Environmental and Social Management Framework Pakistan

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Environmental and Social Management Public Disclosure Authorized Framework

Pakistan Integrated Literacy and Skills Development for Youth Project

Public Disclosure Authorized

Draft

Public Disclosure Authorized Sanjh Preet Organization

Date: June 30, 2020

Pakistan Integrated Literacy and Skills Development for Youth Project

Executive Summary

Introduction

Outbreak of COVID-19 since March 2020 has worsened the educational situation in Pakistan. The disruption of education services during the COVID-19 pandemic will disproportionately affect disadvantaged and unreached children, including girls and young women. Despite an increasing trend in the enrollment rate in the pre-pandemic time, a large number of children still remained out-of-school, the situation is likely to be worsened. The National Education Management Information Systems (NEMIS) estimates that around 22 million children were out of school in 2016/17, of which there were more than 5 million out-of-school children in primary school ages 5–9 years, more than 11 million in ages 10–14 years, and 6.2 million in age 15–16 years. Even before the COVID-19 pandemic, education systems in both Punjab and Sindh provinces faced major challenges, including limited school access and low retention rates. Provincial governments are responsible for providing free and compulsory education to all children aged 5-16 years in their respective provinces. School Education and Literacy Department (SELD) in Sindh and Literacy & Non-Formal Basic Education Department (LNFBED) in Punjab are respectively responsible for non-formal education. In both provinces, lack of school access and high dropout rates, especially at the primary level, are responsible for its large out-of-school population.

Pakistan Integrated Literacy and Skills Development for Youth Project proposes interventions to fill in the gaps where public sector service delivery is not currently reaching and establishing a new model of providing non-formal education. The objective is to develop integrated skills and literacy programs for non-formal education, and pilot them to train 4,400 male and 6,600 female beneficiaries aged 8 to 35 who are uneducated and illiterate in three districts of South Punjab and two districts of rural Sindh provinces in Pakistan. The project proposes to establish Community Learning Centers (CLCs) for the provision of i) Accelerated Learning Programs for out-of-school children to enable them to join the formal education system; and, ii) Integrated Literacy and Skills, including pre-vocational trade modules and life skills courses, for illiterate and uneducated adolescents (11-16 years) and young adults (17-35 years). CLCs will also offer support functions to beneficiaries, including counseling and psychosocial support for beneficiaries. To respond to the unknown and unpredictable emergency situation associated with COVID-19 pandemic, the project offers flexible and three- level coping strategies to achieve the project outcomes besides the core project approach and these options will be used depending on the emergency level declared by the federal and provincial governments.

The project is to be implemented in partnership with the Sanjh Preet Organization (SPO), a non-governmental organization based in Pakistan who will be responsible for coordinating with and involving multiple-level key stakeholders in this Program. These stakeholders include (a) provincial governments led by Literacy or Non-formal education Units of School Education Departments, (b) district and taluka education offices, (c) federal government entities including NAVTTC for accreditation of the pre-vocational programs and federal level NFE unit under the Ministry of Education, and (d) community leaders and volunteers.

As the exact location (sub-districts, tehsils/villages) are not identified for project activities at this stage, the project will use a framework approach for assessment and management of environmental and social risks and impacts; and accordingly this Environmental and Social

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Pakistan Integrated Literacy and Skills Development for Youth Project Management Framework (ESMF) is prepared. This ESMF shall guide the preparation and use of environmental and social screening and monitoring checklists, plans and procedures required to for the management of environmental and social risks associated with the project activities.

Regulatory Framework

The Punjab Environment Protection Act 2012 and Sindh Environment Protection Act 2014 are the main environmental legislations applicable to the Project. The National Environmental Quality Standards 2000 provide standards for air quality, emissions and effluents from project activities. The Punjab Epidemic Diseases Act 1958 and Sindh Epidemic Diseases Act 2014 are relevant for measures and SOPs for COVID-19 response. Labor Law Constitutional provisions and Employment of Child Act 1991 are also relevant for the project.

The World Bank has defined specific Environmental and Social Standards (ESSs), which are designed to avoid, minimize, reduce or mitigate the adverse environmental and social risks and impacts of projects. These standards apply to projects supported through Investment Project Financing by the World Bank in accordance with this Environmental and Social Policy for Investment Project Financing. ESS1 Assessment and Management of Environmental and Social Risks and Impacts is relevant for the project, and this Environment and Social Management Framework (ESMF), including an environment and social (E&S) assessment, has been prepared in accordance with ESS1. ESS2 Labor and Working Conditions is relevant for all project workers including SPO staff, contractors, CLC staff, community workers and primary supply workers. Labor Management Procedures (LMP) have been prepared in accordance with ESS2 and provide a set of policies and procedures to address labor related risks and to guide SPO to prepare requisite plans such as for Occupational Health and Safety and mitigation of gender based violence (GBV) and sexual exploitation and abuse/sexual harrassment (SEA/SH) risks. The LMP also provides guidance for establishing a grievance redress mechanism for labor. ESS3 Resource Efficiency and Pollution Prevention and Management is relevant for the project and will require the preparation of E-Waste Management Procedures. ESS4 Community Health and Safety is relevant for the project, and will require the preparation of Community Health & Safety Plan, COVID-19 Response Plan, and GBV Action Plan. Under ESS10 Stakeholder Engagement and Information Disclosure, a Stakeholder Engagement Plan (SEP) has been prepared for the project to address risks relevant to stakeholder engagement.

Environmental and Social Baseline

The Project will be implemented in Karachi-Malir, and Sujawal districts of Sindh; and Multan, Muzaffargarh, and Bahawalpur districts of South Punjab. Approximately 10 locations (tehsils/village) per district will be selected in which CLCs will be created.

Physical Environment: The project areas in South Punjab have a desert climate with virtually no rainfall during the year. The highest recorded temperature is approximately 54 °C (129 °F), and the lowest recorded temperature is approximately −1 °C (30 °F). The average rainfall ranges from 127 mm to 200 mm. In Sindh districts, the annual mean maximum temperatures averaged at 32.6°C, whereas, the annual mean minimum temperatures at 21.8°C. Highest recorded temperatures 45 °C . July and August are the wettest months and that the maximum rainfall recorded in Karachi from 2001 to 2013 was 324.9 mm during the year 2003. In Sujawal, the average annual rainfall was about 220 mm. Districts Muzaffargarh and Sujawal suffer from flooding due to rains and villages in Sujawal along the coast also suffer from

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Pakistan Integrated Literacy and Skills Development for Youth Project cyclones. The districts of Multan, Bahawalpur, Muzaffargarh and Sujawal are located in Seismic Zone 2A, while that of Malir is in Seismic Zone 2B. Natural surface water quality in Punjab is quite good (TDS 125-250 PPM) but high level of bacterial contamination is a serious problem. Physical and chemical data of shallow groundwater in Sindh shows that the shallow wells, located in the vicinity of coast and in the proximity of polluted rivers, in Karachi have relatively higher values of electrical conductivity, salinity and population of Coliform bacteria. More than 80% of lands in Sindh are underlain by saline groundwater unfit for irrigation that is a major constraint in irrigated agriculture.

Biological Environment: Bahawalpur District has 2797 acres of forests, while Muzaffargarh district has 80,600 acres of forests. Sindh Forest Department controls an area of 241,198 hectares in the Riverine tract of the province which is categorized as "Riverine Forests"; locally known as Kacho forests. There are no protected areas in Karachi-Malir and Sujawal. In Punjab, the district of Bahawalpur is home to the Lal Suhanra National Park which is a Protected Area as well as a protected wetland and a UNESCO declared biosphere reserve. Cholistan and Chak Kotora Reserve Forest are classified as Wildlife Sanctuaries in Bahawalpur. In Muzaffargarh, the Taunsa Barrage and Kotla Issan Reserve Forest are classified as wildlife sanctuaries.

Socioeconomic Profile: The three project districts of Punjab have a combined population of 20.5 million. The districts of Muzaffargarh and Bahawalpur have a predominantly rural population (84% and 75% respectively). 57% of the population of Multan lives in rural areas. All three districts have a 48% female population. The two project districts of Sindh have a combined population of 2.8 million. Sujawal has a predominantly rural population (89%). 43% of the population of Malir lives in rural areas. Both districts have a 47% female population. There are 6.8 million and 4.7 million out-of-school children in Punjab and Sindh between age 8 to 16, and 57 percent of them are girls according to PSLM 2018/19.1 In Multan district, the literacy rate stood at 68% for males and 52% for females. In Muzaffargarh district, the literacy rate stood at 59% for males and 31% for females. In Bahawalpur district, the literacy rate stood at 55% for males and 36% for females. In Sujawal district, the literacy rate stood at 51% for males and 21% for females. Data for Malir district is not available. The literacy rate for rural Karachi stood at 55% for males and 50% for females. Net enrolment ratio (NER) at the primary level (age 6-10) for Punjab districts ranges from 56 to 66, while that of Sujawal is 48. The NER for Malir is not reported separately. Poverty declined from 64.3 percent in 2001 to 24.3 percent in 2015, lifting more than 23 million people out of poverty in Pakistan in the past 15 years. Reducing poverty trends by province from 2001 to 2016 show that poverty in Punjab reduced by over 20 percentage points, while that in Sindh halved over this period.2 The Labor Force Survey 2017-18 shows an overall employment rate in Punjab of 37.6%; 27.2% for males and 10.4% for females and in Sindh of 14.4%; 12.6% for males and 1.8% for females. There are 983 health care facilities including hospitals, dispensaries, RHCs, BHUs, TB Clinics and MCH centers in the project districts of South Punjab and Sujawal. 65 of these are hospitals. Data for Malir is not available. PSLM 2014-15 shows that majority of the households in Multan (63%) are dependent on motor pumps to access drinking water. 72% of the population in Muzaffargarh relies on hand pumps for drinking water, while 82% of the population in Bahawalpur uses hand pumps and motor pumps. Majority of the households in Sujawal (49%) are dependent on hand pumps to access drinking water. 14% of the households in Multan, 31%

1 Project Paper; Pakistan Integrated Literacy and Skills Development for Youth Project, The World Bank 2 World Bank. 2018. From Poverty to Equity - Pakistan at 100. Washington, DC: World Bank.

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Pakistan Integrated Literacy and Skills Development for Youth Project in Muzaffargarh, 29% in Bahawalpur and 35% of the households in Sujawal have no toilet in their house. Data for Malir is not available.

Over 10,000 cases of Gender Based Violence (GBV) were reported in Punjab in 2017. Data collected by the Aurat Foundation for 2009, showed that 1,762 cases of gender based violence were reported in Sindh. Response services for GBV in Punjab include Help Desk for Women (HDW), Special Courts for Gender Based Violence (SCGBV) and Violence Against Women Centers (VAWCs). GBV response services in Sindh are being offered and run by government departments at the district and taluka level by the Sindh Police and the provincial health, women’s development and social welfare departments.

Citizen’s Engagement and Stakeholder Consultations

Stakeholder engagement activities need to continue throughout the project life, and need to keep specific stakeholder groups updated on relevant information imperative for transparency and disclosure, successful implementation of project activities, provision of means to exchange and propose better ideas on ongoing activities, flag concerns, and stay updated on outcomes. The project has prepared a Stakeholder Engagement Plan (SEP) that identifies (a) affected parties such as Community Groups; learners of ALP-Primary Program [aged 8-10]; learners of ALP-Elementary & Skill Program [aged 10-16] and learners of Integrated literacy and skills programs [aged 10-35] (will learn basic literacy and trade specific skills); and Principals, Teachers and Instructors of Community Learning Centers; (b) other interested parties (OIPs) such as: federal and provincial governments, autonomous bodies, academia, local and international non-government organizations working independently or have working relations with the Sanjh Preet Organization on similar components within the selected provinces/districts, community based organizations representing minority groups, Provincial and National Health Departments and (c) disadvantaged/vulnerable individuals or groups that are potentially disproportionally affected and less able to benefit from opportunities offered by the project such as, Out of School Children, differently abled children girls in particular, and, religious and ethnic minorities. The SEP further defines key characteristics of each group for better understanding of their issues and needs, suggests level, frequency and instruments (formal meetings, informal consultation, FGD etc.) of engagement with each party at different project stages (design and operational) while assigning key roles and responsibilities. SPO will maintain and disclose a documented record of stakeholder engagement, including a description of the stakeholders consulted, a summary of the feedback received and a brief explanation of how the feedback was considered. A plan outlining preferred modes of engagement and requirements for information disclosure is provided. The SEP also proposes a GRM through which affected parties can raise project related concerns and grievances for efficient and timely resolution. SPO will operationalize the GRM and maintain a record of all the complaints that have been received and how these were resolved. A channel for confidential reporting for Gender Based Violence (GBV) and bullying issues will also be provided. SPO will, with the assistance of an NGO specializing on GBV/SEA issues, conduct training sessions for teachers and principals so that they are able to receive GBV/SEA and child sexual abuse cases and connect survivors to professional support services.

Anticipated Environmental and Social Impacts and Mitigation Measures

There will be some anticipated environmental and social impacts related to the minor repairs and refurbishment work at CLCs, which are expected to be low. These include impacts related to improper disposal of construction waste, child labor and occupational health and safety of

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Pakistan Integrated Literacy and Skills Development for Youth Project workers. During operations, there may be moderate risks related to exclusion, bullying, community health and safety vis-à-vis exposure to COVID-19, accidents, GBV and SEA/SH for students, staff and community workers. Counselors selected for the district level motivational or coaching sessions will either have certification to provide support to survivors of GBV or then be trained to refer such cases, as required, to support services. The design also includes alternative modes of learning to respond to the COVID-19 emergency and for situations where CLCs may need to be closed. Similarly, the learning and teacher training modules will include basic hygiene and disease prevention skills, and measures will be taken to maintain COVID-19 related physical distancing and hygiene requirements in the CLCs and in any home tuition visits by teachers. There may be also be some anticipated impacts related to environment, occupational health and safety and community health and safety from the vocational trainings and skills being taught at the CLCs. To mitigate these environmental and social risks, an ESMF has been prepared under ESS1. ESMF includes the, E&S Checklist for Minor Repairs, E&S Screening Checklist for CLCs, E&S Monitoring Checklist for CLCs, E&S Screening Checklist for ILS Modules, E&S Screening Checklist for Skills Training Workshops, Labor Management Procedures, E-Waste Management Procedures, Community Health & Safety Plan, GBV Action Plan, COVID-19 Response Plan and Checklist, and the Stakeholder Engagement Plan.

Institutional Arrangements

The ESMF will be implemented under the overall supervision of the Core Team at SPO. The M&E Officer will be accountable and responsible for the implementation and monitoring of the ESMF, including the Grievance Redress Mechanism (GRM), Labor Management Procedures and Stakeholder Engagement Plan. The M&E officer will be assisted by the Field Coordinators and Community Groups for continuous monitoring of activities on field. SPO will be responsible for hiring of contractors for repair works, and supervision of contractors on the sites in accordance with the ESMF. Volunteer Community Groups will be involved in the project cycle management, right from the design to evaluation stages. Designated community members will regularly monitor and participate in evaluation activities and discuss their findings with the Field Coordinators who will extend support in developing participatory monitoring and evaluation reports at regular intervals. The CLC Principals will be responsible for ensuring that all required mitigation measures to reduce E&S risks are in place and functional during Project implementation. The external impact evaluation of the project will also evaluate the overall compliance of the ESMF, implementation progress, and to ensure that the mitigation measures are implemented as per the mitigation plan. E&S monitoring reports will be submitted by the Field Coordinators on a monthly basis to the M&E officer. The M&E officer will compile these reports and share Progress Reports with the Team Leader on a quarterly basis and World Bank on a bi-annual basis, along with mid-course corrective actions. Environmental and social trainings will be conducted to provide basic knowledge and information on the key environmental and social issues associated with the proposed interventions to the key project personnel including the Contractors, Field Coordinators, CLC Principals, Community Groups and general project staff. They will also focus on sensitizing the participants about environmental and social responsibility, managing the on-ground problems, and ensuring implementation of the ESMF. Total of 32 annual trainings will be conducted over 3 years.

Grievance Redress Mechanism

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Pakistan Integrated Literacy and Skills Development for Youth Project A responsive and efficient Grievance Redress Mechanism (GRM) will be set up for the project, based on two-tier Grievance Redress Committees (GRCs)—at community level and at Project level. The proposed GRM will help achieve the objectives of sustainability by dealing with the environmental and social issues of the Project in a timely manner. The community level GRC will be established for each CLC to engage community members/leaders to participate in the decision-making processes and to have “voices” of the aggrieved person/communities in the grievance redress procedures. This will also enhance local ownership of the Project. Cases which are not satisfactorily resolved or affected persons remain aggrieved, the case will then be forwarded to the Project-level GRM as the prime floor for resolution of the grievances. The purpose of the GRC is to facilitate the resolving of disputes without going into litigation. In this regard, the decision of the Project level GRC will be final within the GRM. However, if any disputant remains dissatisfied with the GRC outcome, the disputant can seek redress from a court of law. SPO will be responsible for establishing GRCs at Community and at the Project level, adapting the GRM in accordance with the Project need during implementation, and ensuring that the community is informed of the mechanism to redress complaints. SPO will ensure that all relevant documents related to the system are easily available, and that women are especially targeting during awareness activities.

Budget and Disclosure

A budget of PKR 4,380,000 has been set for ESMF implementation, which covers E&S related trainings for project workers, and internal monitoring costs. The ESMF and SEP will be disclosed on websites of Sanjh Preet Organization, relevant government departments in both provinces and on WB Imagebank. The Executive Summary of this ESMF shall also be translated into Urdu and disclosed on the website. Hard copies of the translated Executive Summary shall also be available at all CLCs. Project updates (including news on education activities and relevant environmental and social data) will also be posted on the Sanjh Preet Organization website.

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Pakistan Integrated Literacy and Skills Development for Youth Project

Table of Contents

1 Introduction ...... 1 1.1 Background ...... 1 1.2 Pakistan Integrated Literacy and Skills Development for Youth Project ...... 2 1.3 Project Proponent ...... 2 1.4 Project Beneficiaries ...... 2 1.5 Need for the ESMF ...... 3 1.6 ESMF Objectives ...... 3 1.7 Structure of the Report ...... 4 2 Regulatory Framework ...... 5 2.1 Constitutional Provision on Environmental Protection ...... 5 2.2 Pakistan Environmental Protection Act, 1997 ...... 5 2.3 Punjab Environment Protection Act, 2012 ...... 5 2.4 Sindh Environmental Protection Act, 2014 ...... 5 2.5 Environmental Protection Agency Review of IEE & EIA Regulations, 2000 . 5 2.6 National Environmental Quality Standards, 2000 ...... 6 2.7 The Antiquities Act (1975) ...... 6 2.8 The Public Health (Emergency Provision) Act 1954 read with West Pakistan Epidemic Control Act 1958 ...... 6 2.9 Punjab Epidemic Diseases Act 1958 ...... 6 2.10 Punjab Infectious Diseases (Prevention and Control) Ordinance 2020 ...... 6 2.11 Sindh Epidemic Diseases Act 2014 ...... 6 2.12 Labor Law Constitutional Provision ...... 6 2.13 Employment of Child Act, 1991 ...... 7 2.14 Sindh Prohibition of Employment of Children Act 2017 ...... 7 2.15 Pakistan Penal Code, 1860 ...... 7 2.16 Provincial Local Government Ordinances, 2001 ...... 7 2.17 World Bank Environmental and Social Standards ...... 7 2.18 IFC / World Bank Guidelines ...... 13 2.19 International Conventions/Agreements ...... 13 3 Project Description ...... 15 3.1 Component 1: Implementing Non-Formal Education through Community Learning Centers (US$ 1.49 million) ...... 15 3.1.1 Sub-component 1.1: Literacy program for mainstreaming out-of-school children in primary and secondary school age (US$ 0.74 million) ...... 16 3.1.2 Sub-component 1.2: Integrated literacy and skills programs for mainstreaming of illiterate youth and young adults (US$ 0.75 million) ...... 16 3.2 Component 2: Technical Assistance for NFE Material Development and Capacity Building (US$ 0.50 million)...... 16 3.2.1 Sub-component 2.1: Development of curriculum, teaching and learning materials ...... 16 3.2.2 Sub-component 2.2: Teacher training, capacity building and coordination ..... 17

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Pakistan Integrated Literacy and Skills Development for Youth Project 3.3 Component 3: Project Management and Administration, Monitoring and Evaluation, and Knowledge Dissemination (US$ 0.73 million) ...... 17 3.3.1 Sub-component 3.1: Project Management and Administration ...... 17 3.3.2 Sub-component 3.2: Monitoring and Evaluation and Knowledge Dissemination 17 4 Environmental and Social Baseline of the Project Areas ...... 19 4.1 Project Area ...... 19 4.2 Physical Environment ...... 20 Climate ...... 20 Natural Hazards ...... 23 Water Resources ...... 24 Surface Water Quality ...... 25 Groundwater Quality ...... 25 4.3 Biological Environment ...... 27 Forests ...... 27 Protected Areas ...... 28 4.4 Socioeconomic Profile ...... 29 Demography ...... 29 Education and Literacy ...... 30 Poverty and Employment ...... 37 Health ...... 38 Water Supply and Sanitation...... 39 Gender ...... 40 5 Citizen Engagement and Stakeholder Consultations ...... 43 5.1 Objectives of Stakeholder Engagement ...... 43 5.2 Stakeholder Identification and Analysis ...... 43 5.2.1 Affected Parties ...... 43 5.2.2 Disadvantaged/Vulnerable Individuals and Groups ...... 45 5.3 Plan for Stakeholder Engagement ...... 45 5.3.1 Stakeholder Engagement During Project Design ...... 45 5.3.2 Stakeholder Engagement During Project Operation ...... 47 5.4 Institutional Stakeholder Consultations ...... 50 5.5 Community Stakeholder Consultations ...... 54 6 Anticipated Environmental and Social Impacts and Mitigation Measures ...... 57 6.1 Assessment of Project Components ...... 57 6.1.1 Component 1: Implementing Non-Formal Education through Community Learning Centers (CLCs) ...... 57 6.1.2 Component 2: Technical Assistance for NFE Material Development and Capacity Building ...... 58 6.1.3 Component 3: Project Management and Administration, Monitoring and Evaluation, and Knowledge Dissemination ...... 58 6.2 Assessment and Management of Environmental and Social Risks and Impacts ...... 58 6.3 E&S Screening, Plans, Procedures and Checklists ...... 67 6.3.1 E&S Checklist for Minor Repairs ...... 67 6.3.2 E&S Screening Checklist for CLCs ...... 68

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Pakistan Integrated Literacy and Skills Development for Youth Project 6.3.3 E&S Monitoring Checklist for CLCs ...... 68 6.3.4 E&S Screening Checklist for ILS Modules and Skills Training Workshops ..... 68 6.3.5 Labor Management Procedures ...... 68 6.3.6 E-Waste Management Procedures ...... 69 6.3.7 Community Health & Safety Plan ...... 69 6.3.8 Gender Based Violence (GBV) Action Plan ...... 69 6.3.9 COVID-19 Response Plan and Checklist ...... 70 6.3.10 Stakeholder Engagement Plan (SEP) ...... 70 7 Institutional Arrangements ...... 71 7.1 Project Management and Implementation ...... 71 7.2 Institutional Arrangements for the ESMF ...... 71 7.2.1 Role of SPO ...... 71 7.2.2 Role of Community Groups ...... 71 7.2.3 Role of CLC Principals ...... 72 7.2.4 Role of Contractors for Repair Works ...... 72 7.3 ESMF Monitoring and Reporting ...... 74 7.3.1 Internal Monitoring ...... 74 7.3.2 External Monitoring ...... 74 7.3.3 Reporting Requirements ...... 74 7.4 Capacity Development and Trainings ...... 75 8 Grievance Redress Mechanism ...... 77 8.1 Grievance Redress Committees ...... 77 8.2 GRC’s Scope of Work ...... 78 8.3 Approval and Orientation of GRC Members ...... 78 8.4 Dissemination of GRCs ...... 79 8.5 Grievances Redress Procedure ...... 79 8.5.1 Filing of Grievances to Community GRC ...... 79 8.5.2 Hearing and Resolution of the Cases by Community GRC ...... 79 8.5.3 Hearing and Resolution of the Cases by Project GRC ...... 80 8.5.4 Resolution of the Cases by Court of Law ...... 81 8.5.5 Maintenance and Evaluation of Data by SPO...... 81 8.6 Grievance Closure ...... 82 9 ESMF Implementation Budget ...... 83 10 Disclosure ...... 84 11 References ...... 85 Annexure 1 – Details of National and Provincial Legislations ...... 87 Annexure 2 – World Bank/IFC EHS Guidelines ...... 98 Annexure 3 – E&S Checklist for Minor Repairs ...... 103 Annexure 4 – E&S Screening Checklist for CLCs ...... 104 Annexure 5 – E&S Monitoring Checklist for CLCs ...... 105 Annexure 6 – E&S Checklists for ILS Modules and Skills Workshops .. 106 Annexure 7 – Labor Management Procedures ...... 109 Annexure 8 – E&S TORs for M&E Officer ...... 116 Annexure 9 – Project Details ...... 117

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Pakistan Integrated Literacy and Skills Development for Youth Project Annexure 10 – E-Waste Management Procedures ...... 124

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Pakistan Integrated Literacy and Skills Development for Youth Project List of Tables

Table 2.1: World Bank Environmental and Social Standards and Relevance with the Project ...... 8 Table 2.2: International Conventions ...... 13 Table 3.1: Service Delivery Mode by Emergency Level ...... 15 Table 4.1: Karachi Mean Monthly Maximum Temperature Co ...... 22 Table 4.2: Karachi Mean Monthly Minimum Temperature Co ...... 22 Table 4.3: Bahawalpur Forest District ...... 27 Table 4.4: Muzaffargarh Forest District ...... 27 Table 4.5: Reserved Forest, Current Status, and Location in Sujawal ...... 28 Table 4.6: Protected Areas in Project Districts ...... 28 Table 4.7: Demographic Statistics of Project Districts – Punjab (2017) ...... 29 Table 4.8: Demographic Statistics of Project Districts – Sindh (2017) ...... 29 Table 4.9: Population That Has Ever Attended School – Punjab ...... 32 Table 4.10: Population That Has Ever Attended School – Sindh ...... 35 Table 4.11: Schools and Enrolment – Malir ...... 36 Table 4.12: Schools and Enrolment – Sujawal ...... 37 Table 4.13: Health Facilities – Punjab Districts ...... 39 Table 4.14: Health Facilities – Sindh Districts ...... 39 Table 4.15: Percentage Distribution of Households by Source of Drinking Water – Punjab ...... 39 Table 4.16: Percentage Distribution of Households by Type of Toilet – Punjab ...... 39 Table 4.17: Percentage Distribution of Households by Source of Drinking Water - Sindh ...... 40 Table 4.18: Percentage Distribution of Households by Type of Toilet – Sindh ...... 40 Table 4.19: Gender Based Violence in Punjab, 2017 ...... 41 Table 5.1: List of Affected Parties ...... 44 Table 5.2: List of Other Interested Parties ...... 44 Table 5.3: List of Disadvantaged/Vulnerable Individual and Groups ...... 45 Table 5.4: Stakeholder Engagement Plan – Project Design ...... 45 Table 5.5: Stakeholder Engagement Plan – Project Operations ...... 47 Table 5.6: List of Institutional Stakeholders Consulted ...... 50 Table 5.7: Summary of Concerns Raised by Institutional Stakeholders ...... 51 Table 5.8: List of Communities Consulted ...... 55 Table 5.9: Summary of Concerns Raised by Community Stakeholders ...... 55 Table 6.1: Environmental and Social Management and Monitoring Plan (ESMMP) ..... 60 Table 6.2: List of Required E&S Plans, Procedures and Checklists ...... 67 Table 7.1: Roles and Responsibilities for ESMF Implementation ...... 73 Table 7.2: Internal Monitoring Responsibilities ...... 74 Table 7.3: ESMF Reporting Requirements ...... 74 Table 7.4: Capacity Building and Training Framework ...... 75 Table 8.1: Members of GRC ...... 78 Table 9.1: ESMF Implementation Budget ...... 83

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Pakistan Integrated Literacy and Skills Development for Youth Project List of Figures

Figure 4.1: District Map of Punjab ...... 19 Figure 4.2: District Map of Sindh ...... 20 Figure 4.3: Climate Graph for Multan...... 21 Figure 4.4: Seismic Hazards Map Pakistan ...... 24 Figure 4.5: Literacy Rates – Punjab Districts ...... 31 Figure 4.6: Age-specific Enrolment rates in Punjab ...... 31 Figure 4.7: Net Enrolment Ratio Primary (Age 6-10) Punjab Districts ...... 32 Figure 4.8: Students Enrolment by Gender, Grade and Area - Multan ...... 33 Figure 4.9: Students Enrolment by Gender, Grade and Area - Muzaffargarh ...... 33 Figure 4.10: Students Enrolment by Gender, Grade and Area - Bahawalpur ...... 33 Figure 4.11: Literacy Rate – Sindh Districts ...... 34 Figure 4.12: Age-specific Enrolment rates in Sindh ...... 35 Figure 4.13: Net Enrolment Ratio Primary (Age 6-10) Punjab Districts ...... 36 Figure 4.14: Poverty Trends by Province ...... 38

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Pakistan Integrated Literacy and Skills Development for Youth Project

Acronyms

Academy of Educational Planning and Management AEPAM

Accelerated Learning Programs ALP

Accelerated Learning Programs - Elementary ALP-E

Accelerated Learning Programs - Primary ALP-P

Affected Parties APs

Annual Status of Education Report ASER

Community Learning Centers CLC

Convention on Biological Diversity CBD

Convention on International Trade in Endangered Species of CITES Wild Fauna and Flora

Convention on the Conservation of Migratory Species of Wild CMS Animals

District Literacy Officer DLO

Environment, Health, and Safety EHS

Environmental and Social Commitment Plan ESCP

Environmental and Social Framework ESF

Environmental and Social Impact Assessment ESIA

Environmental and Social Management and Monitoring Plan ESMMP

Environmental and Social Management Framework ESMF

Environmental and Social Standard ESS

Environmental Impact Assessment EIA

Environmental Protection Agency EPA

Financial Intermediaries FI

Gender Based Violence GBV

Gender Parity Index GPI

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Pakistan Integrated Literacy and Skills Development for Youth Project Good International Industry Practice GIIP

Good Practice Note GPN

Greenhouse Gases GHG

Grievance Redress Committee GRC

Grievance Redressal Mechanism GRM

Help Desk for Women HDW

Initial Environmental Examination IEE

Integrated Literacy and Skills ILS

International Union for the Conservation of Nature IUCN

Japan International Cooperation Agency JICA

Japan Social Development Fund JSDF

Labor Management Procedures LMP

Literacy Department LD

Maternal Mortality Ratio MMR

Monitoring & Evaluation M&E

National Education Management Information Systems NEMIS

National Environmental Quality Standards NEQS

National Vocational Qualification Framework NVQF

Net Enrolment Ratio NER

Non-Formal Education NFE

Non-Formal Education Management Information System NFEMIS

Occupational Health and Safety OHS

Other Interested Parties OIPs

Out-Of-School Children OOSC

Pakistan Council of Research in Water Resources PCRWR

Pakistan Environmental Protection Agency Pak- EPA

Pakistan Social and Living Standards Measurement Survey PSLM

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Pakistan Integrated Literacy and Skills Development for Youth Project Particulate Matter PM

Randomized Control Trial RCT

Sanjh Preet Organization SPO

School Education and Literacy Department SELD

Sindh Environmental Protection Agency SEPA

Sindh Resilience Project SRP

Special Courts for Gender Based Violence SCGBV

Stakeholder Engagement Plan SEP

Technical Education and Vocational Training Authority TEVTA

Third Party Validation TPV

United Nations Convention to Combat Desertification UNCCD

United Nations Framework Convention on Climate Change UNFCCC

Violence Against Women Center VAWC

World Bank WB

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Pakistan Integrated Literacy and Skills Development for Youth Project

1 Introduction

1.1 Background3 Outbreak of COVID-19 since March 2020 has worsened the educational situation in Pakistan. The government has introduced nationwide lockdown, which resulted in school closure since mid-March 2020. The federal and provincial education departments have tried to minimize the learning gaps by introducing digital contents through TV and learning applications. However, prolonged limited access to learning opportunities among the poor and anticipated spending cuts on education by the government are likely to impede educational supply and widen the learning gaps. The disruption of education services during the COVID-19 pandemic will disproportionately affect disadvantaged and unreached children, including girls and young women at least through the following three channels: (i) a negative shock to household income that would make children in those households less likely to attend school; (ii) a negative effect on households perceptions and attitudes towards sending children to school due to fears of contagion; and (iii) a negative impact to the supply of education via low-fee private schools that may permanently close due to the pandemic episode.

Despite an increasing trend in the enrollment rate in the pre-pandemic time, a large number of children still remained out-of-school, the situation is likely to be worsened. The National Education Management Information Systems (NEMIS) estimates that around 22 million children were out of school in 2016/17, of which there were more than 5 million out-of-school children in primary school ages 5–9 years, more than 11 million in ages 10–14 years, and 6.2 million in age 15–16 years. The literacy rate for 10 years and older population is only 58 percent in 2015/16 and youth literacy rates (age 15 – 24 years) is 71 percent. The literacy rate of rural women is particularly low at 36 percent and 54 percent for ages 10 years plus and age 15-24 years respectively.

Even before the COVID-19 pandemic, education systems in both Punjab and Sindh provinces faced major challenges, including limited school access and low retention rates. Provincial governments are responsible for providing free and compulsory education to all children aged 5-16 years in their respective provinces. School Education and Literacy Department (SELD) in Sindh and Literacy & Non-Formal Basic Education Department (LNFBED) in Punjab are respectively responsible for non-formal education. In both provinces, lack of school access and high dropout rates, especially at the primary level, are responsible for its large out-of-school population. Age-specific enrollment rates peak at around age 10 years. Importantly, children who are not enrolled by age 10 years are unlikely to ever enroll in school. The access to schools is an especially serious constraint for the rural population in both provinces. 25 percent of girls in rural Punjab and 58 percent of girls in rural Sindh never enroll in school. Dropout rates from schools are high. In Sindh, of 100 children who enter grade 1, only 51 complete their primary education, 30 enroll in middle school and 23 finish their basic secondary education at grade 10. Only 6 percent of students reach grade 12.

3 Project Initiation Note; Pakistan Integrated Literacy and Skills Development for Youth Project

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Pakistan Integrated Literacy and Skills Development for Youth Project Out-of-school children are not a uniform group because their reasons for non-enrollment and dropout are different. Some children have never attended school, and others dropped out of schools. Their age, socioeconomic background, and status of engagement with economic activities are also different. Since their needs and constraints are different, the appropriate actions for them need to be tailored specific to different groups of out-of- school children. To tailor the appropriate actions, communities can play significant roles in identifying key bottlenecks of the poor learning outcomes and the large number of out- of-school children in their communities.

1.2 Pakistan Integrated Literacy and Skills Development for Youth Project Pakistan Integrated Literacy and Skills Development for Youth Project proposes interventions are to fill in the gaps where public sector service delivery is not currently reaching and establishing a new model of providing non-formal education. The objective is to develop integrated skills and literacy programs for non-formal education, and pilot them to train 4,400 male and 6,600 female beneficiaries aged 8 to 35 who are uneducated and illiterate in three districts of South Punjab and two districts of rural Sindh provinces in Pakistan. The project proposes to establish Community Learning Centers (CLCs) for the provision of i. Accelerated Learning Programs for out-of-school children to enable them to join the formal education system; and, ii. Integrated Literacy and Skills, including pre-vocational trade modules and life skills courses, for illiterate and uneducated adolescents (11-16 years) and young adults (17-35 years). CLCs will also offer support functions to beneficiaries, including counseling and psychosocial support for beneficiaries. The project will provide technical assistance for the development of non- formal curriculum capacity building and teacher training.

1.3 Project Proponent The project is to be implemented in partnership with the Sanjh Preet Organization (SPO), a non-governmental organization based in Pakistan. It has expertise and experience in the field of human and social sector development including education (formal and non- formal), adult literacy, child protection, livelihood, and women empowerment. The SPO will be responsible for coordinating with and involving multiple-level key stakeholders in this Program. These stakeholders include (a) provincial governments led by Literacy or Non-formal education Units of School Education Departments, (b) district and taluka education offices, (c) federal government entities including NAVTTC for accreditation of the pre-vocational programs and federal level NFE unit under the Ministry of Education, and (d) community leaders and volunteers.

1.4 Project Beneficiaries The Project will aim to benefit (i) 3,500 (2,100 girls) out-of-school children who would have little scope to resume their education at formal school without the Project’s support and (ii) 7,500 (4,500 girls) uneducated and illiterate adolescents and young adults. These beneficiaries will be identified by local communities through a participatory approach. This Project will specifically support learning opportunities of girls and young women to overcome the disadvantages they face in accessing quality learning at schools. To promote women’s participation, the Project will offer a few female-targeted supports, which include (a) gender disaggregated classes depending on community’s decision, (b) daycare services at CLCs, and (c) community-based awareness campaigns about the importance of women’s education.

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Pakistan Integrated Literacy and Skills Development for Youth Project 1.5 Need for the ESMF Overall, the activities supported by the Project are not expected to have any significant negative environmental or social impacts. The project will establish CLCs in available buildings (will be rented) which are already in good condition and have requisite basic facilities available (e.g. adequate rooms, drinking water, electricity and toilet facilities). Minor refurbishments and repairs work for the better functionality of these CLCs will be undertaken which may have some minor level of temporary environmental risks. The refurbishment activities may include painting of walls, replacing of light bulbs, repair of plumping works in toilets, etc. Since the project activties will be taken place in already established compunds with no requirement of land acquisition, there are no environmental risks associated with the physical environment of the locations, neither any impacts are anticpited on ecology and bio diveristy of the project area. The ongoing COVID-19 pandemic, may cause spread of infection and diseases if not managed properly. The project design has included flexible learning pathways to accommodate the risk of COVID-19, however implemeneting safety protocols for social distancing, keeping good hygenic conditions and availability of appropriate handwashing facilities is critical to reduce the risk. Trainings on pre-vocational trades and life skills under will need to include adequate envirnmental and social safety aspects in the training modules. Similarly, curriculum and material for pre-vocation trainings may include activities with environmental risks, for example use of pesticides in farming activities, risk of water pollution in fish farming activities, management of waste and other safety aspects related to electrical and repairs work etc. The project will procure some IT equipment including laptops and internet devices in limited quantities, that could lead to generation of e-waste.

As the exact location (sub-districts- tehsils/villages) are not identified for project activities at this stage, the project will use a framework approach for assessment and management of environmental and social risks and impacts; and accordingly this Environmental and Social Management Framework (ESMF) is prepared. This ESMF shall guide the preparation and use of environmental and social screening and monitoring checklists, plans and procedures required to for the management of environmental and social risks associated with the project activities.

1.6 ESMF Objectives The objectives of ESMF are to:

❑ Identify legislations, regulations and guidelines relevant to the Project

❑ Assess the baseline conditions of physical, biological and socioeconomic aspects of selected project districts;

❑ Evaluate environmental and social impacts related to Project interventions and provide practical measures to mitigate the impacts;

❑ Outline Environmental and Social Management and Monitoring Plan that presents monitoring requirements for effective implementation of mitigation measures;

❑ Identify institutional arrangements required for implementation of ESMF;

❑ Describe training needs and specific reporting and documentation requirements; and proposes a third-party validation mechanism for ESMF.

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Pakistan Integrated Literacy and Skills Development for Youth Project 1.7 Structure of the Report This Environmental and Social Management Framework consists of 9 chapters. Chapter 1 introduces the project and the need for ESMF. Chapter 2 presents a review of national regulatory frameworks, World Bank Environmental and Social Standards, environmental codes of practice and international conventions and agreements. Chapter 3 provides a detailed description of the project and its sub-components. Chapter 4 is baseline with details on environmental and social settings of the project area. Chapter 5 presents details of citizens engagement and stakeholder consultations. Chapter 6 describes the assessment of potential environmental and social impacts, proposed screening, mitigation and management measures, including details of relevant plans and procedures to be prepared as per the World Bank Environmental and Social Framework. Chapter 7 outlines the institutional arrangements including roles and responsibilities for ESMF monitoring and implementation, capacity development and training of project team, contractors and communities for ESMF implementation. Chapter 8 elaborates the Grievance Redress Mechanism for stakeholders and communities. Chapter 9 presents the ESMF implementation budget. Chapter 10 represents disclosure requirements and Chapter 11 provides references to the report.

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Pakistan Integrated Literacy and Skills Development for Youth Project 2 Regulatory Framework

This chapter presents a review of national and provincial legislative and regulatory frameworks; and the World Bank’s Environmental and Social Standards relevant to the proposed project activities. An introduction to these legislations and standards, and their relevance to the proposed project, is provided below. A brief discussion on each of the legislations and standards is provided in Annexure 1 – Details of National and Provincial Legislations.

2.1 Constitutional Provision on Environmental Protection As per the provision of the 18th Amendment in 2010, the power to legislate and decide on the subject of “environmental pollution and ecology” now lies with the provincial government; however, climate change remains under federal jurisdiction. The project will be executed in Punjab and Sindh; therefore the environmental regulations of Punjab and Sindh will be followed.

2.2 Pakistan Environmental Protection Act, 1997 The Pakistan Environmental Protection Act, 1997 (the Act) is the basic legislative tool empowering the government to frame regulations for the protection of the environment. The discharge or emission of any effluent, waste, air pollutant or noise in an amount, concentration or level in excess of the National Environmental Quality Standards (NEQS) specified by the Pakistan Environmental Protection Agency (Pak- EPA) has been prohibited under the Act. The powers of the federal and provincial Environmental Protection Agencies (EPAs), established under the Pakistan Environmental Protection Ordinance 1983, have also been considerably enhanced under this legislation. The requirement for environmental assessment is laid out in Section 12 (1) of the Act.

2.3 Punjab Environment Protection Act, 2012 Punjab Environment Protection Act, 2012 deals with the establishment of Environmental Protection Council and the Environmental Protection Agency that deals with the preparation of national environmental policies, prepare & publish national environment report, ensure the enforcement of National Environmental Quality Standards, establishment ambient air, water and land quality standards, measures to control environmental pollution.

2.4 Sindh Environmental Protection Act, 2014 The act is applicable to environmental parameters such as air, water, soil, and noise pollution, as well as to the handling of hazardous wastes. The Act provides the framework for protection and conservation of species, wildlife habitats and biodiversity, conservation of renewable resources, establishment of standards for the quality of the ambient air, water and land, establishment of Environmental Tribunals, appointment of Environmental Magistrates, Initial Environmental Examination (IEE) and EIA approval.

2.5 Environmental Protection Agency Review of IEE & EIA Regulations, 2000 These Regulations define procedures for preparation, review and approval of environmental assessments.

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Pakistan Integrated Literacy and Skills Development for Youth Project 2.6 National Environmental Quality Standards, 2000 The National Environmental Quality Standards (NEQS) first promulgated in 1993 and have been amended in 1995 and 2000. They have been revised and the latest NEQS were issued in 2010. The details of NEQS are provided in Annexure 1.

2.7 The Antiquities Act (1975) The Act is designed to protect antiquities from destruction, theft, negligence, unlawful excavation, trade, and export. The law prohibits new construction in the proximity of a protected antiquity and empowers the GOP to prohibit excavation in any area that may contain articles of archaeological significance.

2.8 The Public Health (Emergency Provision) Act 1954 read with West Pakistan Epidemic Control Act 1958 These two laws cover the presentation and spread of human diseases, safeguarding the public health and providing and maintaining adequate medical services and other services essential to the health of the communities in the project area.

2.9 Punjab Epidemic Diseases Act 1958 This Act provides the provincial government of Punjab with the power to take special measures and prescribe regulations in the event that the province or any part of it is visited by, or threatened with an outbreak of any dangerous epidemic disease. The provincial government, if it thinks that the ordinary provisions of the law for the time being in force are insufficient for the purpose, may take, or require or empower any person to take measures and prescribe temporary regulations to be observed by the public as it shall deem necessary to prevent the outbreak of such disease or the spread of it.

2.10 Punjab Infectious Diseases (Prevention and Control) Ordinance 2020 Punjab Infectious Diseases (Prevention and Control) Ordinance 2020 was passed with an aim to make provisions for prevention and control for infectious diseases in Punjab and matters ancillary and connected to it

2.11 Sindh Epidemic Diseases Act 2014 This Act provides the provincial government of Sindh with the power to take special measures and prescribe regulations in the event that the province or any part of it is visited by, or threatened with an outbreak of any dangerous epidemic disease. The provincial government, if it thinks that the ordinary provisions of the law for the time being in force are insufficient for the purpose, may take, or require or empower any person to take measures and prescribe temporary regulations to be observed by the public as it shall deem necessary to prevent the outbreak of such disease or the spread of it.

2.12 Labor Law Constitutional Provision The Constitution of Pakistan contains a range of provisions with regards to labor rights found in Part II: Fundamental Rights and Principles of Policy. The acts related to labor laws are Factories Act 1934, Employment of Child Act, 1991 are the most relevant to the project.

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Pakistan Integrated Literacy and Skills Development for Youth Project 2.13 Employment of Child Act, 1991 Article 11(3) of the constitution of Pakistan prohibits employment of children below the age of 14 years in any factory, mine, or any other hazardous employment. In accordance with this article, the ECA 1991 disallows such child labor in the country.

2.14 Sindh Prohibition of Employment of Children Act 2017 The Sindh Prohibition of Employment of Children Act 2017 provides rule and regulations to prohibit the employment of children and to regulate employment of adolescents in certain occupations and work.

2.15 Pakistan Penal Code, 1860 The Pakistan Penal Code deals with offences where public or private property and/or human lives are affected due to the intentional or accidental misconduct of an individual or body of people. In the context of environment, the Penal Code empowers the local authorities to control noise, noxious emissions and disposal of effluents.

2.16 Provincial Local Government Ordinances, 2001 These ordinances, issued following the devolution process, establish regulations for land use, the conservation of natural vegetation, air, water, and land pollution, the disposal of solid waste and wastewater effluents, as well as matters related to public health and safety.

2.17 World Bank Environmental and Social Standards The World Bank has defined specific Environmental and Social Standards (ESSs), which are designed to avoid, minimize, reduce or mitigate the adverse environmental and social risks and impacts of projects. These standards apply to projects supported through Investment Project Financing by the World Bank in accordance with this Environmental and Social Policy for Investment Project Financing.

A summary of the ten Environmental and Social Standards and their relevance to the project is provided in Table 2.1 below, followed by details and applicability of the relevant standards:

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Table 2.1: World Bank Environmental and Social Standards and Relevance with the Project

Environmental and Social Background Relevance to the Project Standard ESS1 Assessment and Relevant Management of The establishment of Community Learning Centers (CLCs) will have Environmental and Social moderate level environmental risks associated with repairs and minor Risks and Impacts refurbishment activities including painting of walls, replacing of light bulb or repairing a broken plumbing fixture at toilets etc which may The Standard sets out the Client’s responsibilities have some negative environmental impacts if not managed properly. for assessing, managing and monitoring These include management of construction waste, discharge of environmental and social risks and impacts wastewater from toilets from the CLCs etc. The project activities do associated with each stage of a project supported not involve any intensive civil works such as new construction or by the Bank through Investment Project Financing, major upgradation. in order to achieve environmental and social outcomes consistent with the Environmental and Social issues pertain to exclusion of vulnerable groups (e.g. religious Social Standards (ESSs). and ethnic minorities, the differently-abled, the extreme poor) from project interventions and benefits, probability of bullying and harassment of younger/weaker children and a moderate threat of gender-based violence (GBV) and sexual abuse for both students and teachers working in CLCs. This ESMF has been prepared as per the requirements of ESS1. ESS2 Labor and Working Relevant Conditions ESS2 recognizes the importance of employment creation and income generation in the pursuit of The key labor risks associated include the risk of child labor for poverty reduction and inclusive economic growth. refurbishment work; discrimination against minority community Borrowers can promote sound worker- workers; gender based violence (GBV), sexual exploitation and management relationships and enhance the abuse, and sexual harassment (SEA/SH) risks for SPO field workers, development benefits of a project by treating staff at CLCs and community workers conducting door-to-door workers in the project fairly and providing safe and surveys and monitoring of CLCs; occupational health and safety of healthy working conditions. ESS2 applies to direct, contracted and community workers; and lack of medical project workers including fulltime, part-time, facilities in case of possible accidents that may take place at CLCs in temporary, seasonal and migrant workers. remote areas. Labor Management Procedures (LMP), in accordance with ESS2, are include in the ESMF as an annex.

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Environmental and Social Background Relevance to the Project Standard ESS3 Resource Efficiency Relevant and Pollution Prevention and ESS3 recognizes that economic activity and The Project will support procurement of IT in limited quantities that can Management urbanization often generate pollution to air, water, and land, and consume finite resources that may possibly generate. This ESMF includes E-waste management threaten people, ecosystem services and the procedures for safe use handling and disposal of e-waste to mitigate environment at the local, regional, and global the environmental, health and safety risk associated. The project will levels. The current and projected atmospheric support pre-vocational trainings and skills on agriculture; however the concentration of greenhouse gases (GHG) exact nature and content of trainings will be developed based on threatens the welfare of current and future community needs. During preparation of training materials, the generations. At the same time, more efficient and borrower will consider environmental considerations for safe use of effective resource use, pollution prevention and pesticides, efficient use of water or any other relevant aspect under this GHG emission avoidance, and mitigation standard. The Project will not make significant use of resources like technologies and practices have become more water, energy and/or raw materials, and it is not expected that any accessible and achievable. activities financed by the Project will generate any kind of major pollution. ESS4 Community Health and Relevant Safety The project will provide non-formal educational modules and quality support functions in CLCs. The students using such facilities might be susceptible to the risk of abuse, accidents, etc., and security and health and safety requirements of a requisite standard will need to be ESS4 recognizes that project activities, equipment, ensured. The ESMF identifies health and safety issues related to and infrastructure can increase community minor refurbishment works, and COVID-19 related risks for spread of exposure to risks and impacts. In addition, disease. The ESMF provides checklists for screening of proposed communities that are already subjected to impacts project activities for identifying related risks; suggests mitigation from climate change may also experience an measures/ SOPs; establishes monitoring and institutional mechanism acceleration or intensification of impacts due to for ensuring compliance during project execution; and provides project activities. guidance for the preparation and use of Community Health and Safety Plan. Specifically, with regard to COVID-19 response, SPO will prepare the necessary plan and use checklist at all CLCs during the prevalence of the pandemic. The ESMF also provides guidance to prepare at GBV Action Plan to address risk of GBV for students, CLC staff and community workers.

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Environmental and Social Background Relevance to the Project Standard ESS5 Land Acquisition, ESS5 recognizes that project-related land Not Currently Relevant Restrictions on Land Use and acquisition and restrictions on land use can have This standard is not relevant at the project appraisal stage. The project Involuntary Resettlement adverse impacts on communities and persons. does not involve any land acquisition and/or resettlement. The proposal Project-related land acquisition or restrictions on is to establish Community Learning Centers (CLCs) in rented space, land use may cause physical displacement through entering into formal rental agreements. (relocation, loss of residential land or loss of shelter), economic displacement (loss of land, assets or access to assets, leading to loss of income sources or other means of livelihood), or both. The term “involuntary resettlement” refers to these impacts. Resettlement is considered involuntary when affected persons or communities do not have the right to refuse land acquisition or restrictions on land use that result in displacement. ESS6 Biodiversity ESS6 recognizes that protecting and conserving Not Currently Relevant Conservation and biodiversity and sustainably managing living This is a non-formal education support Project with only soft Sustainable Management of natural resources are fundamental to sustainable components involved in the Project design for out of school children Living Natural Resources development. Biodiversity is defined as the and young adults through CLCs, non-formal curriculum development variability among living organisms from all sources and technical assistance for teachers. The Project will not have any use including, inter alia, terrestrial, marine and other of natural resources or have any impacts on biodiversity conservation. aquatic ecosystems and the ecological complexes of which they are a part; this includes diversity within species, between species, and of ecosystems. Biodiversity often underpins ecosystem services valued by humans. Impacts on biodiversity can therefore often adversely affect the delivery of ecosystem services.

ESS7 Indigenous This ESS applies to a distinct social and cultural Not Relevant Peoples/Sub-Saharan group identified in accordance with descriptions In Pakistan, the only recognized Indigenous Peoples are the African Historically provided in ESS10. The terminology used for such “Kailash”, residing in the Kailash Valley of District Chitral, Province Underserved Traditional groups varies from country to country, and often Khyber Pakhtunkhwa (KP) and the project is not being implemented in Local Communities reflects national considerations. ESS7 uses the this area term “Indigenous Peoples/Sub-Saharan African

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Environmental and Social Background Relevance to the Project Standard Historically Underserved Traditional Local Communities,” recognizing that groups identified may be referred to in different countries by different terms. Such terms include “Sub-Saharan African historically underserved traditional local communities,” “ indigenous ethnic minorities,” “aboriginals,” “hill tribes,” “vulnerable and marginalized groups,” “minority nationalities,” “scheduled tribes,” “first nations” or “tribal groups.” ESS8 Cultural Heritage ESS8 recognizes that cultural heritage provides Not Currently Relevant continuity in tangible and intangible forms between The project does not involve any activities of relevance to ESS8 as the past, present and future. People identify with there will be no major civil works. cultural heritage as a reflection and expression of their constantly evolving values, beliefs, knowledge and traditions. Cultural heritage, in its many manifestations, is important as a source of valuable scientific and historical information, as an economic and social asset for development, and as an integral part of people’s cultural identity and practice. ESS8 sets out measures designed to protect cultural heritage throughout the project life cycle. ESS9 Financial ESS9 recognizes that strong domestic capital and Not Currently Relevant Intermediaries (FI) financial markets and access to finance are The project does not involve any FI. important for economic development, growth and poverty reduction. The Bank is committed to supporting sustainable financial sector development and enhancing the role of domestic capital and financial markets.

ESS10 Stakeholder This ESS recognizes the importance of open and Relevant Engagement and Information transparent engagement between the Borrower The risk relevant to the stakeholders include: lack of engagement with Disclosure and project stakeholders as an essential element directly affected parties, other interested parties and marginalized of good international practice. Effective groups on opportunities resulting in limited success for project stakeholder engagement can improve the activities; absence of regular beneficiary feedback likely to hamper

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Environmental and Social Background Relevance to the Project Standard environmental and social sustainability of projects, adaptive management and continued improvement of project delivery; enhance project acceptance, and make a ineffective and inaccessible Grievance Redress Mechanism (GRM) significant contribution to successful project design that can lead to social distress and may cause increased difficulty in and implementation. project delivery. The project has prepared a Stakeholder Engagement Plan (SEP) to adequately address such risks. The SEP also proposes a GRM through which affected parties can raise project related concerns and grievances for efficient and timely resolution. A channel for confidential reporting for Gender Based Violence (GBV) and bullying issues will also be provided.

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2.18 IFC / World Bank Guidelines The principal World Bank publications that contain environmental and social guidelines are listed below.

◼ Environment, Health, and Safety (EHS) Guidelines prepared by International Finance Corporation and World Bank in 2007

◼ Pollution Prevention and Abatement Handbook 1998: Towards Cleaner Production

◼ Environmental Assessment Sourcebook, Volume I: Policies, Procedures, and Cross-Sectoral Issues.

◼ Social Analysis Sourcebook. The Environmental, Health, and Safety (EHS) Guidelines are technical reference documents with general and industry-specific examples of Good International Industry Practice (GIIP). When one or more members of the World Bank Group are involved in a project, these EHS Guidelines are applied as required by their respective policies and standards. General EHS guidelines will be applicable all the project activities the details of EHS guidelines and associated standards are placed in Annexure 2. In addition, latest WHO guidelines related to COVID-19 are also applied with particular focus on health and hygiene and on workplace setting.

2.19 International Conventions/Agreements The following international conventions to which Pakistan is a signatory are relevant to the project:

Table 2.2: International Conventions

Category Convention/convention Came into force

Chemicals and hazardous Stockholm Convention on Persistent April 2008 wastes conventions Organic Pollutants Rotterdam Convention on the Prior Informed July 2005 Consent procedures for Certain Hazardous Chemicals and Pesticides in International Trade. Basel Convention on the control of Trans- July 1994 boundary Movement of Hazardous Wastes and their Disposal. Atmosphere United Nations Framework Convention on June 1994 conventions/protocols Climate Change (UNFCCC) Kyoto Protocol to UNFCCC Jan 2005 Vienna Convention for the protection of the Dec1992 Ozone Layer. Montreal Protocol on Substances that Deplete Dec 1992 the Ozone Layer. Land / environmental United Nations Convention to Combat Feb 1997 cooperation conventions Desertification (UNCCD) in those Countries

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Category Convention/convention Came into force Experiencing Serious Drought and / or Desertification, Particularly in Africa. Cultural and natural Convention Concerning the Protection of World July 1976 heritage Cultural and Natural Heritage (World Heritage Convention) Biodiversity related Convention on Biological Diversity (CBD). July 1994 conventions/protocols Cartagena Protocol on Bio-safety to the March 2009 Convention on Biological Diversity. Convention on Wetlands of International Nov 1976 Importance especially as Waterfowl Habitat (Ramsar Convention) Convention on International Trade in April 1976 Endangered Species of Wild Fauna and Flora (CITES). Convention on the Conservation of Migratory Dec 1987 Species of Wild Animals (CMS)

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3 Project Description

This chapter provides an overview of key components of the project. Details of the project are provided in Annexure 9 – Project Details.

3.1 Component 1: Implementing Non-Formal Education through Community Learning Centers (US$ 1.49 million) Component 1 consists of two sub-components which are implemented through Community Learning Centers (CLCs). The CLCs will be newly set up in a target community with an appointment of a principal to manage the center through the project. Field coordinators jointly with the local communities will identify the place for CLCs with at least two or three rooms, separate toilets for girls and boys and a reasonable size compound located at a safe and secure location within a village. Minor rehabilitation and maintenance work of the CLCs will only be carried out to ensure that all the CLCs reach up to the minimum standards of safe and secure learning environment. The core programs offered at the CLCs will be (1) Accelerated Learning Programs (ALPs) for out- of-school children in primary and secondary school ages (sub-component 1.1), and (2) Integrated literacy and Skills (ILS) program for illiterate adolescents and young adults (sub-component 1.2). In addition, the CLCs will offer support functions to the beneficiaries, including counseling and moral support.

Flexible learning pathways: To respond to the unknown and unpredictable emergency situation associated with COVID-19 pandemic, the project offers flexible and three-level coping strategies to achieve the project outcomes besides the core project approach and these options will be used depending on the emergency level declared by the federal and provincial governments. In all scenarios, the programs will include basic hygiene and disease prevention modules to deliver proper knowledge and skills to prevent COVID-19 spread and enforcement of hygiene and disease prevention practices. Table 3.1 provides a summary of different service delivery mode under different emergency levels.

Table 3.1: Service Delivery Mode by Emergency Level Emergency Level Service delivery Conditions Materials Level 1 Implementing the Government schools Regular project as usual are open and NFE through CLCs centers are allowed to open. People are allowed to meet other people and gather. Level 2 Teacher led Home- Government schools Hybrid of regular and based schooling/ are closed and NFE distance-based learning centers are not allowed to open. People are allowed to meet other people. Level 3 Home-based learning Government schools Distance-based through teleteaching are closed and NFE centers are not

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allowed to open. People are not allowed to meet other people.

3.1.1 Sub-component 1.1: Literacy program for mainstreaming out-of-school children in primary and secondary school age (US$ 0.74 million) This sub-component will offer Accelerated Learning Programs (ALPs) to out-of-school children at primary school age (age 8-10 years) and secondary school age (age 10-16 years) through a non-formal education model to facilitate mainstreaming of those children to the formal school system. The project will conduct a rapid survey of out-of- school children and conduct enrollment and awareness campaigns in the villages. In order to conduct enrollment of the potential learners, the field staff will mobilize the local communities to identify out-of-school children (OOSC) through a rapid survey, and this will ensure identification of vulnerable groups, including religious and ethnic minorities. Subsequently, the survey results will lead to a multi-pronged enrollment strategy that will include enrolment campaigns as awareness walks in the villages/ areas followed by door to door visits to the potential learners. The door to door visits will be carried out repeatedly and jointly by the teachers, village education committee (VEC) members, which includes representatives of vulnerable groups in the community, and field staff of the project.

3.1.2 Sub-component 1.2: Integrated literacy and skills programs for mainstreaming of illiterate youth and young adults (US$ 0.75 million) Each community will decide which pre-vocational trade to be provided based on the needs of the local economy identified through community level consultations including local employers. The ILS program will include life-skill modules. The proposed life-skill modules will include: (i) childcare and nutrition (ii) general life skills (population control, disaster management, access to basic facilities and social services, etc.), (iii) health, nutrition, hygiene, and sanitation, (iv) financial literacy (income generation and saving), (v) digital skills with mobile use, and (iv) awareness on COVID-19 prevention.

Expenditures under Component 1: Component 1 will finance the costs for running the services at CLCs, including salaries of teachers and principals, teacher and principal training, equipment, textbooks and materials, rent and utilities, maintenance costs of the centers, and supplementary counseling and moral support services.

3.2 Component 2: Technical Assistance for NFE Material Development and Capacity Building (US$ 0.50 million)

3.2.1 Sub-component 2.1: Development of curriculum, teaching and learning materials This sub-component provides Technical Assistance activities related to development of NFE curriculum and materials that will be used at CLCs and by other implementing agencies including the provincial governments.

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COVID-19 Response: To enable flexible learning pathways depending on the emergency level, teaching & learning resources developed for home-based teaching and learning model will be also developed as part of this sub-component.

3.2.2 Sub-component 2.2: Teacher training, capacity building and coordination Continuous training will be provided to teachers, principals, and community groups for their CLC management and the quality of teaching activities. In addition, the teachers and principals will also be trained (by a certified trainer) to receive cases of GBV/sexual harassment/child sexual abuse and connect survivors with professional GBV service providers. The counselors, principals and teachers will also be trained to be sensitive to and address issues of discrimination (e.g against minorities) in order to promote an inclusive learning environment.

COVID-19 Response: Teachers and field staff will be trained to deliver different approaches under the flexible service delivery model depending on the emergency level.

The capacity building of community groups will be conducted through a process of engagement and their active participation. Village Education Committees (VEC) will be formed through the help of project field staff and will decide the member’s roles through the consultative process, including responsible members for enrolment and drop-outs follow-up, members for coordinating with principals and teachers regarding teaching and learning, and those responsible for maintaining essential equipment and facilities in the CLCs. The field staff of the implementing organization will keep coordinating with these community groups to manage CLC operations.

3.3 Component 3: Project Management and Administration, Monitoring and Evaluation, and Knowledge Dissemination (US$ 0.73 million)

3.3.1 Sub-component 3.1: Project Management and Administration This sub-component supports project management by the implementing agency. Two field coordinators per district will be recruited to monitor and support implementation activities. These coordinators will support establishing CLCs, support teachers and engage communities. The provincial coordinators will keep a regular liaison with the education and literacy departments of the respective provincial governments in Punjab and Sindh, while they also coordinate field coordinators. At the headquarters, there will be team leader, specialists for ALP an ILS programs and a manager for administration/ procurement services. A monitoring and evaluation officer will be hired to lead project monitoring, monitoring of the ESMF, and lead mid-term evaluations as well as various studies specified under subcomponent 3.2. Procurements of goods and services and financial management will be carried out centrally by the headquarters. Internal audit of the project will be performed by an audit firm which will also report on the compliance with requirements of policies and procedures. The annual financial statements are subject to external audit.

3.3.2 Sub-component 3.2: Monitoring and Evaluation and Knowledge Dissemination

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Pakistan Integrated Literacy and Skills Development for Youth Project

Monitoring of CLCs – Routine monitoring of CLCs will be conducted by the implementing agency. The agency will hire two monitoring officers in each district, who will visit and monitor each CLC on daily basis.

Impact Evaluation: An impact evaluation would be conducted to rigorously assess the effectiveness of the ILS program by applying a Randomized Control Trial (RCT) method. The types of impacts to be evaluated will encompass three areas: (1) literacy and numeracy skills, (2) life and vocational skills covered in ILS training (e.g., financial literacy, access to social services, and health and nutritional practices), and (3) extended impacts such as empowerment, aspiration, and income generating activities.

Knowledge dissemination – As part of JSDF requirement, knowledge dissemination work will be also supported. Implementation experiences and the results of the impact evaluation will be disseminated within the country and potentially outside the country through workshops and other events related to NFE.

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Pakistan Integrated Literacy and Skills Development for Youth Project

4 Environmental and Social Baseline of the Project Areas

This Chapter will cover an overview of the physical, biological and socioeconomic baseline of the project areas.

4.1 Project Area The Project will be implemented in two districts of Sindh and three districts of South Punjab. Approximately 10 locations (tehsils/village) per district will be selected in which CLCs will be created.

For Punjab, Multan, Muzaffargarh, and Bahawalpur districts have been selected, located in the south of the province

For Sindh, Karachi-Malir, and Sujawal located in the south-west of the province have been selected. Malir is a district of Karachi Division. District Sujawal was part of Thatta till 2013.

Figure 4.1 and Figure 4.2 show the location of these district on the district maps of Punjab and Sindh.

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Pakistan Integrated Literacy and Skills Development for Youth Project

Figure 4.1: District Map of Punjab

Figure 4.2: District Map of Sindh

4.2 Physical Environment The physical environmental baseline studies describe the relevant physical conditions in the Project districts. These studies include topography, climate and weather patterns, natural hazards, surface water and groundwater quality.

Climate

Punjab

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Pakistan Integrated Literacy and Skills Development for Youth Project

Most areas in Punjab experience extreme weather with foggy winters, often accompanied by rain. By mid- February the temperature begins to rise; springtime weather continues until mid-April, when the summer heat sets in. The onset of the southwest monsoon is anticipated to reach Punjab by May, but since the early 1970s the weather pattern has been irregular. The spring monsoon has either skipped over the area or has caused it to rain so hard that floods have resulted. June and July are oppressively hot. Although official estimates rarely place the temperature above 46 °C, newspaper sources claim that it reaches 51 °C and regularly carry reports about people who have succumbed to the heat.4

Multan5

The district Multan has a desert climate with virtually no rainfall during the year. The average annual temperature is 25.6 °C in Multan. In a year, the average rainfall is 175 mm. The driest month is October with 2 mm of precipitation. Most of the precipitation in Multan falls in July, averaging 50 mm. With an average of 35.5 °C, June is the warmest month and January is the coldest month, with temperatures averaging 13.2 °C. Figure 4.3 shows the temperature graph for Multan.Figure 4.3

Figure 4.3: Climate Graph for Multan

Muzaffargarh

Muzaffargarh features an arid climate with very hot summers and mild winters. The city witnesses some of the most extreme weather in the country. The highest recorded temperature is approximately 54 °C (129 °F), and the lowest recorded temperature is approximately −1 °C (30 °F). The average rainfall is roughly 127 millimeters (5.0 in). Dust storms are a common occurrence within the city.6

4 Environment and Social Management Framework (ESMF); Punjab Human Capital Investment Project; 2019 5 https://multan.punjab.gov.pk/climate

6 https://muzaffargarh.punjab.gov.pk/geography_climate

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Bahawalpur

District Bahawalpur has very hot and dry climate in summer and dry and cold climate in winter. The maximum temperature rises to 48ºC while the minimum temperature falls to 7ºC. Wind and dust storms are frequent during the summer. The average annual rain-fall in the district is 200 mm.7

Sindh Karachi-Malir8

The air temperature in Karachi Division and its coastal areas is generally moderate throughout the year due to presence of sea. Climate data generated by the meteorological station at Karachi Airport represents climatic conditions for the region. Table 4.1 and Table 4.2(below) show that the annual mean maximum temperatures ranged between 32 and 33°C and averaged at 32.6°C, whereas, the annual mean minimum temperatures ranged between 21.0 and 22.5°C and averaged at 21.8°C, at the Karachi Airport Meteorological Station keeping in view the temperature data being recorded for past eleven years (2001 to 2013). During winter the range of variation of temperature is slightly large.

Table 4.1: Karachi Mean Monthly Maximum Temperature Co

Table 4.2: Karachi Mean Monthly Minimum Temperature Co

7 https://www.punjab.gov.pk/bahawalpur 8 Environmental and Social Management Framework (ESMF); Karachi Neighbourhood Improvement Project; 2017

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The rain fall in the Karachi coastal zone is extremely low and erratic; therefore this region falls in the semi- arid climatic zone. Heavy rains exceeding 50 mm (sometimes 100 mm) in a day are common during the monsoon season in north-eastern humid and sub-humid parts of Pakistan and Kashmir which is known as the gateway of the monsoon for the country. However, such events only occasionally occur southward where the climate is mainly arid. Thirteen years precipitation data recorded at Karachi Airport station suggests that July and August are the wettest months and that the maximum rainfall recorded in Karachi during 2001-2009 & 2012-2013 period was 270.4 mm during the month of July 2003, while the maximum annual rainfall was 324.9 mm during the year 2003, followed by 301.1 mm in 2006 and 279.9 mm in 2009.

Sujawal

Detailed temperature and rainfall data for Sujawal is not available. The maximum temperature is 45 °C during the summer season, especially the month of June, and it falls to 10 °C in the month of January. The maximum rainfall was recorded in the monsoon season months of July–September and the minimum rainfall was recorded in November– March; the average annual rainfall was about 220 mm. The climatic zones of Sujawal are dry and tropical9

Natural Hazards

Floods

Pakistan has experienced eighteen major floods in 60 years (almost one major flood event every 3 years). The 2010 floods were of unprecedented magnitude mainly triggered by the Indus and its tributaries and affected the entire country. Punjab suffered from heavy floods in 2010 due to the major contribution of River Indus and later with the contribution of River Swat and Kabul. Amongst the Project districts, Muzaffargarh was the most affected. 700,000 people

9 Majeed, S.; Zaman, S.B.; Ali, I.; Ahmed, S. Situational Analysis of Sindh Coast-Issues and Options. Manag. Nat. Resour. Sustain. Futur. Agric. Res. Brief. 2010

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Pakistan Integrated Literacy and Skills Development for Youth Project were displaced and hundreds of villages destroyed by floods in the district of Muzaffargarh in 2010.10

The districts of Thatta and Sujawal in Sindh suffer from frequent flooding due to rains and cyclones, especially in villages located along the coast. In 2010, low lying areas of Sujawal including Sujawal Town were inundated due to a breach in MS Bund.11

Earthquakes12

As per the seismic hazard map of Pakistan show in Figure 4.4, project districts are situated in an area where earthquakes of low magnitude are expected. The districts of Multan, Bahawalpur and Muzaffargarh in Punjab are located in Seismic Zone 2A, which lies between 3 and 4.5 on MMI scale.

In Sindh, the project district of Sujawal is in Seismic zone 2A, while that of Malir is in Seismic Zone 2B.

Figure 4.4: Seismic Hazards Map Pakistan

Water Resources

Punjab13

The country’s large and growing population is sustained by, and critically dependent on, the Indus River and its tributaries. Irrigated agriculture accounts for more than 90% of food and fiber, and for most of fodder production. This often badly suffers due to the increase or shortage

10 Rapid Assessment Report of Flood-Affected Communities in Muzaffargarh District, Punjab, Pakistan; Save the Children; 2010 11 Annual Floor Report; Office of the Chief Engineering Advisor and Chairman, Federal Flood Commission, Pakistan; 2010 12 ndma.gov.pk 13 National Environmental Information Management System (NEIMS)- Environmental Profile of Punjab

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Pakistan Integrated Literacy and Skills Development for Youth Project of rains in upstream areas. The river flows are highly vulnerable due to the melting of glaciers being the original sources of these rivers.

The Indus Plain does not have well defined natural drainage. The introduction of irrigation system therefore resulted in surface and sub-surface drainage problems resulting in water logging and salinity, which has continued to aggravate over the period. Compared to the situation in the Upper Indus, groundwater use in the Lower Indus is very modest; yet waterlogging (groundwater within 1.5 meter of the soil surface) is common and has been assessed to prevail over 1.5 to 3.5 meters.

The three Project Districts of South Punjab lie mostly in waterlogged area except some parts of Bahawalpur District.

Sindh

Indus River and other several fresh and brackish water lakes exist in the project districts in Sindh and are the source of surface water. Keenjhar Lake is an important source of drinking water for Thatta, Sujawal and Karachi city. Sujawal and Thatta are located at the tail end of the Indus Irrigation System. By virtue of their geographic location, they receive the maximum level of drainage effluent and very little irrigation water.14

The city of Karachi lies in the Hub River Basin and the Malir River Basin. The Malir River Basin is drained by the Malir River and the Layari River. The aquifer of Karachi is, therefore, mainly recharged by seepage from Hub River, Hub Dam as well as the Malir and the Layari Rivers. The Hab River lies on the western frontier of Sindh and, for some distance, the boundary between Sindh and the Baluchistan provinces. It is located about 30 km to the west of Karachi, along the Karachi- Lasbela boundary. It falls into the Arabian Sea near Cape Monze, with a total drainage course length of 336 km. During the past several years, a number of pumping wells have been installed to meet requirements for the irrigation-water supply (to cultivate vegetables, fruits and produce dairy and poultry) and drinking-water supply for Karachi. Excessive pumping of groundwater and continuous lowering of water-table is likely to result in intrusion of seawater into the Malir Basin under natural seepage conditions and under artificially induced conditions of recharge of saline seawater in the coastal aquifer(s) of Karachi.15

Surface Water Quality

Punjab16

Natural surface water quality in Punjab is quite good (TDS 125-250 PPM) but high level of contamination is a serious problem. Detailed data on drinking water quality is not available for the project districts of South Punjab. Research studies and published data as a secondary source is available for cities like Lahore, Rawalpindi, Faisalabad, Karachi and Islamabad only.

14 Environmental and Social Impacts Assessment (ESIA) of Embankments of Indus River; Sindh Resilience Project (SRP); Government of Sindh; 2018 15 Environmental and Social Management Framework (ESMF); Karachi Neighbourhood Improvement Project; 2017 16 Environment and Social Management Framework (ESMF); Punjab Human Capital Investment Project; 2019

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Sindh

Data for surface water quality is available for samples collected in Sujawal for the ESIA of the Sindh Resilience Project (SRP). The physical and chemical parameters were analyzed by the Pakistan Council of Research in Water Resources (PCRWR) Karachi laboratory. The results reveal that the pH, Nitrate and Arsenic are within permissible limits while the Turbidity,Conductivty, Calcium, hardness, TDS, COD, TSS Coliforms and fecal coli are exceeding the permissible limits. The reason for exceeding the limits is due to the untreated domestic and industrial wastewater being disposed from various cities located along the River Indus.17

Data on surface water quality of Malir is not available.

Groundwater Quality

Punjab

According to SPHERE Project study in villages of Punjab in 2014-15, very high level of bacterial contamination of groundwater was found. 2661 villages/locations tested positive for bacteriological contamination. In 80% of the schemes, there is no water treatment facility, while only 12% provide some treatment (chlorination, bleaching powder, potassium permanganate etc.). Water samples collected from the water sources of the functional water supply schemes indicated that 79% of the total collected samples are unsafe for drinking purpose because of microbiological and chemical contamination(iron, fluoride, nitrates) and physical problems (turbidity, hardness, total dissolved solids). Water samples collected from the houses of the consumers of the functional water supply schemes revealed that 88% of the total samples collected are unsafe for drinking purposes – the reasons are similar to those found at the sources.18

Specific data on groundwater quality for the project districts is not available.

Sindh

Physical and chemical data of shallow groundwater (depth less than 30 meters) shows that the shallow wells, located in the vicinity of coast and in the proximity of polluted rivers, in Karachi have relatively higher values of electrical conductivity, salinity and population of Coliform bacteria. The shallow groundwater is moderately saline, representing electrical conductivity values in the range of 1.1 to 1.9 mS/cm and salinity in the range of 1 ppt. The pH of shallow groundwater varies from mildly acidic (~6.3) to mildly alkaline values (~7.9). Areas with quite poor sanitary conditions have relatively low values of pH (~6.3 to 6.8). Shallow groundwater below 20 meters is slightly reducing. The dissolved oxygen is in the range of 1.5 to 7.9 mg/L. Turbidity of shallow groundwater varies between 3.6 NTU and 95 NTU. The concentration of HCO3- (356- 514ppm, n=4), Cl- (82 - 169 ppm, n=4) and SO4-2 (38-117 ppm, n=4) in shallow groundwater is very reasonable.

17 Environmental and Social Impacts Assessment (ESIA) of Embankments of Indus River; Sindh Resilience Project (SRP); Government of Sindh; 2018 18 Environment and Social Management Framework (ESMF); Punjab Human Capital Investment Project; 2019

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Pakistan Integrated Literacy and Skills Development for Youth Project

In general, Deep groundwater is mostly saline and has high electrical conductivity (range: 1.9- 19.1 mS/cm) and salinity (range: 1.7-7.4 ppt), as compared to shallow groundwater. Based on hydro-chemical data of water samples collected from pumping wells, it is assumed that the shallow mixed deep groundwater discharged by large-scale pumping wells mainly represents the deep groundwater from confined aquifer. 19

More than 80% of lands in Sindh are underlain by saline groundwater unfit for irrigation that is a major constraint in irrigated agriculture. Fresh groundwater is found mostly in a strip parallel to the banks of Indus River and some pockets in other areas. Ground water samples collected from Sujawal for the ESIA of the Sindh Resilience Project (SRP) were analyzed from PCRWR Karachi in January 2016. The laboratory tests reveal that the pH, Carbonate, EC, and Arsenic were within permissible limit of NEQS and WHO standards while Hardness, Calcium, Nitrate, TDS, TSS, and Turbidity and in some cases, Potassium was exceeding the permissible limit in both surface and ground water samples. Similarly, the micro-biological parameters were also exceeding the limit.20

4.3 Biological Environment The relevant biological environment baseline describes the forests and protected areas of the project districts.

Forests

Punjab

Details of forests in Muzaffargarh and Bahawalpur are given below:21

Table 4.3: Bahawalpur Forest District Serial # Name of Subdivision/ Range Name of Forest Total Area/Acres 1 Bahawalpur Range Shahi Wala 2979

Table 4.4: Muzaffargarh Forest District Serial # Name of Subdivision/ Range Name of Forest Total Area/Acres 1 Muzaffargarh Subdivision Sarina 5070 2 Bait Qaim Shah 1278 3 Serwani 1509 4 Ghazi Ghat Subdivision Ghazi Ghats 2106 5 Ahmad Mohana 2370 6 Sohni 696 7 Eason Wala 7072 8 Jatoi Range Bakaini 1998 9 Bait Mir Hazar 3614

19 Environmental and Social Management Framework (ESMF); Karachi Neighbourhood Improvement Project; 2017 20 Environmental and Social Impacts Assessment (ESIA) of Embankments of Indus River; Sindh Resilience Project (SRP); Government of Sindh; 2018

21 Environment and Social Management Framework (ESMF); Punjab Human Capital Investment Project; 2019

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10 CheenaMalana 4180 11 Khanpur Range Khanpur 31555 12 Ali Wali 4629 13 Latti 715 14 Eastern Ghirri 690 15 Middle Ghirri 337 16 Khannani 720 17 Bait Dewan 3164 18 Dhaka I & II 2302 19 Khairpur Para I, II, III 1014 20 Baqir Shah 2341 21 Mohib Shah 628 22 DamberWala 2612 Total 80600

Sindh22

Sindh Forest Department controls an area of 241,198 hectares in the Riverine tract of the province which is categorized as "Riverine Forests"; locally known as Kacho forests. These forests are located along both the banks of River Indus in Thatta, Hyderabad, Dadu, Larkana, Naushahero Feroze, Nawabshah, Khairpur, Sukkur, Shikarpur, Ghotki and Jacobabad Districts and have been declared as “Reserved Forests” under Forests Act, 1927.

There are a large numbers of protected forests in Thatta and Sujawal districts. Now many of the land of the riverine forests has been converted in agriculture land. A summary of reserve forests in the Sujawal area is presented in Table 4.5 below

Table 4.5: Reserved Forest, Current Status, and Location in Sujawal Sr.# Name of Forest Current Status 1 Kacho Bano Reserved Forest Barren/thin vegetation 2 Mulchand Reserved Forest Baren and scattered vegetation 3 Jurar Reserved Forest Baren and scattered vegetation 4 Khadi Reserved Forest Thin forest 5 Khirsar Reserved Forest Thin forest 6 Pennah Reserved Forest Forest has been converted in agriculture land 7 Huderani Reserved Forest Forest has been converted in agriculture land 8 Bahadipur Reserved Forest Scattered Vegetation observed 9 Allah Buksh Reserved Forest Flood Plain/Scattered Vegetation

Protected Areas

Details of protected areas in project districts are provided in Table 4.6. There are no protected areas in Karachi-Malir and Sujawal.

22 Environmental and Social Impacts Assessment (ESIA) of Embankments of Indus River; Sindh Resilience Project (SRP); Government of Sindh; 2018

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Pakistan Integrated Literacy and Skills Development for Youth Project

In Punjab, the district of Bahawalpur is home to the Lal Suhanra National Park which is a Protected Area as well as a protected wetland and a UNESCO declared biosphere reserve. Cholistan and Chak Kotora Reserve Forest are classified as Wildlife Sanctuaries in Bahawalpur. Lal Suhanra is notable for the diversity of its landscape, which includes desert, forest and wetland ecosystems. In Muzaffargarh, the Taunsa Barrage and Kotla Issan Reserve Forest are classified as wildlife sanctuaries.

Table 4.6: Protected Areas in Project Districts National Parks Wildlife Sanctuaries Protected Wetlands Biosphere Reserves Cholistan Wildlife Lal Suhanra National Lal Suhanra, Lal Suhanra, Sanctuary, Park, Bahawalpur Bahawalpur Bahawalpur Bahawalpur Taunsa Barrage,

Muzaffargarh Kotla Issan Reserve

Forest, Muzaffargarh Chak Kotora Reserve

Forest, Bahawalpur

4.4 Socioeconomic Profile The socioeconomic profile of the project districts includes information on demography, education, healthy, poverty, employment, access to water supply and sanitation, and gender. This profile has been prepared using secondary sources of data which are referred to throughout this section.

Demography

Punjab

As per the 2017 population census, the population of Punjab province is 110 million (69.6 million rural, 40.4 million urban) which is over half the population of Pakistan.

The demographic profile of selected districts of South Punjab from the 2017 population census are shown in Table 4.7 below. The three project districts have a combined population of 20.5 million. The districts of Muzaffargarh and Bahawalpur have a predominantly rural population (84% and 75% respectively). 57% of the population of Multan lives in rural areas. All three districts have a 48% female population.

Table 4.7: Demographic Statistics of Project Districts – Punjab (2017) 23

Growth Rural Urban Total Number of Population Population Population District Rate 1998- Population Population Population Households Female Male Transgender 2017 (%)

Multan 2.23 2,686,819 2,058,290 4,745,109 760,858 2,307,504 2,437,412 193

Muzaffargarh 2.63 3,627,238 694,771 4,322,009 667,515 2,103,132 2,218,744 133

23 http://www.pbs.gov.pk/sites/default/files//DISTRICT_WISE_CENSUS_RESULTS_CENSUS_2017.pdf.

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Bahawalpur 2.16 8,639,041 2,824,990 11,464,031 1,767,660 5,601,392 5,862,017 622

Total 14,953,098 5,578,051 20,531,149 3,196,033 10,012,028 10,518,173 948

Sindh

As per the 2017 population census, the population of Sindh province is 47.9 million (23 million rural, 25 million urban).

The demographic profile of selected districts of Sindh from the 2017 population census are shown in Table 4.8 below. The two project districts have a combined population of 2.8 million. Sujawal has a predominantly rural population (89%). 43% of the population of Malir lives in rural areas. Both districts have a 47% female population.

Table 4.8: Demographic Statistics of Project Districts – Sindh (2017) 24

Growth Rural Urban Total Number of Population Population Population District Rate 1998- Population Population Population Households Female Male Transgender 2017 (%)

Sujawal 2.23 696,262 85,705 781,967 153,018 375,193 406,754 20

Karachi Malir 3.86 857,922 1,150,979 2,008,901 338,257 934,491 1,074,282 128

Total 1,554,184 1,236,684 2,790,868 491,275 1,309,684 1,481,036 148

Education and Literacy

National enrolment rates increased from 68 percent to 75 percent for the primary age group and 52 percent to 57 percent for the lower-secondary age group between 2004 and 2013. However, there still exist a large out-of-school population partly due to the fast-growing population. The National Education Management Information Systems (NEMIS) estimates that around 22 million children were out of school in 2016/17, of which there were more than 5 million out-of-school children in primary school ages 5–9 years, more than 11 million in ages 10–14 years, and 6.2 million in age 15–16 years. There are 6.8 million and 4.7 million out-of- school children in Punjab and Sindh between age 8 to 16, and 57 percent of them are girls according to PSLM 2018/19.25

Punjab

The literacy rate in Punjab (for population ten years and above) was reported at 63% in the Pakistan Social and Living Standards Measurement Survey (PSLM) 2014-1526. In Muzaffargarh district, the literacy rate stood at 59% for males and 31% for females. In rural areas, the literacy rate for females was 26% and for males was 55%.

24 http://www.pbs.gov.pk/sites/default/files//DISTRICT_WISE_CENSUS_RESULTS_CENSUS_2017.pdf. 25 Project Paper; Pakistan Integrated Literacy and Skills Development for Youth Project, The World Bank 26 http://www.pbs.gov.pk/sites/default/files//pslm/publications/PSLM_2014-15_National-Provincial-District_report.pdf

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Pakistan Integrated Literacy and Skills Development for Youth Project

In Bahawalpur district, the literacy rate stood at 55% for males and 36% for females. In rural areas, the literacy rate for females was lower at 27% and for males was 48%.

Figure 4.5 shows the literacy rates of the districts in Punjab.

In Multan district, the literacy rate stood at 68% for males and 52% for females. In rural areas, the literacy rate for females was significantly lower at 38% and for males was 61%.

In Muzaffargarh district, the literacy rate stood at 59% for males and 31% for females. In rural areas, the literacy rate for females was 26% and for males was 55%.

In Bahawalpur district, the literacy rate stood at 55% for males and 36% for females. In rural areas, the literacy rate for females was lower at 27% and for males was 48%.

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Pakistan Integrated Literacy and Skills Development for Youth Project

Figure 4.5: Literacy Rates – Punjab Districts

As per the Household Integrated Income and Consumption Survey 2015-16, age-specific enrolment rates peak at around age 10 years in Punjab. 25 percent of girls in rural Punjab never enrol in school. 27 Dropout rates from schools are high.

Punjab 1.00 0.90 0.80 0.70 0.60 0.50 0.40 0.30 0.20 0.10 0.00 4 8 12 16 20 24 Male Female Figure 4.6: Age-specific Enrolment rates in Punjab

The Pakistan Social and Living Standards Measurement Survey (PSLM) 2014-1528 shows that 61% of the population in Multan has ever attended school29. In rural areas, this proportion is 51% overall, and only 39% for females. In Muzaffargarh and Bahawalpur, the population that has ever attended school is reported at 47% and 50% respectively overall, and 43% for rural

27 The proportion of girls aged 10-14 years in rural areas according to PSLM 2015-16 28 http://www.pbs.gov.pk/sites/default/files//pslm/publications/PSLM_2014-15_National-Provincial-District_report.pdf 29 Population aged 10 years and older that has ever attended school expressed as a percentage of the total population aged 10 years and older.

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Pakistan Integrated Literacy and Skills Development for Youth Project areas. Only 33% of the female population in Muzaffargarh and 38% in Bahawalpur has ever attended schools as shown in Table 4.9.

Further, PSLM shows that 49% of the population in Multan, 35% in Muzaffargarh and 38% in Bahawalpur has completed primary level schooling or higher.

Table 4.9: Population That Has Ever Attended School – Punjab 30

Urban Rural Total District Male % Female % Total % Male % Female % Total % Male % Female % Total %

Multan 79 72 76 62 39 51 69 52 61

Muzaffargarh 79 63 71 58 28 43 60 33 47

Bahawalpur 76 61 69 56 30 43 61 38 50

Figure 4.7 shows the net enrolment ratio (NER) at the primary level (age 6-10) for Punjab districts. Bahawalpur has a NER primary of 56, while Multan and Muzaffargarh have a NER primary of 66 and 61.

Figure 4.7: Net Enrolment Ratio Primary (Age 6-10) Punjab Districts31

Figure 4.8, Figure 4.9 and Figure 4.10 show number of students enrolled in the project districts by grade and area, disaggregated by gender as reported by the School Information System of the Government of Punjab.32

30 http://www.pbs.gov.pk/sites/default/files//DISTRICT_WISE_CENSUS_RESULTS_CENSUS_2017.pdf. 31 Pakistan Social and Living Standards Measurement Survey (PSLM) 2014-15 32 https://sis.punjab.gov.pk/stats/enrolment/?pane=enrolment ; accessed 22nd May 2020

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Pakistan Integrated Literacy and Skills Development for Youth Project

Figure 4.8: Students Enrolment by Gender, Grade and Area - Multan

Figure 4.9: Students Enrolment by Gender, Grade and Area - Muzaffargarh

Figure 4.10: Students Enrolment by Gender, Grade and Area - Bahawalpur

Sindh

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Pakistan Integrated Literacy and Skills Development for Youth Project

The literacy rate in Sindh (for population ten years and above) was reported at 60% in the Pakistan Social and Living Standards Measurement Survey (PSLM) 2014-1533. Figure 4.11 shows the literacy rates of the districts in Sindh.

In Sujawal district, the literacy rate stood at 51% for males and 21% for females. In rural areas, the literacy rate for females was significantly lower at 15% and for males was 47%.

Data for Malir district is not available. The literacy rate for rural Karachi stood at 55% for males and 50% for females.

Figure 4.11: Literacy Rate – Sindh Districts

As per the Household Integrated Income and Consumption Survey 2015-16, age-specific enrolment rates peak at around age 10 years in Sindh. 58 percent of girls in rural Sindh never enrol in school. 34 Dropout rates from schools are high. In Sindh, of 100 children who enter grade 1, only 51 complete their primary education, 30 enrol in middle school and 23 finish their basic secondary education at grade 10. Only 6 percent of students reach grade 12.

According to the Annual Status of Education Report (ASER), the competency level of children in Sindh is below the national average with especially low performance in rural areas. Only 63 percent of grade 5 students in urban areas can read a story, compared to 45 percent in rural areas, and 56 percent of urban students can perform two-digit division, as opposed to 34 percent of rural students.35

33 http://www.pbs.gov.pk/sites/default/files//pslm/publications/PSLM_2014-15_National-Provincial-District_report.pdf 34 The proportion of girls aged 10-14 years in rural areas according to PSLM 2015-16 35 Project Paper; Pakistan Integrated Literacy and Skills Development for Youth Project, The World Bank

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Pakistan Integrated Literacy and Skills Development for Youth Project

Sindh 1.00 0.90 0.80 0.70 0.60 0.50 0.40 0.30 0.20 0.10 0.00 4 8 12 16 20 24 Male Female Figure 4.12: Age-specific Enrolment rates in Sindh

As per the Pakistan Social and Living Standards Measurement Survey (PSLM) 2014-1536 only 38% of the population in Sujawal has ever attended school37. In rural areas, only 15% of the female population has reported to have attended school. Data for Malir is not represented in the PSLM. Information for rural Karachi shows that 58% of the population has ever attended school as shown in Table 4.10.

Further, PSLM shows that 28% of the population in Sujawal and 46% in rural Karachi has completed primary level schooling or higher.

Table 4.10: Population That Has Ever Attended School – Sindh 38

Urban Rural Total District Male % Female % Total % Male % Female % Total % Male % Female % Total %

Sujawal 78 61 69 49 15 33 53 22 38

Karachi 87 81 84 61 55 58 86 80 83

Figure 4.13 shows the net enrolment ratio (NER) at the primary level (age 6-10) for Sindh districts. Sujawal has a NER primary of 48. The NER for Malir is not reported separately. The NER of Karachi is 74.

36 http://www.pbs.gov.pk/sites/default/files//pslm/publications/PSLM_2014-15_National-Provincial-District_report.pdf 37 Population aged 10 years and older that has ever attended school expressed as a percentage of the total population aged 10 years and older. 38 http://www.pbs.gov.pk/sites/default/files//DISTRICT_WISE_CENSUS_RESULTS_CENSUS_2017.pdf.

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Figure 4.13: Net Enrolment Ratio Primary (Age 6-10) Punjab Districts39

Table 4.11 and Table 4.12 and show the number of schools by type and gender in Malir Karachi and Sujawal, as well as enrolment figures in 2014-15.

Table 4.11: Schools and Enrolment – Malir 40

39 Pakistan Social and Living Standards Measurement Survey (PSLM) 2014-15 40 District Education Profile – Malir, 2014-15; Government of Sindh

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Table 4.12: Schools and Enrolment – Sujawal 41

Poverty and Employment

Poverty declined from 64.3 percent in 2001 to 24.3 percent in 2015, lifting more than 23 million people out of poverty in Pakistan in the past 15 years. Figure 4.14 shows the reducing poverty trends by province from 2001 to 2016. Poverty in Punjab reduced by over 20 percentage points, while that in Sindh halved over this period.42

41 District Education Profile – Sujawal, 2014-15; Government of Sindh 42 World Bank. 2018. From Poverty to Equity - Pakistan at 100. Washington, DC: World Bank.

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Figure 4.14: Poverty Trends by Province

A joint report by the Pakistan Poverty Alleviation Fund and Sustainable Development Policy Institute titled Geography of Poverty in Pakistan 2008-09 to 2012-13 provides a detailed analysis of intra-provincial differences in the incidence of poverty and its trends over time. The report showed that compared with a national average of 31.3% in 2012-13, Punjab's headcount ratio was 24.3%. Nonetheless, there were strong inequalities between rural and urban poverty in the province – 40% of the population in rural Punjab lived below the poverty line, compared with 8% in urban Punjab. Poverty rates have varied markedly between urban and rural districts, and with uneven urbanization, a clear geographic divide between the north and south has occurred within the province. Most districts in north and central Punjab fall in the least poor quintile of districts in the country. The poverty headcount ration in the project district of Muzaffargarh stood at 48.9% and in Bahawalpur stood at 42.6% in 2012-13.43

The Labor Force Survey 2017-18 shows an overall employment rate in Punjab of 37.6%; 27.2% for males and 10.4% for females. The labor force participation rate stood at 27.9% for males in Punjab and 26.5% for females.

The Labor Force Survey 2017-18 shows an overall employment rate in Sindh of 14.4%; 12.6% for males and 1.8% for females. The labor force participation rate stood at 68.5% for males and 12.1% for females.

Health

Access to healthcare facilities in the project districts is shown in Table 4.13 and Table 4.14 below.

43 Widening Disparities: Public Sector Spending and Poverty across Districts in Punjab, Research Brief, Pakistan Poverty Alleviation Fund; February 2018

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Table 4.13: Health Facilities – Punjab Districts 44 District Hospitals Dispensaries Rural Basic TB MCH Health Health Clinics Centers Centers Units Multan 33 125 35 293 1 30 Muzaffargarh 10 46 13 78 0 5 Bahawalpur 15 71 12 82 2 10

Table 4.14: Health Facilities – Sindh Districts 45 District Hospitals Dispensaries Rural Basic TB MCH Health Health Clinics Centers Centers Units Sujawal 7 76 29 2 6 2 Karachi* 165 643 37 6 23 85 *Data for Malir is not available

Water Supply and Sanitation46

Punjab PSLM 2014-15 shows that majority of the households in Multan (63%) are dependent on motor pumps to access drinking water. 72% of the population in Muzaffargarh relies on hand pumps for drinking water, while 82% of the population in Bahawalpur uses hand pumps and motor pumps. Details are provided in Table 4.15 below.

75% of the households in Multan have a flush toilet, while 14% have no toilet in their houses. In Muzaffargarh 31% of the households have no toilet, and in Bahawalpur 29% of the households have no toilet. Details are provided in Table 4.16.

Table 4.15: Percentage Distribution of Households by Source of Drinking Water – Punjab District Tap Hand Motor Dug Others Water Pump Pump Well Multan 10% 21% 63% - 7% Muzaffargarh 1% 72% 25% - 1% Bahawalpur 14% 40% 42% - 4%

Table 4.16: Percentage Distribution of Households by Type of Toilet – Punjab District Flush Non- No Toilet Flush Multan 75% 11% 14% Muzaffargarh 48% 21% 31%

44 Punjab Development Statistics 2018; Government of Punjab 45 Health Profile of Sindh 2016, Government of Sindh 46 Pakistan Social and Living Standards Measurement Survey (PSLM) 2014-15

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Bahawalpur 70% 1% 29%

Sindh PSLM 2014-15 shows that majority of the households in Sujawal (49%) are dependent on hand pumps to access drinking water. Data for Malir is not available. Data for rural Karachi shows that 54% of the population uses tap water to access drinking water. Details are provided in Table 4.17 below.

Only 15% of the households in Sujawal have a flush toilet, while 49% have a non-flush toilet and 35% have no toilet. Data for Malir is not available. Data for rural Karachi shows that 64% of the population has a flush toilet in their house while 5% have no toilet. Details are provided in Table 4.18.

Table 4.17: Percentage Distribution of Households by Source of Drinking Water - Sindh District Tap Hand Motor Dug Others Water Pump Pump Well Sujawal 10% 49% 3% 4% 34% Karachi 54% 5% 7% 9% 26% (Rural)

Table 4.18: Percentage Distribution of Households by Type of Toilet – Sindh District Flush Non- No Toilet Flush Sujawal 15% 49% 35% Karachi 64% 31% 5% (rural)

Gender47

Generally, women in Pakistan are among the poorest and the most vulnerable sections of the society. Women’s access and control over productive resources is limited, which ranks Pakistan amongst the countries with high maternal and infant mortality rates. According to World Bank, the maternal mortality ration (MMR) was 178 per 100,000 live births in 2015, down from 431 in 1990. Vulnerability of women to discriminatory treatment varies across classes, region, and the urban / rural populations.

Maternal mortality is still very high in Pakistan despite its decline from 431/100,000 live births 178/100,000 live births. A skilled birth attendant attends less than 50% of the births in Pakistan and the lifetime risk associated with pregnancy related death is 1 in 93 for Pakistani women. According to Global Gender Gap Report 2018, Pakistan is ranked 146 out of 149 countries in women’s economic participation and opportunity placing it at the bottom in South Asia.

47 Environment and Social Management Framework; Punjab Human Capital Investment Project, 2019

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Punjab48

According to Punjab Gender Parity Report 2018, only 3% women are gazetted officers in Punjab. Percentage of Non-Gazetted officers and contract-based staff are 9 and 18 respectively. In the Punjab Civil Service, between Grade 18-22, only 4% are women.

Cases of gender based violence reported in the Punjab Gender Parity Report 2018 are provided below.

Table 4.19: Gender Based Violence in Punjab, 2017 Reported cases in Reported cases in Type of GBV Type of GBV 2017 2017 Rape 3083 Acid Burn 22 Murder 922 Stove Burning 1 Beating 361 Custodial Rape 44 Gang Rape 251 Assault 3031 Honor killing 222 Hurt cases 1198 Any other 1171 Attempted murder 352

Gender Based Violence Response Services49

• Help Desk for Women (HDW)

Of 711 total police stations 696 in Punjab have established front desk that are managed by female and male police Station Assistants and Senior Station Assistants. The purpose is to encourage reporting of VAW by providing a more gender friendly environment at police station. The complaints are facilitated for complaint registers.

• Special Courts for Gender Based Violence (SCGBV)

In 2017, the Lahore high court and district judiciary inaugurated Pakistan’s first Gender Based Violence Court to streamline cases involving female survivors of VAW. It makes provision of extraordinary measure to support survivors, ensure speedy and confidential trials, reduce harassment and provide security against reprisals to survivors.

• Violence Against Women Centers (VAWCs)

VAWCs are envisioned as one-stop shop centers where survivors of violence can report instances of violence and register a FIR, get a medical examination, obtain counseling, engage a prosecutor to lead their cases. Similarly, for women empowerment Punjab has taken special initiatives for legal, economic development, education, health and political

Sindh50

48 Environment and Social Management Framework; Punjab Human Capital Investment Project, 2019 49 Environment and Social Management Framework; Punjab Human Capital Investment Project, 2019 50 Environment and Social Management Framework; Karachi Neighbourhood Improvement Project, 2018

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Labor force participation rates remain low for women in Sindh overall, at just 15.88% for the province as whole, compared to 70.3% for men. Representation of women at the decision making level is also low. The provincial assembly of Sindh has 168 members, of which 29 are women; all of the women legislators have been nominated against seats reserved for women.

Karachi being the largest metropolitan city of Pakistan, has one of the highest female literacy rates in Pakistan which is 78%. Gender Parity Index (GPI) for schools in Karachi is estimated to be 1.23, according to RSU Sindh Education Profile 2014-15. Number of female teachers in schools is more than double of the male teachers.

Data collected by the Aurat Foundation between January 1 and December 31, 2009, showed that 1,762 cases of gender based violence were reported in Sindh.

A number of pro-women laws exist in Sindh such as the Domestic Violence (Prevention and Protection) Bill 2013. There is also the Sindh Child Marriage Restraint Act (2014), and an Anti-Harassment law along with a PCSW. However, despite all of these achievements, implementation of the laws remains weak and there is a high prevalence of violence against women and girls in the province. According to 2012-2013 PDHS, the prevalence rate of physical violence against women in Sindh is 25%. Honour killings, rape, gang rape, kidnappings, acid crimes, child and early forced marriages, and forced conversions with marriages of Hindu girls to Muslim boys are all common occurrences throughout the province, tied to a predominantly feudal system. Jirgas are common in Sindh.51

GBV response services are being offered and run by government departments at the district and taluka level. Since the 18th Amendment, such services have been devolved and handed over to the provinces. The Sindh Police and the provincial health, women’s development and social welfare departments are engaged in offering GBV response services. The Women Development Department (WDD)52, Government of Sindh, works for the protection and promotion of Women's rights, gender equity and equality in public sector or in particular and society in general. The WDD is responsible for coordination of women’s welfare programes with other concerned departments and agencies at District and local level for making conductive and safe work environment for working women and conducting research/surveys in the regard. This includes improvement of working conditions of female labour both in urban and rural areas. The WDD also looks at the setting up of advisory legal centers to provide legal aid to women and to review laws considered to be discriminatory against women and formulate recommendations in respect thereof.

51 Challenging Gender Based Violence in Pakistan Program - Independent Evaluation Report; 2017 52 https://sindh.gov.pk/dpt/WDD/index.html

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5 Citizen Engagement and Stakeholder Consultations

5.1 Objectives of Stakeholder Engagement World Bank ESS10 Stakeholder Engagement and Information Disclosure, addresses the importance of open and transparent engagement between SPO and project stakeholders as an essential element of good international practice. Effective stakeholder engagement can improve the environmental and social sustainability of projects, enhance project acceptance, and make a significant contribution to successful project design and implementation. The objective of ESS10 is:

◼ To establish a systematic approach to stakeholder engagement that will help SPO identify stakeholders and build and maintain a constructive relationship with them, in particular project-affected parties.

◼ To assess the level of stakeholder interest and support for the project and to enable stakeholders’ views to be taken into account in project design and environmental and social performance.

◼ To promote and provide means for effective and inclusive engagement with project-affected parties throughout the project life cycle on issues that could potentially affect them.

◼ To ensure that appropriate project information on environmental and social risks and impacts is disclosed to stakeholders in a timely, understandable, accessible and appropriate manner and format.

◼ To provide project-affected parties with accessible and inclusive means to raise issues and grievances and allow SPO to respond to and manage such grievances.

5.2 Stakeholder Identification and Analysis Stakeholders for this Project have been identified in the following categories

1. Affected Parties (APs)

2. Other Interested Parties (OIPs)

3. Disadvantaged/Vulnerable Individuals and Groups

5.2.1 Affected Parties

Affected Parties (APs) include those likely to be affected by the project because of actual impacts or potential risks to their physical environment, health, security, cultural practices, wellbeing, or livelihoods. The APs in this Project refer to all those stakeholders, who are recipients of the project benefits, or/and those who are likely to be adversely impacted by it. Table 5.1 lists the identified APs for the Project and their level of impact.

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Table 5.1: List of Affected Parties Sr.# Affected Party Level of Impact 1 Community Groups (including parents, youth, retired public servants, + High elected representatives, local influential, or others having interest in serving the people of their area) 2 Learners of ALP-Primary Programme [aged 8-10] + High 3 Learners of ALP-Elementary & Skill Programme [aged 10-16] + High 4 Learners of Integrated literacy and skills programmes [aged 10-35] +High 5 Principals, Teachers and Instructors of Community Learning Centers + High

5.2.1.1 Other Interested Parties The Other Interested Parties (OIPs) refer to individuals, groups, or organizations with an interest in the project, which may be because of the project location, its characteristics, or matters related to public interest. They may include regulators, government officials, the private sector, private academics, associations, educational organizations, and other civil society organizations.

In context of the Project, federal and provincial governments, autonomous bodies, academia, local and international non-government organizations working independently or have working relations with SPO on similar components within the selected provinces/districts, community based organizations representing minority groups, and PDMAs and Provincial Health Departments, National Institute of Health Government of Pakistan (due to COVID-19) are being considered as OIPs. These stakeholders are not going to be directly responsible for execution of any project component. However, based on their experience and knowledge they can either assist in informed decision making for different components of project or directly benefit from project activities for improved outcomes through collaboration. In some cases, due to lack of information about the project components, the OIPs can play a negative role in hindering the project progress.

Table 5.9 identifies OIPs and their level of impact.

Table 5.2: List of Other Interested Parties Sr.# Other Interested Parties Level of Impact 1 National Non-formal Education Management Information System (NEMIS) + High of Academy for Educational Planning & Management (AEPAM), Ministry of Federal Education and Professional Training (MoFEPT), Government of Pakistan 2 National Commission for Human Development (NCHD) + High 3 Allama Iqbal Open University (AIOU) + High 4 National Institute of Health, Government of Pakistan + Moderate 5 Federal and Provincial TVET actors (regulator, programmer, implementer, +High assessor) 6 Literacy and Non-Formal Basic Education Department (L&NFBED) Punjab + High 7 District Education Authorities-Punjab + Moderate 8 Directorate of Literacy & Non-Formal Education, Sindh Education and + High Literacy Department (SELD) 9 District Education and Literacy Department Moderate 10 Sindh Teacher Education Development Authority (STEDA), SELD + Moderate 11 Directorate of Curriculum, Assessment and Research (DCAR), SELD. + High 12 Provincial Disaster Management Authorities (PDMAs) Punjab and Sindh + Moderate 13 Non-government Organizations + Moderate

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5.2.2 Disadvantaged/Vulnerable Individuals and Groups Disadvantaged/vulnerable individuals or groups are potentially disproportionally affected and less able to benefit from opportunities offered by the project due to specific difficulties to access and/or understand information about the project and its environmental and social impacts and mitigation strategies. In this Project individuals or groups of individuals who should be the direct beneficiaries of the project, are at risk of being alienated/marginalized are vulnerable. Socio-cultural demand-side barriers combined with economic factors and supply-related issues together are likely to hamper enrolment and retention of certain marginalized groups, in particular girls, differently abled children and children of ethnic and religious minorities, in acquiring and continuing primary and elementary education as well as literacy and skill programmes.

Table 5.3 identifies disadvantaged/vulnerable groups and individuals and their level of impact.

Table 5.3: List of Disadvantaged/Vulnerable Individual and Groups S.N Disadvantaged Groups Level of Impact 1 Out of School Children (OOSC) + High

2 Differently Abled Children - High 3 Religious and Ethnic Minorities + - High

5.3 Plan for Stakeholder Engagement Stakeholder engagement activities need to continue throughout the project life and need to keep specific stakeholder groups updated on relevant information imperative for transparency and disclosure, successful implementation of project activities, provision of means to exchange and propose better ideas on ongoing activities, flag concerns, and stay updated on outcomes.

5.3.1 Stakeholder Engagement During Project Design Stakeholder engagement plan during project design is provided as Table 5.4.

Table 5.4: Stakeholder Engagement Plan – Project Design Category Target Stakeholders Topics of Engagement Engagement Location and Methods Frequency Affected Community Groups Roles and responsibilities of FDGs In total, 5 FDGs, 1 in Parties Village Education Committees, each target district of capacity development; Gender Punjab and Sindh issues and inclusion of Provinces vulnerable groups in project activities Learners of ALP-Primary Enrolment and learning in CLCs IDIs with NGOs 2 IDIs and household Programme [aged 8-10] in respective programmes to and local/ area surveys in target acquire programme specific based surveys areas competencies Learners of ALP- Enrolment and learning in CLCs IDIs with NGOs 2 IDIs and household Elementary & Skill in respective programmes to and local/ area surveys in target Programme [aged 10-16] acquire programme specific based surveys areas competencies

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Category Target Stakeholders Topics of Engagement Engagement Location and Methods Frequency Learners of ILS Programs Enrolment and learning in CLCs IDIs with NGOs 2 IDIs and household [aged 10-35] in respective programmes to and local/ area surveys in target acquire programme specific based surveys areas competencies Principals, Teachers and Defining roles, responsibilities FDGs 5 FDGs, 1 in each Instructors of CLCs and outreach, level of interaction target district of with project staff, capacity Punjab and Sindh building trainings and grievance provinces mechanism

Other NEMIS System, AEPAM Understanding Terms of Formal meetings 2 Formal meetings Interested Ministry of Education and Reference; Level and frequency Parties Professional Training of engagement, Means of Government of Pakistan communication, Reporting National Commission for Understanding Terms of Formal meetings 1 Formal meeting Human Development Reference; Coordination Level (NCHD) and frequency of engagement, Means of communication Allama Iqbal Open Scope of responsibilities; level Formal meetings 2 Formal meetings University (AIOU) and frequency of engagement Technical Education and Scope of responsibilities; level Formal Meetings 2 Formal meetings Vocational Authorities and frequency of engagement (Karachi and Lahore) (TEVTAs) Literacy and Non-Formal Project planning, Formal Meetings As per need; Lahore Basic Education implementation, monitoring and Department (L&NFBED) evaluation; learning material, Punjab Scope of responsibilities; level and frequency of engagement District Education Capacity development to Formal Meetings, 3 Formal meetings (1 Authorities-Punjab implement the project; informal in each target district coordination for information consultation of Punjab province) sharing; data formats sessions Directorate of Literacy & Project planning, Formal Meetings As per need; Karachi NFE, Sindh Education and implementation, monitoring and Literacy Department evaluation; learning material, (SELD) Scope of responsibilities; level and frequency of engagement Sindh Teacher Education Review and approval of training Formal Meetings As and when needed Development Authority materials (after finalizing (STEDA) training modules) Directorate of Curriculum, Scope of responsibilities; level Formal meeting 1 Formal meeting; Assessment and Research and frequency of engagement Karachi (DCAR) especially for assessment Provincial Disaster COVID-19 responsiveness plan Formal meeting 2 Formal meetings Management Authorities (Karachi and Lahore) (PDMAs) Punjab and Sindh NGOs Scope of engagement IDIs 2 IDIs with the senior management of 2 NGOs (one in Lahore and one in Karachi) Disadvant School Children and their Data and figures; successful IDIs and tools for 2 IDIs; Lahore and aged parents interventions to enrol OOSC; profiling and Karachi /Vulnerabl retention monitoring e Individual Differently Abled Children Data and figures on enrolment in IDIs and tools for 2 IDIs; Lahore and s or and their Parents mainstream schools; barriers to profiling and Karachi entry; successful interventions; monitoring Groups grievance system

minority and ethnic groups Data and figures on school level IDIs and tools for 2 IDIs; Lahore and in Punjab and Sindh employment and enrolment; profiling and Karachi means of discrimination; monitoring grievance system

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Category Target Stakeholders Topics of Engagement Engagement Location and Methods Frequency NGOs working on children’s Data and figures on school level; IDIs 2 IDIs; Lahore and and women’s rights in informal and formal grievance Karachi Punjab and Sindh systems’ successes and failures;

5.3.2 Stakeholder Engagement During Project Operation Stakeholder engagement plan during project operations is provided as Table 5.5.

Table 5.5: Stakeholder Engagement Plan – Project Operations Category Target Topics of Engagement Engagement Location and Frequency Stakeholders Methods Affected Community Groups Involvement in the Social Mobilization Monthly meeting of VEC at Parties management of the CLC local level through volunteer support. Establish VECs and make functional to be a part in identifying out of school children and illiterate youth, potential trainees and their enrolment in CLs and facilitate the project staff and teachers for their retention, conduct monthly and emergency meetings to make decisions for better delivery of project components Affected Learners of ALP- Enrol out of school children, Social Mobilization Regular social mobilization at Parties Primary and impart accelerated (enrolment drives, local level, provision of Programme [aged learning of primary grades; home visits), learning material after 8-10] attendance teaching, learning, completion of each grade, assessments and assessment after completion monitoring of of each grade. In total, 5 attendance assessments of ALP-P through Unique throughout the project cycle Learner ID Learners of ALP- Enrol out of school children, Social Mobilization Regular social mobilization at Elementary & Skill and impart accelerated (enrolment drives, local level, provision of Programme [aged learning of elementary grades; home visits), learning material after 10-16] attendance teaching learning, completion of each semester, assessments and assessment after completion monitoring of of each semester. In total, 7 attendance assessments throughout the through Unique project cycle Learner ID

Learners of Enrol illiterate youth, and Social Mobilization Regular social mobilization at Integrated literacy impart integrated literacy and (enrolment drives, local level, provision of and skills skills; attendance home visits), learning material after programmes [aged teaching learning, completion of each semester, 10-35] assessments and assessment after completion monitoring of of each semester. attendance through Unique Learner ID

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Category Target Topics of Engagement Engagement Location and Frequency Stakeholders Methods Principals, Willingness to learn and apply Induction training Quarterly review meetings in teachers and pedagogies and assessments, and grade wise each target District. instructors of participation in capacity refreshers, Induction training and subject Community building trainings, reporting training guides based refreshers after the Learning Centers progress and grievances available in URDU completion of each in hard copy in grade/semester. Community One induction training; Learning Centers; Four refreshers for ALP-P; training calendars Seven refreshers for ALP- developed and E&S; shared with About 4 refreshers for ILS or District Project as per the need. staff, teachers and Regular mentoring by VECs technical experts i-e lead Online link trainers, ALP-P, and ILS training resource experts etc. material developed and shared on Community Learning Centers notice boards Other National Education Inclusion of enrolled children in Meetings, Meetings as per need, bi- Interested Management ALP-P and ALP-E&S classes Reviews annual reviews Parties Information System in Community Learning (NEMIS), AEPAM, Centers in national data base Ministry of Education and Professional Training Government of Pakistan National Coordination for information Reviews Annual project review Commission for sharing and best practices in meeting Human non-formal education setting Development (NCHD) Allama Iqbal Open Role in executing the ALP- Bi-annual Bi-annual meetings University (AIOU) E&S; technical support, meetings, annual specifically to ALP-E&S, and teachers training, assessment reviews, and consultative workshop to and accreditation of ALP-E&S workshops to develop and review 7 ILS learners develop and Programs review ILS Programs National Institute of Role in facilitating to Meetings Need basis Health, implement the preventive Government of measures regarding COVID- Pakistan 19 Technical Role in designing curricula, Meetings, Consultative workshop to Education and imparting skills, equivalency, consultative develop and review 7 ILS Vocational assessment and certification workshops Programs Authorities (TEVTAs) Literacy and Non- Role in providing technical Meetings, bi- Meetings as per need, bi- Formal Basic expertise in planning, annual review, annual review, annual Education implementation, supervision annual progress progress sharing, Department monitoring of project activities sharing, consultative workshop to (L&NFBED) and material development, and consultative develop, review and approve Punjab registration of data of learners workshops, 7 ILS Programs in provincial EMIS certification of learners District Education Transition of learners from Meetings, Review Bi-annual progress sharing in Authorities-Punjab non-formal education to formal District Education Group in education

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Category Target Topics of Engagement Engagement Location and Frequency Stakeholders Methods each target district of Punjab province Literacy & NFE Role in providing technical Meetings, bi- Meetings as per need, bi- directorate, Sindh expertise in planning, annual review, annual review, annual Education and implementation, supervision, annual progress progress sharing, Literacy monitoring of project activities sharing, consultative workshop to Department and material development consultative develop, review 7 ILS (SELD) workshops, Programs certification of learners Sindh Teacher Meetings to review and Formal review One, Karachi, Sindh Education improve training modules for meetings after Development new programmes developing new Authority (STEDA) modules for trainings Directorate of Review and approval of Consultative Need basis Curriculum, material workshops and Assessment and meetings Research (DCAR) Provincial Disaster Role in facilitating to Meetings Need basis Management implement the preventive Authorities measures regarding COVID- (PDMAs) Punjab 19 and Sindh Non-government Coordination for the Bi-annual District Bi-annual review in District Organizations implementation of project Education Group Education Group in each activities and progress sharing meeting, Annual district review Disadvantaged Out of School Factors contributing to attract Meetings, bi- Meetings as per need, bi- /Vulnerable Children and their girls and OOSCs to join Non- annual progress annual progress sharing in Individuals or Parents formal education; key lessons sharing District Education Groups in Groups learnt from the projects and Administration of each target district of Punjab identification of this group profiling and and Sindh Provinces monitoring tools

Differently Abled Learning needs; teaching Meetings, bi- Meetings as per need, bi- Children and their pedagogies; sensitization annual progress annual progress sharing in Parents required through different sharing District Education Groups in channels and identification of Administration of each target district of Punjab this group profiling and and Sindh Provinces monitoring tools

minority and ethnic How to facilitate enrolment of Learning aids on As planned groups in Punjab the poorest of the poor; inclusion; Public and Sindh Understanding stereotypes to awareness drives develop teaching materials for through inclusion and identification of publication and this group printing of posters and banners Administration of profiling and monitoring tools NGOs working on Factors contributing to attract Meetings, Meetings as per need, bi- Children’s and girls; key lessons learnt from Participation in annual progress sharing in women’s rights in the projects; District Education District Education Groups in Punjab and Sindh Group each target district of Punjab and Sindh Provinces

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5.4 Institutional Stakeholder Consultations Table 5.6 provides a list of institutional stakeholders consulted during project design and Table 5.7 provides a summary of concerns raised by institutional stakeholders. Due to lockdown and safety measures in place for the COVID-19 pandemic, further face-to-face consultations will take place a later date, once the physical distancing restrictions are lifted.

Table 5.6: List of Institutional Stakeholders Consulted

Stakeholder Name of Designation of Mode of Contact Date Consulted Stakeholder Stakeholder Consultation Number Representative Representative Deputy Chief Telephonic Sudhaar Rana Nadeem 0301-7242745 1st June 2020 Executive Office Senior Project Telephonic Alight Pakistan Muhammad Imran 0302-8661663 1st June 2020 Officer National Commission for Telephonic Naveed Deputy Director 0333-6737876 1st June 2020 Human Development (NCHD) District Development Telephonic Executive Association Tharparkar Krishan Sharma 0346-8844421 29th May 2020 Director (DDAT) Directorate of Literacy and Assistant Telephonic Wasim Siddiqui 0333-3184263 29th May 2020 Non-Formal Education Sindh Director Punjab Vocational Training Deputy Director Telephonic Rana Rafaqat 0300-4392551 29th May 2020 Council (PVTC) PVTC Literacy & Non-Formal Basic Telephonic DEO Literacy Education Department Mansoor Akhtar 0333-3184263 29th May 2020 (Bahawalpur) (L&NFBED) Punjab DEO-EE Telephonic District Eduation Authority Khadija Mah Jabeen 0300-9686197 29th May 2020 (Bahawalpur) DEO Telephonic District Education Authority Samina Bashar 0302-5093428 29th May 2020 (Muzaffargarh) CEO Education Telephonic District Education Authority Riaz Khan 0300-8227718 29th May 2020 (Multan) School Education and Literacy Secretary and Telephonic Khalid Hyder Shah 042-99205412 8th May 2020 Department (SELD) Sindh other officals Literacy and Non-Formal Basic Face to face Education Department Sumaira Samad Secretary meeting 042-99205412 8th May2020 (L&NFBED) Punjab Secretary, Face to face Literacy and Non-Formal Basic Additional meeting Education Department Officials 042-99205412 23rd April 2020 Secretary and (L&NFBED) Punjab other officials Literacy and Non-Formal Basic Faec to face Education Department Sumaira Samad Secretary meeting 042-99205412 21st April 2020 (L&NFBED) Punjab Secretary Face to face School Education and Literacy Khalid Hyder Shah Chief Advisor 23rd February (Curriculum 042-99205412 Department (SELD) Sindh Dr. Founzia Khan 2020 Wing SELD) and other officials

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Table 5.7: Summary of Concerns Raised by Institutional Stakeholders

Stakeholder Name of Designation Comments/Issues raised Project Response Stakehold of er Stakeholder Represent Representat ative ive Project design is as per the need The project design will remain same

Religious leaders in communities Social Mobilization strategy aims to should be involved in project involve different groups including Deputy Chief activities religious leaders Rana Sudhaar Executive Nadeem Officer Handicrafts skills should also be Handicrafts skills module will be included developed and implemented

Social safety concerns may Participation of all groups to be ensured happen or arise due to local in local committees regardless of their opposition or conflict political, religious and ethnic identities

Design of the project perfectly The project design will remain same contribute in achieving the SDGs

Fruit and vegetable processing Suggested skills will be integrated with and handicrafts skills should also ILS and ALP-E&S programmes in be included selected districts of Punjab Province Senior Alight Muhamma Need to include skills of marketing General business, quality assurance, Project Pakistan d Imran marketing and digital marketing skills Officer module will be developed and integrated with ILS and ALP-E&S, as appropriate

There are no negative social and environmental impact of the project

Design of the project is need The design will remain same based

Attendance specifically of adults Social Mobilization has already been may an issue, comprehensive made an important part of the project mobilization campaign to engage/ enrol target group must be ensured

Timing of classes for different age Timings of classes for different age National cohort must be flexible and in cohort will be decided with the Commission Muhamma Deputy for Human agreement with the target group consultation of beneficiaries d naveed Director Development Decisions regarding selection of Space for CLCs will be selected with (NCHD) space for CLCs must be with the the participation of community groups consultation of community groups

Agriculture skill is proposed Module will be developed and implemented by integrating with ILS and ALP-E&S programmes

There are no negative social and environmental impact of the project

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Stakeholder Name of Designation Comments/Issues raised Project Response Stakehold of er Stakeholder Represent Representat ative ive Design of the project is excellent and as per the need

Fisheries/fish farming in District Modules of Fisheries/fish farming, Sajawal and Papaya farming skills Papaya farming and electrician will be in District Malir (Karachi) need to developed and implemented be offered to the beneficiaries, and electrician skill is also proposed for both the districts

Hindu community in District Inclusion of religious minorities in all District Sajawal is living in extreme project activities will be ensured without Development Krishan Executive poverty, less access to education any discrimination. The project will hold Association Sharma Director and income generation local consultations and surveys to Tharparkar opportunities. Offering literacy and identify such pockets and offer them (DDAT) skills to them will be highly useful skills-based literacy and ALPs in taking them out of the poverty. The project should identify pockets of religious minorities and education and literacy programmes should be offered to them.

There are no negative social and environmental impact of the project

Design of the project is conducive Directorate of to promote education and literacy Literacy and Wasim Assistant Fish Farming and agriculture skills Both skills will be imparted under the Non-Formal Siddiqui Director are proposed in Sajawal district project Education Sindh No social and environmental negative impact

Project design is perfect especially The design will remain same and the integration of skill with literacy include skills proposed here and elementary programmes

Plumbing, electrician, Modules of plumbing, electrician and Punjab graphic/web-graphic designing graphic/web-graphic designing will be Vocational skills are most suitable and developed and implemented/ integrated Rana Deputy Training according to the need for income with ILS and ALP-E&S Rafaqat Director Council generation opportunities especially (PVTC) in recent situations of COVID-19 and for girls as well

There are no negative social and environmental impacts of the project

Design of the project is feasible The project design will remain same Literacy & DEO Non-Formal Mansoor Literacy Basic Akhtar (Bahawalpur Yet, no complain of any sexual Principals and teachers will be oriented Education ) harassment or abuse received in and trained on preventing sexual Department L&NBFED Literacy centres of harassment or abuse and ensure safety

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Stakeholder Name of Designation Comments/Issues raised Project Response Stakehold of er Stakeholder Represent Representat ative ive (L&NFBED) District Bahawalpur, however, for of the target group especially children Punjab preventive measures, need to and girls/ women incorporate contents of sexual harassment or abuse in teachers training

Mobile repairing and electrician Both modules will be developed and skills are proposed implemented by integrating with ILS and ALP-E&S programmes

Design of the project is need The design will remain same based and addresses educational and economic needs of the target group

Need comprehensive Mobilization Social mobilization is already an District Khadija DEO-EE campaign to engage/ enrol target important part of a project. Same was Education Mah (Bahawalpur group explained during the interview Authority Jabeen ) Need to include handicrafts skill Handicrafts skill module will be for this districts’ learners developed and integrated with ILS and be offered in Bahawalpur

No social and environmental negative impact

Design of the project is healthy The project design will remain same and suitable

Skills for livelihood of youth and At least 10 ILS programs will be adults must be included developed and implemented to strengthen income generation of youth and adults. ALP-E&S will also offer a good range of skills for children

DEO Need to identify the marginalized Villages/communities will be identified District Samina Education areas (villages/communities) carefully with mutual consultations of all Education Bashar (Muzaffargar carefully, and the District relevant stakeholders especially DEA Authority h) Education Authority will facilitate and guide in this process

Curriculum should be shared with Curriculum, materials and related tools the District Education Authority (scheme of studies) will be shared with the DEA

No negative social and environmental impact will be caused by the project

Overall design of the project is Project design will remain same feasible, and as per the need

District CEO Need to include skills about General business, quality assurance, Education Riaz Khan Education general business, quality marketing and digital marketing skills Authority (Multan) assurance and digital marketing module will be developed and integrated with ILS and ALP-E&S, as appropriate

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Stakeholder Name of Designation Comments/Issues raised Project Response Stakehold of er Stakeholder Represent Representat ative ive Mango farming, fruit and vegetable Suggested skills will be integrated with processing and handicrafts skills ILS and ALP-E&S programmes in should also be included selected districts i.e. Multan, Muzaffargarh and Bahawalpur

Skills vary from community to The project will employ a specific community; hence, relevant skills strategy and offer acceptable, relevant may be offered to specific and marketable choices of skills to the community group learners of ILS and ALP-E&S in specific target districts. The project has also identified a range of skills that are locally appropriate and suitable to economic growth as well.

Where there is a possibility, The suggestion will be discussed further Government Schools Infrastructure may be used for Community Learning Centres

Selection of communities/villages Communities/villages for CLCs will be for Community Learning Centres identified and selected with the should be made in consultation consultation of all stakeholders with the DEA concerned, especially the DEA, DLO and others operating in target districts

No social and environmental negative impact highlighted/ raised

L&NFBED Punjab endorses Project design will remain same design, activities and strategies of the project Literacy and Non-Formal Sumaira Geographical coverage of the Geographical coverage of the project Basic Secretary Samad and project in Punjab province is need will remain same Education and other other based Department officials officials (L&NFBED) L&NFBED is willing to show L&NFBED Punjab will write a letter to Punjab interest in participating the project the EAD through P&D Department officially Government of Punjab about the need of project

Secretary SELD endorses design, Project design will remain same School and other activities and strategies of the Education Khalid officials project and Literacy Hyder Department Shah SELD is willing to show interest in SELD will write a letter to the EAD (SELD) Sindh participating the project officially through P&D Department Government of Sindh about the need of project

5.5 Community Stakeholder Consultations Due to lockdown and safety measures in place for the COVID-19 pandemic, face-to-face consultations with community groups have been planned for a later date, once the

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requirements for physical distancing are removed. The initial consultations below were conducted with community representatives.

Table 5.8: List of Communities Consulted

Village Disctrict Tehsil Union Council Number of Date Participants 1 BC Bahawalpur Bahawalpur 38 BC 1 5th June 2020 Basti Khar Wala Bahawalpur Ahmed Pur Mad Peer Wah 1 5th June 2020 East Basti Billi Wala Multan Multan Billi Wala 1 5th June 2020 Billu Sandila Muzaffargarh Jatoi Lotta Lal Shah 1 5th June 2020 Kotla Gamoon Muzaffargarh Jatoi Kotla Gamoon 1 5th June 2020 Basti Chah Multan Multan Nawab Pur 1 5th June 2020 Duddion Wala

Table 5.9: Summary of Concerns Raised by Community Stakeholders

District Village Tehsil Union Comments/Issues raised Project Response Council Bahawalpur 1 BC Bahawalpur 38 BC Design of the project is need The project design will remain based same

More focus on girls education 60% will be girls/women in each and literacy programs i-e ALP-P, ALP-E&S and ILS

Venue of Community Leaning Venue of Community Learning Centres should be spacious Centres will be identified and finalized with the consultations of local groups, and will be spacious

Community participation is Community participation will be essential for community ensured development

No environmental and social negative impact

Bahawalpur Basti Ahmed Pur Mad Peer Design of the project is perfect; it The project design will remain Khar East Wah is accommodating different age the same Wala groups for learning

Identification of locations must be Locations will be identified and need based finalized with the consultations of all stakeholders concerned

Livestock and Handicrafts skills Both modules will be developed should be imparted and integrated with ALP-E&S and ALP Programmes

There are no negative social and environmental impact of the project

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District Village Tehsil Union Comments/Issues raised Project Response Council Multan Basti Multan Billi Wala Project design is appropriate The project design will remain Billi same Wala Mobile repairing is proposed Mobile repairing module will be developed and implemented

No environmental and social

negative impact

Muzaffargarh Billu Jatoi Lotta Lal No need to re-deign the project Sandila Shah activities, all are as per the need The design will remain the same

Textbooks, note-books and Textbooks, note-books and stationery should be provided by stationery will be provided by the the project to the beneficiaries, project to the beneficiaries as the marginalized communities can’t afford

Lack of skills specifically in Mango farming module will be packaging of mango farming, developed and integrated with people go to Karachi for skill ALP-E&S and ILS Programmes improvement, need to provide skill at local level

No environmental and social negative impact

Muzaffargarh Kotla Jatoi Kotla Design of the project is perfect, The project design will remain Gamoon Gamoon same as it will accommodate the out of school children and illiterate. The design will provide 2nd chance of education to the beneficiaries

Basics of Computer and mobile Mobile repairing skills will be repairing are proposed imparted, and basics of computer skills may be integrated with ALP-E&S

Mango Farming skills should be Mango farming module will be included developed and integrated with education and literacy programmes

There are no negative social and environmental impact of the project

Multan Basti Multan Nawab Pur Design of the project is suitable The project design will remain Chah for community development same Duddion Wala Children have less access to CLCs will be established in close school, as mostly formal schools proximity to homes to impart are far away ALP-P, ALP-E&S and ILS Programs

No environmental and social negative impact

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6 Anticipated Environmental and Social Impacts and Mitigation Measures

This Chapter assesses the potential impacts of the proposed project on environment and the social fabric of the project areas. It also provides generic mitigation measures to minimize if not eliminate the potentially negative impacts, in order to ensure that the interventions under the proposed project do not cause environmental and/or social impacts beyond the acceptable level. The impacts and mitigation measures are presented as applicable to the appropriate World Bank Environmental and Social Standards that are relevant to the Project.

6.1 Assessment of Project Components

6.1.1 Component 1: Implementing Non-Formal Education through Community Learning Centers (CLCs) Component 1 will focus on establishing CLCs for the provision of various learning programs for the out of school children and youth. These CLCs will be established in spaces available on rent. The Project will neither finance nor support any major civil works activities, or procurement of chemicals. A limited number of IT equipment such as laptops and internet devices will be procured. The Project will select the spaces for the CLCs having availability of basic facilities like toilets and drinking water that may need minor repairs for their better functionality. Other minor repair or refurbishment works may include paint work, minor electrical repairs or fencing of CLCs to provide a better and more secure learning environment for the students.

Under Component 1.1 the CLCs will offer Accelerated Learning Programs to children between the ages of 8-16 years. Under Component 1.2, the CLCs will offer Integrated Literacy and Skills (ILS) Programs to children between the ages of 11-16 and young adults between the ages of 17-35.

The following vocations and skills will be taught at the CLCs. There may also be placement of students at workshops for hands-on training of the skills.

1. Agriculture 2. Livestock 3. Masonry 4. Fisheries & Fish Farming 5. Fruit Farming (Mango & Papaya Farming) 6. Plumbing 7. Vegetable & Fruit processing 8. Dress making, tailoring and local Handicrafts 9. Electrical work and Mobile repairing 10. Beautician General business, marketing & digital marketing skills will be integrated in these modules to enable learners to learn these skills.

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There will be some anticipated environmental and social impacts related to the minor repairs and refurbishment work, which are expected to be low. These include impacts related to improper disposal of construction waste, child labor and occupational health and safety of workers. During operations, there may be moderate risks related to exclusion, bullying, community health and safety vis-à-vis exposure to COVID-19, accidents, GBV and SEA/SH for students, staff and community workers.

Counselors selected for the district level motivational or coaching sessions will either have certification to provide support to survivors of GBV or then be trained to refer such cases, as required, to support services. The design also includes alternative modes of learning to respond to the COVID-19 emergency and for situations where CLCs may need to be closed. Similarly, the learning and teacher training modules will include basic hygiene and disease prevention skills, and measures will be taken to maintain COVID-19 related physical distancing and hygiene requirements in the CLCs and in any home tuition visits by teachers.

There may be also be some anticipated impacts related to environment, occupational health and safety and community health and safety from the vocational trainings and skills being taught at the CLCs.

6.1.2 Component 2: Technical Assistance for NFE Material Development and Capacity Building Under this Component, the Project will support the development of curriculum, teaching and learning materials to be used by the CLCs and other implementing agencies. This will include the development of pre-vocation ILS modules. The component will also provide continuous training, capacity building and coordination to teachers, teachers, principals and community groups for their CLC management and the quality of teaching activities.

Environmental and social impacts may arise from activities proposed in the pre- vocational modules, the exact nature of which is currently unknown. Module development will take into effect measures to ensure that the proposed procedures for vocational activities do not have any adverse environmental and social impacts.

6.1.3 Component 3: Project Management and Administration, Monitoring and Evaluation, and Knowledge Dissemination This sub-component supports project management by the implementing agency and procedures for monitoring, evaluation and knowledge dissemination.

Anticipated environmental and social impacts related to this component may be labor related issues at the project management unit, which will be dealt with under ESS2 in the following sections, and risks for community workers providing monitoring support related to exposure to COVID-19 and GBV, SEA/SH.

6.2 Assessment and Management of Environmental and Social Risks and Impacts

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Table 6.1 provides the Environmental and Social Management and Monitoring Plan (ESMMP) to be used during planning and implementation of Project activities. The ESMMP provides details of the anticipated environmental and social risks, recommended mitigation measures, and monitoring procedures and responsibilities.

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Table 6.1: Environmental and Social Management and Monitoring Plan (ESMMP)

Category Impacts Mitigation Measures Screening/Monitoring Tools Responsibility ESS1 Assessment and Management of Environmental and Social Risks and Impacts Land and Soil Disposal of construction wastes from repair Left over construction and waste materials as E&S Checklist for Minor Repairs Contractor activities such as leftover paint, polishes a result of rehabilitation works, may be and other such contaminated wastes may properly disposed in designated areas to avoid M & E officer-SPO lead to soil contamination soil contamination

Open discharge of wastewater from toilets CLCs shall be established in buildings with E&S Screening Checklist for CLCs M & E officer-SPO onto adjacent lands can contaminate the adequate wastewater drainage system such as soil, result in soil erosion and degrade the septic tank or connection to a sewer line quality of land Ensure proper functioning and maintenance E&S Monitoring Checklist for Monthly Monitoring by of wastewater drainage system CLCs Community Groups/Field Coordinators

Six-Monthly Monitoring by M & E officer Lessons on the use of pesticides, steroids, Ensure that all agriculture and livestock E&S Screening Checklists for ILS M & E officer etc. in ILS program/vocational training modules under the ILS Program are sensitive Modules modules can lead to increase of land and to the requirements of ESS1, and are soil pollution ecologically friendly ILS modules may include teaching of Ensure that all ILS modules are screened E&S Screening Checklists for ILS M & E officer practices that can result in land and soil against the requirements of ESS1 and include Modules pollution teaching of mitigation measures for possible impacts Surface and Open discharge of wastewater from toilets CLCs shall be established in buildings with E&S Screening Checklist for CLCs M & E officer Groundwater into a surface water resource (stream, river, adequate wastewater drainage system such as canal, spring, etc.) without treatment can septic tank or connection to a sewer line deteriorate water quality of resource Ensure proper functioning and maintenance E&S Monitoring Checklist for Monthly Monitoring by of wastewater drainage system CLCs Community Groups/Field Dumping of school waste near water body Ensure waste generated at the CLCs is not E&S Monitoring Checklist for Coordinators and/or resource may result in pollution of openly dumped and is disposed through CLCs the water resource municipal sanitation services where available Six-Monthly Monitoring by M & E Ensure proper functioning and maintenance officer of waste management system Disposal of wastewater around hand-pumps CLCs shall be established in buildings with E&S Screening Checklist for CLCs M & E officer or wells can lead to contamination of adequate wastewater drainage system such as groundwater septic tank or connection to a sewer line

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Category Impacts Mitigation Measures Screening/Monitoring Tools Responsibility Ensure proper functioning and maintenance E&S Monitoring Checklist for Monthly Monitoring by of wastewater drainage system CLCs Community Groups/Field Coordinators

M & E officer Lessons on the use of pesticides, herbicides Ensure that all agriculture and livestock E&S Screening Checklist for ILS M & E officer steroids, etc. in ILS program/vocational modules under the ILS Program are sensitive Modules training modules can lead to increase of to the requirements of ESS1, and are surface and groundwater pollution ecologically friendly ILS modules may include teaching of Ensure that all ILS modules are screened E&S Screening Checklist for ILS M & E officer practices that can result in pollution of against the requirements of ESS1 and include Modules water resources teaching of mitigation measures for possible impacts Material development experts and reviewers will be sensitized on specific standards and related indicators so as they adequately apply the said mitigation measures. Noise and Repair work during night can produce noise Contractor will avoid repair work during E&S Checklist for Minor Repairs Contractor Vibration disturbance for neighbouring community night Environment & Social Specialist – SPO Contractor Repair works may have environmental and Compliance with mitigation measures and Procurement documents Environment & Social Specialist – Management social impacts including soil and water relevant environmental and social plans will SPO contamination, occupational health and be added to the procurement documents for safety. all contractors. This will include: • E&S Checklist for Repair Works • Labor Management Procedures • Any other relevant plans and procedures necessary to ensure mitigation of environmental and social impacts from repair works

Occupational Use of chemicals during painting and The contractor will provide personal E&S Checklist for Minor Repairs Contractor Health and exposure to wiring during electrical work protective equipment such as masks, gloves Safety may result in safety hazards for workers and boots to the laborers to avoid worksite Environment & Social Specialist – hazards and accidents SPO Health and safety training shall be provided to E&S Checklist for Minor Repairs Contractor all staff working on the site

Provision of first aid kit will be necessary for E&S Checklist for Minor Repairs Contractor the safety of labor

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Category Impacts Mitigation Measures Screening/Monitoring Tools Responsibility ILS modules may include teaching of Ensure that all ILS modules are screened E&S Screening Checklist for ILS M & E officer practices that can have an adverse against the requirements of ESS1 and include Modules occupational health and safety teaching of mitigation measures for possible impact Placement of students in workshops for Ensure that all workshops where students are E&S Screening Checklist for Skills M & E officer hands-on skills trainings may result in placed for skills trainings have been screened Training Workshops occupational health and safety hazards for occupational health and safety

Social Generationally underserved union councils Area selection criteria needs to cater for this Site selection criteria, and site M & E officer Exclusion and villages in the selected districts may be equity issue due to remoteness, poverty and selection report ignored due to their remoteness, poverty, access issues access and lower learning outcomes Vulnerable groups such as religious and Ensure CLCs are equipped with universal E&S Screening Checklist for CLCs M & E officer ethnic minorities, girl students especially access facilities such as ramps, handrails etc adolescent girls, the differently abled, and to allow differently abled students to enrol extreme poor may be excluded from project Enlist community volunteers/representatives Community mobilization strategy M & E officer activities from vulnerable groups for student identification surveys Include specific variables/ fields in surveys to help identify vulnerable groups Difficulty in targeting out of school Review and update of Federal and Provincial Gap analysis of federal and M & E officer children employed in houses as maids and child labour laws to include restrictions on provincial laws domestic help use and employment of underage children for domestic work as household maids, helpers etc. Multi-grade classrooms may increase the Train teachers/facilitators in identifying and Capacity building and training plan M & E officer probability of bullying and harassment of managing bullying/abuse younger/weaker children Train principals and teachers/ facilitators to take special care of vulnerable groups to mitigate potential drop out or any other incidence of discrimination that may happen in and outside the classrooms. ESS2 Labor and Working Conditions Labor and Contractor may use child labor for repair Ensure contractor does not use any form of Labor Management Procedures Contractor Working works in CLCs child labor in repair works of CLCs (Annexure 7) Conditions Contractor may use forms of forced labor Ensure contractor does not use any form of M & E officer for repair works in CLCs forced labor in repair works of CLCs SPO will include a clause of not employing children in labor in the contracts and get the same disclosed and signed before the contracts are matured. The clause will state

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Category Impacts Mitigation Measures Screening/Monitoring Tools Responsibility that the contract may be terminated at any time if incidence of child labor is observed during contract services. Contractor may exploit labor by providing Ensure contractor does not exploit labor lower compensation ESS3 Resource Efficiency and Pollution Prevention and Management E-Waste The project will procure laptops and SPO will prepare and use e-waste E-waste management procedures M & E officer internet devices which will result in the management procedures for safe use, (Annexure 10) generation of e-waste at end of life. handling and disposal of e-waste.

Improper disposal of e-waste can lead to soil pollution and community health and safety risks. Pesticides Materials for skills trainings may encourage During preparation of training materials, the E&S Screening Checklist for ILS M & E officer the use of pesticides or practices that may borrower will consider environmental Modules result in excessive water use. considerations for safe use of pesticides, efficient use of water or any other relevant aspect under this standard. ESS4 Community Health and Safety General Health Classrooms with poor ventilation and Ensure classrooms have proper ventilation E&S Screening Checklist for CLCs M & E officer and Safety sunlight can lead to behavioral change and and natural light through windows Aspects health impacts and create difficulties in Community Health & Safety Plan learning. CLCs located in flood prone areas and Ensure CLC is not in a building located in a E&S Screening Checklist for CLCs M & E officer earthquake sensitive areas can lead to flood prone area increased vulnerability to disasters Community Health & Safety Plan If CLC is located in earthquake prone area, E&S Screening Checklist for CLCs M & E officer ensure building follows appropriate building codes Community Health & Safety Plan Unavailability of emergency exits in the Ensure emergency exits at an appropriate E&S Screening Checklist for CLCs M & E officer classrooms can compromise safety of the height and place to help safe evacuation of students and staff students during emergency Community Health & Safety Plan CLCs without separate toilets for girls and Ensure the CLCs have separate toilets for E&S Screening Checklist for CLCs M & E officer boys can lead to health and hygiene boys and girls problems for students Community Health & Safety Plan Poor hygiene conditions and non- Awareness about personal hygiene will be Community Health & Safety Plan Principals of CLCs observance of health and hygiene raised among the students and surrounding guidelines during CLC’s operation can community through health and hygiene increase vulnerability to health impacts sessions

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Category Impacts Mitigation Measures Screening/Monitoring Tools Responsibility Non-availability of safe drinking water in CLCs will ensure availability of safe drinking E&S Monitoring Checklist for Principals of CLCs school can lead to health problems for water for students CLCs students Monthly Monitoring by Community Health & Safety Plan Community Groups/Field Coordinators

Six-Monthly Monitoring by M & E officer Non-availability of soap in school toilets Availability of soap outside the toilets will be Community Health and Safety Plan Principals of CLCs may lead to health and hygiene problems in ensured. students. Monthly Monitoring by Community Groups/Field Coordinators

Six-Monthly Monitoring by M & E officer Exposed electrical wiring and cables in the All exposed wiring and cables shall be Community Health & Safety Plan Principals of CLCs school building may pose health and safety covered with plastic and labeled as risks for students. DANGEROUS to avoid contact Monthly Monitoring by Community Groups/Field Coordinators

Six-Monthly Monitoring by M & E officer Lack of fire safety equipment can Ensure installation and maintenance of fire E&S Screening Checklist for CLCs Principals of CLCs compromise the safety of students and staff safety equipment such as fire extinguishers, sand buckets etc. Community Health & Safety Plan Monthly Monitoring by Community Groups/Field Coordinators

Six-Monthly Monitoring by M & E officer Lack of First Aid Kits can increase the Ensure provision of First Aid Kits in all CLCs Community Health & Safety Plan M & E officer impacts of any injury Use of steroids in livestock milking ILS modules to include guidelines on Community Health & Safety Plan M & E officer modules under ILS can lead to ensuring community health and safety contamination of milk products Masonry modules under the ILS without a focus on protective gears and OHS can lead the students and general practitioners at risk of harm

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Category Impacts Mitigation Measures Screening/Monitoring Tools Responsibility ILS modules may include teaching of practices that can have an adverse impact on community health and safety. Gender Based CLCs will run programs for students aged SPO to prepare a GBV Action Plan to GBV Action Plan Principals of CLCs Violence and 8-35 years, which can increase the risk of mitigate and respond to related risks Sexual GBV and SEA/SH for the instructors and/or ILS sessions for students aged 17-35 should M & E officer Exploitation and students and child sexual abuse not be held at the same time as sessions for Abuse/Sexual younger students Harassment ILS modules to address topics related to (GBV and gender equity, GBV, SEA/SH, domestic SEA/SH) violence, etc. CLC staff will sign child protection policy on child safety, GBV/ SEA etc. and be sensitized regularly on the same. Community workers to be provided awareness on GBV and SEA/SH during training sessions Risk of GBV and SEA/SH will exist SPO staff to be trained in GBV and SEA/SH amongst teachers, principals, project staff response and community workers CLC staff to be trained in identification of GBV and SEA/SH, and response mechanisms. Counselors selected for the district level motivational or coaching sessions will either have certification to provide support to survivors of GBV or then be trained to refer such cases, as required, to support services CLCs staff to be screened to ensure they have not been involved in any prior abuse Same toilets for boys and girls will increase Ensure CLCs have separate toilets for girls the risk of GBV and SEA/SH and boys Contractor may use and exploit child labor Contracts for repair works to clearly include provisions for child labor and exploitation Every contractor and CLC staff will sign child protection policy on child safety, GBV/ SEA etc. and be sensitized regularly on the same. COVID-19 Lack of monitoring and hygiene protocols Implement ‘Teacher Based Home-based COVID-19 Response Plan and Principals of CLCs Pandemic may result in a COVID-19 outbreak in the Learning’ or ‘Home-based Learning Through Checklist Response CLCs Teleteaching’ in accordance with COVID-19 Response Plan and M & E officer emergency/lockdown levels imposed by the Checklist government.

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Category Impacts Mitigation Measures Screening/Monitoring Tools Responsibility

All CLC staff to be trained in the implementation of COVID-19 SOPs Ensure at least the following SOPs: • Temperature and symptoms check of students and staff on entry to CLCs • Ensure handwashing or sanitizing of hands upon entry to CLCs • Regular hand-washing protocols of students and staff • Establishing protocols for disinfecting of premises and high touch surfaces • Implement social distancing protocols (number of students per class, adequate distance between desks and chairs etc.) as per SOPs • Use of masks by students and staff Placement of students in workshops with no Ensure all workshops/training centers follow COVID-19 monitoring and hygiene government endorsed SOPs to curb the spread protocols may result in spreading the virus of COVID-19 ESS10 Stakeholder Engagement and Information Disclosure Stakeholder Lack of engagement with directly affected Stakeholder Engagement Plan will be Stakeholder Engagement Plan M & E officer Engagement parties, other interested parties and prepared to address these impacts and Information marginalized groups, on opportunities Disclosure within this project may lead to limited success Absence of regular beneficiary feedback will hamper adaptive management and continued improvement of project delivery Ineffective and inaccessible Grievance Redressal Mechanism (GRM) can lead to social distress and can lead to increased difficulty in project delivery

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6.3 E&S Screening, Plans, Procedures and Checklists Screening of CLCs for environmental and social impacts will take place throughout the life of the Project.

• Step 1 – Screening of CLC at the time of identification to ensure the building meets the minimum criteria as per the requirements of the Project and this ESMF. This screening will be carried out by the SPO staff.

• Step 2 – Screening for minor repairs to be carried out at CLCs to ensure that the repair works do not result in any environmental and social risks. This screening will be carried out by SPO staff and contractors.

• Step 3 – Monitoring of CLCs during operations to ensure that all required measures to mitigate environmental and social risks are in place. This monitoring will be carried out by SPO staff and community workers.

In addition to the screening of CLCs, the project will prepare and use checklists, plans and procedures required to ensure that anticipated environmental and social impacts are mitigated throughout the life of the Project. Table 6.2 provides a list of the E&S plans, procedures and checklists required to be prepared and used for project activities as per the World Bank Environmental and Social Standards.

Table 6.2: List of Required E&S Plans, Procedures and Checklists ESS Relevant Plans, Procedures and Checklists ESS1 Assessment and Management of Environmental • E&S Checklist for Minor Repairs and Social Risks and Impacts • E&S Screening Checklist for CLCs • E&S Monitoring Checklist for CLCs • E&S Screening Checklist for ILS Modules • E&S Screening Checklist for Skills Training Workshops ESS2 Labor and Working Conditions • Labor Management Procedures ESS3 Resource Efficiency and Pollution Prevention • E-Waste Management Procedures and Management ESS4 Community Health and Safety • Community Health & Safety Plan • GBV Action Plan • COVID-19 Response Plan and Checklist ESS10 Stakeholder Engagement and Information • Stakeholder Engagement Plan Disclosure

6.3.1 E&S Checklist for Minor Repairs This E&S checklist for minor repair will be used by the contractors and monitoring staff of SPO for all minor repair works to be done at the CLCs. The checklist will ensure the minor repair works do not result in any negative impacts to the environment or surrounding communities.

Please refer to Annexure 3 – E&S Checklist for Minor Repairs.

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6.3.2 E&S Screening Checklist for CLCs CLCs will be established in rented spaces. This E&S screening checklist will be used by SPO during identification of buildings to be rented for establishment of CLCs. The checklist covers considerations to ensure the CLCs do not have any environmental and social impacts and provide a safe and healthy environment for the students.

Please refer to Annexure 4 – E&S Screening Checklist for CLCs.

6.3.3 E&S Monitoring Checklist for CLCs The E&S Monitoring Checklist for CLCs will be used by the following project workers to ensure that considerations to address environmental and social impacts are in place at the CLCs.

• SPO Project staff (Environmental and Social Specialist and M&E Officers) during routine monitoring visits of CLCs • Community Groups during monitoring visits of CLCs. For Community Groups, the checklist will be translated into the local languages.

Please refer to Annexure 5 – E&S Monitoring Checklist for CLCs.

6.3.4 E&S Screening Checklist for ILS Modules and Skills Training Workshops The Project will support teach 16 pre-vocational skills modules for the Integrated Literacy and Skills Program (ILS). Sample sector specific E&S Screening Checklists have been added to this ESMF to ensure that the content does not include teaching of activities that may have negative environmental and social impacts as per World Bank ESSs. The checklists will be expanded and made specific by SPO once the content and objectives of the modules have been finalized.

Annexure 6 – E&S Checklists for ILS Modules and Skills Workshops provides relevant the following sample checklists for screening ILS modules and workshops: SPO will prepare E&S checklist(s) for module(s) idenfied later, well before their implementation.

• E&S Checklist for Agriculture Module • E&S Checklist for Livestock and Fish Farming Modules • E&S Checklist for Handicrafts and Other Enterprises Modules • E&S Checklist for Food Processing Modules • E&S Checklist for Skills Training Workshops

6.3.5 Labor Management Procedures The project includes direct project workers (SPO staff, CLC staff, field coordinators); contracted workers (for refurbishment (if any), audit and impact assessments, government employees working on curriculum, firms/individuals for teacher training); primary supply workers (suppliers of materials, textbooks, equipment etc.); and, community workers (working on a voluntary basis for mobilization and maintenance of equipment and facilities at CLCs). The key labor risks associated include the risk of child labor for refurbishment work; discrimination against minority community workers; GBV risks for SPO field workers and people employed at CLCs and those conducting door-to-door surveys and monitoring of CLCs

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(assessed as moderate); and, lack of medical facilities in case of possible accidents that may take place at CLCs in remote areas. Labor Management Procedures (LMP) set out the way in which project workers will be managed, in accordance with the requirements of national law and ESS2 Labor and Working Conditions. A specific LMP has been developed in line with the scale and requirements of the project and will be implemented by SPO. The procedures address the way in which ESS2 will apply to different categories of project workers including direct workers, and the way in which SPO will require third parties to manage their workers in accordance with ESS2.

Annexure 7 – Labor Management Procedures provides the LMP for the Project.

6.3.6 E-Waste Management Procedures The project will procure some IT equipment such as laptops and internet devices in limited quantities. This equipment would ultimately result in e-waste at the end of their service life and needs to be managed in an environmentally sound manner to minimize any impacts on the environment and human life. Given that the equipment’s end of life span exceeds the project duration; and the overall quantity of e-waste is anticipated as insignificant the environmental risks associated with the resultant e-waste is considered low for the project. Though the general trend in Pakistan is the repetitive use/reuse of IT equipment for lesser intensive work, once discarded due to upgrading or replacement etc.; yet such waste, if not managed and disposed of properly, may have adverse enviornmental impacts including health and saftey hazard.

6.3.7 E-Waste Management Procedures for safe management of IT equipment and resulting e-waste are prepared and attached as Annexure-10. Community Health & Safety Plan An evaluation of the risks and impacts of the project on the health and safety of the affected communities during the project life cycle has been provided in the ESMMP. The Community Health & Safety Plan will list activities, responsibilities and monitoring criteria to ensure mitigation measures provided in the ESMMP are implemented and monitored throughout the life of the project.

The Community Health & Safety Plan will be prepared by SPO in accordance with the guidance provided in ESMMP, and in ESS 4 Community Health and Safety as per ESF.

6.3.8 Gender Based Violence (GBV) Action Plan A GBV Action Plan will be prepared by SPO in discussion with WB, and in line with the Good Practice Note (GPN) on GBV and SEA/SH, to mitigate the risk of gender-based violence, sexual exploitation, abuse and harassment during project activities, as identified in the ESMMP. The GBV Action Plan will be prepared and approved before the implementation of project activities.

The GBV Action Plan will include: • Prevention and mitigation actions • Awareness raising strategy targeting workers and communities • Identification of GBV Services Providers and Response Protocol • SEA/SH Reporting and Allegation Procedures • Accountability and Response Framework

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6.3.9 COVID-19 Response Plan and Checklist The Project shall prepare and implement a COVID-19 Response Plan and Checklist to avoid an outbreak of COVID-19 in the CLCs. The response plan and checklist will cover alternate service delivery systems, and measures to be taken within CLCs as per relevant government SOPs and latest WHO guidelines on COVID-19 with particular focus on health and hygiene and workplace setting.

SPO will prepare and implement the COVID-19 Response Plan and Checklist in line with the impacts and mitigation measures provided in the ESMMP.

6.3.10 Stakeholder Engagement Plan (SEP) A Stakeholder Engagement Plan (SEP) has been prepared proportionate to the nature and scale of the project and its potential risks and impacts. The SEP describe the timing and methods of engagement with stakeholders throughout the life cycle of the project, distinguishing between project-affected parties and other interested parties. The SEP also describes the range and timing of information to be communicated to project-affected parties and other interested parties, as well as the type of information to be sought from them.

A summary of the SEP is provided in Section 5 Citizen Engagement and Stakeholder Consultations.

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7 Institutional Arrangements

The Project will be implemented by the Sanjh Preet Organization (SPO), a non- governmental organization based in Pakistan. It has expertise and experience in the field of human and social sector development including education (formal and non-formal), adult literacy, child protection, livelihood, and women empowerment.

7.1 Project Management and Implementation SPO will be responsible for coordinating with and involving multiple-level key stakeholders in the Project. These stakeholders include (a) provincial governments led by Literacy or Non-formal education Units of School Education Departments, (b) district and tehsil/ taluka education offices, (c) federal government entities including NAVTTC and provincial TEVT authorities for accreditation of the pre-vocational programs and federal level NFE unit under the Ministry of Education, and (d) community leaders and volunteers.

Regional field offices will be set up by SPO in South Punjab and Sindh. Two field coordinators per district will be recruited to monitor and support implementation activities. These coordinators will support establishing CLCs, support teachers, and engage communities. A field coordinator will visit each CLC two or three times a month. The provincial coordinators will keep a regular liaison with the education and literacy departments of the respective provincial governments in Punjab and Sindh, while they also coordinate filed coordinators. At the headquarters, there will be a team leader, specialists for ALP and ILS programs, and a manager for administration/ procurement services. A monitoring and evaluation (M&E) officer will be hired to lead project monitoring and lead mid-term evaluations as well as various studies specified for the project.

7.2 Institutional Arrangements for the ESMF Roles and responsibilities of the Project team, community groups, CLC principals and contractors have been detailed below and summarized in Table 7.1.

7.2.1 Role of SPO The ESMF will be implemented under the overall supervision of the Core Team at SPO. The M&E officer will be accountable and responsible for the implementation and monitoring of the ESMF.

The M&E officer will ensure the implementation of mitigation measures related to environmental and social impacts and preparation of relevant checklists, plans and procedures mentioned in the ESMF. The M&E officer will also be responsible for the implementation of the Grievance Redress Mechanism (GRM). The M&E officer will be assisted by the Field Coordinators/Local Facilitators and Community Groups for continuous monitoring of activities on field. SPO will be responsible for hiring of contractors for repair works, and supervision of contractors on the sites in accordance with the ESMF.

7.2.2 Role of Community Groups

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Volunteer Community Groups will be involved in the project cycle management, right from the design to evaluation stages, these community groups will be empowered to see themselves as owners of the ALPs and ILS programs. Designated community members will regularly monitor and participate in evaluation activities and discuss their findings with the Field Coordinators who will extend support in developing participatory monitoring and evaluation reports at regular intervals.

The Community Groups will use the E&S Monitoring Checklist for CLCs to monitor and check for environmental and social risks during Project implementation. SPO will ensure these checklists are available to the Community Groups in their local language, and they are trained in filling them out.

7.2.3 Role of CLC Principals Each CLC will be head by a Principal who will be hired by the Project team. The Principals will be responsible for ensuring that all required mitigation measures to reduce E&S risks are in place and functional during Project implementation.

7.2.4 Role of Contractors for Repair Works Contractors for repair works will be required to ensure that all mitigation measures to reduce environmental and social risks are in place while repair works are being conducted. This will include using the E&S Checklist for Repair Works and following the Labor Management Procedures.

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Table 7.1: Roles and Responsibilities for ESMF Implementation

Organization Position Responsibility SPO Team Leader Ensure ESMF Implementation SPO M & E officer Carry out environmental and social screening of repair works, CLCs and ILS modules as defined in ESMF; Coordinate preparation of checklists, Community Health and Safety Plan, Labor Management Procedures, SEA/SH Action Plan, COVID-19 Response Plan and Stakeholder Engagement Plan; Ensure that the implementation of above plans by SPO team, CLC staff and contractors during project life-cycle Ensure contracts for repair works and CLC staff include clauses for ESMF implementation; Certify timely and robust environmental and social monitoring in the field by field coordinators and community groups; Ensure that environmental and social trainings are planned and implemented; Overall monitoring and reporting of environmental and social impacts; Coordinate and ensure development of awareness material; Commission annual third party validations of the project; Prepare Environmental and Social Bi-Annual Progress Reports for the project. ToRs included as Annexure 8 SPO Fied Coordinators Conduct timely and robust environmental and social monitoring in the field Gather monitoring feedback from Community Groups ; Prepare Environmental and Social Monthly Progress Reports for the project. Community Designated Conduct timely and robust environmental and social Groups Members monitoring in the field Share Environmental and Social Monthly Progress Reports with Field Coordinators CLC Principals Ensure implementation of enviornmetnal and social mitigation measures, plans and procedures in CLC

CLC CLC Teachers / Ensure implementation of enviornmetnal and social facilitators mitigation measures, plans and procedures in CLC; especially child safety, ensuring non-discrimination, mitigating GBV/ SH/ SEA and management of solid and liquid waste Ensure all mitigation measures to reduce enviornmetnal Contractors for Contractors for and social impacts are in place during repair work Repair Works Repair Works Fill out and use E&S Checklist for Repair Work Follow Labor Management Procedures. Third Party TPV of ESMF implementation, as part of project impact Third Party Monitoring evaluation consultants

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7.3 ESMF Monitoring and Reporting

7.3.1 Internal Monitoring Implementation of ESMF activities will be internally monitored by the M& E officer at SPO and Field Coordinators on a regular basis. Team Leader will ensure that mitigation measures which require administrative approval remain under his/her direct reporting. Community Groups will also coordinate with the Field Coordinators to monitor the CLCs. Monitoring reports by Field Coordinators and Community Groups will be submitted to the M&E officer for necessary corrective action.

Table 7.2: Internal Monitoring Responsibilities Monitoring Parameter Responsibility Frequency Preparation and M&E officer Ongoing Implementation of Checklists, Plans and Procedures as per ESMF E&S measures in CLCs M&E officer Six-Monthly E&S measures in CLCs Field Coordinators Monthly E&S measures in CLCs Community Groups Monthly

7.3.2 External Monitoring External Monitoring will be used to ensure that project activities are being conducted in line with this ESMF. The external impact evaluation of the project will evaluate the overall compliance of the ESMF, implementation progress, and to ensure that the mitigation measures are implemented as per the mitigation plan. In case of any deviation, corrective actions will be taken where necessary. Environmental and social consultants with relevant expertise and previous experience will be engaged for the impact evaluation. SPO may hire the services of environmental or social experts (consultants), if required, to address issues related to environmental and social impact mitigation or non- conformity that emerge from monitoring activities.

7.3.3 Reporting Requirements E&S monitoring reports will be submitted by the Field Coordinators on a monthly basis to the M&E officer.

The M&E officer will compile these reports and share Progress Reports with the Team Leader on a quarterly basis and World Bank on a bi-annual basis, along with mid-course corrective actions.

These Progress Reports will provide progress on implementation of mitigation measures, safeguard monitoring, capacity building, and any other ESMF implementation activity carried out during the reporting quarter.

Table 7.3: ESMF Reporting Requirements Report Submit To Responsibility Frequency

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E&S Monitoring Field Coordinators Community Groups Monthly Checklist for CLCs E&S Progress Report M&E officer Field Coordinators Monthly of CLCs E&S Progress Report Team Lead M&E officer Quarterly E&S Progress Report M&E officer World Bank Bi-Annual

7.4 Capacity Development and Trainings To ensure the successful implementation of the environmental and social precautions and mitigation measures, a strengthening of relevant and fundamental competencies is essential. Therefore, a training and capacity building training framework is proposed for the Project. The objectives of the environmental and social trainings include providing basic knowledge and information on the key environmental and social issues associated with the proposed interventions to the key project personnel including the Contractors, Field Coordinators, CLC Principals, Community Groups and general project staff. The trainings will aim to enhance the technical capacity of staff associated with ESMF implementation and to keep the SPO team aware of the emerging environmental and social issues.

Table 7.4 gives a tentative program for capacity building and trainings. The workshops will focus on environmental and social issues arising during ESMF implementation, mitigation measures, and community health & safety. They will also focus on sensitizing the participants about environmental and social responsibility, managing the on-ground problems, and ensuring implementation of the ESMF. Each workshop will have no more than 30 participants. In case of extra participants, extra workshops will be conducted. Total of 32 annual trainings will be conducted over 3 years.

Table 7.4: Capacity Building and Training Framework

Description of Training Module Responsibility Frequency Participation Training Environment Objectives, need and use of Environment Annual Project Staff at and Social ESMF; and Social workshop at Head Office Management Legal requirements of the ESMF Consultant Head Office Framework - (Legislations and World Bank GBV & SEA/SH Head Office ESF) ; Specialist Management of environmental and social issues and mitigation strategies as per ESMF; Monitoring Mechanism; Community Health & Safety, Labor Management, GBV, SEA/SH Response, COVID-19 Pandemic Response; Documentation and reporting procedures. Environment Objectives, need and use of M&E Officer with Annual Project Staff at and Social ESMF; support of workshops at Provincial Management Legal requirements of the ESMF Environment Provincial Offices (including Framework – (Legislations and World Bank and Social Offices Field Provincial ESF) ; Consultant Coordinators) Offices

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Description of Training Module Responsibility Frequency Participation Training Management of environmental GBV & SEA/SH and social issues and mitigation Specialist strategies as per ESMF; Monitoring Mechanism; Community Health & Safety, Labor Management, GBV, SEA/SH Response, COVID-19 Pandemic Response; Documentation and reporting procedures. Management Environmental and social impacts M&E Officer with Annual Principals of of at CLCs and mitigation measures; support of workshops at CLCs Environmental Screening and monitoring of E&S Environment Provincial and Social impacts; and Social Offices Impacts at Consultant Reporting of progress; CLCs – GBV & SEA/SH Provincial Community Health & Safety, Specialist Level SEA/SH Response, COVID-19 Pandemic Response; GRM. Management Environmental and social impacts SPO Provincial Annual Community of at CLCs and mitigation measures; Level Project workshops at Groups Environmental Screening and monitoring of E&S Staff with District level and Social impacts; assistance of Impacts at M&E Officer CLCs – District Reporting of progress; Level Community Health & Safety, SEA/SH Response, COVID-19 Pandemic Response; GRM. Environmental Environmental and Social impacts SPO Provincial Once in each Contractors and Social and management during repair Level Project province doing repair Impacts of works Staff with works Repair Works Labor Management assistance of M&E Officer Community and occupational Health and Safety

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8 Grievance Redress Mechanism

Timely and effective redress of stakeholder grievances will contribute to bringing sustainability in the operations of a project. In particular, it will help advocate the process of forming and strengthening relationships between project management and the stakeholder community groups and bridge any gaps to create a common understanding, helping the project management to efficiently operate in the area. To register and resolve the grievances of the community in this process, a Grievance Redress Mechanism (GRM) will be established. The GRM must be responsive, efficient and close the feedback loop.

The proposed mechanism will be based on two-tier Grievance Redress Committees (GRCs)—at community level and at Project level. The proposed GRM will help achieve the objectives of sustainability by dealing with the environmental and social issues of the Project in a timely manner.

The community level GRC will be established for each CLC to engage community members/leaders to participate in the decision-making processes and to have “voices” of the aggrieved person/communities in the grievance redress procedures. This will also enhance local ownership of the Project. Having GRC members based in the community will be helpful in resolving the grievances quickly often without going into lengthy documentation. The local participation will further build local capacity in dispute resolution and decision-making and provide leadership support in the implementation of the Project. Cases which are not satisfactorily resolved or affected persons remain aggrieved, the case will then be forwarded to the Project-level GRM as the prime floor for resolution of the grievances. The purpose of the GRC is to facilitate the resolving of disputes without going into litigation. In this regard, the decision of the Project level GRC will be final within the GRM. However, if any disputant remains dissatisfied with the GRC outcome, the disputant can seek redress from a court of law.

SPO will be responsible for:

1. Establishing GRCs at CLC and at the Project level

2. Adapting the GRM in accordance with the Project need during implementation

3. Ensuring that the community is informed of the mechanism to redress complaints, and all relevant documents related to the system are easily available. The GRM awareness plan by SPO must ensure special targeting of women.

8.1 Grievance Redress Committees The Grievance Redress Committees (GRCs) are to ensure accessibility, fairness and independence of the procedures. The GRCs will be established at two-levels:

1. Community GRC at each CLC, with the scope limited within the area served by the CLC; and

2. Project GRC, covering all the project affected areas.

The composition of the two committees is shown in the table below.

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Table 8.1: Members of GRC

Organization Community GRC Project GRC SPO Field Coordinators (male and female) Representative from SPO CLC Principal Principal Community One or two community One or two community leaders/respected persons such as leaders/respected persons such school teachers, doctors, youth as school teachers, doctors, leaders, philanthropists, elders etc. youth leaders, philanthropists, nominated by the community elders etc. nominated by the community

8.2 GRC’s Scope of Work The scope of work of the GRC shall include:

1. The Community GRC will ensure that all grievances related to the project including social and environmental issues, labor management, GBV etc. are registered, formally recorded, reviewed, resolved and the concerned person is informed in a timely manner.

2. The Project GRC will monitor the working of the Community GRC and will work as a forum for appeal against the decision of the Community GRC.

3. GRC will not consider complaints related to procurements or with any matters pending in the court of law.

4. In resolving the disputes, the GRCs would take into consideration the following:

◼ Merit of the complaints/case received for consideration;

◼ Evidence to take a decision on the complaint;

◼ Witness statements;

◼ Plausibility of the case in the light of related project activity;

◼ Applicable laws of Pakistan, environmental and social assessments done by the Project, and WB ESSs;

◼ Observations made on the field; and

◼ Available information on previous complaints of similar nature.

8.3 Approval and Orientation of GRC Members The GRC members will be selected according to their responsibility and personal integrity. Community members of the Community GRCs will be selected after consultation with the communities. Community members of Project level GRC will be nominated by the affected community. All GRCs’ members will be approved and notified by the Team Leader. All GRC members will attend a training and orientation meeting prior to commencement of their work. The training will be provided by competent technical experts in social and environmental management. The training will address the policy aspects, compliance requirements, expectations of the community, and need for

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8.4 Dissemination of GRCs After notification of all the GRCs, information about GRCs will be disseminated in all the concerned communities by SPO and will be displayed at CLCs. Information dissemination will comprise the following;

◼ List of GRC members including address and contact numbers.

◼ GRC scope of work.

◼ Grievances redress procedure.

8.5 Grievances Redress Procedure The Grievance Redress Mechanism proposed here spans the entire project implementation and will cater to both the directly and indirectly affected population/beneficiaries. The GRM proposed here has been designed to manage any disconnects that emerge from the field level and that has significant implications for effective functioning of the Project, and to address to address environmental and social problems identified during implementation. The objective of the GRM is to receive, resolve and record all complaints related to the Project.

SPO’s office will serve as the secretariat for the Grievance Redress Committee (GRC- Project) that will be responsible for providing oversight on the entire GRM process at a strategic level and monitoring of complaints management. Following procedure will be adopted to resolve grievances received by the GRCs. The grievance mechanism will be made public through public consultations by SPO.

8.5.1 Filing of Grievances to Community GRC For grievances related to environmental and social safeguards, the aggrieved person (or their authorized representatives) may file a grievance with the community-level GRC directly or indirectly in any of the following ways:

1. Submit a written complaint to any member of the community GRC.

2. Submit a verbal complaint to any member of the community GRC with documentary proof that a complaint has been filed.

For complaints registration Complaint Registration Forms will be available with the secretary of the village level GRCs and complaints will be registered on Grievance Log.

8.5.2 Hearing and Resolution of the Cases by Community GRC The procedure for hearing and resolution of the complaint will be as follows:

1. On receipt of a complaint:

❑ Secretary of Community GRC will log the complaint in a register called Complaint Register.

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❑ Contact other members of the GRC to conduct a meeting within 5 calendar days of the logging of the complaint.

❑ If needed, request the complainant or her/his representative to meet the Community GRC on the appointed date to discuss her/his complaint.

❑ Prepare all the relevant information and document relevant to the complaint prior to the meeting and provide copies to all members. 2. The GRC will meet on the appointed date during which it may:

❑ Deliberate on the nature and circumstances of the complaint;

❑ speak to the complaint;

❑ Meet with the complainant and other persons;

❑ Visit the site; and

❑ Take a decision. 3. If the GRC needs extra time to investigate or deliberate on the complaint, the secretary will inform the complainant of the time when a decision is expected. In any case, all complaints shall be resolved within 15 calendar days of logging.

4. Once the complaint is resolved the secretary will document the decision and prepare full documentation on the process including minutes of meeting, photographs of visits, documents reviewed, and reasons of the decision.

5. The GRC will ensure that the complainant is fully informed of the decision and is also informed about his/her right to appeal to the Project GRC and to the court of law.

6. In case follow-up action is required, the chairperson of the Community GRC will ensure that the actions are taken and are documented.

8.5.3 Hearing and Resolution of the Cases by Project GRC The procedure for hearing and resolution of the complaint by the Project GRC will be as follows:

1. On receipt of a complaint:

❑ Secretary of Project GRC will request all the concerned documentation from the secretary of the concerned community GRC.

❑ Contact other members of the Project GRC to conduct a meeting within 10 calendar days of the logging of the complaint to the Project GRC.

❑ If needed, request the complainant or her/his representative to meet the Project GRC on the appointed date and place to discuss her/his complaint.

❑ If needed, request the members of the Community GRC to meet the Project GRC on the appointed date and place.

❑ Prepare all the relevant information and document relevant to the complaint prior to the meeting and provide copies to all members.

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2. The Project GRC will meet on the appointed date during which it may:

❑ Deliberate on the nature and circumstances of the complaint;

❑ Investigate the complaint;

❑ Meet with the complainant and other persons;

❑ Visit the site; and

5. The GRC will ensure that the complainant is fully informed of the decision and is also informed about his/her right to appeal to the court of law.

6. In case follow-up action is required, the chairperson of the Project GRC will ensure that the actions are taken and are documented.

8.5.4 Resolution of the Cases by Court of Law GRC will make efforts to resolve the cases within their own jurisdiction. The complainant(s) may approach a court of law at any point.

8.5.5 Maintenance and Evaluation of Data by SPO The Project Team Leader at SPO will ensure that she/he receives copies of all complaints, meeting notices, decisions, and documentations related to proceedings of the Community and Project GRCs. SPO will maintain complete record of the complaints in a database or tabular form consisting of the following fields:

◼ CLC name

◼ Village, union council, tehsil, and district

◼ Name of complainant

◼ Nature of complaint

◼ Date of logging of complaint with community GRC

◼ Date of first meeting of community GRC

◼ Information on members attended, number of meetings, meeting with complainant, and site visit.

◼ Date of decision of community GRC

◼ Follow-up actions, responsibilities, and completion with dates

◼ Date of logging of complaint with Project GRC

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◼ Date of first meeting of Project GRC

◼ Information on members attended, number of meetings, meeting with complainant, and site visit.

◼ Date of decision of Project GRC

◼ Follow-up actions, responsibilities, and completion with dates SPO will prepare periodic report on the GRM reporting on, for example:

◼ Number of complaints received and resolved by community GRC, Project GRC and nature of complaint;

◼ The average time of it took to resolve the complaint; and

◼ The fraction to complaints that were resolved at the community GRC level. An assessment of satisfaction with the GRM process through a qualitative purposive sample will be conducted as part of the project impact evaluation.

8.6 Grievance Closure The complaint shall be considered as disposed-off and closed when:

1. The designated officer/authority has acceded to the request of the complainant fully; ▪ Where the complainant has indicated acceptance of the response in writing; ▪ Where the complainant has not responded to the concerned officer within one month of being intimated about the final decision of the grievance officer on his grievance/complaint; ▪ Where the complainant fails to attend the proceedings of the concerned officer within the stipulated period of the disposal of the complaint; and ▪ Where the complainant withdraws his/her complaint.

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9 ESMF Implementation Budget

Approximate implementation cost of ESMF implementation is given below:

Table 9.1: ESMF Implementation Budget

Unit Rate Sr.# Description Unit Quantity Total PKR PKR ESMF Training for SPO Head Office Training 1. staff (including materials, logistics, 3 30,000 90,000 Sessions venue) ESMF Training for SPO Provincial Training 2. Office staff (including materials, 6 30,000 180,000 Sessions logistics, venue) Training for Management of Environmental and Social Impacts at Training 3. 6 50,000 300,000 CLCs – Principals (including materials, Sessions logistics, travel, venue) Training for Management of Environmental and Social Impacts at Training 4. 15 50,000 750,000 CLCs – Community Groups (including Sessions materials, logistics, travel, venue) Environmental and Social Impacts of Training 5. 2 30,000 60,000 Repair Works Sessions Travel and logistics for Environment 6. Trips 30 100,000 3,000,000 and Social monitoring visits Total 4,380,000

Budget for mitigation measures will be covered in the budget for repair works of CLCs.

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10 Disclosure

This ESMF, once finalized, will be disclosed on websites of Sanjh Preet Organization, relevant government departments in both provinces and on WB Image bank. The Executive Summary of this ESMF shall also be translated into Urdu and disclosed on the website. Hard copies of the translated Executive Summary shall also be available at all CLCs. Sanjh Preet Organization will create a webpage for the Project on its existing website. All future project related environmental and social monitoring reports will be disclosed on this webpage. Project updates (including news on education activities and relevant environmental and social data) will also be posted on the Sanjh Preet Organization website. An easy-to-understand guide to the terminology used in the environmental and social reports or documents will also be provided on the website. All information brochures/fliers will be posted on the website. Details about the Project Grievance Redressal Mechanism will be posted on the website. An electronic grievance submission form will also be made available on Sanjh Preet Organization website. Contact details of the Project contact person will be made available on the website. Sanjh Preet Organization will update and maintain the website regularly (at least once every quarterly basis).

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11 References

Annual Floor Report; Office of the Chief Engineering Advisor and Chairman, Federal Flood Commission, Pakistan; 2010 Challenging Gender Based Violence in Pakistan Program - Independent Evaluation Report; 2017 Cleaning Pakistan’s Air-Policy Options to address the Cost of Outdoor Pollution-2014 District Education Profile – Malir, 2014-15; Government of Sindh District Education Profile – Sujawal, 2014-15; Government of Sindh Environment and Social Management Framework (ESMF); Punjab Human Capital Investment Project; 2019 Environment and Social Management Framework; Karachi Neighborhood Improvement Project, 2018 Environmental and Social Impacts Assessment (ESIA) of Embankments of Indus River; Sindh Resilience Project (SRP); Government of Sindh; 2018 Environmental and Social Management Framework (ESMF); Karachi Neighborhood Improvement Project; 2017 Environmental Impact Assessment of proposed Bus Rapid Transit Project in Karachi, August 2014; Client: Karachi Metropolitan Corporation and prepared by EMC Pakistan Pvt. Ltd. Health Profile of Sindh 2016, Government of Sindh Majeed, S.; Zaman, S.B.; Ali, I.; Ahmed, S. Situational Analysis of Sindh Coast-Issues and Options. Manag. Nat. Resour. Sustain. Futur. Agric. Res. Brief. 2010 National Environmental Information Management System (NEIMS)- Environmental Profile of Punjab Pakistan Social and Living Standards Measurement Survey (PSLM) 2014-15 Project Paper; Pakistan Integrated Literacy and Skills Development for Youth Project, The World Bank, 2020 Punjab Development Statistics 2018; Government of Punjab Rapid Assessment Report of Flood-Affected Communities in Muzaffargarh District, Punjab, Pakistan; Save the Children; 2010 Widening Disparities: Public Sector Spending and Poverty across Districts in Punjab, Research Brief, Pakistan Poverty Alleviation Fund; February 2018 World Bank. 2018. From Poverty to Equity - Pakistan at 100. Washington, DC: World Bank. Environment and Social Management Framework (ESMF); Punjab Human Capital Investment Project; 2019[1] Environmental Impact Assessment of proposed Bus Rapid

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Transit Project in Karachi, August 2014; Client: Karachi Metropolitan Corporation and prepared by EMC Pakistan Pvt. Ltd.

Websites https://muzaffargarh.punjab.gov.pk/geography_climate http://www.pbs.gov.pk/sites/default/files//DISTRICT_WISE_CENSUS_RESULTS_CENS

US_2017.pdf. http://www.pbs.gov.pk/sites/default/files//DISTRICT_WISE_CENSUS_RESULTS_CENS

US_2017.pdf. http://www.pbs.gov.pk/sites/default/files//pslm/publications/PSLM_2014-15_National- Provincial-District_report.pdf http://www.pbs.gov.pk/sites/default/files//pslm/publications/PSLM_2014-15_National- Provincial-District_report.pdf http://www.pbs.gov.pk/sites/default/files//pslm/publications/PSLM_2014-15_National-

Provincial-District_report.pdf http://www.pbs.gov.pk/sites/default/files//pslm/publications/PSLM_2014-15_National- Provincial-District_report.pdf https://multan.punjab.gov.pk/climate https://sis.punjab.gov.pk/stats/enrolment/?pane=enrolment ; accessed 22nd May 2020 https://www.punjab.gov.pk/bahawalpur ndma.gov.pk

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Annexure 1 – Details of National and Provincial Legislations

This annexure presents a review of national and provincial legislative and regulatory frameworks. These legislations and standards, and their relevance to the proposed project, are briefly discussed below.

Constitutional Provision on Environmental Protection Prior 18th Amendment in the constitution of Pakistan, the legislative powers were with federal parliament and legislative assemblies of four provinces of Pakistan. If a particular legislation passed by the provincial assembly came into conflict with a law enacted by the national assembly, then according to constitution, the federal legislation was to prevail over provincial legislation to extend the inconsistency. The subject of environmental pollution and ecology were in Concurrent Legislative List of the constitution thus allowing both federal and provincial government to enact laws on this subject. However only federal government has enacted laws on environment and the provincial environmental institutions derived their power from federal law.

After the 18th amendment in 2010, the concurrent list has been abolished and a limited number of subjects on the list have been included in the federal legislative list, whereas, the provincial governments have been given powers to legislate on the subjects transferred to provinces. The provision of the 18th Amendment which has a direct impact on the subject of 'Environment' is section 101(3), whereby the Concurrent Legislative List and the entries thereto from 1 to 47 (both inclusive) have been omitted from the Fourth Schedule. The power to legislate and decide on the subject of “environmental pollution and ecology” now lies with the provincial government; however, climate change remains under federal jurisdiction. The project will be executed in Punjab and Sindh, therefore the environmental regulations of Punjab and Sindh will be followed.

Pakistan Environmental Protection Act, 1997 The Pakistan Environmental Protection Act, 1997 (the Act) is the basic legislative tool empowering the government to frame regulations for the protection of the environment (the “environment” has been defined in the Act as: (a) air, water and land; (b) all layers of the atmosphere; (c) all organic and inorganic matter and living organisms; (d) the ecosystem and ecological relationships; (e) buildings, structures, roads, facilities and works; (f) all social and economic conditions affecting community life; and (g) the inter- relationships between any of the factors specified in sub-clauses “a” to “f”). The Act is applicable to a broad range of issues and extends to socioeconomic aspects, land acquisition, air, water, soil, marine and noise pollution, as well as the handling of hazardous waste. The discharge or emission of any effluent, waste, air pollutant or noise in an amount, concentration or level in excess of the National Environmental Quality Standards (NEQS) specified by the Pakistan Environmental Protection Agency (Pak- EPA) has been prohibited under the Act, and penalties have been prescribed for those contravening the provisions of the Act. The powers of the federal and provincial Environmental Protection Agencies (EPAs), established under the Pakistan Environmental Protection Ordinance 1983, have also been considerably enhanced under

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Pakistan Integrated Literacy and Skills Development for Youth Project this legislation and they have been given the power to conduct inquiries into possible breaches of environmental law either of their own accord, or upon the registration of a complaint.

The requirement for environmental assessment is laid out in Section 12 (1) of the Act. Under this section, no project involving construction activities or any change in the physical environment can be undertaken unless an Initial Environmental Examination (IEE) or an Environmental Impact Assessment (EIA) is conducted, and approval is received from the federal or relevant provincial EPA. Section 12 (6) of the Act states that the provision is applicable only to such categories of projects as may be prescribed and the categories are defined in the Pakistan Environmental Protection Agency Review of IEE and EIA Regulations, 2000.

Punjab Environment Protection Act, 2012 Punjab Environment Protection Act, 2012 deals with the establishment of Environmental Protection Council which is responsible for approving comprehensive environmental policies; provide guidelines for the protection of environment, species, habitat and biodiversity. The Act also establishes the Environmental Protection Agency that deals with the preparation of national environmental policies, prepare & publish national environment report, ensure the enforcement of National Environmental Quality Standards, establishment ambient air, water and land quality standards, measures to control environmental pollution.

Sindh Environmental Protection Act, 2014 The first draft of the Sindh Environmental Protection Act 2013 was issued in October 2013 during a consultative meeting organized by the IUCN Pakistan in collaboration with the Sindh Environmental Protection Agency (SEPA). The Sindh Environmental Protection Bill, 2014 having been passed by the Provincial Assembly of Sindh on 24th February 2014 and assented to by the Governor of Sindh on 19th March 2014 is hereby published as an Act of the Legislature of Sindh. This act is almost the same as the existing Pakistan Environmental Protection Act 1997.

The act is applicable to environmental parameters such as air, water, soil, and noise pollution, as well as to the handling of hazardous wastes. The Act provides the framework for protection and conservation of species, wildlife habitats and biodiversity, conservation of renewable resources, establishment of standards for the quality of the ambient air, water and land, establishment of Environmental Tribunals, appointment of Environmental Magistrates, Initial Environmental Examination (IEE) and EIA approval.

Environmental Protection Agency Review of IEE & EIA Regulations, 2000 These Regulations define procedures for preparation, review and approval of environmental assessments. The projects falling under any of the categories listed in Schedule-I of the regulation require preparation of Initial Environmental Examination (IEE) report, whereas those falling under categories listed in Schedule-II require preparation of detailed study, the Environmental Impact Assessment (EIA).

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National Environmental Quality Standards, 2000 The National Environmental Quality Standards (NEQS) first promulgated in 1993 and have been amended in 1995 and 2000. They have been revised and the latest NEQS were issued in 2010. The NEQS include following:

❑ EQS for Ambient Air Quality– November 2010 state the Maximum allowable concentration of pollutants (9 parameters) in gaseous emissions from vehicle exhaust.

❑ EQS for Gaseous Emissions: Maximum allowable concentration of pollutants in gaseous emission from industrial sources.

❑ EQS for Drinking Water Quality – 2010 describe drinking water properties by outlining the defined physical and chemical parameters.

❑ National Environmental Quality Standards for Motor Vehicle Exhaust and Noise

❑ EQS for Noise – November 2010 states maximum allowable limit of noise arising from vehicles in decibels (dB) separately for day and night times.

❑ EQS for Municipal and Liquid Industrial Effluents state maximum allowable concentration of pollutants (32 parameters) in municipal and liquid industrial effluents discharged to inland waters, sewage treatment facilities, and the sea.

These standards apply in case of gaseous emissions, noise, vehicular emissions and liquid effluents discharged by construction and post construction activities of the sub-projects. Standards for ambient air quality will be used for compliance in case of air emissions from the refurbishment activities. EQS for drinking water will be used for compliance during operations. The proponent will comply with the standards through provision of clean drinking water to the students and staff. The detailed EQS are included in Annexure 1.

The Antiquities Act (1975) It ensures the protection of Pakistan’s cultural resources. The Act defines “antiquities” as ancient products of human activity, historical sites, or sites of anthropological or cultural interest, national monuments, etc. The Act is designed to protect these antiquities from destruction, theft, negligence, unlawful excavation, trade, and export. The law prohibits new construction in the proximity of a protected antiquity and empowers the GOP to prohibit excavation in any area that may contain articles of archaeological significance. Under the Act, the project proponents are obligated to ensure that no activity is undertaken in the proximity of a protected antiquity, report to the Department of Archaeology, GOP, any archaeological discovery made during the project.

The Public Health (Emergency Provision) Act 1954 read with West Pakistan Epidemic Control Act 1958 These two laws cover the presentation and spread of human diseases, safeguarding the public health and providing and maintaining adequate medical services and other services essential to the health of the communities in the project area.

Punjab Epidemic Diseases Act 1958 This Act provides the provincial government of Punjab with the power to take special measures and prescribe regulations in the event that the province or any part of it is visited by or threatened with an outbreak of any dangerous epidemic disease. The

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Pakistan Integrated Literacy and Skills Development for Youth Project provincial government, if it thinks that the ordinary provisions of the law for the time being in force are insufficient for the purpose, may take, or require or empower any person to take measures and prescribe temporary regulations to be observed by the public as it shall deem necessary to prevent the outbreak of such disease or the spread of it.

Punjab Infectious Diseases (Prevention and Control) Ordinance 2020 Punjab Infectious Diseases (Prevention and Control) Ordinance 2020 was passed with an aim to make provisions for prevention and control for infectious diseases in Punjab and matters ancillary and connected to it

Sindh Epidemic Diseases Act 2014 This Act provides the provincial government of Sindh with the power to take special measures and prescribe regulations in the event that the province or any part of it is visited by or threatened with an outbreak of any dangerous epidemic disease. The provincial government, if it thinks that the ordinary provisions of the law for the time being in force are insufficient for the purpose, may take, or require or empower any person to take measures and prescribe temporary regulations to be observed by the public as it shall deem necessary to prevent the outbreak of such disease or the spread of it.

Labor Law Constitutional Provision The Constitution of Pakistan contains a range of provisions with regards to labor rights found in Part II: Fundamental Rights and Principles of Policy.

Article 11 of the Constitution prohibits all forms of slavery, forced labor and child labor; Article 17 provides for a fundamental right to exercise the freedom of association and the right to form unions; Article 18 proscribes the right of its citizens to enter upon any lawful profession or occupation and to conduct any lawful trade or business; Article 25 lays down the right to equality before the law and prohibition of discrimination on the grounds of sex alone; Article 37(e) makes provision for securing just and humane conditions of work, ensuring that children and women are not employed in vocations unsuited to their age or sex, and for maternity benefits for women in employment. The acts related to labor laws are Factories Act 1934, Employment of Child Act, 1991 are the most relevant to the project.

Employment of Child Act, 1991 Article 11(3) of the constitution of Pakistan prohibits employment of children below the age of 14 years in any factory, mine, or any other hazardous employment. In accordance with this article, the ECA 1991 disallows such child labor in the country. The ECA defines a child to mean a person who has not completed his/her fourteenth year of age. The ECA states that no child shall be employed or permitted to work in any of the occupations set forth in the ECA (such as transport sector, railways, construction, and ports) or in any workshop wherein any of the processes defined in the act is carried out.

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Sindh Prohibition of Employment of Children Act 2017 The Sindh prohibition of employment of children Act 2017 provides rule and regulations to prohibit the employment of children and to regulate employment of adolescents in certain occupations and work. This act defines “adolescent” means person who has completed his fourteenth but has not completed eighteenth year of his age. According to the act “child” means a person who has not completed his fourteenth years of age.

Pakistan Penal Code, 1860 The Pakistan Penal Code deals with offences where public or private property and/or human lives are affected due to the intentional or accidental misconduct of an individual or body of people. In the context of environment, the Penal Code empowers the local authorities to control noise, noxious emissions and disposal of effluents. Chapter XIV, Section 268 to 291 of PPC deals with the offences affecting the public health, safety, convenience, decency and morals. A Person may be guilty of public nuisance if his act or omission causes common injury, danger or annoyance to the public or results in spread of diseases dangerous to life. The section also deals with environmental pollution. Provisions under this Act relating to environment are no longer being enforced after promulgation of the Pakistan Environmental Protection Act, 1997. The NEQS enforced by the EPAs supersede the application of this legislation on industries and municipalities. The Penal Code, however, can provide a basis for the proponent to coordinate its activities with the local authorities to ensure that its construction activities do not become a cause of public nuisance or inconvenience. Pollution offences can still be tried under the relevant sections of Pakistan Penal Code, 1860, as they have not been specifically repealed by a subsequent legislation.

Provincial Local Government Ordinances, 2001 These ordinances, issued following the devolution process, establish regulations for land use, the conservation of natural vegetation, air, water, and land pollution, the disposal of solid waste and wastewater effluents, as well as matters related to public health and safety.

Table 1: Environmental Quality Standards (EQS) 2000 for Effluent Discharge

#. PARAMETERS EQS 1 Temperature 40 OC =≤3 deg. 2 pH 6 – 9 3 BOD5 80 mg/l 4 Chemical Oxygen Demand (COD) 150 mg/l 5 Total Suspended Solid (TSS) 200 mg/l 6 Total Dissolved Solids 3500 mg/l 7 Grease and Oil 10 mg/l 8 Phenolic compounds (as phenol) 0.1 mg/l 9 Ammonia 40 mg/l

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10 Chlorine 1.0 mg/l 11 Chloride 1000.0 mg/l 12 Sulphate 600 mg/l 13 Manganese 1.5 mg/l 14 Fluoride 10 mg/l 15 Cyanide (as CN’) total 1.0 mg/l 16 An-ionic detergents (as MB As) 20 mg/l 17 Sulphide (S-2) 1.0 mg/l 18 Pesticides 0.15 mg/l 19 Cadmium 0.1 mg/l 20 Chromium trivalent and hexavalent 1.0 mg/l 21 Copper 1.0 mg/l 22 Lead 0.5 mg/l 23 Mercury 0.01 mg/l 24 Selenium 0.5 mg/l 25 Nickel 1.0 mg/l 26 Silver 1.0 mg/l 27 Total Toxic metals 2.0 mg/l 28 Zinc 5.0 mg/l 29 Arsenic 1.0 mg/l 30 Barium 1.5 mg/l 31 Iron 8.0 mg/l 32 Boron 6.0 mg/l

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Table 2: EQS for Gaseous Emission (mg/Nm3, Unless Otherwise Defined)

# Parameter Source of Emission Existing Standards Revised Standards 40% or 2 40% or 2 Ringlemann Scale Ringlemann Scale 1. Smoke Smoke Opacity not to exceed or equivalent smoke number (a) Boilers and Furnaces Oilfired Coalfired 300 300 CementKilns Particulate 500 500 Matter (I) 200 200 2. (b) Grinding, crushing, clinker coolers and Related processes, Metallurgical Processes, 500 500 converter, blast furnaces and cupolas. 3. Hydrogen Any 400 400 Chloride 4. Chlorine Any 150 150 5. Hydrogen Any 150 150 Fluoride 6. Hydrogen Any 10 10 Sulphide Sulfuric acid/ Sulphonic acid plants 7. Sulphur Oxide (2) (3)

Other plants except power plants operating on oil and coal 400 1700 8. Carbon Any 800 800 Monoxide 9. Lead Any 50 50 10. Mercury Any 10 10 11. Cadmium Any 20 20 12. Arsenic Any 20 20 13. Copper Any 50 50 14. Antimony Any 20 20 15. Zinc Any 200 200 Nitric acid manufacturing unit. Other plants except power plants 16. operating on oil or coal: Oxides of Gas fired Nitrogen (3) Oil fired Coal fired 400 400 - 600 - 1200

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Explanations:- 1. Based on the assumption that the size of the particulate is 10 micron or more. 2. Based on 1 percent sulphur content in fuel. Higher content of Sulphur will case standards to bepro-rated. 3. In respect of emissions of Sulphur dioxide Nitrogen oxides, the power plants operating on oil and coal as fuel shall in addition to Environmental Quality Standards (EQS) specified above, comply with the following standards. Table 3: EQS, 2009 for Vehicular Emission

# Parameter Standard (Maximum Measuring Method Applicability permissible Limit) 40% or 2 on the To be compared with Ringlemann Ringlemann Scale during Chart at a distance of 6 meters or 1 Smoke engine acceleration more Immediate effect mode. 2 Carbon 6% Under idling condition: Non- Monoxide dispersive infrared detection (CO) through gas analyzer. 3 Noise 85 dB(A) Sound Meter at 7.5 meters from the source Table 4: EQS, 2010 for Noise

Effective from 1st July, 2010 Effective from 1st July, 2013 # Category of Area / Zone Limit in dB (A) Leq* Daytime Night-time Daytime Night-time 1 Residential Area (A) 65 50 55 45 2 Commercial Area (B) 70 60 65 55

3 Industrial Area (C) 80 75 75 65 4 Silence Zone (D) 55 45 50 45 Note: 1. Daytime hours: 6:00 a.m. to 10:00p.m. 2. Night-time hours: 10:00 p.m. to 6:00a.m. 3. Silence Zone: Zones which are declared as such by the competent authority. An area comprising not less than 100 meters round hospitals, educational institutions and courts. 4. Mixedcategoriesofareasmaybedecidedasoneofthefourabovementionedcategoriesbythecompetentauthority. *dB (A) Leq: Time weighted average of the level of sound in scale “A” which is relatable to human hearing.

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Table 5: EQS 2010 for Drinking Water

# Properties/Parameters Standard Values WHO Standards Remarks for Pakistan BACTERIAL All water is intended for 1 drinking (E.Coli or Must not be Must not be Most Asian Countries Thermotolerant Coliform detectable in any detectable in any also follow WHO bacteria) 100ml sample 100ml sample Standards Treated water entering the 2 distribution system (E.Coli or Must not be Must not be Most Asian Countries Thermotolerant Coliform and detectable in any detectable in any also follow WHO total Coliform bacteria) 100ml sample 100ml sample Standards Treated water entering the Must not be Must not be Most Asian Countries distribution system (E.Coli or detectable in any detectable in any also follow WHO Thermo tolerant Coliform and 100ml sample. In 100ml sample. In Standards

total Coliform bacteria) case of large case of large supplies, where supplies, where sufficient samples sufficient samples 3 are examined, must are examined, must not be present in not be present in 95% of the samples 95% of the samples taken throughout taken throughout any 12-month any 12- month period. period.

PHYSICAL 4 Colour ≤15 TCU ≤15 TCU 5 Taste Non Objectionable/ Non Objectionable/ Acceptable Acceptable

6 dour Non Objectionable/ Non Objectionable/ Acceptable Acceptable

7 Turbidity <5 NTU <5 NTU

8 Total hardness as CaCO3 <500mg/l --- 9 TDS <1000 <1000 10 pH 6.5-8.5 6.5-8.5 RADIOACTIVE 11 Alpha Emitters bq/L or pCi 0.1 0.1 12 Beta Emitters 01 01 CHEMICAL Essential Inorganics mg/litre mg/litre

13 Aluminum (Al) mg/l ≤0.2 0.02 14 Antimony (Sb) ≤0.005 0.02 Standard for Pakistan 15 Arsenic (As) ≤0.05 0.01 similar to most Asian developing Countries

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# Properties/Parameters Standard Values WHO Standards Remarks for Pakistan 16 Barium (Ba) 0.7 0.7 17 Boron (B) 0.3 0.3 18 Cadmium (Cd) Standard for Pakistan 0.01 0.003 similar to most Asian developing Countries 19 Chloride (Cl) <250 250 20 Chromium (Cr) ≤0.05 0.05 21 Copper (Cu) 2 2 Toxic Inorganics mg/litre mg/litre

Standard for Pakistan 22 Cyanide (CN) ≤0.05 0.07 similar to most Asian developing Countries 23 Fluoride (F) ≤1.5 1.5 Standard for Pakistan 24 Lead (Pb) ≤0.05 0.01 similar to most Asian developing Countries 25 Manganese (Mn) ≤0.5 0.5 26 Mercury (Hg) ≤0.001 0.001 27 Nickel (Ni) ≤0.02 0.02

28 Nitrate (NO3) ≤50 50

29 Nitrite (NO2) ≤3 3 30 Selenium (Se) 0.01 0.01 31 Residual Chlorine 0.2-0.5 at consumer --- end 0.5-1.5 at source Standard for Pakistan 32 Zinc (Zn) 5.0 3 similar to most Asian developing Countries Organics PSQCA No. 4629- Pesticides mg/L 2004, Page No.4, 33 --- Table No. 3, Serial Annex-II No. 20-58 may be consulted 34 Phenolic Compounds (as --- ≤0.002 Phenols) mg/L 35 Poly nuclear aromatic 0.01 (By GC/MS hydrocarbons (as PAH) g/L method) ***PSQCA: Pakistan Standards Quality Control Authority

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Table 6: EQS 2010 for Ambient Air

Pollutants Time-weighted Concentration in Ambient Air Method of average Measurement Effective from 1st Effective from 1st July 2010 January 2013

Sulphur Dioxide Annual Average* 80µg/m3 80µg/ m3 Ultraviolet Fluorescence (SO2) Method 24 hours** 120µg/m3 120µg/m3

Oxides of Annual Average* 40µg/m3 40µg/m3 Gas Phase Nitrogen as (NO) Chemiluminescence 24 hours** 40µg/m3 40µg/m3

Oxides of Annual Average* 40µg/m3 40µg/m3 Gas Phase Nitrogen as Chemiluminescence 24 hours** 80µg/m3 80µg/m3 (NO2)

3 3 Ozone (O3) 1 hour 180µg/m 130µg/m Non disperse UV absorption method

Suspended 400µg/m3 High Volume Sampling, Particulate Matter Annual Average* 360µg/m3 (Average flow rate not (SPM) less than 1.1m3/minute)

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Annexure 2 – World Bank/IFC EHS Guidelines

7 8 Table 1: WHO Ambient Air Quality Guidelines , Parameters Averaging Guideline value in Period g/m3 Sulphur dioxide (SO2) 24-hour 125 (Interim target-1) 50 (Interim target-2) 20 (guideline) 10 minute 500 (guideline) Nitrogen dioxide (NO2) 1-year 40 (guideline) 1-hour 200 (guideline) Particulate Matter 1-year 70 (Interim target-1) PM10 50 (Interim target-2) 30 (Interim target-3) 20 (guideline)

24-hour 150 (Interim target-1) 100 (Interim target-2) 75 (Interim target-3) 50 (guideline) Particulate Matter 1-year 35 (Interim target-1) PM2.5 25 (Interim target-2) 15 (Interim target-3) 10 (guideline)

24-hour 75 (Interim target-1) 50 (Interim target-2) 37.5 (Interim target-3) 25 (guideline) Ozone 8-hour daily 160 (Interim target-1) maximum 100 (guideline)

Table 1.3.1 Indicative Values for Treated Sanitary Sewage Discharges

Guideline Pollutants Units Value pH pH 6 – 9 BOD mg/l 30 COD mg/l 125 Total nitrogen mg/l 10 Total phosphorus mg/l 2 Oil and grease mg/l 10

Total suspended solids mg/l 50

MPNb / Total coliform bacteria 100 ml 400a

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Table 1.7.1- Noise One Hour LAeq (dBA) Level Guidelines54 Receptor Daytime Night-time 07:00 - 22:00 22:00 - 07:00 Residential; institutional; educational 55 45 Industrial; commercial 70 70

Table 2.3.1. Noise Limits for Various Working Environments

Location Equivalent level Maximum /activity LAeq,8h LAmax,fast

Heavy Industry (no demand for oral 85 dB(A) 110 dB(A) communication)

Light industry (decreasing 50-65 dB(A) 110 dB(A) demand for oral communication)

Open offices, control rooms, 45-50 dB(A) - service counters or similar

Individual offices (no disturbing 40-45 dB(A) - noise)

Classrooms, 35-40 dB(A) - lecture halls

Hospitals 30-35 dB(A) 40 dB(A)

Table 2. No Approach Zones for High Voltage Power Lines Minimum Nominal phase-to-phase voltage rating distance

750 or more volts, but no more than 150,000 volts 3 meters

More than 150,000 volts, but no more than 250,000 4.5 meters volts

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More than 250,000 volts 6 meters

Table 5: Minimum Limits for Workplace Illumination Intensity Light Location / Activity Intensity Emergency light 10 lux Outdoor non working areas 20 lux Simple orientation and temporary visits (machine storage, garage, warehouse) 50 lux Workspace with occasional visual tasks only (corridors, stairways, lobby, elevator, auditorium, etc.) 100 lux Medium precision work (simple assembly, rough machine works, welding, packing, etc.) 200 lux Precision work (reading, moderately difficult assembly, sorting, checking, medium bench and machine works, etc.), offices. 500 lux High precision work (difficult assembly, sewing, colour inspection, fine 1,000 – 3,000 sorting etc.) lux

Table 12.2: Drinking Water Quality Standards

WHO 3rd edition Latest WHO 4th edition Parameter Unit (2008) Guideline Value Parameter Unit (2011) Guideline Value

Acrylamide µg/L 0.5 Acrylamide µg/L 0.5 Alachlor µg/L 20 Alachlor µg/L 20 Aldicarb µg/L 10 Aldicarb µg/L 10 Aldrin and Dieldrin µg/L 0.03 Aldrin and Dieldrin µg/L 0.03 Antimony mg/L 0.02 Antimony mg/L 0.02 Arsenic mg/L 0.01 (P) Arsenic mg/L 0.01 (A,T) Atrazine and its chloro- Atrazine µg/L 2 µg/L 100 s-triazine metabolites Barium mg/L 0.7 Barium mg/L 0.7 Benzene µg/L 10 Benzene µg/L 10 Benzo[a]pyrene µg/L 0.7 Benzo[a]pyrene µg/L 0.7 Boron mg/L 0.5 (T) Boron mg/L 2.4 Bromate µg/L 10 (A,T) Bromate µg/L 10 (A,T) Bromodichloromethane µg/L 60 Bromodichloromethane µg/L 60 Bromoform µg/L 100 Bromoform µg/L 100 Cadmium mg/L 0.003 Cadmium mg/L 0.003 Carbofuran µg/L 7 Carbofuran µg/L 7 Carbon tetrachloride µg/L 4 Carbon tetrachloride µg/L 4 Chlorate µg/L 700 (D) Chlorate µg/L 700 (D) Chlordane µg/L 0.2 Chlordane µg/L 0.2 Chlorine mg/L 5 (C) Chlorine mg/L 5 (C) Chlorite µg/L 700 (D) Chlorite µg/L 700 (D) Chloroform µg/L 300 Chloroform µg/L 300 Chlorotoluron µg/L 30 Chlorotoluron µg/L 30 Chlorpyrifos µg/L 30 Chlorpyrifos µg/L 30 Chromium mg/L 0.05 (P) Chromium mg/L 0.05 (P) Copper mg/L 2 Copper mg/L 2 Cyanazine µg/L 0.6 Cyanazine µg/L 0.6

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WHO 3rd edition Latest WHO 4th edition Parameter Unit (2008) Guideline Value Parameter Unit (2011) Guideline Value Cyanide mg/L 0.07 - - - Cyanogen chloride mg/L 0.07 - - - 2,4-D (2,4- 2,4-D (2,4- dichlorophenoxyacetic acid) µg/L 30 Dichlorophenoxyacetic acid) µg/L 30

2,4-DB (2,4- 2,4-DB (2,4- Dichlorophenoxybutyric acid) µg/L 90 dichlorophenoxybutyric acid) µg/L 90

DDT DDT (Dichlorodiphenyltrichlor µg/L 1 (Dichlorodiphenyltrichlor µg/L 1 ethane) and metabolites ethane) and metabolites Di(2- Di(2- µg/L 8 µg/L ethylhexyl)phthalate ethylhexyl)phthalate Dibromoacetonitrile µg/L 70 Dibromoacetonitrile µg/L 70 Dibromochloromethane µg/L 100 Dibromochloromethane µg/L 100 1,2-Dibromo-3- chloropropane µg/L 1 1,2-Dibromo-3- chloropropane µg/L 1

1,2-Dibromoethane µg/L 0.4 (P) 1,2-Dibromoethane µg/L 0.4 (P) Dichloroacetate µg/L 50 (T,D) Dichloroacetate µg/L 50 (D) Dichloroacetonitrile µg/L 20 (P) Dichloroacetonitrile µg/L 20 (P) 1,2-Dichlorobenzene µg/L 1000 (C) 1,2-Dichlorobenzene µg/L 1000 (C) 1,4-Dichlorobenzene µg/L 300 (C) 1,4-Dichlorobenzene µg/L 300 © 1,2-Dichloroethane µg/L 30 1,2-Dichloroethane µg/L 30 1,2-Dichloroethene µg/L 50 1,2-Dichloroethene µg/L 50 Dichloromethane µg/L 20 Dichloromethane µg/L 20 1,2-Dichloropropane µg/L 40 (P) 1,2-Dichloropropane µg/L 40 (P) 1,3-Dichloropropene µg/L 20 1,3-Dichloropropene µg/L 20 Dichlorprop µg/L 100 Dichlorprop µg/L 100 Dimethoate µg/L 6 Dimethoate µg/L 6 1,4-Dioxane µg/L 50 1,4-Dioxane µg/L 50 Edetic acid (EDTA) µg/L 600 Edetic acid µg/L 600 Endrin µg/L 0.6 Endrin µg/L 0.6 Epichlorohydrin µg/L 0.4 (P) Epichlorohydrin µg/L 0.4 (P) Ethylbenzene µg/L 300 (C) Ethylbenzene µg/L 300 (C) Fenoprop µg/L 9 Fenoprop µg/L 9 Fluoride mg/L 1.5 Fluoride mg/L 1.5 Hexachlorobutadiene µg/L 0.6 Hexachlorobutadiene µg/L 0.6 - - - Hydroxyatrazine µg/L 200 Isoproturon µg/L 9 Isoproturon µg/L 9 Lead mg/L 0.01 Lead mg/L 0.01 (A,T) Lindane µg/L 2 Lindane µg/L 2 Manganese mg/L 0.4 (C) - - - MCPA (4-(2-Methyl-4- MCPA (4-(2-Methyl-4- chlorophenoxy) acetic µg/L 2 chlorophenoxy) acetic µg/L 2 acid) acid) Mecoprop µg/L 10 Mecoprop µg/L 10 Mercury mg/L 0.006 Mercury mg/L 0.006 Methoxychlor µg/L 20 Methoxychlor µg/L 20 Metolachlor µg/L 10 Metolachlor µg/L 10 Microcystin-LR µg/L 1 (P) Microcystin-LR µg/L 1 (P) Molinate µg/L 6 Molinate µg/L 6 Molybdenum mg/L 0.07 - - - Monochloramine mg/L 3 Monochloramine mg/L 3 Monochloroacetate µg/L 20 Monochloroacetate µg/L 20 Nickel mg/L 0.07 Nickel mg/L 0.07 Nitrate (as NO3-) mg/L 50 Nitrate (as NO3-) mg/L 50 Nitrilotriacetic acid(NTA) µg/L 200 Nitrilotriacetic acid µg/L 200 Nitrite (as NO2-) mg/L 3 Nitrite (as NO2-) mg/L 3 N-Nitrosodimethylamine(NDMA) µg/L 100 N-Nitrosodimethylamine µg/L 0.1 Pendimethalin µg/L 20 Pendimethalin µg/L 20

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WHO 3rd edition Latest WHO 4th edition Parameter Unit (2008) Guideline Value Parameter Unit (2011) Guideline Value Pentachlorophenol µg/L 9 (P) Pentachlorophenol µg/L 9 (P) Permethrin µg/L 300 - - - Pyriproxyfen µg/L 300 - - - Selenium mg/L 0.01 Selenium mg/L 0.04 (P) Simazine µg/L 2 Simazine µg/L 2 Sodium Sodium dichloroisocyanurate (as mg/L 40 dichloroisocyanurate mg/L 40 cyanuric acid) (as cyanuric acid) Styrene µg/L 20 (C) Styrene µg/L 20 (C) 2,4,5-T (2,4,5- 2,4,5-T µg/L 9 trichlorophenoxy acetic µg/L 9 acid) Terbuthylazine µg/L 7 Terbuthylazine µg/L 7 Tetrachloroethene µg/L 40 Tetrachloroethene µg/L 40 Toluene µg/L 700 (C) Toluene µg/L 700 (C) Trichloroacetate µg/L 200 Trichloroacetate µg/L 200 Trichloroethene µg/L 20 (P) Trichloroethene µg/L 20 (P) 2,4,6-Trichlorophenol µg/L 200 (C) 2,4,6-Trichlorophenol µg/L 200 (C) Trifluralin µg/L 20 Trifluralin µg/L 20 The sum of the The sum of the ratio of the ratio of the concentration of concentration of each to its each to its Trihalomethanes - Trihalomethanes respective respective guideline value guideline value should not should not exceed 1 exceed 1 Uranium mg/L 0.015 (P,T) Uranium mg/L 0.03 (P) Vinyl chloride µg/L 0.3 Vinyl chloride µg/L 0.3 Xylenes µg/L 500 (C) Xylenes µg/L 500 (C)

Note: According to WHO Drinking-water Quality 3rd edition (2008): P = provisional guideline value, as there is evidence of a hazard, but the available information on health effects is limited;

T = provisional guideline value because calculated guideline value is below the level that can be achieved through practical treatment methods, source protection, etc;

A = provisional guideline value because calculated guideline value is below the achievable quantification level;

D = provisional guideline value because disinfection is likely to result in the guideline value being exceeded;

C = concentrations of the substance at or below the health-based guideline value may affect the appearance, taste or odour of the water, leading to consumer complaints.

According to WHO Drinking-water Quality 4th edition (2011):

A = Provisional guideline value because calculated guideline value is below the achievable quantification level;

C = Concentrations of the substance at or below the health-based guideline value may affect the appearance, taste or odor of the water, leading to consumer complaints;

D = Provisional guideline value because disinfection is likely to result in the guideline value being exceeded;

P = Provisional guideline value because of uncertainties in the health database;

T = Provisional guideline value because calculated guideline value is below the level that can be achieved through practical treatment methods, source protection, etc.

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Annexure 3 – E&S Checklist for Minor Repairs

Screening for General Impacts Yes No Proposed Mitigation Measures Will the repair works result in left over construction and waste materials such as paints, polishes, wiring etc.? If Yes, please provide mitigation measures for proper disposal Will repair works be carried out at night? If Yes, please provide mitigation measures

Screening for Occupational Health & Safety Yes No Remarks Will the contractor provide personal protective equipment such as masks, gloves and boots to the laborers to avoid worksite hazards and accidents? If No, repair works cannot be supported Will the contractor provide health and safety trainings to all staff working on the site? If No, repair works cannot be supported Will the contractor provide first aid kit for safety of labor at the site? If No, repair works cannot be supported Screening for Contractor Management Yes No Remarks Has contractor ensured he will not use any form of child labor in repair works? If No, repair works cannot be supported Has contractor ensured he will not use any form of forced labor in repair works? If No, repair works cannot be supported Has contractor ensured he will not exploit labor in repair works? If No, repair works cannot be supported

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Annexure 4 – E&S Screening Checklist for CLCs

Screening for General Impacts Yes No Remarks Does the building have an adequate wastewater drainage system such as septic tank or connection to a sewer line? Will the solid waste generated at the CLC be disposed using municipal services? Screening for Community Health and Safety Impacts Yes No Remarks Do the classrooms have proper ventilation and natural light through windows?

Has it been ensured that the building is not located in a flood prone area? If the building is located in an earthquake prone area, does it follow applicable building codes? Does the building have emergency exits at an appropriate height and place to help safe evacuation of students during emergency?

Does the building have separate toilets for girls and boys? Does the building have any exposed wiring and cables? Is fire safety equipment such as fire extinguishers, sand buckets etc. installed? Screening for Social Exclusion Yes No Remarks Does the CLC have universal access facilities such as ramps, handrails etc to allow differently abled students to enroll? If the answer to any of the above is ‘No’ please refer to the ESMMP to identify and implement associated mitigation measures and budget them in the project cost.

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Annexure 5 – E&S Monitoring Checklist for CLCs

Monitoring for General Impacts Yes No Remarks Is the wastewater drainage system such as septic tank or connection to a sewer line functioning? Is solid waste generated at the CLC being disposed using municipal services? Monitoring for Community Health and Safety Impacts Yes No Remarks Do the classrooms have proper ventilation and natural light through windows?

Are the emergency exits at an appropriate height and place to help safe evacuation of students during emergency functional and unblocked? Are separate toilets for girls and boys functional? Is all exposed wiring and cables covered with plastic and labeled as DANGEROUS to avoid contact? Is fire safety equipment such as fire extinguishers, sand buckets etc. available and functional? Is a First Aid Kit available on CLC premises? Is there availability of soap outside the toilets? Is there availability of safe drinking water for students? Have the students received health and hygiene sessions? Screening for Social Exclusion Yes No Remarks Are the universal access facilities such as ramps, handrails functional? Have there been any incidents of bullying/abuse? If the answer to any of the above is ‘No’ please refer to the ESMMP to identify and implement associated mitigation measures

Note: This Checklist is to be translated into local languages for use by Community Groups.

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Annexure 6 – E&S Checklists for ILS Modules and Skills Workshops

E&S Checklist for Agriculture Module

Screening for Environmental Impacts Yes No Remarks Does the module include teaching of practices on water conservation? This may include discouraging cultivation of water intensive crops and use of technologies that will result in excessive extraction of groundwater? Does the module teach sustainable farming practices including avoiding excessive use of synthetic pesticides and fertilizers? Screening for OHS and Community Health and Safety Impacts Yes No Remarks Does the module include information on avoiding cultivation of illegal crops such as poppy? Does the module include teaching of good labor practices such as avoiding exploitative, forced and child labour? If the answer to any of the above is No, please ensure associated mitigation measures are included in the module design

E&S Checklist for Livestock and Fish Farming Modules

Screening for Environmental Impacts Yes No Remarks Does the module include teaching of sustainable grazing practices to avoid overgrazing of rangelands and pastures? Does the module include teaching of livestock waste management practices to ensure livestock sheds and livestock waste collection areas are not located close to and likely to contaminate groundwater and freshwater sources? Does the module teach hazards of introducing exotic fish species in open water bodies such as natural lakes, ponds etc? Screening for OHS and Community Health and Safety Impacts Yes No Remarks Does the module teach hazards of using steroids in livestock milking and contamination of milk products? Does the module include teaching of good labor practices such as avoiding exploitative, forced and child labour? Does the module include teaching of hygiene measures for sale of milk and meat products? If the answer to any of the above is No, please ensure associated mitigation measures are included in the module design

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E&S Checklist for Handicrafts and Other Enterprises Modules

Screening for Environmental Impacts Yes No Remarks Does the module include teaching of waste management practices to ensure waste does not contaminate surrounding areas, groundwater and freshwater sources? Does the module teach safe disposal of effluents from enterprise activities? This includes ensuring effluents are not disposed in nearby freshwater sources (ponds, streams, rivers etc.)? Does the module teach water conservation practices? Screening for Community and Beneficiary Health and Safety Yes No Remarks Impacts Does the module include teaching of good labor practices such as avoiding exploitative, forced and child labour? Does the module include teaching of safe disposal methods for hazardous liquid and solid waste (e.g. mercury, biomedical, heavy metals, CFLs (energy savers), tires, oil, batteries, paint, solvents, acidic solutions, etc.)? Does the module teach use of safety measures such as PPE, proper ventilation etc when working with chemicals and dyes? Does the module teach precautions for safety measures for use of machines, tools and chemicals in or near living areas with easy access of family members including children? If the answer to any of the above is No, please ensure associated mitigation measures are included in the module design

E&S Checklist for Food Processing Modules

Screening for Environmental Impacts Yes No Remarks Does the module include teaching of waste management practices to ensure waste does not contaminate surrounding areas, groundwater and freshwater sources? Does the module teach safe disposal of effluents from enterprise activities? This includes ensuring effluents are not disposed in nearby freshwater sources (ponds, streams, rivers etc.)? Does the module teach water conservation practices? Screening for Community and Beneficiary Health and Safety Yes No Remarks Impacts Does the module include teaching of good labor practices such as avoiding exploitative, forced and child labour? Does the module teach importance of using natural additives, preservatives, and dyes/food color meant for food in food processing/production? Does the modul teach practice of hygienic working conditions such as disposable gloves, clean work areas, washing of raw meat, fruits and vegetable and and clean utensils etc.?

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Screening for Environmental Impacts Yes No Remarks Does the module teach practices to ensure safe installation of stoves/cooking appliances and proper ventilation channels in cooking areas? If the answer to any of the above is No, please ensure associated mitigation measures are included in the module design

E&S Checklist for Skills Training Workshops

Screening for OHS and Community Health and Safety Yes No Remarks Does the workshop have proper ventilation? Does the workshop have emergency exits to help safe evacuation during emergency? Is exposed wiring and cables covered with plastic and labeled as DANGEROUS to avoid contact? Does the workshop have fire safety equipment such as fire extinguishers, sand buckets etc.? Does the workshop have a First Aid Kit?

Is the worskhop following government mandated SOPs for COVID-19? If the answer to any of the above is No, please ensure associated mitigation measures are in place before the workshop is used for skills training

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Annexure 7 – Labor Management Procedures

1. OVERVIEW OF LABOR USE ON THE PROJECT The project does not include any construction works. Project workers will include SPO staff, contractors for repair workers, staff at CLCs, government employees and community workers. Details are provided in Table 1 below:

Table 1: Overview of Project Workers Type of Direct Workers Contracted Workers Primary Supply Community Workers Worker Workers Identified • SPO Project staff • Contractors/individ • Printers/ • Local Communities for project • Principals of uals for suppliers of identification of CLC workers Community rehabilitation/maint textbooks, locations Learning Centers enance of CLCs stationery, • Village Education (CLCs) • Firm for Internal furniture, Committee members • Field Coordinators Audit and Impact equipment, etc. • Community Groups with • Teachers/Facilitato Assessments members for enrollment and rs • Govt employees drop-outs follow-up, • working on monitoring teaching and curriculum learning, and maintaining development essential equipment and • Contracted facilities in the CLCs firm/individuals for teachers’ recruitment and trainings Number of • SPO Project staff • Contractors/individ • Printers for • Local Communities for Workers = 28 uals for textbooks = 1 identification of CLC • Field coordinators rehabilitation/maint • Suppliers for locations = 250 = 10 enance of CLCs = stationery = 2 • Village Education • Principals of CLCs 150 (3 person in • Suppliers for Committee members = = 50 each CLC/ village) CLC equipment 1,000 (20 from each CLC; • CLC teachers = • Firm for Internal =2 10 for male and 10 for 100 Audit and Impact • Supplier for female groups) • Total = 188 Assessments = 2 vehicle rental = • Community Groups with • Govt. employees 2 members for enrollment and working on • Supplier for IT drop-outs follow-up, curriculum equipment = 2 monitoring teaching and development = 77 • Supplier for learning, and maintaining (7 experts for each office essential equipment and skill and 10 equipment = 2 facilities in the CLCs = 500 reviewers for • Others/ • Total = 1,750 consultations for additional as each skill module per need = 2 [7 modules are • Total remaining]) 13 • Contracted firm/individuals for teachers’ recruitment and trainings = 1 • Total = 230 Characteristic • Age of workers will • Age of workers will • Age of workers • Community members s of Workers follow the follow the will follow the working on a voluntary guidelines guidelines guidelines basis provided in this provided in this provided in this • Mix of male and female LMP LMP LMP workers • Mix of male and • Mix of male and • Mix of male female workers female workers and female workers

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Timing of • Throughout the life • As and when • At time of • Throughout the life of the Labor of the Project required curriculum Project Requirements development • At the time of CLC set-up Migrant None None None None Workers

2. ASSESSMENT OF KEY POTENTIAL LABOR RISKS Project activities: The Pakistan Integrated Literacy and Skills Development for Youth Project aims to develop and pilot a new model of non-formal education that combines literacy, labor market skills, and life skills development for the uneducated and illiterate children, youth and young adults in selected districts of Punjab and Sindh Provinces in Pakistan. The Project will be operational in three districts of Punjab (Multan, Muzaffargarh, Bahawalpur) and two districts of Sindh (Malir and Sujawal). Under the Project, 10 Community Learning Centers (CLCs) will be set up and operationalized in each district to run the following programs: • Accelerated Learning Programs (ALPs) will target out-of-school children in primary school age (age 8-10 years) and secondary school age (age 11-16 years). • The Integrated Literacy and Skills (ILS) program will target children at age 11 to 16 years who do not complete primary education and adolescents and young adults in age 17 to 35 years.

The Project will be implemented by an NGO The Sanjh Preet Organization (SPO). The beneficiaries will be identified by local communities through a participatory approach. The Project workers will include:

1. SPO Project staff (office and field staff) 2. Principals and teachers hired for Community Learning Centers (CLCs) 3. Counselors for mentoring and psychosocial support 4. Contractors/individuals for conducting minor repair works at CLCs (electrical repairs, painting, etc.) 5. Contracted Firm for Internal Audit and Impact Assessments 6. Govt employees working on curriculum development 7. Local Community volunteers for identification of beneficiaries and monitoring of CLCs.

Key Labor Risks: The key labor risks which may be associated with the project activities are:

• Use of chemicals during painting and exposure to wiring during electrical work may result in safety hazards for workers • Contractor may use child labor for repair works in CLCs • Contractor may use forms of forced labor for repair works in CLCs • Contractor may exploit labor by providing lower compensation • Exclusion and discrimination of workers based on religion, caste, ethnicity, gender, age and disability • Gender based violence for SPO field workers who will be working closely with communities • Gender based violence at CLCs which will employ both male and female workers

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• Gender based violence for community workers who will conduct door-to-door surveys and monitor CLCs. • Lack of access to medical facilities in the case of possible accidents or emergencies in remote villages/areas

3. BRIEF OVERVIEW OF LABOR LEGISLATION: TERMS AND CONDITIONS This section sets out the key aspects of national labor legislation with regards to term and conditions of work. The overview focuses on legislation which relates to wages, deductions and benefits. These labor regulations will apply to direct and contracted workers in the Project. The Constitutional framework of Pakistan lays down the principle of equality of opportunity and non- discrimination (Article 18, 25, 27, 37 & 38) the Minimum Wages Ordinance (1961) and its Rules (1962). The Ordinance does not directly provide for equal remuneration; albeit it provides a platform for determining minimum rates of wages for workers, while stipulating principle of equality in minimum wage rates. No law of the land defines forced labor however; Article 3 & 11 of the Constitution of Pakistan guarantees the abolition of bonded labor and requires the state to gradually eliminate all forms of exploitation. For abolition of bonded labor, State has enacted Bonded Labor System (Abolition) Act, 1992. Article 38(c) and 38(d) of the Constitution requires the state to “provide for all persons employed in the service of Pakistan or otherwise, social security by compulsory social insurance or other means” and “provide basic necessities of life, such as food, clothing. housing, education and medical relief, for all such citizens, irrespective of sex, caste, creed or race, as are permanently or temporarily unable to earn their livelihood on account of infirmity, sickness or unemployment. These Constitutional guidelines are implemented through the Workmen’s Compensation Act 1923, Maternity Benefit Ordinance, 1958, Provincial Employees’ Social Security Ordinance, 1965 and Employees’ Old- age Benefits Act, 1976. Constitutional Provisions Articles 11, 35 and 37 strictly prohibit Child labor and all the current labor laws - Shops & Establishment Ordinance, 1969; Factories Act, 1934; Employment of Children Act, 1991; Mines Act, 1923; the Road Transport Workers Ordinance, 1961 and the Bonded Labor System (Abolition) Act, 1992 - sets minimum age of child employment for light work. The Mines Act 1923, Factories Act 1934, Road Transport Workers Ordinance, 1961, Shops and Establishments Ordinance 1969 and Khyber Pakhtunkhwa Factories Act, 2013, determine hours of daily and weekly work, for the country (Province) as a whole and/ or for specific sectors or jobs. The Constitutional guideline to protect children from hazardous working conditions or work is implemented by the Mines Act 1923, Factories Act 1934, West Pakistan Shops and Establishments Ordinance, 1969, Employment of Children Act 1991. However, there is a gap in age limit which is set as eighteen years in Convention for eligibility for night work while the same is set as fourteen years (seventeen years under Mines Act) in labor laws. The Sindh Prohibition of Employment of Children Act, 2017 and the Punjab Restriction on Employment of Children Act 2016 govern laws related to child labor at the provincial level. The Constitutional guideline to protect women from work “unsuited to their sex” is implemented by the Mines Act 1923, Factories Act 1934, West Pakistan Shops and Establishments Ordinance, 1969, and KPK Factories Act, 2013.

4. BRIEF OVERVIEW OF LABOR LEGISLATION: OCCUPATIONAL HEALTH AND SAFETY This section sets out the key aspects of the national labor legislation with regards to occupational health and safety. These labor regulations will apply to direct and contracted workers in the Project.

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There is no independent legislation on occupational safety and health issues in Pakistan. The main law, which governs these issues, is Chapter 3 of Factories Act, 1934. All the provinces, under this act, have devised Factories Rules. The Punjab Factories Rules 1978 and the Sindh Factories Act 2015 govern this at the provincial level. The Hazardous Occupations Rules, 1963 under the authority of Factories Act is another relevant legislation. These rules not only specify some hazardous occupations (working with Lead; Aerated Waters; Rubber; Chromium; Cellulose Solution Spraying; Sand Blasting; Sodium and Potassium-Bichromates; Petrol Gas Generating Plant) but also authorize the Chief Inspector of Factories to declare any other process as hazardous. Chapter 3 of the Factories Act may apply to the contractors and workers employed for repair works at the CLCs, which includes: cleanliness, disposal of wastes and effluents, ventilation and temperature, dust and fume, lighting, drinking water, latrines and urinals, precautions against contagious or infections disease, employment of young persons on dangerous machines, lifting of excessive weights, protection of eyes, notice of accidents etc.

5. RESPONSIBLE STAFF Function Responsibility Engagement and management of project Team Leader and Manager workers Administration/Finance Engagement and management of Manager Administration/Finance and contractors/subcontractors Procurement Committee [PC] comprising project staff Occupational Health and Safety (OHS) Team leader and Provincial Coordinators Training of workers ALP and ILS specialists Addressing worker grievances Team Leader and Provincial Coordinators assisted by the admin staff and procedures laid down in the GRM

6. POLICIES AND PROCEDURES The following policies and procedures will be prepared for the Project to address labor related risks. Relevant National legislations have been identified in Section 3. Occupational Health & Safety Plan The OHS Plan will be prepared by SPO and shared with all contractors/individuals working on repair works at CLCs. The OHS Plan will identify specific OHS risks and mitigations measures to be put in place by the contractor. Code of Conduct The Contractor shall ensure that each Contractor’s Personnel is provided a copy of the Code of Conduct (sample is provided in this document), written in a language comprehensible to that person (Urdu, Sindhi, Siraiki), and shall seek to obtain that person’s signature acknowledging receipt of the same. The Contractor shall also ensure that the Code of Conduct is visibly displayed in multiple locations on the Site and any other place where the Works will be carried out, as well as in areas outside the Site accessible to the local community and project affected people. The posted Code of Conduct shall be provided in languages comprehensible to the Contractor’s Personnel, Employer’s Personnel and local community (Urdu, Sindhi, Siraiki). E&S Checklist for Minor Repair Works The E&S checklist for minor repair works is provided in the ESMF. The checklist will be used by the contractors to identify relevant OHS risks related to repair works and propose mitigation measures, including child labor and forced labor. Environmental and Social (ES) Performance Security

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The ES Performance Security will be in the form of a “demand guarantee” in the amount of 1%-3% of the Accepted Contract Amount. GBV Action Plan A GBV Action Plan will be prepared by SPO in discussion with WB, and in line with the Good Practice Note (GPN) on GBV and SEA/SH, to mitigate the risk of gender-based violence, sexual exploitation, abuse and harassment during project activities, as identified in the ESMMP.

Teachers and principals will be trained (by a certified trainer) to receive cases of GBV/sexual harassment/child sexual abuse and connect survivors with professional GBV service providers. Counselors selected for the district level motivational or coaching sessions will either have certification to provide support to survivors of GBV or then be trained to refer such cases, as required, to support services 7. AGE OF EMPLOYMENT Minimum Age for Employment As per national legislation, the minimum age for employment or engagement in connection with the project will be the age of 14. A child over the minimum age and under the age of 18 may be employed or engaged in connection with the project only under the following specific conditions: (a) A child over the minimum age and under the age of 18 will not be employed or engaged in connection with the project in a manner that is likely to be hazardous or interfere with the child’s education or be harmful to the child’s health or physical, mental, spiritual, moral or social development. (b) an appropriate risk assessment is conducted prior to the work commencing; and (c) SPO will conduct regular monitoring of health, working conditions and hours of work

Verification of Age Workers age will be verified through CNIC for workers 18 and above; and Bay Form for worker of age 14-17. Compliance Procedures If underage workers are found working on the project, the Contractor shall take appropriate steps to remedy the situation. Where the Contractor does not remedy the situation, SPO shall within a reasonable period substitute the Contractor with one who is able to manage such risks. Risk Assessment for Workers SPO will conduct a risk assessment in case workers between the age of 14 and 18 are being hired for the Project. The risk assessment will ensure that the work is not hazardous or interfere with the child’s education or be harmful to the child’s health or physical, mental, spiritual, moral or social development, as per relevant legislations identified in Section 3.

8. TERMS AND CONDITIONS Terms and Conditions for SPO and CLC Staff: 1. Name/ parentage of the employee and designation for which the incumbent is employed

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2. CNIC and address

3. Contract period (start and end)

4. Remuneration (monthly)

5. Total working hours employee is expected during a week

6. Leaves an employee is entitled

7. Salary Increment rate, and tax deduction details

8. TORs (functions for which the employee is hired/ recruited)

9. Contract termination

10. Code of conduct (signing child protection/ safety etc.)

11. Signatures of the contract issuing authority and the employee

Terms and Conditions for Vendors/Contractors: 1. Contractor name/ CNIC/ taxpayer status

2. Contract period

3. Deliverable (dates)

4. Payment terms (installment wise as per deliverable)

5. Contract termination/ dissolution

6. Conditions such as child labor/ safety (not employing children during provision of such services etc.)

7. Code of conduct and signatures

9. GRIEVANCE MECHANISM SPO will ensure that a Grievance Redressal Mechanism (GRM) for direct and contracted workers is ready within three months of operationalizing of the Project. The GRM will cover the following: • Establishing a Grievance Redressal Committee (GRC) to address and resolve grievances • Processes and methods available for submission of grievances • Communication of grievance policy and procedures • Allocation of resources for the grievance mechanism to function effectively • Procedures for recording and resolving grievances

10. CONTRACTOR MANAGEMENT • SPO will ensure that contracts include procedures for management of labor issues, including occupational health and safety, child labor, forced labor and GBV.

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• SPO will prepare procedures for managing and monitoring the performance of contractors in accordance with guidelines provided in this LMP, including appropriate non-compliance remedies • SPO will ascertaining that contractors engaged in connection with the project are legitimate and reliable enterprises, and have knowledge and skills to perform their project tasks in accordance with their contractual commitments; • SPO will incorporate all relevant aspects of the ESCP into tender documents; • SPO will contractually require contractors to apply the relevant aspects of the ESCP and the relevant management tools, and including appropriate and effective non-compliance remedies;

11. COMMUNITY WORKERS The project will use community workers for beneficiary identification surveys, enrollment and drop- outs follow-up, monitoring teaching and learning, and maintaining essential equipment and facilities in the CLCs. All community workers will provide their services on a voluntary basis. Work is on a voluntary basis when it is done with the free and informed consent of a worker. Such consent must exist throughout the employment relationship and the worker must have the possibility to revoke freely given consent. In particular, there can be no “voluntary offer” under threat or other circumstances of restriction or deceit. To assess the authenticity of a free and informed consent, it is necessary to ensure that no external constraint or indirect coercion has been carried out, either by an act of the authorities or by an employer’s practice. SPO will clearly set out detailed terms and conditions for voluntary work to ensure that community members are working for the project on a voluntary basis. SPO will prepare a Voluntary Work Agreement which will be explained and provided to all community workers and their representatives in a language that is comprehensible to them. The consent form will include details of what has been agreed, the way in which such agreement was reached, and how the community workers are represented. The Voluntary Work Agreements will be individually signed by each community worker and co-signed by the representative.

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Annexure 8 – E&S TORs for M&E Officer

Objective: The M&E Officer will provide expert support to executing agencies in the office and field, provide support to implement activities related to the project components for compliance to environmental and social standards and mitigation measures.

Tasks: M&E Officer will be responsible for the following duties and responsibilities relevant to project environment and social standards compliances and mitigation measures

Main responsibilities are:

▪ Deal with environmental and social aspects of the project and provide feedback to the Team Leader on implementation of relevant environmental and social plans and procedures under the activities of the project. ▪ Support in compliance of Environmental and Social Standards ▪ Update in implementation of the ESMF ▪ Oversee monitoring of the ESMF ▪ Carry out environmental and social screening of repair works, CLCs and ILS modules as defined in ESMF; ▪ Coordinate preparation of checklists, Community Health and Safety Plan, Labor Management Procedures, SEA/SH Action Plan, COVID-19 Response Plan and Stakeholder Engagement Plan, GRM; ▪ Ensure that the implementation of above plans by SPO team, CLC staff and contractors during project lifecycle ▪ Ensure contracts for repair works and CLC staff include clauses for ESMF implementation; ▪ Certify timely and robust environmental and social monitoring in the field by field coordinators and community groups; ▪ Ensure that environmental and social trainings are planned and implemented; ▪ Overall monitoring and reporting of environmental and social impacts; ▪ Coordinate and ensure development of awareness material; ▪ Commission annual third-party validations of the project; ▪ Prepare Environmental and Social Bi-Annual Progress Reports for the project. ▪ Assist the Team Leader in routine office matter when required ▪ Work as the focal point for World Bank to provide necessary requirements of environmental and social compliances within the project.

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Annexure 9 – Project Details

Component 1: Implementing Non-Formal Education through Community Learning Centers (US$ 1.49 million) Component 1 consists of two sub-components which are implemented through Community Learning Centers (CLCs). The CLCs will be newly set up in a target community with an appointment of a principal to manage the center through the project. Field coordinators jointly with the local communities will identify the place for CLCs with at least two or three rooms, a toilet and a reasonable size compound located at a safe and secure location within a village. The CLCs will be equipped with appropriate furniture and programs will be provided by locally hired teachers/ facilitators. Minor rehabilitation and maintenance work of the CLCs will only be carried out to ensure that all the CLCs reach up to the minimum standards of safe and secure learning environment. CLCs offer a menu of programs to beneficiaries in different age groups based on the community’s needs and decisions. The core programs will be (1) Accelerated Learning Programs (ALPs) for out-of-school children in primary and secondary school ages (sub-component 1.1), and (2) Integrated literacy and Skills (ILS) program for illiterate adolescents and young adults (sub-component 1.2). In addition, the CLCs will offer support functions to the beneficiaries, including counseling and moral support. The concept of CLCs have been tested by the project supported by JICA in the past.

Flexible learning pathways: To respond to the unknown and unpredictable emergency situation associated with COVID-19 pandemic, the project offers flexible and three-level coping strategies to achieve the project outcomes besides the core project approach and these options will be used depending on the emergency level declared by the federal and provincial governments. These three levels include: (i) regular school are open and NFE centers are also allowed to operate, (ii) regular schools remain closed but people are allowed to meet other people, (iii) regular schools are closed and people’s meeting with other people is restricted.

In all scenarios, the programs will include basic hygiene and disease prevention modules to deliver proper knowledge and skills to prevent COVID-19 spread and enforcement of hygiene and disease prevention practices. Depending on the emergency level, different educational service delivery modes will be adopted, including center-based learning (with proper disease prevention protocols), teachers’ home-visit approach, and distance- based home learning approach. Educational modules will be customized for home-based, distance and safe learning modes in case of Level 2 and 3. The levels 2 and 3 approaches are considered as back-up options and the primary scenario and preferable approach is the center-based service delivery. Table 1 provides a summary of different service delivery mode under different emergency levels.

Table 1: Service Delivery Mode by Emergency Level Emergency Level Service delivery Conditions Materials Level 1 Implementing the Government schools Regular project as usual are open and NFE through CLCs centers are allowed to open. People are

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allowed to meet other people and gather. Level 2 Teacher led Home- Government schools Hybrid of regular and based schooling/ are closed and NFE distance-based learning centers are not allowed to open. People are allowed to meet other people. Level 3 Home-based learning Government schools Distance-based through teleteaching are closed and NFE centers are not allowed to open. People are not allowed to meet other people.

The project considers the Level 1 service delivery mode as the default approach. Levels 2 and 3 approaches use different service delivery modes and materials but the contents and learning objectives remain the same. The following project description focuses on the Level 1 scenario unless otherwise specified.

Sub-component 1.1: Literacy program for mainstreaming out-of-school children in primary and secondary school age (US$ 0.74 million) This sub-component will offer Accelerated Learning Programs (ALPs) to out-of-school children at primary school age (age 8-10 years) and secondary school age (age 10-16 years) through a non-formal education model to facilitate mainstreaming of those children to the formal school system. In Pakistan, primary schools accept new students at age 5-7 years, and children at age 8 and above typically find it difficult to enter formal primary schools.

The ALP-primary (ALP-P) program has been developed to support those who miss the entry to primary schools, including curricula, corresponding teaching and learning materials, and systems for training and assessment. The program has been approved in Punjab and Sindh provinces under the L&NFBED and SELD, respectively. The program allows children to complete five years of primary education with approximately 1,250 hours of learning, which usually takes 24 to 36 months, depending on the set up of Non- Formal Education (NFE) service delivery. Students will be able to sit in the Grade 5 Examination upon the completion of the program and officially obtain a grade 5 certificate. The program has flexibility. School dropouts will take a placement test at the beginning of the program and be allowed to start ALP-P from competency-relevant modules. Beneficiary children can obtain grades 1-4 equivalent certificates upon the completion of a subset of the program, which is assessed by school teachers and attested by District Literacy Officers (DLOs). With the certificates, these children can be mainstreamed in the formal education system. Each class will accommodate about 25 students. Depending on the needs of children in a community, each CLC will offer morning and/or afternoon classes. These programs are taught in a multi-grade (multi-age) classroom setup. The project will recruit female teachers from local communities in order to encourage participation of girls to the programs, by following the teacher recruitment and training procedures approved by the L&NFBED in Punjab and SELD in Sindh to

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ensure the quality of teaching and learning practices in the multi-grade classrooms. Monitoring and academic support for teachers will be provided.

The project will conduct a rapid survey of out-of-school children and conduct enrollment and awareness campaigns in the villages. In order to conduct enrollment of the potential learners, the field staff will mobilize the local communities to identify out-of-school children (OOSC) through a rapid survey, and this will ensure identification of vulnerable groups, including religious and ethnic minorities. Subsequently, the survey results will lead to a multi-pronged enrollment strategy that will include enrolment campaigns as awareness walks in the villages/ areas followed by door to door visits to the potential learners. The door to door visits will be carried out repeatedly and jointly by the teachers, village education committee (VEC) members, which includes representatives of vulnerable groups in the community, and field staff of the project. The door to door visits will be targeted and be planned using the survey results. For each of the program, there will be 1,050 learners in Punjab and 700 in Sindh to make up 1,750 learners in total, respectively, making the total number of 3,500 learners under ALP programs in both the provinces.

Sub-component 1.2: Integrated literacy and skills programs for mainstreaming of illiterate youth and young adults (US$ 0.75 million) This sub-component will deliver the Integrated Literacy and Skills (ILS) program for illiterate and uneducated adolescents and young adults. The ILS program integrates learning of three areas: (a) basic literacy, (b) basic and functional numeracy, (c) pre- vocational and life skills. Currently, three ILS modules have been developed on (i) agriculture, (ii) livestock, and (iii) masonry. Through these modules, beneficiaries can learn basic literacy, functional numeracy, pre-vocational skills, and life skills. Upon completion, beneficiaries will be able to obtain (a) Level 2 Literacy Certificates, which is equivalent to primary education grade 3 level literacy and numeracy, and (b) National Vocational Qualification Framework (NVQF) Level 1 (pre-vocational) skills certificate. Each module is designed to be completed in about 300 hours of class sessions, typically through 15 hours a week over six months. In addition to the three existing modules, additional modules for different trades will be developed and piloted through the Component 2 activities and will be rolled out during this pilot project. The program expects 4,500 beneficiaries in Punjab and 3,000 beneficiaries in Sindh.

The ILS program will target two age groups: (a) age 11 to 16 years and (b) age 17 to 35 years. For the age of 11 to 16 years group, communities will decide to offer either ALP (under sub-component 1.1) or ILS program (which teaches primary education level of literacy and numeracy). For the age group between 17 and 35 years, ILS program will be basically offered, but the age group is also allowed to participate in different programs if requirements are met. The summary of target age groups and prerequisite education is described in Table 2.

Table 2: Program Options Age group (Years) 8-10 11-16 17-35 Uneducated ALP-P ILS ILS Less than primary ALP-P ILS ILS completion

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Primary completion Not applicable ALP-E ILS

Each community will decide which pre-vocational trade to be provided based on the needs of the local economy identified through community level consultations including local employers. ILS program may attract older age out-of-school children who have virtually no options to resume their education in formal schools. ILS program will create the opportunity for them to enter a technical and vocational education and training stream after completing ILS program and obtaining an NVQF Level 1 certificate.

The ILS program will include life-skill modules. The proposed life-skill modules will include: (i) childcare and nutrition (ii) general life skills (population control, disaster management, access to basic facilities and social services, etc.), (iii) health, nutrition, hygiene, and sanitation, (iv) financial literacy (income generation and saving), (v) digital skills with mobile use, and (iv) awareness on COVID-19 prevention. These modules will be short complementary contents of the ILS, which aim to provide better livelihood prospects such as improved nutrition and health behavior and income generation opportunities. These modules will be developed under Component 2.

Supplementary services to the CLCs will also be provided through Component 1. There will be three main supplementary services: (a) counseling and moral support to the participating beneficiaries and (b) advisory support for the post-training work and education, and (c) awareness on COVID-19 prevention and precautions. The literature has shown that re-engaging out-of-school children, adolescents, and young adults into education requires multidimensional, protective, and promotive interventions such as behavioral engagement, affective engagement, and cognitive engagement. Mentoring and psychosocial support emerge as a core intervention that contributes to positive reengagement outcomes.53 In this regard, trained counselors/psychologies will be appointed in each district to provide psychosocial support to beneficiaries, and each CLC will have an assigned staff (principal or teacher) as a facilitator for psychosocial support.

Component 2: Technical Assistance for NFE Material Development and Capacity Building (US$ 0.50 million)

Sub-component 2.1: Development of curriculum, teaching and learning materials This sub-component provides Technical Assistance activities related to development of NFE curriculum and materials that will be used at CLCs and by other implementing agencies including the provincial governments. Currently, three pre-vocational ILS modules are already approved and implemented. From a tentative list of 10 additional modules, the Project will support development of seven modules. Curriculum development will be carried out by the implementing agency through close coordination with provincial curricula bureaus, textbook boards and provincial technical education and vocational training authorities (TEVTAs). These institutions will not only lead the

53 Rajasekaran, Subhashini, and Joel Reyes. 2019. Back to School: Pathways for Reengagement of Out-of-School Youth in Education. International Development in Focus. Washington, DC: World Bank.

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process but ensure necessary approvals of the curricula and materials for selected programs.

Sub-component 2.2: Teacher training, capacity building and coordination Continuous training will be provided to teachers, principals, and community groups for their CLC management and the quality of teaching activities. The capacity of teachers and principals will be built mainly through a series of training, including induction training, refresher courses, and continuous professional training on content mastery, pedagogical skills and other key disciplines including classroom management, child and adult learning psychologies and positive disciplining techniques to manage learners in the classrooms. Principals will be trained on quality delivery and management operations. In addition, the teachers and principals will also be trained (by a certified trainer) to receive cases of GBV/sexual harassment/child sexual abuse and connect survivors with professional GBV service providers. The counsellor, principals and teachers will also be trained to be sensitive to and address issues of discrimination (e.g. against minorities) in order to promote an inclusive learning environment.

COVID-19 Response: Teachers and field staff will be trained to deliver different approaches under the flexible service delivery model depending on the emergency level. They are trained to use the program contents and mobile phone as medium of instruction for the learners and developing scheme of study for every learner for the home-based teaching and learning model.

This sub-component will support capacity building activities for relevant government entities so that they will be able to take over the programs upon the completion of the pilot project. Provincial governments, curricula bureaus, textbook boards and district and sub-district (taluka/ tehsils) will need to build their capacity to take over developing curricula, materials, necessary policies, implementation, and monitoring mechanisms. This sub-component will provide support to government entities and involve them in the material development and project implementation.

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Component 3: Project Management and Administration, Monitoring and Evaluation, and Knowledge Dissemination (US$ 0.73 million)

Sub-component 3.1: Project Management and Administration This sub-component supports project management by the implementing agency. Two field coordinators per district will be recruited to monitor and support implementation activities. These coordinators will support establishing CLCs, support teachers and engage communities. A field coordinator will visit each CLC two or three times a month. The provincial coordinators will keep a regular liaison with the education and literacy departments of the respective provincial governments in Punjab and Sindh, while they also coordinate filed coordinators. At the headquarters, there will be team leader, specialists for ALP an ILS programs and a manager for administration/ procurement services. A monitoring and evaluation officer will be hired to lead project monitoring and lead mid-term evaluations as well as various studies specified under subcomponent 3.2. Procurements of goods and services and financial management will be carried out centrally by the headquarters. Internal audit of the project will be performed by an audit firm which will give its opinion on the risks and the mitigation measures taken by the SPO. The firm will also report on the compliance with requirements of policies and procedures. The annual financial statements are subject to external audit. The annual financial statements of SPO shall include Grant accounts and will be audited by an independent audit firm. The annual audited financial statements, along with the management letter, will be submitted to the World Bank not later than six months after the end of the fiscal year on June 30.

Sub-component 3.2: Monitoring and Evaluation and Knowledge Dissemination Monitoring of CLCs – Routine monitoring of CLCs will be conducted by the implementing agency. The agency will hire two monitoring officers in each district, who will visit and monitor each CLC on daily basis. Monitoring officers will provide academic support to teachers, management support to principals, and provide continued guidance to communities for operating CLCs. Taluka/Tehsil and District Education Offices will also play an important role in monitoring. CLCs will be monitored directly by the NGO (the implementing agency), but the provincial governments are responsible for ensuring the quality of teaching and learning activities. The project will support quarterly assessment visits of government officials for regular reporting purposes.

Participatory Monitoring and Evaluation – The community groups will be involved in the project cycle management, right from the design to evaluation stages, these community groups will be empowered to see themselves as owners of the ALPs and ILS programs. They will be equipped with the necessary tools/ questionnaires tailored for community use. Designated community members will regularly monitor and participate in evaluation activities and discuss their findings with the field coordinators who will extend support in developing participatory monitoring and evaluation reports at regular intervals.

Federal and provincial level monitoring – Key statistics of CLCs, such as enrolment, teaching staff, and project implementation status will be reported to both the provincial and federal government. Provincial level NFE Department will be responsible for ensuring the registration of the data to their own provincial EMIS and support coordination with public schools where CLCs are located. The information will be also reported to the federal level, where data are managed under the Non-Formal Education

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Management Information System (NFEMIS) hosted by the Academy of Educational Planning and Management (AEPAM) in Islamabad.

Impact Evaluation: An impact evaluation would be conducted to rigorously assess the effectiveness of the ILS program by applying a Randomized Control Trial (RCT) method. The randomization would consider an oversubscription design: First, communities will conduct community mobilization activities in which community mobilizers list all persons who are eligible for the ILS program, visit their homes and explain the ILS program to them and their family members, and identify if they are interested in enrolling in the ILS program. Then, those who are identified to be interested in the program will be randomly assigned to three groups: treatment, control, and waitlist groups. The treatment group will be offered ILS training; the control group will not; and the waitlist group will be offered only if some persons in the treatment group do not enroll in the training. Comparison between the treatment and control groups with respect to literacy, life and vocational skills, and so forth after ILS training will estimate the effectiveness of the ILS program.

The types of impacts to be evaluated will encompass three areas: (1) literacy and numeracy skills, (2) life and vocational skills covered in ILS training (e.g., financial literacy, access to social services, and health and nutritional practices), and (3) extended impacts such as empowerment, aspiration, and income generating activities. The impact evaluation will conduct a baseline and an end line surveys of the treatment and control groups to collect data about outcome variables and demographic and socioeconomic characteristics.

As part of JSDF requirement, knowledge dissemination work will be also supported. Implementation experiences and the results of the impact evaluation will be disseminated within the country and potentially outside the country through workshops and other events related to NFE.

Knowledge dissemination – Project launch will be organized by inviting the key stakeholders, including the Governments of Japan and federal and provincial governments of Pakistan. Knowledge dissemination symposium will be organized before closing the project for domestic and international audience. The project will share materials used for the pilot, success stories and lessons learned, and result of impact

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Annexure 10 – E-Waste Management Procedures

The project will procure some IT equipment such as laptops and internet devices in limited quantities. This equipment would ultimately result in e-waste at the end of their service life and needs to be managed in an environmentally sound manner to minimize any impacts on the environment and human life. Given that the equipment’s end of life span exceeds the project duration; and the overall quantity of e-waste is anticipated as insignificant the environmental risks associated with the resultant e-waste is considered low for the project. Though the general trend in Pakistan is the repetitive use/reuse of IT equipment for lesser intensive work, once discarded due to upgrading or replacement etc.; yet such waste, if not managed and disposed of properly, may have adverse enviornmental impacts including health and saftey hazard. The procedures for safe management of IT equipment and resutling e-waste will be adopted using following e-waste procedures.

• SPO may explore and consider green procurement including potential buyback option as a part of IT equipment procurement contact provisions – surety bond etc. - to ensure producers’ responsibility for taking back the end of life IT products. • A robust inventory will be made at SPO headquarter level. The inventory will cover all the items procured as IT equipment (including computers, laptops, printers, scanners, tablets etc.).

• The inventory will serve as a living document and will be updated periodically to record and document any subsequent changes (new procurement/transfer/wastage etc.).

• The allocation of each IT equipment will be made to the respective staff/designee through an official notification mentioning the item name, its ID, date of allocation etc.

• Any subsequent change in allocation/designee will be re-notified and movement record should be maintained in the inventory.

• Separate storage facilities will be ensured for abandoned/discarded IT equipment/e- waste for temporary parking before its final disposal/ auction.

• The potential bidders interested in buying e-waste shall be made responsible for selling the e-waste/old IT equipment to certified IT recycling units/dealers. SPO will ensure that an undertaking from this effect will be made a part of final sale deal with the successful bidder(s) of e-waste.

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