Initial Environmental Examination September 2019 Mongolia: Skills for Employment Project Prepared by the Ministry of Labor and Social Protection for the Asian Development Bank. i CURRENCY EQUIVALENTS (as of 26 September 2019) Currency unit – togrog (MNT) MNT1.00 = $0.00038 $1.00 = MNT2,666 ABBREVIATIONS ACM – asbestos-containing materials ADB – Asian Development Bank ASI – agency for specialized inspection DPR – detailed project report EA – executing agency EIA – environmental impact assessment EMoP – environmental monitoring plan EMP – environmental management plan GASI – General Agency for Specialized Inspection GoM – Government of Mongolia GRM – grievance redress mechanism IA – implementing agency IEE – initial environmental examination MECSS – Ministry of Education, Culture, Science and Sports MEGD – Ministry of Environment and Green Development MOH – Ministry of Health MLSP – Ministry of Labor and Social Protection MOF – Ministry of Finance PAH – polycyclic aromatic hydrocarbon PCB – polychlorinated biphenyl PIU – project implementation unit S-EARF – simplified environmental assessment and review framework TVET – technical and vocational education and training TVET – TVET providers, assessment and certification centers Centers VOC – volatile organic compound WEIGHTS AND MEASURES 1 Cusec – measure of flow rate (28.317 liters per second) 1 ha (hectare) – 10,000 square meters 1 km (kilometer) – 1,000 meters 1 kV – kilovolt (1,000 volts) 1 kW – kilowatt (1,000 watts) 1 kWh – 1 kilowatt-hour = 1000 watts ii GLOSSARY aimag – province soum – smallest administrative unit of aimag bagh – smallest administrative unit of soum district – smallest administrative unit of Ulaanbaatar City khoroo – smallest administrative unit of district ger – traditional tent ger area – area in the cities whereresidents use traditional dwellings like herders’ tents (sШЦОtТЦОs МaХХОН “вurt”) khashaa – fencing around ger owned by households plot constructio – technical and detailed drawing for construction of n blueprint buildings For the purposes of this IEE: sub-project – individual TVET schools selected and included in the project for expansion NOTE In this report, "$" refers to United States dollars. 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. Your attention is directed to the “TОrЦs Шf UsО” section of this website. 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. iii TABLE OF CONTENTS EXECUTIVE SUMMARY 1 1.0 INTRODUCTION 4 1.1 Background 4 1.2 Impacts, Outcome, and Outputs 6 1.3 Costs and Financing 7 1.4 Scope of Work and Methodology Adopted 7 2.0 POLICY, LEGAL AND ADMINISTRATIVE FRAMEWORK 10 2.1 Mongolian - National, Local, Other Applicable Environmental Laws, Regulations, and Standards as applicable to the project. 10 2.2 Mongolia and Multilateral Environmental Agreements (MEAs) 26 2.3 AsТaЧ өОЯОХШpЦОЧt BaЧk’s SafОРuarНs PШХТМТОs 27 3.0 DESCRIPTION OF THE PROJECT 30 3.1 The Project 30 3.2 Justification of the Project 30 3.3 Location 30 3.4 Project components 31 4.0 DESCRIPTION OF ENVIRONMENT (Baseline Data) 35 4.1 Categorization of Sub-projects 35 4.2 Environment in Mongolia 35 4.3 Subproject locations 53 4.4 Environmental Parameters: Air, Ground Water, Soil, Noise Quality 110 4.5 Existing Infrastructure at Subproject Locations 130 4.6 Current Conditions and Major Problems In Mongolia 134 4.7 Proposed Infrastructure Measures at Subproject locations 140 5.0 ANTICIPATED ENVIRONMENTAL IMPACTS AND MITIGATION MEASURES 146 5.1 Impacts and Mitigation Measures During Project Location and Design 146 5.2 Impacts and Mitigation Measures During Pre-Construction Stage 147 5.3 Impacts and Mitigation Measures During construction stage 149 5.4 Environmental Impacts Associated with Operational Stage 159 5.5 Summary of Impacts 162 5.6 Cumulative Impact Analysis of Subprojects 164 6.0 ANALYSIS OF ALTERNATIVES 166 6.1 MLSP Approach for Planning of a Subproject 166 6.2 Alternatives for Subproject Components 166 6.3 Methodology for Sub-project Site Selection: Environmental View 166 7.0 INFORMATION DISCLOSURE, CONSULTATION, AND PARTICIPATION 168 7.1 Consultation Process 168 7.2 Consultation Details 168 7.3 Information Disclosure 173 7.4 Future Consultation Plan 173 8.0 GRIEVANCE REDRESS MECHANISM 174 8.1 Grievance Channels (Framework) 174 8.2 Time Frame 174 8.3 The Grievance Redress Mechanism 174 9.0 ENVIRONMENTAL MANAGEMENT PLAN 178 9.1 Critical Environmental Review Criteria 178 9.2 Emergency Response, Disaster Management, Health and Safety, Training 178 9.3 Magnitude of Environmental Impacts 181 9.4 Environmental Management Plan (EMP) 186 9.5 Development of Site-specific Environmental Management Plan (SEMP) 189 9.6 Monitoring and Reporting 190 9.7 Environmental Management Plan Budget Costs 191 9.8 Institutional Arrangements 192 9.9 Implementation Plan 198 iv 10.0 CONCLUSION AND RECOMMENDATION 200 ANNEXURES 202 Annexure – 1:Inventorization of TVET Schools 202 Annexure – 2:Environment Management Plan (EMP) 217 Annexure – 3:Environment Monitoring Plan (Environmental Parameters) 233 Annexure – 4:Environmental Laws, Standards for Air, Water, Noise and Soil monitoring 238 Annexure - 5: Semi-annual Environment Monitoring Report Format 251 Annexure - 6 :Details of Public Consultation (Environment) 254 Annexure - 7: Biodiversity 280 Annexure - 8: Asbestos 291 v EXECUTIVE SUMMARY 1. The Government Platform, 2012–2016 highlights employment as one of five goals in creating a sustainable and competitive economy1. Many initiatives are underway to reform TVET and general education systems in order to better prepare the МШuЧtrв’s labor force. The project will support the РШЯОrЧЦОЧt’s reform initiatives in the TVET and secondary education sectors. The project is included in Asian Development Bank (AөB)’s country operations business plan, 2014–2016 for Mongolia, and is aligned with AөB’s interim country partnership strategy, 2014–2016 for Mongolia, which has a focus on achieving inclusive growth and social development through broad-based employment generation2. 2. Innovative features. The project will introduce several innovations to MШЧРШХТa’s TVET system, including (i) support for sector sub councils, industry and professional associations, and employers to set standards for TVET programs and courses; (ii) creation of an independent competence assessment and certification system; (iii) strengthening of workplace training for TVET students and teachers; (iv) introduction of career guidance in junior secondary schools prior to tracking; and (v) development of a credit transfer system between senior secondary education, tertiary education, and TVET within a national qualifications framework. 3. Lessons. The project builds on past and on-going projects in the TVET sector supported by development partners and the private sector3. It also draws on lessons from previous involvement by ADB in the Mongolian TVET and general education sectors4. Major lessons from these projects are (i) various interventions—such as development of training curricula and materials, upgrading of equipment and facilities, and training for TVET teachers—need to be aligned with standards set in collaboration with employers, and industry and professional associations; (ii) institutionalized technical and vocational skills training for TVET teachers is indispensable to keep the skills of TVET teachers upgraded; (iii) provision of career information and guidance in early grades is essential to enable students to make an informed choice regarding their careers, and prepare them for work; and (iv) active public communication and consultations are some of the key sustainable reforms of TVET and general education systems requird in the country. Components and Summary Environmental Issues 4. Initially, the project was classified under environment category C as per ABS SPS 2009, because there were no construction activities planned and the planned physical works included indoor refurbishment works and provision of necessary equipment. The original scope for the eight TVET schools that required expansion were only refurbishment of the existing classroom buildings and provision of necessary equipment. However, as results of the initial site assessment conducted by the PIU engineers, the current facilities at 8 TVET schools (UB, Darkhan-Urguu, Bayanchandmani, Zuunkharaa, Arkhangai, Khuvsgul, Nalaikh and Bayankhongor) did not have enough space, thus additional small scale buildling construction works are proposed to construct/extend laboratory buildings (Annexure Table A1.2). The proposed small scale extension buildings within the existing school land area (the schools have land available for this) are not likely to cause a significant adverse impacts to surrounding environment and community5. Hence an IEE has been prepared for due to 1 Government of Mongolia. 2012. Government Platform, 2012–2016. Ulaanbaatar. 2 ADB. 2014. Country Operations Business Plan: Mongolia, 2014–2016. Manila; ADB. 2014. Interim Country Partnership Strategy: Mongolia, 2014–2016. Manila. 3 Major development partners and the private sector that have supported the Mongolian TVET sector include the European Commission, German development