Jordan - Second Education Reform for the Knowledge Economy Project : environmental management plan

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The objective of the Second Education Reform for the Knowledge Economy Project is: 'students enrolled in all streams of pre-tertiary education in Jordan will have increased levels of skills necessary for participation in the knowledge economy'. Negative measures include: indirect impacts of the facilities will be those associated with the construction works and the additional vehicular traffic during the peak hours of school days. Regarding the impact during construction, it is considered temporary and will be abated through measures included in the contracts to control traffic of construction vehicles, as well as dust, noise, and waste material generated during construction. Mitigation measures include: a) wastewater disposal will address both the health hazards as well as the land and water pollution abatement aspects. Wastewater disposal will include on-site and off-site alternatives. Wastewater streams should be handled separately from rainwater; b) waste management will take into account the option of contracting out such services to the private sector for ensuring that the proper funding and accountability for adequate disposal are provided for under the project; c) prevent surface and groundwater pollution from construction activities; and d) controlling dust and emissions at work site and environs.
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Page 1 7+(\03+$6+(0,7(\03.,1*'20\032)\03-25'$1\03 0LQLVWU\\03RI\03(GXFDWLRQ\03 0LQLVWU\\03RI\033XEOLF\03:RUNV\03DQG\03+RXVLQJ\03 \03 ('8&$7,21\035()250\03)25\037+(\03.12:/('*(\03(&2120 \03,,\03 \0b(5I.(\03,,\0c\03 \03 (19,5210(17$/\030$1$*(0(17\033/$1\03\0b(03\0c\03 -DQXDU\\03fflfi\0f\03fflflflhungarumlaut\03 E2069 Page 2 Page of 15 2 1. Introduction The development objectives of the overall ERfKE Program are to transform the education system at the basic and secondary levels to produce graduates with the skills necessary for the knowledge economy. ERfKE I began implementation during 2003 and will close in 2009. ERfKE II is a follow-on project and will be implemented between 2009 and 2014. The National Education Strategy that was published and disseminated during ERfKE I provides the framework for the MoE Strategic Plan 2008-2013. The Strategy also provides a foundation for ERfKE II. The development objective of ERfKE II is Students enrolled in all streams of pre- tertiary education in Jordan will acquire skills necessary for participation in the knowledge economy . This will be monitored through the following key indicators: Increase in scores on school, national, and international assessments aligned with knowledge economy skills. Increase in completion rates/decrease in dropout rates. Increase in enrollment rates. ERfKE II aims to provide quality education facilities in a cost effective and sustainable manner so that students have access to environmentally friendly and efficiently operated quality physical learning environments. Population growth coupled with external factors results in a need to continue to expand the school construction and rehabilitation program in order to ensure expanded access for kindergarten, primary, and secondary education. Similarly, infrastructure related to building learners knowledge economy skills need to be expanded and enhanced to provide access to a rich and quality physical learning environment for all children. A detailed planning analysis has assessed the current situation regarding access to and utilization of physical facilities, and provides the basis for a civil works program that addresses rehabilitation, extensions and new construction some of which are replacing existing facilities. The project will not result in any irreversible environmental impacts. Project activities that could have site-specific and minor impacts will be temporary in nature. Potential environmental impacts will be due to civil works such as construction, rehabilitation, maintenance and extension of schools. Ministry of Public Works and Housing (MOPWH) is the central ministry in the country responsible for implementation of all government construction works. The Ministry, through the Government Building Directorate (MOPWH-GBD) will be responsible for the implementation of all civil works. The Ministry of Education has experience in the rehabilitation, extension and construction of schools through the implementation of the First and the Second Human Resources Development Sector Investment Projects (HRDSIL I and II ), and ERfKE I . The MOE has developed design and construction guidelines to address social, educational, environmental and cultural heritage issues that may be encountered during the implementation of school construction programs. . Page 3 Page of 15 3 Engineers from Directorate of Buildings and International Projects under MOE (MOE- DBIP) have been moved to MOPW-GBD and this has provided MOPWH with additional capacity and experience in school construction. MoPWH will be provided with the school guidelines to be followed for the design stage, and with the construction needs based on school planning results for new schools, extensions, maintenance and rehabilitation to initiate the required procurement process, contracting, management of the contract, and all related implementation activities. MOE had prepared a generic Environmental Management Plan (EMP) for ERfKE I project that was satisfactorily implemented. The EMP will be used as a guide for ERfKE II and has been updated to reflect the proposed project. It establishes guidelines (included in this annex) for the preparation of site-specific EMPs, which will be carried out as part of the design and implementation of such facilities. The decision to select a given site would depend to a great extent on the feasibility of including mitigation measures to properly address environmental, vulnerability to natural hazards, social and cultural heritage issues that may be encountered during the design and implementation of the proposed project. 2. Description of ERfKE II Project ERfKE II will be implemented by the MoE over a period of five years from 2009 to 2014. The Project consists of the following five components: Component 1: Establishment of a National School-based Development System. The objective of this component is to establish a well functioning, school-based development process as the main vehicle to deliver to all young people of the Kingdom a quality education focused on developing the abilities, skills and attitudes associated with a knowledge based economy. The ERfKE II Project, building on the experience and achievements of ERfKE I, and guided by best practice internationally, will have as its strategic focus the delivery of improvement through local school development processes focused on improving student learning outcomes. Investment in the component will be used to develop the required procedural instruments and local and national structures, and to build the professional capacity within the system to use these instruments effectively and drive the whole process forward positively. Component 2: Policy, Planning, M&E and Organizational Change The objective of Component 2 is to build upon ERfKE I investments related to policy, planning and M&E, and to ensure that outputs from these activities fully support and inform the adoption of a school centered approach to the delivery of education services. The component has two sub-components: (i) Policy Development, Strategic Planning, Monitoring and Evaluation; and (ii) Organizational Development. Page 4 Page of 15 4 Component 3: Teaching and Learning Resources The objective of this component is to: (i) review and further develop teacher employment, utilization and professional development policies and practices; and, (ii) fine-tune curriculum and student assessment to ensure alignment with Knowledge Based Economy reforms continued from ERfKE I. This component consists of two sub- components: the first sub-component focuses on teacher policies, training and professional development, and the second concerns curriculum fine-tuning, and the development of assessment and learning resources including use of ICT and e-learning. Component 4: Special Focus Program Development The objective of this component is to improve inclusive access to learning for all children in Jordan through special focus on three critical sub-sectors: Early Childhood Education, Special Education and Vocational Education. Component 5: Quality Physical Learning Environments The objective of this component is improved provision of quality education facilities in a cost effective and sustainable manner so that students have access to environmentally friendly and efficiently operated quality physical learning environments. A detailed planning analysis has assessed the current situation regarding access to and utilization of physical facilities, and revealed the need for further substantial investment in construction and rehabilitation to reduce overcrowding and accommodating projected enrolment increases, while facilitating more efficient utilization of underutilized schools. This component has three sub-components: (i) Alignment of MOE standards with international design standards, and the requirement of education reform; (ii) construction of new schools and provision of extensions to existing schools; and (iii) establishing a maintenance and management system for school buildings . 3. Description of the institutional/regulatory set-up relative to environmental management. Environmental management in Jordan falls under the responsibility of the Jordan Ministry of Environment. However, construction permits for schools in urban areas are issued by the concerned municipalities. The Water Authority of Jordan (WAJ) deals with permits for connections to water and sewerage services, where they exist, or permits to provide in-situ water wells and sewage disposal facilities. Municipalities issue building permits for compliance with zoning and building codes, review off-site drainage and access roads, and review requirements for the provision of solid waste disposal services. The Ministry of Environment requires from clients an Environmental Impact Assessment (EIA) for which EMPs is part of it, for all projects that will have an impact on the environment, such as dealing with civil works. Page 5 Page of 15 5 4. Identification and role of stakeholders and implementation arrangements. The main stakeholders are the MOE and MOPWH, the concerned municipalities, concerned NGOs, the community at-large and beneficiary population (parents, teachers and students). MOE will be responsible for the overall implementation of the project, and the Ministry of Public Works and Housing will be responsible for the implementation of the civil works component. Directorate of Planning under MOE will be responsible for site selection and identification of needs. Directorate of Buildings and International Projects (DBIP) under MOE will be responsible for providing standard school designs. DBIP will accomplish this in direct coordination with MOPWH, Government Building Directorate (MOPWH-GBD) that will be fully responsible for the implementation of all civil works contracts under the project. As collaboration between the two ministries (MOE and MOPWH) is fundamental to the satisfactory implementation of Component 5 (Quality Physical Learning Environments), an MOU will be signed detailing the roles and responsibilities of each entity. MOPWH will further enhance the capacity of its staff in the proper administration of environmental and social concerns, both in terms of addressing environmental and social issues as well as the welfare of the beneficiary communities. The training will consist of workshops on the EMP and on supervision of implementation of mitigation measures. The MOE is currently preparing a school mapping plan to identify the location of replacement schools. During the course of such studies, the concerned municipalities and concerned stakeholders will be consulted. Similarly, the Ministry of Environment, the Department of Antiquities and WAJ will be consulted, as needed, to determine the specific requirements related to access roads and streets, availability of basic infrastructure services and requirements, and the possibility of proximity of historical and cultural heritage sites. The consultation process will consist of a joint review of the proposed sites, and upon approval of the sites, specific design documents will be submitted for the review by the municipalities. The proposed sites will be published in local newspapers to inform the public, and MOE will follow up on inquiries and complaints through the planning directorate. In the monthly progress reports that MOPWH-GBD submit to DCU, it will include issues encountered in implementation of the EMP, if any. On a bi-annual basis, the progress report will include a section outlining EMP implementation progress update. MOPWH will be responsible for undertaking routine supervision of ongoing civil works. The Project Operational Manual will include monitoring mechanisms to be identified at the time of preparation of site-specific EMPs. Page 6 Page of 15 6 5. Main environmental and social impacts due to project interventions. Direct ERfKE II will finance the rehabilitation and maintenance of about 2000 schools, the provision of about 1000 classroom extensions to existing schools, and the construction of about 70 replacement schools in urban and rural communities in Jordan and 12 schools for special education (gifted schools, and schools for students with special needs) . A school mapping study is carried out as one of the preparation studies for ERfKE II to determine the location of replacement schools and extensions. The EMP will be included in the bidding documents for contractors. The contractor will be responsible for implementation of environmental measures to mitigate any environmental impacts that are construction-related. The MOE considers that the replacement schools will be located mostly in government land and that it does not foresee any issues of involuntary relocation of people. Government policy, however, requires that a Land Acquisition Plan (LAP) be developed once the school map is completed and acquisition of privately owned land has been identified. The Ministry is currently developing the LAP based on the school planning results. The LAP includes site specific resettlement plans should there be cases of involuntary relocation of people, particularly in cases on expropriation of privately owned land. Regarding the issues of water supply and waste water disposal, such services will be provided by the WAJ. Priority in site selection is given to sites with existing water and wastewater services. In the remote cases where there is no piped water supply or central wastewater services, the potential issues would be associated with the provision of such services in-situ, if feasible. In the latter case, provisions will be made in the design of such services to protect the environment from pollution. Regarding the disposal of solid wastes, no major issues are anticipated as schools do not generate large quantities of wastes. However, criteria for locating new schools will include assurances from concerned municipal authorities to provide environmentally sound collection and disposal services. Regarding the possibility of encountering cultural heritage sites during the excavation works for replacement schools or major expansions to existing schools, provisions will be included in the construction contracts establishing procedures to manage such chance finds. These provisions are already provided for in the Antiquities Law. Such provisions require halting the works in cases of chance finds and to notify the Department of Antiquities in the Ministry of Tourism, which is required to take the necessary actions to protect and preserve the sites. In such cases, the works will stop altogether and new sites would have to be identified. Page 7 Page of 15 7 Indirect Indirect impacts of the proposed facilities would be those associated with the construction works and the additional vehicular traffic during the peak hours of school days. Regarding the impact during construction, it is considered temporary and will be abated through measures included in the contracts to control traffic of construction vehicles, as well as dust, noise and waste material generated during construction. The MOPWH will supervise these contracts to ensure compliance with these provisions as part of the overall management of the implementation. Regarding the impact of vehicular traffic, the criteria for the selection of sites will take into consideration the safety measures and availability of suitable access roads and streets to such sites to minimize the impact of the increased vehicular traffic in the local neighborhoods. 6. Mitigation measures to be implemented Mitigation of direct impacts MOE-DBIP will be responsible for providing school design guidelines for new school construction. DBIP will accomplish this in direct coordination with MOPWH-GBD, as it is the responsible party for the implementation of all civil works contracts. All schools will have access to water supply and sanitation. The construction of replacement schools and rehabilitation of existing facilities will be designed taking into account the following aspects: identification and selection of replacement school sites and the final solution will be reached with the participation of key stakeholders indicated above (para. 4); wastewater disposal would address both the health hazards as well as the land and water pollution abatement aspects. Wastewater disposal would include on-site and off-site alternatives. Wastewater streams should be handled separately from rainwater; on-site disposal would be feasible as long as it would not contaminate an existing ground water source or would not pose an environmental threat to the school facilities and adjacent properties. Such facilities would consist of septic tanks for sewage with compartments for separation of solid from liquids and percolation pits or perforated pipes for infiltration of clear wastewaters. The solids compartment in septic tanks would be designed with means for easy cleaning with suction equipment or manually. Septic sludge thus removed would be disposed of at municipal or community facilities with proper sludge drying beds and filtrate evaporation ponds. Dried sludge would then be disposed of at the same municipal or community facility site. The on-site disposal would consist of percolation pits or perforated pipes built to adequate depths to ensure deep percolation. In the cases where on-site percolation is not feasible, either due to environmental conditions or poor soil permeability (such as rocky soils), the off-site disposal option should be considered; off-site disposal would consist of transporting the wastewater retained in holding tanks on-site to designated places in the communities. At these places, either Page 8 Page of 15 8 evaporation ponds or wastewater treatment lagoons designed as stabilizations ponds would be considered. The detention time at these stabilization ponds shall be in accordance with WHO design standards. To the extent feasible, treated effluents would be reclaimed for irrigation of approved lands in accordance with WHO guidelines. Options for final disposal of treated wastewaters would be: (i) infiltration for groundwater recharge; (ii) evaporation ponds; and (iii) land disposal for irrigation of approved crops and plants; waste management would take into account the option of contracting out such services to the private sector for ensuring that the proper funding and accountability for adequate disposal are provided for under the project. Regarding monitoring and evaluation of environmental management, provisions will be made in the design of construction and rehabilitation programs to ensure the required protocols, procedures, resources, awareness and capacity building is provided to the concerned people and organizations responsible for supervisory roles. Mitigation of indirect impacts Anticipated indirect impacts, as described earlier, are expected to be minor. Such impacts are related to construction works. Mitigation measures will be included as part of the construction design and complemented during construction management. In this regard, adequate provisions will be included in the construction contracts to ensure compliance with such mitigation measures. Page 9 Page of 15 9 7. Cost of the mitigation measures, source of funding and implementing
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