫ل تعللقعت الوشتوع حوا الوةرو ‪ .‬كعن ال رض ون نةرأل التةعور التع تب شر‬ ‫ايهع هو وع الع‪:‬‬ ‫ن الوةرو‬ ‫‪ )1‬تقدلب نتذ‬ ‫‪ )2‬ونعقةأل نةرأل الوةرو Ùˆ Ø¢ عر‬ ‫ه التاالأل وامشتوع لأل الوحتولأل‬ ‫‪ )3‬اقت ا‬ ‫ر تداتار الت ألال‬ ‫‪ )4‬الكةل Ù† الوعلووعت الوتعلقأل بآللأل الةكعوى (‪)GRM‬‬ ‫ول ص نتعاط نةرأل التةعور‬ ‫حأل‪ .‬لعتقد شولع‬‫رب شولع الوةعركان Ù† لوعنلب بضرور تنألاذ الوةرو ‪ ،‬و كدوا د ولب لألنةرأل الوقتر‬ ‫بةك‪ ،‬عب ‪،‬‬ ‫الوستوى‬ ‫الوةعركان ‪ ،‬و ع‪،‬أل الوعلوعت ‪ ،‬ن وشتوعلب سلستألاد بةك‪ ،‬كتار ون تروير ودرسأل التر‬ ‫اء تن وعلك‪ .‬ل‬ ‫امقت‪،‬عدي ‪ ،‬ون الوظعال التع تب نةعيهع ‪ ،‬وكذلك Ù„ الوستوى امشتوع ع ندوع اتلق الرالب تشربأل تعللولأل وعزز‬ ‫توكنلب ون تروير وشتوعلب‪ .‬بعإلضعÙ?أل Ù„ ذلك ‪ ،‬كد الوةعركون Ù?لولب آلللأل وععلشأل الوظعلب الورتبرأل بعلوةرو ‪ ،‬بعإلضعÙ?أل‬ ‫ل تسللد الضوء Ù„ وواÙ?قتلب Ù„ القنوات الوتعحأل التع لوكن ون الللع تقدلب الوالحظعت وح‪ ،‬الةكعوى‪ .‬بعإلضعÙ?أل ل‬ ‫النو‬ ‫بالعنل الوتنع ل‬ ‫وحدد ون قت‪ ،‬الوةعركان Ù?لوع اتعل‬ ‫ذلك ‪ ،‬Ù?حن استةعر النسعء Ù?قد لب تكةل Ù† ÙŠ قل‬ ‫امشتوع ع‪.‬‬ ‫آللأل دار الةكعوى‬ ‫د الوةرو الألر ع آللأل للةكعوى التع تست دب قنوات Ùˆ تلألأل ‪ ،‬وهع كعلتعلع‪:‬‬ ‫‪ -1‬الولندا الوقلب‬ ‫‪ -2‬وز‬ ‫ار التربلأل‪.‬‬ ‫خ ال عل أل‬‫‪ -3‬الداار القعنونلأل بوداريأل التربلأل والتعللب بعلكر‬ ‫وسيوا التنولأل امشتوع لأل (‪ .)SDO‬الوسيوا امشتوع ع Ù?ع وةرو ودرسأل التر‬ ‫اء تن وعلك هو تدالستعر لع حود‬ ‫(‪.)07831868642‬‬ ‫اشب حعلأل شولع الةكعوى Ù„ وسيوا التنولأل امشتوع لأل نعء ورحلأل اإلنةعءات حت اتوكن ون داد التقعرير ال ع‪،‬أل‬ ‫‪13 | Page‬‬ ‫‪Official Use‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫وبنعء Ù„ ذلك ‪ ،‬اشب Ù† لحعÙ?ظ الوساوا اإلشتوع ع Ù„ العالقعت وع الة ص الوسيوا Ù† الةكعوى‬ ‫ً‬ ‫بعلةكعوى‪.‬‬ ‫ى ‪ ،‬و ‪ ،‬التلدلأل‪ .‬و Ù„ الة ص الونو به التنولأل امشتوع لأل وساوللأل وتعبعأل‬‫الذي لعو‪ ،‬Ù?ع ك‪ ،‬قنع Ùˆ ÙŠ قنوات ر‬ ‫الةكعوى وا داد التقعرير الدوريأل‪ .‬ويشب Ù† ت ا‬ ‫ر ع آللأل الةكعوى الوقترحأل النو امشتوع ع ون ش‪ ،‬دار ÙŠ ةكعوى ترÙ?ع‬ ‫ون قت‪ ،‬النسعء‪.‬‬ ‫ش‬‫اشب داد سش‪ ،‬للةكعوى والذي لحتوي Ù„ شولع الةكعوى الوستلوأل وادارتلع ون قت‪ ،‬وسيوا التنولأل امشتوع لأل (ار‬ ‫ور‬ ‫اشعأل الولح ‪ 1-11‬سش‪ ،‬آللأل الةكعوى) ‪.‬‬ ‫‪14 | Page‬‬ ‫‪Official Use‬‬ ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 1 Introduction In response to the request of the Government of Iraq, the World Bank’s support, through the proposed Emergency Operation for Development – Additional Finance (EODP-AF), is aimed at supporting the Republic of Iraq in the reconstruction of damaged infrastructure and restoration of public services delivery in Targeted Municipal Areas. Component (9) – “Restoring Education Servicesâ€? - aims to support the restoration of education services in liberated and affected areas of Iraq, while laying the foundation for further development in the education sector. It will place emphasis on vocational education for youth and the economic empowerment of women. The three subâ€? components are: rehabilitation, reconstruction, upgrading and equipping of education infrastructure, Support to Teachers, School and Community Leaders, and Outâ€? Ofâ€?School Youth Training and Support Programs, and institutional strengthening and sector development support1. 1.1 Background This ESMP will focus on the reconstruction of Al Baraa Bin Malek Secondary School for girls, located in Ramadi District, Al-Anbar governorate. The original school used to provide secondary education to 450 female students and had 28 teachers. The school has been completely destroyed and as a result, the students had to be temporarily relocated to Al Amjad School (Figure 1-1) which is approximately 50 away .from Al-Baraa Bin Malek School Figure 1-1: Al Amjad School for Boys The new school, after its reconstruction is complete, will consist of the following: administration building, classes and labs, toilets, security room and a utilities building. 1.2 Rationale for the ESMP The key objectives of the ESMP are the following: â—? Describe the sub-project’s components and activities of relevance to the environmental and social assessments; 1 https://ewsdata.rightsindevelopment.org/files/documents/15/WB-P161515_ANaKttN.pdf 1 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq â—? Identify relevant national and international legal requirements and guidelines; â—? Assess the baseline status of environmental and social conditions; â—? Evaluate potential site-specific environmental and social impacts of the project; â—? Developing environmental & social management and monitoring plans in compliance with the relevant national and international legislation; â—? Establish the roles and responsibilities of all parties involved in the project’s environmental and social management; â—? Document key environmental and social concerns raised by stakeholders during public consultation activities; â—? Ensure the existence of a grievance redress management (GRM) system through for the lodging and handling of complaints. 1.3 Scope of Work The ESMP outlines the environmental and social management processes and procedures applicable to the sub-project. Accordingly, the structure of this document is as follows: â—? Chapter two: Institutional and Legal Framework â—? Chapter three: Project/Activities Description â—? Chapter four: Environmental and Social Baseline Conditions â—? Chapter five: Assessment of Potential Risks and Impacts â—? Chapter six: Environmental and Social Management Plan â—? Chapter seven: Stakeholder Engagement and Public Consultation This document is guided by the ESMF for the EODP-AF. The information drawn from the ESMF was supplemented by additional literature research, field data collection, as well as consultations and close collaboration with the institutional stakeholders and members of the local community. Therefore, the potential impacts and associated mitigation measures and management procedures presented in this ESMP are based on the baseline information and E&S assessments. 2 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 3 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 2 Institutional and Legal Framework 2.1 Preface This Chapter describes the legal and administrative framework for the proposed Subproject. It lists the national laws and the international requirements pertinent to the Subproject. Detailed information about the regulations are presented in Annex 7. The World Bank (WB) has defined 10 environmental and social safeguard policies that must be considered for its financed projects. The applicability of such policies to this Subproject are outlined and discussed in the subsequent sections. In case of any discrepancy between the requirements of Iraqi legislations and the requirements of the WB, the stricter requirements will be applied. In the case where national requirements are non-existent for specific issues or pollutants, the WB requirements will be adopted. 2.2 National Policy, Legal, Regulatory and Administrative Frameworks The Subproject will adhere to Iraqi legislations and WB operational policies. 2.2.1 Applicable Environmental and Social Legislations General Environmental Legislations â–ª Law no. 27 for the year 2009: Protection and Improvement of Environment â–ª Law no. 37 for the year 2008: The Ministry of Environment Air Quality â–ª Regulation No. 4 for the year of 2012: Ambient Air Quality Noise â–ª Law No. 41 for the year of 2015: Noise Protection and Control Water Resources â–ª Law no. 50 of the year 2008, Ministry of Water Resources â–ª Law no. 2 of the year 2001: Water Systems Protection â–ª Act no. 25 of the year 1967: The Regulation for the Protection of Rivers â–ª Law No. 12 of 1995 for Maintenance of Irrigation and Drainage Network Waste Management â–ª Instructions no. 3 of 2015 on Hazardous Waste Management â–ª Instructions no. 2 of 2014 on Environmental Protection from Municipal Waste. â–ª Directive No. (67) of 1986 Regulating the Debris Collection Areas. Ministry of Education formation Law No 22 of year 2011. Occupational Health and Safety â–ª Instructions No. 12 of the year 2016: Occupational Health and Safety â–ª Law No. 6 of 1988 concerning the National Commission for Occupational Hygiene and Safety, governing the enforcement of OHS regulations 4 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Labor Laws â–ª Law no. 37 of the year 2015: The Iraqi Labor Law â–ª Law no. 89 of the year 1981, amended by Decree No.54 of 2001: Public Health Roads â–ª Public Roads Law No. 35 of 2002 2.3 World Bank Safeguard Policies The WB has identified 10 environmental and social safeguard policies that should be considered in its financed projects. Table 2-1: World Bank safeguard operational policies and their applicability to the Subproject Safeguard Applicability to Triggered project Justifications Policy Environmental The Subproject is classified as Category B and requires Assessment Yes Yes an Environmental and Social Management Plan (ESMP). (OP/BP 4.01) Natural The subproject will take place at the same site of the Habitats No No school that has been destroyed. Protected Areas, if (OP/BP 4.04) encountered, will be avoided. Forests No No The proposed Subproject areas contain no forests. (OP/BP 4.36) Pest Triggered by the Parent project, but the proposed Management Yes No Subproject will not involve purchasing or using of (OP 4.09) pesticides. This OP does not apply to the reconstruction Al-Baraa Physical Bin Malek School although it has been triggered by the Cultural Yes No Parent project (EODP), but if these opportunities occur, Resources cultural property management plans will be prepared for (OP/BP 4.11) the subprojects. Indigenous Peoples No No No indigenous people are identified in Iraq. (OP/BP 4.10) Involuntary Al-Baraa Bin Malek School Reconstruction does not Resettlement Yes No involve physical or economic displacement. Additionally, (OP/BP 4.12) there is no encroacher/squatter at the subproject site. Safety of Dams No No Not relevant to the proposed Subproject (OP/BP 4.37) Projects on This policy is triggered for the whole EODP-AF but this International 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: â—? Maximizing access to information; 5 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq â—? Setting out a clear list of exceptions; â—? Safeguarding the deliberative process; â—? Providing clear procedures for making information available; and â—? Recognizing requesters’ right to an appeals process. 2.5 Environmental, Health and Safety Guidelines (EHS)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 sub sections (applicable segments from the EHS guidelines for the project are highlighted in Red): 1. Environmental Guidelines a. Ambient Air Quality – Limits and Guidelines b. Energy Conservation – Energy Conservation and Efficiency Methods c. Wastewater and Ambient Water Quality – Effluent water quality and indicators for water discharge and treatment d. Water Conservation – Methods for ensuring reduction in water consumption e. Hazardous Material Management – The appropriate Methods for managing hazardous waste and instructions on community and worker protection f. Waste Management – Instructions on waste management and planning, waste prevention and safe waste disposal g. Noise – Methods for prevention and control of Noise, and the applicable noise limits for different activities and exposure period h. Contaminated Land – Management approaches for contaminated land due to different hazardous substances or waste or oil. Includes Risk Reduction measures 2. Occupational Health and Safety Guidelines a. General Facility Design and Operation – ensuring appropriate facility integration of H&S, that integrates safety measures in design for different physical hazards b. Communication and Training – Ensuring there is an appropriate level of communication between workers and management, and that there is sufficient training for all workers prior to operations c. Physical Hazards – Methods for prevention of accidents or injuries that can occur due to exposure to mechanical or other physical works, including Noise and Vibrations d. Chemical Hazards – Injuries and accidents that could occur due to usage of chemicals and methods of protection and prevention. Includes management of fires and explosions e. Biological Hazards – Protection and Management of different biological agents f. Radiological Hazards – Management and Limits for Radiation Exposure g. PPE – Guidance on usage of PPE and clearly highlighting that it should be considered the last resort h. Special Hazards Environments – Guidance on Managing different environments that can present a risk to workers such as confined spaces. 2 Environmental, Health and Safety (EHS) Guidelines 6 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq i. Monitoring – Efficient monitoring of occupational health and safety programs and mitigation measures. This includes the Occupational Accident Reporting frequency 3. Community Health and Safety Guidelines a. Water Quality and Availability – Ensuring the protection of nearby water resources such as groundwater and surface water sources. b. Structural Safety of the Project – Potential Hazards that could occur due to poor design and methodology for dealing with those hazards. Includes the general approach that architects/structural engineers must follow to ensure community safety is considered during design c. Life and Fire Safety (L&FS) – Ensuring that building design is in accordance with local regulations and requirements, and that it integrates Fire safety standards (more focused on buildings rather than infrastructure) d. Traffic Safety – Includes the potential risks and impacts on traffic and from traffic that occurs due to the project. Includes recommend measures to deal with traffic risk e. Transport of Hazardous Material – Approach and Guidelines for transporting hazardous material, including a hazard assessment and emergency response plan. f. Disease Prevention – Includes the recommended interventions and methods to protect the community from communicable diseases and vector borne diseases g. Emergency Response and Preparedness – This sub section requires a plan and response system in place to respond to any potential emergency that could occur due to the works or operation. 4. Construction and Decommissioning Guidelines a. Environment – covers the different environmental factors that could be affected by the construction activities including soil erosion, disturbance to water bodies, disturbance to air quality, wastewater discharges etc. b. Occupational Health and Safety – Different OHS risks due to construction or decommissioning works. c. Community Health and Safety – Different Hazards that can occur due to the project and affect the surrounding community. 2.6 Labour Influx Guidance Note (2016)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 following potential Environmental and Social impacts: â—? Risks of social conflict â—? Increased Risk of Illicit Behaviour and Crime â—? Influx of additional population â—? Impacts on community dynamics â—? Increased burden on and competition for public service provision â—? Increased risk of communicable diseases and burden on local health services 3 Labour Influx Management Guidance Note - 2016 7 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq â—? Gender Based Violence â—? Child Labour and School Dropouts â—? Local Inflation of prices â—? Increased Pressure on accommodation and rents â—? Increase in traffic and road accidents â—? Inadequate waste disposal and illegal waste disposal sites â—? Wastewater discharges â—? Increased demand on freshwater resources â—? Camp related land use, access roads, noise and lights â—? Increased deforestation, ecosystem degradation and species loss â—? Increased use of/demand for natural resources The Guidance Note details the different responsibilities on the Bank, Borrower, Contractor and Monitoring (PMT/RE). There are five primary steps for identifying and managing labour influx risks: 1. Screening of Projects – identifying risks during project preparation stage 2. Project Preparation – Defining the mitigation measures and ensure they are binding in contracts 3. Project Management – Mitigation measures clearly defined and how they will be managed 4. Community Engagement – Disclosure to the community, collecting their feedback and ensure a sufficient GRM is in place. This section includes the suggested due diligence steps 5. Monitoring, Reporting and Supervision during implementation – Following the monitoring and reporting requirements as part of the Environmental and Social Management and Monitoring Plans. 2.7 Good Practice Note – Addressing Sexual Exploitation and Abuse and Sexual Harassment (SEA/SH) in Investment Project Financing (2020)4 This note focuses on the Gender Based Violence related measures below: Identification and assessment • Social risk assessment of community-level social risks. of SEA/H risk • Assessment of capacity and the availability of quality, safe and ethical and response services for survivors. capacity • Review ability of the client to respond to SEA/H risks. • Rate project for overall risk using several WB tools including the SEA/H risk assessment tool. • Establish procedures to review and update risk assessments during project implementation. Establish mitigation, • Based on risks identified, identify the corresponding mitigation measures reporting and and implement actions suggested to mitigate project related risk of SEA/H monitoring in the project affected population. measures 4 Good Practice Note - Addressing Sexual Exploitation and Abuse and Sexual Harassment (SEA/SH) in Investment Project Financing - 2020 8 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq • Monitor the effectiveness of the mitigation measures and adapt as appropriate. Project response actions for • Provide essential services for survivors. SEA/H cases. • Report case through the GRM as appropriate, keeping survivor information confidential and anonymous. • Cases brought through the GRM are documented, managed and closed 9 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 3 Project Description 3.1 Project Background The proposed subproject is the reconstruction of Al-Baraa Bin Malek School, which is located in Al Malaab Neighborhood, Ramadi District, Al-Anbar Governorate. The original school used to provide secondary education to 450 female students and had 28 teachers and will continue to do so once the subproject is completed. The school sustained 100% damage and all buildings were destroyed leaving behind only debris. Therefore, it will be reconstructed and the remaining debris will be removed and transported to a dump site that will be identified by local authorities. As shown by the picture below (Figure ,)1-3the land where the school will be reconstructed does not only contain construction debris ,but it has also become a disposal site for different types of waste. Figure .The Site where the School will be reconstructed :1-3 The main components of the new school are expected to be as follows: administration building, classes and labs, security room, toilets and a utilities building. The reconstruction activities will comprise earth work, concrete work, masonry, installing doors and windows, internal finishes such as painting and plastering, sanitary works and electrical works. The school will consist of 18 classes. The land is already owned by the Ministry of Education. 3.2 Project Location and Surroundings The planned school is located in Al Malaab Neighborhood in Ramadi District. The subproject site is surrounded by residential buildings and the same applies to Al Amjad school which is approximately 50 m away from Al-Baraa Bin Malek School site. There is another school, the Baghdad school for Girls, right next to Al Baraa Bin Malek and one of its entrances is shown in the following photograph. 10 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Entrance of the neighboring school Figure Entrance of the Neighboring School :2-3 The main road (road 10) leading to the neighborhood is labelled on the map in Figure 3-3. The internal roads in the neighborhood are paved and are in good condition. The distance from the site to the Euphrates is about 3 km. Figure Al Baraa Bin Malek School Site and surroundings :3-3 11 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Below are additional pictures illustrating the site surroundings Sub-road leading to the subproject site, with residential buildings on both sides :4-3Figure Main Road (road 10) leading to Al Malaab Neighborhood :5-3Figure 3.3 Clearance of UXO/ERW The site has been cleared from UXO and the official clearance letter is provided in annex 10. 3.4 Material Sourcing The materials will be supplied by the local markets in Ramadi and surrounding cities. 3.5 Main Reconstruction Activities The contractor will begin by lifting and transporting the remaining debris and any other types of waste that may hinder construction activities to a disposal site in coordination with the PMT and the local municipality. The following is a summary of the reconstruction activities that need to be implemented. â—? Excavation and earth work for Administration building, classrooms, labs, students’ toilets , utilities building, rooftop corridors and site works. 12 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq â—? Concrete works for Administration building, classrooms, labs, students’ toilets, utilities building and rooftop corridor. â—? Masonry works for Administration building, classrooms, labs, students’ toilets , utilities building and rooftop corridor. â—? Steel and Carpentry works (doors, windows, handrails, etc.) for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. â—? Finishes for Administration building, classrooms, labs, students’ toilets, utilities building, guard building and rooftop corridor. â—? Sanitary Works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building, rooftop corridor and other site works. â—? Electrical Works for Administration building, classrooms, labs, students’ toilets, utilities building, guard building, rooftop corridor and other site works. 3.5.1 Earth Work â—? Carrying out the excavation works for all building foundations and in case groundwater appears, prepare all tools and equipment needed to pump it out until the activities below soil level are completed. A portion of the excavated soil may be used in backfilling. â—? Backfilling the excavated areas with layers of sand and gravel and compacting each layer as needed. â—? Backfilling the floors with clean soil (i.e. soil that does not contain organic matter and impurities) and applying good compaction. â—? Treating the foundation soil with an approved anti-termite solution. 3.5.2 Concrete Works â—? Casting a 10 -cm thick concrete blinding layer containing salt-resistant cement and placing two layers of thick nylon sheets below it. â—? Casting the plain concrete footings and applying a sika waterproofing layer as well as an asphalt coat to any concrete surface that is contact with the soil. â—? Casting the reinforced concrete footings, column heads and the tie beams and applying two layers of asphalt coat to the surfaces in contact with the soil. â—? Casting concrete for the upper structure components which include beams, columns, staircases, slabs and window thresholds. The work under this item includes erecting wooden formwork and placing the reinforcing steel bars. 3.5.3 Masonry Works â—? Laying bricks below the damp proof course (DPC) level. The bricks will be connected using salt- resistant cement mortar. â—? Laying bricks above the DPC level and connecting them using Portland cement mortar. 3.5.4 Steel and Carpentry Works Under this item, the following will be installed. â—? Steel windows of different sizes. They will be painted using oil paint. Windows will ensure adequate ventilation. 13 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq â—? Steel grills for some windows â—? External and internal steel doors. These doors will also be painted. â—? Wooden doors for the administration building, classrooms, and labs. â—? Steel ladders with protection grills â—? Handrails in the classroom and lab buildings. 3.5.5 Internal and External Finishes â—? Plastering external walls with mortar and then applying emulsion (water-based) paint. For some walls, gypsum plastering will be applied. The total mortar plastering quantity has been estimated to be 3800 m2, will gypsum plastering will cover around 4200 m2. â—? For external plastered walls, white cement will be applied as a final finishing layer. â—? Applying and fixing ceramic tiles for student toilets and the guard building. â—? Installing suspended ceilings for the Administration building. â—? Applying and fixing mosaic and ceramic tiles â—? Cleaning the concrete surface of the roof and then applying the following waterproofing layers o Bitumen layers as instructed by the supervising engineer. o Styropor (foam) followed by polyethylene sheets o Soil layer with appropriate slope o Precast concrete tiles and filling the joints with mortar. â—? Constructing external walkways as follows: o Excavating a 40-cm wide foundation trench and backfilling using clean soil. o Treating the foundation soil with an approved anti-termite solution o Placing and compacting a gravel-sand layer o Placing nylon sheets and casting a 10-cm thick concrete blinding layer o Casting another 20-cm thick plain concrete layer and applying two layers of asphalt coat o Casting the reinforced concrete layer and fill in the expansion joints using mastic sealant. 3.5.6 Sanitary Works Drainage / Rainwater Pipelines â—? Install good quality UPVC plastic pipelines of at least 6 atmosphere working pressure, with all fittings, branches and bend. Manholes â—? Pour reinforced concrete manholes and plaster the external walls with salt-resistant cement. â—? Install a cast iron cover for each manhole. Septic Tanks â—? Construct reinforced concrete septic tanks, to ensure proper management of the wastewater that will be generated from the school’s staff and to avoid any possible soil or groundwater contamination. The school will have 1 septic tank with dimensions 7.5 x 2.4 x 1.85 m and 2 septic tanks with dimensions 3.75 m x 1.75 x 1.2 m. â—? Holding tanks are also included in the bill of quantities, but as an optional item. 14 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Water Supply Network â—? Installing polypropylene random pipes with diameters ranging from 15 mm to 50 mm. The work includes all accessories and fittings. other â—? Installing ground siphons â—? Installing water lift pumps at the administration and student toilets building. â—? Installing hose taps, water closets, sinks, wash basins and fire extinguishers (type CO 2, capacity 6 kg) where required. â—? Installing roof and ground water tanks, to store drinking water for the staff and students’ consumption. This drinking water will be supplied by tankers coming from the nearest water station. â—? Casting a reinforced concrete basin for the drinking fountain in the student toilets building. 3.5.7 Electrical Works The following electrical components will be installed - Main and sub distribution boards - Power outlets as per the school’s design - Lamps with different power ratings - Outdoor lights with all accessories - Office call system for the administration building - Ceiling fans, to reduce heat stress inside the classes - Wall mounted exhaust fans - Wall mounted water heater - Stainless steel electric water coolers - Grounding system - Main feeder cables and low-tension cables which be buried under ground. For this item, trenches will be excavated and a sand layer will be placed below the cable and then compacted. 3.5.8 Other Site Works Paved External playing yard and walkways The work includes excavation, laying sub-base layers, pouring plain concrete and reinforced concrete layers and installing steps and ramps. Car park The park construction will comprise laying and compacting a 20-cm thick sub-base and pouring a 15-cm reinforced concrete slab, in addition to installing pre-cast plain concrete curbstones. Boundary fence - Remove the remains of the destroyed fence, if any. - Construct the foundations of the fence - Lay 40-cm bricks using Portland cement mortar Steel Gates - Install 3 steel gates: main entrance, student entrance and a car park entrance. 15 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 3.6 Equipment Used Based on the activities previously described, the equipment and machinery expected to be used are the following: loaders, compactors, excavators, trucks, vehicles to transport construction material, concrete mixing trucks and concrete pumps. No additional land will be acquired, and no involuntary land acquisition will take place, as the equipment will be stored within the school’s boundaries alongside the workers facilities. 3.7 Project Duration The expected duration of the reconstruction phase is 365 days. 3.8 Resources Consumption (Reconstruction Phase) 3.8.1 Water Supplying drinking water is the contractor’s responsibility. For daily human use and construction activities such as compaction, water will be supplied by tank trucks from the nearest water source. 3.8.2 Fuel / Electricity Most heavy construction equipment run on diesel. The source of electricity that this subproject will rely on is the national electric grid, but generators may be used as backup. 3.9 Labor The reconstruction phase will require 40 semi-skilled and non-skilled workers, 10 skilled workers, 4 engineers, 3 administrators and 1 accountant. They are expected to be residents of Ramadi District, where the subproject is located. The contractor will be responsible for providing workers with drinking water, food, and transportation means. 3.9.1 Construction Camp and Storage areas Construction camp The contractor will establish caravans and portable toilets on state-owned land at the subproject site which will be free from encroachers/squatters. They will remain within the boundaries of the school. No involuntary land acquisition, or additional acquisition outside of the boundaries of the school is required. Since the subproject will rely on local labor, no labor camp will be constructed. Storage areas There is also enough area to store raw materials and equipment within the school boundaries and thus no additional land outside the school will be acquired for the storage of equipment. 3.10 Waste Generation Solid waste, during the reconstruction phase, will be comprised of: 16 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq - The debris and other waste currently piled up at the site - Domestic waste from everyday consumption by workers and site personnel. - Non-hazardous wastes including concrete blocks, wire mesh from finishing activities, scrap wood, scrap steel, bricks, packaging waste, used drums/barrels and excavated material. - Hazardous wastes generated include empty oil/paint/bitumen containers, spent oils and lubricants resulting from equipment maintenance and used-up oil filters, etc. In addition, sanitary waste (domestic wastewater) will be generated from the temporary site offices/facilities. 3.11 Waste Disposal The domestic and construction waste will be disposed of in an approved dumping site in Al Sejareya-Al Sharoha area, approximately 4.5 km away from the construction site. Domestic wastewater will be collected in holding tanks and emptied regularly by municipal trucks to be disposed of at the nearest sewage pumping station or wastewater treatment plant. 3.12 Operation / Maintenance Phase Upon completion of the reconstruction phase, the following maintenance activities are expected to take place in the school: â—? Some painting works for the school buildings; â—? Periodic maintenance for the electrical and mechanical facilities of the school buildings; â—? Periodic maintenance for the sanitary facilities of the school; 17 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 4 Environmental and Social Baseline Conditions 4.1 Environmental Baseline 4.1.1 Physical Environment 4.1.1.1 Climate5 Temperatures and Precipitation The subproject lies in Ramadi which is characterized by a desert climate. The highest average maximum temperature is 46oC and occurs in July and August, while the lowest average minimum temperature is 5oC and occurs in January. The average amount of rainfall annually is 86 mm (Figure .)1-4 Figure Average temperatures and rainfall in Ramadi :1-4 Wind The dominant wind direction is West North-west. The average wind speed is 10-12 km/h, but on some days, it can reach up to 28 km/h. 5 https://www.meteoblue.com/en/weather/historyclimate/climatemodelled/ramadi_iraq_98717 18 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Figure Wind rose :2-4 4.1.1.2 Ambient Air and Noise Air Quality The school site lies in an urban area and thus vehicles and commercial activities are the main source of air emissions. However, no measurements were conducted in the subproject area to accurately describe the ambient air quality. In March 2021, the air quality in Ramadi, on most days, was in the range “poorâ€? to “extremeâ€?6. The corresponding numerical range is approximately 70 -270. The following table provides a description for each numerical range. Table Air Quality Index Categories7 :1-4 Numerical Range Description 20 -50 The air is moderately polluted. Long-term exposure can affect health. 50 – 100 The air pollution level has exceeded the maximum level for 24 hours set by the World Health Organization (WHO) 100 - 150 This range indicates a very high level of pollution that can be immediately felt by individuals at risk. 150 - 200 The air pollutants concentration has reached a critical level. Healthy individuals will be affected even if exposure is for a short period of time. 6 https://air.plumelabs.com/air-quality-in-Ramadi-pGd 7 file:///E:/it/it%20user/yousef/Downloads/Article%20Plume%20Index%20%20(2).pdf (page 4) 19 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq The annual average air quality index in Ramadi is around 30 which, based on the previous table, is a moderate pollution level that can have health impacts in case of long-term exposure. Noise Again, no measurements were conducted for this subproject and thus no numerical data is available to accurately describe the noise emissions in the study area. Possible sources of noise include vehicles and commercial activities, but these are not expected to be of major significance. 4.1.1.3 Geology, Soil and Seismic Activity The subproject area is very close to – and potentially lies within - Al-Rutba Geological Zone which is composed of sedimentary rock formations. The top-most layer is an Infracambrian section whose thickness is in the range 300-1500m. The next layer is the Palleozoic section with a thickness ranging from 3500m to 8500m. Generally, Iraq is a seismically active region especially in the North East. It is divided into 4 main seismic zones as follows (shown on the map below): - Zone 1, no damage zone where on a Mercalli Magnitude (MM) scale, the earthquake intensity is III. - Zone 2, the minor damage zone, covering the intensities IV and V on the MM scale. - Zone 3, the moderate damage zone, where the intensity is in the range VI-VII. - Zone 4, the major damage zone, with an intensity of VIII and is located on the Zagros thrust outside the Iraqi borders. Ramadi lies in the no damage zone, i.e. zone 1. Figure Seismic Zones in Iraq :3-4 4.1.1.4 Hydrographic context 20 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Surface water There are no surface water bodies in the immediate vicinity of the subproject. The nearest surface water body is the Euphrates and is approximately 3 km away from the planned construction site Groundwater Based on the groundwater contour map below, the groundwater depth in Ramadi ranges from 20 meters up to 40 meters. Groundwater salinity increases from the northern and north-eastern recharge areas towards the discharge areas. Figure Groundwater Depth in Iraq 8 :4-4 4.1.2 Biological Environment Since the subproject lies in in an urban zone, there are no flora or fauna species of interest and this has been verified during the site visit. 8 Hatem K. al-Jiburi and Naseer H. al-Basrawi, 2013. ‘Hydrogeological Map of Iraq, Scale 1: 1000 000’, 2nd ed. Iraq Bulletin of Geology and Mining, Papers of the Scientific Geological Conference , vol. 11, no. 1, 2015, p. 24. 21 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 4.2 Social Baseline The social baseline has been prepared to outline the socioeconomic features associated with the subproject location of Al Malaab neighborhood in the Ramadi District in Al-Anbar Governorate of Iraq. Information on community demographics have been assessed based on site visits, as well as desk review in March 2021. The section highlights the demographic statistics, human profiles, accessible services and land use of the subproject area. The community leaders consulted for the project have provided all information outlined below unless stated otherwise. 4.2.1 Administrative Division Al-Anbar Governorate Al-Anbar Governorate is located in the west of Iraq. Al-Anbar Governorate can be found west of Salah al-Din governorate and Baghdad Governorate, where Iraq’s capital lies, as well as Babil Governorate. The governorate shares its borders with Syria, Jordan and Saudi Arabia. At approximately 140,000 km2, Al-Anbar holds the title of the largest governorate in Iraq. Al-Anbar governorate has a population of 1,771,656, making it the third most populated governorate in the country. Additionally, it is has an annual natural increase of 2% (Central Statistical Organization of Iraq (CSO), 2018), with 42% of its population belonging to the under 15 age group. Al-Anbar Governorate’s administrative capital is Ramadi City. The governorate consists of eight districts: 1. Al-Qa’im 2. Anah 3. Haditha 4. Heet 5. Rawa 6. Ramadi 7. Fallujah 8. Al-Rutba Ramadi District In 1879, Ramadi was founded by the Ottoman Empire. Ramadi District is located approximately 110 kms west of Baghdad, the capital of Iraq. At approximately 8,000 km2, it is considered the largest district in Al-Anbar Governorate. Additionally, it contains the capital city of the governorate, Ramadi City. Ramadi City extends along the Euphrates River, the longest river in Western Asia. As such, the city was significant in contributing to the growth of trade in the country. It’s unique geographical location and close proximity to the road west leading to Jordan and Syria made Ramadi District particularly susceptible to wat and occupation over the years. The district suffered destruction during the Iraq war under US occupation, in addition to occupation by Islamic State of Iraq and Syria (ISIS). Ramadi District witnessed one of the highest levels of destruction among cities liberated from ISIS, and its economy and infrastructure have still not recovered. Al Malaab Neighborhood Al Baraa Bin Malek Secondary School for Girls is in Al Malaab, a 9 km2 neighborhood, in Ramadi District of Al-Anbar Governorate in Iraq. The neighborhood is categorized as urban and 22 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq residential, with residents partaking in commercial activities. Due to security reasons associated with war and terrorist attacks, the infrastructure of the neighborhood suffered significant destruction. 4.2.2 Demographic Overview The section aims to shed light on demographic data on the level of the governorate, district and subproject area. 4.2.2.1 Population The table below indicates the population and gender breakdown of Al-Anbar Governorate, Ramadi District and Al Malaab neighborhood, where the school is set to be rebuilt. The Ramadi District population represents 2.46% of the total population of Al-Anbar Governorate. Table The Population Breakdown based on gender and households in the subproject area :2-4 Household Population Total Area s Male Female Population Al-Anbar Governorate 295,275 911,629 860,027 1,771,656 Ramadi District 37,254 115,037 108,488 223,525 Al Malaab 11,000 26,000 30,000 56,000 Neighborhood Source: Central Statistical Organization of Iraq (CSO), 2018 4.2.2.2 Age Group Breakdown Figures from the 2018 CSO Statistical Abstract outline that the population in Al-Anbar Governorate is generally young, with citizens over the age of 64 representing only 2.23% of the population. The largest age group in the governorate is 15-64, with the second being under 15 years old. Al-Anbar Governorate contains the country’s fifth largest under 15 population. Table Age composition of the population in Al-Anbar Governorate :3-4 Age Composition Al-Anbar Governorate Population in % Population under 15 years 42.24% Population (15-64) years 55.53% Population 64 years and over 02.23% Source: Central Statistical Organization of Iraq (CSO), 2018 23 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Age Group Breakdown in Al-Anbar Govenorate in % 2.23% 42.24% 55.53% Under 15 15-64 64+ Figure Age Distribution in Al-Anbar Governorate :5-4 4.2.3 Human Development Profile The section below aims to outline the numerous factors, such as education, employment and work status contributing to the development of communities on a governorate and district level. 4.2.3.1 Education Despite Al-Anbar Governorate containing one of the highest school networks in Iraq, neighborhoods such as Al Malaab suffered major destruction as a direct result of ISIS presence and military occupation. Al Baraa Bin Malek Secondary School for Girls suffered major destruction. As one of only two secondary schools in the neighborhood, this has resulted in disruptions to the education of the female students. The subproject aims to re-develop the educational infrastructure of the neighborhood, and provide its female youth with the necessary facilities to receive education through the re-construction of Al Baraa Bin Malek Secondary School for Girls. According to consultations with district officials, the original school was providing the 450 female secondary stage students with education. However, they are temporarily being educated at Al- Amjad Primary School for Boys, which is located approximately 50 meters away from the original school’s land, until it is rebuilt. There are 28 teachers employed at Al Baraa Bin Malek School. While the alternative school has enabled the continuation of education of the female students, its available resources do not meet the needs of both its existing students and the female students. 24 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Figure The Amjad Primary School for Boys, where the female students are temporarily being edu :6-4cated. The table below outlines the available educational facilities in the Al-Anbar Governorate. Al-Anbar contains one of the highest numbers of schools in the country of Iraq. Despite the wide presence of educational facilities in the governorate, Al-Anbar has one of the highest female illiteracy rates in the country at 34.1%. (CSO, 2018) Table Educational Facilities in Al-Anbar Governorate :4-4 Al-Anbar Governorate Educationa l Level Government Community Religious Total schools Schools Kindergarte 23 22 - 45 n Primary 968 6 0 974 Secondary 494 12 0 506 Vocational 19 - - 19 Source: Central Statistical Organization of Iraq (CSO), 2018 The figures below indicate the number of students in Al-Anbar Governorate based on gender. The number of enrolled students peaks in primary school, and declines by 50% in secondary school. However, female students represent less than half of all students in the governorate, with a 45% enrollment rate. Additionally, as female students progress through educational levels, their enrollment decreases to 39%. Table Gender breakdown of students in Al-Anbar Governorate :5-4 Kindergarten Primary Secondary Vocational Male 3,266 168,512 79,084 1,098 25 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Female 2,930 148,484 57,768 111 Total 6,196 316,996 136,852 1,209 Source: Central Statistical Organization of Iraq (CSO), 2018 4.2.3.2 Labour Profile The unemployment rate in Al-Anbar Governorate is 32.4%, making it the governorate with the highest unemployment rate in Iraq. (CSO, 2018) The unemployment rate in Ramadi District is above the average governorate rate, leading to a 20% poverty rate at Al Malaab neighbourhood. It was noted during consultations, that females occupy a key role in the labour market of Al Malaab, with many of them being widowed, and thus solely heading their households. Table The unemployment rate Al Malaab Neighborhood :6-4 Al Malaab Neighborhood Male Female Total Labour Force per total population in % 30% 50% 80% Employment Rate within labour force in % 10% 10% 20% Unemployment Rate 30% 50% 80% Source: Ramadi District, 2021 4.2.4 Economic Activities Approximately 50% of the population in Ramadi District rely on urban industrial activities, with the remaining 50% taking part in agriculture and animal rearing. In Al Malaab neighborhood, as a residential area, the population take part in limited commercial activities such as food shop owners, or work in the public sector such as in public schools. Despite the prevalence of female homemakers in Al Malaab neighborhood, many households are solely headed by widowed females who work in the public sector as teachers, or run home-based businesses (e.g. cooking). 4.2.5 Vulnerable Groups Vulnerable groups are composed of individuals who are of higher risk in experiencing social exclusion, poverty, discrimination and violence. Groups include but are not limited to females, children, the elderly and people with disabilities. Due to security risks associated with ISIS, many neighborhoods such as Al Malaab have been left impoverished, with a 20% poverty rate, due to disruptions to economic activities and the destruction of infrastructure such as schools. During consultation activities, community leaders stated that due to violence and conflict, many children were left orphaned, and many females became widowed. As a result of this, many families are now headed solely by females. Additionally, the consultations revealed there are no ethnic or minority groups in the project area. 4.2.6 Health Al-Anbar Governorate contains the third highest number of medical facilities and services in the country. This can be credited to being the largest governorate in Iraq, in addition to housing the third largest population in the country. 26 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Table Medical services and staff available in the Al-Anbar Governorate :7-4 Area Al-Anbar Governorate Number of doctors 1,1055 Number of dentists 577 Number of pharmacies 400 Number of people with health professions 2,375 Number of nursing staff 2,239 Number of health institutions 276 Number of hospitals (governmental and private) 15 Number of primary healthcare centers 185 Source: Central Statistical Organization of Iraq (CSO), 2018 Despite the presence of numerous medical facilities in the Al-Anbar Governorate, the Ramadi District medical infrastructure suffered as a whole as a direct result of security challenges. The only medical facilities available in Al Malaab neighborhood is a medical clinic. Government officials have shared during consultations that the clinic is not sufficient to meet the needs of residents, and the main challenge facing community members is access to specialized medical care. 4.2.7 Utilities 4.2.7.1 Electricity Electricity is provided to 80% of households in Al Anbar Governorate. (CSO, 2018) However, in Al Malaab neighbourhood, despite there being a national electricity network in the area, only 35% of households are connected to the grid. According to consultations, there are limited generators available to ensure the majority of households in Al Malaab are connected to the grid. 4.2.7.2 Water Services Drinking water systems are accessible to 80% of the population residing in Al Anbar Governorate. Additionally, there are 455 water production plants in the governorate, as well as approximately 40.69 billion cubic meters of water imported from the Tigris and Euphrates. (CSO, 2018) According to consultations with government officials, the national water network reaches 100% of households in Al Malaab neighbourhood. 4.2.7.3 Roads In Al-Anbar Governorate, a paved road network is available serving all districts of the Governorate, as well as a number of major roads service the region. Additionally, Amman- Baghdad road, passes through Ramadi District. The International Road, a highway connecting Iraq 27 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq with Jordan, Saudi Arabia and Syria is also present. The roads of Al Malaab rely on a paved road network, which is in good condition according to government officials, leading to and from the neighborhood. The main road is identified in the figure below. Figure Main Road )road 10) :7-4 4.2.7.4 Sanitation Services & Waste Management Approximately 7.5% of the population in Al-Anbar is served through either a public or shared sewage system with 80% of the remaining population relying on independent treatment systems. Moreover, there are 35 pumping stations located in Al-Anbar Governorate. According to consultations with government officials in Al-Anbar, the population in Ramadi District relies solely on septic tanks. There are no common diseases associated with sanitation in the area. (CSO, 2018) Waste produced as a result of the subproject activities will be disposed of an approved dumping site in Al Sejareya Al Sharoha area, approximately 4.5 km away from the construction site. 4.2.8 Cultural Heritage Iraq, often referred to as “the cradle of civilizationâ€?, is home to thousands of cultural heritage sites. Al-Anbar Governorate houses numerous monuments and shrines, and its Ramadi District is most famous for its mosques such as the Great State Mosque, Great Mosque of Ramadi and Mosque of Sadiq al-Amin. However, in Al-Malaab neighborhood, there are no sites that are considered of cultural heritage located within close proximity to the planned construction activities. 4.2.9 Community Cultural Value Sites Cultural value sites are not classified as heritage but still hold value to community members. There are two mosques located in Al Malaab neighborhood near Al Baraa Bin Malek Secondary School 28 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq for Girls. The first, Mohamed El Fateh mosque, is located approximately 300 meters east of the subproject area. The second mosque is located approximately 450 meters south of the subproject area. Access to both mosques will not be disrupted, as activities will remain within the confines of the subproject area. Additionally, both mosques have alternate entrances from behind, and can be accessed via the neighborhood’s interconnected road network. 4.2.10 Land Use & Surrounding Areas Al Malaab neighborhood is a residential area, which belongs to Ramadi District and is largely reliant on a paved interconnected road network that is in good condition according to consultations with government officials. The students of Al Baraa Bin Malek Secondary School for Girls are temporarily being educated at Al-Amjad Primary School for Boys. The school, which is owned by the Ministry of Education, is located approximately 50 meters away from the original school where construction is scheduled to take place. Approximately 250 meters away from Al-Amjad Primary School for Boys, the Mohamed El Fateh mosque can be found. Access to the mosque will not be disrupted due to the construction activities taking place within the confines of the subproject area which will be fenced, in addition to the mosque containing an alternate entrance in the back which can be reached via the neighborhood’s interconnected road network. Figure The temporary alterna :8-4tive school for the female students. The land where the construction activities are set to take place has collected rubble. The land has since not been designated an alternative use. During construction, equipment storage and workers facilities with access to electricity and water will be located within the land boundaries. 29 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Figure .Rubble collecting in the school area :9-4 The school is located in a residential area. The closest house to the subproject area can be found in the figure below. The house is located across the street from the proposed subproject activities. Access to the house will not be affected, as construction activities will take place within the boundaries of the subproject site which will be fenced during construction, in addition to the presence of alternate routes as part of an interconnected road network, in addition to an alternative entrance in the back of the house. A temporary increase in congestion is anticipated. Figure A house located across the street from the school :10-4. Directly behind the subproject area, another school, the Baghdad School for Girls that was reopened last year after being rebuilt, is located. The figure below showcases the street leading to the other school. Access to the other school will not be impacted, as activities will remain within the site boundaries, in addition to the school containing two entrances. 30 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Figure .The road leading to the neighboring school :11-4 Approximately 150 meters away from the subproject area, a stadium can be found. The stadium is currently in the final stages of construction, and is currently not open to the public for official use and there are no upcoming scheduled events. The stadium is located near the second mosque, which is located approximately 450 meters away from the subproject area. The mosque is not anticipated to experience disruptions during construction, as activities will be confined within the subproject area and due to the presence of an alternate entrance in the back of the mosque. 31 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 5 Assessment of Potential Risks and Impacts At an early stage, baseline surveys have been carried out to obtain information as well as site visits to fill in gaps in data and information on the characteristics of the existing environment of the proposed project area. The identified potential environmental impacts on the physical environment are then evaluated against baseline conditions at the proposed location, and the reasonable performance standards which are assumed to be set during the construction and operational phases of the project. Positive and negative potential impacts on the environment during the project phases will be presented in this section. The environmental and social impacts assessment is based on both quantitative and qualitative data available, as well as the consultant’s experience. The assessment is based on the methodology presented in the Environmental and Social Management Framework document. 5.1 Potential E&S Impacts during the Pre-Construction Phase As mentioned in the BoQ, there are some activities that will help in reducing the significance of the environmental and social impacts as shown in section 3.7 above. However, there are potential environmental and social impacts that could result from the poor design of the project such as: â—? Impact on air quality and noise levels if the location of the diesel generator is not properly selected; â—? Impact on ground water contamination if the septic tanks and toilet facilities are not properly designed, the risk of ground water contamination will be high; â—? Impact on community health and safety due to the improper design of toilets, septic tanks, generators …etc; â—? Impact on health of the students and teachers due to lack of ventilation and natural light in the design; â—? There is a probability to affect students in case of not availing safe access to students with disability (universal access); â—? The female students and teachers might be affected by the absence of toilet facilities and rest areas. The poor design will lead to environmental and social risks therefore, the consultant has recommended some mitigation measures to be taken into consideration in the design phase (Pre- construction) and accordingly reduce the potential risks significantly. 5.2 Positive Impacts during Reconstruction 5.2.1 Direct job opportunities to skilled and semi-skilled laborers This subproject will require unskilled labor, skilled labor, administrators and engineers, and they are expected to be residents of the local neighborhood in the subproject’s area. The expected number of workers is 50 at its peak based on the activities planned on that day. The project is set to provide the below 58 job opportunities for the duration of one year. The employees are outlined below: 32 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq • 4 engineers • 3 administrators • 1 accountant • 10 skilled workers • 40 unskilled workers In order to maximize employment opportunities in the local communities it is anticipated that on the job capacity building activities will be required for currently unskilled workers. On-the-job training will also supplement opportunities for the local workforce for both temporary construction roles and for long-term employment during the operation phase, where these are available. 5.2.2 Indirect job opportunities An accurate estimate of the number of indirect opportunities created by the subproject activities is currently not available. However, as part of the construction phase, numerous indirect benefits are expected to result in the targeted areas due to the need for more supporting services to workers and contractors who will be working on the subproject. Economic activity in the subproject area will increase through the following supply chain: â—? Implementation of works and provision of supplies related to construction, operation and closure of the site and ancillary facilities; â—? Provision of transportation, freight and storage services to the project; â—? Drivers and mini-bus owners will benefit from the transportation of the workers; â—? Provision of food supplies, catering, and cleaning services; â—? Provision of building and auxiliary materials and accessories, engineering, installation and maintenance; â—? Security personnel; â—? Socio-economic benefits for the females in the neighbourhood due to the probability of supplying workers with cooked food. 5.3 Negative Impacts during Reconstruction 5.3.1 Environmental Impacts 5.3.1.1 Impact on Air Quality Construction activities such as site clearing, excavation, removing debris, and transporting raw material such as sand and aggregates are all expected to produce dust emissions. In addition, the operation of heavy construction machinery, such as loaders, excavators and trucks, will produce exhaust emissions containing SOx, NOx, and CO. Also, any open storage of oils, such as form oil and diesel, will increase the concentration of volatile organic compounds (VOCs) in ambient air. These impacts are temporary as total project duration is not expected to exceed 1 year. Since the subproject is located inside a neighborhood and the nearest house is only a few meters away from the construction site, the impact on air quality will be felt not only by the construction workers and engineers, but also by the residents of the surrounding houses. 33 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq The impact on ambient air quality is expected to be of moderate significance. 5.3.1.2 Noise and Vibration Removing debris, clearing the site from any obstacles, excavation and backfilling and concrete pouring are all activities that will lead to an increase in ambient noise levels because they involve the use of heavy construction equipment such as excavators, loaders, trucks and concrete pumps. The expected levels of noise produced by different operating machinery are shown in the following table. Table Noise Emission Levels dB )A) of Typical Construction Equipment 9 :1-5 Equipment Expected Noise Emission Levels Bulldozer 80 Front End Loader 72-84 Jack Hammer 81-98 Backhoe 72-93 Dump truck 83-94 Crane 75-77 The reconstruction activities might cause the ambient noise levels at the nearest residential areas, which are only a few meters away, to exceed the limits imposed by the IFC guidelines (Table 5-2). However, the noise impact will not last for the whole duration of the subproject, because a significant period out of the total project duration (365 days) is dedicated to finishing activities such as plastering, painting, sanitary and electrical works and these do not produce any significant noise. Table Ambient Noise Level Limits :2-5 IFC Noise Level Guidelines Receptor Daytime (7 am to 10 pm) Nighttime (10 pm to 7 am) Residential; institutional; 55 45 educational Industrial; commercial 70 70 The impact of noise and vibrations is expected to be moderate. 5.3.1.3 Waste Generation Construction activities will generate: - Domestic waste from everyday consumption by workers and site personnel. - Non-hazardous wastes including concrete blocks, wire mesh from finishing activities, scrap wood, scrap steel, bricks, packaging waste, used drums/barrels and excavated material. 9 USA, Environmental Protection Agency, 1995 34 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq - Hazardous wastes generated include empty oil/paint/bitumen containers, spent oils and lubricants resulting from equipment maintenance and used-up oil filters, etc. General waste decomposes if not frequently collected leading to unpleasant odors and bacteria accumulation which is a hazard to workers' health. In addition, soil and groundwater may be contaminated by the improper disposal of hazardous waste. In case of portable toilets, liquid waste will be generated in the form of domestic wastewater and it must be handled as will be indicated in the environmental management plan. The impact of waste generation is expected to be of minor significance. 5.3.1.4 Water Pollution Ground water As indicated in the baseline chapter, the nearest water table is approximately 20 m below ground. The excavation depth during any of the reconstruction phases is not expected to be anywhere close to 20 m. Therefore, the activities of this subproject will not have an impact on groundwater. The impact on ground water is expected to be insignificant. Surface Water No surface water bodies are expected to be negatively affected by the reconstruction activities. The nearest main surface water body is the Euphrates and is approximately 3 km away from the subproject site. However, the possibility of surface water pollution will be taken into consideration. The impact on surface water is expected to be of minor significance 5.3.1.5 Impact on Soil Soil may also be contaminated by leakages from equipment or chemical containers and it may be polluted by improper disposal of solid or hazardous waste. Soil is also susceptible to contamination by accidental leakages from holding tanks containing wastewater. In addition, improperly handled chemicals, such as oil and paint, pose the risk of soil contamination. The susceptible soil is limited to areas within a few meters from the subproject sites and the impact is expected to remain for the entire duration of the subproject. The impact on soil is expected to be of moderate significance. 5.3.2 Occupational health and safety According to World Bank OHS standards10 and the IFC OHS guidelines11, each worker must have accurate information regarding potential hazards or injuries in the workplace. The Occupational 10 https://siteresources.worldbank.org/INTRANETENVIRONMENT/Resources/244351- 1279901011064/OccupationalHealth.pdf 11 https://www.ifc.org/wps/wcm/connect/1d19c1ab-3ef8-42d4-bd6b- cb79648af3fe/2%2BOccupational%2BHealth%2Band%2BSafety.pdf?MOD=AJPERES&CVID=ls62x8l 35 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq health and safety Administration (OSHA)12 define the key risks, which arise from construction projects, and the following are the ones applicable to this subproject. â—? Excavation and Trenching – drilling and trenching are considered one of the most dangerous works in any construction site. â—? Heavy Construction Equipment and Vehicles/Trucks. The injury of the workers could happen if the equipment is malfunctioned (brakes are not working properly, unexpected starting of the equipment, unobvious movement during operation, etc.). â—? Weather conditions: heavy rains, wind, high temperatures and fog. Additionally, heat stress and sun strikes during the summer months. â—? Unstable surfaces it can be difficult to assess the level of loading a surface can withstand; this is particularly significant because of the high load that will be exerted by the heavy construction machinery. â—? Stable and mobile stairs - Fixed and mobile stairs are important causes of injuries and disasters among construction workers. â—? Fall - The usual cause of this accident is slipping or foot stumbling, or using a loose ladder. For this subproject, working at heights is also an activity that can result in falling and serious injuries. This mainly applies to the internal and external finishing activities which will be taking place in the higher floors of the school buildings. Temporary openings in concrete ceilings may also lead to falling accidents. To avoid these risks, the employer must have a fall protection program as part of the occupational health and safety program in the workplace. â—? Falling objects, the risk presented by falling objects; equipment, debris, and dislodged unstable materials affected by certain environmental and weather conditions all pose significant risks. â—? Manual handling many injuries occur due to the improper handling of equipment, or fatalities. â—? Musculoskeletal injuries: body positioning, force of movement, etc. can negatively affect the workers. â—? Electrocution electricity is a major risk to people both at home and at work. Electricity line workers, electricity technicians and electricity engineers are constantly exposed to electricity and face daily risks. â—? COVID-19 – increased risk of infection associated with exposure to infected workers. The impact on Occupational health and safety is considered of major significance. 5.3.3 Community health and safety The majority of community health and safety impacts focus around the disturbance of public health and quietness due to reconstruction activities. The subproject is located in Al Malaab neighborhood, a residential area with the nearest house located across the street from scheduled activities. Additionally, it is located directly near another school Baghdad School for Girls, which reopened last year after being re-built. Furthermore, there are two mosques that are not classified as cultural heritage, but are of cultural value to the community. The first is the Mohamed El Fateh mosque, which is approximately 300 meters east of the subproject area. The second mosque is 12 https://www.osha.gov/ 36 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq located 450 meters south of the subproject. There is also the alternative school of Al Amjad which is located approximately 50 meters from the subproject site. Access to the schools, house and both mosques is not anticipated to be disrupted as the subproject activities will be taking place within the construction site, which will be fenced. Moreover, the houses can be accessed from behind, the school and both mosques contain two entrances and finally the neighborhood has an interconnected road network and thus there are always alternative routes to reach any building. Regarding the stadium that is 150 meters away, it is currently in the final stages of reconstruction, and is not open for use to the public and there are no upcoming scheduled events. The alternative school of Al Amjad is located approximately 50 meters from the subproject site, but again access to the school will not be disrupted. However, impacts on community health and safety are expected to be the following: â—? Emissions of gaseous pollutants and dust from machinery used; â—? Increased noise levels from operations of heavy equipment operating as well as other construction activities; â—? Road accidents due to heavy trucks and machinery movement. â—? Limitation of mobility in the street especially for children, the elderly or the disabled, who might by injured while walking on the street â—? Accidents such as falls, slips and injury can potentially take place in cases of open access to the rehabilitation activities across the road or electrocution due to contact with exposed wires and exposure to equipment; â—? The possibility of transmitting diseases or viruses such as COVID-19; â—? Potential child labor employment by local subcontractors. â—? GBV/SEA due to workers interacting with community members in a manner that violates the Code of Conduct. The impact on Community health and safety is considered of major significance. 5.3.3.1 Impact on Traffic Mobilization of heavy machinery, equipment and workers, in addition to temporary waste storage of reconstruction waste next to the sub-project site, may cause disturbances to the traffic and accessibility to the houses in the subproject area. However, due to the light traffic at the subproject area, in addition to the existence of other alternative roads as part of the neighborhood’s interconnected road network, this impact is anticipated to be of minor significance. The impact on traffic is expected to be of minor significance. 5.3.4 Social Impacts 5.3.4.1 Risk on Infrastructure and underground utilities As a result of the construction work, existing underground utilities might be accidently damaged. Damaging sanitary pipes, electricity underground cables and water pipelines result in severe disturbance to community people. Given that the planned activities will be confined within the construction site boundaries, damages to utilities are anticipated to be minor. Additionally, the contractor will be responsible for compensating for damaged utilities. The impact on utilities is expected to be of minor significance. 37 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 5.3.4.2 Child labour Child Labour is a common practice in different communities throughout Iraq. Children might be hired because they accept less benefits and lower salaries. Yet, Iraqi Labour Law No. 37/2015 strictly prohibits child Labour. Iraq has also signed the 1989 International Convention on the Rights of the Child which states that anyone under the age of 18 must be considered a child who needs special protection and care. Therefore, the contractual agreement of the contactor should clearly prohibit child Labour. Based on the observation carried out during data collection, children below 18 within the area of influence (agriculture areas) work mainly on agricultural and sales activities. Some of them are the financial supporters to their households (Child headed families) Being the supporters of their families, they are always obliged to work. The sub-project will put restrictions to child labour and it can be minimized. However, due to the probability of occurrence of child labour among sub-contractors’ workers, the impact tends to be moderate. The impact of child labour is expected to be of moderate significance. 5.3.4.3 Temporary Labor Influx Workers will be sourced locally, which significantly lowers the significance of the labor influx impact. Having workers in small cities or villages might result in unfavorable impacts on the available resources (e.g. pressure on accommodation, food, risk of communicable diseases especially in light of the COVID-19, health care and medication and potable source of water). It may also result in inconvenience to the local communities, particularly in the areas where communities are conservative or not accustomed to having outsiders. All workers should be committed to roles and code of conduct of the contractors to ensure good behavior and limit any potential conflict with the communities and among each other. It is very likely that impacts related to labour influx will be relevant in the subproject area, in the event that contractors do not comply with the Code of Conduct and explain it to the workers at the construction sites. The contractor will depend on the local labour as much as possible; they are expected to be residents of the subproject area, which reduces the impact of the Temporary Labour Influx. The impacts of temporary labor influx are temporary and of minor significance. 5.3.4.4 Gender Based Violence (GBV) As per the WB 2016 Labour Influx Guidance Note, the scale of labour influx and the absorptive capacity of the local community indicates the significance of the anticipated risk of GBV13. There are many types of Gender Based Violence that are not applicable to the subproject activities and construction sites. Therefore, the consultant focused on the GBV issues that might be detected in 13 Source: http://pubdocs.worldbank.org/en/497851495202591233/Managing-Risk-of-Adverse-impact-from-project-labor- influx.pdf 38 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq the project site and may have impact on female students and residents within close proximity to the school. They are as follows14: â—? Sexual harassment that includes rape, attempted rape, sexual abuse, child sex abuse, forced prostitution (willing – but involuntary), and child prostitution; â—? Emotional, mental and social: verbal / emotional abuse, humiliation, discrimination among workers, and deprivation of opportunities and /or services; â—? Economic: salaries and opportunities deprivation and harmful traditional practices; The contractor will depend on local labour as much as possible. They are expected to be residents of the subproject area, and thus will share the same culture and traditions with the local community, which may in turn reduce the risk of Gender Based Violence. The alternative school is currently not in use due to COVID-19 and thus there is little risk for workers to interact with students or staff. However, in the event that in person schooling resumes for students over the duration of re-construction, and in order to mitigate the afore-mentioned GBV issues, all workers will adhere to the code of conduct which covers GBV incidents. Particularly as there may be women working in the site and female students/staff present at the alternative school. Additionally, specific consultations will be carried out with women and young girls. As well as, there will be grievance mechanism sensitive to gender by assigning female SDO in case of facing any GBV incidents. Accordingly, the impacts tend to be of moderate significance 5.3.4.5 Land related impact The school will be reconstructed on the same area as the rundown school land. Reconstruction will not require more land or land acquisition, as the current land is sufficient for the sub project’s needs according to the follow up officer in the school building’s division. The sub project land is owned by the Ministry of Education. The sub project will not result in an involuntary resettlement therefore OP.12 is not triggered. Workers facilities will be established in the form of caravans on the same land dedicated to the subproject, which is connected to water and electricity but there will be no accommodation as workers are anticipated to be residents from the community. The school land is available with no disputes or economic displacement. Additionally, based on the site visits to school, there was no encroacher/squatter at the school premise. During the reconstruction stage, land is needed for the storage of equipment, construction materials, waste and workers facilities. The storage of equipment and waste are not anticipated to entail any temporary involuntary resettlement. The contractor will use the empty areas within the subproject site. The site visit revealed the subproject site is sufficient to meet the needs of both the workers facilities, as well as storage. Although additional rented land is not anticipated for this sub project, in the event in which it is required (for temporary use), clear provisions for the contractor how land will be obtained can be found in Annex 12. 14 Source: file:///E:/IT/Downloads/GBV_humanitarian_settings%20(1).pdf 39 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq The impact assessment of land is considered insignificant. 5.3.4.6 Visual impacts For pre-construction and excavation works, the visual impacts on landscape are temporary and localized (limited to the construction area). The impact occurs due to storage of construction material and equipment (cement bags, concrete mixers, construction waste, etc.). Accordingly, the impact is expected to be of minor significance 5.3.4.7 Cultural Heritage As the subproject will be implemented in the same location of the original School and no deep excavations will take place, there is no probability to find antiquities. Additionally, the construction takes place far from any mosques, shrines and graveyards that are of great value to community members. However, if any monument or antiquity was found, chance find procedures will be followed. Annex 1 presents the Chance-find Procedures to be followed. Accordingly, the impact on cultural heritage is insignificant 5.4 Positive Impacts during Operation The re- construction of the school brings many direct benefits to the surrounding communities; â—? Promote Female Education: The Baraa Al Malek School for Girls is dedicated to providing female students of Al Malaab neighborhood with education. Consultation activities revealed emphasis by government officials on ensuring the female students receive their education in order to escape poverty and enhance their long term economic conditions. â—? Enhancement of school building: the enhancement of school building will result in psychological impacts on the surrounding communities through eliminating war traces; â—? Teachers return to their schools: During operation phase there will be no new job opportunities, however, school staff will return to their schools â—? Economic enhancement: It was stated in the consultation activities that many students have been left orphaned, and are part of families headed solely by females. The development of schools in the area would reduce economic strains of needing to seek out schools in different neighborhoods and corresponding transportation fees. â—? Provision of better-quality education: safe and comfortable learning conditions ensuring students benefits most from the education being taught at the school. â—? Create indirect job opportunities: As part of the operation and maintenance phase, a number of indirect job opportunities are expected to arise, due to the need for more supporting services to the school e.g., waste management, septic tanks evacuation, food supply…etc. â—? Meeting the needs of students in the community: According to consultations with government officials, the available schools do not meet the needs of the students in the neighbourhood. The school will support the educational services in the neighbourhood. â—? Enhanced visual impacts: the enhancement of the school building will positively impact the visual landscape and infrastructure of the neighborhood. 40 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 5.5 Negative Impacts during Operation and Maintenance During the operation phase, the school will require some maintenance activities that may include painting works and periodic maintenance for the school’s electrical and sanitary facilities. The impacts associated with the school’s operation are very minor. 5.5.1 Environmental Impacts 5.5.1.1 Waste Generation The following waste is expected to be produced during the operation phase of the school. - Domestic solid waste from daily consumption by the occupants of the school. - Hazardous waste such as empty painting cans, in case paint is used in any of the maintenance activities. - Domestic wastewater The impact of waste generation during the operation phase is expected to be minor. 5.5.2 Occupational Health and Safety Impacts The impact on occupational health and safety on workers is expected to be of minor significance during the operation phase during the maintenance activities. During periodical maintenance periods, the risk of accidents and hazards such as electrocution, slips, falls, manual handling injuries and transmitting diseases, specifically COVID-19 is anticipated. To avoid such situations, all risks that can be encountered during maintenance activities must be identified and recognized. 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. Additionally, design errors during pre-construction are anticipated to result in the below impacts on community health and safety during operation â—? Students and school staff health may be affected due to not considering proper ventilation and natural lighting inside the class rooms â—? Inaccessible facilities for differently abled students due to improper implementation of universal access design during construction â—? Female students and teachers facilities such as toilets and rest areas may not be gender sensitive The impact related to community health and safety is expected to be minor significance. 5.5.4 Social Impacts 5.5.4.1 Traffic Flow During operation, it is anticipated traffic will increase in the subproject area as a result of students being transported to and from the school. However, impacts are anticipated to be minor, and limited to peak hours during the day. Additionally, increased traffic is anticipated during the transportation of equipment/materials during maintenance periods. 41 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq The impact related to traffic flow is expected to be minor significance. 5.5.4.2 Child labor Given the fact that the subproject will not recruit any one that does not have an ID, it will be easy to detect and prevent child labor. Children below 18 will not be recruited. The impact on Child Labor is insignificant. 5.5.4.3 Labor Influx There is no labor influx during operation; this makes this impact insignificant. The impact of Labor Influx is insignificant. 5.5.4.4 Gender Based Violence (GBV) Gender based violence during operation will be significantly limited as there will be no expatriate workers inside school boundaries rather than the teachers and school staff. However, due to employing male and female teachers there might be a sort of GBV impacts as follows: â–ª Sexual exploitation and sexual abuse: Inappropriate behavior such as harassment of women from the surrounding communities by male school staff. â–ª Discrimination against female teachers and staff. The impact of GBV is minor significance 5.5.4.5 Land related impact There will be no anticipated impacts related to the acquisition of land in the operational phase. The impact on Land is insignificant. 5.5.4.6 Cultural heritage There will be no anticipated impacts related to cultural heritage in the operational phase. The impact on Cultural Heritage is insignificant. 5.5.4.7 Risk on Infrastructure and underground utilities There will be no anticipated impacts related to infrastructure and underground utilities in the operational phase. The impact on infrastructure and underground utilities is insignificant. 5.5.4.8 Visual and landscape impacts No anticipated impacts. The impact on Visual and Landscape is insignificant. 42 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Table Impact Assessment :3-5 Basic Impac Receptor Impact Receptor/ Duration Spatial1 Magnitude1 5 5 t Categorization Significance EHS Aspect 15 Index1 16 17 5 Assessment of Impacts during the Preconstruction Phase Air Quality and H M H H H MA Noise Levels Groundwater H M H H H MA pollution Community H M H H H MA health and safety Assessment of Impacts during the Reconstruction Phase Air Quality VL VL H M M MO Noise VL VL H M M MO Waste Generation VL VL H M M MO Water Pollution VL VL M L M MI Soil VL VL H M M MO OHS VL M H H H MA Community VL L H M H MA health and safety Traffic flow VL L M L L MI Risk on L L L L M MI Infrastructure 15 VL = Very Low, L=Low, M=Moderate, H=High, VH = Very High 16 L = Low, M=Medium, H=High 17 IN = Insignificant, MI = Minor, MO = Moderate, MA = Major 43 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Child labor VL L M M M MO Temporary labor VL L M MI L L influx GBV VL M M M M MO Impacts on Land ------- ------- ------- ------- ------ IN Visual and MI VL L L L M landscape Cultural Heritage ------- ------- ------- ------- ------- IN Assessment of Impacts during the Operation/Maintenance Phase Waste Generation H VL VL L M MI Occupational Health and VL VL L L M MI Safety (OHS) Community Health and VL VL L L M MI Safety Traffic Flow VL L M L L MI Child Labor ------- ------- ------- ------- ------- IN GBV VL L H L M MI Land related ------- ------- ------- ------- ------- IN impact Cultural Heritage ------- ------- ------- ------- ------- IN Risk on infrastructure ------- ------- ------- ------- ------- IN and underground utilities Visual and ------- ------- ------- ------- ------- IN Landscape 44 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 6 Environmental and Social Management Plan (ESMP) The environmental and social management plan (ESMP) proposes measures to reduce the negative impacts associated with the project, thus making it compliant with the national laws and regulations and with international guidelines and best practices. Monitoring plans will also be suggested and the parties responsible for implementing them will be identified. The aim of the ESMP is to: - Meet the national and international environmental and social guidelines. - Ensure that the personnel employed by the client abide by the project’s environmental and social regulations during both reco nstruction and operation phases. - Provide a safe and healthy environment for both workers and surrounding communities during all phases of the subproject. 6.1 Environmental and Social Management Plan for the Reconstruction and Operation Phases Table Environmental and Social Management Plan )ESMP) for the Subproject Phases :1-6 Receptor/EHS Impact Mitigation Residual Means of Responsibility Estimated Aspect impact Supervision Implementation Supervision Cost Pre-construction Phase There will be â—? Locate the diesel an impact on generators (If any) air quality and Included in (which can be noisy and noise levels if - Review the the Air quality & Noise polluting) to be far from Engineering Design Ministry of the location In-significant design Engineering levels the school buildings. Firm Education of the diesel documents Design Firm’s generator is cost not properly selected. In case of â—? Ensure that the septic poor design Included in tanks and toilet facilities the of septic are properly designed and - Review the Engineering Design Ministry of Water tanks and In-significant design Engineering of sufficient capacity and Firm Education toilet documents Design Firm’s facilities, the if possible, that the cost risk of ground wastewater collection 45 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq water network is at a lower contaminatio gradient than the water n will be high. supply network. Improper â—? Potable water tanks water supply should be properly - Review the Included in Engineering Design Ministry of to the school In-significant design contractor designed with hygienic Firm Education documents cost and suitable specs. Students and â—? Proper ventilation should school staff be made available in the health might Included in design of school the be affected - Review the Engineering Design Ministry of due to lack of â—? Beside the man-made In-significant design Engineering Firm Education proper lighting system, natural documents Design Firm’s ventilation lighting should be cost and natural included in the design. Community health lighting and safety In case of Accessibility to school for all poor access groups should be warrantied design, the through adopting the Included in risk of universal access principle (e.g. - Review the the accessibility providing adequate Engineering Design Ministry of In-significant design Engineering to school will wheelchair ramps). Firm Education documents Design Firm’s be high Consequently, all groups cost including those with a disability will be able to attend school. Improper and Design of toilets for students Engineering Design Included in gender and teachers with special - Review the Firm the sensitive consideration to allocate design Ministry of In-significant Engineering design of sufficient number of toilets to documents Education Design Firm’s toilets and female students and teachers cost rest areas 46 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq in order to respect their safety and privacy Domestic wastewater may be Included in contaminated Provide separate piping and Engineering Design - Review the the by the a separate collection tank for Firm Ministry of Wastewater design Engineering chemical the chemical wastewater Education documents Design Firm’s wastewater generated from labs. cost produced at the school labs. Reconstruction Phase Air Quality Dust and â—? Have a maintenance plan for the Minor â—? Site inspection Contractor Resident Within exhaust construction equipment to minimize â—? Review Engineer, contractor’s emissions exhaust emissions. equipment PMT cost â—? Switch off machinery and equipment maintenance when not in use. records. â—? To reduce soil dispersion, any pile of â—? Review the excavated material must remain in a complaints confined area or covered by a plastic reports sheet until disposal from site. â—? Cover all vehicles transporting raw material prone to dispersion. â—? Set an appropriate speed limit (typically 10-15 km/h) for the vehicles operating on site. Noise The operation â—? Ensure that machinery is in good Minor â—? Site inspection Contractor Resident Within of heavy condition and check equipment â—? Review the Engineer, contractor’s construction maintenance records. equipment PMT cost equipment will â—? Limit the activities that generate high maintenance lead to an noise to day time. records. increase in â—? Implement a complaints system 47 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq ambient noise â—? Review levels. complaints/ grievance log. Waste (solid and Inappropriate Insignificant â—? Field Contractor Resident Within Implement a waste management plan liquid) handling of investigations. Engineer, contractor’s consisting of the following measures. Generation hazardous or â—? Review waste PMT cost non-hazardous For solid (Hazardous and non- register. waste can lead hazardous) waste: â—? Review the to soil and â—? Identify waste types and approximate complaints surface water quantities reports. contamination. â—? 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 store the waste until it is collected from the site. This applies to scrap wood, scrap steel, concrete and mortar blocks and wire mesh remains. â—? Maximize re-use of excavated material as backfill. Otherwise, the contractor is required to contact the authorities responsible for collecting excavated material. Usually, excavated material is used in backfilling the valleys in the subproject area. â—? Any oil/diesel container is to be placed inside a retaining structure. â—? The contractor shall employ a waste collector to dispose of the waste that will be generated by the subproject. Any person handling waste must be equipped 48 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq with proper PPEs (gloves, face mask and safety boots as a minimum). The final disposal location will be a dump site authorized by governmental entities. The waste management areas must remain within the construction site must not interfere with the traffic outside. For Liquid waste: Since it is highly likely that caravans will be established as site offices, a temporary holding tank must be constructed to collect the waste water from the toilets throughout the reconstruction phase. The holding tank must be emptied on a frequent basis by a licensed waste company, and then transported to the nearest sewer or wastewater treatment plant. It is strongly recommended to replace the septic tanks, which are planned to be constructed as part of the sanitary services of the school, by holding tanks so that no wastewater leaks into the soil. The holding tanks are to be emptied on a periodic basis. Water Pollution Improper â—? The contractor must follow the solid Insignificant Field contractor Resident Within disposal of and liquid waste mitigation measures investigation Engineer, contractor’s hazardous waste presented in this ESMP to limit the PMT cost and leakages possibility of water pollution that may from equipment result from inappropriate can result in the handling/disposal of waste. contamination 49 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq of nearby water â—? No washing of vehicles and machinery bodies. near water bodies. Soil Contamination The contractor must follow the solid and Minor Field Contractor’s site Resident Within caused by liquid waste mitigation measures investigation engineers Engineer, contractor’s possible presented in this ESMP to minimize the PMT cost leakages from possibility of leakages to the soil. Other equipment, measures pertinent to soil contamination holding tanks, include: chemical containers or â—? Adopting strict spill control procedures and developing a spill improper waste disposal response and management plan. â—? Storing oil and chemical materials on an impervious surface for secondary containment. During all reconstruction phases, an area must be designated for chemical storage. â—? Burying and burning domestic waste in the subproject site should be strictly avoided. Work force Occupational â—? All workers must be made aware of Moderate â—? Check Contractor Resident Within health and potential risks associated with project Accidents Engineer, contractor safety activities prior to construction log PMT cost activities. â—? The Contractor shall prepare and adopt an Occupational Health and Safety Plan (OHSP) during the reconstruction phase and assign a competent person to supervise it. â—? The developed OHSP should be prepared in full compliance with World Bank Group Environmental, Health & Safety Guidelines18 18 https://www.ifc.org/wps/wcm/connect/29f5137d-6e17-4660-b1f9-02bf561935e5/Final%2B-%2BGeneral%2BEHS%2BGuidelines.pdf?MOD=AJPERES&CVID=jOWim3p 50 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq â—? The contractual agreement with the contractor should include rigid commitments to apply the OHSP that should be prepared in full compliance with the WB EHS requirements. â—? The OHS plan should include the following: - Workers must follow safety standards and use protective equipment that match the risk level associated with each of the subproject activities. - Emergency equipment (spill- kit, fire extinguishers, etc..) must always be available on- site and functional - To prevent any accidents, make sure that all equipment and machinery are operating properly and adhere to the maintenance plan. - Excavated areas must be surrounded by a solid barrier such as hand and guard rails. - When the concrete skeleton of an upper floor is completed, install guard rails on the perimeter of the building and around openings to prevent falling accidents. - Coverage with appropriate insurance schemes for all the types of workers. In 51 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq addition, the Insurance should be covering work related accidents (injuries and fatalities), as well as insurance for third party. â—? There must be specific contractual terms that prohibit discrimination activities and emphasize on provision of fair treatment to all workers. As well as provision of decent working conditions in terms of provision of facility, proper lighting, PPE…etc. â—? Regular maintenance of equipment to reduce accidents related to malfunctions. â—? Monitoring weather conditions and reduce working hours during high temperatures. â—? Develop and implement procedures to avoid or minimize the transmission and spread of COVID-19 that may be associated with the influx of temporary or permanent contract- related labor. â—? Develop COVID-19 risk-based procedures tailored to site conditions and workers characteristics, and based on guidance issued by relevant authorities, both national and international (e.g. WHO). Some guidelines are presented in annex 5. â—? The contractor to provide a holding tank for the workers facilities in the subproject area due to the lack of presence of an alternative waste management system in the 52 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq neighborhood. • Monitor weather conditions and limit working hours during high temperatures. Community Disturbance to â—? A traffic plan should be developed to Insignificant â—? Accidents Contractor Resident Within traffic flow provide the maximum safety to the log Engineer, contractor population and project personnel. â—? Community PMT cost â—? Target signage and outreach activities grievance to improve public awareness of the mechanism potential hazards that may arise from the subproject activities. • Perform regular maintenance to all vehicles and equipment that will be used in this subproject. Community Community • Access to construction areas and Moderate â—? Check that Contractor Resident Within health and exposure to equipment must be traffic safety Engineer from contractor safety restricted to workers and project the Ministry of cost rules are in personnel. Education • A traffic plan, including signage, must place. â—? Check up of (MoE) be designed to direct the movement of construction vehicles during workers is in construction related activities place • Limit the hours of operation for â—? Site visit equipment with high noise. â—? Monthly • Publishing and registering working reporting time of construction machines with local authorities and strict â—? GRM compliance therewith. â—? Meetings • Establish a fence to surround with construction activities and ensure surrounding limited community and student communities exposure to the subproject site • A construction cover should be added on the subproject area to reduce visual disruptions to the students in 53 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq the Baghdad School for Girls and the alternative school. • The contractor to consult community members whose students attend the neighboring school to disclose scheduled construction hours and ensure their feedback is considered • The contractor must adopt an emergency plan for construction related incidents and road accidents that might take place, with special consideration for all residential commute, especially students attending the alternative school. • The code of conduct must include instructions to ensure respect the cultural value sites and prevent any construction related impacts; • The code of conduct must include clear guidelines in order to prohibit risk of GBV on community • A grievance mechanism should be available to community members, including differently abled students and covers GBV incidents • Regular disposal of construction waste in designated areas. • Taking into consideration the study dates at both the neighboring school and the alternative school and their close proximity to the planned reconstruction activities, it is preferable to start work during the summer vacation period to avoid negative impacts on students 54 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq • In addition to all OHS, and environmental measures mentioned above which aim for health and safety, awareness-raising actions and signs should be provided to workers and community members. PMT supervisors and Health and Safety officers should be hired by the contractors to oversee work sites and they will be largely responsible for the community and their safety around the construction site. Ensure an efficient grievance mechanism is put in place. • Develop and implement procedures to avoid or minimize the transmission and spread of COVID-19 that may be associated with the influx of temporary contract-related labor. • Conduct consultations with women and girls that includes awareness on GBV and access to anonymous channels to report cases. • During the preconstruction phase, integrate the universal access principle in the design of the school so as to ensure equitable access for differently abled students. • During the loading and unloading of debris specific measures should be applied. o Covering the trucks using polyethylene sheets to avoid the falling of debris 55 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq o Trucks should use unpopulated routes Community Infrastructure â—? The contractor shall coordinate with Insignificant Site inspection Site engineer Resident Within and the different authorities to determine and maintaining Engineer, Contractors’ underground the existing infrastructure in the a log for PMT cost utility project’s area in order to avoid any infrastructure damage (If feasible) accidents. â—? In case of pipes damage, the contractor should repair them immediately and inform the affected people how long it will take to solve the problem. Community Cultural Value â—? Adhere to all mitigation Sites measures related to air and noise in order to minimize impacts on the mosques â—? Share information with the mosque administration about Resident project activities, particularly Engineer from Included in - Site visit noise and dust Insignificant Contractor PMT/Ministry contractor â—? Inform the mosque of Education cost administration about the (MoE) GRM â—? Minimize any work during praying time, particularly, activities that generate noise Community Child labour â—? In the contractual agreement, clear Minor - Site Site engineer Resident Within definition of child should be inserted. investigation Engineer, Contractors’ The child should be defined as all - Checking PMT cost persons less than 18 years old. registry logs â—? Rigid terms should be written in the contractor agreement to prohibit 56 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq recruitment of children below 18 â—? The contractor should maintain labor registry log that contains the age of recruited person and his/her ID. Community Temporary No accommodation for workers will be Insignificant â—? Site visit Site engineer Resident Contractors’ labour influx required as the workforce will be â—? Monthly Engineer, cost dependent on local residents. In order to reporting PMT minimize impacts pertaining to labor â—? GRM influx the following should be thoroughly implemented: â—? Meetings with â—? Preparation of appropriate code of surrounding conduct that stipulates the different communities commitment of labor towards community groups, and the different behavior that should be avoided including GBV â—? All workers should be trained on the Code of Conduct) â—? Code of conduct to be signed by sub- contractors, if any. â—? Code of conduct induction to be done every 2 weeks for the recurrent workers and the new comers before starting work. â—? Apply the full requirements related to operating the grievance mechanism including anonymous channels â—? Raising awareness of the local populations about the subproject commitment towards communities’ and the measures taken for that through consultations and focus group discussions â—? Apply penalties to workers violating 57 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq the code of conduct Community Gender Based â—? A code of conduct for workers Minor â—? Site visit Site engineer Resident Contractors’ Violence (GBV) should be developed, all workers â—? Monthly Engineer, cost should be trained on. All types of reporting PMT inappropriate behavior of workers â—? GRM should be identified, and the importance of adhering to the code of conduct is emphasized. â—? Code of conduct to be developed and signed by sub-contractors. It should include prevention of sexual exploitation and abuse and sexual harassment (SEA/SH) at workplace. â—? Apply penalties to workers violating the code of conduct â—? Conduct consultations with women and girls only that is understandable and culturally appropriate. â—? The contractor to ensure all available capacity building trainings are accessible to both male and female workers. â—? Establish a grievance mechanism that is sensitive to gender by assigning a female SDO in case of GBV incidents. â—? Apply the full requirements related to operating the grievance mechanism including anonymous channel. â—? Ensure grievance mechanism that is survivor centered Community Visual and Visual intrusion impacts can't be avoided. Insignificant â—? Site Contractor Resident Within landscape However, classification and placement of investigation Engineer, contractor building materials in an orderly manner PMT cost reduces the visual impact 58 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Operation/Maintenance Phase Waste Inappropriate â—? Provide bins in all buildings of the Insignificant â—? Field School School Within Generation handling of school to collect the everyday investigations. management management, Operation solid and liquid consumption domestic waste. MoE management Wastewater is to waste. â—? Employ and remunerate locals to costs (School dispose of the waste. be collected by Budget) â—? The final disposal site must be a the local dump site authorized by municipality in governmental entities. coordination with â—? wastewater collection tanks must be the school emptied on a periodic basis and the management. wastewater must be transported to the nearest WWTP or sewer. Traffic Flow Traffic Flow The disturbances on Al Malaab Insignificant â—? Field School School Within and Access neighborhood residents and students of investigations Management Management Operation the neighboring Baghdad School for management Girls can be mitigated through the costs (School following measures: Budget) â—? Restrict the movement of maintenance related vehicles during peak hours â—? Set speed limits Workforce Occupational â—? Develop an OHS guide during Insignificant â—? Incidents and School School Within Health and operation and maintenance period accidents Management Management Operation Safety â—? Provide a grievance mechanism for reports management workers â—? GRM costs (School Budget) Local Community â—? Monitor any diseases transmitted Insignificant â—? GRM School School Within Community health and to community Management Management Operation safety â—? Ensure the presence of different management facilities such as bathrooms for A specialized costs (School men and women as well as company must be Budget) surveillance cameras are contracted to be 59 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq available to prevent potential responsible for risk of SEA/SH regular â—? Ensure regular maintenance of maintenance of the drinking water tanks. the drinking water â—? Provide a grievance mechanism tanks. for the community. Local GBV - Ensure that the design of school Insignificant - Site visit Contractor Resident Included in Community considers the gender sensitive - Signed Engineer from Contractor’s infrastructure aspects, including but Worker’s PMT/Ministry cost for not limited to: the toilet facilities Code of of Education implementin designated for female students and Conduct (MoE) g the project teachers (if any), adding surveillance - Monthly cameras (if possible, etc 19 reporting - Ensure that the Worker’s Code of - Trainings on Conduct and corresponding training Code of concerning commitment of Labour Conduct & towards the community and the attendance different behavior that should be sheet avoided emphasizes zero tolerance of - GRM 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. - Code of conduct to be signed by sub- contractor. - Code of conduct induction to be done every two weeks for the recurrent 19 https://architectureau.com/articles/exploring-gender-sensitive-design/ 60 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 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 survivor centered. This GRM will be made available to both community and workers 61 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 6.2 Environmental and Social Monitoring Plan for the Reconstruction and Operation/maintenance Phases Frequency Estimated Receptor/EH Monitoring Responsibility Location of of Methods of monitoring Cost of S aspect indicators of monitoring monitoring monitoring20 monitoring Pre-construction Phase Air emissions & â—? Emissions Noise visibility from the diesel generator or Ministry of Once â—? Reviewing the design No cost hearing high Education - Office work documents noise levels nearby it. â—? Generator conditions Groundwater â—? Sign of water leakage from the Ministry of â—? Reviewing the design Once - Office work No cost sanitary Education documents facilities/toilets. â—? Potable water tanks should be properly Ministry of â—? Reviewing the design Community Once - Office work No cost installed with Education documents health and safety hygienic and suitable specs. â—? Proper ventilation Ministry of â—? Reviewing the design Once - Office work No cost should be made Education documents available in the 20 Although the frequency of monitoring may be weekly, reporting will be on a monthly basis. 62 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq design of school â—? Beside the man- made lighting system, natural lighting should be included in the design. â—? Proper access to Ministry of â—? Reviewing the design Once - Office work No cost school Education documents â—? Toilets and rest â—? Reviewing the design areas considered Ministry of documents women and Once - Office work No cost Education gender sensitivity Reconstruction Phase Air Quality - Number of Contractor and Weekly - Near - Site inspection No additional complaints Resident excavation - Following up with costs related to air Engineer from and complaints quality. the MoE backfilling - Checking equipment - Compliance with activities. maintenance dates. dust abatement - Areas of - Documentation (e.g. by measures. medium to photos) in reports - Equipment high activity. condition - Emissions visibility Noise & - Noise level Contractor and Weekly - Areas of - Site inspection No additional Vibration - Number of Resident medium to - Complaints log costs complaints Engineer from high activity - Checking equipment related to high the MoE - Residential maintenance dates noise levels. units near the - Documentation in site. reports 63 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq - Equipment condition Solid and - Waste Contractor and Weekly - Waste areas - Site inspection PMT Liquid waste segregation Resident on site - Checking waste register management - Storage Engineer from - Holding tank - Checking disposal costs conditions of the MoE (s) receipts. hazardous - Documentation in materials; reports. - Disposal receipts - Condition of the holding tank (s) Water - Waste Contractor and Weekly Within site - Site (visual) inspection PMT Pollution management Resident boundaries management practices on site Engineer from costs the MoE Soil - Signs of spillage Contractor and Weekly - Equipment - Site (visual) inspection PMT of hazardous Resident and vehicle - Documentation in management materials Engineer from parking areas. reports costs the MoE Work force - Complaints Contractor and Daily - Site - Monthly reports and PMT (occupational raised from the Resident Engineer - Office, to grievance log management health and workers from the MoE check relevant - Regular reporting of costs safety) - Number of documents any accidents, as well as accidents/ such as records and reports on injuries and grievances health, safety and occupational raised. welfare of workers diseases - Continuous monitoring - Workers wearing of all hazardous events. PPE - Regular inspection of workers against - Training records pathogenic agents and 64 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq provision of immunization when needed. - Monitoring of labor working conditions according to the above- mentioned mitigation measures - Daily check of toilet and workers camps cleanliness and follow up on continuous sterilization of the rest areas as well. - Check that the medical insurance of the contracted workers covers treatment of COVID 19. Community - Number of Contractor and Daily - Site (including - Monthly reports and PMT health and accidents/ Resident nearest houses grievance log management safety injuries Engineer from and the costs - Complaints the MoE neighboring raised by local school) community - office (to - GBV incidents check relevant - Equitable aspects documents) availability Community - Comments and Contractor and Daily - Site - Monthly reports and PMT (Traffic flow) notifications Resident - office (to grievance log management from Traffic Engineer from check relevant costs Department the MoE documents) 65 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq - Complaints raised by community people - Traffic signs in place Community - Review Minutes PMT resident Weekly or as Reconstruction Monthly reports PMT (Community of Meetings engineer from the soon as Site in areas of management Value Sites) carried out with MoE complaints medium to costs the mosque are received high activity. administration - Review any complaints raised by the mosque authority Community Number and type Contractor and Weekly - Site - Periodic reports and PMT (Infrastructure of incidents relating Resident - office (to grievance log management and to infrastructure Engineer from check relevant costs underground damage. the MoE documents) utility) Community - Record of workers Contractor and Daily - Site - Monthly reports and PMT (Child labor) )workers’ age) Resident - office (to grievance log management Engineer from check relevant - Review of the “labor costs the MoE documents) registry Community - Complaints Contractor and Daily - Site - Periodic reports and PMT (Temporary raised due to Resident - office (to maintaining a grievance management labor influx) labor influx Engineer from check relevant log costs - Documentation the MoE documents) of corrective measures adopted 66 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq - Training on Code of Conduct - Worker/commu nity incidents - GBV incidents Community - Workers’ Contractor and Weekly or as Construction - Periodic reports PMT (GBV) complianc Resident soon as site - Grievance log management e to the Engineer from complaints are - Maintaining a monthly costs Code of the MoE received report on the status of Conduct workers compliance when with Code of Conduct interacting - Women and girl only with the community surroundi consultation and ng awareness meetings communiti - Monthly reports on es to avoid community behaviors consultation activities, such as with a subsection that GBV. addresses local - Complaints grievances, and any raised due impacts on GBV to GBV by community people or female teachers (if any) - Female social officer is recruited 67 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq - of corrective measures adopted Operation/Maintenance Phase Solid & liquid - Status of waste School Semi-annual - Waste - Site (visual) inspection Operation waste management Management / collection - Review waste register(s) management areas. MoE areas all costs - Waste disposal around the receipts school (including liquid waste disposal) Traffic Flow - Presence of School Semi-annual - Streets close - Site (visual) inspection Operation warning signs Management / to the school management and speed limits MoE costs for maintenance vehicles. Workforce - Incidents School Semi-annual School - Inspection and Operation - Occupational Management / Buildings recording management diseases MoE - Maintaining records of costs injuries and accidents Community - Accidents, School Semi-annual - School - Grievance log Operation health and incidents and Management / buildings management safety complaints MoE - Nearest costs - Complaints from residential local community areas - Transmitted diseases - GBV incidents 68 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq - Equitable access GBV - Complaints PMT resident On quarterly School - Grievance log Operation raised due to engineer from the basis management GBV by MoE costs community people or female teachers (if any) - Female social officer is recruited - Documentation of corrective measures adopted 69 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 6.3 Institutional Framework 6.3.1 Environmental Management Structures Roles and responsibilities of the ESMP are divided between two main entities, namely the Line Ministry - Ministry of Education – (MoE) & its regional branch in the Educational Directorate of Al Kakh Third (‫ )الكرخ الثالثة‬and the Contractor. The line ministry is mainly responsible for high level monitoring and the implementation of an overall supervision and ensuring that the measures are adhered to. â–ª The HSE unit at the Ministry of Education (MoE) and its regional branch in Educational Directorate of Al Kakh Third (‫ )الكرخ الثالثة‬are the central level of the supervisory body for the rehabilitation of the Al-Baraa Bin Malek School Rehabilitation Project. â–ª The second entity is the Contractor who is responsible for full implementation of mitigation measures in full cooperation with the regional MoE staff. 6.3.2 Roles and responsibilities of the Contractor’s Environmental Health and Safety (EHS) Officers The Contractor is responsible for full implementation of mitigation measures in full cooperation with the regional MoE directorate. The Contractor’s mandates are as follows: â–ª Management of air quality â–ª Management of noise and vibration â–ª Management of solid, liquid waste generated â–ª Checking that handling of hazardous waste is done according to the requirements of the Environmental Law â–ª Management of soil quality â–ª Management of occupational health and safety aspects and Ensure that workers comply to EHS manuals and procedures â–ª Monitor community health and safety impacts â–ª Management of social aspects including: o Traffic flow o Contractors camp site o Temporarily labour influx o Child labour o Gender based Violence o Cultural Heritage o Visual and landscape â–ª Other tasks as outlined in Environmental and Social Management and Monitoring Plan (ESMMoP). â–ª Daily reports are to be compiled and sent to the governorate EHS officers for preparation of monthly summary reports. Monthly reports are sent to EHS officer at MoE and the municipality for compilation into quarterly reports. 6.3.3 Roles and responsibilities of the E&S Project Management Team (PMT) The PMTs-established within the ministries and provinces, with support of the ReFAATO-will be responsible for the overall project management, planning and implementation of activities pertaining to their jurisdiction. 70 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq The Ministries and their PMTs will coordinate closely with the local governorate staff and authorities to identify and prioritize the projects to ensure the identified projects are in line with local expectations. Some of the PMTs have already been established under WB-financed EODP, and staffed with engineering, environmental/social safeguards, financial management and procurement specialists. Each PMT will assign focal point(s) for E&S safeguards. The environmental and social focal points shall work closely with ReFAATO to ensure harmonization and coordination of activities according to the ESMF requirements to ensure timely and sound application of E&S safeguards. The key roles and responsibilities of PMTs include: 6.3.3.1 Compliance with World Bank safeguards â–ª Preparing internal guidelines for the preparation, implementation, monitoring and reporting of E&S documents required by various safeguard instruments; â–ª Reviewing, as applicable, ESMP and other safeguard documents prepared by consultants to ensure compliance with relevant safeguard policies of the National laws and the World Bank; â–ª Providing recommendations to MoE management and other contractors accordingly and make necessary changes prior to submission of relevant documents to the World Bank – ensure consistency in the level of proficiency and presentation of the documentation; â–ª Carrying out documentation review pertaining to E&S compliance (including bidding documents, reviews on-site, reports from contractors etc.) throughout project implementation; â–ª Coordinating and facilitating the work of consultants engaged to carry out ESIA studies. 6.3.3.2 Monitoring and reporting â–ª Conducting internal monitoring of the implementation of the E&S component of the ESMP in matters pertaining to timely payments and the provision of temporary measures to affected persons; â–ª Contributing to project progress reports pertaining to overall implementation of E&S requirements of the project. 6.3.3.3 Communication with and responsiveness to targeted communities â–ª Adhere to the designed community friendly grievance redress mechanism with clear and timely bound tiers and responsibilities and ensure dissemination on the local level. Develop quarterly grievance and redress report to be shared with MoE and the municipality. â–ª Conducting field visits to ensure that the established grievance redress mechanisms are functioning properly and that the individual projects are implemented in a socially sustainable manner; â–ª Participate in the process of disbursing compensations and keep track record of the compensation process documentation if exists. â–ª Reach out to local communities, including PAPs if exists, to raise awareness about the project and the implementation schedule. â–ª Build the capacity and provide support to the field staff as needed. 6.3.4 School management â—? Management of the solid and liquid wastes during operation â—? Management of the occupational health and safety aspects during operation 71 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq â—? Management in the community health and safety during operation â—? Management of the GRM and report to the PMT and coordinate with the social officer of the PMT 6.3.5 Required Resources The staff at line ministries, municipalities, and contractors in Iraq have wide experience in terms of contracting and technical works. However, they tend to have less capacity in terms of environmental, occupational health and safety and social requirements in accordance to WB operational polices. Accordingly, the following training programs are recommended for the designated staff and the resident engineer to build their capacity for managing the project: Table Recommended training courses for design:3-6ated staff and resident engineer Training Type of Particpating Proposed Budget in US$ course training parties Scheduling â–ª Selected Environmental members from Class room + Prior to project Management the designated on the job implementatio 3,000 US$ and monitoring staff training n for the project â–ª Resident engineer â–ª Selected Classroom + members from Occupational the designated Prior to project on the job 4,500 US$ health and safety staff implmentation 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 implementatio the designated n EHS staff Defensive Classroom + driving and Drivers and Part of the OHS on the job Periodical machinery operators training training operation safety â–ª Selected Monitoring & members from Classroom + evaluation the designated Prior to project on the job 6,000 US$ (activities and staff implmentation training tools) â–ª Resident engineer Table Recommended training courses for social staff :4-6 Training course Type of Particpating Proposed Budget US$ training Parties Scheduling 72 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq WB operational Contractor’s Social - One workshop policies with One-day Development Officers in the beginning emphasis on Workshop + on and selected members 2,000 US$ of the project handling the job training from the designated implementation grievances staff Communication Skills with emphasis on Contractor’s Social - One workshop being sensitive Two-day Development Officers in the beginning cultural Workshop + on and selected members 2,000 US$ of the project practices and the job training from the designated implementation including the staff participation of women - Once prior to project Contractor’s Social implementation Promotion of Development Officers Awareness Workshop + on - Refreshment and selected members 3,000 US$ Raising the job training course during from the designated Activities the staff implementation of the project Contractor’s Social - One workshop Community One-day Development Officers in the beginning Participation Workshop + on and selected members 4,000 US$ of the project Tools the job training from the designated implementation staff Contractor’s Social Monitoring and - One workshop Two-day Development Officers Evaluation in the beginning Workshop + on and selected members 4,000 US$ mechanisms of the project the job training from the designated (M&E) implementation staff Contractor’s Social - One workshop Development Officers Gender based One day in the beginning and selected members 1,500 US$ Violence workshop of the project from the designated implementation staff Contractor’s Social - One workshop Development Officers Half day in the beginning Cultural heritage and selected members 1,500 US$ workshop of the project from the designated implementation staff Labour and working Contractor’s Social conditions - One workshop 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 73 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Contractor’s Social - One workshop Stakeholder Development Officers One day in the beginning Engagement and selected members 2,000 US$ workshop of the project from the designated implementation staff Contractor’s Social - One workshop Community Development Officers One day in the beginning Health & Safety and selected members 2,000 US$ workshop of the project from the designated implementation staff Contractor’s Social Labour influx - One workshop Development Officers and child One day in the beginning and selected members 2,000 US$ workshop of the project labour from the designated implementation staff 6.3.6 Summary of the Tentative Budget Required to Implement the ESMP The table below reflects all additional cost required to implement the ESMP and not included in the contractor cost or in the school management cost. Table Tentative Budget Required to Implement the ESMP :5-6 Management/ Item Unit cost in US$ Total cost in US$ monitoring Sub-item (1) For the pre-construction and reconstruction phase Management of GRM Printed posters and complaint Poster 10 US$ form: Complaint form 0.5 US$ 600 US$ Posters 10 Complaint forms 1000 Sub-item (2) For operation phase Management of GRM Printed posters and complaint Poster 10 US$ form: Complaint form 0.5 US$ 600 US$ Posters 10 Complaint forms 1000 Management of Solid Dump truck (2ton) trip to $500 per dump truck (2 $500 per dump & Hazardous waste dispose collected waste ton) trip truck (2 ton) trip Groundwater Testing the drinking water 300-500$/water 300-500$/water sample quality (One Sample) sample (Rough (Rough Estimate) Estimate) Sub-item (3) Capacity building (Training of Trainers) Environmental Different items and costs see table 6.3 15,500 trainings Social training Different items and costs see table 6.4 24,000 The above mentioned budget does not include transportation and per-diem of the monitoring staff. 74 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 75 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 7 Stakeholder Engagement and Public Consultation This chapter describes the stakeholder engagement and public consultation that have been undertaken to inform this ESMP. It aims to focus on key stakeholder interactions and analyze their outcomes. Accordingly, the information and findings of these consultations are integrated into the contents of this report. The consultation activities were conducted in compliance with all national regulations relevant to consultation as well as World Bank policies relevant to disclosure (namely, WB OP4.01 and the WB Policy on Access to Information). As a result, the key principles of effective engagement that guided stakeholder consultations include: • Ensuring that all interactions are free of intimidation or coercion; • Providing meaningful information in a format and language that is understandable and tailored to the needs of the target stakeholder group(s); • Being inclusive in the representation of views, i.e. including different ages, genders, and incorporating vulnerable and/or minority groups; • Ensuring consultation with women or groups representing women and children • Ensuring an adequate number of female are consulted and feedback is used • Respecting local traditions in the decision-making processes. 7.1 Stakeholder Identification The first step in the process of stakeholder engagement is stakeholder identification; that is, determining who the project stakeholders are, and how they should be grouped. Most importantly, identifying stakeholder representatives is key to carrying out consultations seamlessly. These representatives do not only inform the project with their valuable information, but they also serve as a communication channel to disseminate information to large numbers of stakeholders and receive information from them. 7.2 Consultation Methodology and Activities The Consultant carried out stakeholder engagement activities in March 2021, through the following methods: Semi-Structured Interviews with community members surrounding the project area, as well as Focus Group Discussions (FGDs). The diversity of community representation was taken into account through the inclusion of the males, vulnerable groups such as females and project beneficiaries including the students, as well as community leaders. 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 current study. The following stakeholder groups have been identified: â—? Residents in the subproject area including business owners, students and teachers â—? Officials of the General Authority for the operation of the projects Following are the main consultation activities conducted: â—? The study team conducted site visit to locations of the proposed activities. In addition, field observations were organized at project activities points to define various stakeholders, and the potential impacts of the project. 76 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq â—? Published comprehensive information on the project, in order to enable the competent stakeholders to determine the concerns, requirements, and recommendations (Annex 8). â—? All activities conducted were documented with photos and lists of participants (Annex 2) in order to guarantee an appropriate level of transparency. EcoConServ’s study team visited Al Malaab neighborhood in March 2021 to interview local community members. The consultant carried out two focus group discussions with teachers, students including females as well as community members. The consultation activities included 10 female community members (7 of whom are teachers,), as well as 5 male community members including nearby businesses. Additionally, 2 community leaders including the Director of the Urban Planning Department in Al Anbar Education Directorate, head of district )qa’em maqam) and 3 members of the School Buildings Division )including Head of Administration, Follow Up Officer and Engineer) were also interviewed. 20 participants took part in the consultation activities (2 FGDs and 3 Interviews). Additionally, a women and girls only consultation was also undertaken with two female participants in order to align with cultural expectations, as well as mitigate GBV risks. However, all participants chose to remain anonymous and not be photographed. A questionnaire was prepared to guide interviews and address the main environmental and social aspects of the projects. Local community members were randomly selected near the project area and interviewed to gain a more in-depth understanding of the local context and obtain community feedback on the project. The purpose behind the conducted consultation activities was the following: 1) Introduce the SFDP initiative 2) Discuss project activities and anticipate its environmental and social impacts 3) Propose mitigation measures 4) Disclose information regarding the Grievance Redress Mechanism (GRM) 77 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Figure Focus Group Discussions with Teachers and Community Members :1-7 78 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Figure 7-2 Interviews with government officials and community leaders 7.3 Results of Stakeholder Engagement Activities Based on the above-mentioned engagement activities with stakeholders, this analysis classifies the most discussed topics and highlighted concerns (listed below) and identifies their primary interests in the subproject. Such an analysis provides a more in-depth understanding of these groups and should inform future stakeholder engagement throughout the subproject’s duration. Accordingly, the following table displays the interests of select target groups. Table 7-1: Key Comments and Concerns Raised During the Consultations Stakeholder Key Outcomes Local - The Director of the Urban Planning Department in Al Anbar Education Governmental Directorate expressed concern over the current state of Al Baraa Al Malek Entities and Project Secondary School for Girls, stating it has suffered complete destruction and is now a pile of rubble. Leaders 79 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq - All project leaders emphasized the positive social and economic impacts of construction activities, stating it will generate job opportunities for Al Malaab residents, in addition to supporting local suppliers. - Officials have stated their commitment to prioritizing local labor and the purchasing of materials from the Ramadi District in order to boost economic activity. - Government officials have stated that all complaints received are treated equally, and the grievance system in place allows for anonymous complaints. - Project managers have stated that while the temporary alternative school is in good condition, parents are not comfortable with mixing female students with the male students of Al Amjad School for cultural reasons. - Government officials have emphasized their commitment to considering all feedback they receive, citing an incident in which a community member requested to change the location of a school entrance, as it was blocking the path to their home. As such, the location of the school entrance was changed to accommodate their needs. - Officials have stated that the project is of great importance to Al Malaab neighborhood, as it is densely populated and the available educational facilities do not meet the needs of their youth. - Officials stated that the reconstruction of the school in the same area in Al Malaab is a method through which to alleviate economic strains associated with transportation to alternative schools that are far away, for female-headed families. - Government officials have stated that parents, while supportive of the alternative school, believe its operating hours from noon, conflict with the female students’ ability to take part in afternoon activities outside of school or help in the household. - Officials stressed their commitment to improving the educational infrastructure of Al Malaab neighborhood, as schools are a valuable tool through which community members, particularly females, can escape poverty and improve their long term economic conditions. - Officials confirm being informed of the grievance mechanism to be utilized in projects that have been funded by the World Bank. Potential Affected - Community members expressed their commitment to supporting and Communities collaborating with all relevant authorities in order to successfully move forward with the rebuilding of the school. - Community members have stated that the enhancement of the school will not only be beneficial for the students, but will improve the visual infrastructure of the neighbourhood. - Female community members particularly emphasized their support for the project, stating the alternative school is not equipped to meet both their children’s and the original school’s needs. - Male participants expressed the importance of hiring local community members to take part in the project, as a means through which to tackle unemployment in the neighbourhood. 80 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq - All female teachers have stated that the alternative school is only equipped to support one school, and with two schools operating in the same facilities, resources are not sufficient to provide all students with a comfortable learning experience. - Female teachers have recommended the hiring of female community members to participate, where possible throughout the project, as many students come from female headed families as a result of losing the males in their family to violence. - Female teachers have stated that the operating hours of the alternative school causes delays in picking up their own children from other schools in the neighborhood due to scheduling conflicts. - All community members have expressed no concern regarding construction works, citing the benefits of the project outweigh any temporary issues that may arise during the construction of the school. - Community members expressed their commitment to supporting and collaborating with all relevant authorities in order to successfully move forward with the rebuilding of the school. - All participants are aware of the grievance mechanism in place and have no concerns pertaining to the available communication channels through which to receive support. 7.3.1 Summary of Consultation Outcomes Overall, all participants expressed their belief in the urgency of implementing the subproject and prioritizing the comfort of students, and emphasized their support for the proposed activities. All participants, particularly female teachers, believe their community will benefit greatly from the development of Al Baraa Bin Malek Secondary School. On an economic level, from the jobs created for locals, as well as on a social level when students receive an enhanced educational experience that empowers them to develop their community. Additionally, participants confirmed their understanding of the Grievance Redress Mechanism associated with the project, in addition to highlighting their approval of the available channels through which to provide feedback and resolve complaints. 7.4 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 sub-projects. However, there are other grievance system that are adopted by the Ministry of Education, the municipality, the educational directorate. Therefore, it is essential to present the EODP GRM and other grievances mechanism adopted and propose a mechanism for coordination and cooperation among all systems. 7.4.1 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; 81 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq â–ª Strengthening accountability and responsiveness towards beneficiaries, affected persons and the public regarding EODP and EODP AF implementation; and â–ª Serving as an important feedback and management mechanism for the PCU and PMTs to deduce challenges and risks for EODP implementation. 7.4.2 Current GRM adopted by the Ministry of Education and Education Directorate The Ministry of Education adopts a grievance mechanism. It can be summarized as follows: Aspect During construction During operation Communication channels The complaint mechanism is adopted The complaint mechanism will be and implemented by: implemented by: â—? The resident engineer. â—? School principal â—? The Education Directorate legal â—? The Education Directorate department in Al Karkh Third legal department in Al to the social officer. The social Karkh Third to the social officer for Al-Baraa Bin officer. The social officer Malek School project is for Al-Baraa Bin Malek Abdelsattar Ali Hamad School project is (07831868642) Abdelsattar Ali Hamad â—? The Ministry of Education (See (07831868642) Annex 6) â—? The Ministry of Education (See Annex 6) Registration All complaints are registered but not in All complaints are registered but one place not in one place Feedback to the The aggrieved person is met and the The aggrieved person is met and complaints complaint is discussed with him/her. No the complaint is discussed with time interval him/her. No time interval Procedure for appeal If the aggrieved person is not satisfied If the aggrieved person is not with the solution provided, s/he has the satisfied with the solution provided, option to go to court. s/he has the option to go to court. Confidentiality Anonymous complaints are not accepted Anonymous complaints are not as the aggrieved person should attend accepted as the aggrieved person discussion meetings. should attend discussion meetings. Monitoring No clear monitoring procedures are No clear monitoring procedures are made available made available Reporting No reporting procedures are in place No reporting procedures are in place 7.4.3 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. 82 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq It is recommended to open a communication channel between the social officer within the PMT from one side, and the Ministry of Education (MoE) and the Education Directorate (ED) from the other side, in order to obtain all grievances shared with the MoE and the ED. The social officer should follow up the received grievances by MoE and ED and register them in a grievance log. The social officer should get in contact with both entities on weekly bases to gain better understanding about the status of complaints received and the adopted corrective measures. During operation phase, the social officer should cooperate with the school principal in order to follow up the grievance received related to E&S aspects. In case of receiving any SEA/SH complaints, they should be carefully handled following the key principles of confidentiality and survivor’s consent. A female social officer should be assigned to manage SEA/SH complaints and should be trained on dealing with SEA/SH issues. The female social officer should communicate with the aggrieved person (survivor) in the same day of receiving the complaints to verify and acknowledge the complaint and get the survivor’s consent on the next steps including potentially referring the case to a specialized support entity in case the survivor prefers so.. The time interval should not exceed two working days maximum for referral of complaint. The contacts of the qualified female social officer should be shared with the local communities as well as other GRM channels. It should be made clear that anonymity and confidentiality and consent of the complainants/survivors will be ensured for any complains that will be channeled through the female social officer. Any steps for escalating the complaints related to SEA/SH or referring them to any third party (e.g. police department and the court) should be made only under the consent of the survivor. 7.4.4 EODP GRM 7.4.4.1 Communication Each PMT GRM coordinator (governates and ministries) will: â—? Confirm to the Project Coordination Unit (PCU) GRM coordinator the uptake channels that each of them has in place for the PMT GRM â—? Conduct outreach regarding the PMT GRM (including at least updating the PMT/ministry/governorate webpage and installing a sign that has information on the EODP PMT on the sub project site â—? Install complaint boxes at sub project sites â—? Ensuring that the resident engineers have hard copies of the GRM uptake form â—? Emphasis on outreach regarding the EODP GRM during TA and capacity building for resident engineers. Due to the diversity of the context in different Governorates and the socioeconomic characteristics of the beneficiaries, the communication channels to receive grievances were locally tailored to address all petitioners concerns and complaints. A range of channels will be made available for submission of feedback including complaint boxes that will be installed in locations that are easily accessible to the public, a free of charge phone line, regular mail, an email account, and even on the social media application WhatsApp. In addition, hard copies of GRM uptake forms will be available at the PMT offices and project site. The main GRM uptake channels are summarized in the table below. 83 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Table GRM uptake channels for submission of feedback :3-7 REFAATO PMT MoE â–ª Email: â–ª Letters to the PCU and/or â—? During construction: In-person feedback to grm.wb@refaato.iq relevant PMTs resident engineers on sub project sites and â–ª Online complaint â–ª Phone calls to PMTs using PMTs and documented in GRM uptake form system: telephone or WhatsApp â—? The Education Directorate legal department refaato.net/form/ â–ª In-person feedback to in Al Karkh Third to the social officer. â–ª REFAATO hotline: resident engineers on sub â—? The Ministry of Education 80011111 project sites and Contact: The social officer for Al-Baraa â–ª GRM users can call documented in GRM Bin Malek School project is between Sunday- uptake form Thursday from 10 AM Abdelsattar Ali Hamad (07831868642) to 2 PM â—? â—? Submission of a complaint to Citizen Affairs Department and the website of the Ministry of Education (http://epedu.gov.iq/index.php?name=shakwa see Annex 6 During operation: â—? The principal of school â—? The Education Directorate legal department in Al Karkh Third â—? The Ministry of Education Contact: The social officer for Al-Baraa Bin Malek School project is Abdelsattar Ali Hamad (07831868642) As stated above, REFAATO has an online complaint system, available at: refaato.net/form/.21 Furthermore, on a more local level, community people should be informed about the GRM using the snowball method, which enables the verbal exchange of information. Accordingly, the most effective outreach channels to do this verbal exchange is by: â–ª Mukhtars (community leaders); â–ª Religious leaders; â–ª Social media; â–ª NGOs in the project area; and â–ª Some government officials in the local units. 7.4.4.2 EODP Grievance Management Process The Project undertakes to respond to all grievances within 30 calendar days of submission – and more quickly in cases where there is high risk of escalation. The GRM was presented for EODP sub-projects. The GRM process is described in the sections below. The figure below provides a visual overview of the steps and associated timelines. 21 A sample of the online form (in Arabic and English) is included in Annex (7). 84 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Step 1 (Day 1) Uptake Step 2 (Day 2) Sorting and processing Step 3 (Day 3-6) Acknowledgment and Follow up Step 4 (Day 7-10) Verification, Investigation and Action by PMT Technical Team Step 5 (Day 11-30) Providing Responses to GRM Users Step 6 (Quarterly) Reporting Figure Grievance Management Process 6-7 Step 1: Uptake A range of channels will be made available for submission of feedback, including a free of charge phone line, regular mail, an email account, and a Facebook page. In addition, hard copies of GRM uptake forms will be available at the PMT offices of the ministries and governorates, and with the resident engineers. To submit feedback through the phone line, GRM users can call between Sunday-Thursday from 10 AM to 2 PM. Queries, suggestions and complaints must be specific and concise to the extent possible, and contain basic information including: the name of the subproject, the location (address where possible) and/or closest landmark), the timeline of the issue/incident, persons involved (PMT staff, contractors, community members or any others), and contact details for non-anonymous GRM users For complaints, the feedback submitted should also include: details of the incident/issue, what was said/committed or what action was taken/not taken, the action sought by the GRM user, contact details of the non-anonymous GRM user Step 2: Sorting and Processing 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- 85 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 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 The social officer for Al-Baraa Bin Malek School project is Abdelsattar Ali Hamad (07831868642) should classify the received grievances as follows: Table Classification of grievance level :4-7 High-Level Feedback Standard-Level Feedback Feedback received to be categorized as ‘high’ level instances will If the identity of the aggrieved person include issues that meet the following criteria: is known and the grievance is classified as ‘standard’, the acknowledgement of Incidents that caused or may potentially cause significant or â–ª grievance will be within 3 business great harm to the environment, workers, communities, or days. At the 20 business-day mark, if a natural resources, including issues of gender-based violence; complaint/question is still pending, the Incidents which entail failure to implement E&S measures â–ª GRM focal point for the PMTs and the with significant impacts or repeated non-compliance with E&S PCU will provide an update to the non- policies; anonymous GRM user, inform them if there will be delays in resolving their Incidents for which failure to address may potentially cause â–ª case, and provide the date for which significant impacts that are complex and/or costly to reverse; they will be able to provide a response and Incidents that may result in fatality or some level of lasting â–ª damage or injury. This type of feedback will be acknowledged, and an investigation will be launched by the PCU/PMT and any other relevant stakeholders within 24 hours during work days and within 48 hours if the feedback was received over the weekend. It should be noted that some types of incidents, including accidents and fatalities need to be reported to the World Bank. This guidance is provided in the Environment & Social Incident Response Procedures. Step 4: Verification, Investigation and Action by PMT Technical Team Verification and investigation involve gathering information about the complaint to determine its validity and to generate a clear picture of the circumstances surrounding the issue under consideration. This process normally includes site visits, document reviews, a meeting with the GRM user (if known and willing to engage), liaising with the PMT safeguards specialist(s) and 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. 86 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Potential actions include responding to a query or comment, providing GRM users with a status update by the 20-working day mark, escalating the matter to the PMT head, imposing sanctions, or referring the grievance to another PMT that may be relevant for investigating and addressing the issue. Feedback that cannot be resolved at the PMT level should be referred to the PCU level for further investigation per the timelines and standards established for the GRM. Step 5: Providing Responses to GRM Users This step entails informing GRM users and the public at large about the results of the investigation and the actions taken. It is integral to enhance the GRM’s visibility among beneficiaries and increases users’ trust in the system )making it more likely that they will provide feedback). The GRM focal points of the PMTs can provide feedback by contacting the GRM user directly (if his or her identity is known) within a 30-day period of receipt. Information included in the written response should include: setting out/summary of the feedback, detailing how the investigation was conducted, summarizing the facts, outlining the findings appropriate resolution along with the rationale for such resolution. resolutions may include an explanation, apology, reconsideration, reimbursement, restitution– all are possible remedies. Step 6: Reporting GRM focal points for all PMTs will report to the PCU GRM focal point on the second Monday of each month. The PCU GRM focal point will make consolidated reports available to the REFAATO President on a monthly basis, and to the World Bank on a quarterly basis and on request. The reports should provide an overview of feedback received that is related to EODP implementation. Additional information should include: â—? Nature of the feedback â—? Aggregate information on the GRM users (including demographic – student, parent, gender, etc.) â—? Information on where the feedback was received and in what format. â—? Information on the status of complaints and queries (resolved, under review, etc.). â—? Information on how complaints and queries were resolved. â—? Information on unresolved complaints/queries and why they are not yet resolved. Such reports may also include recommendations for improving the GRM or the EODP design. These recommendations should be based on the monitoring of the GRM, specifically the extent of the GRM’s functionality and the types of feedback that have emerged. 7.4.4.3 Monitoring and Evaluation Monitoring refers to the process of tracking grievances and assessing the extent to which progress is being made to resolve them. All information related to contact, cases, tracking and monitoring of feedback cases shall be tracked through a database created for this purpose. The database shall be managed by the PCU GRM focal point and updated and shared by GRM focal points of the PMTs on a monthly basis. All files shall be protected to ensure no loss of data and information. 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 87 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq EODP GRM are responsible for monitoring complaints handling performance at the lower levels at any given point during the implementation of this project. Information compiled by the PCU GRM focal point will be essential for reporting on progress on the EODP’s grievance indicators, “number and percentage of grievances registered that are addressedâ€?, that are included in the Project Results Framework on a quarterly basis. 7.4.4.4 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 â—? Ensure that information on the GRM is posted on EODP subproject sites, including contact information for the Social Development Officer â—? Maintain logs of the feedback received and share them with the relevant GRM Sub project focal points for the PMTs and the PCU on the second Monday of each month residents and share them with the SDO. Close cooperation with the SDO is essential. engineer and â—? Support in submitting feedback, including facilitating contact/communication Contractors between GRM users and relevant GRM focal points â—? Provide support to the PMT and PCU to verify and investigate issues or complaints, when possible â—? Refer the complaint to the person in charge for solving it â—? Liaise and collaborate with other ministries and entities to which complaints/feedback are channeled and following up on the investigation and resolution of issues â—? Ensure that all EODP project sites have contact information for the EODP GRM Social â—? Ensure that resident engineers have hard copies of the GRM uptake forms that Development GRM users can send to the PCU by mail Officer â—? Disseminate information regarding uptake channels for submitting feedback, the structure and standards of the GRM, and their role â—? Monitor GRM uptake channels for their PMT and communication from the PCU regarding feedback that is relevant to their PMT â—? Acknowledge receipt of complaint/feedback from GRM users and respond to them with the outcome of the investigation within a predetermined timeline that is publicly communicated â—? Maintain the privacy of GRM users who wish to remain anonymous â—? Maintain the GRM log to track and report on the status of each case â—? Undertake verification and investigation of issues/complaints with relevant entities, groups or individuals â—? Follow up on additional information that may be required from non-anonymous GRM users to resolve a complaint â—? Liaise with the legal department and other technical staff in the ministry as required 88 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq â—? Respond to GRM users on the resolution and the status of the feedback and ensure that the “feedback loopâ€? is closed â—? Share all information about received and processed complaints with the PCU GRM Focal Point â—? Supervise outputs and reports of GRM focal points PMT Head or â—? Highlighting issues on compliance of environmental and social safeguards policies to PCU and World Bank team Coordinator â—? Intercede and liaise with senior staff from the PMT ministry and governorate; other ministries and senior REFAATO staff as required to escalate and resolve specific issues â—? Work with REFAATO staff an PMTs to ensure that the GRM is publicized, and communicate with all relevant stakeholders, especially beneficiaries, on any issues concerning the GRM; â—? Liaise and collaborate with GRM focal points in the PMTs and governates to ensure that there is an integrated and functional EODP GRM system in place â—? Flag challenges in resolving issues that need to be escalated to the REFAATO President â—? Update and maintain a monitoring system for complaints/feedback received directly by the PCU, as well as feedback reported by the PMTs for ministries & governates â—? Prepare and provide consolidated reports on grievance/feedback data on an PCU GRM ongoing basis in collaboration with the PMTs and governates Focal Point â—? Analyze the data and generate reports on feedback trends for REFAATO senior management and the World Bank team President of â—? Endorse responses to feedback that are received by the PCU and escalated to the REFAATO GRM Committee â—? Review the data and reports developed on the feedback and by the PCU’s GRM Coordinator Source: Grievance Redress Mechanism Guidelines and Procedures 7.4.4.5 Procedure for Appeal Aggrieved persons who are dissatisfied with the outcome of their complaint can appeal the decision by resubmitting their complaint to the GRM focal point within 30 working-days of receiving a response to the original submitted grievance. Subsequently, the GRM focal point and other relevant personnel have 30 working-days to investigate and address the issue. Additionally, the GRM focal point has 10 working-days to prepare a comprehensive response, including the findings of the investigation and the rationale of the determination. Accordingly, within a maximum of 40 working-days, the appeal case should be closed. Lastly, if the aggrieved person is still not satisfied with the solution provided, s/he has the option to go to court. 7.4.4.6 Gender sensitive GRM 89 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq The project grievance mechanism is gender-sensitive. It is a standard of good practice that aims to provide a separate female contact point for complaints to be received from women. In cases of increased risk of discrimination, harassment, rape or assault (for example, where a worker camp is near a community), the GRM ensures that women subject to physical or sexual abuse, or rape, can file confidential complaints 7.4.4.7 Confidentiality Individuals who submit their comments or grievances have the right to request that their name be kept confidential, though this may mean that the PMT is unable to provide feedback on how the grievance is to be addressed. However, an anonymous complaint can receive a code and should be investigated appropriately and treated courteously. 7.4.4.8 Reporting GRM focal points for all PMTs will report to the PCU GRM focal point on the second Monday of each month. The PCU GRM focal point will make consolidated reports available to the REFAATO President on a monthly basis, and to the World Bank on a quarterly basis and on request. The reports should provide an overview of feedback received that is related to EODP implementation. Additional information should include: â–ª Nature of the feedback â–ª Aggregate information on the GRM users (including demographic – student, parent, gender, etc.) â–ª Information on where the feedback was received and in what format. â–ª Information on the status of complaints and queries (resolved, under review, etc.). â–ª Information on how complaints and queries were resolved. â–ª Information on unresolved complaints/queries and why they are not yet resolved. Such reports may also include recommendations for improving the GRM or the EODP design. These recommendations should be based on the monitoring of the GRM, specifically the extent of the GRM’s functionality and the types of feedback that have emerged. 7.4.4.9 Disclosure activities As soon as the site-specific ESMPs gets clearance from the World Bank and approval from the Ministry of Education, the following disclosure procedures will be adapted: â–ª A final report, in English and a summary in Arabic, will be published on the WB, EODP and Ministry of Education websites. â–ª A copy of the ESMP report in English and a summary in Arabic will be made available in the MoE branch office in 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 regional branch office informing about the results of the study and the website link for the full ESMP report. 90 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq â–ª It will be useful also to maintain leaflets of the project impacts, GRM and contact office in the regional branch. 91 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Annex 1 – Cultural Heritage Chance-Find Procedure Cultural property includes monuments, structures, works of art, or sites of significance points of view, and are defined as sites and structures having archaeological, historical, architectural, or religious significance, and natural sites with cultural values. This includes cemeteries, graveyards, and graves. During the project induction meeting, all contractors will be made aware of the presence of an on-site archaeologist who will monitor earthmoving and excavation activities. The initial phase of the proposed emergency reconstruction operations poses limited risks in damaging cultural property since sub-projects will largely consist of small investments in community infrastructure and income generating activities, reconstruction of existing structures, and minor public works. Further, it is understood by the Consultant that any activity that would adversely impact cultural property would make a subproject ineligible. Nevertheless, the Consultant will check that the following procedures for identification, protection from theft, and treatment of discovered artefacts should be followed in the event that archaeological material is discovered: â—? Stop all construction activities in the area of the chance find. â—? Delineate the discovered site or area. â—? Record the find location, and all remains are to be left in place. â—? Secure the site to prevent any damage or loss of removable objects. In cases of removable antiquities or sensitive remains, a night guard shall be present until the responsible local authorities and the Ministry of Culture immediately (within 24 hours or less); â—? Notify the supervisory Engineer who in turn will notify the responsible local authorities and the Ministry of Culture (within 72 hours). The significance and importance of the findings should be assessed according to the various criteria relevant to cultural heritage; those include the aesthetic, historic, scientific or research, social and economic values. â—? Decisions on how to handle the findings shall be taken by the responsible authorities and the Ministry of Culture. This could include changes in the layout (such as when finding an irremovable remain of cultural or archaeological importance) conservation, preservation, restoration and salvage. â—? Implementation for the authority decision concerning the management of the finding shall be communicated in writing by the Ministry of Culture; and â—? Construction work could resume only after permission is given from the responsible local authorities and the Ministry of Culture concerning safeguard of the heritage. â—? The Consultant will ensure that during project supervision, the Site engineer will monitor the above regulations relating to the treatment of any chance find encountered and observed. Relevant findings will be recorded in World Bank Project Supervision Reports (PSRs), and Implementation Completion Reports (ICRs) will assess the overall effectiveness of the project’s cultural property mitigation, management, and activities, as appropriate. 92 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Annex 2 – List of Participants No. Name Gender Job 1. Abd El Ghaffour Ibrahim Male Head of Urban Planning Division Al Anbar Education Directorate 2. Ibrahim Khalil Al Aswaj Male Head of District 3. Faissal Turki Male Engineer at the School Building Division 4. Salah Hassan Mattar Male Follow Up Officer School Building Division 5. Melath Gomaa Mehdi Male Head of Administration School Building Division 6. Ebtesam Hamid Female Head of Al’Quraysh Secondary School for Girls 7. Teham Hatem Mohamed Female Teaching Assistant 8. Ghaith Amer Male Shop Owner 9. Alaa Amer Male Worker 10. Fatma Maged Female Student 11. Taha Alaa Male Student 12. Zayed Fares Male Student 13. Elham Waheed Female Head of Al Baraa Al Malek Secondary School for Girls 14. Shaimaa Saady Female Teacher 15. Afrah Abdallah Female Teacher 16. Shefaa Farhan Female Teacher 17. Safana Ismail Female Teacher 18. Manal Abd Female Teacher 19. Nesreen Manthar Female Teacher 20. Wessam Tahseen Male Student 93 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Annex 3 – Feedback Uptake Form on REFAATO’S Website (Arabic and English) 94 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 95 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 96 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 97 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 98 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Grievance Form on the Ministry of Education Website 99 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Annex 4 – Contractor’s Responsibilities (English and Arabic) English Air Quality 1. Have a maintenance plan for the construction equipment to minimize exhaust emissions. 2. Switch off machinery and equipment when not in use. 3. To reduce soil dispersion, any pile of excavated material must remain in a confined area or covered by a plastic sheet until disposal from site. 4. Cover all vehicles transporting raw material prone to dispersion. 5. Set an appropriate speed limit (typically 10-15 km/h) for the vehicles operating on site. Noise 1. Ensure that machinery is in good condition and check equipment maintenance records. 2. Limit the activities that generate high noise to day time. 3. Implement a complaints system Waste Management Implement a waste management plan consisting of the following measures. For solid (Hazardous and non-hazardous) waste: 1. Identify waste types and approximate 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 store the waste until it is collected from the site. This applies to scrap wood, scrap steel, concrete and mortar blocks and wire mesh remains. 3. Maximize re-use of excavated material as backfill. Otherwise, the contractor is required to contact the authorities responsible for collecting excavated material. Usually, excavated material is used in backfilling the valleys in the subproject area. 4. Any oil/diesel container is to be placed inside a retaining structure. 5. The contractor shall employ a waste collector to dispose of the waste that will be generated by the subproject, including the construction debris that will be produced from the buildings demolition. Any person handling waste must be equipped with proper PPEs (gloves, face mask and safety boots as a minimum). The final disposal location will be a dump site authorized by governmental entities. The waste management areas must remain within the construction site must not interfere with the traffic outside. For Liquid waste: Since it is highly likely that caravans will be established as site offices, a temporary holding tank must be constructed to collect the waste water from the toilets throughout the reconstruction phase. The holding tank must be emptied on a frequent basis by a licensed waste company, and then transported to the nearest sewer or wastewater treatment plant. It is strongly recommended to replace the septic tanks, 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. 100 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Water Quality 1. The contractor must follow the solid and liquid waste mitigation measures presented in this ESMP to limit the possibility of water pollution that may result from inappropriate handling/disposal of waste. 2. No washing of vehicles and machinery near water bodies. Soil The contractor must follow the solid and liquid waste mitigation measures presented in this ESMP to minimize the possibility of leakages to the soil. Other measures pertinent to soil contamination include: 1. Adopting strict spill control procedures and developing a spill response and management plan. 2. Storing oil and chemical materials on an impervious surface for secondary containment. During all reconstruction phases, an area must be designated for chemical storage. 3. Burying and burning domestic waste in the subproject site should be strictly avoided. Occupational Health and Safety 1. All workers must be made aware of potential risks associated with project activities prior to construction activities. 2. The Contractor shall prepare and adopt an Occupational Health and Safety Plan (OHSP) during the reconstruction phase and assign a competent person to supervise it. 3. The developed OHSP should be prepared in full compliance with World Bank Group Environmental, Health & Safety Guidelines22 4. The contractual agreement with the contractor should include rigid commitments to apply the OHSP that should be prepared in full compliance with the WB EHS requirements. 5. The OHS plan should include the following: - Workers must follow safety standards and use protective equipment that match the risk level associated with each of the subproject activities. - Emergency equipment (spill-kit, fire extinguishers, etc..) must always be available on- site and functional - To prevent any accidents, make sure that all equipment and machinery are operating properly and adhere to the maintenance plan. - Excavated areas must be surrounded by a solid barrier such as hand and guard rails. - When the concrete skeleton of an upper floor is completed, install guard rails on the perimeter of the building and around openings to prevent falling accidents. - Coverage with appropriate insurance schemes for all the types of workers. In addition, the Insurance should be covering work related accidents (injuries and fatalities), as well as insurance for third party. 6. There must be specific contractual terms that prohibit discrimination activities and emphasize on provision of fair treatment to all workers. As well as provision of decent working conditions in terms of provision of facility, proper lighting, PPE…etc. 7. Develop and implement procedures to avoid or minimize the transmission and spread of COVID-19 that may be associated with the influx of temporary or permanent contract- related labor. 22 https://www.ifc.org/wps/wcm/connect/29f5137d-6e17-4660-b1f9-02bf561935e5/Final%2B- %2BGeneral%2BEHS%2BGuidelines.pdf?MOD=AJPERES&CVID=jOWim3p 101 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 8. Develop COVID-19 risk-based procedures tailored to site conditions and workers characteristics, and based on guidance issued by relevant authorities, both national and international (e.g. WHO). Some guidelines are presented in annex 5. 9. The contractor to provide a holding tank for the workers facilities in the subproject area due to the lack of presence of an alternative waste management system in the neighborhood. 10. Monitor weather conditions and limit working hours during high temperatures. 11. 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 12. Traffic 1. A traffic plan should be developed to provide the maximum safety to the population and project personnel. 2. Target signage and outreach activities to improve public awareness of the potential hazards that may arise from the subproject activities. 3. Perform regular maintenance to all vehicles and equipment that will be used in this subproject. Community Health and Safety Access to surrounding buildings (schools, houses, mosques) will not be disrupted because the planned activities will take place within the confines of the construction site. Mitigation measures to reduce impacts on community health and safety: 1. Access to construction areas and exposure to equipment must be restricted to workers and project personnel. 2. A traffic plan, including signage, must be designed to direct the movement of construction vehicles during construction related activities 3. Limit the hours of operation for equipment with high noise. 4. Publishing and registering working time of construction machines with local authorities and strict compliance therewith. 5. Establish a fence to surround construction activities and ensure limited community and student exposure to the subproject site. 6. A construction cover should be added on the subproject area to reduce visual disruptions to the students in the Baghdad School for Girls and the alternative school. 7. The contractor to consult community members whose students attend the neighboring school to disclose scheduled construction hours and ensure their feedback is considered; 8. The contractor must adopt an emergency plan for construction related incidents and road accidents that might take place, with special consideration for all residential commute. 9. The code of conduct must include instructions to ensure respect the cultural value sites and prevent any construction related impacts 10. A grievance mechanism should be available to community members and covers GBV incidents 11. Regular disposal of construction waste in designated areas. 12. Taking into consideration the study dates at both the neighboring school and the alternative school and their close proximity to the planned reconstruction activities, it is preferable to start work during the summer vacation period to avoid negative impacts on students. 102 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 13. In addition to all OHS, and environmental measures mentioned above which aim for health and safety, awareness-raising actions and signs should be provided to workers and community members. PMT supervisors and Health and Safety officers should be hired by the contractors to oversee work sites and they will be largely responsible for the community and their safety around the construction site and ensuring an efficient grievance mechanism is put in place. 14. Develop and implement procedures to avoid or minimize the transmission and spread of COVID-19 that may be associated with the influx of temporary contract-related labor. 15. Conduct consultations with women and girls that includes awareness on GBV and access to anonymous channels to report cases. 16. Integrate the universal access principle in the design of the school so as to ensure equitable access for differently abled students. 17. During the loading and unloading of debris, specific measures must be applied. a. Covering the trucks using polyethylene sheets to avoid the falling of debris. b. Trucks must use unpopulated routes. Infrastructure 1. The contractor shall coordinate with the different authorities to determine the existing infrastructure in the project’s area in order to avoid any damage )If feasible) 2. In case of pipes damage, the contractor should repair them immediately and inform the affected people how long it will take to solve the problem. Child Labor 1. In the contractual agreement, clear definition of child should be inserted. The child should be defined as all persons less than 18 years old. 2. Rigid terms should be written in the contractor agreement to prohibit recruitment of children below 18 3. The contractor should maintain labor registry log that contains the age of recruited person and his/her ID. Labor Influx (Code of Conduct) No accommodation for workers will be required as the workforce will be dependent on local residents. In order to minimize impacts pertaining to labor influx the following should be thoroughly implemented: 1. Preparation of appropriate code of conduct that stipulates the different commitment of labor towards community groups, and the different behavior that should be avoided including GBV 2. All workers should be trained on the Code of Conduct) 3. Code of conduct to be signed by sub-contractors, if any. 4. Code of conduct induction to be done every 2 weeks for the recurrent workers and the new comers before starting work. 5. Apply the full requirements related to operating the grievance mechanism including anonymous channels 6. Raising awareness of the local populations about the subproject commitment towards communities’ and the measures taken for that through consultations and focus group discussions 7. Apply penalties to workers violating the code of conduct Gender Based Violence 1. A code of conduct for workers should be developed, all workers should be trained on. All types of inappropriate behavior of workers should be identified, and the importance 103 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq of adhering to the code of conduct is emphasized. 2. Code of conduct to be developed and signed by sub-contractors. It should include prevention of sexual exploitation and abuse and sexual harassment (SEA/SH) at workplace. 3. Apply penalties to workers violating the code of conduct 4. Conduct consultations with women and girls only to disclose project information and receive feedback to be considered 5. The contractor to ensure all available capacity building trainings are accessible to both male and female workers. 6. Apply the full requirements related to operating the grievance mechanism including anonymous channel. 7. Ensure grievance mechanism that is survivor centered Visual Impacts Visual intrusion impacts can't be avoided. However, classification and placement of building materials in an orderly manner reduces the visual impact 104 | Page ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫‪Arabic‬‬ ‫يجب على مقاول اإلنشاء االلتزام باإلجراءات التالية‪:‬‬ ‫جودة الهواء‬ ‫عمل صيانة دورية للمعدات‬ ‫‪-‬‬ ‫عدم تشغيل المعدات Ù?ÙŠ حالة عدم استخدامها‪.‬‬ ‫‪-‬‬ ‫أي مواد بناء قابلة للتطاير يتم تخزينها يجب تغطيتها بحيث ال تتسبب الرياح بانتشارها Ù?ÙŠ الهواء‪.‬‬ ‫‪-‬‬ ‫تغطية أي شاحنات تنقل المواد الخام القابلة للتطاير‬ ‫‪-‬‬ ‫تحديد سرعة قصوى للمركبات والمعدات التابعة للمشروع‪.‬‬ ‫‪-‬‬ ‫الضوضاء‬ ‫صيانة المعدات بشكل دوري‪.‬‬ ‫‪-‬‬ ‫القيام باألنشطة المسببة للضوضاء العالية أثناء Ù?ترات الصباح‪.‬‬ ‫‪-‬‬ ‫تطبيق نظام الشكاوى لتلقي الشكاوى المتعلقة بالضوضاء‪.‬‬ ‫‪-‬‬ ‫إدارة المخلÙ?ات‬ ‫المخلÙ?ات الصلبة )الخطرة وغير الخطرة)‬ ‫تحديد أنواع‪ ،‬المخلÙ?ات )والكميات المتوقعة) التي ستنتج من أنشطة المشروع‬ ‫‪-‬‬ ‫تخصيص صناديق للمخلÙ?ات بما‪ ،‬وصندوق واحد على األقل للمخلÙ?ات العضوية وآخر للمخلÙ?ات الخطرة )علب‬ ‫‪-‬‬ ‫الدهانات والبيتومين الÙ?ارغة)‪ .‬Ù?ÙŠ حالة عدم توÙ?ر صناديق كاÙ?ية‪ ،‬يجب تخصيص وتحديد مكان Ù?ÙŠ الموقع‬ ‫لتخزين باقي أنواع المخلÙ?ات الصلبة والتي يمكن أن تكون خشبية أو حديدية أو كتل من الخرسانة المتصلبة‪.‬‬ ‫إعادة استخدام نواتج الحÙ?ر قدر اإلمكان وعند الحاجة للتخلص منها‪ ،‬يجب التنسيق مع الجهات المصرح لها بذلك‪.‬‬ ‫‪-‬‬ ‫تستخدم نواتج الحÙ?ر عادة Ù?ÙŠ ردم الوديان‪.‬‬ ‫أي برميل أو صندوق يحتوي على زيوت يجب تخزينه داخل وعاء قادر على استيعاب الكمية التي بداخل البرميل‬ ‫‪-‬‬ ‫أو الصندوق‪.‬‬ ‫التنسيق مع مقاول لجمع المخلÙ?ت للقيام بجمع المخلÙ?ات من الموقع‪ ،‬بما Ù?ÙŠ ذلك الحطام الذي سينتج عن أعمال‬ ‫‪-‬‬ ‫الهدم‪ ،‬والتخلص منها Ù?ÙŠ مواقع الطمر المرخصة‪ .‬أي شخص يتعامل مع المخلÙ?ات يجب أن يلتزم بمهمات‬ ‫السالمة )قناع وجه‪ ،‬حذاء واقي وقÙ?ازات كحد أدنى)‪.‬‬ ‫يجب أن تبقى جميع مناطق تخزين المخلÙ?ات داخل حدود الموقع حتى ال تؤثر على حركة المرور بالخارج‪.‬‬ ‫المخلÙ?ات السائلة غيرالخطرة‬ ‫نظرا ألنه سيكون هناك مكاتب للمهندسين على شكل كراÙ?انات‪ ،‬يجب عمل خزان مؤقت لتجميع مياه الصرÙ? ويجب‬ ‫تÙ?ريغه بصÙ?Ø© دورية من خالل التعاقد مع شركة مرخص لها بالتعامل مع الصرÙ? الصحي والتخلص من مياه الصرÙ? Ù?ي‬ ‫أقرب منهول يصل بالشبكة أو Ù?ÙŠ أقرب محطة لمعالجة مياه الصرÙ? الصحي‪.‬‬ ‫يÙ?ضل عمل خزانات محكمة الغلق لتخزين الصرÙ? الصحي بدال من ال‪ septic tanks‬المخطط إنشائها كجزء من األعمال‬ ‫الصحية للمدرسة‪.‬‬ ‫جودة المياه‬ ‫االلتزام بإجراءات التعامل مع المخلÙ?ات سابقة الذكر‪.‬‬ ‫‪-‬‬ ‫عدم غسيل أي معدات بجوار المسطحات المائية‪.‬‬ ‫‪-‬‬ ‫جودة التربة‬ ‫على المقاول االلتزام بجميع إجراءات التعامل مع المخلÙ?ات وخاصة الخطرة لمنع حدوث أي تسريبات للتربة‪.‬‬ ‫‪-‬‬ ‫‪105 | Page‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫على المقاول عمل خطة للتعامل مع أي انسكابات تتضمن توÙ?ير جميع األدوات والمعدات )مادة المتصاص‬ ‫‪-‬‬ ‫التسريب كالتربة‪ ،‬أكياس بالستيكية‪ ،‬قÙ?ازات) الالزمة المتصاص أي تسريب كيميائي أو تسريب زيت‪.‬‬ ‫تخزين الزيوت والمواد الكيماوية على سطح غير Ù†Ù?اذ ويÙ?ضل تخصيص مكان معين Ù?ÙŠ موقع اإلنشاء لتخزين‬ ‫‪-‬‬ ‫المواد الكيماوية وخاصة القابلة لالنسكاب‪.‬‬ ‫يجب عدم دÙ?Ù† أو حرق المخلÙ?ات Ù?ÙŠ الموقع‪.‬‬ ‫‪-‬‬ ‫السالمة والصحة المهنية‬ ‫توعية العاملين بالمشروع بالمخاطر المحتملة نتيجة أعمال اإلنشاء‪.‬‬ ‫‪-‬‬ ‫يجب على المقاول عمل خطة سالمة وصحة مهنية طبقا لمعايير البنك الدولي وتعيين شخص مؤهل لمتابعتها‬ ‫‪-‬‬ ‫واإلشراÙ? عليها‪.‬‬ ‫يجب أن تتواÙ?Ù‚ الخطة مع معايير البنك الدولي للبيئة والصحة والسالمة‪.‬‬ ‫‪-‬‬ ‫يجب أن تتضمن الخطة اإلجراءات التالية‪:‬‬ ‫‪-‬‬ ‫‪ o‬استخدام العمال ألدوات الوقاية الالزمة والتي تتناسب مع طبيعة النشاط الذي يقومون به‪.‬‬ ‫‪ o‬إتاحة أدوات التعامل مع الطوارىء ومنها األدوات والمواد الالزمة الحتواء االنسكابات )أكياس‬ ‫بالستيك‪ ،‬قÙ?ازات واقية‪ ،‬رمال المتصاص المادة الكيماوية المنسكبة)‪.‬‬ ‫‪ o‬للتقليل من احتمالية الحوادث المرتبطة بحركة المركبات‪ ،‬يجب التأكد من أن جميع المعدات تعمل بكÙ?اءة‬ ‫جيدة وااللتزام بخطة الصيانة‪.‬‬ ‫‪ o‬إحاطة مناطق الحÙ?ر بحواجز صلبة‬ ‫‪ o‬لمنع حوادث السقوط من اماكن مرتÙ?عة‪ ،‬يجب تركيت ‪ guard rail‬على محيط الطوابق العليا للبنايات‬ ‫وحول الÙ?تحات‪.‬‬ ‫‪ o‬توÙ?ير تأمين صحي للعمال يشمل اإلصابات الناتجة عن العمل واألضرار التي تلحق بأي أطراÙ?‬ ‫خارجية نتيجة أعمال اإلنشاء‪.‬‬ ‫منع أي شكل من أشكال التمييز ضد العاملين بالمشروع وتوÙ?ير كل ما يحتاجونه من خدمات وتسهيالت مثل‬ ‫‪-‬‬ ‫مهمات الوقاية وإضاءة الموقع عند اللزوم‪ ،‬إلخ‪.‬‬ ‫عمل وتطبيق إجراءات لمنع أو تقليل انتشار Ù?يروس كورونا )‪ )19-COVID‬الذي يمكن أن يرتبط بوجود عمالة‬ ‫‪-‬‬ ‫غير محلية Ù?ÙŠ المشروع‪ ،‬وجعل هذه اإلجراءات تتناسب مع ظروÙ? الموقع والعمالة‪.‬‬ ‫يجب عمل وتطبيق إجراءات الوقاية من الكورونا بما يتناسب مع المعايير المحلية والدولية )ملحق ‪)5‬‬ ‫‪-‬‬ ‫عمل خزان لتجميع مياه الصرÙ? الصحي )‪ )holding tank‬التي سوÙ? تنتج عن الموقع‪.‬‬ ‫‪-‬‬ ‫متابعة األحوال الجوية وتقليل ساعات العمل Ù?ÙŠ حال كانت درجة الحرارة مرتÙ?عة‪.‬‬ ‫‪-‬‬ ‫نعء تحوا‪ ،‬وتألريغ اينقعض‪ ،‬انب ع ترتا تداتار وحدد ‪:‬‬ ‫‪-‬‬ ‫‪ .‬اتب ت ‪،‬لص ونرقأل وحظور نعء وللأل تألريغ اينقعض‬ ‫ب‪ .‬اشب دب التععو‪ ،‬ادولع وع اينقعض‬ ‫‪ .‬است داب الر‬ ‫اÙ?عأل Ù?ع وللأل تحوا‪ ،‬اينقعض لتشنب شلعد العضالت‬ ‫د‪ .‬است داب وعدات الحوعلأل الة ‪،‬لأل نعء تحوا‪ ،‬اينقعض‪ ،‬و ع‪،‬أل ال وذات‪.‬‬ ‫‪-‬‬ ‫اإلجراءات الخاصة بالمرور‬ ‫عمل خطة مرور تتضمن جميع إجراءات السالمة الالزمة‪.‬‬ ‫‪-‬‬ ‫وضع عالمات حول موقع اإلنشاء والتواصل مع المجتمع المحيط لزيادة لوعي لديهم بأنشطة المشروع‪.‬‬ ‫‪-‬‬ ‫التأكد من أن جميع المعدات والمركبات تعمل بحالة جيدة‬ ‫‪-‬‬ ‫السالمة المجتمعية‬ ‫دخول مواقع اإلنشاء يجب أن يقتصر على المهندسين والعاملين بالمشروع‪.‬‬ ‫‪-‬‬ ‫‪106 | Page‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫عمل خطة مرورية إلدارة حركة مركبات اإلنشاء‪.‬‬ ‫‪-‬‬ ‫تقليل ساعات عمل المعدات المسببة للضوضاء العالية‪.‬‬ ‫‪-‬‬ ‫تسجيل مواعيد عمل معدات اإلنشاء لدى السلطات المحلية وااللتزام بهذه المواعيد‪.‬‬ ‫‪-‬‬ ‫عمل سور حول موقع اإلنشاء للÙ?صل ما بين أعمال اإلنشاء والمنطقة المحيطة‪.‬‬ ‫‪-‬‬ ‫وضع حاجز من القماش الحاجب للرؤية على أي مبنى تحت اإلنشاء للتقليل من التأثيرت البصرية على المناطق‬ ‫‪-‬‬ ‫المجاورة‪ ،‬وخاصة مدرسة بغداد للبنات‪.‬‬ ‫التشاور مع أهالي طلبة المدرسة المجاورة وإخطارهم بمواعيد العمل بموقع اإلنشاء وأخذ تعليقاتهم Ù?ÙŠ االعتبار‪.‬‬ ‫‪-‬‬ ‫عمل خطة طوارىء لألخذ Ù?ÙŠ االعتبار الحوادث المرتبطة بأنشطة إعادة اإلنشاء‪.‬‬ ‫‪-‬‬ ‫يجب أن تتضمن قواعد السلوك احترام األماكن ذات األهمية الثقاÙ?ية للمجتمع المحلي‪.‬‬ ‫‪-‬‬ ‫إتاحة ألية شكاوى لسكان المنطقة المحيطة بالمشروع‪.‬‬ ‫‪-‬‬ ‫تخزين مخلÙ?ات اإلنشاء Ù?ÙŠ المناطق المخصصة والتخلص الدوري منها‪.‬‬ ‫‪-‬‬ ‫أخذا Ù?ÙŠ االعتبار مواعيد الدراسة Ù?ÙŠ المدرسة المجاورة ÙˆÙ?ÙŠ المدرسة البديلة وقربهم من المشروع‪ ،‬يÙ?ضل البدء‬ ‫‪-‬‬ ‫بأعمال اإلنشاء خالل Ù?ترة اإلجازة الصيÙ?ية للحد من اآلثار السلبية على هذه المدارس‪.‬‬ ‫بجانب تطبيق إجراءات السالمة المهنية‪ ،‬من الضروري التواصل مع المجتمع المحيط لزيادة لوعي لديهم بأنشطة‬ ‫‪-‬‬ ‫المشروع‪ .‬الشخص المسئول عن إجراءات السالمة بالموقع هو أيضا مسئول بدرجة كبيرة عن سالمة سكان‬ ‫المنطقة المحيطة‪.‬‬ ‫عمل وتطبيق إجراءات لمنع انتشار ‪ 19-COVID‬خاصة المتعلق بالعمالة الواÙ?دة‪.‬‬ ‫‪-‬‬ ‫عمل أنشطة تشاور مع السيدات والÙ?تيات لتوعيتهم بمخاطر العنÙ? القائم على األساس االجتماعي وبالوسائل‬ ‫‪-‬‬ ‫المتاحة لإلبالغ عن أي حاالت‪.‬‬ ‫بالنسبة لنقل الحطام‪ ،‬يجب اتباع اإلجراءات التالية‪:‬‬ ‫‪-‬‬ ‫‪ o‬تغطية الشاحنات حتى اليتساقط الحطام‬ ‫‪ o‬استخدام الطرق الغير مزدحمة‬ ‫البنية التحتية بالمنطقة‬ ‫على المقاول التنسيق مع الجهات المعنية لمعرÙ?Ø© أماكن أي مواسير أو كبالت خاصة بالبنية التحتية للمنطقة‪.‬‬ ‫‪-‬‬ ‫Ù?ÙŠ حالة تأثر أي مواسير ‪ ،‬يجب إصالحها وإخطار سكان المنطقة بالÙ?ترة المتوقعة إلصالح المشكلة‪.‬‬ ‫‪-‬‬ ‫عمالة األطÙ?ال‬ ‫عدم تعيين من هم دون سن ال‪.18‬‬ ‫‪-‬‬ ‫عمل سجل بأسماء وأعمار العاملين بالمشروع‬ ‫‪-‬‬ ‫العمالة الواÙ?دة وقواعد السلوك السليم )‪)code of conduct‬‬ ‫تحديد قواعد السلوك السليم وتدريب العاملين بالمشروع عليها‬ ‫‪-‬‬ ‫يجب أن يقوم المقاولون الباطن‪ ،‬إن وجدوا‪ ،‬بالتوقيع على االلتزام بهذه القواعد‪.‬‬ ‫‪-‬‬ ‫يجب عمل محاضرات للعمال بصÙ?Ø© دورية )كل أسبوعين وللعمال الجدد) على السلوكيات التي يجب اتباعها أثناء‬ ‫‪-‬‬ ‫عملهم بالمشروع‪.‬‬ ‫تطبيق الية الشكاوى المجتمعية‬ ‫‪-‬‬ ‫التواصل مع المجتمعات المحيطة للتأكيد على التزام المقاول بمعايير السلوك السليم‪.‬‬ ‫‪-‬‬ ‫معاقبة من يخالÙ? مبادىء السلوك السليم‪.‬‬ ‫‪-‬‬ ‫العنÙ? على أساس التوع االجتماعي‬ ‫تحديد قواعد السلوك السليم وتدريب العاملين بالمشروع عليها‬ ‫‪-‬‬ ‫يجب‪ ،‬ضمن قواعد السلوك السليم‪ ،‬التأكيد على منع التحرش الجنسي أو العنÙ? القائم على أساس النوع‬ ‫‪-‬‬ ‫االجتماعي‪.‬‬ ‫معاقبة من يخالÙ? مبادىء السلوك السليم‪.‬‬ ‫‪-‬‬ ‫‪107 | Page‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫التشاور مع السيدات والÙ?تيات لشرح تÙ?اصيل المشروع ولتلقي تعليقاتهم‪.‬‬ ‫‪-‬‬ ‫إتاحة تدريبات بناء القدرات للرجال والسيدات‪.‬‬ ‫‪-‬‬ ‫تعيين موظÙ?Ø© اجتماعية تتولى التعامل مع الشكاوى الخاصة بالعنÙ? القائم على أساس النوع االجتماعي‪.‬‬ ‫‪-‬‬ ‫تطبيق الية الشكاوى المجتمعية‬ ‫‪-‬‬ ‫التأكد من أن آلية الشكاوى تركز على الناجين‪.‬‬ ‫‪-‬‬ ‫التأثيرات على المنظر العام‬ ‫رغم أن أهمية هذا التأثير ليست كبيرة‪ ،‬يجب على المقاول االلتزام بعدم تخزين المواد الخام بطريقة عشوائية‪.‬‬ ‫‪108 | Page‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫‪Annex 5 – COVID 19 Mitigation Measures‬‬ ‫استجابة مجموعة البنك الدولي Ù„Ù?ايروس كورونا‪19-COVID) (19-‬‬ ‫التخطيط للطوارئ Ù?ÙŠ مواقع المشاريع‬ ‫المقدمة‬ ‫يتطلب رد مجموعة البنك الدولي على كوÙ?يد‪ 19-COVID ) ) 19 -‬التخطيط للطوارئ لمواقع المشاريع مقدمة تنÙ?يذ مشاريع‬ ‫األعمال المدنية تجميع القوى العاملة‪ ،‬جنبا إلى جنب مع الموردين ودعم الوظائÙ? والخدمات‪ ،‬ويمكن أن يؤدي إلى تجمعات‬ ‫من أعداد كبيرة من الناس ‪.‬قد يكون للمشاريع قوة عاملة من أسواق العمل الدولية أو الوطنية واإلقليمية و‪/‬أو المحلية‪ ،‬وتطلب‬ ‫من العمال العيش Ù?ÙŠ أماكن إقامة Ù?ÙŠ الموقع‪ ،‬واإلقامة داخل المجتمعات المحلية القريبة من مواقع العمل‪ ،‬و‪/‬أو العودة إلى‬ ‫منازلهم بعد العمل ‪.‬وقد يكون هناك تقديم خدمات الدعم بانتظام والذهاب إليها‪ ،‬مثل خدمات المطاعم‪ ،‬وخدمات التنظيÙ?‪،‬‬ ‫والمعدات‪ ،‬والمواد‪ ،‬وشحنات اإلمداد‪ ،‬والتÙ?اعل مع المقاولين من الباطن المتخصصين الذين اشتروا لتقديم عناصر من‬ ‫األعمال‪.‬‬ ‫ان احتمال انتشار األمراض المعدية حسب المشاريع مرتÙ?ع‪ .‬وباإلضاÙ?Ø© إلى ذلك‪ ،‬قد تشهد المشاريع أعدادا Ù‹ كبيرة من القوى‬ ‫العاملة التي قد تصاب بالمرض وستحتاج إلى النظر Ù?ÙŠ كيÙ?ية تلقي العالج‪ ،‬وما إذا كان ذلك سيؤثر على خدمات الرعاية‬ ‫الصحية المحلية‪ ،‬ال سيما عندما تكون المشاريع Ù?ÙŠ أماكن نائية حيث يمكن أن تطغى مراÙ?Ù‚ الرعاية الصحية المحلية بسهولة‪.‬‬ ‫كما أن وجود العمال االجانب‪ ،‬ال سيما إذا كانوا من بلدان ترتÙ?ع Ù?يها معدالت اإلصابة‪ ،‬قد يسبب توترا اجتماعيا بين العمال‬ ‫األجانب والسكان المحليين‪.‬‬ ‫وينبغي أن تعمل Ù?رق العمل المعنية بالتحضير للعمل ‪ 19-COVID‬مع وحدة تقييم األداء لضمان اتخاذ المشاريع االحتياطات‬ ‫الكاÙ?ية لالستعداد لعدم تÙ?شي ‪.19-COVID‬وÙ?ÙŠ كل مشروع توجد Ù?يه قوة عاملة‪ ،‬ينبغي أن تطلب وحدة العمل االستراتيجية‬ ‫تÙ?اصيل من المدير األقدم لتلك القوة العاملة )على سبيل المثال‪ ،‬مدير مشروع المقاول) عن األعمال التحضيرية التي تجري‬ ‫Ù?ÙŠ الموقع‪ ،‬وأن تساعد المشاريع Ù?ÙŠ هذه األعمال التحضيرية حسب االقتضاء‪ .‬يجب أن يأخذ المدير األقدم بمشورة Ù?ريق‬ ‫الرعاية الصحية وأخصائي الصحة والسالمة Ù?ÙŠ إعداد الموقع‪ ،‬على الرغم من أن وحدة التأمين الدولية قد تحتاج أي ً‬ ‫ضا إلى‬ ‫المساعدة‪ ،‬على سبيل المثال Ù?ÙŠ تنسيق االستجابات Ùˆ ‪ /‬أو ربط مواقع المشروع بأخصائي الرعاية الصحية الوطنيين ‪/‬‬ ‫المحليين‪.‬‬ ‫وينبغي أن يضع كل مشروع تدابير لتقليل Ù?رص انتشار الÙ?يروس واحتوائه نتيجة لحركة العمال‪ ،‬وضمان إعداد مواقعهم‬ ‫لضمان عدم تÙ?شي المرض‪ ،‬ووضع وممارسة خطط طوارئ حتى يعرÙ? الموظÙ?ون ما يجب القيام به Ù?ÙŠ حالة حدوث Ù?اشية‬ ‫وكيÙ?ية توÙ?ير العالج‪.‬‬ ‫وينبغي إبالغ القوة العاملة هذه‪ ،‬بل أيضا Ù‹ المجتمع المحلي‪ ،‬لطمأنتها إلى أن حركة الموظÙ?ين تخضع للرقابة‪ ،‬ولضمان الحد‬ ‫من التمييز Ù?ÙŠ حالة تÙ?شي المرض‪.‬‬ ‫وتقدم هذه المذكرة توجيهات بشأن األعمال التحضيرية والترتيبات التي ينبغي النظر Ù?يها‪ .‬وÙ?ÙŠ معظم الحاالت‪ ،‬يتوقع أن‬ ‫تشمل شروط عقد األشغال الحالي التغييرات‪ .‬وÙ?ÙŠ بعض الحاالت‪ ،‬إذا كانت التدابير تنطوي على زيادة كبيرة Ù?ÙŠ التكاليÙ?‪،‬‬ ‫Ù?قد تكون هناك حاجة إلى تعديل مرÙ?Ù‚ العقد‪ .‬ويمكن أيضا العثور هنا على مزيد من المعلومات عن إعداد مكان عمل لـ‬ ‫‪COVID-19. here‬‬ ‫حركة الموظÙ?ين‬ ‫ويمكن أن يؤدي تنقل الموظÙ?ين إلى زيادة خطر انتقال الÙ?يروس ‪ 19-COVID‬إلى موقع عمل والمجتمع المحلي‪ .‬وينبغي‬ ‫للعمال Ù?ÙŠ الخارج والعمال االجانب والعابرين أن يلتزموا بالمتطلبات والمبادئ التوجيهية الوطنية Ù?يما يتعلق ب‪-COVID‬‬ ‫‪ 19‬عند السÙ?ر إلى مواقع العمل أو منها‪ .‬العمال القادمون من البلدان‪/‬المناطق التي تمر بها حاالت الÙ?يروس )يمكن العثور‬ ‫على المعلومات الحالية عن البلدان التي أبلغت عن حاالت إصابة بـ ‪ 19COVID‬هنا ‪here‬‬ ‫• ال ينبغي أن تعود إذا ظهرت عليها األعراض‬ ‫‪109 | Page‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫• ينبغي عزل الذات لمدة ‪ 14‬يوما Ù‹ بعد عودتهم‬ ‫ينبغي جميع العمال الذين جاءوا إلى الموقع Ù?ÙŠ األيام الـ ‪ 14‬السابقة إلصدار هذه التوجيهات إما من بلد يبلغ عن حاالت‬ ‫‪ 19-COVID‬أو المرور به‪ ،‬ينبغي نقلهم Ù?ورا Ù‹ إلى مراÙ?Ù‚ العزل لتقييمهم من قبل الموظÙ?ين الطبيين Ù?ÙŠ الموقع‪ .‬وقد يطلب‬ ‫من هؤالء العمال البقاء Ù?ÙŠ عزلة إلى أن تظهر عليهم أعراض لمدة ‪ 14‬يوما ً‪.‬‬ ‫ترتيبات العزل الذاتي‪:‬‬ ‫بالنسبة للعزلة الذاتية‪ ،‬ينبغي تزويد العمال بغرÙ?Ø© واحدة جيدة التهوية )أي بنواÙ?Ø° Ù…Ù?توحة وباب Ù…Ù?توح)‪.‬إذا لم تتوÙ?ر غرÙ?ة‬ ‫واحدة لكل عامل‪ ،‬يجب توÙ?ير مساحة كاÙ?ية للحÙ?اظ على مساÙ?Ø© ال تقل عن مترين وستارة Ù„Ù?صل العمال الذين يتقاسمون‬ ‫الغرÙ?ة‪ .‬الرجال والنساء ال ينبغي أن يتقاسموا غرÙ?ة‪ .‬وينبغي توÙ?ير حمام مخصص لمراÙ?Ù‚ العزل وينبغي أن تكون هناك‬ ‫مراÙ?Ù‚ حمام منÙ?صلة للرجال والنساء‪ .‬وينبغي للعمال العزل أن يحدوا من تنقالتهم Ù?ÙŠ المناطق التي يستخدمها أيضا العمال‬ ‫الذين ال يتأثرون بمناطق مشتركة)‪ ،‬وأن يتجنبوا استخدام هذه المناطق عندما يكون العمال غير المتأثرين موجودين‪ .‬وÙ?ي‬ ‫الحاالت التي يحتاج Ù?يها العمال المنعزلون إلى استخدام المساحات المشتركة )مثل المطابخ‪/‬المقاصÙ?)‪ ،‬ينبغي اتخاذ ترتيبات‬ ‫للتنظيÙ? قبل استخدامهم للمراÙ?Ù‚ وبعده‪ .‬وينبغي أن يبقى عدد الموظÙ?ين المشاركين Ù?ÙŠ رعاية األشخاص الذين عزلوا‪ ،‬بما‬ ‫Ù?ÙŠ ذلك توÙ?ير الغذاء والماء‪ ،‬عند الحد األدنى‪ ،‬وينبغي أن يستخدم هؤالء الموظÙ?ون معدات الحماية الشخصية المناسبة‪.‬‬ ‫وكحد أدنى‪ ،‬ينبغي تنظيÙ? مناطق العزل يوميا ً‪ ،‬وينبغي أن يزور أخصائيو الرعاية الصحية العاملين Ù?ÙŠ مناطق العزل يوميا ً‪.‬‬ ‫يجب على عمال النظاÙ?Ø© وأخصائي الرعاية الصحية ارتداء معدات الحماية الشخصية المناسبة وضمان النظاÙ?Ø© الصحية‬ ‫الجيدة عند زيارة العمال Ù?ÙŠ عزلة‪ .‬وتقدم منظمة الصحة العالمية معلومات إضاÙ?ية Ù?ÙŠ الرعاية المنزلية للمرضى الذين يشتبه‬ ‫Ù?ÙŠ أنهم من الÙ?يروس التاجي الجديد )‪ .)19-COVID‬وال يجوز السماح للزوار إال بعد أن يظهر على العامل أي عالمات‬ ‫وأعراض لمدة ‪ 14‬يوما ً‪.‬‬ ‫االستعدادات عند تÙ?شي المرض‬ ‫ينبغي تدريب اإلعداد للموظÙ?ين الطبيين المعنيين بالÙ?اشية Ù?ÙŠ المراÙ?Ù‚ واطالعهم على آخر المستجدات بناء على مشورة‬ ‫)‪https://www.who.int/emergencies/diseases/novel-coronavirus-‬‬ ‫العالمية‬ ‫الصحة‬ ‫منظمة‬ ‫‪ )2019/technical-guidance‬والتوصيات المتعلقة بخصوصيات ‪.19-COVID‬وينبغي أن تقيم المعدات واألدوية‬ ‫الموجودة Ù?ÙŠ الموقع وأن تضمن وجود إمدادات جيدة من أي عالجات ضرورية‪ ،‬بما Ù?ÙŠ ذلك الباراسيتامول‪ /‬األسيتامينوÙ?ين‬ ‫وإيبوبوبين‪.‬‬ ‫تأكد من أن المراÙ?Ù‚ الطبية مزودة بإمدادات كاÙ?ية من معدات الوقاية الشخصية الطبية ‪ ،‬كحد أدنى‪:‬‬ ‫✔ العباءات والمآزر‬ ‫✔ األقنعة الطبية وبعض أجهزة التنÙ?س )‪ )95N‬أو ‪) – )2FFP‬‬ ‫✔ Ù‚Ù?ازات‬ ‫✔ حماية العين )نظارات واقية أو شاشات الوجه)‬ ‫ضا إلى توÙ?ير معدات الحماية الشخصية والمطهرات‪ .‬الحد األدنى من معدات الوقاية الشخصية‬‫يحتاج عمال النظاÙ?Ø© أي ً‬ ‫الستخدامها عند تنظيÙ? المناطق التي تم أو يشتبه Ù?ÙŠ أنها ملوثة مع ‪ 19-COVID‬هو‪:‬‬ ‫العباءات‪ ،‬المآزر‬ ‫✔‬ ‫األقنعة الطبية‬ ‫✔‬ ‫قÙ?ازات‬ ‫✔‬ ‫حماية العين )نظارات واقية أو شاشات الوجه)‬ ‫✔‬ ‫األحذية أو أحذية العمل المغلقة‬ ‫✔‬ ‫‪110 | Page‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫يجب ان يتم تدريب عمال النظاÙ?Ø© Ù?ÙŠ كيÙ?ية وضع واستخدام معدات الوقاية الشخصية من قبل الموظÙ?ين الطبيين‪ ،‬Ù?ي‬ ‫النظاÙ?Ø© الضرورية )بما Ù?ÙŠ ذلك غسل اليدين) قبل‪ ،‬أثناء وبعد واجبات التنظيÙ?‪ ،‬وÙ?ÙŠ مراقبة النÙ?ايات )بما Ù?ÙŠ ذلك لمعدات‬ ‫الحماية الشخصية المستخدمة ومواد التنظيÙ?)‪.‬‬ ‫وينبغي أن يقوم الموظÙ?ون‪/‬و االدارة الطبية القيام بحمالت توعية‪ ،‬وأن يدربوا ويرتبوا لنشر الملصقات والالÙ?تات‬ ‫واإلشعارات االستشارية المناسبة Ù?ÙŠ الموقع لتقديم المشورة للعمال بشأن كيÙ?ية التقليل إلى أدنى حد من انتشار المرض‪ ،‬بما‬ ‫Ù?ÙŠ ذلك‪:‬‬ ‫• عزل الذات إذا شعروا بالمرض أو اعتقدوا أنهم ربما كانوا على اتصال بالÙ?يروس‪ ،‬ولتنبيه الموظÙ?ين Ùˆ الكادر الطبي‬ ‫• لغسل اليدين بانتظام بشكل شامل بالماء والصابون – عدة مرات Ù?ÙŠ اليوم الواحد;‬ ‫• كيÙ?ية تجنب انتشار المرض عند السعال ‪ /‬العطس )السعال العطس Ù?ÙŠ المحتال من الكوع أو Ù?ÙŠ األنسجة التي يتم طرحها‬ ‫على الÙ?ور بعيدا)‪ ,‬وعدم البصق;‬ ‫• للحÙ?اظ على ما ال يقل عن مترين أو أكثر بعيدا عن الزمالء؛‬ ‫وينبغي إنشاء محطات لغسل اليدين Ù?ÙŠ األماكن الرئيسية Ù?ÙŠ جميع أنحاء الموقع‪ ،‬بما Ù?ÙŠ ذلك عند المداخل‪/‬المخارج إلى‬ ‫مناطق العمل‪ ،‬أينما كان هناك مرحاض أو مقصÙ?‪/‬طعام ومياه شرب‪ ،‬أو أماكن للنوم‪ ،‬Ù?ÙŠ محطات النÙ?ايات‪ ،‬وÙ?ÙŠ المتاجر‬ ‫وÙ?ÙŠ المراÙ?Ù‚ العامة‪ .‬يجب أن يكون لكل منها إمدادات من المياه النظيÙ?Ø© والصابون السائل والمناشÙ? الورقية )لتجÙ?ÙŠÙ? اليدين)‬ ‫‪ ،‬مع سلة Ù†Ù?ايات )للمناشÙ? الورقية المستخدمة) يتم Ø¥Ù?راغها بانتظام ونقلها إلى منشأة Ù†Ù?ايات معتمدة )وليس Ù?قط ملقاة)‪.‬وÙ?ي‬ ‫الحاالت التي ال يمكن Ù?يها توÙ?ير محطات الغسيل )على سبيل المثال Ù?ÙŠ المواقع النائية)‪ ،‬ينبغي توÙ?ير Ù?رك اليدين القائم على‬ ‫الكحول‪.‬‬ ‫وينبغي وضع ترتيبات تنظيÙ? معززة‪ ،‬تشمل التنظيÙ? المنتظم والعميق باستخدام مطهرات مراÙ?Ù‚ تقديم‬ ‫الطعام‪/‬المقاصÙ?‪/‬مراÙ?Ù‚ األغذية‪/‬المشروبات‪ ،‬والمراحيض‪/‬المراحيض‪/‬االستحمام‪ ،‬والمناطق المشتركة‪ ،‬بما Ù?ÙŠ ذلك‬ ‫مقابض األبواب واألرضيات وجميع األسطح التي يتم لمسها بانتظام )ضمان حصول موظÙ?ÙŠ التنظيÙ? على معدات الوقاية‬ ‫الشخصية الكاÙ?ية عند تنظيÙ? غرÙ? االستشارة والمراÙ?Ù‚ المستخدمة لعالج المرضى المصابين)‪.‬سكن العمال الذي يلبي أو‬ ‫يتجاوز متطلبات سكن العاملين Ù?ÙŠ مؤسسة التمويل الدولية‪/‬البنك الدولي لإلنشاء والتعمير )على سبيل المثال‪ .‬من حيث نوع‬ ‫الكلمة‪ ،‬القرب ‪ /‬ال من العمال‪ ،‬ال 'الÙ?راش الساخنة'‪ ،‬ومياه الشرب‪ ،‬والغسيل‪ ،‬ومراÙ?Ù‚ الحمام الخ‪ .‬وسوÙ? تكون Ù?ÙŠ حالة‬ ‫جيدة للحÙ?اظ على نظيÙ?Ø© وصحية‪ ،‬والتنظيÙ? للحد من انتشار العدوى‪.‬‬ ‫وينبغي استعراض أساليب العمل وتغييرها حسب االقتضاء للحد من استخدام معدات الوقاية الشخصية‪ ،‬Ù?ÙŠ حالة ندرة إمدادات‬ ‫معدات الوقاية الشخصية أو صعوبة الحصول عليها‪ .‬على سبيل المثال‪ ،‬ينبغي أن تكون أنظمة رش المياه Ù?ÙŠ الكسارات‬ ‫وأكوام المخزون Ù?ÙŠ حالة عمل جيدة‪ ،‬والشاحنات المغطاة‪ ،‬وزيادة قمع المياه Ù?ÙŠ الموقع‪ ،‬وخÙ?ض حدود السرعة على طرق‬ ‫النقل للحد من الحاجة إلى أقنعة الغبار التنÙ?سي )‪.)95N‬‬ ‫التخطيط للطوارئ عند تÙ?شي المرض‬ ‫ينبغي أن تحدد خطة الطوارئ التي سيتم وضعها Ù?ÙŠ كل موقع اإلجراءات التي سيتم وضعها Ù?ÙŠ حالة وصول ‪-COVID‬‬ ‫‪ 19‬إلى الموقع‪ .‬وينبغي وضع خطة الطوارئ بالتشاور مع مراÙ?Ù‚ الرعاية الصحية الوطنية والمحلية‪ ،‬لضمان وضع ترتيبات‬ ‫الحتواء العمال الذين تعاقدوا مع ‪ 19-COVID‬ورعايتهم وعالجهم بشكل Ù?عال‪ .‬وينبغي لخطة الطوارئ أيضا أن تنظر Ù?ي‬ ‫االستجابة إذا مرض عدد كبير من القوى العاملة‪ ،‬عندما يكون من المرجح أن يقتصر الوصول إلى الموقع ومنه لتجنب‬ ‫االنتشار‪ .‬وينبغي وضع حاالت الطوارئ وإبالغها إلى القوى العاملة من أجل‪:‬‬ ‫• إجراءات عزل واختبار العمال )وأولئك الذين كانوا على اتصال بهم) التي تظهر عليهم األعراض؛‬ ‫• رعاية العمال ومعاملتهم‪ ،‬بما Ù?ÙŠ ذلك مكان وكيÙ?ية توÙ?ير ذلك؛‬ ‫‪111 | Page‬‬ ‫‪ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq‬‬ ‫• الحصول على إمدادات كاÙ?ية من المياه واألغذية واإلمدادات الطبية ومعدات التنظيÙ? Ù?ÙŠ حالة تÙ?شي المرض Ù?ÙŠ الموقع‪،‬‬ ‫وال سيما إذا أصبح الوصول إلى الموقع مقيدا أو أن تكون حركة اإلمدادات محدودة‪ .‬وعلى وجه التحديد‪،‬‬ ‫ينبغي أن تحدد الخطة ما سيتم القيام به إذا أصيب شخص ما بمرض ‪ 19-COVID‬Ù?ÙŠ موقع العمل‪ .‬وينبغي أن تحدد الخطة‬ ‫ما يلي‪:‬‬ ‫• وضع ترتيبات لوضع الشخص Ù?ÙŠ غرÙ?Ø© أو منطقة يكون Ù?يها معزوال عن اآلخرين Ù?ÙŠ مكان العمل‪ ،‬والحد من عدد‬ ‫األشخاص الذين لهم اتصال بالشخص واالتصال بالسلطات الصحية المحلية؛‬ ‫• النظر Ù?ÙŠ كيÙ?ية تحديد األشخاص المعرضين للخطر )على سبيل المثال‪ .‬بسبب حالة موجودة من قبل مثل مرض السكري‬ ‫وأمراض القلب والرئة‪ ،‬أو نتيجة لكبار السن)‪ ،‬ودعمها‪ ،‬دون دعوة الوصم والتمييز Ù?ÙŠ مكان عملك؛‬ ‫• النظر Ù?ÙŠ ترتيبات الطوارئ واستمرارية األعمال إذا كان هناك تÙ?شي Ù?ÙŠ المجتمعات المجاورة‪.‬‬ ‫وينبغي أن تنظر خطط الطوارئ Ù?ÙŠ ترتيبات تخزين النÙ?ايات الطبية والتخلص منها‪ ،‬التي قد تزداد Ù?ÙŠ حجمها والتي يمكن‬ ‫أن تظل معدية لعدة أيام )حسب المواد)‪ .‬وينبغي مناقشة الدعم الذي قد يحتاجه الطاقم الطبي Ù?ÙŠ الموقع‪ ،‬Ù?ضالً عن ترتيبات‬ ‫نقل العمال المرضى )دون خطر العدوى المتبادلة) إلى مراÙ?Ù‚ العناية المركزة أو إلى رعاية مراÙ?Ù‚ الرعاية الصحية الوطنية‪،‬‬ ‫واالتÙ?اق عليه‪ .‬وينبغي أن تنظر خطط الطوارئ أيضا Ù?ÙŠ كيÙ?ية الحÙ?اظ على سالمة العمال والمجتمع المحلي Ù?ÙŠ الموقع‪،‬‬ ‫وينبغي تعليق العمل أو أن يؤثر المرض على أعداد كبيرة من القوى العاملة Ù?ÙŠ أي وقت‪ .‬ومن المهم أن يقوم أخصائي سالمة‬ ‫Ù?ÙŠ مجال السالمة باستعراض تدابير السالمة Ù?ÙŠ مواقع العمل وتنÙ?يذها قبل تعليق مناطق العمل‪ .‬وعند وضع خطط الطوارئ‪،‬‬ ‫يوصى بأن تتواصل المشاريع مع المشاريع‪/‬القوى العاملة األخرى Ù?ÙŠ المنطقة‪ ،‬لتنسيق استجاباتها وتبادل المعارÙ?‪ .‬من‬ ‫ءا من هذا التنسيق‪ ،‬لتقليل التغييرات التي تحدث Ù?ÙŠ حالة تÙ?شي المرض‬ ‫المهم أن يكون مقدمو الرعاية الصحية المحليون جز ً‬ ‫وعدم القدرة على خدمة المجتمع‬ ‫التواصل مع الخطط‬ ‫وينبغي اإلبالغ على نطاق واسع عن تدابير اإلعداد وخطط الطوارئ من أجل الحد من خطر الوصم أو التمييز‪ ،‬وضمان‬ ‫وضوح أدوار األÙ?راد ومسؤولياتهم‪ .‬وينبغي إطالع العمال والمقاولين من الباطن والموردين والمجتمعات المجاورة‬ ‫والمشاريع‪/‬القوى العاملة القريبة وسلطات الرعاية الصحية المحلية على االستعدادات التي تم إجراؤها‪ .‬وعند االتصال بالقوى‬ ‫العاملة‪ ،‬ينبغي تحديد أدوارها ومسؤولياتها بوضوح‪،‬‬ ‫وينبغي التشديد على أهمية اتباع العمال للخطط بالنسبة لزمالئهم والمجتمعات المحلية وأسرهم‪ .‬وقد يحتاج العمال إلى‬ ‫االطمئنان إلى أنه لن يكون هناك انتقام أو تمييز إذا عزلوا بأنÙ?سهم نتيجة للشعور بالمرض‪ ،‬وكذلك Ù?يما يتعلق بترتيبات‬ ‫التعويض أو التأمين المعمول بها‪ .‬ويمكن هنا تقديم مزيد من اإلرشادات بشأن منع الوصم االجتماعي نتيجة للمبادرة المشتركة‬ ‫‪here. .19‬‬ ‫‪112 | Page‬‬ ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Annex 6 – Practical Tools for Virtual Engagement during COVID 19 Pandemic It is recommended to avoid any group meetings, face-to-face meetings and public consultation events. Virtual engagement may include communication by phone, text, e-mail, phone or video conference calls and webinars. Any technology that resonates with the targeted stakeholders and allows for researcher/stakeholder interactions can be harnessed to assist with engagement. Examples of engagement modes and ways that might be utilized include: â–ªPhone (One-on-one calls between consultant and stakeholders), â–ªGroup conference calls, â–ªHaving discussions via a closed Facebook group, â–ªVideoconference platforms, â–ªHosting online meetings with stakeholders. It is strongly recommended to: â–ªEnsure that new modes of engagement are feasible and acceptable to stakeholders, â–ªLet stakeholders be the guide and to ask for their preferred way to engage remotely, â–ªBe sensitive to barriers stakeholders may face in engagement using a particular method (e.g., lack of internet access), â–ªWhenever possible, offer multiple ways to engage. For example, provide an option to call in to an online meeting via phone, and send materials out in advance via WhatsApp, â–ªAsk for stakeholder feedback throughout the project and work to address any issues hindering their engagement, â–ªIf using videoconferencing or other online platforms: - Provide participants with necessary technological tutorials or technical support in advance, including written instructions for utilizing the technology. - Understand that stakeholders’ technological literacy will vary, and be willing and available to answer questions. - Have a facilitator from the targeted community work with you to adjust stakeholders to the technology used. - When possible, have a lower-tech option for engaging, such as the option to call in to a videoconference via phone 113 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Annex 7 – 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. 114 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Law no. 2 of the year 2001: Water Systems Protection Chapter 4 provides instructions on disposal or recycling of wastewater. It also prohibits the discharge of effluent into public water, unless it meets the criteria and specifications set out by the Environment Protection and Improvement Directorate (EPID). EPID is also allowed to issue environmental restrictions pertaining to the quality of public water as well as the quality of water discharged into public water, sewage systems, or rainwater. Act no. 25 of the year 1967: The Regulation for the Protection of Rivers The act regulates wastewater discharges and provides physical, biological, and chemical guidelines for water quality. Also, the regulation sets forth provisions for protection of public water bodies from pollution. Waste Management Instructions no. 2 of 2014 on Environmental Protection from Municipal Waste: The instruction aims at protecting the urban environment with a proper management of wastes, such as solid materials, recyclable and non-recyclable derived from domestic, commercial and professional activities, from the cleaning of streets, gardens, farms and public places, and construction waste. Directive No. (67) of 1986 Regulating the Debris Collection Areas: debris disposable should be done in areas with stable geology and avoid sitting near particularly vulnerable or sensitive ecosystems and groundwater and surface water resources. Occupational Health and Safety Instructions No. 12 of the year 2016: Occupational Health and Safety These instructions provide guidance on Occupational Health and Safety (OHS) Procedures to be adopted. Law No. 6 of 1988 concerning the National Commission for Occupational Hygiene and Safety, governing the enforcement of OHS regulations The Law provides for inspections of places of employment and inspections reports. It establishes the duties and responsibilities of employers regarding OHS, the functions duties of workers with respect to OHS. Labour Laws Iraq recently enacted Law 37/2015 (the Iraqi Labour Law), which governs employment relationships in most of Iraq. To date, no known reforms are being considered for Iraq. In addition to this law, the respective government ministries may issue instructions or regulations that affect employment law. The law covers all aspects of employment, including: â–ª the definition of ‘workers’; â–ª hiring and termination; â–ª health and safety; â–ª leave; â–ª wages; â–ª collective bargaining; and â–ª avenues for complaints and redress. 115 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq The law distinguishes foreign workers from Iraqi workers, but all workers must be fully documented in order to legally work in Iraq. The Iraqi Labour Law does not distinguish between employees and contractors. The law applies to all ‘workers’, which is anyone 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 labour, Article 6, Chapter 3 of Iraqi Labour Law, states that the minimum age for employment is 15 years old. However, Iraq is also signatory to the 1989 International Convention on the Rights of the Child, which defines everyone under the age of 18 as a child who must have special protection and care. Ministry of Education formation Law No 22 of year 2011. The law provides information about the formation of the Ministry of Education and its mandates, particularly, Article three item number 15 that emphasized on the role of MoE related to providing, constructing, and maintaining school buildings with relevant authoritiesâ€?. 116 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Gap Analysis between Iraqi Law and WB Requirements The Subproject is required to apply the relevant national and international requirements and standards which contain the performance levels and measures that are normally acceptable and applicable. When host country regulations differ from the levels and measures presented in the WB EHS Guidelines, Subprojects are expected to achieve whichever is more stringent. The following table presents a comparison between Iraqi and WB standards. Gap Analysis between Iraqi Law and WB Requirements Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title Law No. 37 of 2008 - The Ministry of Environment This Law was legislated to define the institutional arrangements of the Ministry of Environment. It outlines policies, and roles OP. 4.01 and responsibilities towards protecting the Environmental Assessment environment. This Operational Policy requires projects Law No. 27 of 2009 Protection and General which are funded or fall under the world Improvement of the Environment (Link) Environmental bank to conduct an Environmental Legislation The law aims at protecting and improving Assessment. For the EODP projects, they No Gaps Identified the environment through mitigation of have been classified as Category B.23 The existing damages or damages that are likely requirements of OP 4.01 clearly specify the to be caused. The Law necessitates the need to develop an Environmental provision of the Environmental Impact Management Plan and Environmental Assessment (Article 18) for any new Monitoring Plan that must be adhered to for developmental project in the country. The any project. Law addresses the issues of regulation of air pollution and noise reduction, discharge of wastewater effluents, protection of soils, biodiversity conservation, management of hazardous waste, etc. Moreover, the law 23 Environmental and Social Management Framework – ESMF – 2017 – EODP 117 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title specifies the punitive measures for violation of the specified regulations Environmental, Health and Safety The Iraqi Legislation does (EHS) Guidelines not cover Vibration exposure limits The EHS guidelines provide instructions on Law No. 41 of 2015 - Noise Protection preventive and control measures for noise and Control (Link) pollution, especially for industrial activities. This Law identifies maximum permissible It requires that noise impacts “should not noise limits during day and nighttime for exceed levels below or result in maximum industrial, commercial and industrial zones increase of in background levels of 3 dBA at as follows: the nearest receptorâ€?. Receptor Daytime Nighttime One Hour LAeq (dBA) 7:00 – 22:00 22:00- Receptor Daytime Nighttime 7:00 7:00 – 22:00 22:00-7:00 Noise control Residential; 55 45 Residential; Institutional; 55 45 Institutional; 55 45 Educational Educational Industrial; 70 65 Industrial; Commercial 70 70 Commercial 70 70 The EHS guidelines refer to the importance of ensuring vibration exposure is within permissible limits, and that exposure should be checked on a daily basis. 118 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title Ambient Air Quality Regulation No. 4 of 2012 - Ambient Air EHS Guidelines In some cases, the WHO Quality standards match with the The EHS guidelines follow the WHO Iraqi laws and in others, the This regulation aims to protect ambient air standards for the concentration of different WHO standards are more quality and to control sources of pollution. air pollutants. stringent. This is the case The regulation necessitates that sources for: emitting air pollutants abide by national limits and use monitoring equipment to (Differences with Iraqi Laws ensure compliance with standards. It also vs WHO standards prohibits the burning of all types of wastes indoors or in open air, or next to a residential Ambient Air Quality region or near water bodies. Guidelines) Ambient Air Quality Guidelines Pollutant Concentration Pollutant Concentration Average Time CO N/A CO 10 ppm 8 hours CO N/A CO 35 ppm 1 hour SO2 500 µg/m3 SO2 0.1 ppm 1 hour SO2 20 µg/m3 SO2 0.04 ppm 24 hours SO2 N/A SO2 0.018 ppm 1 year NO2 20 µg/m3 NO2 0.05 ppm 24 hours NO2 40 µg/m3 NO2 0.05 ppm 1 year Ozone (O3) 100 µg/m3 Ozone (O3) 0.06 ppm 1 hour PM10 50 µg/m3 PM10 150 µg/m3 24 hours PM2.5 50 µg/m3 PM2.5 65 µg/m3 24 hours PM2.5 15 µg/m3 PM2.5 15 µg/m3 1 year 119 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title TSP 350 µg/m3 24 hours TSP N/A TSP 150 µg/m3 1 year TSP N/A Water Resources Law No. 50 of 2008 - Ministry of Water Legislation Resources The Law provisions for establishing the Ministry of Water Resources and creating No Gaps Identified the legal and technical framework for EHS Guidelines institutionalization of water resources The EHS guidelines indicate what each management in the country. project or facility must be aware of the Law No. 2 of 2001 - Water Systems surrounding water resources and the Protection potential wastewater that would be generated. It encourages efficient water Chapter 4 provides instructions on disposal usage to reduce the discharge of potential or recycling of wastewater. It also prohibits wastewater. It includes the indicators for the the discharge of effluent into public water, wastewater discharge pre- and post- unless it meets the criteria and specifications treatment. It includes the guidelines for While Iraq water resource set out by the Environment Protection and discharging into surface water and into legislation provide sufficient Improvement Directorate (EPID). EPID is sanitary sewer systems. The guidelines guidance regarding water also allowed to issue environmental provide for the protection of water systems resource protection, it lacks restrictions pertaining to the quality of public and water resources. This is covered from sufficient information water as well as the quality of water different aspects including protection of regarding wastewater discharged into public water, sewage drinking water sources of the nearby management and discharge. systems, or rainwater. community, and protection of water Act No. 25 of 1967 - Regulation for the resources and systems from project Protection of Rivers activities. The Act No. 25 of 1967 regulates wastewater discharges and provides physical, biological, and chemical guidelines for water quality. Also, the regulation sets forth provisions for 120 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title protection of public water bodies from pollution. Fourth Amendment of Law No. 12 of 1995 - Maintenance of Irrigation and Drainage Network The main objective of the fourth amendment of law 12 for 1995 which consists of 5 articles is giving the control of the distribution of inland waters to beneficiaries’ associations. These associations have to be established by users of common source of water. Other tasks of the beneficiaries’ associations are: raising the efficiency of water use, prohibit of using the drainage water for agriculture purpose and reduce waste; achieve a fair distribution of water among the beneficiaries; contribute to the resolution of the conflicts between the beneficiaries; maintaining the facilities of irrigation and drainage projects. Farmers are required to respect strictly rules of the agricultural projects, avoiding wastes or illegal initiatives such as establishing fish ponds or quarries in the reclaimed land. Waste Management Instructions No. 2 of 2014 - EHS Guidelines 1.6 on Waste The WBG EHS guidelines Regulation Environmental Protection from Management section 1.6 are much more Municipal Waste (Link) articulate and define what EHS Guidelines 1.6 define how to qualifies as solid waste and The instruction No. 2 of 2014 aims at differentiate between hazardous and non- promotes the usage of the protecting the urban environment with a hazardous waste, establishing waste waste management hierarchy proper management of wastes, such as solid management priorities, how to avoid or to minimize or avoid waste 121 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title materials, recyclable and non-recyclable minimize waste generation, and recover and generation. The Guidelines derived from domestic, commercial and reuse waste and finally dispose of waste. specify the basics of waste professional activities, from the cleaning of management planning, waste streets, gardens, farms and public places, and prevention, recycling/reuse construction waste. and final disposal. It also clearly highlights the need Directive No. 67 of 1986 - Regulation of for safe disposal of Debris Collection Areas hazardous waste. The The older Directive No. 67 of 1986 shall be guidelines cover the done in areas with stable geology and avoid appropriate methods for damaging the groundwater/water resources waste containment and and sensitive ecosystems. storage, and safe transportation of solid waste. Health and Safety Law No. 6 of 1988 - Enforcement of OHS Environmental, Health and Safety Since the WBG EHS Regulation Regulations (EHS) Guidelines guidelines section 2.0 are much more detailed and Law No. 6 of 1998 provides for inspections The WBG EHS guidelines section 2.0 inclusive when compared to of places of employment and inspection covers in specific details the different the Instructions No. 12 of reports. It establishes duties and aspects of OHS including safety of design, 2016, they must be adopted responsibilities of employers regarding different types of hazards and how to deal by contractor deployed for OHS. with each, the usage of PPE and method of EODP Subproject. monitoring. Instructions No. 12 of 2016 - OHS (Link) Instructions No. 12 supplement the law by providing procedures to be adopted such as the need to train workers on PPE, and the need to establish health and safety committees for monitoring. 122 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title Law No.89 of 1981 amended by Decree No. 54 of 2001 - Public Health Chapter One governs general objectives and administrative organs. Establishes the The WBG EHS guidelines section 3.0 powers and duties of the Ministry Council covers how the project affects its and the Governorate Health Council. surrounding area and the different Chapter Two governs preventative environmental and social aspects that must medicine. Part One governs primary health be considered to mitigate any impacts on the care. This concerns maternity, childhood, surrounding community. This includes and family health care, school health care, protecting water resources, ensuring the protection of vision and hearing, dental project has sound fire management and an prevention, nutrition, health education, emergency response plan, appropriate mental health, and public health design for the infrastructure, traffic safety Labouratories. Part Two provides for health and the provision of a traffic management inspections. Part Three governs the control plan for any subproject or construction site, of communicable diseases. Part Four disease prevention methods and provides for the conveyance of corpses and management of hazardous material. death burials. Part Five provides for the Subprojects must abide by the EHS safety of drinking water. Part Six governs the guidelines for the protection of the nearby breeding of animals. Chapter Three regulates community curative health centers. Regulates public and private health institutions. Chapter Four makes administrative and penal provisions. Chapter Five makes concluding provisions. Infrastructure Law No. 35 of 2002 - Public Roads No Gaps Identified Legislation The law defines the responsibilities of the General Authority for Roads and Bridges under the supervision of the implementation of public roads outside the borders of the 123 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title Municipality of Baghdad and other Municipalities. Labour Law With regards to employment relations and • The law does not working conditions, the WB developed two stipulate the Grievance regulations and standards: procedures • The major issue is that 1. Environmental and Social the employment age Labour Law: No 37 of year 2015 Standard 2 related to Labor and starts from 15 years. the law defines the basic principles of working Conditions that covers recruitment, placement and vocational, the the items below24: age of start working is 15 years, training, • Working Conditions and foreign workers employment, individual Management of Worker employment contract, wages, working Relationships hours, leave, protection of the female workers and minors (vulnerable groups), • Terms and Conditions of protection of workers in quarries, mines Employment and minerals extraction, occupational safety • Nondiscrimination and Equal and health and labour inspection, Opportunity disciplinary measures, collective agreements and bargaining, individual or collective • Workers' Organizations labour disputes, labour jurisdiction, and • Protecting the Work Force general and final provisions • Child Labor and Minimum Age • Forced Labor • Grievance Mechanism • Occupational Health and Safety (OHS) 24 https://documents1.worldbank.org/curated/en/149761530216793411/ESF-Guidance-Note-2-Labor-and-Working-Conditions-English.pdf 124 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title • Contracted Workers • Community Workers • Primary Supply Workers 2. Managing the Risks of Adverse Impacts on Communities from Temporary Project Induced Labor Influx that discusses the aspects below: • Child labor and school dropout. Increased opportunities for the host community to sell goods and services to the incoming workers can lead to child labor to produce and deliver these goods and services, which in turn can lead to enhanced school dropout. • Construction camp requirement aspects and on- site facilities • Preparing the ESMF/ESMP, ESIA (if required), Labor Influx Management Plan and/or Workers’ Camp Management Plan, commensurate with the risks of the project, including consultations with 125 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Relevance National Law/Regulation/Policy WB Requirements Identified Gap No./Title local communities and other relevant stakeholders. Depending on the significance of the labor influx, the management plans could form part of the ESMP, or be standalone 126 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 127 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Annex 8 – Project Disclosure Information 128 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Annex 9 – Land Ownership Document 129 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Annex 10 – UXO Clearance Letter 130 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Annex 11 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 Protectio n March April May June July August Septembe r October November December Total )‫قاعدة بيانات شكاوى المساءلة )الخط الساخن وتقييمات الوقت الÙ?علي‬ ‫المجموع‬ ‫قيد‬ ‫التغذية‬ ‫سبل‬ ‫الصحة‬ ‫التعليم‬ ‫حماية‬ ‫الشهر‬ ‫االنتظار‬ ‫العيش‬ ‫الطÙ?ل‬ ‫مارس‬ ‫ابريل‬ ‫مايو‬ ‫يونيو‬ ‫يوليو‬ ‫اغسطس‬ ‫سبتمبر‬ ‫اكتوبر‬ ‫نوÙ?مبر‬ ‫ديسمبر‬ 131 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq ‫اإلجمالي‬ 132 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq B. Feedback Monitoring Tool ‫تاريخ‬ ‫الموظÙ?ين‬ ‫وصÙ? موجز‬ ‫Ù?ئة التعليقات‬ ‫أولوية‬ ‫كيÙ? تم تلقي‬ ‫اسم الشخص‬ ‫االستالم‬ ‫المسؤولين عن‬ ‫للردود‬ ،‫[السؤال‬ ‫التعليقات‬ ‫التعليقات‬ ‫يقدم‬ ‫الذي‬ Date ‫توثيق ومعالجة‬ ‫الواردة‬ ،‫االقتراح‬ ‫المستلمة‬ ،‫)الهاتÙ?‬ :‫المالحظات‬ ‫العنوان أو معلومات‬ ‫موقع‬ Feedba ‫المالحظات‬ Brief ،‫المديح‬ ،‫[عالية‬ ØŒFB ،‫شخصيًا‬ ‫)المعلومات‬ ‫الخاصة‬ ‫االتصال‬ ‫المالحظات‬ ] ‫الشكوى‬ ،‫متوسطة‬ ‫موقع‬ ‫اسم‬ - ck Staff Descriptio ،‫موقع الويب‬ ‫اختيارية وتعامل‬ ‫بالشخص الذي يقدم‬ ] ‫منخÙ?ضة‬ ‫مالحظات‬ / ‫المشروع‬ Receive Responsible n of Category ) How ‫إلخ‬ ‫ما على أنها‬ Ù‹ ‫دائ‬ ‫جنس مزود ردود‬ :‫المالحظات‬ / ‫محاÙ?ظة‬ ‫المرجع‬ - ‫موقع المالحظات‬ d for Feedback of Priority was the ) Name ‫سرية‬ / ‫الÙ?عل [ذكر‬ ‫)المعلومات اختيارية‬ ‫ قرية‬/ ‫مدينة‬ Location GPS ‫إحداثيات‬ documentin Received Feedback of feedback of Person ] Gender ‫أنثى‬ ) Address ‫وسرية‬ Location of of Location of g & [question, Feedbac received) Providing of GRM User or contact feedback feedback feedback - GPS processing suggestio k Phone, in- Feedback: [Male/Femal information for Governate - Project coordinates feedback n, Received person, FB, (informatio e] GRM User: /City/Villa Name/ complime [High, Website, n is optional (information is ge nt, Medium, etc) and always optional & Referenc complaint Low] treated as confidential) e ] confidential ) ‫موضوع التعليقات [على‬ ‫من الذي يجب عليه التعامل‬ ‫ومعلومات‬ ‫اسم‬ ‫**حالة معالجة التعليقات‬ ‫Ù?ÙŠ انتظار العمل‬ ‫[إذا تم حلها] ما هو‬ ‫[ **إذا تم حلها ومعلومات‬ ‫ بما Ù?ي‬،‫كيÙ? تم حل المشكلة‬ ‫سبيل المثال التأخير Ù?ي‬ ‫مع المالحظات ومتابعتها؟‬ ‫االتصال للشخص‬ ØŒ ‫ معلق‬، ‫[إقرار باالستالم‬ ‫لمعالجة التعليقات إذا لم‬ [If ‫تاريخ القرار؟‬ ‫االتصال الخاصة بموÙ?ر‬ ‫ذلك العملية التÙ?صيلية‬ ‫البناء وسوء استخدام‬ ‫[يرجى اإلشارة إلى ما إذا‬ ‫المسؤول عن معالجة‬ ‫ استجابة مرسلة إلى‬، ‫حل‬ Pending ‫يتم حلها‬ Resolved] What ‫المالحظات متاحة] ما هو‬ ‫للتعامل مع‬ ] Topic of ‫األموال‬ ‫كانت هذه مشكلة يمكن‬ Name ‫التعليقات‬ ]‫موÙ?ر المالحظات‬ Action to Address was the date of ‫تاريخ إرسال االستجابة إلى‬ PMT ‫معالجتها بواسطة‬ & Contact ‫التعليقات؟‬ ‫مزود‬ How ‫التاريخ ومن شارك؟‬ feedback e.g. Feedback if resolution? ‫على مستوى الوزارة أو‬ information of **[If resolved and was the issue delay in unresolved ‫المحاÙ?ظة أو البلدية أو وحدة‬ person in the contact resolved, including construction, **Status of ‫تنسيق المشروع أو أي كيان‬ charge of information of GRM detailed process of misuse of funds addressing feedback Who should ‫آخر‬ addressing the user is available] handling by date and handle and follow up [Acknowledged who participated? feedback Receipt, Pending, What was the date on the feedback? that the response [please indicate if Resolved, Response sent to Feedback was sent to the this is an issue that feedback provider? can be addressed by Provider] the PMT at the ministry or governorate level, 133 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq the municipality, the PCU or other entity. 134 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq 2- GRM UPTAKE FORM IRAQ EMERGENCY OPERATION FOR DEVELOPMENT PROJECT UPTAKE FORM FOR EODP GRM About this form: This Uptake Form (U001) is for the Iraq Emergency Operation for Development (EODP) grievance redress mechanism )GRM), which is composed of is composed of REFAATO’s GRM unit for EODP and the GRM units of EODP project management teams (PMTs) for ministries and governorates25. 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. 25 Please include names of ministries and governorates 135 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Please answer the following questions: No Question Answer 1. Do you wish to remain anonymous? • Yes • 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: ----------------------------------------------------------- 6. What is your preferred means of • Phone number: 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 the • I am their spouse or partner person on whose behalf you are submitting feedback? • I am their parent or guardian • I am their child • We are an NGO • Other 8. Details of the person on whose behalf feedback is being submitted First Name: Father’s name: Family Name: 136 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq ------------------ ------------------- ---------------- 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 the • Sight following challenges that should be taken into account while • Hearing communicating or responding to • Speech 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: ---------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------- -------- ------------------------------ 15. Evidence you can share with the • Pictures/videos GRM Coordinator to document this • Documents describing the situation case • Official reports • Testaments from local community members 137 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq • 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 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 REFAATO/PMT • Yes used for addressing and responding to your question or complaint? • No Please explain: ----------------------------------------------------------------------- --------------------------------------------------- 2. Were you informed by REFAATO/PMT GRM • Yes Coordinator on the stages of the process? • No Please explain: 138 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq ----------------------------------------------------------------------- --------------------------------------------------- 3. Did you receive communication within the first 72 • Yes hours of your contacting the REFAATO/PMT GRM Department? • No Please explain: ----------------------------------------------------------------------- --------------------------------------------------- 4. Whether you were given a timeline for the resolution • Yes of your case and did REFAATO/PMT comply with these • No dates? Please explain: ----------------------------------------------------------------------- --------------------------------------------------- 5. Whether you were contacted by the Project • Yes Management Team (PMT) to investigate your complaint or question? • No Please explain: ----------------------------------------------------------------------- --------------------------------------------------- 6. How would you describe your overall experience with • Very Good REFAATO/PMT? • Satisfactory • Unsatisfactory 7. Were you satisfied by the results of the investigation? • Very Good • Satisfactory Please explain: • Unsatisfactory ----------------------------------------------------------------------- --------------------------------------------------- 139 | Page ESMP –Al-Baraa Bin Malek School Reconstruction, Al-Anbar Governorate, Iraq Annex 12 - Instructions to the contractor on how to lease lands for storage facilities/caravans The contractor, if being in need to lease a land/ storeroom/ shop to be used for the storage purpose or any other purposes, he will be committed to do the following: 1. More than one plot of land/ storeroom can be selected by the contractor; 2. Photos and reports about each plot of land/ shop/ storeroom should be kept in order to be compared with assets status during construction and after construction phases 3. Negotiations with the owners of land/storeroom/shop should take place with no intimidation or coerciveness; 4. If the owners are women, they have the right to present with one of their male relatives; 5. Lease prices should be based on the market price; 6. The agreement process should be well documented : a. Selected lands site visit minutes of meetings b. Valuation of lease fees c. Negotiations with the owners d. Final agreements contract signed by the owner and the contractor that includes the duration of lease contract, terms of payment and cancelation rights 7. A copy of lease contract should be shared with the PMU for monitoring purposes. 8. The contractor is responsible for restoring the land conditions. In case of affecting or damaging the land, the contractor will be obliged to compensate for any damage occurred based on the market price; 9. The contractor should pay the lease of land/ storeroom with no delay; 10. For monitoring purposes, the PMU should check the lease receipts; 11. The lease receipts (if any) should be annexed to the invoices; and 12. The final invoice should be pending to the payment of lease fees and restoring the land. 140 | Page