Construction of 84 Subprojects Initial

Initial Environmental Examination (IEE)

Project Number: 47136-003 Loan 3427-CAM (COL) June 2020

Kingdom of Cambodia: Upper Secondary Education Sector Development Program Updated the Construction of 84 sub-projects: 14 new Secondary Resource Centers (SRCs) in 14 provinces, 5 Lower Secondary School (LSSs) upgrading to Upper Secondary School (USSs) in four provinces and 10 overcrowded USSs in six provinces), 44 Teacher Housing Units or Teacher Quarters (TQs) in 21 provinces and the rehabilitation of 11 existing USSs.

This initial environmental examination is a document of the borrower. The views expressed herein do not necessarily represent those of ADB’s Board of Directors, management, or staff, and may be preliminary in nature.

In preparing any country program or strategy, financing any project, or by making any designation of or reference to a particular territory or geographic area in this document, the Asian Development Bank (ADB) does not intend to make any judgments as to the legal or other status of any territory or area.

Prepared by Ministry of Education Youth and Sport for the Asian Development Bank. This is an updated version of the version originally posted in May 2016 available on http://www.adb.org/projects/47136-003/documents.

ABBREVIATIONS

ADB – Asian Development Bank AP – Affected people ASEAN – Association of Southeast Asian Nations CCCA – Cambodia Climate Change Alliance CMAC – Cambodian Mine Action Centre CMDG – Cambodia Millennuum Development Goals CLO – Community Liaison Officer EA – Executing Agency EARF – Environmental Assessment and Review Framework EHS – Environmental and Health and Safety EHSO – Environmental and Health and Safety Officer EIA – Environmental Impact Assessment EMIS – Education Management Information System EMP – Environmental Management Plan EO – Environment and Social Safeguard Officer ERC – Education Research Council ESP – Education Strategic Plan Fig. – Figure GRC – Grievance Redress Committee GRM – Grievance Redress Mechanism ICT – Information and communication technology IEE – Initial Environmental Examination IEIA – Initial Environmental Impact Assessment LSS – Lower Secondary School MLVT – Ministry of Labor and Vocational Training MOE – Ministry of Environment MoEYS – Ministry of Education, Youth and Sport MOH – Ministry of Health MRC – Mekong River Commission NESS – National Environment and Safeguard Specialist NSDP – National Strategic Development Plan PAM – Project Administration Manual PCP – Public Communications Policy PCU – Project Coordination Unit PIC – Project Implementation Consultant POE/DOE – Provincial Office of Education/ District Office of Education QPR – Quarterly Progress Report REA – Rapid Environmental Assessment RF – Resettlement framework RGC – Royal Government of Cambodia RR – Repair or Rehabiliation

SA – School Authorities SD – School Director SIF – School Improvement Funds SPS – ADB Safeguard Policy Statement (2009) SRC – Secondary Resource Centers SRS – Secondary Resource Schools TGL – (subject) Technical Group Leader TQ – Teacher Quarter or Teacher Housing Unit USE – Upper Secondary Education USESDP – Upper Secondary Education Sector Development Project USS – Upper Secondary School UXO – Unexploded ordance WASH – Water, Sanitation and Hygiene WHO – World Health Organization

TABLE OF CONTENTS

EXECUTIVE SUMMARY ______7 I. INTRODUCTION ______12 A. PROJECT CONCEPT AND RATIONAL ______12

B. METHODOLOGY FOR ENVIRONMENTAL ASSESSMENT______12 II. POLICY, LEGAL AND ADMINISTRATIVE FRAMEWORK ______13 A. ADB’S ENVIRONMENT SAFEGUARDS POLICIES ______13

B. CAMBODIA ENVIRONMENTAL LAWS AND GUIDELINES ______15

C. CAMBODIA HEALTH AND GUIDELINES OF CORONAVIRUS DISEASE 2019 FROM MOH _____ 20

D. GUIDELINES FROM WORLD HEALTH ORGANIZATION (WHO) FOR RESPONDING TO CORONAVIRUS DISEASE 2019 ______21 III. DESCRIPTION OF THE PROJECT ______23 A. DESIGN FEATURES OF SCHOOLS ______26 IV. DESCRIPTION OF THE ENVIRONMENT ______48 A. PHYSICAL RESOURCES: ______49

1. TOPOGRAPHY ______49

2. CLIMATE. ______50

3. AIR QUALITY ______51

4. NOISE 51

B. BIOLOGICAL RESOURCES ______51

C. SOCIOECONOMIC ENVIRONMENT ______52

1. POPULATION ______52

2. WATER SUPPLY, SANITATION AND HEALTH ______52

D. HISTORICAL AND CULTURAL RESOURCES ______53

E. PRESENCE OF ASBESTOS AND OTHER HAZARDOUS MATERIALS ______53 V. ANTICIPATED ENVIRONMENTAL IMPACTS AND MITIGATION MEASURES 53 A. ANTICIPATED BENEFITS FROM THE PROJECT ______53

B. PRE-CONSTRUCTION IMPACTS AND MITIAGATION ______53

1. LAND ACQUISITION AND RESETTLEMENT ______53

2. ENCROACHMENT ON ECOLOGICALLY AND CULTURALLY PROTECTED AREAS ______54

3. TECHNICAL DESIGN STANDARDS ______54

4. HEALTH, SANITATION, AND SECURITY ______54

C. ENVIRONMENTAL IMPACTS AND MITIGATION MEASURES DURING CONSTRUCTION ______54

D. ENVIRONMENTAL IMPACTS AND MITIGATION MEASURES DURING SCHOOL OPERATION ____ 55 VI. INFORMATION DISCLOSURE, CONSULTATION, AND PARTICIPATION ____ 55 A. FOLLOW-UP INFORMATION DISCLOSURE AND STAKEHOLDER CONSULTATIONS ______60

VII. GRIEVANCE REDRESS MECHANISM ______60 VIII. ENVIRONMENTAL MANAGEMENT PLAN ______63 A. OBJECTIVES ______63

B. ENVIRONMENTAL MITIGATION MEASURES ______63

C. ENVIRONMENTAL MONITORING AND REPORTING ______63

D. INSTITUTIONAL ARRANGEMENTS AND RESPONSIBILITIES______66 IX. CONCLUSION AND RECOMMENDATIONS ______66 X. APPENDIXES ______67 Appendix 1. Enviromental Management Plan and Monitoring Matrix for USESD ______68 Appendix 2. List of Infrastructure projects that required an IEIA or EIA______78 Appendix 3A. Master Plans of the 62 Schools ______79 Appendix 3B. School Maps of the 84 sub-projects: 14 SRCs, 5 LSSs upgrading to USSs, 10 overcrowded USSs, and 44 TQs ______110 Appendix 4A. Attendance Sheets ______127 Appendix 4B. Photo documentation of the consultation meetings ______144 Appendix 4C. Rapid Environmental Assessment (REA) Checklist ______147 Appendix 4D. A Checklist for Preliminary Climate Risk Screening ______150 Appendix 4E. School Site Screening Report ______151 Appendix 4F. Site Safeguard Report ______154 Appendix 4G. Questionnaires (Mental Map) for the SRS Field Work Visits ______156 Appendix 4H. Minutes of the Public Conultation Meeting ______159 Appendix 5. Templates of Safe Guard Monitoring Report in Monthly, Quarterly, And Semi-Anuual Report 167

LISTS OF TABLES AND FIGURES

Table No. Page

TABLE 1.ENVIRONMENTAL SAFEGUARD POLICY PRINCIPLES OF ADB'S SPS (2009) ...... 14 TABLE 2.IDENTIFIED SCHOOL SITES FOR CIVIL WORKS BASED ON SCHOOL NETWORK MAPPING ...... 25 TABLE 3.LOCATION OF THE SCHOOL SITES ...... 48 TABLE 4.PUBLIC CONSULTATION MEETINGS ...... 56 TABLE 5.CONSTRUCTION PHASE MONITORING PLAN ...... 64 TABLE 6.OPERATION PHASE MONITORING PLAN ...... 64 TABLE 7.SUMMARY OF ENVIRONMENTAL MANAGEMENT/ MONITORING REQUIREMENTS ...... 64

Figure No. Page

FIGURE 1.PLAN FOR UXO CLEARANCE AT THE CONSTRUCTION SITES ...... 10 FIGURE 2.LOCATION OF SCHOOLS/TQS TO BE BUILT OR REHABILITATED...... 13 FIGURE 3.PLAN OF PROPOSED NEW SRC ...... 27 FIGURE 4.FRONT AND REAR VIEWS OF THE PROPOSED SRC ...... 28 FIGURE 5.CROSS-SECTION VIEW OF THE SRC ...... 29 FIGURE 6.CROSS-SECTION OF THE LABORATORY ...... 30 FIGURE 7.PLAN OF THE SEWAGE AND DRAINAGE SYSTEM ...... 31 FIGURE 8.LOCATION INSIDE SAMPHAKBORAK USS FOR SRC CONSTRUCTION IN KRATIE PROVINCE ...... 32 FIGURE 9.LAYOUT OF PROPOSED CLASSROOM BUILDING TO UPGRADE LSS TO USS ...... 33 FIGURE 10.FRONT AND REAR VIEWS OF THE PROPOSED CLASSROOM BUILDING TO UPGRADE LSS TO USS ...... 34 FIGURE 11.PLAN OF THE TOILETS ...... 35 FIGURE 12.SECTIONAL VIEW OF THE WATER WELL ...... 36 FIGURE 13.VIEW OF THE WATER TANK ...... 37 FIGURE 14.LOCATION INSIDE TAVENG LSS FOR UPGRADING INTO USS IN RATTANAKIRI PROVINCE ...... 38 FIGURE 15.PLAN OF PROPOSED CLASSROOM BUILDING FOR THE OVERCROWDED USS ...... 39 FIGURE 16.FRONT AND REAR VIEWS OF THE PROPOSED CLASSROOM BUILDING FOR THE OVERCROWDED USS ..... 40 FIGURE 17.PLAN AND CROSS-SECTION VIEWS OF A TOILET BLOCK WITH 10 CUBICLES ...... 41 FIGURE 18.PLAN OF THE PROPOSED TEACHER HOUSING UNIT OR TEACHER QUARTER ...... 42 FIGURE 19.FRONT VIEW OF THE TEACHER HOUSING UNIT OR TEACHER QUARTERS ...... 43 FIGURE 20.BACK VIEW OF THE TEACHER HOUSING UNIT OR TEACHER QUARTER ...... 44 FIGURE 21.BACK AND FRONT VIEW OF THE 5 CLASSROOMS BUILDING TO BE REPAIR OR REHABILITATION...... 45 FIGURE 22.BACK AND FRONT VIEW OF THE 6 CLASSROOMS BUILDING TO BE REPAIR OR REHABILITATION...... 46 FIGURE 23.THE FOUNDATION VIEW OF THE 5 CLASSROOMS BUILDING TO BE REPAIR OR REHABILITATION ...... 47 FIGURE 24.FLOOD MAPPING IN CAMBODIA...... 50 FIGURE 25. RAINFALL DISTRIBUTION IN CAMBODIA ...... 51 FIGURE 26.GRIEVANCE REDRESS MECHANISM FOR EACH SUB-PROJECT ...... 61 FIGURE 27.GRIEVANCE REDRESS MECHANISM FORM ...... 62

EXECUTIVE SUMMARY

Project Summary

In order to sustain Cambodia’s economic development and enhance its competitiveness, a skilled and productive workforce with better and higher qualifications, are essential. Increasing the pool of upper secondary graduates is critical to improving the quality of the workforce and expanding the tertiary sector, both critical to the country’s future development and growth. The impending Association of Southeast Asian Nations (ASEAN) integration – and the consequent need to provide a level playing field for Cambodian youth in availing of employment opportunities offered within Cambodia as well as within the ASEAN region – provides a strong justification and adds a sense of urgency to improving the quality of secondary education. The Upper Secondary Education Sector Development Project (USESDP) is funded by the Asian Development Bank (ADB) and is used to support the implementation of key priorities of the Royal Government of Cambodia (RGC)’s Education Strategic Plan (ESP) 2014–2018 and National Strategic Development Plan (NSDP) 2014- 2018 which emphasize improving access to and the quality and relevance of upper secondary education (USE).

Project Rationale

The impact of the program is the development of high-quality human resources. The outcome is an improved effectiveness of the USE system.

The outputs of the program will be:

(i) Output 1: Access to USE Improved. (ii) Output 2: Quality and relevance of USE improved. (iii) Output 3: Institutional capacity for planning, management, and delivery of education strengthened.

Purpose and Methodology of Environment Assessment

This environmental assessment focuses on the investment component under Output 1 which involves construction of additional classrooms, teacher housing units/teacher quarters (TQs), upgrading lower secondary schools (LSSs) to upper secondary schools (USSs) including the provision of water and sanitation facilities in the existing schools. The project also supports the rehabilitation of 11 existing USSs, including water and sanitation facilities in the schools. Output 2 involves the construction of Secondary Resource Centres (SRCs) in the existing USS campus.

Environment classification and assessments. The project is classified as environment Category B in accordance with ADB Safeguard Policy Statement (SPS, 2009), requiring an Initial Environmental Examination (IEE) and Environmental Management Plan (EMP).

The IEE and EMP cover the civil works proposed under Outputs 1 and 2 of the project which includes construction of additional classrooms, teacher housing units, upgrading LSSs to USSs and rehabilitation of existing USSs including water and sanitation facilities. The adverse impacts during construction are localized, short term and reversible which are principally related to health and safety of students, staff, and adjoining communities, as well as noise, dust, pollution and disturbance that could arise from poor site management and inadequate sanitation infrastructure. The activities proposed through the policy based loan are not anticipated to have any adverse impacts.

The environmental and social safeguards questionnaires were prepared and used for conducting the assessment during the site screening. This field assessment were undertaken by the Project Coordination Unit (PCU) teams to 62 target schools1 prior to starting the construction projects aiming at verifying the issues identified in the environmental and social safeguards questionnaires. This report covers 62 schools or 84 sub-projects. Of the 62 schools, 45 schools have only one sub- project, 12 schools have two sub-projects and 5 schools have three sub-projects in the existing school campus (Table 2). The information and data, based on the questionnaires, were collected from participants during the stakeholders’ meetings (school directors, deputy school directors, teachers, technical group leaders “TGL”, school secretaries, village/commune chiefs, school support committee members and so on (Table 5, shows the details of stakeholders).

The site visits focused on two aspects: School site screening and site social safeguard:

 School site screenings: The site screening focused on collecting data from schools related to constructions, for example, whether or not the locations are suitable for the construction, number of feeder schools (school that send their students to study in the proposed sites), number of students, number of learning shifts, number of students by grades, distance from the schools to other secondary schools, number of students drop out/repetition/enrollment, class size, number of buildings/classrooms, the building conditions (good/medium, poor), land ownership (land tittle), land available for the construction, land situation (flat, hill, slop, low), flooding (level, frequency), sources of water/electricity supply, and numbers of teachers living in the school or pagoda.

 Site social safeguards: It focused on reducing the risk of any impacts on the local community as a result of the construction of school facilities on new or existing land. This site social safeguard were completed before the beginning of any constructions. This is to ensure that the land is free from involuntary resettlement (IR), there were consultations with community on the propose on the construction (number of the meetings, minutes of the meetings), the construction will not affect the livelihood of neighboring community (water flow, dust, asbestos, noise), whether the construction requires the demolition (housing, existing structure, cut the trees, gardens), whether the construction will impact any income generation by community people, or impact on any indigenous people (custom/tradition), and whether the construction is confirmed to be clear of unexploded ordnance (UXO) because it is related to community health and safety.

Environmental Conditions at Project Sites Owing to the fact that the number of students keep increasing and to follow MoEYS’s policy to move schools near to students’ houses, esp., in disadvantage area, then more classrooms/buildings, teacher housing units, and school resources centers are needed. Hence, 84 sub-projects have been provided in 21 provinces. As each school has different needs, after the consultation with key stakeholders (schools and local authorities), 17 schools need more than one sub-project. However, from the stakeholders’ consultations, there were some concerns raised by them, such as some local workers have limited knowledge on hygiene and environmental effect so it requests the project to keep reminding them about healthy and safety (using toilets, waste disposal management, appropriately manage own healthy and safety behavior “clothes, cooking, water use”). As majority of the schools to be built are in the rural areas and the constructions are located inside the existing school areas, so the site screening of those sites will be conducted related to the environment policy before starting the construction.

1 Note: Total 84 sub-projects or construction sites in 62 schools. 84 sub-projects = 14 SRCs +5 LSSs to be upgraded to USSs +10 Overcrowed USSs + 44 Teacher Quarters (TQ) + 11 repair or rehabilitation USSs. The number of sub-projects also included the 29 schools that were identified during loan processing.

Besides the SRCs where the school locations are located in the urban/town centre2 the others schools are located in the rural area and some located in the remote area. For some schools, especially the LSSs where the distance from schools to students’ home are a bit far, the students need to take motor bikes or bicycles and in some places the roads to schools is muddy and difficult to access during the rainy reason. Of these 62 schools, two schools: Hun Sen Koh Sralay and Koh Sdach are difficult to access by many students. First, Hun Sen Koh Sralay USS is located on an island in Stung Treng province where most students need to take the ferry to reach the school. Another school is Koh Sdach USS is located on Koh Sdach Island in Koh Kong province. These schools provide educational service to all students living in those areas.

In terms of location and topography, all the 62 school sites are located on the upland areas, so historically they have never met a flooding problem. In addition, some schools have been used as a safe place for people to temporarily stay during the big flood. None of these schools are located in any restricted zones of protected areas or biodiversity conservation areas. In Anlung Veng SRC, the construction is near the historical building left by Pol Pot regime but it is very well observed that the constructions have not affected the building and the stone notice- scripted words on the memory of the Pol Pot regime. Another place at O Reang Ov SRC, Tbong Khmum province, the construction site is very close to the Buddha statues (recently built from cement) and the pond. The contractor has complained that the construction area is too narrow, however, they have worked closely with the school and local authorities to facilitate the construction and to ensure that it will not affect any school properties.

There are no major industrial or mobile sources of air pollution in the vicinity of these schools, except for occasional movement of vehicles along unpaved roads which generates dust. Burning of garbage by households is practiced by the community to manage solid wastes which affects air quality.

In general, the schools experience problems with regards to water supply, sanitation, and waste management. Sources of water come from ground water, springs, and small streams.

None of the schools in areas are identified as historical or culturally significant areas.

Environmental Impacts and Mitigation Measures

Benefits of the Project. The project is expected to have a positive impact on the quality of education in Cambodia. The students and teachers will directly benefit from better classrooms, school facilities and teacher housing units. As the resulst, it encourages students to pursue further secondary education because of better facilities, teaching and learning supports, and accessibility of lower secondary education (LSE) /upper secondary education (USE) schools. Parents will also benefit because of savings from cost of transportation particularly as students will not need to travel to learn at USSs in other villages and districts. There is also expected benefits to health and sanitation because of improvement in toilets, water supply and drainage facilities in the schools.

Pre-Construction Impacts. Environmental impacts due to location and design are associated with presence of geological hazards, UXO, cultural/heritage sites, proximity to protected areas, availability and requirements for water supply, sanitation, and drainage. The construction and improvement of schools will be performed exclusively at existing school sites. None of the 62 schools are in proximity to any restricted protected areas, hence, they are not expected to induce degradation of biodiversity conservation areas. All the 62 schools will also not impact upon any

2 Criteria for selecting the Secondary Resource School (SRS): (i) the school located at the centre of the province/ municipality, city/Khann, (ii) School with good school management and there is a good cooperation with the community, (iii) the school has a big space that is easy to build additional building in the future, (iv) the school ensures safety and security for all valuable stuff in the school, and (v) there is a source for electricity and clean water to supply the laboratory and computer.

9 archaeological or historical sites and there will be no requirement for land use changes. None of the schools are in areas prone to landslides and earthquakes but the buildings should be designed to withstand earthquakes and that proper soil analysis should be done to ensure design of stable foundation.

The school authorities and villagers said that they have not encountered UXO or land mines in the areas. As there is only one organization dealing with UXO in Cambodia- the Cambodia Mine Action Centre (CMAC), there are few ways to seek support from the CMAC. First, for schools located near the CMAC head Quarter in Phnom Penh, the school authorities can directly call or write a letter to the CMAC requesting for the UXO clearance. For schools located far from the Head Quarter (Phnom Penh) and six provincial demining units (Banteaymeanchey, Battambang, Pheah Vihear, Siem Reap, Kampong Cham and Kampong Chhnang), the request should be first written by the school director, endorsed by the Local authority (Commune Chief), District Office of Education (DOE) or Provincial Office of Education (POE) to the CMAC. Although construction will occur in existing school compounds that have been subject to disturbance, the screening for presence of UXO needs to be confirmed to ensure safety and security of the students, teachers, and the community people. The site conditions, components, design configuration and sizes of facilities and other infrastructures needed by the schools will be evaluated further during the detailed design.

Figure 1.Plan for UXO Clearance at the Construction Sites

Construction Impacts. The construction works will have some minor temporary negative impacts. Adverse health and safety and other environmental impacts such as noise, dust and pollutant emissions that will arise from civil works will be minimal and localized since these are confined within a small footprint area in existing school compounds. Impacts include risks to occupational and school user’s health and safety from construction activities, e.g. school students playing near open excavation or risk of getting hit by a construction vehicle or equipment. Additional potential impacts include an increased level of noise and dust due to the vehicle movement and building construction activities. There will also be a need to properly dispose of construction debris generated during the

10 construction works. Based on the condition of existing schools visited, hazardous materials such as asbestos or asbestos containing materials or toxic paints were not present. All of the existing schools have tin roofs and no asbestos containing materials were found.

In general, the short-term construction impacts can be prevented or mitigated with good construction management practices in line with the Environmental and Health and Safety (EHS) Guidelines (2007). An EMP, included in Appendix 1, outlines mitigation measures to prevent or minimize construction impacts such as those related to elevated dust, noise, erosion and sedimentation, and public and worker safety.

Environmental Impacts during School Operation. The schools require sufficient and potable water supply, clean and sex-segregated toilets with septic tanks, proper solid waste management system, ventilation, and drainage. The proposed improvements are stated clearly in Sub-output 1 and in the EMP. This is to ensure that environmental impact are complied.

Environmental Monitoring and Institutional Responsibilities

The Project Coordination Unit (PCU) of MoEYS will have an overall responsibility for the management, monitoring, and reporting of the implementation of the project EMP and will be supported by the PIC through the National Environment and Safeguard Specialist (NESS). The PCU will be expended to include an environmental officer (EO3), who will receive training and capacity building from the Project Implementation Consultant (PIC)-NESS. From 06 to 08 May 2019, both the EO and NESS attended the training on ADB Safeguards and Gender Requirements during the project implementation organized by ADB. The EO in cooperation with the NESS are responsible for liaising with the contractors and providing training, advice, and assistance in the preparation of the EMP and its implementation as well as assisting the EO in monitoring and reporting on implementation.

Monitoring will relate to compliance with construction contract (including EMP measures and provisions), the state and health of the nearby environmental resources, and the effectiveness of mitigation measures and complaints. The PCU is the primary entity responsible for reporting the progress of the project to MoEYS and ADB. Monitoring does include a review of the contractor’s monthly reports, which cover the progress of EMP implementation and compliance (including general good practice). A section on safeguards activities and compliance with EMP for each sub- project will also be included in the QPR prepared for MoEYS and ADB.

The PCU has assigned an EO to support the coordination and implementation of environmental safeguards. In addition, the NESS is engaged as part of the PIC team to work with the project site engineers in conducting regular site inspections and ensure the compliance of the civil works contractors with the environment safeguards provisions in their contracts to minimize adverse environmental impacts during the construction phase.

During operation, monitoring will be carried out by MoEYS in coordination with MOE.

3 The term EO (Environment Officer) and Social Safeguard is used interchangeably (PAM, pp 12 & 47). In this document EO is used.

I. INTRODUCTION

A. Project Concept and Rational

1. The USESDP aims to support the implementation of key priorities of the MoEYS’ ESP 2014- 2018 which emphasize improving access to, quality and relevance of USE. The impact of the program is the development of high-quality human resources. The outcome is an improved effectiveness of the USE system.

2. The project will support the Ministry of Education, Youth, and Sport (MoEYS) in the implementation of the Education Strategic Plan (ESP), which is in line with the National Strategic Development Plan (NSDP) of the Royal Government of Cambodia (RGC). The project has three major outputs, namely: (i) Output1: Access to upper secondary education (USE) improved; (ii) Output 2: Quality and relevance of USE improved; and (iii) Output 3: Institutional capacity for planning, managing and delivery of education services strengthen.

B. Methodology for Environmental Assessment

3. The project is classified as Category B for environment as potential adverse environmental impacts are site-specific, largely reversible, and can be mitigated with effective implementation of an environmental management plan. This Initial Environmental Examination (IEE) and Environmental Management Plan (EMP) have been prepared based on ADB’s Safeguard Policy Statement (SPS, 2009).

4. This IEE presents the findings from the environmental assessment and review framework (EARF) of identified 62 schools or 84 sub-projects funded under the USESDP and which are located in 21 provinces of Cambodia. Those sub-projects are: 14 SRCs, 5 LSSs to be upgraded to USSs, 10 Overcrowded USSs, 44 teacher housing units, repair or rehabilitation of 11 existing USSs, including water and sanitation facilities in the schools. The location of the schools is shown in Figure 2. During the site survey, the environment and social safeguards questionnaires were used to collect information about the existing school facilities, identify priority needs of each of the school, and gather environmental site information and involuntary resettlement-related queries. Following the field surveys and consultations, secondary information was gathered from various sources about other environmental parameters such as proximity to protected areas or biodiversity conservation areas, climate, natural and geological hazards, UXO contamination, and socioeconomic condition in the identified schools. Environmental implications of proposed activities were reviewed and mitigation measures to address adverse environmental impacts are proposed in the EMP.

5. The environmental assessment focuses on the existing environmental and socio-economic conditions at the project areas and the likely positive and significant negative impacts on the physical, biological and socio-economic environment. Mitigation measures have been developed in the EMP to address the identified impacts and risks during the design, construction and operation phases. The environmental monitoring and reporting, institutional arrangements, and capacity development measures are to ensure that the implementation of the mitigation measures are outlined in the EMP.

Figure 2.Location of Schools/TQs to Be built or Rehabilitated

II. POLICY, LEGAL AND ADMINISTRATIVE FRAMEWORK

A. ADB’s Environment Safeguards Policies

6. The environment safeguards requirements of ADB are presented in the following guidelines:

(i) Safeguard Policy Statement (SPS) (2009) (ii) Operational Manual Section F1/BP and (iii) Access to Information Policy (2018).

7. ADB’s Strategy 2030 emphasizes the pursuit of environmentally sustainable and inclusive economic growth for developing member countries (DMCs) and requires mitigation to address environmental and social impacts of projects. The ADB’s Safeguards Policy Statement (SPS, 2009) governs the environmental and social safeguards of ADB’s operations. When a project has been identified for ADB financing, it is screened and categorized to determine the following:

(i) Significance of potential impacts or risks of the project to the environment (ii) Level of assessment and institutional resources required to address the safeguard issues; and (iii) Information disclosure and consultation requirements. 8. The Environmental Safeguard Requirements 1 (SR1) of the SPS outlines the requirements that borrowers/clients have to meet. These requirements include assessing impacts, planning and

13 managing impact mitigations, preparing environmental assessment reports, disclosing information and undertaking stakeholder consultations, establishing a grievance redress mechanism, and monitoring and reporting. It also includes specific environmental safeguard requirements pertaining to biodiversity conservation and sustainable management of natural resources, pollution prevention and abatement, occupational and community health and safety, and conservation of physical cultural resources.

9. Every project is initially categorized for potential environmental impacts and risks: (i) Category A – if a proposed project is likely to have significant adverse environmental impacts that are irreversible, diverse, or unprecedented; impacts may affect an area larger than the sites or facilities subject to physical works. A full-scale environmental impact assesses (EIA) including an environmental management plan (EMP) is required. (ii) Category B – if a proposed project’s potential environmental impacts are less adverse and fewer in number than those of category A projects; impacts are site-specific, few if any of them are irreversible, and impacts can be readily addressed through mitigation measures. An initial environmental examination (IEE), including an EMP is required. (iii) Category C – if a proposed project is likely to have minimal or no adverse environmental impacts. No EIA or IEE is required although environmental implications need to be reviewed. (iv) Category F – is assigned to projects that involve investment of ADB funds to or through a financial intermediary.

10. There are eleven basic principles of the ADB safeguards policy on environment which are summarized in Table 1:

TABLE 1.Environmental Safeguard Policy Principles of ADB's SPS (2009) Environment Policy Principle Requirement 1. Screening and categorization Use of a screening process for each proposed project to determine the extent and type of environmental assessment commensurate with the significance or potential impacts and risks. 2. Environmental assessment Conduct of an environmental assessment for each proposed project to identify potential impacts and risks to environment and people. 3. Alternatives examination Examine alternatives to project’s location, design, technology, and components and their potential environmental and social impacts. Also consider the “no project” alternative. 4. Environmental mitigation and Prepare an EMP that includes the proposed monitoring plans mitigation measures, environmental monitoring and reporting requirements, related institutional or organizational arrangements, capacity development and training measures, implementation schedule, cost estimates, and performance indicators. 5. Consultation and grievance Carry out meaningful consultation with affected redress mechanism people and facilitate their informed participation early in the project preparation process and ensure that their views and concerns are taken into account. Establish a grievance redress mechanism to receive and facilitate resolution

of the affected people’s concerns regarding the project’s environmental performance. 6. Public disclosure Disclose the environmental assessment including the EMP in a form and language understandable to affected people and other stakeholders. 7. EMP implementation and Implement the EMP and monitor its monitoring effectiveness. Document the monitoring results, including corrective actions and disclose the monitoring reports. 8. Protection of critical habitats Do not implement project activities in areas of critical habitats unless (i) there are no measureable adverse impacts on the critical habitat, (ii) there is no reduction in the population of any recognized endangered or critically endangered species and (iii) any lesser impacts are mitigated. If a project is located within a legally protected area, additional programs to promote and enhance the conservation aims of the protected area will be implemented. 9. Pollution prevention and Apply pollution prevention and control control technologies technologies and practices consistent with international good practices as reflected in internationally recognized standards such as the World Bank’s Environmental, Health, and Safety (EHS) Guidelines. 10. Occupational health and Provide workers with safe and healthy working safety conditions and prevent accidents, injuries and diseases in the workplace. Minimize adverse impacts and risks to the health and safety of local communities. 11. Preservation of physical Conserve physical cultural resources and cultural resources provide a “chance find” procedure and conservation approach for materials that may be discovered during project implementation. EHS = Environmental, Health, and Safety, EMP = environmental management plan.

11. Aside from ADB SPS (2009), the ADB also prescribes the Access to Information Policy (2018) which requires consultations, participation and disclosure of information to enhance stakeholders’ trust in and ability to engage with ADB. The policy promotes transparency, accountability, and participatory development. It establishes the disclosure requirements for documents produced or to be produced through ADB assistance. The IEE, EMP and the environmental monitoring reports of the project are to be disclosed at the ADB website in accordance with the Public Communications Policy (2011).

12. Category B project, the draft IEE report should be available to interested stakeholders before project approval and posted on the ADB’s website upon Board approval of the project.

B. Cambodia Environmental Laws and Guidelines

13. Implementation of the project will be governed by the environmental acts, rules, policies and regulations of the Royal Government of Cambodia. These regulations impose restrictions and guidelines on the activities to minimize and/or mitigate likely impacts to the environment. The project

15 will involve construction activities and civil works in existing location and is considered as a rehabilitation project.

1. Environmental Laws

14. The Law on Environmental Protection and Natural Resources Management (No: NS/RKM/1296/36) was enacted in 1996 and is the main law for protection of the environment in Cambodia. Article 6 of the law requires that environmental impact assessment (EIA) be undertaken for proposed projects with the Ministry of Environment designated as the authority to review EIAs prior to submission to the Government for approval.

15. The Sub-Decree on Environmental Impact Assessment and Process (Sub-Decree 72, 11 August 1999) supports the Law of Environmental Protection and Natural Resources and sets out institutional responsibilities, impact assessment requirements and the procedures for undertaking the environmental assessment process. The annex to the sub-decree lists all projects (public or private) for which environmental assessment is required. The project which involves the construction of dormitories, teacher quarters, one school building and rehabilitation activities is not required to undertake an EIA because only buildings that have a height greater than or equal to 12 meters or floors and the floor area is equal or greater than 8,000m2 requires an EIA. The area of floor/height number of room of this 84 sub-projects are not meeting the required conditions to do the EIA4(Appendix 2)

16. Further, the project is not required to have a construction permit to be issued by the Ministry of Land Management and Urban Planning, but to provincial governors through the provincial office of Education (POE). The construction activities are on existing location of the USSs or LSSs which are government-owned land. Chapter 1, Article 2 of the Sub-Decree ANK/BK No. 86 (December 1997) indicates that reconstruction, renovation, expansions and floor additions of existing building shall be subjected to construction permit, which applies to public and private facilities of more than 3,000m2 of floor space and extension including existing buildings of a surface of more of 3,000m2 (cultural, sports, education, administration, tourist, health, energy, water).

17. Other environmental laws and regulations applicable during the construction activities in the existing school campus are the following:

(i) Sub-Decree ANK/BK No. 42 (July 2000) - The Control of Air Pollution and Noise Disturbance. The general provisions in this sub-decree states its purpose to protect the quality of the environment quality and public health from air pollutants and noise disturbance through monitoring, curbing and mitigating activities. It applies to all movable sources and immovable sources of air pollution and noise disturbance. Immovable source refers to sources with a permanent location such as a factory, enterprise, warehouse, construction site, incinerator, loud speakers, handicraft, and all kinds of farms.

(ii) Sub-Decree ANK/BK No. 36 (April 1999) - Solid Waste Management: The general provisions of this sub decree set is to regulate the solid waste management with proper technical manner and safe way in order to ensure the protection of human health and the conservation of bio-diversity applicable to all activities related to disposal, storage, collection, transport, recycling, dumping of garbage and hazardous waste.

(iii) Sub-Decree ANK/BK No. 27 (April 1999) - Water Pollution Control: This sub decree applies to all sources of pollution and all activities that cause pollution of the public water areas. Effluent standard for pollution sources discharging wastewater to public water areas or sewer are regulated. Source of pollution refers to any type of places such as dwelling house, public

4 The requirement to do IEIA/EIA are 8000m2 (area), equal or higher than 12m, equal or more than 40 rooms. The maximum figures of the five type of constructions (SRC, LSS upgraded to USS, Overcrowded USS, TQ and rehabilitation of existing USSs) are less than the above conditions. Also Appendix 2.

administrative building, premise, transport facilities, business areas or service places from which effluent, pollutants or hazardous substances are directly or indirectly discharged into public water areas or public drainage systems. 2. Heritage Legislation

a. The APSARA Authority

18. The Authority for the Protection and Management of Angkor and the Region of Siem Reap (APSARA), was established in 1995. It is in charge of research, protection and conservation of cultural heritage of the Angkor Protected Landscape (APL), as well as urban and tourist development. In December 1995, the World Heritage Committee confirmed Angkor’s permanent inscription on the list of World Heritage Sites in Danger.

19. There are several royal decrees related to the establishment and authority of the APSARA Authority and the protection of the cultural heritage of Angkor:

(i) Royal Decree NS/RKT/0295/12 establishing a National Authority for the Protection and Management of Angkor and the Region of Siem Reap, named APSARA (1995, amended in 1998 by Decree NS/RKT/0199/18). (ii) Royal Decree 001/NS establishing Protected Cultural Zones in the Siem Reap/Angkor Region and Guidelines for their Management. The decree establishes management zones within Siem Reap (Zone 1: Monumental Sites; Zone 2: Protected Archaeological Reserves; Zone 3: Protected Cultural Landscapes; Zone 4: Sites of Archaeological, Anthropological or Historic Interest; and Zone 5: The socio-economic and cultural development zone of the Siem Reap/Angkor Region).

b. The Heritage Law

20. The primary legislation of Cambodia pertaining to cultural heritage is the 1996 law on the Protection of Cultural Heritage (NS/RKM/0196/26). Both the looting and export of antiquities without a permit are criminalized. Section7 of the law also includes procedures for chance discoveries of cultural property during construction.

21. None of the 62 sub-projects are located in any restricted zones of heritage areas or biodiversity conservation areas. In Anlung Veng SRC, the construction is near the historical building left by Pol Pot regime but it is very well observed that the construction is not affected the building and the stone notice-scripted words on the memory of the Pol Pot regime. Another place at O Reang Ov SRC, Tbong Khmum province the construction site is very close to the Buddha statues (recently built from cement) and the pond. The contractor complained that the construction area is too narrow, however, he will work closely with school and local authorities to facilitate the construction and to ensure it is not affected the school properties

3. Laws on Nature Reserves

22. Royal Decree “Protected Natural Areas” issued in November 1993 gives protection to environment, land, forests, wetlands and coastal zones. The decree covers twenty-three (23) locations representing 18% of Cambodia’s total area and is under the jurisdiction of the Ministry of Environment.

4. Laws on Wildlife

23. The “Joint Prakas of the Ministry of Environment and Ministry of Agriculture on Prohibition of Hunting and Catching Wildlife Animals, 1996” specifically bans hunting of animals and birds for food. All contractor’s workers must observe this law.

5. Protected Area Law

24. In 2008, Cambodia introduced the Protected Area Law (No. NS/RKM/0208/07), which explicitly defines protected areas as (i) national parks; (ii) wildlife sanctuaries; (iii) protected landscapes; (iv) multiple use areas; (v) Ramsar sites; (vi) biosphere reserves; (viii) natural heritage sites; and (ix) marine parks. None of the school building are located in or near the defined protected areas.

6. Applicable Guidelines from Ministry of Labor and Vocational Training (MLVT)

25. The MLVT has the following guidelines which will be implemented during the construction phase of the Project:

(i) MLVT Prakas2 No. 075/11 K.B/BR.K (March 2011) - Sanitation at the Construction Site: The Prakas sets to ensure that the sanitation and safety conditions are fulfilled for the workers at the construction site by owner, director, contractor or sub-contractor of construction establishment or construction company and responsible person to construction site. Article 3 and 4 set to provide workers with shelter, sanitation facilities and safe potable water for drinking and washing.

(ii) MLVT Prakas No. 076/11 K.B/BR.K (March 2011) - The Protection of Risk Resulting From Climate Change at Construction Site. Articles of this Prakas required safety measures and break times for worker at the construction site during extreme weather events.

(iii) MLVT Prakas No. 077/11 K.B/BR.K (March 2011) - Providing of Information at the Construction Site. This Prakas states requirements for owner or responsible person of a construction site to provide information, i.e. name and address of the owner of enterprise, construction establishment, Construction Company, name and address of architect, nature of construction, i.e. road, railway, bridge, dam, canal, residential building, industrial building, and commercial building, date for the start of the construction and estimated time to finish the construction works, and estimated number of workers to be employed for construction activities.

(iv) MLVT Prakas No. 078/11 K.B/BR.K (March 2011) - Stock of Materials, Waste Disposal and Clearance at Construction Site. This Prakas provides safety guidelines and requirements for the safe storage of construction of materials and hazardous substances/objects that can pose health and safety risks to workers.

7. School Construction Guidelines of Cambodia

26. All the constructions in this project have been followed the MoEYS Guidelines (2012 and 2015) and PAM. First, the MoEYS’ Quality Control Guidelines for School Building Construction dated July 2012. The Guideline are available in both English and Khmer for the project and relevant people to use including the contractors and communities. The Guideline focus on Environment and Safety Security including the protection of environment, labor standards, protection of water resources, Asbestos management, noise and dust, disturbance, unexploded ordnance (UXO), protection of historical and cultural resources, clean water and sanitation facilities, monitoring, supervision and Reporting. Second, the Evaluation Report New School Construction Quality Control Measures dated August 2015 for the Third Education Sector Development Project (ESDPIII). Although the latter is specifically for ESDPIII, but the measures can be used for other construction under MoEYS. In this Quality Control Measures also focuses on protection of environment and other historical and cultural resources, labor standards, protection of water resources, Asbestos management, Noise and dust, and other disturbances, materials specifications (approved materials), clean water and sanitation facilities and water well.

27. In addition to the above MoEYS’ Guidelines, there are some specific conditions for the five types of constructions: SRC, LSS to be upgraded to USS, overcrowded USS, teacher quarters rehabilitation of existing USSs:

 The construction of SRC is based on the MoEYS, SRS policy (2008, p.14): To be able to build SRS, the USS must need 5 criteria: 1) The school located at the centre of the province/ municipality, city/Khann. 2) Good school management and there is a good cooperation with the community. 3) The school has a big space that is easy to build additional building in the future. 4). Ensure safety and security for all valuable stuff in the school. 5) There is a source for electricity for the laboratory and computer and clean water supply.

 The construction of TQ are based on the criteria agreed by MoEYS and PAM (2016, p.2): Provide teacher housing units in areas with high need. Forty-four teacher housing units will be constructed (i) in disadvantaged provinces; (ii) USSs with shortage of teachers; (iii) schools with teachers transferring from other areas, especially female teachers; (iv) hard-to- reach areas; (v) schools within limited safe geographical location; (vi) schools with long teaching hours; (vii) schools with teachers who are poor and have low living standards; (viii) schools with newly married teachers and who come from distant areas; and (ix) schools with increasing student enrolment.

 The construction of LSS upgraded to USS is based on the MoEYS’s criteria (DGSE, 2018, p. 1) Nine criteria were set for the selection of the LSSs to be upgraded to be USS. These are: (i) There are many students from other secondary schools who wish to register in the school (school applies 2or 3 learning shifts). (ii) The school has enough land to build additional buildings when it becomes USS (for urban and town) and the school has a clear construction master plan. (iii) Statistics of teachers: the school has enough teachers in both number and capacity to become USS. (iv) The school has clear statistics of buildings, classes, and rooms. (v) The land title of the school is recognized by commune, Sangkat, district, Khan, province. (vi) The school has the ability to manage itself with good community participation. (vii) The distance from the school to another nearby USS (existing USS) is not too close (for schools in remote areas). (viii) There is a school map identifying the location of the proposed LSS (upgrading to USS) to its surrounding LSSs that will feed the students to it. (ix) The school director/deputy director has an official letter of appointment from the POE/MOE.

 The construction of Overcrowded USS is based on the MoEYs’s criteria (DGSE, 2018, p.3). Criteria set for the selection the ten overcrowded USSs are as follows: (i) The school is overcrowded with relatively large students population. (ii) The school is located in the seven disadvantaged provinces namely Koh Kong, Pailin, Oddar Meanchey, Preah Vihear, Stung Treng, Rattanakiri, and Mondulkiri province. (iii) The school is proposed by the Provincial Office of Education (POE). In some provinces, the USSs are small and do not have enough classrooms for their students. These schools borrowed the classrooms from the nearby primary school or lower secondary school (LSS) for their students to study. (iv) The schools where many students travel far from their home to study in other USSs because they are spacious. So, when the USS is built, it is expected that those students will come back to study in their nearby USS.

 The project also supports the rehabilitation of 11 existing USSs, including water and sanitation facilities. The selection is based on the MoEYS’ criteria (DGSE, 2018, p.2). These sub-projects have been identified through the requests of school directors to (i) repair the old building and (ii) accommodate an increase number of students in terms of additional classrooms as well as increasing the school grades. Six provinces have been identified for the rehabilitation of the exisiting USSs. These are: Kratie, Oddor meanchey, Koh Kong, Pailin, Ratanakiri and Preah Vihear province. The rehabilitation is to be done in the existing USSs campus only.

8. International Environmental Conventions

28. Cambodia is equipped with relatively strong legislation in the field of environment and natural resources for example: The government rectangular strategy, Cambodia Millennium Development Goals (CMDG), Cambodia Climate Change Alliance (CCCA) and other legislative instruments related to environment protection and natural management.

 The Rectangular Strategy for Growth, Employment, Equity and Efficiency – Phase II’ (2008-2013). It includes ensuring environmental sustainability, especially through sustainable management and use of natural resources.  The 7th Goal of CMDG is to ensure Environmental Sustainability. One of each target (target 13th) is to integrate the principles of sustainable development into country policies and programs and reverse the loss of environmental resources.  The CCCA with Denmark, European Union, Sweden and UNDP is a comprehensive and innovative joint program to address climate change and disaster risks in Cambodia at national and sub-national levels.  Other legislative instruments related to environment protection and natural management.  Law on Environmental Protection and Natural Resources Management (1996)  Sub-Decree on Environmental Impact Assessment (1999)  Sub-Decree on Solid Waste Management (1999)  Sub-Decree on Water Pollution Control (1999)  Sub-Decree on Air Pollution and Noise Disturbance Control (2000)

C. Cambodia Health and Guidelines of Coronavirus Disease 2019 from MOH

29. Coronavirus Disease 2019 (COVID-19)5 is a respiratory disease caused by the SARS-CoV- 2 virus. It has spread from People’s Republic of China (PRC) to many other countries around the world, including Cambodia. Depending on the severity of COVID-19’s international impacts, outbreak conditions—including those rising to the level of a pandemic—can affect all aspects of daily life, including travel, trade, tourism, food supplies, and financial markets. To reduce the impact of COVID-19 outbreak conditions on businesses, workers, customers, and the public, it is important for all employers to plan now for COVID-19. For employers who have already planned for influenza pandemics, planning for COVID-19 may involve updating plans to address the specific exposure risks, sources of exposure, routes of transmission, and other unique characteristics of SARS-CoV- 2 (i.e., compared to pandemic influenza viruses).

30. Cambodia have confirmed the case of COVID-19 since late of January 2020. So the government from Cambodia have worked closely with WHO to develop the guideline for combating the COVID-19 pandemic through instruct the people to always wash their hand with soap and alcohol, wearing masks, keep distancing in the public and during working. The MOH also has informed to the people who wish to get to know more information about COVID-19 such as how to prevent them-self from COVID-19 and to identify the symptom of COVID-19 pandemic or they need help from MOH can contact to 115 with free of charge.

5 http://www.cdcmoh.gov.kh/resource-documents/covid-19-documents See e.g.: World Health Organization. 2020. Considerations for public health and social measures in the workplace in the context of COVID-19. Geneva. Available here: https://www.who.int/publications-detail/considerations-for-publichealth-and-social-measures-in-the-workplace-in- the-context-of-covid-19

D. Guidelines from World Health Organization (WHO) for Responding to Coronavirus Disease 2019

1. Overview

31. Coronavirus disease (COVID-19) is an infectious disease caused by a newly discovered coronavirus.

32. Most people infected with the COVID-19 virus will experience mild to moderate respiratory illness and recover without requiring special treatment. Older people, and those with underlying medical problems like cardiovascular disease, diabetes, chronic respiratory disease, and cancer are more likely to develop serious illness.

33. The best way to prevent and slow down transmission is being well informed about the COVID-19 virus, the disease it causes and how it spreads. Protect yourself and others from infection by washing your hands or using an alcohol based rub frequently and not touching your face.

34. The COVID-19 virus spreads primarily through droplets of saliva or discharge from the nose when an infected person coughs or sneezes, so it’s important that you also practice respiratory etiquette (for example, by coughing into a flexed elbow).

35. At this time, there are no specific vaccines or treatments for COVID-19. However, there are many ongoing clinical trials evaluating potential treatments.

2. Prevention

36. To prevent infection and to slow transmission of COVID-19, do the following:  Wash your hands regularly with soap and water, or clean them with alcohol-based hand rub.  Maintain at least 1-metre distance between you and people coughing or sneezing.  Avoid touching your face.  Cover your mouth and nose when coughing or sneezing.  Stay home if you feel unwell.  Refrain from smoking and other activities that weaken the lungs.  Practice physical distancing by avoiding unnecessary travel and staying away from large groups of people.

3. Symptoms

37. COVID-19 affects different people in different ways. Most infected people will develop mild to moderate illness and recover without hospitalization.

Most common symptoms:

 Fever.  Dry cough.  Tiredness.

Less common symptoms:

 Aches and pains.  Sore throat.  Diarrhea.

 Conjunctivitis.  Headache.  Loss of taste or smell.  a rash on skin, or discoloration of fingers or toes.

Serious symptoms:

 Difficulty breathing or shortness of breath.  Chest pain or pressure.  Loss of speech or movement. 38. Seek immediate medical attention if you have serious symptoms. Always call before visiting your doctor or health facility.

39. People with mild symptoms who are otherwise healthy should manage their symptoms at home.

40. On average it takes 5–6 days from when someone is infected with the virus for symptoms to show, however it can take up to 14 days.

4. Construction-specific guidelines6

41. The Standardized Protocols for all construction sites outlines the best practices for construction sites in order to maintain the health and safety of all workers required to perform duties during the COVID-19 crisis. The protocols, which include prevention, detection and response measures, will minimize the impacts of the crisis. The responding to fighting the COVID-19 pandemic have been mention as below:

42. Establish and maintain a common Covid-19 pandemic response plan across construction sites such as employers, managers, workers, contractors, customers and visitors, include the following:

 Regular and thorough hand washing with soap and water or hand hygiene with alcohol-based hand-rub before starting work, before eating, frequently during the work shift. Especially after contact with co-workers or customers, after going to the bathroom, after contact with secretions, excretions and body fluids, after contact with potentially contaminated objects (gloves, clothing, masks, used tissues, waste), and immediately after removing gloves and other protective equipment but before touching eyes, nose, or mouth.

 Hand hygiene stations, such as hand washing and hand rub dispensers, should be put in prominent places around the workplace and be made accessible to all staff, contractors, clients or customers, and visitors along with communication materials to promote hand hygiene.

 Ensure that medical facemasks and paper tissues are available at the workplace, for those who develop a runny nose or cough at work, along with bins with lids for hygienic disposal.

6 World Health Organization. 2020. Considerations for public health and social measures in the workplace in the context of COVID-19. Geneva. Available here: https://www.who.int/publications-detail/considerations-for-public-health-and- social-measures-in-the-workplace-in-the-context-of-covid-19; HM Government. 2020. Working safely during COVID-19 in construction and other outdoor work. Guidance for employers, employees and the self-employed. Available here: https://assets.publishing.service.gov.uk/media/5eb961bfe90e070834b6675f/working-safely-during-covid-19- construction-outdoors-110520.pdf. The Canadian Construction Association. 2020. COVID 19 Standard Protocols. Available here: https://www.cca-acc.com/wp-content/uploads/2020/04/CCA-COVID-19-Standardized-Protocols-for-All- Canadian-Construction-Sites-04-16-20.pdf

 If a worker is sick, they should not come to work. If a member of staff or a worker feels unwell while at work, provide a medical mask so that they may get home safely. Where masks are used, whether in line with government policy or by personal choice, it is very important to ensure safe and proper use, care and disposal.

 Physical distancing: introduce measures to keep a distance of at least 1 meter between people and avoid direct physical contact with other persons (i.e. hugging, touching, shaking hands), strict control over external access, queue management (marking on the floor, barriers)

 Reduce density of people in the building (no more than 1 person per every 10 square meters),

 Workers returning from an area where Covid-19 transmission is occurring should monitor themselves for symptoms for 14 days and take their temperature twice a day; if they are feeling unwell, they should stay at home, self-isolate, and contact a medical professional.

 Enhanced hand hygiene – regular hand washing with soap and water or use of alcohol-based hand rub, including before entering and after leaving enclosed machinery, vehicles, confined spaces, and before putting on and after taking off personal protective equipment;

 Provide personal protective equipment and training on its proper use – e.g. masks, disposable gowns, disposable gloves or heavy-duty gloves that can be disinfected. Provide face or eye protection (medical mask, face shields, or goggles) during cleaning procedures that generate splashes (e.g. washing surfaces).

 Provide posters to increase awareness of COVID-19 among workers and promote safe individual practices at the workplace; engage workers in providing feedback on the preventive measures and their effectiveness.

 Use the temperature measurement tool to check up the temperature before someone enter into the construction site. (if the heat is from 80 degree will not allow them to work in the construction site) and advise them to check up the temperature at the health center.

 There must be no discrimination in the access of workers to protective measures for prevention of COVID-19. Refugee and migrant workers should have equal access to personal protective equipment as well as to COVID-19 prevention, treatment and care, referral, rehabilitation, social protection, and occupational health services, including mental health and psychosocial support. Special efforts should be taken to prevent social stigma of workers suspected of being infected, infected with, or recovered from COVID-19.

III. DESCRIPTION OF THE PROJECT

43. This USESDP will support three outputs:

(i) Output 1: Access to Upper Secondary Education Improved. The project provide policy actions include increased financial assistance to students through the establishment of a 3-tier scholarship program for students in secondary education. The first tier for poor students has been implemented with a budget allocation of $2.7 million in 2015 and $4.5 million in 2016. The second tier targeting science and math students at the secondary level from disadvantaged provinces has also been established, using selection criteria based on household’s income poverty status,

student merit and gender. The third tier was established to incentivize academically outstanding science and math students from non-disadvantaged provinces to enroll 2 in the science stream . To improve teacher deployment in rural and disadvantaged areas with high teacher shortages, the government has established, budgeted, and implemented a hardship allowance program. To improve teacher deployment in areas with perennial high teacher shortages, the government has established, budgeted, and implemented a hardship allowance program in 2015 to attract teachers to teach in rural and disadvantaged areas and in acute shortage areas.

(ii) Output 2: Quality and Relevance of Upper Secondary Education Improved. Under output 2, policy actions include strengthened Science, Technology, Engineering and Mathematics (STEM) education to effectively respond to the labor market’s changing skills and competency requirements. Policy directions on in- service and pre-service training and professional development opportunities for STEM teachers and administrators, and on the promotion of gender equality in STEM education have been established. To reinforce this, MoEYS established math and science study clubs in 50 upper secondary schools. The government has implemented measures to enhance quality assurance in USE through the adoption of revised guidelines for the establishment and management of Secondary Resource Schools. MoEYS has developed a School-level Quality Assurance Framework focusing on systematic inspection of schools, school level self-evaluation and standards for effective support and service to teachers and school management for quality improvement based on needs assessment. Complementary policy reforms in curriculum and assessment have been implemented which include the approval of the Curriculum Framework for General and Technical Education, defining learning outcomes standards and learning content. The Grade 11 assessment was developed to inform adjustments on curriculum, teaching methodology, content and career guidance. The Grade 12 examination results have been disseminated to teachers and education staff to inform the design of interventions to address students’ weaknesses and least learned skills. To address the long-standing issues on low teacher qualifications, the government implemented its comprehensive teacher policy and allocated adequate budget for its effective implementation.

(iii) Output 3: Institutional Capacity for Planning, Management, and Delivery of Education Strengthened. Under output 3, policy actions include the implementation of functional assessment, performance review and capacity development of relevant decentralized offices of education and the Research and Teacher Assessment Office at the Teacher Training Department to enhance effectiveness of support to teachers. To inform evidence-based planning and budgeting, MoEYS updated the Education Strategic Plan 2014-2018, including strategies, priorities and targets based on the in- depth assessment conducted.

44. Based on initial analysis of school network mapping, the MoEYS has identified 21 provinces for the project to emphasize improving access to and the quality relevance of USE. Of these 21 selected provinces, there are a total of 84 sub-projects including 14 SRSs, 5 LSSs to be upgraded to USSs, 10 overcrowded USSs, 44 TQs and the project also supports the rehabilitation of 11 existing USSs, including water and sanitation facilities. These sub-projects have been identified through the criteria agreed upon by both MoEYS and the project (para. 27 above). These are to accommodate an increase number of students. All these constructions can be categorized as five types: A, B, C D and E as below:

 Type A: SRC. The 14 SRCs in 14 USSs in 14 provinces have been identified according to criteria established by MoEYS inside the existing school campus.

 Type B: 5 LSSs in 4 provinces to be upgraded to USSs. The upgrading will include additional classrooms in the existing school campus.

 Type C: 10 overcrowded USSs in 6 provinces have been selected to provide additional classrooms identified by MoEYS inside the existing school campus.

 Type D: 44 TQs in 19 provinces to be built in areas with high need identified by MoEYS inside the existing school campus.

 Type E: The rehabilitation of 11 existing USSs, including water and sanitation facilities have been selected in 11 USSs in six provinces to meet an increasing enrolment of students and to prevent the risk from the collapse of the very old building during study.

45. According the high needs of the schools, some schools receive more than one type (Table 2). Table 2 shows the description of the construction by provinces, school name and types. Of the five types of construction: Type A – 14 schools; Type B – 5 schools; Type C – 10 schools, Type D – 44 teacher quaters and Type E – 11 schools.

TABLE 2.Identified School Sites for Civil Works Based on School Network Mapping No. Province School Name Type of Facilities 1. Hun Sen Skun USS Type A 1 Kampong Cham 2. HS Sandek USS Type D 3. Samphakborak USS Type A & E 2 Kratie 4. Thmar Kre USS Type D 5. Kampong Thom USS Type A 3 Kompong Thom 6. Krava-USS Type D 7. Phnom Sampoeuv USS Type A 4 Battambang 8. Pechenda USS Type D 9. Rukhakiri USS Type D 10. Poipet USS Type A 5 Banteay Meanchey 11. HS Namtav USS Type D 12. Anlung Veng USS Type A, D & E 13. Ampil USS Type C, D & E 6 Oddar Meanchey 14. Techor Samrong-USS Type D 15. HS Oddor Meanchey -USS Type D 16. HS Chongkal USS Type D 17. Hun Sen Koh Thom USS Type A 7 Kandal 18. HS Kampong Phnom USS Type D 19. Hun Sen Peam Ror USS Type A 8 Prey Veng 20. HS Poreang USS Type D 21. Hun Sen Ou Reang Ov USS Type A 9 Tbong Khmum 22. HS Damber USS Type D 10 Pursat 23. Hun Sen Krakor USS Type A 24. Hun Sen Boribo USS Type A 11 Kampong Chhnang 25. Propey Kiri USS Type D 26. Ou Dong USS Type A 12 Kampong Spue 27. Samdach Chea Sim Oral USS Type D 28. Sre Ambel USS Type A, D & E 29. Koh Sdach USS Type C, D & E 13 Koh Kong 30. Hun Sen Chi Khor Leu USS Type C 31. Thmar Sar-USS Type D 32. Chi Phat USS Type D

33. Botumsakor USS Type D & E 34. Koh Kong USS Type D 14 Preah Sihanouk 35. Hun Sen Veal Rinh USS Type A 36. Hun Sen O Don Ta LSS Type B, D & E 15 Pailin 37. Paing Rolim USS Type D 38. O Chum LSS Type B & D 39. Ta Veng LSS Type B 40. Virakchey USS Type C, D & E 16 Rattanakiri 41. Bor Keo USS Type D 42. Andong Meas USS Type D 43. Lum Phat USS Type D 44. Ante versekathan Krong Banlung USS Type D 45. Mlu Prey LSS Type B 46. Phnom Dek USS Type C & D 47. Kampong Sralao USS Type C & D 48. Sra Yang USS Type C & D 17 Preah Vihear 49. Sang Kum Thmey USS Type D & E 50. Kulen USS Type E Type E 51. Pakdavath USS

52. Hun Sen KohSralay LSS Type B & D 53. Preah Reach Bochnikech USS Type C 18 Stung Treng 54. Preah Ko USS Type C & D 55. O Pong Moan USS Type D 56. Sesan Sovathapheap US Type D 57. Chros Bousra USS Type C & D 19 Mondulkiri 58. Keo Seima USS Type D 59. Chneng USS Type D 20 Takeo 60. Sok An Soben USS Type D 61. Chea Sim Angkorchey USS Type D 21 Kompot 62. Hunsen Borivas USS Type D 21 Provinces 62 Schools 84 Facilities

A. Design Features of Schools

46. The typical land area or Master Plan of these 84 sub-projects are shown in Appendix 3A and 3B. These Master Plan identify the occupation of different school facilities in the school compound.

47. The designed of the 84 sub-projects including the present of the building floor areas are shown in the below figures:

48. Figure 3 to 7 show the detailed general master plan for the construction of the SRC. The plan and drawings of a two-storied building with learning/working facilities (meeting/computer room, offices, library, laboratory, toilets for and water tank) are given hereunder. This building will be constructed in an open space inside the school campus.

Figure 3.Plan of Proposed New SRC

Figure 4.Front and Rear Views of the Proposed SRC

Figure 5.Cross-Section View of the SRC

Figure 6.Cross-Section of the Laboratory

Figure 7.Plan of the Sewage and Drainage System

Figure 8.Location inside Samphakborak USS for SRC construction in Kratie Province

49. Figures 9 to 13 show the detailed general master plan of the construction for Upgrading LSSs to USSs. The layout of 5-classroom building, toilet, water well and water tank is given below. These buildings will be constructed in an open space inside the school compound.

Figure 9.Layout of proposed classroom building to upgrade LSS to USS

Figure 10.Front and Rear Views of the proposed classroom building to upgrade LSS to USS

Figure 11.Plan of the Toilets

Figure 12.Sectional View of the Water Well

Figure 13.View of the Water Tank

Figure 14.Location inside Taveng LSS for upgrading into USS in Rattanakiri Province Note: This is an earlier stage of the construction, when the safety fence and signs were not built yet.

36. Figures 15 to 17 show the detailed general master plan of the construction for overcrowded USS. These figures described the plan and drawings of a two-storied classroom building with ten classrooms, a toilet block with ten cubicles and submersible pump well and water tank. These will be constructed in an open space inside the school campus.

Figure 15.Plan of proposed classroom building for the overcrowded USS

Figure 16.Front and Rear Views of the Proposed classroom building for the overcrowded USS

Figure 17.Plan and Cross-Section Views of a Toilet Block with 10 Cubicles

37. Figures 18 to 20 show the detailed general master plan of the construction for Teachers Quarters. These figures described the plan and drawings of a one-storied building with 1 working/office room and 3 bed rooms accompany by 1 toilet block and kichen space inside each room and double water tank near by the building. These will be constructed in an open space inside the school campus.

Figure 18.Plan of the proposed Teacher housing unit or Teacher Quarter

Figure 19.Front View of the Teacher Housing Unit or Teacher Quarters

Figure 20.Back View of the Teacher Housing Unit or Teacher Quarter

38. Figures 21 to 23 show the Drawing and Master Plan of rehabilitation in the 11 existing USSs. These figures described the plan and drawings of a building with classroom, Tolet Blocks, Teacher housing, build new well, roof, door and windoors to be rehabilitated and well to be painted which is in the exisithing school campus.

Figure 21.Back and Front view of the 5 classrooms building to be repair or rehabilitation

Figure 22.Back and Front view of the 6 classrooms building to be repair or rehabilitation

Figure 23.The Foundation view of the 5 classrooms building to be repair or rehabilitation

IV. DESCRIPTION OF THE ENVIRONMENT

39. This chapter describes the environment condition at the schools to understand the situation where proposed additional classroom wiith include water and santination facilities, constructed school resource schools, teachers quarters and rehabilitation of USSs in the existing school campus. The data and information presented in the description of the environment are collected through comprehensive literature survey, discussions and interview with stakeholders, and field visits and assessment to the public consultation. The improvement in the existing schools will occur in 62 schools in 21 provinces. Table 3 presents the location of the schools.

TABLE 3.Location of the School Sites

Location No. Province District Commune Village School Name Condition

Kampong Chheung Prey Soten Ta Sen 1. Hun Sen Skun USS Urban, Upland 1 Cham Ba Theay Sandek Kampal 2. HS Sandek USS Rural, Upland Sambo Sambo Sambo 3. Samphakborak USS Urban, Upland 2 Kratie Chet Borey Thmar Kre Thmar Kre 4. Thmar kre USS Rural, Upland Kompong Steung Sen Achalak Achalak 5. Kampong Thom USS Urban, Upland 3 Thom Baray Krava Kra Va 6. Krava-USS Rural, Upland Banan Phnom Sampoav Phnom Sompov 7. Phnom Sampoeuv USS Urban, Upland Battamban 4 Phnom Prek Pechenda Phnom Touch 8. Pechenda USS Rural, Upland g Rukhakiri Sdok bravek Prei AnPorn 9. Rukhakiri USS Rural, Upland Banteay Poy Pet Poy Pet Methapheap 10. Poipet USS Urban, Upland 5 Meanchey Phnom Srok Namtav Kantout 11. HS Namtav USS Rural, Upland Anlung Veng Anlung Veng Thnol kaing 12. Anlung Veng USS Urban, Upland Banthey Ampel Ampel Thmey 13. Ampil USS Rural, Upland Oddar Ampel 6 Meanchey Samrong Samrong Borey Ratabal 14. Techor Samrong USS Rural, Upland Samrong Samrong Borey Ratabal 15. HS Oddor Meanchey USS Urban, Upland Chongkal Chong Kal Banthey They 16. HS Chongkal USS Rural, Upland Phom Koh Thom Prek Thmei 17. Hun Sen Koh Thom USS Urban, Upland PrekThmei 7 Kandal Kampong Leuk Dek Ampel Teuk 18. HS Kampong Phnom USS Rural, Upland Phnom Peam Ro Peam Ro Peam Ro 19. Hun Sen Peam Ror USS Urban, Upland 8 Prey Veng Po reang Porreang Porreang Tbong 20. HS Poreang USS Rural, Upland Tbong Ou Reang Ov Kong Chey Kong Chey 21. Hun Sen Ou Reang Ov USS Urban, Upland 9 Khmum Damber Damber Damber 22. HS Damber USS Rural, Upland 10 Pursat Krakor Kbal Trach Somroang 23. Hun Sen Krakor USS Urban, Upland Kampong Boribo Khunrong Kanseng 24. Hun Sen Boribo USS Urban, Upland 11 Chhnang Chulkiri Prey Krey Prey Krey 25. Propey Kiri USS Rural, Upland Kampong Oudong Vaing Chas Ou Karong 26. Ou Dong USS Urban, Upland 12 Spue Oral Sangker Satok Kauk 27. Samdach Chea Sim Oral USS Rural, Upland Sre Ambel Sre Ambel Trapaing 28. Sre Ambel USS Urban, Upland Kiri Sakor Koh Sdach Koh Sdach 29. Koh Sdach USS Rural, Upland Sre Ambel Chi Khor Leu Chi Khor Leu 30. Hun Sen Chi Khor Leu USS Rural, Upland 13 Koh Kong Botum Sakor Thmar Sar Thmar Sar 31. Thmar Sar USS Rural, Upland Thmar Baing Chi Phat Chi Phat 32. Chi Phat USS Rural, Upland Botumsakor Andong Tek Andong Tek 33. Botumsakor USS Rural, Upland Khemarak Smachmeanche Phoum 1 Rural, Upland 34. Koh Kong USS Phoumin y Preah 14 Prey Nob Veal Rinh Veal Meas 35. Hun Sen Veal Rinh USS Urban, Upland Sihanouk Sala Kraov Steung Trang Dey Sa eth 36. Hun Sen O Don Ta LSS Rural, Upland 15 Pailin O Ta Va O Ta Va Paing Rolim 37. Paing Rolim USS Rural, Upland

Location No. Province District Commune Village School Name Condition

Ochum Ochum Ochum 38. O Chum LSS Remote, Upland Ta Veng Ta Veng Leu Ta Veng 39. Ta Veng LSS Remote, Upland Veun Sai Pong Chhvang 40. Virakchey USS Rural, Upland 16 Rattanakiri Borkaov Laminh Mouy 41. Bor Keo USS Rural, Upland Andong Meas Malek Lorm 42. Andong Meas USS Rural, Upland Lumphat Chey Oddom Dey Lo 43. Lum Phat USS Rural, Upland 44. Ante versekathan Krong Banlung Beung Kanseng Thmar Da Urban, Upland Banlung USS Cheb Mlu Prey Mouy Mlu Prey 45. Mlu Prey LSS Rural, Upland Roveang Rumney Phnom Dek 46. Phnom Dek USS Rural, Upland Kampong Kampong Chheb 47. Kampong Sralao USS Rural, Upland Sralao-1 Sralao Preah Sra Yang 17 Kulen Sra Yang 48. Sra Yang USS Rural, Upland Vihear Chheung Sangkum Chamren Tbeng 49. Sang Kum Thmey USS Rural, Upland Thmey To be filled To be filled To be filled 50. Kulen USS Rural, Upland To be filled To be filled To be filled 51. Pakdavath USS Rural, Upland Siem Bok Koh Sralay Kaing Dek 52. HunSenKohSralay LSS Remote, Upland 53. Preah Reach Bochnikech Stung Treng Stung Treng Prek Urban, Upland Stung USS 18 Treng Thalavoriwath Thalavoriwath Thalavoriwath 54. Preah Ko USS Rural, Upland Steung Treng Steung Treng Reach Mongkul 55. O Pong Moan USS Remote, Upland Sesan Kamphun Kamphun 56. Sesan Sovathapheap USS Remote, Upland Pich Chreada Bou Sra Bou Sra 57. Chros Bousra USS Remote, Upland 19 Mondulkiri Keo Seima Sre Kthum O am 58. Keo Seima USS Rural, Upland Keo Seima Sre Kthum Sre Kthum 59. Chneng USS Rural, Upland 20 Takeo Kirivong Kauk Prich Kbal Damrey 60. Sok An Soben USS Rural, Upland Angkorchey Tany bral 61. Chea Sim Angkorchey USS Rural, Upland 21 Kompot Banthey Meas Samrong Leu Tram Sarsar 62. Hunsen Borivas USS Rural, Upland

Note: The coordornate longitude (X) and latitude (Y) of each location will be provided and used to generate the school maps to be placed in Appendix 3B.

A. Physical Resources:

1. Topography

40. Topography. Cambodia is divided into two distinct parts: (i) the central low-lying or central plains and the flat coastal areas; and (ii) the mountainous ranges and high plateaus surrounding the low-lying land (Figure 24). The provinces of Kampong Speu, Kratie, Preah Vihear, Oddor Meanchey, Pailin, Stung Treng, Ratanakiri and Mondulkiri belong to the plateau and mountainous areas. These eight provinces cover more than half the the total schools (33 out of 62 schools) of the project. The provinces of Preah Sihanouk, Koh Kong and Kampot belong to the flat coastal areas, however ten schools in these areas are located on the upland areas. For Kampong Cham, Kampong Thom, Battambang, Banteay Meanchey, Kandal, Prey Veng, Tbong Khmum, Pursat, Kampong Chhnang, and Takeo province, they belong to the central low-lying or central plains; however, the 19 schools in these areas are located on the upland areas.

41. The Dangrek mountain range, which forms a part of Cambodia-Thai border in the northwest, is a continuation of the Korat plateau and northeast plateau. Dangrek Mountain, at the northern rim of the Tonle Sap Basin consisting of a steep escarpment, marks the boundary between Thailand and Cambodia with an average elevation of about 500 m and the highest points reaching more than 700 m. Between Dangrek mountain range down to the Great Lake, the landscape is composed of numerous hills with altitude decreasing from 200 m near the chain to 40 m around the plain (MRC,

1998). The Lake with the flood plain around 18,000 km2 is surrounded by the national road 5 and 6, which are located at 11 m above the sea level. The central plains are extremely flat with an elevation difference of only 5-10 m between the southern portion of the country and the upper reaches of the Lake in the northeast, and a distance of more than 300 km (IRRI and MAFF, 1997). However there have not had reports about flooding affected to these 62 schools.

Figure 24.Flood Mapping in Cambodia Source: mdpi.com Notes: Subprojects that are located in these areas are: Battambang (Phnom Sampeuv SRC, Pechenda TQ, Rukhakiri RQ), Kampong Cham (Skun SRC, Sandek TQ), Kampong Chnnang (Boribo SRC, Prapey kiri TQ), Kampong Speu (Oudong SRC, Oral TQ), Kampong Thom (KampongThom SRC, Krava TQ), Kandal (Koh Thom SRC), Prey Veng (Peam Ror SRC, Por Reang TQ), Takeo (Soben TQ), Tbong Khmum (O Reang Ov SRC, Dam be TQ). Although these subprojects are located in the flooded water areas as shown in Frgure 20, but they are on the upland of these areas which are not affected by the flood.

2. Climate.

42. There are two distinct seasons in Cambodia: dry from November to April and rainy from May to November. The northwest monsoon (wet) brings 90% of the rainfall, which varies generally between 1,200 and 2,000 mm per year across the country (Figure 25). Rainfall in the central area covering the Tonle Sap Basin-Lower Mekong Valley averages between 1,200 and 1,900 mm annually. The heaviest rainfall, over 3,000 mm per year, occurs along the coastal lowlands in the west. The northeast monsoon results in dry weather in the period, December to April. In any particular location, rainfall varies significantly from year to year; even in June and July, periods of up to 15 days without rain are not uncommon. Relative humidity ranges from 65-70% in January/February to 85-90% in August and September. At heights ranging from 500m to more than 1000m, the temperatures there are notably cooler than the lowlands. All areas of the east experience rainfall from April or May through to October and stretches of the Mekong River.

Figure 25. Rainfall Distribution in Cambodia

3. Air Quality

43. There are no major industrial or mobile sources of air pollution in the vicinity of the schools, except for occasional movement of vehicles along unpaved roads which generates dust. Burning of garbage by households is practiced by the communities to manage solid wastes which affects air quality. Of the 62 schools, besides the 13 SRCs, the others are mainly accessible through unpaved road to the schools. However, the unpaved road to the shools are shorter than the others while other are under construction like O Reang Ov SRC, Thong Khmum province. Below are example of some schools:  O Don Ta LSS in Pail province  Taveng LSS and Virackchey USS in Rattankiri province  Ampli USS in Oddormeanchey province  Koh Sralay USS and Sesan Sovathapheap USS Stung Treng province  Sra Yong USS and Mul Prey LSS in Preah Vihear provinvce  Thmar Sar USS and Chi Khor Leu USS in Koh Kong province  Nam Tav USS in Banteaymeanchey province

4. Noise

44. Similarly, there are no major sources of noise in the vicinity of the schools.

B. Biological Resources

45. A complex interdependence of Cambodia’s geography and hydrology makes it rich in natural resources and biological diversity, among the bio-richest countries in Southeast Asia. The areas with significant biological diversity are southwest of Cardamom and Elephant mountains, eastern section of Dangrek Range, northern and northeastern of Cambodia-Lao and Cambodia-Vietnam border, central plain of Cambodia and Tonle Sap Lake (MoE, 2003).

46. Based on information from the Initial Environment Assessment (IEA), none of the 62 sub- projects are located in any restricted zones of heritage areas or biodiversity conservation areas. In Anlung Veng SRC, the construction is near the historical building left by Pol Pot regime but it is very well observed that the construction is not affected the building and the stone notice-scripted words on the memory of the Pol Pot regime. Another place at O Reang Ov SRC, Tbong Khmum province the construction site is very close to the Buddha statues (built from cement recently) and the pond. The contractor complained that the construction area is too narrow, however, he will work closely with school and local authorities to facilitate the construction and to ensure it will not affect the school properties (Already mentioned in para. 21 above)

C. Socioeconomic Environment

47. Cambodia is an agrarian nation that largely depends upon productive natural resources for food and income. Agriculture remains an important sector for economic development, employing many rural populations. In the past ten years, more than 40% of the national GDP is derived from the primary sector consisting of agriculture, fishery and forestry. The industrial and services sectors, especially tourism, have been growing significantly over the last few years, contributing a significant proportion to economic growth.

1. Population

48. Geographically, the population distribution is unequal and the density among the regions differs greatly across the country. 1998 General Population Census indicates that approximately 52% of the total population lives in the plain region covering an area of about 14% of the total land area with a population density of 235 persons per km2. Meanwhile, about 11% lives in the plateau and mountainous region covering about 38% of total land area with 17 persons per km2. A further 30% of population lives on and around the Tonle Sap Great Lake with a 37% of the total land area and the population density of 52 persons per km2. Just over 7% of the population lives in the coastal region with less than 10% of the total land area and population density of 49 persons per km2. In 2000 and 2003, the population density increased to 72 persons per km2 and 76 persons per km2, respectively.

2. Water Supply, Sanitation and Health

49. In general, there are four sources of water to be used in the schools: (i) water well, (ii) water pond/stream, (iii) running water, (iv) mix of the three above. Many schools experience problems with regards to water supply in the dry season due to school use the water for toilets and watering the garden including bio-gardens and plants. Sanitation and waste management are considered not a problem because these schools are lower and upper secondary where students are mature.

50. The better schools with good water supply and toilets is mostly in schools which are close to the town and crowded of people.

51. As all the sub-projects are secondary school level where the students are mature, enough so there is no problem on the basic health care like body sanitation, hand washing and oral health. However, from the National Education Congress Report 2017, at this school level the concern are deworming, vaccination, nutrition, malaria prevention, clean water, sexual and reproductive health,

52 drugs, malaria, eyes health care and food safety. There are referral hospitals in the districts which are accessible.

D. Historical and Cultural Resources

52. None of the 62 schools are in areas identified as historical or culturally significant areas since the construction is inside the school campus (para. 21 and 45).

E. Presence of Asbestos and Other Hazardous Materials

53. Of the 84 sub-projects, besides the three places: Kampong Thom USS, Koh Thom USS and O Reang Ov USS where there was a need of demolishing the old buildings; the other places will involve with new construction of buildings and repair the classroom. For the old buildings to be demolished, there was no asbestos-containing materials and hazardous materials. According to the drawing and building design of the new buildings (SRC, LSS upgraded to USS, overcrowded USS, TQ and rehabilitation of USSs), the roofs are made of tiles. Hazardous materials were also not found in the school premises that were visited.

V. ANTICIPATED ENVIRONMENTAL IMPACTS AND MITIGATION MEASURES

54. The identification of environmental impacts was based on the information about the project design, location, proposed activities during construction and operation, field visits, results of stakeholder consultations, and information gathered from provincial and district school authorities.

A. Anticipated Benefits from the Project

55. The project is expected to have a positive impact on the quality of education in Cambodia. The students and teachers, especially those living in the target provinces will directly benefit from better classrooms, school facilities and dormitories or Teachers’s quarter. The project will encourage students to pursue further upper secondary education because of better facilities (libraries, computers, science laboratories and other learning supports in the SRC) and providing the scholarship. For USS teachers, especially those who are willing to work in the target provinces, they will be benefited from the scholarship provided during their PRESET training at NIE, receiving monthly hardship allowance on top of the one provided by the government, receiving free teacher manuals and staying in the teacher quarter. Parents whose families are poor will also benefit from savings cost of paying to their children and buying textbooks as the project provide the scholarship to students and provide one set of textbook in a ratio 1:1. School managers, especially the network school will also be benefited from using SRC and SIF to well manage their schools. There is also expected benefits to health and sanitation because of improvement in toilets, water supply and drainage facilities in the schools.

B. Pre-Construction Impacts and Mitiagation

56. Potential pre-construction phase impacts are primarily related to project siting, including land acquisition and resettlement and encroachment on historical, cultural, and archaeological sites and protected areas and the planning and details of the technical design.

1. Land acquisition and Resettlement

57. The project does not have a significant impact on land acquisition and resettlement. All the civil works for the project are located on existing sites and government-owned land.

2. Encroachment on Ecologically and Culturally Protected Areas

58. There are no anticipated impacts on encroachment on ecologically and culturally protected areas because the civil works are located on the existing school campus and as discussed in the baseline environment conditions, there are no culturally and culturally protected areas in the location of the Project. The EMP shall provide measures for contractor to take all necessary steps to protect and report the chance find to concerned authorities.

3. Technical design standards

59. The design of the propose project will be followed with the master plan of the propose add more classroom, toilet and teacher housing or teachers’s quarters.

4. Health, Sanitation, and Security

60. The project is expected to improve the current condition of schools, students and teachers because of better water supply systems, sex-segregated toilets with septic tanks, proper drainage, solid waste management system, and well-ventilated/air conditioner in the rooms and teachers’s quarters. The provision of available water and adequate toilets in schools will promote school and students hygiene and to reduce such diseases like worming (Also para. 50)

61. All classrooms and teacher quarters have been designed taking into consideration the combination of using the natural and artificial ventilation. This will save the cost and ensure healthy to the users. For the natural ventilation, the buildings are designed to have ventilation at the top part of the wall in addition to big windows and doors. For the artificial, there are fans and air conditioners for the SRC meeting rooms. Lighting also provided in the teacher quarters in addition to the ventilation. Security in the school will also be improved because this was promised by the school and local authorities during the stakeholders’ consultation especially for the expensive materials/equipment provided in the SRC.

C. Environmental Impacts and Mitigation Measures During Construction

62. All the construction activities must be restricted to the vacant land within existing school premises. Therefore, there will be neither land acquisition, nor resettlement, and no temporary or permanent loss of land or other assets. Of the 84 sub-projects, the O Reang Ov SRC located in Tbong Khmum province has the narrow space for the construction due to the existing Buddha statues and the school pond. However, the school authority has well cooperated with the contractor to ensure that the construction will go smoothly and not impact the school properties.

63. Of the 84 sub-projects, three construction sites (O Reang Ov, Koh Thom and Kampong Thom) had some minor temporary negative impacts due to the demolition of the old buildings. All the debris of the demolition were well managed. Adverse health and safety or other environmental impacts that will arise from civil works will be minimal and localized since these are confined within the existing school compounds as they are large enough to accommodate the proposed structures. As all the construction are for the students at secondary school level, so the risks of students playing near open site or risk of getting hit by a construction vehicle or equipment is very small and neglected. Other potential impacts include a noise and dust due to vehicle movement and building construction activities can be minimized by applying the water sprinkling within the construction site on areas prone to dust such as piles of materials, excavated soil, and unpaved roads. In addition, the work activities only carry out in the set hours in close coordination with the school authorities so that it will not impact the important school activities or construction activities will be scheduled during school break. This is also stated in the CEMP. All construction materials are properly stored in the warehouse with proper roof and protected from touching the soil esp. steel and cement.

64. In general, the short-term construction impacts can be prevented or mitigated with good construction management practices. The EMP (see Appendix 1) includes mitigation measures to prevent or minimize construction impacts in line with the relevant provisions of the Environmental Health and Safety Guidelines for guidance of MoEYS, PCU and the contractors in addressing environmental issues during constructions. The EMP includes mitigation measures on dust and noise and vibration, air quality, waste/site management, safety, sanitation, public and worker safety and UXO removal. The bid specifications and contracts for civil works has been included the EMP.

D. Environmental Impacts and Mitigation Measures During School Operation

65. During the operational phase, MoEYS will also promote hygiene practice in schools through regular water, sanitation and hygiene (WASH) campaigns that encourages students to practice hand washing and how to use toilets, latrine and hand washing facilities. In addition, the chemical substance form the Science laboratory in the SRCs must be well managed. Students and teachers will also be oriented on proper solid waste segregation. Budget for infrastructure maintenance of the school facilities will be allocated by MoYES to ensure the long-term sustainability of the facilities. VI. INFORMATION DISCLOSURE, CONSULTATION, AND PARTICIPATION

66. The consulting meetings were conducted several times with key stakeholders since October 2017 (no formal records) and from August 2018 to June 2019 (Table 4). The first consultative meeting (screening) started in October 2017 and the second ones started from August 2018 led by PCU and PIC. There were 52 meetings held in 14 provinces (Table 4 and Appendix 4A and Appendix 4B), some of which are informal meetings. The participants during the consultations included representatives from the provincial office of education (POE), district office of education (DOE), village heads, and school authorities. The meetings aim to discuss the environment safeguards aspects of the project and the current environmental issues at the project sites. During the meetings, the proposed project was presented. Concerns and suggestions about the existing and proposed school upgrading were also discussed. Information about environmental clearance requirements, presence of protected forests, cultural heritage sites, and natural hazards were also gathered.

67. In general, there was no key issues during the stakeholder’s consultations, except for four SRCs where there were requests to move the location of the SRCs compared to the previous agreement with DOC and the other three were suggestions to demolish the old building. These were:  Krakor USS, Pursat province. The reason of proposed moving was that the provincial governor would like to open a small new street for the public/ villagers to travel in and out to the National Road. The new small street is next to the old proposed SRC site, so it affects the space of the SRC building.  Action to be taken: The school director already sent the request for moving the site including the minutes of the meeting with the district authority to DoC to adjust the drawing.  Boribo USS, Kampong Chhnang province. There are two reasons for the proposed move the location: (i) The old site agreed site was located further inside the school compound while the proposed new one is located near the National road with a good view and impression to visitors, (ii) there is a high-water tank built by generous people standing in front of the old suggested site, this water tank would block the view of the SRC unless demolishing it. The demolishing would affect the generous people's feeling.  Action to be taken: The school director has already written a request to suggest change the site to DoC to adjust the drawing.  Oudong USS, Kampong Speu province. The old proposed SRC site (in DoC’s drawing) located near the school front door while the proposed new one located at the further end

inside the school on the field. However, all people met: School director, deputy school directors, teachers, DOE and community representatives strongly suggest to move to the new place.  Action to be taken: The school director has already written a request to suggest change the site to DoC to adjust the drawing.  Veal Rinh USS, Preah Sihanouk province. The rationale is that at the first time when the school met with the DoC engineers, the proposed old site was agreed. Then later, two big 2-storied buildings are being built supported by the Prime Minister, so the school would like to move the SRC from the old location to a bit further in to get a nice view as well as in line with the Prime Minister's buildings. The problem was that the school director did not inform the DoC, so the SRC drawing was the old place.  Action to be taken: The school director has already written a request letter to suggest change the site to DoC to adjust the drawing.

 Koh Thom USS, (Kandal province), Kampong Thom USS (Kampong Thom province) and O Reang Ov USS (Tbong Khmum province) need to be demolishing the old buildings in order to build the new one. Prior to the demolishing, the school director held a meeting with representatives of all parties: POE, DOE, school directors, deputy directors, local community/ community, and teachers to seek their agreement on this and got their finger printed. In addition, the school director contacted relevant parties: POE and Department of Materials and State Property (DMSP) to clear it inventory prior to the construction starts.  Action to be taken: Action completed

68. During the construction phase, five teacher quarters (TQ) have been changed their locations by the Provincial Office of Education (POE). There are two reasons of the proposed change: (i) the requests of POE based on the fact that the other school is more needing and (ii) As the construction of the TQs started late7, some school directors did not trust and they accepted the offer from other project to build the TQ. These were: 1) Sandann USS changed to Thmer Kre USS, Kratie province 2) Hun Sen Sala Krao USS changed to Paing Rolim USS, Painlin province 3) Samdach Ouv Samdach Me USS changed to O Chum LSS, Ratanakiri province 4) Toul Vichea USS changed to O Pong Moan USS, Stung Treng province 5) Kansom Ark USS changed to Hun Sen Borivas USS, Kompot province

69. Prior to the big consultative meetings, information was sent in advance to key relevant stakeholders. However, in few field trips due to some unexpected events (school semester exam, National Exam,) not so many people were met at the sites. In addition to the formal setting in the consultation informal interviews were used to explore more concepts and issues from key stakeholders (students, teachers, parents,) esp. information about environment and social issues in the community. Anticipated positive impacts of the project were also raised by the stakeholders.

TABLE 4.Public Consultation Meetings Total No. of Date Sub-projects Target group Males Females participants 16 Aug 2018 Peam Ror, SRC, DOE (Head, officer), school (director, cashier, 6 0 6 Prey Veng secretary, staff) 16 Aug 2018 O Reang Ov SRC, School directors, teachers 3 0 3 Tbong Khmum 16 Aug 2018 OuDong SRC, Deputy School directors, teachers, secretary 5 0 5 Kampong Speu

7 As the contract of the 44 TQs was a Post Review, so the contract was signed first then it sought approval from ADB later, thus it took two months for the contractor to start building these TQs. However, the construction of the 5 proposed changed TQs have not started yet until the approval from ADB.

Total No. of Date Sub-projects Target group Males Females participants 17 Aug 2018 Krakor SRC, Deputy school director, secretaries, technical 6 1 7 Pursat group leaders, cashier 17 Aug 2018 Boribo SRC, Secretaries, teachers, staff 2 2 4 Kampong Chhnang 18 Sept 2018 Skun SRC, DOE (Head, Vice Head), school (director, Kampong Cham deputy school, staff, school support 8 0 8 commitee) 18 Sept 2018 Samphak Borak DOE (Head), school (director, deputy school, 6 1 7 SRC, Kratie staff, cashier, school support committee) 19 Sept 2018 Kg Thom SRC, Kg DOE (Head), school (director, deputy school, 6 2 8 Thom staff, school support committee) 19 Sept 2018 Anlung Veng SRC, DOE (Vice Head), school (director, deputy OMC school, teachers, cashier, school support 7 0 7 committee) 20 Sept 2018 Poipet, BMC DOE (Vice Head), school (director, deputy school, librarian, secretary, teachers, 9 3 12 community representative) 20 Sept 2018 Phnom Sampoeuv, School (deputy school,teachers, staff, school 7 0 7 Battambang support community) 18 Oct 2018 Koh Thom SRC, POE (Head Office), DOE (officer), school Kandal (director, deputies, teachers, secretaies, 13 4 17 accountant), communitee representative, 18 Oct 2018 Peam Ror SRC, DOE (Head, vice head), school (director, Prey Veng deputies, teachers, technical group 25 12 37 leader”TGL”), commune chief 18 Oct 2018 O Reang Ov SRC, Schools (deputies, TGL,) community 13 0 13 Tbong Khmum representative 25 Oct 2018 Krakor SRC, POE (Deputy, Vive Head office), School Pursat (director, deputy directors, teachers, 13 1 14 secretaries, librarians), communittee representatives, Village (head, viec head) 25 Oct 2018 Boribor SRC, Kg DOE (Vice head, officers), School (director, Chhnang deputy directors, teachers, secretaries, office 11 4 15 staff), head of communittee 25 Oct 2018 Oudong SRC, Kg DOE (Head), School (director, deputy Speu directors, teachers, secretaries, staff, cashier), 13 0 13 communittee representative 26 Oct 2018 Sre Ambel SRC, DOE (officer), school (director, teachers), 4 0 4 Koh Kong school support committee 26 Oct 2018 Veal Rinh SRC, POE (Vice head office), DOE (vive head), Preah Sihanouk school (director, deputy school directors, 20 3 23 teachers), local authorities (committee, village) 09 Dec 2018 Skun SRC, Kg School director, teachers 3 0 3 Cham 09 Dec 2018 Samphak Borak School director, deputy school directors, 6 0 6 SRC, Kratie teachers, community representatives 10 Dec 2018 Kg Thom SRC, Kg School director, deputy school directors, 5 1 6 Thom teachers, community representatives 10 Dec 2018 Anlung Veng SRC, Deputy school directors, teachers 2 0 2 OMC 11 Dec 2018 Poipet SRC, BMC Deputy school directors, teachers 2 0 2 11 Dec 2018 Phnom Sampoeuv School deputy, community representatives 2 0 2 SRC, Battambang 22 Jan 2019 Phnom Sampoeuv School Director 1 0 1 SRC, Battambang

Total No. of Date Sub-projects Target group Males Females participants 22 Jan 2019 Poipet SRC, School authority, parent committee, Local 7 2 9 Banteaymeanchey authority, contractor’s foreman, Youth council 23 Jan 2019 Anlung Veng SRC, School authority, commune council, 5 0 5 Otdormeanchey contractor’s foreman 23 Jan 2019 Kampong Thom School authority, school support committee, SRC, Kampong Local authority, contractor’s site engineer & 10 1 11 Thom foreman, Youth & children council 24 Jan 2019 Samphak Borak School authority, school support committee, SRC, Kratie Local authority, contractor’s foreman, Youth & 9 1 10 children council 24 Jan 2019 Skun SRC, School authority, school support committee, 10 1 11 Kampong Cham Local authority, Youth council 21 Feb 2019 Sre Ambel SRC, School Director 1 0 1 Koh Kong 21 Feb 2019 Veeal Rinh SRC, School Director, Deputy School Directors, 7 2 9 Preah Sihaknouk teachers, cashier, secretary 22 Feb 2019 Koh Thom SRC, School Director, Deputy School Directors, Kandal teachers, cashier, commune council, school 12 2 14 support committee, Secretary, Accountant, Youth 22 Feb 2019 O Reang Ove School Director SRC, Tbong 1 0 1 Khmum 22 Feb 2019 Peam Ror SRC, School Director 1 0 1 Prey Veng 23 Feb 2019 Krakor SRC, School Director, Deputy School Directors, Pursat teachers, cashier, commune council, school 13 1 14 support committee, Secretary, Accountant, Youth, Local authority 23 Feb 2019 Boribo SRC, School authority, local authority, community 4 1 5 Kampong Chhnang 23 Feb 2019 Oudong SRC, School Director 1 0 1 Kampong Speu 24 May 2019 Anlung Veng SRC, School director, casher, contractor’s site 6 0 6 Otdormeanchey engineers/foremen 24 May 2019 Poipet SRC, Deputy school directors, accountant, 6 1 7 Banteaymeanchey contractor’s foreman 25 May 2019 Phnom Sampoeuv School Director, Community, contractor’s 2 0 2 SRC, Battambang foreman 25 May 2019 Krakor SRC, School Director 1 0 1 Pursat 25 May 2019 Boribo SRC, School Director 1 0 1 Kampong Chhnang 25 May 2019 Oudong SRC, School Director, Contractor’s foreman 2 0 2 Kampong Speu 7 June 2019 Samphak Borak School Director, teachers, contractor’s 4 0 4 SRC, Kratie foreman 8 June 2019 O Chum LSS, School director, teachers, contactor’s foreman 4 0 4 Rattanakiri 8 June 2019 Koh Sralay LSS, School Director, teachers, contractor’s 5 2 7 Stung Treng foreman, students 8 June 2019 Mlu Prey LSS, School Director, Contractor’s foreman/worker 3 0 3 Preah Vihear 9 June 2019 Kampong Thom School director, teachers, contractor’s site SRC, Kampong foreman/workers 4 3 7 Thom

Total No. of Date Sub-projects Target group Males Females participants 9 June 2019 Skun SRC, School Director, contractor’s foreman 2 0 2 Kampong Cham 11 June 2019 Anlung Veng SRC, School director, contractor’s foremen/ workers 4 2 6 Otdormeanchey 5 Nov 2019 Samdach school director, deputy school director, Local Cheaseam Oral Authority 2 0 2 USS, Kompong Speu province 6 November Hunsen Kompong school director, deputy school director, 2019 Phnom USS, Teachers, Local Authorithy 2 1 3 Kandal Province 7 November Hunsen Poreang school director, deputy school director 1 1 2 2019 USS, Prey Veng 8 November Hunsen Damber school director, deputy school director, 2019 USS, Tbong Teachers and local authority 3 1 4 Khmum 26 Nov 2019 Pak dekvath USS, School director, Deputy School director, Chief Preah Vihear of commune, chief village, and community 5 0 5 consultative. 26 Nov 2019 Virakchey USS, School director, Deputy School director, and 4 1 5 Ratanakiri school secretary and teachers 27 Nov 2019 Sang KumThmey School director, school secretary, School 2 2 4 USS, Preah Vihear Accountant and teacher 26 Nov 2019 Kulen USS, Preah Deputy school director, secretaries, technical 6 2 8 Vihear group leaders, Teachers 27 Nov 2019 Samphakborak School director, teachers USS, Kratie 3 0 3 27 Nov 2019 Ampil USS, School director, teachers Oddormeanchey 3 0 3 27 Nov 2019 Hun Sen O Don Ta School director, teachers LSS, Pailin 3 0 3 27 Nov 2019 Koh Sdach USS, School director, teachers Koh Kong 3 0 3 27 Nov 2019 Hun Sen Chi Khor School director, teachers Leu USS, Koh Kong 3 0 3 03 Dec 2019 Sre Ambel USS, School director, teachers Koh Kong 3 0 3 03 Dec 2019 Botumsakor USS, School director, Deputy school director, Koh Kong 3 0 3 13 Dec 2019 O Chum USS, Teachical Group leader, School secretary, 3 0 3 Rattanakiri teacher 13 Dec 2019 O Porng Moan School director, deputy school director 7 2 5 USS, StungTreng teachers 17 Dec 2019 Paing Rolim USS, Commune Chief, commune officers, 5 0 5 Pailin Commune council 18 Dec 2019 Thmar Kre USS, Schooll Support committee, director of Kratie schools (primary, USS), secretary, teachers, 10 1 9 librarian, contractor’s foremen, cashier 20 Dec 2019 Borivas USS, Commune Chief, Head & vice head of Kampot community, school director & deputy school 6 0 6 directors Total 417 69 348

70. The consolidated response, comments and recommendations of the stakeholders on the project are the following:

I. The project will not have any negative environmental impact but only positive social benefits. It will help reduce poverty and will increase the access of the poor and disadvantaged people, especially those from the remote areas to education;

II. Dust emission is expected to be generated in some areas during the implementation of the project but only short period during construction; III. Noise during construction will not affect the day-to-day activities in the institutions and the local community. The recommendation is to use construction equipment that produced less noise and fence the area undergoing construction activities; IV. Use smaller construction vehicles to avoid road degradation and vehicular accidents in areas on narrow roads. Consider routes with wider roads and less-populated areas for large construction vehicles; V. Consider hiring workers from the local community for the civil works of the project; VI. Consider involving the provincial training center as a member of building quality committee for checking the quality of building and construction completion; and VII. It is recommended that construction activities will not be scheduled during rainy or monsoon season.

A. Follow-up Information Disclosure and Stakeholder Consultations

71. The IEE and EMP containing the results of the stakeholder consultations will be disclosed at ADB website and translated in Khmer language and will be made available in the Department of Construction (DoC). DoC is the department under MoEYS in charge of construction. During detailed engineering design, follow-up stakeholder consultations through the provincial and district education and sports offices will be conducted to orient the communities about the planned school improvement and to discuss any issues and suggestions that may be raised by the communities. Women’s groups, parents, teachers, students, village heads, Village Education Development Committee, ethnic groups to be served by the schools, district environment offices, and other interest groups will be invited during these consultation meetings.

72. Prior to implementation, consultations, focused group discussions or interviews, as appropriate, will be undertaken with communities within the impact area of the schools to inform them about the proposed construction activities and schedules, details of the grievance redress mechanism (GRM), discuss the proposed features of the school and proposed environmental mitigation measures, and to introduce the focal or contact persons and construction managers. Billboards or information boards indicating the names of the focal persons, construction managers and schedules will also be prominently displayed at the construction areas for reference of communities. VII. GRIEVANCE REDRESS MECHANISM

73. Public participation, consultation and information disclosure have been undertaken as part of the IEE process. As the construction sites are located in the school compound, so the first direct impact is the school authorities. Hence, the consultation has been started from the school and local authorities including, teachers, students and community representatives on a continuing basis regarding environmental matters (See also para. 65, 66 and 67). Major issues of grievance are not expected given the small scope of the sub-projects, their location within mainly farmland, and the expected beneficial impact of the project to the community. However, unforeseen issues may occur.

74. To settle such issues effectively, an effective and transparent mechanism for lodging complaints and grievances have been established as shown in Figure 24. The grievance redress mechanism (GRM) is to mitigate the risks and unforeseen impacts of the project on the affected person (AP). It addresses AP’s concerns and complaints (promptly or according to the period set), using an understandable and transparent process. It is also being readily accessible to all stakeholders at the site and in the community.

75. A GRM and procedures is designed to offer the Aps’ the opportunity to settle their complaints and grievances amicably. The established GRM procedures ensure that APs are provided with the

60 appropriate compensations in accordance with SPS and Cambodian law. The process also allows APs not to go through lengthy administrative and legal procedures. The priority is the settlement of issues between parties. There are two levels of GRM: at the Project level (PCU, EO, NESS) and at the sub-project level (school & local authority, contractor representative and project site engineer) to address any complaints during the pre-construction, construction and operation phases of the sub-projects. The GRM procedures to be adopted by the grievance redress is transparent, easy to understand and to be translated to Khmer language to be posted at the construction site.

76. Figure 24 shows the mechanism is to be implemented during the project implementation of the sub-project: Pre-construction, construction and operation. This is to ensure that all complaints from APs are well addressed with appropriate corrective actions and the complainants are being informed of the outcome.

Figure 26.Grievance Redress Mechanism for Each Sub-project Source: Adapted from (i) ADB (Dec 2012). Environment Safeguards- A Good Practice Sourcebook-Draft Working Document (p.27) (ii) ADB-IEE (2016).USESDP Toul Vichea Secondary School Subproject (p.15) (iii) ADB-IEE (2018). Bhutan: Skills Training and Education Pathways Upgradation Project, (p.73) (iv) Advice from ADB Environmental and Social Safeguard National Expert

77. If there is a concern or grievance from APs concerning environment or other matters that negatively affect their livelihood or well-being, the APs can (i) lodge the complaint into the suggestin box which is exposed to the public, or (ii) make a direct call to member(s) of GRM Committee.

Members of the RGM commitee comprises of school authorities, local authorities, project site engineers, and contractor’s representatives (site engineer, supervisor/foremen). The name and contact of these members are displayed for public access as needed. The complainant will fill-up the Grievance Form (Figure 27) and apply method (i) or (ii).

Grievance redress mechanism form Name: Address: Contact Details Contact Number: Email: Phone: How can we contact you? Email: Personal: What is the nature of your grievance (State the problem, when it happened, who are involved, and other details)? What is your suggestion to resolve the grievance Signature Date Figure 27.Grievance Redress Mechanism Form

78. The GRM Committee will meet to resolve the complaint and inform the AP of the expected results based on the number of working days from the complaint is lodged. In each level the maximum days to solve the complaints are (i) From 1 to 3 days at the school level and from 15 to 30 days for serious case at the project/MoEYS level. If the complainant thinks that his / her concern complaint has been addressed, the resolution will be recorded in the GRM logbook with the complainant’s signature.

79. In many cases, the camplaints can be solved through the informal mode such as talking or discussion. In case that, the complainants do not satify with the corrective action, then further steps would be proceeded to the GRM school level or GRM project level. If the complainant is satisfied with the proposal, the case will be recorded in the logbook with the complainant’s signature. The proposed long-term corrective action plan will be implemented by the responsible party. During construction phase, most of the responsibility lies on the contractor. The school administration is responsible for implementing the EMP during operation phase.

80. If after the implementation of long-term corrective action plan and the complainant is still not satisfied, the aggrieved party has the right to appeal to the ordinary courts of law. As litigations take years to resolve, it is still the best option to settle the matter amicably.

81. An effective monitoring system will inform project management about the frequency and nature of grievances. The GRM Committee will arrange regular meetings where the activities and the outcomes/measures taken according to the GRM logbook are to be monitored. In addition to the above, if there are any grievances related to environmental management issues in the project area, the GRM Committee will record these grievances and suggestions and pass it on to the National Environment Specialist or other relevant consultants for the corresponding action and follow-up.

82. The redress mechanism will be accessible to diverse members of the community, including the vulnerable sector of society such as women, youth and the elderly. All meetings with the affected person shall be recorded and copy of minutes, including resolution of issues, shall be provided to the affected person. Copy of the minutes shall also be provided to relevant institutions, including ADB.

VIII. ENVIRONMENTAL MANAGEMENT PLAN

A. Objectives

83. An environmental management plan (EMP) has been prepared to provide mitigation and monitoring measures for identified impacts. The EMP outlines the mitigation and monitoring programs to be taken to avoid, reduce, and minimize adverse environmental impacts to acceptable levels.

84. The mitigation measures are divided into those that will be implemented during the design and pre-construction phase, construction phase, and during the operation and maintenance phase of the schools. The EMP matrix also identifies the units that will be in-charge of implementing and monitoring the identified measures. The EMP has been developed based on discussions with MoEYS, site assessment and from results of the public consultation activities.

85. The EMP will be included in the bid and contract documents to ensure that the contractors are made aware of these obligations during the construction phase as well as to guide the MoEYS in supervising and monitoring safeguard performance during construction.

B. Environmental Mitigation Measures

86. The environmental mitigation measures to be implemented to address potential adverse impacts of the proposed project are presented in (Appendix 1). The project EMP may require updating to address unanticipated impacts not included in the table. The EMP will be included in the bid documents so that the mitigation and monitoring requirements can be evaluated and included in the specifications and cost proposals submitted for the proposed project.

C. Environmental Monitoring and Reporting

87. For these subproject, the Environmental Management Plan (EMP) is concerned with the implementation of the measures necessary to minimize and offset the adverse impacts and to enhance beneficial impacts. Unless the mitigation and enhancement measures are identified and fully implemented, the prime function of the IEE cannot be achieved.

88. Continuous monitoring of the quality of the local environment, environment in the work-zone and the general impact zone will be performed. For the construction of those buildings, monitoring is particularly important during the construction phase. The PCU is responsible to implement the overall environmental monitoring and management plan. However, during the construction stage, the contractors are responsible to mitigate all environmental impacts related with the construction activities. School Director, school management and USESDP will monitor the school environment during operation stage of the building.

89. The environmental monitoring plan forms the basis for verifying the extent of compliance during the implementation stages of the project. The objectives of an environmental monitoring program are to: (i) evaluate the performance of mitigation measures; (ii) provide information which could be used to verify predicted impacts and, thus, validate impact prediction techniques; (iii) suggest improvement in environmental mitigation measures, if required; and (iv) provide information on unanticipated adverse impacts or sudden change in impact trends.

90. At the start of the subproject and before monitoring begins, the PCU, with the assistance of the school management, will review the monitoring activities and update the monitoring requirements with the contractor.

91. The implementation of mitigation measures will be ensured through both routine and periodic monitoring. Monitoring will be conducted at different stages of implementation. A sample construction phase monitoring plan is shown in Table 5, and an operation phase monitoring plan is in Table 6.

TABLE 5.Construction Phase Monitoring Plan Method of Monitoring Item Monitoring Indicator Responsibility Monitoring Frequency 1. Transportation of construction materials Direct Regular SA/Contractor in covered condition, and safe loading observation during and unloading of construction materials construction 2. Stockpiling of excavated materials Direct Everyday SA/Contractor observation 3. Reuse of excavated materials Direct Everyday SA/Contractor observation 4. Solid waste segregation disposal Direct Everyday SA/Contractor observation 5. Clearing of trees Direct Regular SA/Contractor observation during construction 6. Occupational health and safety, use of Direct Once a SA/Contractor safety gears observation month 7 Safety of students Record of Once a SA injuries week 8 Water logging and vector proliferation Direct Once a SA/Contractor observation week

TABLE 6.Operation Phase Monitoring Plan Monitoring Method of Monitoring Item Responsibility Indicator Monitoring Frequency 1. Solid waste Record of wastes Annual SA/PIC NES management system 2. Impact audit Compliance with environ- Annual PIC NES mental monitoring framework

92. The environmental monitoring requirements of the project are summarized in Table 7 below. TABLE 7.Summary of Environmental Management/ Monitoring Requirements No Implementation Implementation Environmental Monitoring Tasks . Responsibility Schedule A. Design Phase 1. Subject to the Ministry of Environment’s PCU (EO) Prior to construction (MOE) requirements (i.e, if building is less than 12 meters in height or 8,300 m2 in size, there is no need for disclosure of subproject with MOE), disclosure of subprojects to MOE and monitor permitting 2. Audit project bidding documents to ensure PCU (EO), PIC- Prior to issuance of that the EMP are included in the bidding NES, and ADB bidding documents documents and in bid evaluation

B. Construction Phase 1. Train and brief contractor’s management PCU (EO), PIC- First training prior to and site agents with regard to all EMP NES, and preparation of EMP and requirements Contractor commencement of each contract and refresher courses at yearly intervals throughout construction period 2. Monitor the performance of environmental PCU (EO), PIC- Ongoing, prior to, and training by contractor and briefings and of NES and during implementation of the environmental awareness of contractor’s Contractor works and operation staff, toolbox, talks, and refresher courses. Contractor to report on EMP implementation in Monthly Reports. 3. Regular (monthly) monitoring and reporting PCU (EO) and Continuous throughout (quarterly) of contractor’s compliance with PIC-NES construction period EMP and statutory environmental requirements 4, Regular (monthly) monitoring and reporting PCU (EO) and Continuous throughout (quarterly) of complaints and responses or PIC-NES construction period environmental mitigation measures 5. Monitor adjustments to the EMP for PCU (EO) and During all phases of the unexpected impacts and the thorough PIC-NES subprojects implementation of detailed EMP C. Operation and Maintenance Phase 1. Observations during routine maintenance PCU (EO) and As per EMP inspections of facilities. Inspections will PIC-NES include monitoring implementation of operational mitigation measures versus environmental criteria specified in the EMP for operational impacts.

93. The PCU of MoEYS has overall responsibility for the management, monitoring, and reporting of the implementation of the project EMP and is supported by the PIC through the NESS. The PCU is expanded to include an EO (and Social Officer), who receives training and capacity building from the PIC-NESS. The EO is responsible for liaising with the contractor and providing training, advice, and assistance in the preparation of the EMP and its implementation as well as assisting the EO in monitoring and reporting on implementation.

94. The PCU monitors the contractor’s implementation of environmental management plan. The contractors are to submit the monthly monitoring reports (Appendix 5), which cover the progress of EMP implementation, issues, corrective actions and compliance (including general good practice). This is to be based on the site diary maintained by the EHSO and compiled notes of daily and weekly inspections.

95. The following environmental monitoring reports have been prepared:

(i) A monthly report has been prepared by the contractor during the pre- construction and construction period, reporting on progress of EMP activities, issues, and corrective actions. This will be based on the site diary maintained by the EHSO and compiled notes of daily and weekly inspections;

(ii) A quarterly progress report (QPR) to be prepared by the PIC will include a section on safeguards activities and EMP compliance for each subproject and will summarize the monthly reports submitted by the contractor; and (iii) A semi-annual safeguards monitoring report (SMR) has been prepared by the PIC- NESS and submitted to MoEYS and ADB and disclosed; and (iv) A project completion report, which will include a section on safeguards implementation and make recommendations, as required, for modifications to the processes set out in the EMP procedures based on the review undertaken at the end of the project. The safeguards section will be prepared by the MoEYS/PCU-EO and PIC/NESS three months prior to the end of the project.

96. During operation, monitoring will be carried out by MoEYS in coordination with MOE.

97. The EMP (including monitoring) for USESDPII is presented in Appendix 1. The cost of EMP implementation will be incorporated in the bill of quantities (BOQ) for the facilities for construction. As part of construction, the contractor will be responsible for the provision of a number of mitigation measures, as shown in the EMP, the purchase of the requisite environmental monitoring equipment, and the laboratory analysis of the samples, where required.

D. Institutional Arrangements and Responsibilities

98. The environmental safeguards and management system for the Upper Secondary Education Sector Development Project (USESDP) consists of the following:

(i) The Project Coordination Unit (PCU) within the Ministry of Education, Youth, and Sport (MoEYS) to be responsible for the overall management, monitoring, and reporting on the application of environmental safeguards. The PCU is supported by a national Environment and Social Safegaurd Specialist (NESS), who provides advice and assistance to the Project Implementation Consultant (PIC), project site engineers in the implementation and monitoring of the EMP. (ii) The [Civil Works] Contractors to appoint two staff members, an Environmental and Health and Safety Officer (EHSO) and a Community Liaison Officer (CLO), to be responsible for properly implementing the EMP on behalf of the contractor.

99. The PCU will be responsible for coordinating the implementation of the environmental safeguards requirements, as stipulated in the EMP. These will include, but not be limited to, the following:

(i) The PCU will assign an environmental officer (EO) to support the coordination and implementation of environmental safeguards (ii) Environmental monitoring and institutional requirements will be fully met while meaningful public consultations are carried out satisfactorily. (iii) MoEYS will submit the environmental assessment and monitoring reports to ADB for review in a timely manner. The EO will provide the necessary support for this activity. During implementation, the EO will be supported by the NES and receive training to build longer term capacity in MoEYS for environmental management. (iv) The primary environmental management tasks will be to provide environmental safeguards training to staff of the provincial and district

IX. CONCLUSION AND RECOMMENDATIONS

100. The results of the IEE show that the proposed project will not result in significant adverse environmental impacts. Anticipated impacts are minor and localised during construction stage and environmental mitigation measures have been designed as outlined in the EMP to address identified

66 impacts. Overall the project is expected to be beneficial providing improved school and better hygiene and sanitation facilities. The EMP also presents the institutional responsibilities for implementing the mitigation measures, government will assign staff to implementation safeguard requirements and will be supported by a national environment consultant.

101. This draft IEE and EMP is based on the assessment of 62 identified schools. The IEE and EMP will be updated should there be any major changes in the detailed design of the project. The EMP will be included in the bid and contract documents.

X. APPENDIXES

Appendix 1: Enviromental Management Plan and Monitoring Matrix for USESD Appendix 2. List of Infrastructure projects that required an IEIA or EIA Appendix 3A: Master Plans of the 62 Schools Appendix 3B: School Maps of the 84 sub-projects: 14 SRCs, 5 LSSs upgrading to USSs, 10 Overcrowded USSs, 44 TQs and 11 repair and rehabilitation school. Appendix 4A. Attendance Sheets Appendix 4B. Photo documentation of the consultation meetings. Appendix 4C: Rapid Environmental Assessment (REA) Checklist Appendix 4D: A Checklist for Preliminary Climate Risk Screening Appendix 4E: School Site Screening Report Appendix 4F: Site Safeguard Report Appendix 4G: Questionnaires (Mental Map) for the SRS Field Work Visits Appendic 4H. Minutes of the Public Conultation Meeting Appendix 5. Templates of Safe Guard Monitoring Report in Monthly, Quarterly, And Semi-Anuual Report

APPENDIX 1. ENVIROMENTAL MANAGEMENT PLAN AND MONITORING MATRIX FOR USESD

Mitigation Measures Monitoring Issue / Potential Environmental Implementing Mitigation Frequency and Means of Monitoring Activity Proposed Mitigation Measures Impact Responsibility Cost Monitoring Responsibility CONSTRUCTION STAGE  Lowered water quality from  Limit the areas to be excavated to eroded material; those that can be effectively  Loss of visual amenity from managed and protected. poorly located and finished  Topsoil is removed and stored in dumpsites; separate heaps that are located in  Soil erosion and sedimentation of stable areas for later re-use for site Preparation of site: water courses as a result of the rehabilitation. Weekly or as required demolishing of removal of the topsoil and from  Excavated material is sorted and until site has been existing old building improper disposition of the spoils; stored as either competent (able to established. Included in the Contractors, EO/NES excavation, removal be reused) and incompetent (to be Contractors  Increased levels of particulate contract price to verify and disposal of matter as a result of the disposed of) materials. Verify that clearance and unusable materials. excavation works and dumping of  Materials are not to be excavation have met materials, which is projected to be disposed/stockpiled less than 20 mitigation requirements. particularly problematic during the meters (m) from water courses. dry periods;  Side casting of materials are not to  Loss of vegetation as a result of be undertaken especially during the the excavation works. wet season.  At completion of work dumping areas to be re-top-soiled and re- vegetated.  Instruct workers to report a chance As necessary discovery of land mine/UXO/bomb to authorities.  Send a request to CMAC for the Accidental discovery  Accidental discovery of land clearing of the land mine/UXO/bomb. of land mine/UXO/bomb at the  Provide barricade and warning signs mine/UXO/bomb Included in the Contractors, EO/NES construction site may around the area where the land Contractors during site contract price to verify compromise the safety of workers mine/UXO/bomb has been found preparation and and students  Allow the proper authorities to excavation activities remove the land mine/UXO/bomb and to clear the area before any construction works can commence again.

Mitigation Measures Monitoring Issue / Potential Environmental Implementing Mitigation Frequency and Means of Monitoring Activity Proposed Mitigation Measures Impact Responsibility Cost Monitoring Responsibility Preparation of site  Clearing and grubbing activities  Contractor’s facilities are to be limited and establishment of for the establishment of the to reduce unnecessary clearing of contractor’s facilities required facilities, quarries, camps vegetation. (camps, offices, and offices will result in loss of  Sanitary waste and grey water (or quarries, concrete vegetation which may further wastewater excluding fecal matter) is batching areas etc.). result in soil erosion and not to be released untreated into increased sedimentation of surface water systems. As the nearby water bodies; workers’ camps are temporary  An acute increase in ambient structures, a mechanical system like levels of noise may be sand filtration could be installed near experienced as a result of the the camps. operation of the heavy equipment  Solid waste from the camps will be and increased vehicular matter properly collected and disposed in may occur because of the the approved disposal sites. removal of covering vegetation  Septic tanks are to be constructed to At start of site and the increase human and address the domestic waste that will Included in the Contractors, EO/NES Contractors establishment, then as vehicular traffic in the area; be generated from the camps and contract price to verify required.  Increased levels of SO2 and NO2 contractor’s offices; as a result of the operation of the  Proper drainage facilities, such as a various heavy equipment, storm drainage system are to be vehicles; established in the camps and  Contamination of water bodies facilities to mitigate contamination of and the aquifer may also result the nearby water courses and due to the and human traffic in the aquifers; area  Sites are to be properly drained.  An acute increase in suspended Paved areas, including vehicle particulate generation of solid and parking areas, workshops and fuel domestic waste from camps and storage areas are to drain to an oil offices; and water separator;  Machinery and equipment are to be maintained in good working conditions at all times.  During the works, the operation of  Temporary construction facilities At start of noisy activities heavy equipment and various such as labor camps (inside the then as required. construction machinery are school compound), and soil

primary noise generators. excavation, equipment located in the Contractors & Included in the Contractors, EO/NES Noise and vibration Community complaints. school far away from students CLO contract price to verify  Poor maintenance of equipment Grievance redress learning activities and playing areas. may cause very high noise levels. mechanism (GRM) and  Noise sources, such as vehicles, complaints register

Mitigation Measures Monitoring Issue / Potential Environmental Implementing Mitigation Frequency and Means of Monitoring Activity Proposed Mitigation Measures Impact Responsibility Cost Monitoring Responsibility  Poor loading, unloading, will be relocated to less sensitive excavation, and hauling areas and at least 1 km away to take techniques may lead to increased advantage of distance and shielding. noise levels.  Silencers will be installed in construction equipment and machinery and maintained properly at all times.  Equipment and machinery with lower sound levels will be selected for the use.  Protection devices such as ear plugs/ or ear muffs will be provided to the workers during period of operating high noise generating machines.  Construction activities will be carried out between 7:00 am to 7:00 pm and taking into account school special event like exam and to avoid disturbance to nearby communities at night. Only in extreme instances will work beyond these hours be allowed.  Noise barriers such as earth mounds or walls of wood, metal that form a solid obstacle between the work areas and community will be used.  Proper information and notification of the concerned local government unit will be conducted to prevent disturbance and nuisance to nearby settlement areas.  Acute increase in levels of total  Water sprinkling, water fogging, suspended particulate matter, broom sweeping will be carried out in  As determined by wind SOx, NOx and CO; dust prone locations, unpaved and site conditions.  Increase in incidence of upper haulage roads, earthworks, Contractors & Included in the  Complaints from Contractors, EO/NES Air quality respiratory diseases due to stockpiles. CLO contract price school and to verify elevated levels of pollutants in the  Open burning of solid wastes (plastic, communities (GRM work paper, organic matters) will be and records) prohibited.  Use of dust control methods

Mitigation Measures Monitoring Issue / Potential Environmental Implementing Mitigation Frequency and Means of Monitoring Activity Proposed Mitigation Measures Impact Responsibility Cost Monitoring Responsibility areas and nearby settlement (Such as covers, water suppression areas; on paved or unpaved road surfaces,  Increased incidence of accidents or increase moisture content for open due to low visibility during dusty materials storage piles) will be conditions in the work areas; practiced.  Nuisance to residents near haul  A regular vehicle maintenance and roads due to increased traffic in repair program will be implemented. the area  Masks and personal protective equipment (PPE) will be provided to the construction workers to minimize inhalation of respirable suspended particulate matters.  Limit the extent of excavation to reduce soil erosion potential.  Install control structures or soil conservation protection methodology is to be applied to susceptible areas  Loss of soil resources to avoid storm water runoff carrying  Sedimentation - decreased water eroded materials either, off-site to Contractors, Monthly and then as quality of water courses affected; susceptible areas or, else onto EO, and NES Included in the required. Contractors, EO/NES Earthwork cut and fill  Eroded soil interfering with already finished work areas will advise on re- contract price to verify vegetation construction activities  Schedule construction so that large Sites are stable.  Increased turbidity in nearby areas of soil are not laid bare during requirements watercourses and channels. wet seasons, and avoid excavating areas and operating machinery in wet ground conditions  Excavated areas are to be re- vegetated as soon as possible at the completion of the work site. Conduct of prohibited  Health dangers to workers and  Contractor to abide by prohibited Contractors, EO/NES activities environment activities as listed in Appendix 5 of Contractors N/A Spot checks as required to verify the SPS.  Unrestricted access to the work  Access to the contractor’s facilities sites and contractor’s facilities will be controlled. may present security concerns  A security fence will be installed Weekly verification of.  Increased risk of accidents as a around the facilities Included in the accident reports involving Contractors, EO/NES Public access to site Contractors result of unhampered access of  Visitors will be required to report to a contract price community and school to verify unauthorized persons, especially check point before being allowed students school students, into the work entry into the site. areas and facilities.

required to warn people that there is no right of entry to these areas.  Provide safety warning signs at the construction sites  Provide information board about the construction activities scheduled and contacted person coordinate with school authorities, teachers, parents and school about the construction activities  Trucks and other vehicles will be Weekly verification of. maintained in a safe operating accident reports and  Accidents to surrounding condition. community and school Community and communities and schools from  All drivers and machinery operators population complaints school students Included in the Contractors, EO/NES vehicles transiting the areas must act responsibly. Contractors safety from increased contract price to verify  Instruct haulers to reduce speed vehicle movements  All loads are to be secured and all when passing through the site loads with fugitive materials (e.g. excavated soil and sand) are to be covered with tarpaulins,  Hazards from operating and using  Workers and school population to be machinery. Direct hazards to the provided with safe working machine operators, school environment including: (i) warning students, teachers and to workers signs and barriers around work working in the vicinity of the areas; (ii) no drugs or alcohol allowed machine; on site; and (iii) noise and dust  Hazards to workers exposed from controlled. heavy materials being lifted by  All workers are provided with safety cranes; equipment appropriate for the task in Spot checks and weekly Workplace health and Included in the Contractors, EO/NES  Traffic accident hazards. which they are employed. Contractors inspections; accident safety contract price to verify  To be supplied on-site for workers: record. Potable water, chemical toilet, changing place with clothes storage, and washing and showering facilities.  Prior to entering site for first time workers to be inducted to site and site hazards explained together with explanation of work site safety procedures

Mitigation Measures Monitoring Issue / Potential Environmental Implementing Mitigation Frequency and Means of Monitoring Activity Proposed Mitigation Measures Impact Responsibility Cost Monitoring Responsibility  Provide barrier/board-up around the construction site to avoid unauthorized entry at the sit  Medical and first aid facilities provided together with a person qualified in first aid.  The COVID-19 Outbreak  The Standardized Protocols 8have represents significant health and been applied and shall apply for all safety risks. In accordance with construction sites outlines the best the ADB Safeguard Policy practices for construction sites in Statement (SPS) and the order to maintain the health and loan/grant/financing agreement safety of all workers required to between ADB and the borrower, perform duties during the COVID-19 Included in the Contractors are the borrower is required to assess crisis. The protocols, which include contract price responsible for implications of unanticipated risks prevention, detection and response compliance with and impacts; and to identify and measures, will minimize the impacts (Masks, the rules, Spot checks and every implement necessary risk of the crisis. The responding to Temperature Contractors, EO/NES regulations and day inspections during mitigation measures. fighting the COVID-19 pandemic measurement to verify practices working; accident record. have been mention as below: tools, Posters, required by the Alcohol & applicable  Apply recommendations and best Soap) = authorities. practices from MOH to construction USD5,000 site procedures

 Establish and maintain a common Covid-19 pandemic response plan across construction sites such as employers, managers, workers,

8 http://www.cdcmoh.gov.kh/resource-documents/covid-19-documents See e.g.: World Health Organization. 2020. Considerations for public health and social measures in the workplace in the context of COVID-19. Geneva. Available here: https://www.who.int/publications-detail/considerations-for-publichealth-and-social-measures-in-the-workplace-in-the-context-of-covid-19; HM Government. 2020. Working safely during COVID-19 in construction and other outdoor work. Guidance for employers, employees and the self-employed. Available here: https://assets.publishing.service.gov.uk/media/5eb961bfe90e070834b6675f/working-safely-during-covid-19-construction-outdoors-110520.pdf. The Canadian Construction Association. 2020. COVID 19 Standard Protocols. Available here: https://www.cca-acc.com/wp-content/uploads/2020/04/CCA-COVID-19-Standardized-Protocols-for-All- Canadian-Construction-Sites-04-16-20.pdf

 Regular and thorough hand washing with soap and water or hand hygiene with alcohol-based hand-rub before starting work, before eating, frequently during the work shift, especially after contact with co- workers or customers, after going to the bathroom, after contact with secretions, excretions and body fluids, after contact with potentially contaminated objects (gloves, clothing, masks, used tissues, waste), and immediately after removing gloves and other protective equipment but before touching eyes, nose, or mouth.  Hand hygiene stations, such as hand washing and hand rub dispensers, should be put in prominent places around the workplace and be made accessible to all staff, contractors, clients or customers, and visitors along with communication materials to promote hand hygiene.  Ensure that medical face masks and paper tissues are available at the workplace, for those who develop a runny nose or cough at work, along with bins with lids for hygienic disposal.  If a worker is sick, they should not come to work. If a member of staff or a worker feels unwell while at work, provide a medical mask so that they may get home safely. Where masks are used, whether in line with government policy or by personal choice, it is very important to ensure

Mitigation Measures Monitoring Issue / Potential Environmental Implementing Mitigation Frequency and Means of Monitoring Activity Proposed Mitigation Measures Impact Responsibility Cost Monitoring Responsibility safe and proper use, care and disposal.  Physical distancing: introduce measures to keep a distance of at least 1 meter between people and avoid direct physical contact with other persons (i.e. hugging, touching, shaking hands), strict control over external access, queue management (marking on the floor, barriers)  Reduce density of people in the building (no more than 1 person per every 10 square meters),  Workers returning from an area where Covid-19 transmission is occurring should monitor themselves for symptoms for 14 days and take their temperature twice a day; if they are feeling unwell, they should stay at home, self-isolate, and contact a medical professional.  Enhanced hand hygiene – regular hand washing with soap and water or use of alcohol-based hand rub, including before entering and after leaving enclosed machinery, vehicles, confined spaces, and before putting on and after taking off personal protective equipment;  Provide personal protective equipment and training on its proper use – e.g. masks, disposable gowns, disposable gloves or heavy-duty gloves that can be disinfected. Provide face or eye protection (medical mask, face shields, or goggles) during cleaning procedures that generate splashes (e.g. washing surfaces).  Provide posters to increase awareness of COVID-19 among workers and promote safe individual

Mitigation Measures Monitoring Issue / Potential Environmental Implementing Mitigation Frequency and Means of Monitoring Activity Proposed Mitigation Measures Impact Responsibility Cost Monitoring Responsibility practices at the workplace, engage workers in providing feedback on the preventive measures and their effectiveness.  Use the temperature measurement tool to check up the temperature before someone enter into the construction site. (if the heat is from 80 degree will not allow them to work in the construction site) and advise them to check up the temperature at the health center.  There must be no discrimination in the access of workers to protective measures for prevention of COVID- 19. Refugee and migrant workers should have equal access to personal protective equipment as well as to COVID-19 prevention, treatment and care, referral, rehabilitation, social protection, and occupational health services, including mental health and psychosocial support. Special efforts should be taken to prevent social stigma of workers suspected of being infected, infected with, or recovered from COVID-19. OPERATION STAGE Infrastructure  Lowering of soil and water quality.  All maintenance wastes are DOE MoEYS/DOE During conduct of MoEYS maintenance include collected. operating cost maintenance work training of teachers  Site to be kept tidy and no waste and students on allowed to accumulate in yard or sites hygiene, sanitation and waste disposal Maintenance of toilets  The smell from toilets affects the  Always nominate someone or take School directors, School Everyday School authorities learning and working of people turn to clean the toilets teachers in operational and students around the site: students, charge, youth cost teachers, workers, nearby council residents

Mitigation Measures Monitoring Issue / Potential Environmental Implementing Mitigation Frequency and Means of Monitoring Activity Proposed Mitigation Measures Impact Responsibility Cost Monitoring Responsibility Paying more attention  The waste from chemical  Always monitor the wastage of the Teachers in School Every experiment, Teachers in charge of to the chemical substance is very dangerous for chemical substance before, during charge of operational practice of using the Science and substance from the people health around the areas: and after the experiment including Science and cost chemical substance laboratory science laboratories students, teachers, nearby storing in the safe place laboratory residents Notes: CLO= Community Liaison Officer, CMAC= Cambodian Mine Action Centre, CO = Carbon monoxide, Covid-19= Coronavirus disease of 2019, DOE = District Office of Education; EO = Environment and Social Safeguard Officer, GRM= Grievance redress mechanism, MoEYS = Ministry of Education, Youth, and Sport; MOH= Ministry of Health, N/A= Not applicable, NES = National Environment Specialist, NO2= Nitrogen dioxide, NOX= Nitrogen oxides, PCU = Project Coordination Unit, PIC= Project Implementation Consultant, PPE= Personal protective equipment, SO2 =Sulfur dioxide, SOX= Sulphur Oxides, SPS = (ADB) Safeguard Policy Statement (2009), UXO =Unexploded Ordinance

APPENDIX 2. LIST OF INFRASTRUCTURE PROJECTS THAT REQUIRED AN IEIA OR EIA

No. Type and activities of the projects (Infrastructure) Size / Capacity 1 Urbanization development All sizes 2 Industrial zones All sizes 3 Construction of bridge-roads ≥ 30 Tones weight 4 Buildings Height ≥ 12 m or floor ≥ 8,000 m2 5 Restaurants ≥ 500 Seats 6 Hotels ≥ 60 Rooms 7 Hotel adjacent to coastal area ≥ 40 Rooms 8 National road construction ≥ 100 Kilometers 9 Railway construction All sizes 10 Port construction All sizes 11 Airport construction All sizes 12 Dredging ≥ 50,000 m3 13 Dumping site ≥ 200,000 people

Below are the areas of floors, height and number of rooms of the 73 sub-projects. The maixum figures of the 73 sub-projects are less that the required to complete the IEIA or EIA

No. Type and activities of the Areas of floors Height No. Rooms projects (Infrastructure) 1 SRC 920m2 10.6m 17 2 LSS 360m2 6.95m 5 3 USS 432m2 10.4m 10 4 TQ 104m2 6.3m 3 Maximum 920m2 10.6m 17 Required to do IEIA/EIA 8,000 m2 ≥ 12 m ≥ 40 rooms

APPENDIX 3A. MASTER PLANS OF THE 62 SCHOOLS

1. The Master Plan of Hun Sen Skun USS (1SRC) is located in Ta sen village, Soten Commune, Chheung Prey District, Kampong Cham province

2. The Master Plan of HS Sandek-USS (1TQ) is located in Kampal village, Sandek Commune, Ba Theay District, Kampong Cham province

3. The Master Plan of Samphak Borak USS (1SRC & 1 RR) is located in Sambo village, Sambo Commune, Sambo District, Kratie province)

4. The Master Plan of Thmar Kre USS (1TQ) is located in Thmer Kre village, Thmar Kre Commune, Chet Borey District, Kratie province

5. The Master Plan of Kampong Thom USS (1SRC) is located in Achaleak village, Achaleak Commune, Steung Sen District, Kampong Thom Province

6. The Master Plan of Krava USS (1TQ) is located in Kra Va village, Kra Va Commune, Baray District, Kampong Thom Province.

7. The Master Plan of Phnom Sampoeuv USS (1 SRC) is located in Phnom Sompoeuv village, Phnom Sompoeuv Commune, Banan District, Battambang Province

8. The Master Plan of Pechenda USS (1 TQ) is located in Phnom Touch village, Pechenda Commune, Phnom Prek District, Battambang Province

9. The Master Plan of Rukhakiri USS (1 TQ) is located in Prei Anporn village, Sdok Bravek Commune, Rukhakiri District, Battambang Province

10. The Master Plan of Poipet USS (1 SRC) is located in Methapheap Village, Poi Pet Commune, Poi Pet District, Banteay Meanchey Province

11. The Master Plan of Hunsen Namtav USS (1 TQ) is located in Kantout Village, Namtav Commune, Phnom Srok District, Banteay Meanchey Province

12. The Master Plan of Anlung Veng USS (1SRC, 1TQ & 1RR) is located in Thnol Kaing Village, Anlung Veng Commune, Anlung Veng District, Oddor Meanchey Province

13. The Master Plan of Ampil USS (1 Overcrowded USS, 1TQ &1 RR) is located in Ampil Thmey village, Ampil Commune, Banthey Ampil District, Oddor Meanchey Province

14. The Master Plan of Techor Samrong USS (1TQ) is located in Borey Ratabal village, Samrong Commune, Samrong District, Oddor Meanchey Province

15. The Master Plan of Hunsen Oddor Meanchey USS (1TQ) is located in Borey Ratabal village, Samrong Commune, Samrong District, Oddor Meanchey Province

16. The Master Plan of Hunsen Chongkal USS (1TQ) is located in Banthey They village, Chong Kal Commune, ChongKal District, Oddor Meanchey Province

17. The Master Plan of Hunsen KohThom USS (1SRC) is located in Phom Prek Thmei village, Prek Thmei Commune, Koh Thom District, Kandal Province

18. The Master Plan of Hunsen Kampong Phnom USS (1TQ) is located in Ampel Teuk village, Kampong Phnom Commune, Leuk Dek District, Kandal Province

19. The Master Plan of Hunsen Peam Ror USS (1SRC) is located in Peam Ror village, Peam Ror Commune, Peam Ror District, Prey Veng Province

20. The Master Plan of Hunsen Poreang USS (1TQ) is located in Poreang Tbong village, Poreang Commune, Poreang District, Prey Veng Province

21. The Master Plan of Hunsen Ou Reang Ov USS (1SRC) is located in Kong Chey village, Kong Chey Commune, Ou Reang Ov District, Tbong Khmum Province

22. The Master Plan of Hunsen Damber USS (1TQ) is located in Damber village, Damber Commune, Damber District, Tbong Khmum Province

23. The Master Plan of Hunsen Krakor USS (1SRC) is located in Somroang village, Kbal Trach Commune, Krakor District, Pursat Province

24. The Master Plan of Hunsen Boribo USS (1SRC) is located in Kanseng village, Khunrong Commune, Boribo District, Kampong Chhnang Province

25. The Master Plan of Propey Kiri USS (1TQ) is located in Prek Krey village, Prek Krey Commune, Chlkiri District, Kampong Chhnang Province

26. The Master Plan of Ou Dong USS (1SRC) is located in Ou Karong village, Vaing Chas Commune, Oudong District, Kampong Speu Province

27. The Master Plan of Samdach Chea Sim Oral USS (1TQ) is located in Kauk village, Sangker Satok Commune, Oral District, Kampong Speu Province

28. The Master Plan of Sre Ambel USS (1 SRC, 1TQ & 1RR) is located in Trapaing village, Sre Ambel Commune, Sre Ambel District, Koh Kong Province

29. The Master Plan of Koh Sdach USS (1 Overcrowded USS, 1 TQ & 1RR) is located in Koh Sdach village, Koh Sdach Commune, Kiri Sakor District, Koh Kong Province

30. The Master Plan of Hun Sen Chikhor Leu USS (1 Overcrowded USS) is located in Chi Khor Leu village, Chi Khor Leu Commune, Sre Ambel District, Koh Kong Province

31. The Master Plan of Thmar Sar USS (1TQ) is located in Thmar Sar Village, Thmar Sar Commune, Botum Sakor District, Koh Kong Province

32. The Master Plan of Chi Phat USS (1TQ) is located in Village, Commune, District, Koh Kong

33. The Master Plan of Botum Sakor USS (1TQ & 1RR) is located in Village, Commune, District, Koh Kong Province

34. The Master Plan of Koh Kong USS (1TQ) is located in Village, Commune, District, Koh Kong Province

35. The Master Plan of Hunsen Veal Rinh USS (1SRC) is located in Veal Meas Village, Veal Rinh Commune, Prey Nob District, Preah Sihanouk Province

36. The Master Plan of Hun Sen O Don Ta USS (1LSS, 1TQ &1RR) is located in Dey Sa eth Village, Steung Trang Commune, Sala Krao District, Pailin Province

37. The Master Plan of Paing Rolim USS (1TQ) is located in Paing Rolim Village, O Ta Vao Commune, O Ta Vao District, Pailin Province

38. The Master Plan of O Chum USS (1LSS & 1TQ) is located in O Chum Village, O Chum Commune, O Chum District, Rattanakiri Province

39. The Master Plan of Ta Veng USS (1LSS) is located in Ta Veng Village, Ta Veng Leu Commune, Ta Veng District, Rattanakiri Province

40. The Master Plan of Virakchey USS (1Overcrowded, 1TQ & 1RR) is located in Chhvang Village, Ta Pong Commune, Veun Sai District, Rattanakiri Province

41. The Master Plan of Bor Keo USS (1TQ) is located in Mouy Village, Laminh Commune, Bor Kaov District, Rattanakiri Province

42. The Master Plan of Andong Meas USS (1TQ) is located in Lorn Village, Malek Commune, Andong Meas District, Rattanakiri Province

43. The Master Plan of Lum Phat USS (1TQ) is located in Dey Lo Village, Chey Oddom Commune, Lumphat District, Rattanakiri Province

44. The Master Plan of Ante Versekathan Krong Banlung USS (1TQ) is located in Thmar Da Village, Beung Kanseng Commune, Banlung District, Rattanakiri Province

100

45. The Master Plan of Mlu Prey USS (1LSS) is located in Mlu Prey Village, Mlu Prey Mouy Commune, Cheb District, Preah Vihear Province

46. The Master Plan of Phnom Dek USS (1Overcrowded & 1TQ) is located in Phnom Dek Village, Rumney Commune, Roveang District, Preah Vihear Province

101

47. The Master Plan of Kampong Sralao USS (1Overcrowded & 1TQ) is located in Kampong Sralao Village, Kampong Sralao 1 Commune, Chheb District, Preah Vihear Province

48. The Master Plan of Sra Yang USS (1Overcrowded & 1TQ) is located in Sra Yang Chheung Village, Sra Yang Commune, Kulen District, Preah Vihear Province

102

49. The Master Plan of Sang Kum Thmey USS (1TQ & 1RR) is located in Tbeng Village, Chamren Commune, Sangkum Thmey District, Preah Vihear Province

50. The Master Plan of Kulen USS (1RR) is located in Village, Commune, District, Preah Vihear Province

103

51. The Master Plan of Pakdavath USS (1RR) is located in Village, Commune, District, Preah Vihear Province

52. The Master Plan of Hunsen Koh Sralay LSS (1LSS & 1TQ) is located in Kaing Dek Village, Koh Sralay Commune, Siem Bok District, Stung Treng Province

104

53. The Master Plan of Preah Reach Bochnikech USS (1Overcrowded) is located in Prek Village, Stung Treng Commune, Stung Treng District, Stung Treng Province

54. The Master Plan of Preah Ko USS (1Overcrowded & 1TQ) is located in Thalavoriwath Village, Thalavoriwath Commune, Thalavoriwath District, Stung Treng Province

105

55. The Master Plan of O Pong Moan USS (1TQ), reachea Nukol Village, Steung Treng Sangkat, Steung Treng Krong.

56. The Master Plan of Sesan Sovathapheap USS (1TQ) is located in Kamphun Village, Kamphun Commune, Sesan District, Stung Treng Province

106

57. The Master Plan of Chros Bousra USS (1Overcrowded&1TQ) is located in Bou Sra Village, Bou Sra Commune, Pich Chreada District, Mondulkiri Province

58. The Master Plan of Keo Seima USS (1TQ) is located in O am Village, Sre Kthum Commune, Keo Seima District, Mondulkiri Province

107

59. The Master Plan of Chneng USS (1TQ) is located in Sre Kthum Village, Sre Kthum Commune, Keo Seima District, Mondulkiri Province

60. The Master Plan of Sok An Soben USS (1TQ) is located in Kbal Damrey Village, Kauk Prich Commune, Kirivong District, Takeo Province

108

61. The Master Plan of Samdach Chea Sim Angkorchey USS (1TQ) is located in Bral Village, Tany Commune, Angkorchey District, Kompot Province

62. The Master Plan of HS Borivas USS (1TQ). Tram Sarsar Village, Samrong Leu Commune, Banthey Meas District, Kompot province.

109

APPENDIX 3B. SCHOOL MAPS OF THE 84 SUB-PROJECTS: 14 SRCS, 5 LSSS UPGRADING TO USSS, 10 OVERCROWDED USSS, AND 44 TQS

1) School Map of Hun Sen Skun USS, is located in Ta sen village, Soten Commune, Chheung Prey District, Kampong Cham province

2) School Map of Samphak Borak USS is located in Sambo village, Sambo Commune, Sambo District, Kratie province

110

3) School Map of Kampong Thom USS is locatd in Achaleak village, Achalak Commune, Steung Sen District, Kampong Thom province.

4) School Map of Phnom Sampoav USS is located in Phnom Sompov village, Phnom Sampoav Commune, Banan District, Battambang province.

111

5) School Map of Poy Pet USS is located in Methapheap village, Poy pet Commune, Poy Pet District, Banteay Meanchey province.

6) School Map of Anlung Veng USS is located in Thnol Keng village, Anlung Veng Commune, Anlung Veng District, Odder Meanchey province.

112

7) School Map of Ampil Upper Secondary School (USS) is located in Ampil Thmey village, Ampil commune, Bantey Ampil district, Oddormeanchey province

8) School Map of Hun Sen Boribo USS is located in Kanseng village, Khunrong commune, Boribo district, Kampong Chhnang province

113

9) School Map of Hun Sen Koh Thom USS is located in Phom Prek Thmei village, Prek Thmei commune, Koh Thom district, Kandal province

10) School Map of Hun Sen Ou Reang Ov USS is located in Kong Chey village, Kong Chey commune, Ou Reang Ov district, Tbong Khmum province

114

11) School Map of Hun Sen Veal Rinh USS is located in Veal Meas village, Veal Rinh commune, Prey Nob district, Preah Sihanouk province

12) School Map of Krakor USS is located in Somroang village, Kbal Trach commune, Krakor district, Pursat province

115

13) School Map of Oudong USS is located in Ou Karong village, Vaing Chas commune, Oudong district, Kampong Speu province

14) School Map of Peam Ro USS is located in Peam Koh village, Peam Ro commune and district, Prey Veng province

116

15) School Map of Sre Ambel USS is located in Tropang village, Sre Ambel commune and district, Koh Kong province

16) School Map of Koh Sdach USS is located in Koh Sdach village, Koh Sdach commune, Kiri Sakor district, Koh Kong province

117

17) School Map of Hun Sen Chi Khor Leu USS is located in Chikhor leu village, Chi Khor Leu commune, Sre Ambel district, Koh Kong province

18) School Map of Hun Sen Koh Sralay Lower Secondary School is located in Kaing Dek village, Koh Sralay commune, Siem bok district, Stung Treng province

118

19) School Map of Preah Reach Bochnikech USS is located in Prek village, Stung Treng commune, Stung Treng district, Stung Treng province

20) School Map of Preah Ko USS is located in Thalaboriwath village, Thalaboriwath commune, Thalaboriwath district, Stung Treng province

119

21) School Map of O Chum Lower secondary School is located in O chum village, Ochum commune, Ochum district, Rattanakiri province

22) School Map of Ta Veng Lower secondary school is located in Taveng village, Taveng leu commune, Taveng district, Rattanakiri province

120

23) School Map of Virakchey USS is located in Chhvang village, Pong commune, Veun Sai district, Rattanakiri province

24) School Map of Mlu Prey Lower Secondary School is located in Mlu prey village, Mlu Prey mouy commune, Cheb district, Preah Vihear province

121

25) School Map of Phnom Dek USS is located in Phnom Dek village, Rumney commune, Roveang district, Preah Vihear province

26) School Map of Kampong Sralao USS is located in Kampong Sralao village, Kampong Sralao 1 commune, Cheb district, Preah Vihear province

122

27) School Map of Sra Yang USS is located in Sra Yang Chheung village, Sra Yang commune, Kulen district, Preah Vihear province

28) School Map of Hun Sen O Don Ta Lower Secondary School (LSS) is located in Dey Sa eth village, Steung Trang commune, Sala Kraov district, Pailin Province

123

29) School Map of Chros Bousra USS is located in Bousra village, Bousra commune, Chreda district, Mondulkiri province

School maps of the below 33 schools are to be provided later due to the complexity of the software program generated the maps. The software program currently used by the Department of Construction. Is an old version which required accurate coordornate longitude (X) and latitude (Y) of the location.

30. School Map of HS Sandek-USS is located in Kampal village, Sandek Commune, Ba Theay District, Kampong Cham province

31. School Map of Thmar kre USS is located in Thmar Kre Village, Thmar Kre Commune, Chet Borey District, Kratie Province

32. School Map of Krava USS is located in Kra Va village, Kra Va Commune, Baray District, Kampong Thom Province.

33. School Map of Pechenda USS is located in Phnom Touch village, Pechenda Commune, Phnom Prek District, Battambang Province

34. School Map of Rukhakiri USS is located in Prei Anporn village, Sdok Bravek Commune, Rukhakiri District, Battambang Province

35. School Map of Hunsen Namtav USS is located in Kantout Village, Namtav Commune, Phnom Srok District, Banteay Meanchey Province

124

36. School Map of Techor Samrong USS is located in Borey Ratabal village, Samrong Commune, Samrong District, Oddor Meanchey Province

37. School Map of Hunsen Oddor Meanchey USS is located in Borey Ratabal village, Samrong Commune, Samrong District, Oddor Meanchey Province

38. School Map of Hunsen Chongkal USS is located in Banthey They village, Chong Kal Commune, ChongKal District, Oddor Meanchey Province

39. School Map of Hunsen Kampong Phnom USS is located in Ampel Teuk village, Kampong Phnom Commune, Leuk Dek District, Kandal Province

40. School Map of Hunsen Poreang USS is located in Poreang Tbong village, Poreang Commune, Poreang District, Prey Veng Province

41. School Map of Hunsen Damber USS is located in Damber village, Damber Commune, Damber District, Tbong Khmum Province

42. School Map of Propey Kiri USS is located in Prek Krey village, Prek Krey Commune, Chlkiri District, Kampong Chhnang Province

43. School Map of Samdach Chea Sim Oral USS is located in Kauk village, Sangker Satok Commune, Oral District, Kampong Speu Province

44. School Map of Thmar Sar USS is located in Thmar Sar Village, Thmar Sar Commune, Botum Sakor District, Koh Kong Province

45. School Map of Chi Phat USS is located in Chiphat village, Chi Phat commune, Thmar Baing …….District, Koh Kong Province

46. School Map of Botumsakor USS is located in Andong Tek village, Andong Tek commune, Botum Sakor District, Koh Kong Province

47. School Map of Koh Kong USS is located in Phoum 1 village, Smach meanchey commune, Khemarak Phoumin District, Koh Kong Province

48. School Map of Paing Rolim USS is located in Paing Rolim Village, O Ta Vao Commune, O Ta Vao District, Pailin Province

49. School Map of Bor Keo USS is located in Mouy Village, Laminh Commune, Bor Kaov District, Rattanakiri Province

50. School Map of Andong Meas USS is located in Lorn Village, Malek Commune, Andong Meas District, Rattanakiri Province

51. School Map of Lum Phat USS is located in Dey Lo Village, Chey Oddom Commune, Lumphat District, Rattanakiri Province

125

52. School Map of Ante Versekathan Krong Banlung USS is located in Thmar Da Village, Beung Kanseng Commune, Banlung District, Rattanakiri Province

53. School Map of Sang Kum Thmey USS is located in Tbeng Village, Chamren Commune, Sangkum Thmey District, Preah Vihear Province

54. School Map of Kulen USS is located in Kulen District, Preah Vihear Province

55. School Map of Pakda Vath USS is located in Preah Vihear Province

56. School Map of Sesan Sovathapheap USS is located in Kamphun Village, Kamphun Commune, Sesan District, Stung Treng Province

57. School Map of O Pong Moan USS is located in Reach Mongkul Village, Stung Treng Commune, Stung Treng District, Stung Treng Province

58. School Map of Keo Seima USS is located in O am Village, Sre Kthum Commune, Keo Seima District, Mondulkiri Province

59. School Map of Chneng USS is located in Sre Kthum Village, Sre Kthum Commune, Keo Seima District, Mondulkiri Province

60. School Map of Sok An Soben USS is located in Kbal Damrey Village, Kauk Prich Commune, Kirivong District, Takeo Province

61. School Map of Samdach Chea Sim Angkorchey USS is located in Bral Village, Tany Commune, Angkorchey District, Kompot Province

62. School Map of Hunsen Borivas USS is located in Tram Sarsar Village, Samrong Leu Commune, Banthey Meas District, Kompot Province

126

APPENDIX 4A. ATTENDANCE SHEETS

127

128

129

130

131

132

133

134

135

136

137

138

139

140

141

142

143

APPENDIX 4B. PHOTO DOCUMENTATION OF THE CONSULTATION MEETINGS

Due to the big size of the photos and limited space, only some samples of the photos during the consultation are attached here.

The meeting was held on 18 October 2018 at Hun Sen Koh Thom USS, Kandal province

The meeting was held on 19 October 2018 at Peam Ror USS, Prey Veng province

The meeting was held on 20 October 2018 at O Reang Ov USS, Tbong Khmum province

144

The meeting was held on 25 October 2018 at Krakor USS, Pursat province

The meeting was held on 26 October 2018 at Boriob USS, Kaampong Chhnang province

The meeting was held on 27 October 2018 at Oudong USS, Kampong Speu province

145

The meeting was held on 28 October 2018 at Sre Ambel USS, Koh Kong province

The meeting was held on 29 October at Veal Rinh USS, Preah Sihanouk province

146

APPENDIX 4C. RAPID ENVIRONMENTAL ASSESSMENT (REA) CHECKLIST

Instructions: (i) The project team completes this checklist to support the environmental classification of a project. It is to be attached to the environmental categorization form and submitted to the Environment and Safeguards Division (SDES) for endorsement by Director, SDES and for approval by the Chief Compliance Officer.

(ii) This checklist focuses on environmental issues and concerns. To ensure that social dimensions are adequately considered, refer also to ADB's (a) checklists on involuntary resettlement and Indigenous Peoples; (b) poverty reduction handbook; (c) staff guide to consultation and participation; and (d) gender checklists.

(iii) Answer the questions assuming the “without mitigation” case. The purpose is to identify potential impacts. Use the “remarks” section to discuss any anticipated mitigation measures.

Country/Project Title: Cambodia/Upper Secondary Education Development Program (USESDP) Sector Division: SEHS

Screening Questions Yes No Remarks A. Project Siting Is the project area adjacent to or within any of the following areas:  Underground utilities   Cultural heritage site   Protected Area   Wetland   Mangrove   Estuarine   Buffer zone of protected area   Special area for protecting biodiversity   Bay  B. Potential Environmental Impacts Will the Project cause…  Encroachment on historical/cultural areas?   Encroachment on precious ecology (e.g.  sensitive or protected areas)?  Impacts on the sustainability of associated  Construction activities will produce waste sanitation and solid waste disposal materials and solid waste from systems? construction site. Solid waste generated during construction activities and from construction workers’ camps will be collected, segregated, and disposed in approved disposal facilities.  Dislocation or involuntary resettlement of  people?  Disproportionate impacts on the poor,  women and children, Indigenous Peoples, or other vulnerable groups?  Accident risks associated with increased  Students at the USS level are big enough vehicular traffic, leading to loss of life? so they are less prone to accidents involving trucks and other vehicles delivering construction supplies to the site.

147

Screening Questions Yes No Remarks Contractors’ bidding documents will require the contractors to maintain their trucks and vehicles in a safe operating condition, all loads to be secured, and all their drivers and machinery operators to act responsibly.  Increased noise and air pollution resulting  Increased traffic volume due to vehicles from increased traffic volume? delivering construction supplies and materials could generate noise and dust. As much as possible, the delivery of construction supplies should be at times which do not affect the study of students. All vehicular movements will be restricted to the delineated construction zone. Construction vehicles, personnel, and machinery will not go, as far as possible areas beyond the delineated construction zone.  Occupational and community health and  Construction activities could produce direct safety risks hazards to machine/ equipment operators, students, teachers, and workers. The bidding documents will require the contractor to provide the workers and the school population (students, teachers, and non-teaching staff) with a safe environment, including: (i) erecting warning signs and barriers around the work areas; (ii) prohibiting drugs and alcohol on site; (iii) controlling noise and dust; (iv) providing workers with safety equipment such as helmets, gloves, goggles; (v) providing workers with clean water, separate toilets, and storage space for their clothes and personal belongings.  Risks and vulnerabilities related to  occupational health and safety due to physical, chemical, biological, and radiological hazards during project construction and operation?  Generation of dust in sensitive areas  Site preparation activities could produce a during construction? lot of dust that could trigger upper respiratory problems and allergies among students, teachers, and construction workers. The contractor will be required to use dust control methods such as masks, cover the sand and rock/stones , water sprinkling in the dust-prone locations and unpaved areas.  Requirements for disposal of fill,  Earthwork cut and fill and disposal of spoils excavation, and/or spoil materials? could block drainage in the area and cause localized ponding and/or muddy runoff. The bidding documents will require the contractor to minimize spoil disposal by

148

Screening Questions Yes No Remarks balancing cut and fill, as much as possible, and to manage spoils  Noise and vibration due to blasting and  Noise levels could increase due to the other civil works? operation of heavy equipment and various construction machineries. The level of total suspended particulate matter could increase as a result of soil excavation. The bidding documents will specify that equipment and machinery with lower sound levels as much as possible  Long-term impacts on groundwater flows  Preparation of site and establishment of as result of needing to drain the project site contractor’s facilities may cause impacts prior to construction? on ground water. Mitigation measures include: (i) Sites are to be properly drained. Paved areas, including vehicle parking areas, workshops and fuel storage areas are to drain to an oil and water separator; and (ii) Proper drainage facilities are to be established in the camps and facilities to mitigate contamination of the nearby water courses and aquifers  Long-term impacts on local hydrology as a  result of building hard surfaces in or near the building?  Large population influx during project  construction and operation that causes increased burden on social infrastructure and services (such as water supply and sanitation systems)?  Social conflicts if workers from other  regions or countries are hired?  Risks to community safety caused by fire,  electric shock, or failure of the buildings safety features during operation?  Risks to community health and safety  caused by management and disposal of waste?  Community safety risks due to both  accidental and natural hazards, especially where the structural elements or components of the project are accessible to members of the affected community or where their failure could result in injury to the community throughout project construction, operation and decommissioning?

149

APPENDIX 4D. A CHECKLIST FOR PRELIMINARY CLIMATE RISK SCREENING

Country/Project Title: Cambodia/ Upper Secondary Education Sector Development Program Sector : Education Subsector : Secondary Education Division/Department: SEHS/ SERD

Screening Questions Score Remarks Location and Is siting and/or routing of the project (or its 0 Design of project components) likely to be affected by climate conditions including extreme weather related events such as floods, droughts, storms, landslides? Would the project design (e.g. the clearance for 0 bridges) need to consider any hydro-meteorological parameters (e.g., sea-level, peak river flow, reliable water level, peak wind speed etc.)? Materials and Would weather, current and likely future climate 0 Maintenance conditions (e.g. prevailing humidity level, temperature contrast between hot summer days and cold winter days, exposure to wind and humidity hydro- meteorological parameters likely affect the selection of project inputs over the life of project outputs (e.g. construction material)? Would weather, current and likely future climate 0 conditions, and related extreme events likely affect the maintenance (scheduling and cost) of project output(s)? Performance of Would weather/climate conditions, and related extreme 0 project outputs events likely affect the performance (e.g. annual power production) of project output(s) (e.g. hydro-power generation facilities) throughout their design life time? Total Score 0

Options for answers and corresponding score are provided below: Response Score Not Likely 0 Likely 1 Very Likely 2

Responses when added that provide a score of 0 will be considered low risk project. If adding all responses will result to a score of 1-4 and that no score of 2 was given to any single response, the project will be assigned a medium risk category. A total score of 5 or more (which include providing a score of 1 in all responses) or a 2 in any single response, will be categorized as high risk project.

Result of Initial Screening (Low, Medium, High): LOW Other Comments: The school building has been designed with the plinth of one meter high from the ground level so that it can prevent the flooding into the classrooms from the heavy rainfall. In Peam Ror USS, Prey Veng province, the school authority in cooperation with the community help fill the soil to raise the ground level, so that the SRC will not be affected by a big flood.

Prepared by: The Environmental and Social Safeguard Officer

150

APPENDIX 4E. SCHOOL SITE SCREENING REPORT

កសួងអប់រ យុវជន និងកី ទមង់សមង់សិតិេរន MNISTRY OF EDUCATION YOUTH AND SPORT SITE SCRENING REPORT FORM គេងអភិវឌន៍វស័យអប់រមធមសិកទុតិយភូមិ UPPER SECONDARY EDUCATION SECTOR DEVELOPMENT PROGRAM សមង់សិតិេរន/SCHOOL SITE SCREENING REPORT (To be filled by Centre/Provincial Engineer for each School visited)

ពិនិតសំេណងសង់/Verified proposal: Category1(New LSS) Category2 (Over LSS) Category3 (Exp P S) Category4 (Teacher Housing)  Category5 (Spec Conditions, i.e. Flooding, Island, replacement, etc.)

េះវសករ /Name of Engineer:…………………………………………….ៃថចុះសិក/Date of visit:………..…………………. េះអកនសស/Person interviewed:………………………………..មុខរ/Position:………….…………………. ចយពីទីរ ួមេខតេដល់េរន/Distance from Province town to school:……………….…………………គម/Km

ចយពីទីរ ួមស កេដល់េរន/Distance from District town to school:……………….…………………គម/Km

ពត៌នទីំង/Site information:  ទីំងថី/new site  ទីំងស់/existing site (Complete one of the following)

1. ទីំងថីកងឃុំមិននអនុវទល័យ / Category 1, Commune without LSS (new site)

ភូមិ/Village:………………………………………………..ឃុំ/Commune:…………………………………………………...…… ស ក/District:………………………………………………...….េខត/ Province:………………………………………………

ចំនួនសិសក់ទី 7, 8, 9 េកងបឋមសិកកងឃុំែដលនអនុវទល័យ /Enrollment in grade7, 8, 9 in Primary Schools in Commune without Lower Secondary School

ចំនួនសិសេំសិក/No of Student at 2016-17:………………….2017-18:……………………………. លរ េះចំណុះ ចំនួនសិស ចំនួនេវន Grade 4 Grade 5 Grade 6 ចំយ/Distance(km) from No. Feeder Pri. School No. of Student No of Shifts 2016-17 2016-17 2016-17 proposed USS

សរុបចំនួនសិសំសិក 2017-18/Total enrollment 2017-18

ចំនួនសិសេះបង់សរុប/No of student drop out in 2017-18

ចំនួនសិសតតក់សរុប/No student repetition in 2017-18

2. ពងីកអនុវទល័យនប់ / Category 2, Overcrowded LSS/ំបេងតេរន/Year School established:………….

េះ/Name of school:…………….……………..េលខកូដ/code:……………………...ភូមិ/Village:……………………… ឃុំ/Commune:……………………………..ស ក/District:………………………...េខត/Province:……………………………………

ចំនួនគ/No of teachers:………………….…ចំនួនសិស/No of students:……………………… សិសកងក់េចនង៥០ក់/No classes more than 50 students: បក់/Specify:…………………………………………………………………………………………………………………………

បេងន 2 េវន/ Classes being held in 2 shifts បក់/Specify:……………………………………………………

ចំនួនសិសក់ទី 7, 8, 9 េកងអនុវទល័យ /Enrollment in grade 7, 8, 9 in Lower Secondary School ចំនួនសិសេំសិក / No of Students at 2016-17:…………………2017-18:…………………… %ចំនួនគរយេកន / % increase:...... …………...... 2017-18:…………………………. ចំនួនសិសេះបង់សរុប/No of student drop out in 2017-18:………………...….………...… ចំនួនសិសតតក់សរុប/No student repetition in 2017-18:…………………...……….

151

3. ពងីកបឋមសិកនប់ / Category 3, Expansion existing PS/ំបេងតេរន/Year School established:………. េតនអនុវទល័យែដលេជិតបំផុតយង 4គមឬេទ?/ Nearest LSS is more than 4Km away បក់/specify:………………………….…………………….…………………….…………………….……………

េតនបឋមសិកែដលេជិត នឹងមិនយង 4គមឬេទ?/ Neighboring PS no more than 4Km away បក់/Specify:………………………….…………………….……….…………….………………………….……………………

4. ពត៌នលមិតទីំង (សប់ក ម ១, ២ និង៣) / Site Details (for category 1, 2 & 3).

បេភទ/Type បឋម/Primary  អនុវទល័យ /Lower Secondary  វទល័យ /Upper Secondary

ចំនួនអរសិក/No of building:…………ចំនួនបនប់/No of rooms:……………ចំនួនក់េរន/No of classrooms:…………

លមិតនពអរ/Detail of building condition: ល /good មធម/medium ទ ឌេម/poor Specify:…………….……………………………………………………………………………………………………………

ស់កមសិទិដ ី / Who owns land: commune,  pagoda,  school,  other: បក់/Specify:......

ដីទំេនរសប់ងសង់/Land available for school building construction ន/Yes អត់/No ដីបេស/flat ដជំលី /sloping បក់/specify (cm/m):…………………………………………………………………

េបន/If yes, size of land បេយ/Length:………….ទទឹង/Width:…………កំពស់ទឹកជំនន់/Flooding level:……………… ញឹកប់/Frequency:………………..មងល/Occasionally, បក់/specify:…………………………………………………

េតនទឹកឬេទ?/Water available: ន/Yes  អត់/No បភពទឹក/water source អណ ង/Well សះ/Pond ទេន/River េតនអគិសនីឬេទ?/Electricity available?: ន/Yes  អត់/No អកផត់ផង់/supplier: េភងរដ/EDC ឯកជន/Private: បក់/specify:…………………………………………………

5. ចំត់ក់ទី៤ ផះគ / Category 4, Teacher housing េតនគប៉ុនក់ក់កងវត ឬេរន? / How many teachers are living in pagoda or school? បក់/specify:………………………….…………………….…………………….…………………….…………………….………

េតនដីទំេនរសំប់ងសង់ទំហំ 25m x 20m ឬេទ?/Minimum available land required up to 25m x 20m ន/Yes អត់/No  ដីបេស/flat ដជំលី /sloping, បក់/specify (cm/m):………………………………

6.េបល់វសករ / Engineer's Recommendation

ហតេល/Signature

7.បង់ទីំង / School site plan

152

េតបង់ទីំងេនះនផលប៉ះល់ដល់ររងសង់ែដរឬេទ?......

8.បក់េយធរមូលន / Approved by Local Authority ……………………..……….………………………………..……….………………………………..……….……………….. Tel:………………………

……………………..……….………………………………..……….………………………………..……….……………….. Tel:………………………

ៃថទី Date……….ែខ Month………….ំ Year……….. ៃថទី Date……….ែខ Month………….ំ Year………..

បក់តឹមតវេយមនីរអយកេខត/Certified by PDEYS េរបេរងេយ/Prepared by:

ហតេល/Signature ហតេល/Signature

153

APPENDIX 4F. SITE SAFEGUARD REPORT

កសួងអប់រ យុវជន និងកី MNISTRY OF EDUCATION YOUTH AND SPORT ទំរង់រយរណ៍ររសុវតិព គេងអភិវឌន៍វស័យអប់រមធមសិកទុតិយភូមិ SAFEGUARD REPORT FORM UPPER SECONDARY EDUCATION SECTOR DEVELOPMENT PROGRAM រយរណ៍ររសុវតិពេរន Site Safeguard Report រយរណ៍េនះេរបចំេឡងេដមីត់បនយបំងយែដលប៉ះល់ដល់បសហគមន៍កងមូលន អំពីរងសង់េេលទី ំងថី ឬទីំងែដលនប់/This report is designed to reduce the risk of any impact on the local community as a result of the construction of school facilities on new or existing land.

រយរណ៍តវេរបចំេយនមុនេពលប់េផមងសង់សំណង់េផងៗកងមូល នសហគមន៍/This report is to be completed before beginning any construction of any school facilities in local communities.

(i).គេងេសរសុំ/Proposed Facilities:

ទីំងថី/អរសិកថី/New location/new school buildings:  ន/Yes អត់/No ពងីកអរអនុវទល័យនប់ /Overcrowded LS school:  ន/Yes អត់/No ពងីកអរបឋមសិកនប់/Expansion of existing Primary school: ន/Yes អត់/No

(ii).ស់កមសិទិដ/Landី owned by: ដីកសួងអប់រ/Ministry  ដីវត/Pagoda  ដីអំេយឯកជន/Private donation  ដេផងៗី /Other: សូមបក់/Specify……………………………………

(iii).រេផរកមសិទិដេយសបចប់ី /Official transfer of Land:  ន/Yes អត់/No

(អនុកិតេលខ១៩, ANK/AK) / (Sub Decree No 19, ANK/AK)

(iv).គឺដទំេនរសប់ងសង់ី េហយមិននផលប៉ះល់ដល់ររស់េ េហរចសម័ន និងទពសកមេផងៗេឡយ / Is the land free of involuntary resettlement and impacts on land, structures and other fixed assets:

 ន/Yes  អត់/No (v).េតសហគមន៍នពិេះេបល់េលគេងងសង់ែដរឬេទ?/ Has the Community been consulted on the proposed construction? (កំណត់អងបជុំ / minute of meeting)  ន/Yes  អត់/No (vi).េតរងសង់នឹងប៉ះល់ដល់សហគមន៍ែដលរស់េជិតងែដរឬេទ?/ Will Construction affect neighboring community?

. លំហូរទឹក ឬរំងសះលំហូរទឹក / Water flow or disruption of flow  ន/Yes អត់/No . ធូលី / Dust  ន/Yes អត់/No ហីបសុីម៉ង់ / Asbestos  ន/Yes អត់/No . សេមង / Noise  ន/Yes អត់/No

(vii).េតរងសង់េនះមររយេលនូវៈ / Will Construction require the demolition of:

. លំេន (អចិៃនយ៍ ឬបេះសន) / Housing (permanent or temporary) ន/Yes  អត់/No . េហរចសមននប់ / Existing structures ន/Yes អត់/No . សួនចរ ឬេដមេឈ / Gardens or Trees  ន/Yes អត់/No

(viii).េតរងសង់សំណង់េនះនប៉ះល់ដល់ររកក់ចំណូលរបស់សហគមន៍ែដរ ឬេទ? / Will construction impact on any income generation by the community?  ន/Yes  អត់/No សូមបក់/Specify………………………………………………………………………………………………… (ix).េតរងសង់សំណង់េនះនប៉ះល់ដល់ជនតិេដមគតិចែដរ ឬេទ? / Will the construction impact on any indigenous people?

. ដីេបស់ / Land use:  ន/Yes  អត់/No .  ក់ចំណូល / Income generation ន/Yes  អត់/No . ទំេនមទប់ៃនពិធីេផងៗ / Customs of ceremonies ន/Yes អត់/No

(x).េតទីំងងសង់ននបក់អំពីរសំតប់មីន និងកសំណល់មិនន់ផះែដរ ឬេទ? / Does the construction site is confirmed to be cleared all UXO's? ន/Yes អត់/No សូមបក់/Specify………………………………………………………………………………………………… (xi).បក់េយធរមូលន / Approved by Local Authority

154

……………………..……….……………….……………………..……….………….……………….. Tel:………………………………………

ៃថទី Date……….ែខ Month………….ំ Year……….. ៃថទី Date……….ែខ Month………….ំ Year………..

បក់តឹមតវេយមនីរអយកេខត/Certified by PEYS េរបេរងេយ/Prepared by:

ហតេល/Signature ហតេល/Signature

155

APPENDIX 4G. QUESTIONNAIRES (MENTAL MAP) FOR THE SRS FIELD WORK VISITS

Questionnaires (Mental Map) for the SRS Field Work Visits គំនិតសប់រកសួរេេពលចុះទសនកិចមធមសិកធនន

1. Secondary School Resource (SRS): ១.មធមសិកធនន  Concept: Policy guideline, network, benefit បតិធននៈ េលនេយ រែណំ អតបេជន៍.. ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………How to best use the SRS? (students & network) េតតវេធ៉ងេដមីេបស់សរូបវន ែដលនឱនបេសរបំផុត? (សប់សិស បញ) មិនយកេធរ ល័យរបស់យកេទ ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

 Ownership: maintenance, protection, safety, supply of electricity/ water.. ពស់ រែថរក/ររសុវតិព រផត់ផង់ទឹក េភង ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………  Anticipating any difficulties (network schools, students involvement…) រលំកែដលចេកតន(ឧ.ដឹកំបញ រចូលរួមរបស់សិស បញ…) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 2. Textbook ratio: ២.រេបស់េសវេសិក (ផលេធបេសវេសិកៈសិស)  Situation of textbook: Providing sources, adequacy, utilization (distributing/ lending/ collecting policy…) នពេសវេ សិក៖ បភពទទួល ពគប់ន់ រេបស់( វធីែចក ឲខី បមូលពីសិស..) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………  Textbooks in the library រេបស់េសវេសិកកងបល័យ ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 3. Quality teaching & learning: ៣.គុណពរបេងននិងេរន  Situation of teaching(Math/ Science, ICT): technical meeting នពៃនបេងន(គណិតវទនិង វទស ICT) របជុំក មបេចកេទស ………………………………………………………………………………………………………………

156

……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………  Situation of learning: study club នពៃនរសិករបស់សិស៖ របេងតកឹបសិក… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………  Teacher improvement: Using SRS facility (laboratory, ICT, library◌ុ, practical, research) to improve students’ achievement របេងនសមតពរបស់គ រេបស់សររូបវន (បនប់ ពិេធន៍ ICT បល័យរអនុវត រវវ)េដមីបេងនសមិទិសិស ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 4. School management & leadership: ៤.រគប់គងដឹកំេរន  Number of (deputy) director received the training ចំនួនយក/យករងែដលនចូលរួមវគ បំប៉នរគប់គងដឹកំ ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………  SRS Management & Leading the network រគប់គងធនន និងដឹកំបញ ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 5. Safe guard េះយប៉ះល់ៃនរងសង់ ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… School Name School Name School School School Name S. No. DESCRIPTION Name Name 1 Year Established 2 USS in district 3 USS in province 4 Oldest/Biggest? 5 Grades 6 Total students (girls) Gr 10: Gr 10: Gr 10: Gr 10: Gr 10: 7 USS students Gr.11: Gr.11: Gr.11: Gr.11: Gr.11: Gr.12 Gr.12 Gr.12 Gr.12 Gr.12 8 Teachers (F) Difficulty Sc, Math, 9 ICT Teachers 10 School Location 11 Area of schools

157

School Name School Name School School School Name S. No. DESCRIPTION Name Name 12 Ownership of school 11 General Impression

158

APPENDIX 4H. MINUTES OF THE PUBLIC CONULTATION MEETING

1.The meeting was held on 18 December 2019 at Thmar Kre USS, Kratie province on the proposed change of the TQ. In the meeting participants discussed about the benefit, environment, safety, effect, potential impact and seeking agreement of the proposed construction. As the content of the minutes of the meeting was already included in the detailed check list. Therefore, the check list was proposed to be used as a formal minutes of the meeting.

159

160

2.The meeting was held on 20 December 2019 at Borivas USS, Kampot province on the proposed change of the TQ,

161

The picture of this meeting will be provided in the next report

3.The meeting was held on 13 December 2019 at O Chum USS, Rattanakiri province on the proposed change of the TQ

162

The picture of this meeting will be provided in the next report

163

4.The meeting was held on 13 December 2019 at O Porng Maon USS, Stung Treng province on the proposed change of the TQ

164

The picture of this meeting will be provided in the next report

5.The meeting was held on 17 December 2019 at Paing Rolim USS, Pailin province on the proposed change of the TQ, this below check list was used as a formal minutes of the meeting

165

The picture of this meeting will be provided in the next report

166

APPENDIX 5. TEMPLATES OF SAFE GUARD MONITORING REPORT IN MONTHLY, QUARTERLY, AND SEMI-ANUUAL REPORT

Safeguards Monitoring Report

# Monthly/Quarterly/Semiannual/Annual Report xxx {month} 20xx

COUNTRY: xxx {Project name}, xxx {sub-project name, if report covers only one sub-project}

Prepared by the Project Management Unit of {complete name of Implementing Agency} for the {complete name of the borrower} and the Asian Development Bank.

167

NOTE (i) In this report, "$" refers to US dollars.

This safeguards monitoring report is a document of the borrower. The views expressed herein do not necessarily represent those of ADB's Board of Directors, Management, or staff, and may be preliminary in nature.

In preparing any country program or strategy, financing any project, or by making any designation of or reference to a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.

168

I. Executive Summary

{Read and delete: Provide short summary of the following items:

 Summary of EMP/RP Implementation  Description of monitoring activities carried out (e.g. field visits, environment effect monitoring, survey questionnaire, public consultation meetings, focus group discussions, etc)  Key issues, any corrective actions already taken, and any grievances  Key activities planned in the next reporting period  Recommendations

Use the paragraph numbering format provided below throughout the report}

1. xxx

2. xxx

II. Project Overview, General safeguard matters

1. Project Overview

{Read and delete: Briefly describe project objectives, scope and components – can be taken from PAM or other relevant document}

3. xxx

4. xxx

2. Project Progress

{Read and delete: Using most recent project progress report, describe status of project implementation, including full list of contracts, status of contract awarding and implementation, name of contractor, Engineer, Project Supervision Consultant.}

5. xxx

6. xxx

Table 1: Project Overview, Snapshot of Project Progress Project Number and

Title: Environment

Safeguards Category Indigenous Peoples Involuntary

Resettlement

169

Reporting period:

Last report date: {Read and delete: This section should include, among others, the following:} Key sub-project  Contract awarding activities since last  Progress of Work (% physical completion) report:  Status of Safeguard Approvals / Permits / Consents Report prepared by:

3. Safeguard Plans Implementation Arrangements {Read and delete: Describe institutional arrangements and responsibilities for EMP and RP implementation, internal and external monitoring, and reporting, defining roles of PMU, Engineer, Implementation Consultant, Contractors. (Table format as needed)}

7. xxx

8. xxx

4. Updated EMPs and RPs, Incorporation of Safeguards Requirements into Project Contractual Arrangements

{Read and delete: Define manner by which EMP and RP requirements are incorporated into bidding documents, contracts. Indicate when updated EMPs and RPs were submitted for approval to ADB (Table format appropriate).}

9. xxx

10. xxx

III. Environmental Performance Monitoring

1. Status of EMP implementation (Mitigation Measures) {Read and delete: Summarize main mitigation/protection measures implemented in the reporting period (narrative section). Structure in accordance to phases (detailed design, construction preparation, construction, and operation).}

11. xxx

12. xxx

{Read and delete: Include EMP table or updated EMP table if applicable. Assess compliance of environmental management activities with the original or updated EMP. For that purpose, include additional columns entitled “Compliance Status”, "Comment or Reasons for Non-Compliance", and "Issues for Further Action". Example is provided below.}

Table 2: Compliance with EMP Requirements (Environmental Performance) Compliance Status Comment or Reasons for EMP Requirements Issues for Further Action (Yes, No, Partial) Non-Compliance

170

Use environmental impact Use EMP list as basis for as main heading and EMP rating/evaluating

as listing (see example compliance (see example below) below)  Field inspections and Rise of employment interviews with opportunities: communities - DONE  Job openings of the  Note each complaint project should give case in the field – 3 priority to local COMPLAINTS communities. RECEIVED  Recruitment of local  Set up grievance laborers should be centre and report as stipulated in the part of monitoring contract for action plan – NOT construction DONE

Table 3: Issues for Further Action Responsibility and Issue Required Action Resolution Timing Old Issues from Previous Reports List of EMP measures or activities not completed

(last column of previous table)

New Issues from This Report

2. Health and Safety {Read and delete: Provide narrative of occupational and community health and safety issues that occurred during the reporting period. Any accident involving injury or death of workers or community members must be reported. Include investigation report of DOLISA as attachment to the report. Provide details in the Table below}.

13. xxx

14. xxx

Table 4: Health and Safety Issues Responsibility and Issue Required Action Resolution Timing Old Issues from Previous Reports

171

New Issues from This Report

IV. Indigenous People Performance Monitoring

{Read and delete: Provide narrative of status of implementation of the REGDP(s)/IPP(s), including but not limited to: status of REGDP or IP Framework updating; implementation updates on the IP component during the reporting period; outstanding activities; etc}.

15. xxx

16. xxx

Table 6: Summary of Compliance with IP Requirements Comment or Reasons Compliance status for Compliance, Partial Issues for Further IP Requirements Yes/No/Partial Compliance/Non- Action9 Compliance {Read and delete: This section should include, among others, the Establishment of following:}

personnel in PMU/PIU Identify position and name of Safeguards/IP staff of the PMU/PIU {Read and delete: This section should include, among others, the following:}

Provide information on:  Public consultation, Public consultation and participation activities socialization process carried out  Inclusive dates of these activities

To be elaborated on in Item 5 IP plan(s) updated after

detailed design IP plan implementation

specifics

9 To be elaborated further in table 3.b (Issues for Further Action)

172

Capacity building activities

Table 7: Issues for Further Action Responsibility and Issue Required Action Resolution Timing Old Issues from Previous Reports List of IP activities not completed (last column of previous table)

New Issues from This Report

V. Compliance with safeguards related project covenants

{Read and delete: List all environment and resettlement related loan covenants, and assess project’s compliance with the covenants (Table format is appropriate, with concluding statement on compliance, partial compliance or non-compliance, and corrective actions as needed)

Remarks/Issues Schedule Para No. Covenant (Status of Compliance)

Schedule xxx Complied with / Partially 5 complied with / Not complied with. {Identify reason for partial or non-compliance}

VI. Public consultation, Information Disclosure, Capability Building

{Read and delete: Describe public consultation activities during the reporting period. Confirm compliance with consultation plan defined in the IEE/EMP and the RP(s), or justify deviation from these plans. Present planned consultation activities in next reporting period. Use Tables as appropriate.}

 Field Visits (sites visited, dates, persons met)

173

 Public Consultations and meetings (Date; time; location; agenda; number of participants disaggregated by sex and ethnic group, not including project staff; Issues raised by participants and how these were addressed by the project team)  Training (Nature of training, number of participants disaggregated by gender and ethnicity, date, location, etc.)  Press/Media Releases  Material development/production (e.g., brochure, leaflet, posters)  Information disclosure

VII. Grievance Redress Mechanism

{Read and delete: Describe mechanisms established to address and redress public complaints and grievances related to social and environment safeguards. Summarize grievances received, if any, and measures implemented to redress them.}

 Number of new grievances, if any, since last monitoring period: ____  Number of grievances resolved: _____  Number of outstanding grievances: _____

Details Required Action, (Date, person, Type of Grievance Responsibility and Resolution address, contact Timing details, etc.) Old Issues from Previous Reports

New Issues from This Report

VIII. Conclusion

{Read and delete: Highlight important results from the implementation of EMP and RP monitoring; recommendations to improve EMP and RP management, implementation, and monitoring; key activities planned in next reporting period}.

17. xxx

18. xxx

174

IX. Attachments

 Consents / permits  Inspection checklists  Photographs  Others

175