Initial Environmental Examination

June 2014

People’s Republic of China: Shanxi Technical and Vocational Education and Training Development Project Prepared by the Shanxi Provincial Government for the Asian Development Bank.

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CURRENCY EQUIVALENTS (as of 16 June 2014)

Currency unit – yuan (CNY)

CNY1.00 = $0.1610

$1.00 = CNY6.2104

ABBREVIATIONS

ADB - Asian Development Bank AP - Affected Person DMF - Design and Monitoring Framework EHS - Environmental Health and Safety EIA - Environmental Impact Assessment EIS Environmental Impact Statement EMC - Environmental monitoring center EMP - Environmental Management Plan EPB - Environmental Protection Bureau FSR - Feasibility Study Report FYP - Five-Year Plan GHG - Greenhouse Gas GRM - Grievance Redress Mechanism IA - Implementing Agency LIEC Loan Implementation Environmental Consultant LIC Loan Implementation Consultant NDRC - National Development and Reform Commission O&M - Operation and Maintenance PCC - Public compliant center PIU - Project Implementing Unit PIU - ES Project Implementing Unit-Environmental Supervisor PMO - Project Management Office PPTA - Project Preparatory Technical Assistance PRC - People's Republic of China

PMO-EO - Shanxi Education Department Project Management Office-Environmental Officer

SUEC - Start-up Environmental Consultant TA - Technical Assistance TEIA Tabular environmental impact assessment TOR - Terms of Reference WWTP - Wastewater Treatment Plant

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WEIGHTS AND MEASURES

km2 – square kilometer m2 – square meter

m3/day – cubic meter per day mu – Chinese unit of area (15 mu = 1 hectare)

NOTES

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 “terms of use” section of this website.

In preparing any country program or strategy, financing any project, or 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.

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CONTENT

I. EXECUTIVE SUMMARY ................................................................................................... 1

A. Introduction .......................................................................................................................... 1

B. Project Impact, Outcome and Outputs ................................................................................ 1

C. Environmental Due Diligence, Environment Management Plan (EMP) .............................. 2

D. Main environmental risks and assurances .......................................................................... 3

E. Conclusion ........................................................................................................................... 4

II. POLICY, LEGAL AND ADMINISTRATION FRAMEWORK............................................. 5

A. PRC legislative framework ................................................................................................... 5

B. International Agreements ..................................................................................................... 6

C. Design codes for civil works ................................................................................................ 6

D. Scope of Assessment and Evaluation Standards for Subprojects ...................................... 7

E. Relevant development plans ............................................................................................. 10

III. DESCRIPTION OF THE PROJECT ................................................................................ 11

A. Project Rationale ............................................................................................................... 11

B. Impact, Outcome, Outputs ................................................................................................. 12

C. Overview of infrastructure development subcomponents (under Output 2) ...................... 14

D. Project implementation schedule ....................................................................................... 24

IV. DESCRIPTION OF THE ENVIRONMENT (BASELINE) ................................................ 27

A. Shanxi Province ................................................................................................................. 27

B. Taiyuan City ....................................................................................................................... 29

C. Jinzhong City ..................................................................................................................... 32

D. Yuncheng City.................................................................................................................... 32

V. ANCITIPATED ENVIRONMENTAL IMPACTS AND MITIGATION MEASURES .......... 34

A. Introduction ........................................................................................................................ 34

B. Environmental Impact and mitigation measures during Construction ............................... 34

C. Environmental Impact and mitigation measures during Operation .................................... 39

VI. ENVIRONMENTAL MANAGEMENT PLAN ................................................................... 44

VII. CONSULTATION, PARTICIPATION, INFORMATION DISCLOSURE, GRM ............... 45

VIII. CONCLUSION ................................................................................................................. 48

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I. EXECUTIVE SUMMARY

A. Introduction

1. This Project Initial Environmental Examination (IEE) report was prepared for the proposed Shanxi Technical and Vocational Education and Training Development Project (the Project) in Shanxi Province, People’s Republic of China (PRC). The project IEE is prepared in accordance with the requirements of the Asian Development Bank’s (ADB) Safeguard Policy Statement (SPS 2009) on the basis of domestic Tabular Environmental Impact Assessment Reports (TEIAR), Feasibility Study Reports (FSR), the PPTA's technical, social and economic due diligence, and project policy dialogue discussions.

2. The project will help improve the quality and relevance of TVET in Shanxi, PRC, by improving TVET institutional capacity, training of instructors, and curriculum development; fostering innovation through industry-TVET collaboration; developing e-learning resources in TVET to maximize resource sharing among the vocational schools and colleges, and supporting development of model institutions in Shanxi’s priority sectors for economic development. The proposed project is expected to play a demonstration role for TVET in the other provinces of the PRC.

B. Project Impact, Outcome and Outputs

3. The impact of the proposed project will be the availability of skilled human resources able to contribute to sustainable economic growth and social development in Shanxi province. The outcome will be improved quality and relevance of TVET in Shanxi. The project will have provincial-level and school level activities. The provincial level activities will ensure provincial leadership of innovative approaches for pilot schools, help foster sustainability of project impact, and ensure that all TVET institutions across the Province can benefit from system improvements. The project has four outputs as described below:

4. Output 1: Improved quality and relevance of the TVET system. Under this output, the project will provide assistance to (i) update occupational standards and introduce competency-based curriculum (CBC) and assessment in the priority sectors, in collaboration with industry. Occupational standards will guide the development and improvement of a more flexible and responsive curriculum to address skills requirements in the four priority sectors; (ii) upgrade lecturer skills through industry placements and development of teacher training modules in instructional methods, performance-based assessment, and CBC; (iii) upgrade assessment and quality assurance systems to improve quality and ensure alignment with CBC; (iv) provide best practical in e-learning approaches to TVET and their application to priority sectors; (v) establish partnerships with overseas vocational colleges in the priority sectors; (vi) upgrade teaching and learning materials to improve the relevance of training; and (vii) upgrade and extend the scope of short-term training programs in essential and occupational skills for farmers, urban migrants, and displaced workers. The project will explore linkages of short courses to broader programs of learning (e.g., existing certificates and diplomas).

5. Output 2: Upgraded facilities and learning environments. The project will upgrade facilities at selected project TVET schools. Under this output, the project will support construction of teaching, learning, and practical buildings and workshops within existing campuses of the eight project TVET institutions to reflect industry skill needs.

6. Output 3: Strengthened TVET-industry partnerships. The project will support industry involvement in TVET by encouraging stronger partnerships between employers and schools. While the project also mainstreams industry participation in curriculum and teaching standards development, teacher development, and student placements under Outputs 1 and 2, additional innovations to

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expand school-enterprise partnerships will be undertaken with activities at school, sector, and system-level. Specific activities will include the development of training programs in emerging areas (e.g., clean coal and sustainable resource management), supporting workplace training or traineeship schemes with local industries, strengthening of TVET Groups , and other innovative initiatives including ICT-based teaching and learning resources, and those that promote gender equity and women’s employment. The objectives of this program are to promote an entrepreneurial culture in all TVET schools, foster industry contribution to TVET, and develop schools that provide demonstrations of best practice in partnerships.

7. Output 4: Improved TVET system capacity. Under this output the project will (i) strengthen capacity of SED and other stakeholder agencies for ensuring TVET quality and innovation; (ii) support a communications strategy to raise awareness about TVET among stakeholders and about project’s wider benefits; (iii) conduct policy research leading towards a roadmap of skill needs in the priority sectors to identify how economic growth, structural transformation, and a transition to a low-carbon society will affect the demand for skills; (iv) establish project monitoring and evaluation procedures and institutionalize such systems at school and SED level; (v) undertake dissemination of lessons learned and training related materials developed by the project; and (vi) provide technical support.

C. Environmental Due Diligence, Environment Management Plan (EMP)

8. ADB environment safeguards due diligence. The project underwent appraisal during project preparation and was classified as Category B on the basis of comprehensive site visits and ADB’s Rapid Environmental Assessment. All buildings will be constructed within boundaries of existing or recently established campuses. All campuses are located in education development zones with access to necessary public utilities such as wastewater sewers, electricity, solid waste collection system and water supply. Impacts that will arise from civil works will be minimal and localized (dust, noise, construction site safety). In compliance with ADB’s Safeguards Policy Statement (2009), an initial environmental examination (IEE) including environment management plan (EMP) was developed, covering the design, construction and operation of the project, drawing on the data and information from FSR, domestic environmental assessments (where available, see below), and discussions with the PMO and TVET institutes.

9. Domestic environment safeguards due diligence. As the floor areas of the proposed facilities for three TVET institutes, i.e. Jinzhong Vocational and Technical College, Taiyuan Railway Machinery School and Shanxi Engineering Vocational College, are more than 20,000 square meters, according to the “Guideline on EIA Classification for Construction Projects, MEP 2008” tabular environmental assessment report (TEIA) were prepared by Shanxi Qingze Yangguang Environmental Protection Limited Company and are expected to be approved by June 2014. Shanxi Vocational & Technical College of Coal has conducted an EIA for the whole campus. The EIA report has been approved by Shanxi Provincial Environmental Department on May 2012 ([2012]986). For the other three schools, i.e. Shanxi Traffic Vocational and Technical College, Shanxi Vocational & Technical College and Shanxi Yuncheng Financial & Economic School, considering the floor areas of new buildings are less than 20,000 square meters, simple Environmental Impact Statements (EIS) were prepared, and approved by the relevant local EPBs in 2013.

10. The main anticipated environmental impacts include dust, noise, wastewater and solid waste arising from construction of 11 facilities (including 9 training and teaching buildings) as well as the deconstruction of 5 unsafe buildings on 7 existing TVET campuses under Component 2. Risks to occupational and community health and safety from construction activities were also considered potentially significant.

11. Consultation, participation and grievance redress mechanism (GRM). In the framework of the environmental due diligence, consultation was conducted with key stakeholders. This IEE is disclosed on the ADB website. Posters will be placed within the campuses of the TVET institutions, and public meetings will be conducted by the PIUs and the civil works contractors prior to construction

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works. A grievance redress mechanism (GRM) has been defined to deal with public complaints related to project activities during project implementation and operation.

12. Design considerations. All buildings will be designed in compliance with relevant design standards and codes for energy-efficient, safe and green public buildings, including but not limited to: GB 50011-2010 (Building Seismic Design Code); GB 50016-2006 (Code of Design on Building Fire Protection and Prevention); GB 50189-2005 (Energy Conservation Design for Public Buildings) and other applicable national design codes. The use of VOC-emitting materials (including paints, coatings, adhesives, carpet and furniture’s) will be avoided to ensure high indoor air quality.

13. Anticipated impacts. During construction, major anticipated impacts include noise, fugitive dust, solid wastes, and community and occupational health and safety risks. Overall, construction-related impacts are localized, short term, and can be effectively mitigated through the application of good construction and housekeeping practices and implementation of construction phase community and occupational health and safety plans.

14. During operation, no major environmental impacts are anticipated. The current environment services of the schools were assessed, and it is concluded that incremental water supply, wastewater and solid waste generation resulting from the project will not overburden existing services. The project’s potential impacts on community and occupational health and safety during operation were analyzed and corresponding mitigation measures have been defined in the IEE and EMP.

15. An environmental management plan (EMP) has been developed for the design, construction phases of the project. The EMP sets out (i) actions to implement mitigation measures; (ii) a monitoring and reporting program; (iii) institutional/organizational arrangements; (iv) capacity development and training; (v) an implementation schedule; and (vi) cost estimates. The final EMP forms part of the Project Administration Manual (PAM) and will be included as a separate annex in all bidding documents. The contractors will be made aware of their obligations to implement the EMP, to budget EMP implementation costs in their bids, and to develop site-EMPs fully responsive to the EMP.

D. Main environmental risks and assurances

16. Environmental risks, and the assurances required to address these risks, have been identified in the IEE. The majority of environmental risks relate to design features and operational plans which will avoid or mitigate impacts, but which rely on the implementers’ commitment and capacity to implement and consistently follow-up. The remainder relate to the likelihood of unexpected negative impacts. The major risks are listed below:

Design of Project facilities not complying with relevant design standards and codes related to energy-efficient, safe and green public buildings; and

Inadequate capacity of the EA and IAs in environment management, which could result in inefficient project and EMP implementation;

17. Commitments by the EA and the IAs will be incorporated into the loan documentation as loan covenants to ensure that the measures are implemented in a timely and complete fashion, including a commitment to adhere to relevant design standards and codes for energy-efficient, safe and green public buildings.

18. The overriding assurance required is that the EA and the local government bodies as appropriate will ensure that the full range of effective measures set out in the IEE and EMP are undertaken, and guarantees that the environmental management provisions and the environmental monitoring plan will be implemented effectively during project implementation, and that the implementation reports of the environmental management and monitoring plan in accordance with ADB requirements will be submitted in a timely fashion. Part of this monitoring and management commitment will be a commitment to implement and maintain the Grievance Redress Mechanism

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(GRM).

E. Conclusion

19. The IEE concludes that as long as the environmental mitigation and management measures defined in the EMP are properly implemented, all adverse environmental impacts associated with the project will be prevented, eliminated, or minimized to an acceptable level. The project is feasible from an environment safeguards point of view.

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II. POLICY, LEGAL AND ADMINISTRATION FRAMEWORK

A. PRC legislative framework

20. The subproject environmental assessment documents (TEIARs) upon which this initial environmental examination (IEE) is based have been prepared under the provisions of the People’s Republic of China’s (PRC) EIA Law of 2003 and the PRC Management Guideline on EIA Categories of Construction Projects (2008). Main laws, regulation, guidelines and standards applicable to this project are described below. The primary PRC laws that govern environmental safeguards of the project are provided in Table II-1.

Table II-1: Applicable Environmental Laws of the PRC

No. Title of the Law Year Issued

1 Environmental Protection Law 1989

2 Environmental Impact Assessment Law 2003

3 Water Law 2002

4 Water Pollution Prevention and Control Law 2008

5 Air Pollution Prevention and Control Law 2000

6 Noise Pollution Control Law 1999

7 Solid Waste Pollution Prevention and Control Law 2005

8 Water and Soil Conservation Law 1991

9 Forest Law 1998

10 Wild Fauna Protection Law 2004

11 Cleaner Production Promotion Law 2002

12 Urban and Rural Planning Law 2008

13 Land Administration Law 1999

Source: Project preparatory technical assistance.

21. The implementation of environmental laws and regulations is supported by a series of associated management and technical guidelines (Table II-2).

Table II-2: Applicable Environmental Guidelines

No. Guideline Year/Code

1 Guideline on Jurisdictional Division of Review and Approval of EIAs for Construction Projects

2009

2 Guideline on EIA Categories of Construction Projects 2008

3 Interim Guideline on Public Consultation for EIA 2006

4 Technical Guideline on EIA Regarding Surface Water HJ/T 2.3-1993

5 Technical Guideline on EIA Regarding Atmospheric Environment HJ 2.2-2008

6 Technical Guideline on EIA Regarding Acoustic Environment HJ 2.4-2009

7 Technical Guideline on EIA Regarding Ecological Impact HJ 19-2011

8 Technical Guideline on Environmental Risk Assessment for Construction Project

HJ/T 169-2004

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Source: Project preparatory technical assistance.

22. The environmental quality standard system that supports and evaluates the implementation of the environmental protection laws and regulations in the PRC is classified into two categories by function (i.e., pollutant emission/discharge standards and ambient environmental standards). The relevant main standards applicable to the project are shown in Table II-3.

Table II-3: Applicable Environmental Standards

No. Standard Code

1 Surface Water Quality Standard GB 3838-2002 2 Urban Ambient Acoustic Quality Standard GB 3096-2008 3 Ambient Air Quality Standard GB 3095-1996

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4 Integrated Emission Standard of Air Pollutants GB 16297-1996 5 Integrated Wastewater Discharge Standard GB 8978-1996 6 Underground Water Quality Standard GB/T 14848-93 7 Domestic Drinking Water Quality Standard GB 5749-2006 8 Emission Standards of Environment Noise for Boundary of Site Noise GB 12523-2011 9 Noise Limit of Industrial Enterprises GB 12348-2008 10 Emission Standard of Air Pollutants for Coal-burning Boiler GB 13271-2001 11 Standard for pollution control on hazardous waste storage GB 18597-2001 12 Standards for pollution control on the storage and disposal site for

general industrial solid wastes GB18599-2001

Source: Project preparatory technical assistance.

B. International Agreements

23. The PRC is a signatory of a large number of international agreements relevant to environment protection. Those with direct application to the project, along with the date of signing by the PRC, include:

(i) Kyoto Protocol to the United Nations Framework Convention on Climate Change, 23 February 2005. To further reduce greenhouse gas emissions by enhancing the national programs of developed countries aimed at this goal and by establishing percentage reduction targets for the developed countries;

(ii) Montreal Protocol on Substances That Deplete the Ozone Layer, 1 January 1989. To protect the ozone layer by controlling emissions of substances that depletes it.

(iii) United Nations Framework Convention on Climate Change, 21 March 1994. To achieve stabilization of greenhouse gas concentrations in the atmosphere at a low enough level to prevent dangerous anthropogenic interference with the climate system.

(iv) UNESCO Convention Concerning the Protection of the World Cultural and Natural Heritage, 1985. To integrate the practice of heritage conservation in PRC with that being done around the world.

C. Design codes for civil works

24. In addition to national laws and regulations that are commonly followed for civil works (and usually not covered in environment impact assessments), a series of design standards and guidelines related to building safety and resource efficiency apply to this project. These are listed in Table II-4.

1 A new standard has been issued in 2012 (GB 3095-2012), which will become effective on 1 Jan 2016.

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Table II-4: Key design codes and technical standards applicable to the project (civil works)

Design Code, Technical Standard

Code of Design for the Geotechnical Survey GB50021-2009

Code of Design for the Building Foundation GB50007- 2011

Code of Design for the Energy Conservation of Public Buildings GB 50189-2005

Code of Design for the Engineering Structural Reliability GB50153-2008

Code of Design for the Structural Load Calculation GB50009-2012

Code of Design for the Concrete Structures GB50010-2011

Code of Design for Building Seismic Resistance GB50011-2011

Code of Design for Masonry Structures GB50003-2011

Standards for Acceptance Test of Building Construction Quality GB50300-2001

Technical Standards for Waterproofing of Underground Structures GB50108-2008

Code of Electrical design of civil buildings JGJ16-2008

Design code for protection of structures against lightning GB50057-2010

Code for design electric power supply system GB50052-2009

Code for design of low voltage electrical installations GB50054-2011

Design Standard of Building Lighting GB50034-2004

Code for Fire Protection Design of Civil Building Cables DG/TJ08-2048-2008

Code for Engineering Design of Generic Cabling System for Building GB50311-2007

Code for Design of Automatic Fire Alarm System GB50116-2013

Standard for Design of Intelligent Building GB/T50314-2012

Code of Design on Building Fire Protection and Prevention GB50016-2006

Code of Design for Sprinkler Systems GB50084-2005

Code for Design of extinguisher Distribution in Buildings GB50140-2005

Code for Design of Outdoor Water Supply Engineering GB50013-2006

Code for Design of Outdoor Drainage Engineering GB50014-2011

Code for Design of Building Water supply and Drainage Engineering GB50015-2009

Code for Design of Heating Ventilation and Air Conditioning GB50019-2003

Technical Guideline of Heating Load Calculation JGJ 173-2009

Code of Design on Building Fire Protection and Prevention GB50016-2006

Source: PPTA DFR, May 2014

D. Scope of Assessment and Evaluation Standards for Subprojects

25. In PRC EIA requirements, ambient levels of air, noise, and water quality in the proposed works area determine the appropriate category for point source or impacting emissions and effluent standards for the construction and operational phases of built infrastructure. The scope of investigation is the project buildings and areas 200 meters (m) surrounding the buildings unless otherwise stated.

26. ADB’s Safeguard Policy Statement (2009) requires projects to apply pollution prevention and control technologies and practices consistent with international good practices as reflected in internationally recognized standards such as the World Bank Group’s Environmental, Health and Safety (EHS) Guidelines. 2 The EHS guidelines are based on best practice construction and operational procedures.

27. Air Quality. The PRC ranks air quality into three classes according to “Ambient Air Quality Standard” (GB3095-1996, amendment in 2000), with Class I having the best air quality and Class III the worst air quality. The ambient air quality in the assessment area of this project has been assigned to meet GB 3095-1996 Class II standards. A new standard has been issued in 2012 (GB 3095-2012), replacing GB 3095-1996, and will become effective on January 2016. The new standard combines Class II and III and introduces PM2.5 standards. It also makes more stringent NO2 standards. However,

2 World Bank Group 2007, Environmental, Health and Safety Guidelines General EHS Guidelines, World Bank,

Washington.

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the World Bank EHS guidelines are also used in assessment of this project, of which the specific standard values are shown in Table II-5.

28. Fugitive emission of particulate matter (such as dust from construction sites) is regulated under PRC‘s Air Pollutant Integrated Emission Standard (GB 16297-1996), which sets 120 mg/m3 as the maximum allowable emission concentration and ≤ 1.0 mg/m3 as the concentration limit at the boundary of construction sites, with no specification on the particular matter‘s particle diameter.

Table II-5: Ambient Air Quality Grade II Standard

Pollutant Averaging Period PRC Class II (mg/m3) EHS (mg/m

3)

(World Bank Group

2007)

Standard

(GB3095-1996)

Standard

(GB3095-2012)

SO2 Annual average 0.06 0.06 n/a

Daily average 0.15 0.15 0.125-0.05 (0.02

guideline)

Hourly average 0.50 0.50 n/a

PM10 Annual average 0.10 0.07 0.07-0.03 (0.02 guideline)

Daily average 0.15 0.15 0.075-0.15 (0.05

guideline)

NO2 Annual average 0.08 0.04 0.04 guideline

Daily average 0.12 0.08 n/a

Hourly average 0.24 0.20 0.20 guideline

CO Daily average 4.0 4.0 n/a

Hourly average 10.0 10 n/a

TSP Annual average 0.20 0.20 n/a

Daily average 0.30 0.30 n/a

PM2.5 Annual average n/a n/a 0.015-0.035

Daily average n/a 0.15 0.0375-0.075

Hourly average n/a 0.35 n/a

Source: Ambient Air Quality Standard (GB 3095-2012)

29. Acoustic environment. According to the Technical Specifications for Urban Area Ambient Noise Applicable Area Classification (GBT 15190-94), areas serving for cultural and educational institutions are classified as Class 1, and should comply with the corresponding provisions in Acoustic Ambient Quality Standard (GB3096-2008) according to the classification of the area. Residential, commercial and industrial mixed areas must comply with Class 2 standard. Lower standards apply for industrial areas and major roads. Standards are listed in Table II-6. The PRC standard is identical to the EHS guideline values.

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Table II-6: Acoustic Ambient Quality Standards (Equivalent Sound Level: LAeq: dB)

PRC Standard Class

Applicable Area GB3096-2008 EHS

3

Day Night Day Night

0 Areas needing extreme quiet, such as convalescence areas 50 40

55 45 1 Area mainly for residence, cultural and educational institutions

55 45

2 Residential, commercial and industrial mixed area 60 50

3 Industrial area 65 55 70 70

4 Area on both sides of urban road traffic trunk line 70 55

Source: GB3096-2008, World Bank’s EHS Guidelines

30. Construction noise will be assessed against the standards in Emission Standards of Environment Noise for Boundary of Site Noise, which are set out in Table II-7.

Table II-7: Construction Site Noise Limit (Unit: Leq[dB(A)])

Period Major Noise Source Noise Limit

Day Night

Construction Bulldozer, excavators and loader; Pile driving machines; Concrete mixer, vibrator and electric saw; Hoist and lifter

70 55

Source: GB12523-2011

31. Surface water. For water quality assessment, the determining standard will be Surface Water Ambient Quality Standard (GB3838－2002). This standard is set out in Table II-8. The class IV standard is the minimum required runoff standard for all construction projects in an urban environment. There is no EHS guideline or target for water quality in this context.

Table II-8: Surface Water Ambient Quality Standards (Unit: mg/L)

Standard DO IMn BOD COD NH3-N

(GB3838-2002) – Grade III ≥5 ≤6 ≤4 ≤20 ≤1.0 (GB3838-2002) – Grade IV ≥3 ≤10 ≤6 ≤30 ≤1.5 (GB3838-2002) – Grade V ≥2 ≤15 ≤10 ≤40 ≤2.0

Source: GB3838－2002

32. Vibration. Construction activities are likely to cause vibration impact, and should comply with the Standard for Urban Area Environmental Vibration (GB10070－88). The details are shown in Table II-9. The project works are located on existing school campuses, where standard 2 applies.

3 World Bank Group 2007, ibid.

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Table II-9: Vertical (Z) Vibration Standard Value for Various Urban Areas (Unit: Leq[dB(A)]

Scope of applicable area Day Night

Special residential area 65 65

Residential, cultural and educational area 70 67

Mixed area and commercial center 75 72

Industrial centralized area 75 72

Both sides of traffic trunk line 75 72

Both sides of railway main line 80 80

Source: GB10070－88

33. Because the subproject areas are not related to any special ecologically sensitive zones, the assessment of ecological environment belongs to Class III according to the Environmental Impact Assessment Technical Guidelines (HJ19-2011). Considering the characteristics of the project, the project will not cause groundwater level changes nor cause groundwater pollution. No assessment for groundwater is therefore required.

E. Relevant development plans

34. The basis of the project design includes the national and provincial developments plans, and relevant sectors development plans, namely:

- National Mid-to-Long Term Educational Reform and Development Strategy (2010-2020);

- National Long Term Human Resource Development Strategy Outline (2010-2020);

- Comments from the Ministry of Education on the Promotion of Vocational Education Reform to Lead the Scientific Development of Vocational Education.

- Comments from the Ministry of Education on the Promotion of Educational Quality

- Shanxi Provincial Mid-to-Long Term Educational Reform and Development Strategy (2010-2020);

- Outline of the 12th Five Year Development Plan of Shanxi Province (2010-2015);

- Master Plan of the Resource Type Economic Reform Pilot in Shanxi Province

- 12th Five Year of Shanxi Province Tourism Development Plan

- 12th Five Year of Shanxi Province Coal Mining Development Plan

- 12th Five Year of Shanxi Province Logistics Development Plan

- 12th Five Year of Shanxi Province Manufacturing Development Plan

- Outline of the 12th Five Year Development Plan of Taiyuan (2010-2015);

- Outline of the 12th Five Year Development Plan of Jinzhong (2010-2015);

- Annual Report of Shanxi Province Vocational Education (2011, 2012).

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III. DESCRIPTION OF THE PROJECT

A. Project Rationale

35. The proposed project will improve the human resource base in Shanxi, PRC to support the socially inclusive and environmentally sustainable transformation of the provincial economy. It will strengthen the provincial TVET system by (i) improving TVET quality and relevance through competency-based curriculum (CBC) and teacher development, and e-learning platforms; (ii) fostering innovation through school-industry collaboration; and (iii) improving industrial performance in Shanxi’s priority sectors for economic development. The proposed project is expected to play a demonstration role for TVET in the other provinces of the PRC. The selection of project schools was made with the demonstration and dissemination objective in mind. The project will focus its support on four pillar industries of Shanxi—coal mining, logistics, manufacturing, and tourism. The proposed project is expected to play a demonstration role for TVET in the other provinces of the PRC. The selection of project schools was made with the demonstration and dissemination objective particularly in mind.

36. The PRC is one of the fastest growing economies with an average annual growth rate of 9.0% over past 3 decades. The government’s 12th Five-Year Plan targets annual gross domestic product growth of 7.5% during 2011–2015. Despite impressive growth, the PRC is facing a number of urgent development challenges. The government’s key priorities include rebalancing the economy from export- to consumption-oriented growth, from low to higher value-added industries, supporting rapid urbanization and environmentally sustainable and socially inclusive development. The government’s emphasis on fostering innovation and technology transfer, industrial competitiveness, expansion and modernization of the service sector, and continued industrialization will require significant investments in human capital.

37. The PRC faces a structural mismatch between the supply and demand of workers with appropriate education and skills. The Government of the PRC is increasingly emphasizing the value of highly-skilled human capital. In 2010, the PRC Government identified TVET as the key target for educational expansion to develop a skilled workforce, and approved the National Long-Term Strategy on Education, 2010–2020. Making the TVET system more responsive to the labor market needs, and strengthening links between TVET and the industry are essential measures to mitigate a growing mismatch between skills demand and supply, to improve productivity and competitiveness, and to supply skills needed to facilitate the structural economic transformation of the country.

38. Located in the central region of the PRC, Shanxi is a less developed province with a population of 36 million at the end of 2013. In 2012, Shanxi’s gross domestic product per capita ranked 19th in the PRC and 18.8% of Shanxi’s rural dwellers lived below the national poverty line, significantly higher than the national average of 10.2%. As one of the PRC’s key energy and industrial bases, Shanxi has contributed significantly to the energy supply and industrial development in the PRC. The province’s key industries include coal, metallurgy, coal-fired power generation, and the manufacture of industrial machinery. However, Shanxi’s resource-based economy is characterized by high energy consumption, and significant environmental degradation. In 2010, the PRC State Council designated Shanxi as a national pilot reform zone for the transformation of a resource-based economy. This national government initiative provides a significant opportunity to upgrade traditional industry, nurture emerging industry, to accelerate modernization of the services and agricultural sectors, and support inclusive and environmentally sustainable growth.

39. To achieve these objectives, Shanxi needs a multi-skilled workforce. Strengthening human resources through the development of TVET is one of the key priorities under the PRC’s and Shanxi’s 12th Five-Year Plans, 2011–2015. Currently, Shanxi is facing a severe shortage of highly skilled workers in priority sectors and emerging areas. Under the provincial 12th Five-Year Plan, Shanxi is expected to

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further reduce the number of coal mining sites and to automate extraction in 70.0% of the coal mines. This planned technological upgrading and the need to ensure coal mining safety, has resulted in a shortage of 200,000 highly skilled workers in the coal industry.

40. In manufacturing, Shanxi provincial development plans emphasize renewable energy, biotechnology, new materials, and advanced equipment manufacturing, which are in line with national level strategic industries. To move up the value chain and diversify the production structure, it is essential to improve research and development capacity and to train high- and medium-skilled workers.

41. Given Shanxi’s central geographic location, the province plans to accelerate development of the rail and air freight transport systems, multimodal transport hubs, and distribution and logistics centers. There is a demand for more skilled workers to further improve its logistics system. Further, with abundant cultural and natural heritage sites, Shanxi is well positioned to develop a modern tourism industry. However, a lack of skilled workers has been a constraint to the further development of tourism. There is a need to retrain rural migrants and displaced workers from small coal mines to improve livelihoods.

42. Over 80.0% of the students enrolled in Shanxi’s TVET schools are from rural areas or low-income urban families. Investment in TVET development has played an important role in helping the disadvantaged people gain new skills and enjoy the growth benefits. Despite rapid expansion, TVET development in Shanxi is hampered by funding constraints. Basic infrastructure in TVET schools remains incomplete, training facilities for specialty teaching are deficient and significant performance gaps exist between the vocational colleges in well-developed industrial centers and secondary vocational schools in less developed smaller cities and counties in rural areas. The overall quality of teachers remains low and the number of teachers with both theoretical and practical experience is insufficient particularly in the secondary vocational schools. There is a need to update the curriculum to reflect changing technology and emerging occupations. Many vocational schools are not able to offer the highly-demanded training programs due to a shortage of necessary training equipment and facilities. In addition, environmental concerns, transition to a low-carbon economy, and delivery of emission reduction targets require TVET to develop training programs for environmentally sustainable growth and to foster environmental awareness in the young generation.

43. The project will focus its support on four pillar industries of Shanxi (coal mining, logistics, manufacturing, and tourism), upgrading 8 schools for demonstration, and promote capacity building and industry collaboration for TVET delivery in major sectors of Shanxi’s economy in order to benefit all TVET schools in the province. The project will help improve the quality and relevance of TVET in Shanxi, PRC, by improving TVET institutional capacity, training of instructors, and curriculum development; fostering innovation through industry-TVET collaboration; developing e-learning resources in TVET to maximize resource sharing among the vocational schools and colleges, and supporting development of model institutions in Shanxi’s priority sectors for economic development. The proposed project is expected to play a demonstration role for TVET in the other provinces of the PRC.

B. Impact, Outcome, Outputs

44. The impact of the proposed project will be a socially inclusive transformation of Shanxi’s economy. The outcome will be an improved TVET system that develops a well-trained human resource base to support the transformation of Shanxi’s economy. The provincial level activities will ensure provincial leadership of innovative approaches for pilot schools, help foster sustainability of project impact, and ensure that all TVET schools across the Province can benefit from system improvements. The project has four outputs as described below:

45. Output 1: Improved quality and relevance of the TVET system. Under this output, the project will provide support to (a) develop CBC that are more flexible and responsive to address skills

13

requirements in the four pillar industries; (b) upgrade teacher skills through development and delivery of teacher training modules; and (c) upgrade assessment and quality assurance systems to improve quality and ensure alignment with CBC. The project will develop updated learning material, including digital content, promote employer-driven competencies and professional development, combining in-service training, industry placements, and overseas and leadership professional development, and strengthen the use of ICT-based delivery for teacher training and TVET programs.

46. Output 2: Upgraded facilities and learning environments. The project will upgrade facilities at selected project TVET schools to develop model training institutions. Under this output, the project will support the upgrading of teaching, learning, and practice buildings and workshops (such as simulation coal mine, practical training buildings, and multipurpose training facilities) within existing campuses of eight project TVET schools, two from each priority sector, to reflect the current and emerging human resource requirements of industry. Practical training equipment and learning material will also be provided. With the upgraded facilities and associated curriculum development, the eight project schools will serve as demonstration models for other TVET schools in the province.

47. Output 3: Strengthened TVET-industry partnerships. The project will support industry involvement in TVET by encouraging stronger partnerships between employers and schools. While the project also mainstreams industry participation in curriculum and teaching standards development, teacher development, and student placements under Outputs 1 and 2, additional innovations to expand school-enterprise partnerships will be undertaken with activities at school, sector, and system-level. Specific activities will include the development of training programs in emerging areas (e.g., clean coal and sustainable resource management), supporting workplace training or traineeship schemes with local industries, strengthening of TVET Groups , and other innovative initiatives including ICT-based teaching and learning resources, and those that promote gender equity and women’s employment. The objectives of this program are to promote an entrepreneurial culture in all TVET schools, foster industry contribution to TVET, and develop schools that provide demonstrations of best practice in partnerships.

48. Output 4: Improved TVET system capacity. Under this output the project will (a) ensure effective coordination of all school-level and province-wide quality interventions, such as CBC and teacher development; (b) strengthen SED’s capacity for effective project management, implementation, and monitoring; (c) conduct policy research and evaluation to identify how economic growth, structural transformation, and a transition to a low-carbon society will affect the demand for skills; (d) undertake dissemination of lessons learned by the project schools to schools across the province; and (vi) establish an ICT platform for supporting e-learning, resource sharing, and a provincial management information system.

49. The proposed structural components of the project (under Output 2) include the development and/or upgrade of the teaching and training facilities in vocational education schools in Shanxi Province. The proposed works include the construction a total floor area of 153,532 m2 of different types of buildings, as well as one underground mine simulator. Among the buildings to be constructed, three are for teaching purposes with total floor area of 81,036 m2, one is for comprehensive campus services with floor area of 7,500 m2; four are for practical training purposes with a total floor area of 56,795 m2 and one training building with floor area of 8,200 m2. These buildings will be distributed on the campus of 7 project schools. None of the buildings includes laboratories or other facilities that may use or produce significant amounts of toxic substances. The selected project TVET schools and proposed physical infrastructure development are presented in Table III-1.

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Table III-1: Physical Infrastructure Development under the Proposed Project

No. School name Proposed works

1 Shanxi Vocational & Technical College of Coal

(SVTCC)

1 set of mine simulator with floor area of 12,000 m2.

1 practical training building of 11,000 m2 floor area.

2 Jinzhong Vocational and Technical College (JVTC) 1 comprehensive training building with floor area of 20,000 m2.

1 practical training building with floor area 11,818 m2.

3 Shanxi Engineering Vocational College (SEVC) 1 teaching building of 21 levels with floor area of 32,536 m2.

Demolishing existing teaching building.

4 Taiyuan Railway Machinery School (TRMS) Demolishing existing dormitory.

Build 1 teaching building of 28,500 m2 floor area.

1 training building of 8,200 m2 floor area.

5 Shanxi Traffic Vocational and Technical College

(TVTC)

Demolishing existing buildings (3306 m2);

1 comprehensive service building with floor area of 7,500 m2;

Outdoor activities courts of 6,200 m2;

6 Shanxi Vocational Technology School (SVTS) 1 practical training building of 17 levels with 18,600 m2 floor

area.

7 Shanxi Architectural Technical College (SATC) No civil works involved.

8 Shanxi Yuncheng Financial & Economic School

(SYFES)

1 practical training building with 15,676 m2 floor area.

C. Overview of infrastructure development subcomponents (under Output 2)

(1) Shanxi Vocational & Technical College of Coal (SVTCC)

50. The proposed works will be on the recently established campus of the Shanxi Vocational and Technical College of Coal, located in the Taiyuan Economy and Technology Development Zone in Taiyuan City, and will include a practical training building as well as a simulation mine (see Figure III-1).

51. Practical training building. The 6-story training building will occupy 2500 m2 of land area. The building is 22.1 m tall. The building will be arranged for 37 different sized training rooms with some rest rooms and associated facilities. Pile foundation will be adopted. The building is for practical training classrooms. The main entrance is on the south side of the building. An entrance is planned on the east side for access of teachers. A secondary entrance is planned on the west side for emergency evacuation. Three staircases are planned at both ends and in the middle of the building. The site with convenience of natural sunlight and ventilation will be used for classrooms and offices. The classrooms will be arranged in a south-to-north direction. Around the building will be a circular access road with a minimum width of 6 m for firefighting purposes.

52. Mining training simulator. Within the often hazardous mining industry, simulation training has quickly gained recognition as a significant method of increasing site safety and profitability through improved mining skills and knowledge. The project will support construction and implementation of a fully secured and artificial training mine which will have both above ground parts and underground parts (Figure III-2). The training mine will occupy 32,400 m2 land area, and will be located beneath the sports track field. The above ground floor area is 1,244.8 m2. The alley and work surface of the mine simulator is 1,540 m long, 5 m wide in average, and 3 m tall in average. Above the ground there is a transformer station, 2 hoisting rooms, 1 compressor room, 1 main entrance room, 1 safe production dispatching room, and 1 joint training building. The main ventilation machine is arranged near the return air outlet. Under the ground there are 4 wells, 3 major alleys, 3 mining zone alleys, artificial work surfaces (1 comprehensive work surface, 1 high profile general work surface, 1 comprehensive digging surface, 1 general digging surface, 1 gas ventilation surface), and other facilities including safety monitoring, mine bottom parking, central pumping house, mining zone transformer room. The teaching base of safe

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production is to be built in the training zone of the New Campus, with an area of 9,000 square meters. This base joins to the simulation mine base, forming a complete training center. The simulation mine will be used for training of students in the practical use of mining equipment, as well as monitoring and emergency procedures. It performs practice teaching and job training in a safe and controlled environment on mining, mine construction, ventilation, electro-mechanics, geology, surveying, coal chemistry, transport & hoist, and monitoring network for mining safety. Upon completion, 2,000 training positions will be available for relevant fields. The total investment is 48.60 million Yuan RMB, with 15 million RMB for civil works, and 33.60 million RMB for training equipment, mainly consisting of transportation equipment, survey equipment, search-and-rescue materials, and computer-based mining simulators.4

4 Simulators provide operators and mine workers a safe environment to learn and practice their skills. Computer-based

simulators currently on the market allow practice for a range of possible emergency situations. Many of these situations are too dangerous, too difficult or too expensive to test in an actual mine.

16

Figure III-1: Location of project facilities on campus of Shanxi Vocational & Technical College of Coal

17

Figure III-2: Layout of proposed underground mine simulator

18

(2) Jinzhong Vocational and Technical College (JVTC)

53. The proposed works in Jinzhong Vocational and Technical College will include (i) a practical training building with a land area of 3,600 m2, a base area of 2,000 m2, a floor area of 20,000 m2 (10 floors frame structure); and (ii) a teaching building with a land area 3000 m2, a base area of 1182 m2, a floor area of 11,818 m2 (10 floors frame structure). The buildings will be located on the existing campus which is located in the Jinzhong City (Figure III-3).

54. In the practical training building, 45 different practical training rooms are planned from the third to the tenth floors; offices and meeting rooms are planned on the first and the second floors. Toilet rooms and rest rooms will be located on each floor from the third to the tenth floors. 2 rest rooms for teachers and toilet rooms will be provided at both ends of the building. The goods elevator will be located on the north side.

55. In the teaching building, 70 different sized classrooms will be provided on the second to the tenth floors; offices and meeting rooms are planned on the first floor. Toilet rooms and rest rooms will be located on each floor from the second to the tenth floors. 2 rest rooms for teachers and the toilet rooms will be located at both ends of the building. The goods elevator will be arranged on the north side. The main entrance will be on the east side of the building. Additional entrances will be located on the north and south sides to divide the people flow and provide fire-fighting access. Two elevators will be located in the middle of the building. The site with convenience of natural sunlight and ventilation will be used for classrooms and offices. The classrooms will be arranged in a south-to-north direction. Around the building there will be a circular access road with minimum width of 6 m for firefighting purposes.

Figure III-3: Location of project

buildings on campus of Jinzhong

Vocational and Technical College

19

(3) Shanxi Engineering Vocational College (SEVC)

56. The proposed works are located on the existing campus of SEVC. The campus is located at No. 131 Xinjiang Road in Tayiuan. The proposed works in this school include a 21-floor teaching building, occupying 1750 m2 of land area. The building is 72 m tall. Total of 30 common large classrooms are arranged from the first to the fourth floors, each can accommodate seats for 100 students. 35 computerized classrooms are arranged from the fifth to the eighth floors, each can accommodate seats for 50 students. 120 common classrooms are arranged from the ninth to the twentieth floors. There are 64 offices in total arranged on both sides of each floor. The elevation difference between indoor and outdoor grounds is 0.45 m.

57. The building will be designed to be a “U” shape. The main entrance is on the north side of the building for student access. A separate entrance is arranged on the east side for teacher access. A further entrance is arranged on the west side for emergency evacuation. 3 elevators and stairs will be provided at both ends and in the middle of the building. The site with the convenience of natural sunlight and ventilation will be used for classrooms and offices. The classrooms will be arranged in a south-to-north direction. The offices will be located at both the east and west ends of the building.

Figure III-4: Location of project

building on campus of Shanxi

Engineering Vocational College

20

(4) Taiyuan Railway Machinery School (TRMS)

58. The proposed works are located on the existing campus of TRMS in Tayiuan, and include a main teaching building (28,500 m2 floor area) and a practical training building (9,000 m2 floor area). The main teaching building will be constructed on the site of the existing teaching building, and the training building will be northwest of the main teaching building. For the main teaching building, the basement is for equipment rooms and warehouses; floor No. 1 is for lobby, exhibition room and some offices; floors No. 2-7 are for classroom, rest rooms and department offices; floors No. 8-9 are for the integrated classroom and network center; floors No. 10-11 are for offices and meeting rooms; floor No. 12 is for administrative office and meetings rooms (1 with 50 seats and 1 with 100 seats). For the training building, the basement is for equipment room and warehouse; floor No. 1 is for skills assessment office; floor No. 3 is for training offices; floor No. 4 is for offices; floors No. 5-8 are for training rooms.

59. There are two entrances for the practical training building. The one on the east side is the main entrance. The other one is the fire-fighting access on the south side. Two sets of elevators will be located in the training building.

60. The main entrances for the teaching building will be on the south and north sides of the building for student access. Entrances will also be provided on the east and west sides for teacher access and for fire-fighting. 3 sets of elevators and stairs will be provided. The side with convenience of natural sunlight and ventilation will be used for classrooms and offices. The classrooms will be arranged in a south-to-north direction. Around the building will be a circular access road with a minimum width of 6 m for firefighting purposes.

Figure III-5: Location of project

buildings on campus of Taiyuan

Railway Machinery School

21

(5) Shanxi Traffic Vocational and Technical College (TVTC)

61. The proposed works are located in the current campus, including a comprehensive service building with floor area of 7,500 m2, a sports ground of 6,100 m2 area, and the campus roads with associated utility lines. Students bathrooms are on the west side of the first and second floors. Cafeterias (for dining of 2,500-3,000 people) are on the east side. The third floor is for extracurricular activities, such as badminton courts, table tennis, dancing room and others. The basement is for a warehouse and other service rooms.

62. The main entrances are on both the east and west sides of the building for student access. An entrance is arranged on the north side for firefighting purpose. Two stairs are arranged in the building. Around the building will be circular access roads with minimum width of 6 m for firefighting purpose. Student comfort rooms will be located on the west side of the first and second floor. Cafeterias (for dining of 2,500-3,000 people) are on the east side. The third floor is for extracurricular activities, such as badminton courts, table tennis, dancing room and others. The basement is for warehouse and other service rooms. The cafeterias will generate significant amounts of organic waste (see Table V-2). Waste and wastewater management will be linked to campus management system. Compliance with canteen hygiene, health and safety will be ensured through regular, independent checks (PRC legal requirement).

Figure III-6: Location of project facilities on campus of Shanxi Traffic Vocational and Technical College

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(6) Shanxi Vocational Technology School (SVTS)

63. The proposed works will be on the existing campus of SVTS in Taiyuan, nearby the sports ground (Figure III-7). The proposed works include the construction of a logistics related practical training building with a floor area of 18,600 m2 for 3,000 students. The building has 17 floors with one basement level. The land area is 1,350 m2. The total height of the building is 59 m. The elevation between the indoor and outdoor grounds is 0.5 m. Six amphitheater-type classrooms are arranged from the first to the third floor. On the fourth floor two conference rooms (1 big, 1 small) are planned. On the fifth and the sixth floor, 28 classrooms are planned. On the seventh and eighth floor, 16 computer classrooms are planned. From the ninth floor and above, 40 practical training rooms are planned.

64. The main entrances are on both the south and the north side of the building. An additional entrance is arranged on the east side for teacher access. An additional emergency evacuation exit is provided on the west side. One set of elevators is arranged on the east side of the building and two sets of stairs are arranged on both sides (east and west) of the building. The building is aligned to face south and north directions. An aisle is arranged in the middle with practical training rooms on both sides. Around the building will be a circular access road with minimum width of 6 m for firefighting purpose.

Figure III-7:

Location of project

building on

campus of Shanxi

Vocational

Technology

School

23

(7) Shanxi Yuncheng Financial & Economic School (SYFES)

65. The school is located in the Konggang Development Zone of the Yuncheng City which is some 400 km to the southwest of Taiyuan. The proposed facilities are located on empty land on the east side of the existing campus. The building will have a south wing and a north wing (Figure III-8). The south wing will focus on the practical training for hotel reception. The north wing will focus on practical training for tour planning, conference arrangement, business center, scenery planning and financial management. The building will have 4 floors. The base area is 3844 m2, with floor area of 15,376 m2. Each floor will have a height of 3.5 m. The elevation different between indoor and outdoor grounds is 0.8 m. The total height of the building is 14.8 m.

66. Separate entrances will be arranged for the south and north wings. Four sets of stairs are arranged on both sides of the building. An aisle is arranged in the middle with alignment of south-to-north direction, separating the training rooms into two rows.

67. The south wing is designed to be the hotel management practical training building. The first floor is arranged for training rooms including hotel business center, restaurant, hotel shops, etc. The second floor is arranged for training rooms including bars, tea rooms, multi-function rooms, and western food restaurant. The third and fourth floors are arranged for training rooms for hotel rooms.

68. The first floor of the north wing is arranged for training rooms including tourism agency, souvenir shopping center, tour planning, and conferences, etc. The second floor is arranged for training rooms including tour guide simulator, three-Jin scenery simulator, Hedong (east side of Yellow River) scenery simulator, and tourism outreach. The third floor is arranged for training rooms including automation office, digital tour guide, body shape training, multi-media training rooms, etc. The fourth floor is arranged for multi-function room, conference planning, scenery planning, negotiation room, and rest rooms.

Figure III-8: Location of

project building on campus of

Shanxi Yuncheng Financial &

Economic School

24

D. Project implementation schedule

69. The project will be implemented from Q1, 2015 to Q4, 2019 (Table III-2). The overall EMP will be confirmed, updated, and made publicly available, prior to project implementation (civil works), with the support of a start-up consultant. The proposed implementation plan of physical infrastructure constructions under output 2 are set out in Table III-2 below.

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Table III-2: Implementation Schedule of Physical Infrastructure under Output 2

Indicative Activities

2015 2016 2017 2018 2019

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Overall project implementation

schedule

Physical Infrastructure

Construction under Output 2

1. Shanxi Vocational & Technical College of Coal

1.1. Mining Stimulator

1.2 Practical Training Building

2. Jinzhong Vocational and Technical College

2.1 Practical Training Building

2.2 Teaching Building

3. Shanxi Engineering Vocational College

3.1 Teaching Building

4. Taiyuan Railway Machinery School

4.1 Comprehensive Teaching

Building

4.2 Main Teaching Building

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Indicative Activities 2015 2016 2017 2018 2019

5. Shanxi Traffic Vocational and Technical College

5.1 Comprehensive service building

5.2 Campus municipal facilities

upgrading

5.3 Outdoor activities courts

6. Shanxi Vocational & Technical College

6.1 Practical training building

7. Shanxi Yuncheng Financial & Economic School

7.1 Practical Training Building

Source: FSR, April 2014

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IV. DESCRIPTION OF THE ENVIRONMENT (BASELINE)

A. Shanxi Province

70. Shanxi Province is located in north-central PRC and borders Hebei Province to the east, Henan Province to the south, Shaanxi Province to the west, and Inner Mongolia to the north. The capital of the province is Taiyuan. Shanxi has a population of 35.7 million (2010) of whom 54% are rural. It is a comparatively Under-developed province with a nominal GDP per capita of $3,173 in 2009, equivalent to 86% of the national average ($3,678), ranking 21st among PRC’s 31 provinces. 35 of Shanxi’s 85 counties (41.2%) are classified as poverty counties, in which a majority or substantial part of their population exist below the current PRC national poverty level of 1,000 CNY per capita annual income.

71. Shanxi has a temperate continental semi-arid climate and the sub-project areas (i.e., Taiyuan, Jinzhong and Yucheng) experience long cold winters and relatively humid and rainy summers. Annual rainfalls average from 450 to 550 mm and minimum and maximum recorded temperatures range from -30 to 38 oC.

72. The TVET schools supported by the project are located in Taiyuan, Jinzhong and Yucheng, on the flatter central valley area of the province. The sites and surrounding areas are mixed urban landscapes where natural vegetation cover has been removed. No rare, endangered or threatened floral or faunal species are known to exist in the subproject areas.

73. Shanxi is rich in energy and metal resources, particularly in terms of coal and aluminum. Proven coal reserves spread over more than 90 counties amount to 300 billion tons, one third of the proven reserves in the PRC. The industries in the province are predominantly related to mining, coking, and metallurgy, and cause considerable air pollution.

74. Daily monitoring undertaken in the three cities (see Figure IV-1) shows that all three cities are suffering from low air quality, an issue well known in the province and in the PRC. Air quality indexes in May 2014 were “unhealthy for sensitive groups” to “unhealthy”, or “moderately polluted” according to the PRC Ministry of Environment Protection standard HJ 663-2012.

75. An emergency response plan (ERP) has been put into effect in Taiyuan in November 2013 as part of the Taiyuan Municipal Heavy Air Pollution Emergency Response Program, to deal with air pollution. This will also affect project schools, as the ERP requires (amongst others) that kindergartens, primary and high schools must close, and some industrial plants temporarily shut down, when a red air pollution alert is issued. All pollutant-discharging plants except those that provide power, heating and food to locals will be suspended from production when the red alert is issued.

76. Shanxi Province, as most parts of the PRC, is a seismic active area. In the acceleration zoning map of the PRC, the project area in Shanxi Province is in zone 5.5 Buildings in this zone must be able to withstand earthquake accelerations of 0.2 g. In addition, all project buildings will be required to comply with requirements attributed to the China Seismic Intensity Scale (CSIS) 8, including: 2.50 m/s2 horizontal acceleration; 0.03 m/s peak horizontal speed. These and other seismic design requirements are defined in Code of Design for Building Seismic Resistance (GB50011-2010).

5 The acceleration zoning map of the PRC divides the territory is divided into seven zones. Zone 1 is with acceleration less than

0.05g; zone 2 with acceleration 0.05g; zone 3 with acceleration 0.10g; zone 4 with acceleration 0.15g; zone 5 with

acceleration 0.20g; zone 6 with acceleration 0.30g; zone 7 with acceleration equal to or greater than 0.40g.

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Figure IV-1: Air quality index in Taiyuan (top left),

Jinzhong (top right), and Yuncheng (bottom left).

Source: http://aqicn.org (accessed on 20 May 2014)

77. Shanxi Province is known as the museum of ancient Chinese culture, having abundant historic and cultural resources and written historical records that date back 3,000 years. Out of the 35 United Nations Educational, Scientific and Cultural Organization (UNESCO) designated World Heritage Sites in the PRC, two are in Shanxi Province: the Pingyao Ancient City and the Yungang Grottoes of fifth-century Buddhist cave art in Datong City. However, none of the project schools is near any historic sites.

78. A more detailed description of the environment baseline conditions in the project cities is provided below.

29

B. Taiyuan City

79. Location. Five of the TVET schools included under the project are located in Taiyuan. (See Figure IV-2). Taiyuan is one of the major industrial cities of the PRC. It is centrally located in Shanxi and commands the north-south route through the province, as well as important natural lines of communication through the Taihang Mountains to Hebei in the east and to northern Shanxi in the west.

Figure IV-2: Location of TVET schools in Taiyuan. Source: Google Maps

80. Climate. Taiyuan experiences a semi-arid climate. Spring is dry, followed by early summer heat waves. Summer tends to be warm to hot with most of the year's rainfall concentrated in July and August. Winter is long and cold, but dry and sunny. Because of the aridity, there tends be considerable diurnal variation in temperature, except during the summer. The monthly 24-hour average temperature ranges

30

from −5.5 °C in January to 23.4 °C in July, while the annual mean is 9.9 °C. With monthly percent possible sunshine ranging from 51 percent in July to 61 percent in May, there are 2,502 hours of sunshine annually. Key climate data for Taiyuan is presented in Table IV-1.

Table IV-1: Key climate data for Taiyuan

Mean annual temperature 9.9 ℃

Extreme temperatures -25.5 ℃, 39.4 ℃

Average annual precipitation 459.5 mm

Maximum daily precipitation 183.5 mm

Wind load 0.4 kN/m2

Snow load 0.3 kN/m2

Average annual wind speed 2.5 m/s Predominant wind direction is N (summer)

Extreme wind speed 25 m/s

Maximum snow precipitation 16 cm

Maximum frozen depth 77 cm

81. Soil, hydro-geological conditions. The soils and hydrogeological conditions at the five TVET schools where civil works will take place are summarized below:

- Shanxi Vocational & Technical College of Coal: The proposed site is largely flat with elevation between 766-771 m. The maximum elevation difference is 4.95 m. From top to bottom the soil composition are as follows: Quaternary Holocene fluvial red, red on the Pleistocene fluvial alluvial layer (Q4lal + pl), Quaternary alluvial layer (Q3al + pl). The soil type are mainly lithology silt, silty clay, and sandy soil. There are 7 different layers: silty clay, silt, silty clay, fine sand silt, silt and silty clay, fine sand, and silty clay. According to the geotechnical survey results, shallow groundwater is present in the first (silty clay) layer and second (silt) layer. This groundwater is supplemented by precipitation or runoff. The deep groundwater is pressurized below the fourth layer (fine sand silt). With effective anti-liquefaction measures taken, the proposed site is considered as a relatively stable site for the proposed construction.

- Shanxi Engineering Vocational College: The proposed site is largely flat with elevation between 787-787 m. From top to bottom the soil composition are as follows: Quaternary Holocene artificial fill layer (Q42ml); Quaternary Alluvial new layer (Q41al + pl); and the Quaternary alluvial (Q31al+pl). The Groundwater depth is 3.6-4.5 m. There is possibility that the silt and sand within 15 m depth can liquefy. With effective anti-liquefaction measures, the proposed site is considered as a relatively stable site for the proposed construction.

- Taiyuan Railway Machinery School: The proposed site is largely flat with elevation between 787-788 m. From top to bottom the soil composition are as follows: Quaternary

31

Holocene Alluvial layer (Q4al + pl) and Pleistocene Alluvial layer (Q3al + pl). The soil types are mainly fill, silt and silty clay. The buried groundwater depth is 3.6-4.5 m. The site is considered stable for the construction proposed facilities.

- Shanxi Traffic Vocational and Technical College: The proposed site is largely flat with elevation between 786-787 m. From top to bottom the soil composition are as follows: Quaternary Holocene artificial fill layer (Q42ml); Quaternary Alluvial layer (Q41al + pl). The Groundwater depth is 2.0-2.3 m. The proposed site is considered relatively stable site for the proposed construction.

- Shanxi Vocational Technology School: From top to bottom the soil composition are as follows: Quaternary newly stacked fill layers ((Q4ml) and Upper Pleistocene alluvial and fluvial deposits layer (Q3al + pl). The soil types include silt and collapsible silt. Groundwater was not detected within 16.5 m survey depth.

Shanxi Vocational & Technical College of Coal Taiyuan Railway Machinery School

Shanxi Traffic Vocational and Technical College Shanxi Vocational & Technical College

Figure IV-3: Current conditions at sites of proposed

buildings within TVET campuses

Shanxi Engineering Vocational College

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C. Jinzhong City

82. Location. Jinzhong City is located in central Shanxi Province on the northeast edge of the Taiyuan basin, a typical large-scale Cenozoic faulted basin that is an important source of groundwater. The city is located approximately 400 km southwest of Beijing and 25 km southeast of Taiyuan City. The subproject area is on an alluvial plain area and is generally quite flat at an altitude of 798m.

83. Climate. Temperatures in Jinzhong City range from −20 to 25 oC, and the annual average temperature is 5.8oC. The average annual precipitation is about 460 mm and the average annual evaporation capacity is 1,550 mm with a relative humidity of 50%. The average depth of seasonal frozen soil is 135 cm and the frost season is from later October to early April. The winter heating season lasts for 137 days. The wind is predominantly from the west-northwest and east-northeast with a maximum speed of 25 m/s and an average annual speed of 3.0 m/s.

84. Water resources. There are four major rivers running through Jinzhong City: the Xiao, Tu, Longmen and Jian rivers. In addition these are fed by a number of smaller streams. Of the four rivers the Xiao is the longest, with a total length of 137 km, 38.7 km of which are in Jinzhong City. The average width ranges from 0.5-1 km, and the annual average flow is about 180 million m3. The city belongs to water-rich area and has abundant groundwater resources.

85. Soil, hydro-geological conditions. The soil at site of the proposed project facilities (i.e., Jinzhong Vocational and Technical College) is mainly composed of recent Quaternary fill (Q42ml), diluvial (Q41al + pl) silty clay and early diluvial (Q41al + pl) silt and silty clay. The groundwater level is at 1.8-5.7m depth. No unfavorable geotechnical conditions such as ground fissure or other subsidence risks have been identified near the proposed site. The proposed site is sufficiently stable for the proposed construction.

Figure IV-4: Current condition of the proposed site

D. Yuncheng City

86. Location. Yuncheng City is the southernmost prefecture-level city in Shanxi province. It borders Linfen and Jincheng municipalities to the north and east, and Henan and Shaanxi provinces to the south and west.

87. Climate. Yuncheng has a continental, semi-arid climate with four distinct seasons. Due to its southerly location and position to the north of the Zhongtiao Mountains, allowing for downsloping when

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winds are from the south, it is among the warmest places in the province. Winters are cold and very dry, while summers are hot and humid. Monthly mean temperatures range from −0.9 °C in January to 27.4 °C in July, and the annual mean is 14.05 °C (see Table IV-2). Over 60% of the annual rainfall occurs from June to September. With monthly percent possible sunshine ranging from 45% in March to 54% in May and July, the city receives 2,219 hours of bright sunshine annually, low by Shanxi standards.

Table IV-2: Climate data for Yuncheng (1971−2000)

Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Year

Average high °C 4.7 8.5 14.3 21.8 27.4 31.8 32.6 31.4 26.3 20.2 12.4 6.3 19.8

Average low °C −5.6 −2.3 3.0 9.3 14.4 19.8 22.7 21.9 16.4 9.7 2.1 −4.1 8.9

Precipitation mm 5.0 6.6 20.1 38.1 46.6 65.1 110.0 82.2 79.2 51.7 20.2 4.6 529.4

Avg. precipitation

days (≥ 0.1 mm) 2.8 3.0 4.8 6.4 7.6 8.0 9.7 8.7 9.0 7.6 4.7 2.4 74.7

% humidity 57 54 57 57 57 56 67 68 69 67 66 61 61.3

Mean monthly

sunshine hours 149.0 147.1 166.0 199.6 232.9 226.6 227.7 223.8 177.0 166.7 151.5 150.7 2,218.6

Percent possible

sunshine 48 48 45 51 54 52 52 54 48 48 49 50 49.9

Source: China Meteorological Administration

88. Soil, hydro-geological conditions. The soil on the proposed site is mainly composed of Quaternary Pleistocene (Q3al). The soil type is mainly silt. The groundwater depth is 14-16 m below the ground.

Figure IV-5: View of the project site,

March 2014

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V. ANCITIPATED ENVIRONMENTAL IMPACTS AND MITIGATION MEASURES

A. Introduction

89. The project’s environment, health and safety implications were assessed during project preparation. All buildings will be constructed within boundaries of existing or recently established campuses. Impacts that will arise from civil works will be minimal and localized. During the construction phase, the major negative environmental impacts are associated with increased level of noise and dust due to the usage of heavy vehicles and construction equipment. Waste soil and construction debris will be generated because of building deconstruction, earth excavation, soil back cover, concrete structure, etc. During the operation phase, no significant environmental impacts are anticipated. All campuses are located in education development zones with access to necessary public utilities such as wastewater sewers, electricity, solid waste collection system and water supply. The following sections discusses anticipated impacts as well as the mitigation measures defined in the environment management plan (EMP), presented in Appendix EMP.

B. Environmental Impact and mitigation measures during Construction

90. Potential construction phase impacts are associated with soil erosion, increased noise and dust levels, liquid and solid wastes, and safety risks to community members (on campus) and workers. It is important to note that there will be no worker camps, as workers can readily access the sites by road and stay in off-site accommodation. Impacts on flora and fauna will be minimal. There are no reports of physical cultural resources in or around any of the sites, though a chance find procedure will be put in place. Overall, environmental impacts associated with the construction phase are expected to be localized and short term, and can be effectively mitigated through the application of sound construction site management practices. Main impacts during construction, as well as mitigation measures, are discussed below.

91. Impacts on soil. The construction sites in the 7 school campuses targeted by the project are relatively small. The potential impacts on soil include: (i) soil erosion; (ii) soil contamination; and (iii) inappropriate management of spoil disposal.

(i) Soil erosion: May be caused by construction, excavation, and borrow pits, stockpiles and spoils from earthwork during construction of buildings and grading. The factors that are expected to contribute to accelerated erosion in the project area are winds and rainfall.

(ii) Soil contamination: Contamination of soil in the construction phase may result from the inappropriate transfer, storage, and disposal of petroleum products, chemicals, liquids and solid waste.

(iii) Spoil disposal: Significant spoil disposal will not be required, and potential impacts will be short-term and localized.

92. The impacts on soil will be mitigated through a number of remedial measures which are defined in the EMP, which shall be defined in construction contracts and the site-EMPs, to be developed by Contractors:

(i) For soil erosion protection: (a) prepare soil erosion control plan (showing how runoff will be controlled at site perimeter to control soil and water runoff, and how disturbed areas will be reclaimed); (b) minimize active open excavation areas; (c) construct intercepting ditches and drains to prevent runoff entering construction sites, and divert runoff from sites to existing

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drainage; (d) stabilize all earthwork disturbance areas within maximum 14 days after earthworks have ceased; and (e) properly slop and re-vegetate disturbed surface.

(ii) For soil contamination prevention: (a) store chemicals/hazardous products and waste on impermeable surfaces in secure, covered areas; (b) remove all construction wastes from the site to approved waste disposal sites; (c) provide spill cleanup measures and equipment at each construction site; and (d) conduct training in emergency spill response procedures.

93. Impacts on surface and groundwater. There are no sensitive surface waters near project sites. Site drainage will be required for some foundation construction at the following schools: SVTS (groundwater level at 2.0-2.3m); and TVTC, SEVC, and JVTC (groundwater level at 3.6-4.5m). The pumping will be temporary and localized, with no long-term impact on groundwater aquifer. The major risk to groundwater and surface waters is through spills of dangerous substances, and inappropriate construction waste management. The potential risks to surface and groundwater will be mitigated through a number of activities defined in the EMP, which will be incorporated construction contracts and clearly defined in site-EMPs to be developed by the Contractors:

(i) Install water collection basins and sediment traps in all areas where construction equipment is washed;

(ii) Recycle wastewater generated from the washing down of mixer trucks and drum mixers and similar equipment;

(iii) Discharge surplus wastewater and wastewater generated from building construction activities, including concreting, plastering, cleaning of works and similar activities into sewer after removal of solids in a silt removal facility;

(iv) Store sewage from temporary toilets, kitchens and similar facilities in an on-site facility (such as septic tank), to be emptied regularly and transported to a designated wastewater treatment plant for further treatment.

94. Impacts on air quality. Minor temporary air quality impacts during the construction stage of the project are anticipated due to fugitive dust generation in and around the TVET campuses. Minor increases in the level of nitrogen oxides (NOx) and sulphur oxides (SOx) from construction plant and machinery are expected. These construction phase impacts will be localized and temporary, but could affect TVET students and staff as well as nearby residential areas. Impacts on air quality will be mitigated through a number of measures which are defined in the EMP, which shall be defined in construction contracts and the site-EMPs, to be developed by Contractors:

(i) Dust control measures: (a) install perimeter fences at each site prior to construction; (b) spray water at least twice a day where fugitive dust is generated during deconstruction of old buildings and civil works; (c) cover trucks carrying earth, sand or stone with tarps or other suitable cover to avoid spilling and dust generation; (d) undertake regular air quality monitoring in around the two campuses in accordance with the monitoring plan; (e) regularly consult students and staff as well as nearby residents to identify concerns, and implement additional dust control measures as necessary.

(ii) Air emission control from construction vehicles and machinery: (a) store petroleum or other harmful materials in appropriate places; (b) maintain vehicles and construction machineries to a high standard.

95. Solid waste management. Inadequate disposal of construction wastes could have adverse impacts on soil, water and health of workers and the community. Waste streams will include inert construction wastes (soil, debris, concrete etc), municipal type wastes (construction workers’ food and packaging wastes from construction consumables) and hazardous wastes (fuel containers, oil filters, oily rags etc.). Three schools will demolish 5 existing old buildings (as described in Table V-1). Demolition

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waste will mainly include concrete, bricks, glass and woods. The presence of asbestos or asbestos containing materials is highly unlikely as no asbestos containing materials were used for insulation in the buildings that will be demolished. This was confirmed through visual spot-checks during IEE. Should hazardous materials be found during demolition and clearance of waste, the IAs and contractors will immediately inform the relevant local EPB and recruit a specialized service provider for final disposal. The PMO-EO must also be informed.

Table V-1: Construction waste produced by the outdated buildings

TVET school Demolished Building Floor Area (m2) Estimated amount of solid waste (t)

Remarks

Shanxi Engineering Vocational College

Teachers’ apartments 2600 312 Four floor brick structure

Taiyuan Railway Machinery School

Practical training building

9210 1,105 Three floor Brick structure

Shanxi Traffic Vocational and Technical College

Dining hall 1960 235 Brick structure

Bungalows 936 112 Brick structure

Boiler building 410 49 Brick structure

Total 1,813

Source: PPTA Consultant

96. In addition, the following waste management and impact mitigation measures have been defined in the EMP, which shall be defined in construction contracts and the site-EMPs, to be developed by Contractors:

(i) Maximize reuse/recycling of construction and deconstruction wastes (e.g. iron, bricks, windows, doors, steel bars etc.);

(ii) Provide appropriate waste storage containers for workers’ municipal garbage and hazardous wastes;

(iii) Install confined storage points of solid wastes away from sensitive receptors, regularly haul to an approved disposal site;

(iv) Use licensed contractors to remove wastes from the construction sites;

(v) Prohibit burning of waste.

97. Noise. The major sources of noise pollution are movement of construction vehicles, the haulage of construction materials to the construction sites and the noise generating activities at the sites. Concrete mixing and material movements are the primary noise generating activities and will be uniformly distributed over the entire construction period. Construction activities are expected to produce noise levels in the range of 80-95 dB (A). The predicted noise levels 100 m away from the noise source are 44~60dB (A); and those 200 m away from the noise source are 38~54dB (A). Noise will be mitigated through a number of remedial measures which are defined in the EMP, which shall be defined in construction contracts and the site-EMPs, to be developed by Contractors:

(i) Maintain equipment and machinery in good working order; undertake regular equipment maintenance, ensure compliance with PRC standard of GB12523-2011;

(ii) Operate between 0800H-2200H only and reach an agreement with IAs management and nearby residents regarding the timing of heavy machinery work, to avoid any unnecessary

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disturbances; nighttime works should only be conducted in exceptional cases, and a permit should be obtained for that purpose;

(iii) Inform potentially affected people including students, staff and nearby residents in advance;

(iv) Install temporary anti-noise barriers to shield school buildings where non-compliance with Category 2 in Environmental Quality Standards for Noise (GB3096-2008) is anticipated/monitored;

(v) Locate sites for concrete-mixing and similar activities at least 300m from sensitive areas if without any mitigations;

(vi) Monitor/observe noise within campus and at nearby sensitive areas at regular intervals (as defined in the monitoring plan);

(vii) Seek suggestions from school management and potentially affected sensitive receptors to reduce noise annoyance.

(viii) Disseminate information on procedure of handling complaints through the Grievance Redress Mechanism (GRM).

98. Flora and Fauna. Field investigations have established that there are no threatened or endangered flora and fauna species within the project’s direct area of influence. The current land uses are concrete ground open space or with old buildings that will be demolished. Therefore, no adverse impact on such species is likely to occur during the construction activities. All sites will be re-vegetated after construction.

99. Loss of Physical Cultural Resources. Except for Shanxi Engineering Vocational College, there is no record of important heritage or archaeological sites on the TVET campuses. In the campus of Shanxi Engineering Vocational College a practical training building constructed in 1956 was recognized as modern heritage. This building is 200m away from the proposed site. Contractors will be required to establish chance-find procedure for physical cultural resources. If a new site is unearthed, work will be stopped and the IA and local cultural relics bureau notified.

100. Risks to community health and safety. Construction sites will be located close to existing school buildings and residential areas, representing a potential risk to public health and safety, especially to students and staff. This risk will be mitigated through a number of measures defined in the EMP, which shall be defined in construction contracts and the site-EMPs, to be developed by Contractors:

(i) Prepare traffic control plan within and around campuses during construction, to be approved by TVET institutions’ management, and local traffic management administration. The plan shall include provisions for diverting or scheduling construction traffic to avoid peak traffic hours, main teaching activities, such as exams, regulating traffic at road crossings with an emphasis on ensuring public safety through clear signage;

(ii) Designate staff members to control traffic during on-school and off-school hours;

(iii) Ensure that all sites are secure, discouraging access through appropriate fencing; place clear signs at construction sites in view of the people at risk (including students, staff and nearby communities), warning people of potential dangers such as moving vehicles, hazardous materials, excavations, and raising awareness on safety issues;

(iv) Return machinery to its overnight storage area/position;

(v) In collaboration with the school management, held a public meeting prior to commencing construction to discuss issues associated with ensuring the safety of students and staff, as

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well as nearby communities in vicinity of the construction site.

101. Occupational health and safety. The leading safety hazards on site are falls from height, excavation accidents, electrocution, and being hit by falling objects, especially as two project schools propose to build high buildings (17 and 22 floors). The following measures have been defined in the EMP to ensure high level of occupational health and safety, which shall be defined in construction contracts and the site-EMPs, to be developed by Contractors:

(i) Appoint one staff to implement and supervise the implementation of the Site-EMP and the performance of subcontractors;

(ii) Provide safe supply of clean water and an adequate number of latrines and other sanitary arrangements at the site and work areas, and ensure that they are cleaned and maintained in a hygienic state;

(iii) Provide garbage receptacles at construction site;

(iv) Provide personal protection equipment (PPE) for workers in accordance with relevant health and safety regulations;

(v) Develop an emergency response plan to take actions on accidents and emergencies; document and report occupational accidents, diseases, and incidents; organize fully equipped first-aid base at each construction site;

(vi) Establish Records Management System that will store and maintain easily retrievable records on occupational accidents, diseases, and incidents.

(vii) Train all construction workers in basic sanitation and hygiene issues, general health in basic sanitation and hygiene issues, general health and safety maters, and on the specific hazards of their work;

(viii) Posters drawing attention on site safety, rescue and industrial health regulations shall be made or obtained from the appropriate sources and will be displayed prominently in relevant areas of the site.

102. Utilities provision interruption. At the TVET campus construction sites, construction may require relocation of local municipal utilities such as power, water, sewers and communication cables. Contractors will be required to assess potential disruption to services and identify risks before starting construction. If temporary disruption is unavoidable, contractors will develop a plan to minimize the disruption and communicate the dates and duration in advance to all affected people, in conjunction with the school management.

103. Land acquisition, resettlement. The involuntary resettlement category for this project is “B”. The project involves construction of infrastructure within the existing campuses without additional land acquisition and resettlement. Due diligence6 was conducted and confirmed that the land acquisition undertaken by the government was not conducted in anticipation of ADB project. Among the seven schools where different educational facilities will be constructed, land acquisition in five schools occurred 10 or more years ago. Land acquisition for the coal college (SVTCC) took place in 2010 affecting some residential structures belonging to 75 households who are currently in transition, with their new housing to be handed over by June 2014. For the engineering college (SEVC), one residential building of 48 households will be affected, out of which 40 households have already relocated to their new homes, 4 will be relocated in other existing residential buildings, and the remaining 4 households will be provided transitional houses by the school free of charge until they move to a new building that will be constructed

6 Due Diligence Report and Action Plan for Involuntary Resettlement (accessible from the list of RRP linked documents.

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by the end of 2016. The schools and SPG have agreed on an action plan to (i) speed up the process of relocating the 75 households by June 2014; (ii) relocate the 4 households in existing buildings, and commence construction of the new housing and allocate to the other 4 households by end of 2016; and (iii) conduct appropriate independent resettlement monitoring during project implementation. The PMO will be informed of the results of the independent resettlement monitoring during the project implementation.

104. The Project is classified as category C for indigenous peoples. The assessment determined there will not be any negative impact on indigenous peoples. There will be no economic displacement associated with the Project.

105. Other Social Issues. No other social risks and/or vulnerabilities are anticipated as a result of the project. The project construction workers will be engaged locally. Civil works contracts will stipulate priorities to (i) employ local people for works, (ii) ensure equal opportunities for women and men, (iii) pay equal wages for work of equal value, and to pay women’s wages directly to them; and (iv) not employ child or forced labor.

C. Environmental Impact and mitigation measures during Operation

106. No significant environmental impacts are anticipated during the operation of project facilities. Most operational issues can easily be addressed by integrating new facilities into the TVET institutions’ and the districts’ municipal services (water supply, solid waste and wastewater collection and disposal), or by ensuring compliance with relevant building codes (such as for ventilation, air-conditioning etc). None of the buildings will include laboratories or other facilities that may use or produce significant amounts of toxic substances.

107. To ensure that project facilities will be safe, energy efficient and green, the Implementing Agencies (IAs) agreed that all buildings will comply with relevant design standards and codes further described below. The use of VOC-emitting materials (including paints, coatings, adhesives, carpet and furniture’s) will be strictly prohibited to ensure high indoor air quality. Key design assumptions and specifications for the buildings are summarized below:

- Wind and snow loads: wind load 0.4 kN/m2, snow load 0.35 kN/m2;

- Design earthquake acceleration: 0.2 g;

- Structural requirement: safety grade II; design service life 50 years; seismic resistance Category III and Grade 8;

- Building structure: Based on the code of design for building seismic resistance (GB50011-2010), frame structure will be used for both buildings;

- Main construction materials: concrete C30-C50; bearing reinforcement HPB300, HRB400 or HRB500; Steel Q235B;

- Lighting standard: 300 LX for offices and classrooms, intensity 11 W/m2; 200-500 LX for practical training rooms.

108. Earthquake resistance, fire safety, campus safety. The design of all buildings will follow the standards including the Code of Design for Building Seismic Resistance (GB50011-2010); the Code of Design for the Building Foundation (GB50007-2011), and the Code of Design for the Engineering Structural Reliability (GB50153-2008), and common acceptable practices in foundation treatment methods and building structure types. Based on the available geotechnical information (see para 81, 85 and 88) the designs are considered reasonable. Sufficient fire prevention measures have been taken into consideration to reduce fire risks. These measures including usage of high grade fire-resistant construction materials, provision of sufficient fire quenching facilities, such as sprinklers, fire-fighting

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water tanks and pumps, powered fire extinguishers, etc. Fire-fighting hydrants and fire-fighting road accesses for external assistance are also considered for all project buildings. Emergency evacuation routes in cases of earthquake incidents and fires have also been taken into consideration in the design. A circular road with a minimum width of 6 m will be constructed around each building. In addition, TVET schools will be required to implement the following measures in order to ensure high levels of on-campus safety:

- Ensure compliance with relevant health and safety regulations pertaining to ventilation, indoor air quality, lighting, noise, fire escape, hygiene, etc;

- Establish preparedness plan and operation plan under emergency conditions, such as fire, flood, earthquake, wind, storm, water contamination, epidemic, air contamination, infestation, explosion etc to ensure safe environment for all student, faculty, staff and visitors;

- Provide guidelines and reference materials to help campus reduce or eliminate potential hazards which may cause injury, illness or property loss.

109. Water supply. All buildings will be connected to the water supply system of the campuses, which in turn are connected to the municipal water supply network. The increase in water demand on the campuses as a result of the new buildings is small (Table V-2) and the increased consumption can easily be met through the municipal water supply services. The incremental water use will not have an impact on other water users within the water supply service area.

110. Wastewater Collection and Treatment. The major source of water pollution during operation phase will be the wastewater from training and teaching buildings (toilets). After simple pre-treatment by septic tanks, the sewage will be delivered to existing centralized municipal WWTPs for further treatment (Table V-2) except for Shanxi Traffic Vocational and Technical College, where an on-site wastewater treatment facility has been built on the campus. The capacity of the on-site wastewater treatment facility is adequate. It is concluded that wastewater produced in the buildings financed by the Project will be managed adequately and will not cause any incremental impact on any receiving water body. Sludge accumulation in septic tanks will be periodically monitoring (through visual inspection), and licensed companies will be contracted to de-sludge as needed.

111. Solid waste. During operation, the TVET schools will generate solid waste such as paper, cardboard, plastics, and general refuse by routine activities. Buildings will generate 180-1800 kg per day of domestic waste (Table V-2). This waste will be segregated into biodegradable and non-biodegradable waste. Where recycling is feasible, these wastes will be stored in segregated bins and removed as required. Other solid wastes will be removed by sanitary contractors on a regular basis and disposed to designated municipal landfill sites. Shanxi Vocational & Technical College of Coal and Jinzhong Vocational and Technical College will purchase gas cylinders for gas explosion simulation training only. Registration of the purchase of hazardous goods will be required at the local Public Security Bureau. Considering the small amount purchased and used each time, the impact is not significant.

Table V-2: Water consumption, wastewater and solid waste generation at project facilities

Water supply Wastewater Solid waste

(m3/d) (m3/d) (kg/d)

Shanxi Vocational & Technical College of Coal 32 27 178

Jinzhong Vocational and Technical College 140 119 776

Shanxi Engineering Vocational College 320 272 1,778

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Taiyuan Railway Machinery School 181 154 1,0057

Shanxi Traffic Vocational and Technical College 77 66 1,250

Shanxi Vocational & Technical College 40 34 222

Shanxi Yuncheng Financial & Economic School 88 75 488

Total 877 746 5,700

Source: PPTA technical report, April 2014

112. Energy consumption. Energy efficiency has become a key feature of building design. The FSR followed the relevant national and local standards and guidelines including: (i) Code of Design for the Energy Conservation of Public Buildings (GB 50189-2005); (ii) Details on the Code of Design for the Energy Conservation of Public Buildings in Shanxi Province (DBJ04-241-2006); (iii) Regulations on Civil Building Energy Conservation in Shanxi Province; and (iv) Investment Project Energy Conservation Assessment and Review Methods in Shanxi Province (Shanxi Provincial Government, No. 13, 2011).

113. The FSR has further established heating demand of project buildings based on the following assumptions: (i) per capita water consumption: 45 L/day; (ii) heating: 60W/m2; (iii) electricity consumption: 30W /m2; (iv) water conversion ratio: 0.0857 tce8/1000 m3; (v) heat conversion ratio: 0.03412 tce/GJ; and (vi) electricity conversion ratio: 0.1229 tce/1000 kwh. Water consumption, heat demand, electricity consumption as well as their TCE is presented in Table V-3.

114. Energy efficiency measures. The FSR has considered water conservation measures such as selecting water conservation materials, devices and equipment for the piping and the toilets. As indicated in the energy consumption estimates in the previous section, the heating provision and the electricity consumption are the major sources of energy consumption (in terms of percentage of TCE). Energy efficiency measures should therefore aim to improve the efficiency in heating provision and electricity consumption. The FSR has defined a set of measures to ensure energy efficiency of project facilities. These requirements, defined below, will be included in the technical specifications for detailed design of buildings.

A. Building design

- The building location and alignment should be well selected to benefit from solar heating and

to reduce heat loss;

- The building layout should be well considered to maximize the utilization of the sunlight and

natural ventilation available;

- Strictly follow the Code of Design for the Energy Conservation of Public Buildings (GB

50189-2005) and the Details on the Code of Design for the Energy Conservation of Public

Buildings in Shanxi Province (DBJ04-241-2006).

B. Electricity design

7 This mainly includes organic waste from the cafeterias, which will be stored in segregated bins and removed for animal

feeding. 8 TCE=tons of coal equivalent

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- Optimize the location of the power distribution system to reduce transmission loss;

- Select equipment with low energy consumption and high power coefficient/factors;

- Adopt appropriate lighting standards for different functional areas;

- Select energy saving lighting devices, and optimize the lighting control.

C. Heating and ventilation design

- Optimize ventilation system by maximize the natural ventilation usage;

- Select higher grade material to improve the heat insulation;

- Optimize the heating system to improve the heat exchange efficiency and to reduce

unnecessary heat loss;

- Establish a regular inspection mechanism of the heating and ventilation system.

D. Water and Drainage design

- Adopt appropriate piping material to reduce water leakage and water head loss;

- Adopt energy saving pumping equipment;

- Adopt water conservation devices such as water taps and toilets.

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Table V-3: Annual water, heat and power consumptions for the proposed works

No. School name Water Consumption Heating Consumption Electricity Consumption

Water 103 m

3 TCE % Consumption, 10

3 GJ TCE % Consumption, 10

3 KW TCE %

1 Shanxi Vocational & Technical College of Coal 11,200 1.0 0.4% 5,315 181 73.6% 522.7 64 26%

2 Jinzhong Vocational and Technical College 48,900 4.2 0.6% 14,100 480 74.4% 131 161 25%

3 Shanxi Engineering Vocational College 112,000 9.6 1.4% 14,900 509 72.6% 148 182 26%

4 Taiyuan Railway Machinery School 63,300 5.4 0.7% 16,200 552 73.7% 156 191 25.6%

5 Shanxi Traffic Vocational and Technical College 27,000 2.3 0.5% 3,930 134 29% 74.3 91 19.8%

6 Shanxi Vocational & Technical College 14,000 1.2 0.3% 8,485 290 72% 90.5 111 27.7%

7 Shanxi Yuncheng Financial & Economic School 30,700 2.6 0.9% 5,800 198 69.5% 68.8 84 29.6%

Source: FSR, April 2014

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VI. ENVIRONMENTAL MANAGEMENT PLAN

115. An environmental management plan (EMP) has been prepared for the project. It is an essential document to ensure the implementation of mitigation measures. The full EMP will be attached to the Project Administration Manual (PAM) of the project.

116. The EMP defines all potential impacts of different project outputs and the mitigation and protection measures with the objective of avoiding or reducing these impacts to acceptable levels. The EMP also defines the institutional arrangements and mechanisms, the roles and responsibilities of different institutions, procedures and budgets for implementation of the EMP. The EMP draws on the findings of the project IEE, PPTA and ADB review mission discussions and agreements with the relevant government agencies.

117. The EMP, presented in Appendix EMP, defines: (i) responsibilities and authorities for EMP implementation;, (ii) summary of impacts and mitigation measures; (iii) environmental monitoring and inspection plan; (iv) institutional strengthening and training plan; (v) reporting requirements; (vi) public consultation plan, (vii) cost estimates, and (viii) mechanism for feedback and adjustment. The EMP will be included as separate annex in all bidding and contract documents. Contractors will be required to develop site-EMPs that are fully responsive to the EMP. The PMO-EO will be assigned with the responsibility to ensure Contractors’ compliance with the Site-EMP and the EMP.

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VII. CONSULTATION, PARTICIPATION, INFORMATION DISCLOSURE, GRIEVANCE REDRESS MECHANISM (GRM)

118. Meaningful consultation was conducted with a wide range of stakeholders during project preparation, including: (i) teachers and management from the schools; (ii) students; (iii) prospective employers; and (iv) SPG, including the Education, Labor, and Industrial Bureaus, as well as the Woman’s Federation and the Poverty Alleviation Office.

119. A consultation meeting took place on 14 April 2014 with all participating TVET schools. During the meeting, participants discussed the scope of the project components; and content and implementation responsibilities of the EMP including grievance redress mechanism (GRM, see EMP Section G). The stakeholders, recognizing the economic, environmental, and social benefits of the project, expressed their full support to the project. Nobody expressed concerns about environmental impacts that could result from the construction and operation of the project. An agreement was reached on the EMP implementation responsibilities; the EMP monitoring and reporting requirements; EMP cost estimates; and the GRM. Other consultation activities, under the guidance of the social safeguards experts, looked at completed land acquisition and resettlement activities on project campuses.9 The final IEE is disclosed on the project website at www.adb.org, and is available on request at the PMO. The Project’s environmental information will be disclosed by the EA and ADB. Annual environment monitoring and EMP implementation reports will be disclosed on ADB’s project website.

120. Given the nature of project activities (construction of new buildings within boundaries of existing campuses), extensive consultation with potentially affected people (students and staff, as well as nearby residents that may be affected by construction traffic) did not take place during IEE10, but will is scheduled just before construction starts, in the framework of project readiness assessment by the PIU and civil works contractors, with support of the start-up environment consultant (see Table EMP-4). Each PIU will hold a public meeting prior to commencing construction to discuss issues associated with ensuring the safety of students and staff, as well as nearby communities in vicinity of the construction site. The contact persons for different GRM entry points (contractors, PIU, PCC) will be identified prior to construction, and their contact details (including phone numbers, e-mail addresses, and postal address) will be disclosed on information boards at all construction sites

121. During construction of the project, potentially affected people, TVET staff, and students will be involved through informal interviews. PIUs will consult potentially affected people during regular construction-site inspections. TVET staff, students, and industry representatives will all be involved in the design of TVET activities such as the competency based curriculum development, human resources management, and monitoring of project outputs.

122. A stakeholder communications strategy matrix has been prepared to highlight the most important communications challenges faced by the project and the proposed strategies and measures are shown in Table VII-1.

9 The project activities will not require land acquisition; however, land acquisition was required for many of the college

campuses during the past five years and two colleges have some remaining resettlement issues. Due diligence was conducted to document these impacts and agree on actions to remedy to remaining resettlement activities.

10 According to the PRC’s guideline (2006), public consultation is only mandatory for category A projects. Three schools required simple registration forms (Category C), and four schools required Tabular EIAs (Category B). None of the domestic TEIAs includes consultation chapters.

46

Table VII-1: Stakeholder Communications Matrix

Communications Context: The proposed project will improve the human resource base in Shanxi, PRC to support the transformation of the

provincial economy for sustainable and inclusive growth. It will strengthen the provincial TVET system by (i) improving TVET quality and relevance

through competency-based curriculum (CBC) and teacher development, and e-learning platforms; (ii) fostering innovation through school-industry

collaboration; and (iii) improving industrial performance in Shanxi’s priority sectors for economic development. The proposed project is also

expected to play a demonstration role for TVET in the other provinces of the PRC. The selection of project schools was made with the

demonstration and dissemination objective in mind. The project focuses on Shanxi’s four priority sectors – coal, manufacturing, logistics and

tourism.

Project Objective: The outcome will be an improved TVET system that develops a well-trained human resource base to support the

transformation of Shanxi’s economy. This will be achieved through four project outputs that include improved TVET quality and relevance;

upgraded facilities and learning environment (in 8 project schools); expanding school-enterprise collaboration through an Innovations Financing

Facility; and improved TVET system capacity. The stakeholder communication strategy is focused on four critical areas that require active

awareness raising, training, and sharing of lessons learnt. The fourth critical area relates directly to environment, health and safety.

Strategic Elements Work Plan Elements Evaluation

Objectives Risks

Audiences/ Stakeholders

Current and Desired Attitudes/ Behaviors

Messages/ Information

Activity/ Channels Timing

Responsibility

Resources Needed

Expected Outcomes

To promote closer and more structured enterprise involvement in the TVET sector

Schools and enterprise cooperation remains informal and inefficient

TVET schools (all schools in province), industry in 4 priority sectors (that TVET schools partner with)

There is active collaboration between TVET schools and industry, but it is not systematic. Project

Mutual benefits of industry/TVET cooperation and the sharing of best practice arrangements

TVET group discussions, school/enterprise partnerships. Communications by Government Industry and Commercial Depts.

Ongoing SPMO ,schools and TVET groups

In project budget

Increased school arranged internships and greater industry financial sponsorship of TVET.

47

support for collaboration will stimulate the forging of closer structured cooperation.

To promote gender sensitive curriculum development

TVET schools, Curriculum Working Groups

Reduce gender biases in curriculum and learning material

Detailed guidelines for gender-sensitive curriculum to be provided to the working groups

Training (planned training for teachers and working groups)

Year 1; ongoing

PMO, Curriculum Groups

In project budget

Competency Based Curriculum updated, reflects gender-sensitive material

To disseminate lessons learnt through project’s quality and capacity building activities and share them province-wide

Quality and capacity building activities at school level does not get shared with wider provincial set up

TVET schools in province

Increased learning from new curriculum, training

For each activity (curriculum, teacher training, leadership development), lessons need to be shared

Workshops Use of ICT platforms

Year 2 onwards

PMO In project budget

Project evaluation; reviews show acceptance of new curriculum, sharing of experience

Ensure

transparency

and awareness

regarding

environment

health and

safety risks

Communities,

TVET staff

and students,

and

contractors

are not aware

of

environment

management

requirements

Contractors,

schools,

students,

nearby

residents

Better

informed

practices on

environment

and social

aspects

EMP, health and

safety issues,

do’s and don’ts,

GRM

Site supervision,

consultation

meetings, GRM

Prior to

constructio

n,

periodically

during

constructio

n

PMO; PIUs In project

budget

Compliance with

environment

actions (EMP)

48

VIII. CONCLUSION

123. The proposed project will help improve the quality and relevance of TVET in Shanxi, PRC, by improving TVET institutional capacity, training of instructors, and curriculum development; fostering innovation through industry-TVET collaboration; developing e-learning resources in TVET to maximize resource sharing among the vocational schools and colleges, and supporting development of model institutions in Shanxi’s priority sectors for economic development. The proposed project is expected to play a demonstration role for TVET in the other provinces of the PRC. Under project output 2, the project will support the construction of 11 facilities (including 9 training and teaching buildings) as well as the deconstruction of 5 unsafe buildings on 7 existing TVET campuses.

124. The project underwent appraisal during project preparation and was classified as Category B for environment on the basis of comprehensive site visits and ADB’s Rapid Environmental Assessment. In compliance with ADB’s Safeguards Policy Statement (2009), an initial environmental examination (IEE) including environment management plan (EMP) was developed, covering the design, construction and operation of the project, drawing on the data and information from FSR, domestic environmental assessments (where required), and discussions with the PMO and TVET schools.

125. During construction, major anticipated impacts include noise, fugitive dust, solid wastes, and community and occupational health and safety risks. Overall, construction-related impacts are localized, short term, and can be effectively mitigated through the application of good construction and housekeeping practices and implementation of construction phase community and occupational health and safety plans as defined in the EMP.

126. During operation, no major environmental impacts are anticipated. All buildings financed by the project will be constructed within boundaries of existing or recently established campuses. All campuses are located in education development zones with access to necessary public utilities such as wastewater sewers, electricity, solid waste collection system and water supply. All buildings will be designed in compliance with relevant design standards and codes for energy-efficient, safe and green public buildings, including but not limited to: GB 50011-2010 (Building Seismic Design Code); GB 50016-2006 (Code of Design on Building Fire Protection and Prevention); GB 50189-2005 (Energy Conservation Design for Public Buildings) and other applicable national design codes. The use of VOC-emitting materials (including paints, coatings, adhesives, carpet and furniture’s) will be avoided to ensure high indoor air quality.

127. An environmental management plan (EMP) has been developed for the design, construction and operation phases of the project. The EMP sets out (i) actions to implement mitigation measures; (ii) a monitoring and reporting program; (iii) institutional/organizational arrangements; (iv) capacity development and training; (v) an implementation schedule; and (vi) cost estimates. The final EMP forms part of the Project Administration Manual (PAM) and will be included as a separate annex in all bidding documents. The contractors will be made aware of their obligations to implement the EMP, to budget EMP implementation costs in their bids, and to develop site-EMPs fully responsive to the EMP.

128. In the framework of the environmental due diligence, initial consultation was conducted with key stakeholders. The final IEE will be disclosed on the ADB website. Further consultation will take place before the startup of construction works: Posters will be placed within the campuses of the TVET institutions, and public meetings will be conducted by the PIUs and the civil works contractors prior to construction works. A grievance redress mechanism (GRM) has been defined to deal with public complaints related to project activities during project implementation and operation.

129. Environmental risks, and the assurances required to address these risks, have been identified. The major risks include (i) design of Project facilities not complying with relevant design standards and codes related to energy-efficient, safe and green public buildings; and (ii) inadequate capacity of the EA, IAs and contractors in environment management, which could result in inefficient project and EMP implementation.

130. Commitments by the EA and the IAs have been incorporated into the draft loan documentation

49

as loan covenants to ensure that the measures are implemented in a timely and complete fashion, including a commitment to adhere to relevant design standards and codes for energy-efficient, safe and green public buildings. The overriding assurance required is that the EA and the local government bodies as appropriate will ensure that the full range of effective measures set out in the IEE and EMP are undertaken, and guarantees that the environmental management provisions and the environmental monitoring plan will be implemented effectively during project implementation, and that the EMP implementation reports will be submitted in a timely fashion. Part of this monitoring and management commitment will be a commitment to implement and maintain a Grievance Redress Mechanism (GRM).

131. The IEE concludes that as long as the environmental mitigation and management measures defined in the EMP are properly implemented, all adverse environmental impacts associated with the project will be prevented, eliminated, or minimized to an acceptable level. The project is feasible from an environment safeguards point of view.

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APPENDIX: ENVIRONMENT MANAGEMENT PLAN (EMP)

A. Introduction

1. This Environmental Management Plan (EMP) is developed for the Shanxi Technical and Vocational Education and Training Development Project (the project) and defines all potential environmental impacts of the project components and the mitigation and protection measures with the objective of avoiding or reducing these impacts to acceptable levels and meet applicable requirements. The EMP draws on the findings of the domestic FSR, tabular domestic environmental impact assessments, the initial environmental examination (IEE), PPTA and ADB review mission discussions, and agreements with the relevant government agencies.

2. The EMP sets out (i) actions to implement mitigation measures; (ii) a monitoring and reporting program; (iii) institutional/organizational arrangements; (iv) capacity development and training; (v) an implementation schedule; and (vi) cost estimates. The final EMP forms part of the Project Administration Manual (PAM) and will be included as a separate annex in all bidding documents. The contractors will be made aware of their obligations to implement the EMP, to budget EMP implementation costs in their bids, and to develop site-EMPs fully responsive to the EMP.

B. Institutional arrangement and responsibilities

3. Shanxi Provincial Government (SPG) will be the project’s Executing Agency (EA). Shanxi Education Department (SED) will exercise day to day oversight of the project and has set up a departmental project steering group accordingly. An education project management office (PMO) has also been established in SED. The PMO will have the overall responsibility delegated by the EA for supervising the implementation of mitigation measures, coordinating the project level Grievance Redress Mechanism (GRM) and reporting to ADB. The PMO will appoint one environment officer (PMO-EO) to supervise the effective implementation of the EMP and to coordinate the project level grievance redress mechanism (GRM).

4. To ensure that the contractors comply with the EMP provisions, the PMO-EO with the help and technical support of environment specialist of the Loan Implementation Support (LIEC), will prepare and provide the following specification clauses for incorporation into the bidding procedures: (i) a list of environmental management requirements to be budgeted by the bidders in their proposals; (ii) environmental clauses for contractual terms and conditions; and (iii) major items in the EMP. In addition, the PMO-EO will prepare environmental sections for the project progress reports under the support of LIS-ES.

5. The SED (represented by the TVET Division) and the 8 project schools will be the implementing agencies (IAs). This EMP is developed for the 7 IAs with civil works.

6. All eight project schools have already established a multi-disciplinary project implementation unit (PIU) to work on project preparations and subsequently to manage the project implementation activities at TVET institution level. These PIUs are led by either the school Principal or a Deputy Principal.

7. Each IA with civil works will assign one environmental supervisor from PIU (PIU-ES) to (i) review and approved contractors’ site EMP; (ii) conduct site inspections following the site inspection checklist (EMP Appendix 1); (iii) act as local entry point for the project grievance redress mechanism (GRM); (iv)

EMP-2

assess the contractors’ compliance with the EMP and PRC environmental quality standards for ambient air, water and noise quality; (v) submit quarterly inspection results to the contractors for information, and to the IA and the PMO for verification and confirmation. The IAs will also hire construction supervision companies (CSCs), which will support the IAs and the PIUs in supervising construction works.

8. Construction Contractors will be responsible for implementing the mitigation measures during construction under supervision of the IAs and the PMO. In their bids, contractors will be required to respond to the environmental management requirements defined in the EMP. Each contractor will be required to develop site specific EMPs and will assign a person responsible for environment, health and safety. Other contractual requirements of the construction contractors are defined in EMP Appendix 2 (Environmental Safeguard Clauses for Civil Works Contracts). After acceptance of the constructed works, environmental management responsibilities will be handed over to the TVET institutions.

9. Start-up Environnemental Consultant. Most of the construction will start from 2015. One national Start-up Environmental Consultant (SUEC) (one man-month) will be engaged to ensure the EMP obligations are fully considered in the tendering documents and construction contracts and the environmental management mechanism are well established within the PMO and IAs. The SUEC will:

i) Support PIU-ES in meaningful consultation and information disclosure on project activities prior to construction works, including (but not limited to) implementation schedule; construction scope; contact information of PIU, contractor, and PMO; grievance redress mechanism; health and safety issues;

ii) assess the project components’ environmental readiness prior to implementation based on the readiness indicators defined in the EMP (Table EMP-4);

iii) update the EMP including mitigation measures, monitoring program, institutional arrangements, and training plan as necessary, to reflect the final project scope and detailed design, submit to ADB for review and disclosure;

iv) support the EA, PMO, IAs, PIUs to ensure that the bidding documents and civil works contracts contain provisions requiring contractors to comply with the mitigation measures in the EMP (Appendix 2 – Environmental Safeguard Clauses for Civil Works Contracts) and that relevant sections of the project EMP are incorporated in the bidding and contract documents;

v) support PMO-EO and PIU-ES in reviewing and approving contractors’ site-EMPs and conducting periodic environmental site inspection;

vi) Assist the EA and PMO to establish a Grievance Redress Mechanism (GRM), and provide training for the PMO and GRM access points.

10. Loan Implementation Environnemental Consultant (LIEC). Under the loan implementation consultancy services, one national LIEC (3 man-months) will be recruited to support the effective implementation of EMP. The LIEC will:

i) Conduct regular EMP compliance monitoring, undertake site visits as required, identify any environment-related implementation issues, propose necessary corrective actions, reflect these in a corrective action plan;

ii) Prepare, on behalf of the PMO, environmental sections of project progress report to ADB;

iii) provide training to PMO, IAs and contractors on environmental laws, regulations and policies, SPS 2009, EMP implementation, and GRM in accordance with the training plan defined in the EMP;

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iv) assist the PMO, IAs and PIUs in conducting consultation meetings with relevant stakeholders as required, informing them of imminent construction works, updating them on the latest project development activities, GRM; and

v) conduct rapid assessment of project facilities after project completion and approximately one year of operation to confirm compliance with EMP as well as sound management practices (environment audit).

11. Overall environmental responsibilities are outlined in Table EMP-1.

Table EMP-1: Environmental Responsibilities by Project Phase

Phase Responsible Agencies

Environmental Responsibilities

Detailed Design

Design institutes Incorporation of environmental mitigation measures in detailed designs

PMO, IAs, PIUs, SUEC

Update EMP based on detailed design, if necessary; Conduct meaningful consultation and information disclosure on campuses

ADB Approve updated EMP, if necessary

Tendering

PMO, IAs, PIUs, tendering company

Ensure that mitigation measures and the EMP clauses are incorporated in tendering documents, civil works contracts and contractors’ site EMPs (Appendix 2)

SUEC, ADB Review tendering documents; confirm project’s readiness, including information disclosure at construction sites

Construction

Contractors Develop site EMP; appoint one environmental specialist to coordinate site EMP implementation; ensure health and safety

PMO Coordinate GRM; supervise EMP implementation; prepare environmental progress sections (with support of LIEC)

PIUs (CSCs) Assign one environmental supervisor (ES); conduct environmental inspections; prepare quarterly environmental inspection reports; act as local GRM entry point

LIEC Advise on the mitigation measures; provide comprehensive technical support to PMO and IAs for environmental management; conduct training; conduct annual EMP compliance review; support PMO in preparing environmental progress sections.

ADB Conduct review missions; review and approve environmental progress sections of the project progress reports, including disclosure

EPBs Conduct periodic inspections of all construction projects relative to compliance with PRC regulations and standards

Operation

PMO Conduct EMP compliance review, instruct IAs and TVET institutions on environmental management requirements; prepare annual environmental progress report for first year of operation

IAs, PIUs Implementation of mitigation measures as defined in EMP

EPBs Conduct periodic inspections to confirm compliance with PRC standards and regulations

ADB Review and approve environmental progress report, disclose on ADB project website

ADB = Asia Development Bank; DI = Design Institute(s); LIEC = Loan Implementation Environnemental Consultant; PMO = Shanxi Education Department Project Management Office; EA = Executive Agency; IA = Implementing Agency; EMP = Environmental Management Plan; EPB = Environment Protection Bureau; PIU=Project Implementation Unit; SUEC=Start-up Environmental Consultant.

EMP-4

C. Impacts and mitigation measures

12. Anticipated environmental impacts from school infrastructure construction and operation activities, as well as the measures to mitigate these impacts to acceptable levels, are listed in Table EMP-2.

EMP-5

Table EMP-2: Anticipated Impacts, Mitigation Measures

Item/Media Potential Environmental Impacts and/or risks

Mitigation Measures Who Implements

Who Supervises

Monitor Indicators

A. Pre-construction Phase

1. Preliminary and Design Stage

Institutional strengthening

- PMO to appoint PMO-EO;

- Each PIU to appoint PIU-ES;

- PMO to engage SUEC and LIEC.

PIUs, PMO IAs, EA, ADB Project readiness assessment by SUEC, Project progress report

Design complying with relevant applicable health, safety and environmental codes and standards, including energy- efficient building codes and specifications.

- Design buildings in compliance with relevant design standards and codes for energy-efficient, safe and green public buildings, including but not limited to: GB 50011-2010 (Building Seismic Design Code); GB 50016-2006 (Code of Design on Building Fire Protection and Prevention); GB 50189-2005 (Energy Conservation Design for Public Buildings) and other applicable national design codes.

- Ensure no-use of VOC-emitting materials (including paints, coatings, adhesives, carpet and furniture’s) to ensure high indoor air quality;

- Incorporate energy-efficiency measures defined in the FSR into building design.

DIs IAs, start-up consultants

Approved detailed designs, Project progress report

2. Construction preparation stage

Bidding documents and contractors

- Include an environmental section in the technical specifications for bidders;

- Ensure that construction contracts make reference to Environmental Safeguard Clauses for Civil Works Contracts (Appendix 2), and are responsive to EMP provisions and mitigation and monitoring measures are adequately budgeted.

DIs, PIU-ES, SUEC

EA, PMO, ADB Technical specifications, civil works contracts

Meaningful consultation, Grievance Redress Mechanism (GRM)

- Hold a public meeting prior to construction to discuss the EMP, project activities, and issues associated with the safety of students and staff, as well as nearby communities in vicinity of the construction site;

- Establish a GRM, appoint a GRM

PMO-EO PIU-ES SUEC

EA, ADB Operational GRM, Project progress report

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Item/Media Potential Environmental Impacts and/or risks

Mitigation Measures Who Implements

Who Supervises

Monitor Indicators

coordinator;

- Brief and provide training to GRM access points; Disclose GRM to affected people before construction begins.

Training - Provide training to, PMO, IAs, PIUs, and contractors on implementation and supervision of EMP, GRM, reporting, in compliance with training plan.

SUEC EA, ADB Evidence of training provided, satisfaction survey of participants.

Site-EMPs - Develop Site-EMPs, responding to all clauses and requirements of this EMP

Contractor, SUEC

PMO-EO, PIU-ES

Approved Site-EMPs; Project progress report.

B. Construction Phase

1. Soil Soil erosion - Prepare soil erosion control plan ( showing how runoff will be controlled at site perimeter to control soil and water runoff, and how disturbed areas will be reclaimed);

- Minimize active open excavation areas;

- Construct intercepting ditches and drains to prevent runoff entering construction sites, and divert runoff from sites to existing drainage;

- Stabilize all earthwork disturbance areas within maximum 14 days after earthworks have ceased;

- Properly slop and re-vegetate disturbed surface

Contractor

PIU-ES, CSCs LIEC

Quarterly inspection reports of PIU-ES ; Project progress report

Soil contamination - Store chemicals/hazardous products and waste on impermeable surfaces in secure, covered areas;

- Remove all construction wastes from the site to approved waste disposal sites;

- Provide spill cleanup measures and equipment at each construction site;

- Conduct training in emergency spill response procedures.

Contractor

PIU-ES, CSCs, LIEC

Quarterly inspection reports of PIU-ES; Project progress report

2. Surface and Pollution of surface and - Install water collection basins and sediment Contractor PIU-ES, CSCs, Quarterly

EMP-7

Item/Media Potential Environmental Impacts and/or risks

Mitigation Measures Who Implements

Who Supervises

Monitor Indicators

Groundwater groundwater resources traps in all areas where construction equipment is washed;

- Wastewater generated from the washing down of mixer trucks and drum mixers and similar equipment should wherever practicable be recycled;

- Surplus wastewater and wastewater generated from building construction activities, including concreting, plastering, cleaning of works and similar activities should be discharged in to sewer after removal of solids in a silt removal facility;

- Sewage from temporary toilets, kitchens and similar facilities should be stored in an on-site facility (such as septic tank), emptied regularly and transported to a designated wastewater treatment plant for further treatment.

LIEC inspection reports of PIU-ES; Project progress report

3. Solid waste Construction and domestic wastes generated on construction sites

- Maximize reuse/recycling of construction and deconstruction wastes (e.g. iron, bricks, windows, doors, steel bars etc.);

- Provide appropriate waste storage containers for workers’ municipal garbage and hazardous wastes;

- Install confined storage points of solid wastes away from sensitive receptors, regularly haul to an approved disposal site;

- Use licensed contractors to remove wastes from the construction sites;

- Prohibit burning of waste.

Contractor

PIU-ES, CSCs, LIEC

Quarterly inspection reports of PIU-ES; Project progress report

4. Noise Noise from construction activities

- Maintain equipment and machinery in good working order; undertake regular equipment maintenance, ensure compliance with PRC standard of GB12523-2011;

- Operate between 0800H-2200H only and reach an agreement with IAs management and nearby residents regarding the timing of heavy machinery work, to avoid any unnecessary disturbances; nighttime works should only be conducted in exceptional

Contractor

PIU-ES, CSCs, LIEC

Quarterly inspection reports of PIU-ES; Project progress report

EMP-8

Item/Media Potential Environmental Impacts and/or risks

Mitigation Measures Who Implements

Who Supervises

Monitor Indicators

cases, and a permit should be obtained for that purpose;

- Inform potentially affected people including students, staff and nearby residents in advance;

- Install temporary anti-noise barriers to shield school buildings where non-compliance with Category 2 in Environmental Quality Standards for Noise (GB3096-2008) is anticipated/monitored;

- Locate sites for concrete-mixing and similar activities at least 300m from sensitive areas if without any mitigations;

- Monitor/observe noise within campus and at nearby sensitive areas at regular intervals (as defined in the monitoring plan);

- Seek suggestions from school management and potentially affected sensitive receptors to reduce noise annoyance.

- Disseminate information on procedure of handling complaints through the Grievance Redress Mechanism (GRM).

5. Ambient Air Dust generated during construction

- Install perimeter fences at each site prior to construction. The fence shall be at least 2m high;

- Spray water at least twice a day where fugitive dust is generated during deconstruction of old buildings and civil works;

- Cover trucks carrying earth, sand or stone with tarps or other suitable cover to avoid spilling and dust generation;

- Undertake regular air quality monitoring in around the two campuses in accordance with the monitoring plan;

- Regularly consult students and staff as well as nearby residents to identify concerns, and implement additional dust control measures as necessary.

Contractor

PIU-ES, CSCs, LIEC

Quarterly inspection reports of PIU-ES; Project progress report

Air emissions from - Store petroleum or other harmful materials in Contractor PIU-ES, CSCs, Quarterly

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Item/Media Potential Environmental Impacts and/or risks

Mitigation Measures Who Implements

Who Supervises

Monitor Indicators

construction vehicles and machinery

appropriate places and covering to minimize fugitive dust and emission;

- Maintain vehicles and construction machineries to a high standard.

LIEC inspection reports of PIU-ES; Project progress report

6. Physical cultural resources

Damage to known or unknown above or below-ground cultural relics

- Establish chance-find procedures for physical cultural resources;

- If a new site is unearthed, work must be stopped immediately and the IA and local cultural relic bureau promptly notified, and construction will resume only after a thorough investigation and with the permission of appropriate authority.

Contractor

PIU-ES, CSCs, LIEC

Quarterly inspection reports of PIU-ES; Project progress report

7. Flora and Fauna Protection of vegetation, re-vegetation of disturbed areas; greening of sites

- Preserve existing vegetation where no construction activity is planned;

- Remove trees or shrubs only as a last resort if they impinge directly on permanent structures;

- Properly re-vegetate disturbed areas after completion of civil works;

Contractor

PIU-ES, CSCs, LIEC

Quarterly inspection reports of PIU-ES; Project progress report

8. Health and Safety Occupational Health and Safety

- Appoint one staff to implement and supervise the implementation of the Site-EMP and the performance of subcontractors;

- Provide safe supply of clean water and an adequate number of latrines and other sanitary arrangements at the site and work areas, and ensure that they are cleaned and maintained in a hygienic state;

- Provide herbage receptacles at construction site;

- Provide personal protection equipment (PPE) for workers in accordance with relevant health and safety regulations;

- Develop an emergency response plan to take actions on accidents and emergencies; document and report occupational accidents, diseases, and incidents; organize fully equipped first-aid base at each construction site;

- Establish Records Management System that

Contractor

PIU-ES, CSCs, LIEC

Quarterly inspection reports of PIU-ES; Project progress report

EMP-10

Item/Media Potential Environmental Impacts and/or risks

Mitigation Measures Who Implements

Who Supervises

Monitor Indicators

will store and maintain easily retrievable records on occupational accidents, diseases, and incidents.

- Train all construction workers in basic sanitation and hygiene issues, general health in basic sanitation and hygiene issues, general health and safety maters, and on the specific hazards of their work;

- Posters drawing attention on site safety, rescue and industrial health regulations shall be made or obtained from the appropriate sources and will be displayed prominently in relevant areas of the site.

Community Health and Safety

- Prepare traffic control plan within and around campuses during construction, to be approved by TVET institutions’ management, and local traffic management administration. The plan shall include provisions for diverting or scheduling construction traffic to avoid peak traffic hours, main teaching activities, such as exams, regulating traffic at road crossings with an emphasis on ensuring public safety through clear signage;

- Designate staff members to control traffic during on-school and off-school hours;

- Ensure that all sites are secure, discouraging access through appropriate fencing; place clear signs at construction sites in view of the people at risk (including students, staff and nearby communities), warning people of potential dangers such as moving vehicles, hazardous materials, excavations etc and raising awareness on safety issues;

- Return machinery to its overnight storage area/position;

- In collaboration with the school management, held a meeting prior to commencing construction to discuss issues associated with ensuring the safety of students and staff, as well as nearby communities in vicinity of

Contractor

PIU-ES, CSCs, LIEC

Quarterly inspection reports of PIU-ES; Project progress report

EMP-11

Item/Media Potential Environmental Impacts and/or risks

Mitigation Measures Who Implements

Who Supervises

Monitor Indicators

the construction site.

Utilities provision interruption

- Assess potential disruption to services and identify risks before starting construction;

- If temporary disruption is unavoidable, develop a plan to minimize the disruption and communicate the dates and duration in advance to all affected people, in conjunction with the school management.

Contractor

PIU-ES, CSCs, LIEC

Quarterly inspection reports of PIU-ES; Project progress report

9. Labor standards and rights

Social protection of workers

- Contractors shall (i) provide equal pay for equally work, regardless of gender or ethnicity; (ii) provide timely payment of wages; (iii) use local unskilled labor, as applicable, (iv) comply with core labor standards and the applicable labor laws and regulations, including stipulations related to employment, e.g. health, safety, welfare and the worker’s rights, and anti-trafficking laws; and (v) not employ child labor;

- Contractors shall maintain records of labor employment, including the name, ethnicity, age, gender, domicile, working time, and the payment of wages.

Contractor

PIU-ES, CSCs, LIEC

Quarterly inspection reports of PIU-ES; Project progress report

C. Operation Phase

1. Wastewater Inadequate wastewater disposal

- Ensure connection of new buildings to on-site pretreatment facilities ( septic tanks) and to municipal sewer system;

- Periodically monitor (visual inspection) sludge accumulation in septic tanks, and request licensed company to de-sludge as needed.

TVET Institutions

Local EPB First operation phase project progress report

2. Solid waste Inappropriate management of non-hazardous solid waste

- Provide adequate solid waste collection facilities in all buildings and on the campus;

- Promote segregation of waste through (i) provision of separate collection bins for paper, biodegradable waste, metallic waste, and other wastes; and (ii) provision of training and awareness raising for TVET staff and students;

- Reach agreement with waste collection service providers for different types of waste;

TVET Institutions

Local EPB First operation phase project progress report

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Item/Media Potential Environmental Impacts and/or risks

Mitigation Measures Who Implements

Who Supervises

Monitor Indicators

- Regularly clean and disinfect waste collection facilities.

3. Health and Safety Campus health and safety

- Ensure compliance with relevant health and safety regulations pertaining to ventilation, indoor air quality, lighting, noise, fire escape, etc;

- Establish preparedness plan and operation plan under emergency conditions, such as fire, flood, earthquake, wind, storm, water contamination, epidemic, air contamination, infestation, explosion etc to ensure safe environment for all student, faculty, staff and visitors;

- Provide guidelines and reference materials to help campus reduce or eliminate potential hazards which may cause injury, illness or property loss.

TVET Institutions

Local occupational health authorities

First operation phase project progress report

ADB = Asia Development Bank; DI = Design Institute(s); LIEC = Loan Implementation Environnemental Consultant; PMO = Shanxi Education Department Project Management Office; EA = Executive Agency; IA = Implementing Agency; EMP = Environmental Management Plan; EPB = Environment Protection Bureau; PIU=Project Implementation Unit; SUEC=Start-up Environmental Consultant.

EMP-13

D. Environmental inspection and monitoring

13. The inspection and monitoring plan in the EMP will serve as the template for assessing the potential adverse impacts caused by the project infrastructure construction and operation, and identifying adequacy of protection measures implemented.

14. The plan defines the items to be inspected and parameters to be monitored, the frequency of inspection and monitoring, and the location of inspection and monitoring. The environment supervisor assigned by PIU (PIU-SU) will be in charge of conducting regular inspections and coordinate monitoring for noise and air quality if deemed necessary. The PIU-SU will coordinate his/her supervision work with the construction supervision companies (CSCs) hired by the IAs. The site inspection checklist is provided as EMP Appendix 1.

Table EMP-3: Environmental Monitoring and Inspection Plan Environmental Media/Issue

Type of Monitoring/Inspection Minimal Frequency and Responsible Agency

Pre-construction phase

Project readiness Method: Review of PMO’s, IAs’, PIUs’ and contractor’s

readiness to implement the project based on assessment of Project Readiness Indicators;

Parameters: Readiness indicators (Table EMP-4)

SUEC: Once before construction

Construction phase

Soil erosion and contamination

Method, Location: Visual inspection of the

construction sites

Parameters: (i) adequacy of soil erosion prevention

measures; (ii) adequacy of soil contamination prevention techniques; (iii) evidence of excessive soil erosion or soil contamination (based on site inspection checklist, EMP Appendix 1)

CSC: daily during construction period; PIU-ES: every ten days during peak construction period, and monthly after; LIEC: yearly

Solid and liquid waste management

Method, Location: Visual inspection of construction

sites

Parameters: (i) adequacy of solid and liquid waste

management, storage and containment system; (ii) presence of solid waste dumps, waste fires

CSC: daily during construction period; PIU-ES: every ten days during peak construction period, and monthly after; LIEC: yearly

Construction site health and safety

Method, Location: Visual inspection and interviews

with construction workers and contractors at construction sites

Parameters: site inspection checklist (EMP Appendix

1)

CSC: daily during construction period; PIU-ES: every ten days during peak construction period, and monthly after; LIEC: yearly

Community health and safety

Method, Location: Visual inspection of the

construction sites informal interviews with TVET staff and students, and nearby residents

Parameters: (i) adequacy of construction site signage

and fencing; (ii) adequacy of temporary noise mitigation measures; (iii) accidents involving public and workers; (iv) emergencies and responses; (v) public complaints about noise, air pollution, construction site safety, localized flooding, etc.

CSC: daily during construction period; PIU-ES: every ten days during peak construction period, and monthly after; LIEC: yearly

Air quality

Method, Location: Observations around construction

site, and at boundaries of sensitive receptors (dormitories, nearby residential areas); Monitoring if deemed necessary.

Parameters: TSP, site inspection checklist (EMP

Appendix 1)

CSC: daily during construction period; PIU-ES: site inspection every ten days during peak construction period, and monthly after; monitor in response to complaints

Noise Method, Location: Observations around construction

site, and at boundaries of sensitive receptors (dormitories, nearby residential areas); Monitoring if

CSC: daily during construction period; PIU-ES: site inspection every ten

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deemed necessary.

Parameters: Leq dB(A); site inspection checklist (EMP

Appendix 1)

days during peak construction period, and monthly after; monitor in response to complaints

Construction Completion and Operation Phase

Construction Completion Approval

Method, Location: IA formal application to local EPB;

The approval / inspection procedure arranged by local EPB.

Parameters: As required by local EPB requirement

IAs-application before operation; Local EPB-environmental completion acceptance approval

Operation

Method, Location: TVET campuses, audit to be

arranged by ADB OD in consultation with local EPB and education department.

Parameters: DMF, EMP, others as required by local

EPB

ADB, local EPB-once after one year of operation (during review mission), before PCR is issued.

15. Assessment of project readiness. Before construction, the SUEC (start-up environment consultant) will assess the project’s readiness in terms of environmental management based on a set of indicators (Table EMP-4) and report it to ADB and the PMO. This assessment will demonstrate that environmental commitments are being carried out and environmental management plans are in place before construction starts, or suggest corrective actions to ensure that all requirements are met.

Table EMP-4: Project Readiness Assessment Indicators

Indicator Criteria Assessment

Public involvement

effectiveness

Meaningful consultation completed Yes No

GRM established with entry points Yes No

Environmental

Supervision in place

PIU-ES assigned by each PIU

CSCs contracted by IAs

PMO-EO assigned

GRM established

Yes No

Yes No

Yes No

Yes No

Technical specifications

and contracts with

environmental

safeguards

Bidding documents and technical specifications incorporate

EMP clauses (Appendix 2) Yes No

Contractor readiness Site EMPs prepared by contractors, reviewed and approved

by PIU-ES, PMO-EO;

Yes No

16. Environmental monitoring and inspection cost estimates. Costs for environmental monitoring and inspection include salaries and consultancy fees for the PMO-EO, LIEC and PIU-ESs. The salary of the PMO-EO and LIEC will be covered by the EA, the salaries of the PIU-ESs will be covered by each IA. Air and noise monitoring costs will occur in response to complaints. These expenses will be covered by each IA.

E. Environmental reporting

17. Project progress reports. The executing agency will provide ADB with (i) Project quarterly progress reports in a format consistent with ADB’s project performance reporting system; (ii) consolidated annual reports including (a) progress achieved by output as measured through the indicators’ performance targets, (b) key implementation issues and solutions, (c)

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updated procurement plan, and (d) updated implementation plan for next 12 months; and (iii) a project completion report within 6 months of physical completion of the project.

18. The quarterly progress reports (summary) and annual progress reports (stand-alone report) will present EMP implementation status, results of inspections conducted by PIU-SUs, problems encountered during construction and operation, if any, and the relevant corrective actions undertaken. The annual environment monitoring report will be compiled by the LIEC, on behalf of the PMO, and be disclosed on the project website. The effectiveness of EMP implementation will also be assessed in the project completion report.

F. Institutional strengthening and training

19. The capacity of the PIUs, IAs and the PMO’s staff responsible for EMP implementation and supervision will be strengthened. All parties involved in implementing and supervising the EMP must have an understanding of the goals, methods, and practices of project environmental management. The project will address the lack of capacities and expertise in environmental management through (i) institutional strengthening, and (ii) training.

20. Institutional strengthening. The capacities of the PMO, IAs and IUs to coordinate environmental management will be strengthened through a set of measures:

- The appointment of a staff member within the PMO (PMO-EO) in charge of EMP coordination, including GRM;

- The appointment of one national environmental consultant under the loan implementation consultancy to guide PMO and IAs in implementing the EMP and ensure compliance with ADB’s Safeguard Policy Statement (SPS 2009); and

- The assignment of an environment specialist by the PIU (PIU-ES) to conduct regular site inspections and coordinate periodic air and noise monitoring.

21. Training. The EA, PMO, IAs and PIUs will receive training in EMP implementation, supervision, and reporting, and on the Grievance Redress Mechanism (Table EMP-5). Training will be facilitated by the LIEC with support of other experts under the loan implementation consulting (LIC).

Table EMP-5: Training Program Training Topic Targeted Agencies Timing Duration,

Costs

EMP Implementation: Roles and

Responsibilities, Monitoring, Supervision and Reporting Procedures; Review of Experience (after 12 months)

PMO, IAs, PIUs, CSCs Contractors

Once prior to, and once after one year of project implementation

2x 0.5 day, $1,000

Grievance Redress Mechanism: Roles and

Responsibilities, Procedures; Review of Experience (after 12 months)

PMO, IAs, PIUs, CSCs, Contractors community and student/teacher representatives

Once prior to project implementation

1x 0.5 day, $500

G. Cost estimates and funding sources for EMP implementation

22. The total project cost for the Shanxi Technical and Vocational Education and Training Development Project is approximately $ 190 million. Civil works will amount to $ 72.8 million.

23. The environmental protection related cost is $ 765,500 of the total estimated project budget. The major environmental protection costs include protection and mitigation measures

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during construction, institutional strengthening, and environmental management training. Excluded from the costs estimates are infrastructure costs which are included in the project direct costs. Cost estimates for mitigation measures, environmental monitoring, public consultations, and capacity building are summarized in Table EMP-6.

Table EMP-6: Cost Estimates for EMP Implementation and EMS Capacity Building

Item

Costs per TVET institution

(USD)

Total (USD)

Source of Funds

Environmental protection during construction works: - Erosion control - Dust and noise control - Waste management -Site safety, traffic management

80,000 560,000 Civil works contractors

Site re-vegetation 8,000 56,000 Civil works contractors

PIU-ES (salary, site inspections) 15,000 105,000 IAs

PMO-EO (salary, GRM coordination, reporting) 15,000 15,000 EA (own funds)

EMP and GRM training 1,500 EA (LIC package)

Operational inspections during first year of operation

500

3,500

IAs

National environment specialists (4 man- months, including consultant fees, travel costs)

24,000 EA (LIC package)

Total (USD) 765,500

Source: Local EIA report (TEIAR) + PPTA consultant

24. During project implementation, the budget will be adjusted based on actual requirements. Contractors will bear the costs of all mitigation measures during construction, which shall be budgeted in the bids. IAs will bear the costs related to mitigation measures during operation and environmental inspection during construction conducted by PIU-ES. Training costs will be borne by the project as a whole.

H. Grievance Redress Mechanism

25. A grievance redress mechanism (GRM) was defined in compliance with ADB’s SPS (2009) requirement to prevent and address community concerns. Public grievances addressed by the GRM will most likely be limited to environmental issues during the construction phase. Grievances will most likely relate to dust emissions, construction noise, disposal of waste materials in inappropriate places, and inadequate construction site safety. In consultation with the PMO and the seven IAs where construction activities are planned, it was agreed that a Public Complaint Center (PCC) will be established within the PMO. The PCC will instruct contractors, IAs and PIUs if people complain about the Project. The PCC will coordinate with the local government and EPB, as necessary, and will be supported by the environment specialist of the project implementation consultant (LIEC).

26. The contact persons for different GRM entry points (contractors, PIU, PCC) will be identified prior to construction. The contact details for each entry point (including phone numbers, e-mail addresses, and postal address) will be disclosed on information boards at all construction sites.

27. Eligible complaints include those where (i) the complaint pertains to the project; and (ii) the issues arising in the complaint fall within the scope of environmental issues that the GRM is

EMP-17

authorized to address. Ineligible complaints include those where: (i) the complaint is clearly not project-related; and (ii) the nature of the issue is outside the mandate of the environment GRM (such as issues related to allegations of fraud or corruption). Complaints ineligible to the GRM will be recorded and passed onto relevant authority. Meanwhile, the complainant will be informed of the decision and the reasons for rejection.

28. GRM Procedure and Timeframe. Procedures and timeframes for the grievance redress process are as follows:

(i) Stage 1: If a concern arises during construction or operation, the affected person will submit the complaint to one of the GRM access points (contractor, PCC, IA). Whenever possible, the contractor and IA will resolve the issue of concern directly with the affected person. The contractor or IA will give a clear reply within one week. If successful, the IA will inform the PCC accordingly.

(ii) Stage 2: If no appropriate solution can be found during Stage 1, the IA has the obligation to forward the complaint to the PCC. The AP may also decide to submit a written or oral complaint to the PCC directly. For an oral complaint, proper written records must be made. The PCC will assess the eligibility of the complaint, identify a solution in consultation with the complainant, IA (or its PIU) and contractor, and provide a clear reply for the complainant within five (5) working days. The LIEC will assist the PCC in replying to the affected person. The PCC will inform the ADB project team on the complaint. The contractors during construction, and the IA during operation, will implement the agreed upon redress solution and report the outcome to the PCC within two (2) weeks.

29. The IA, contractor and PCC shall accept the complaints/grievances lodged by the AP free of charge. Any cost incurred should be covered by the contractor or the contingency of the project. The grievance procedures will remain valid throughout the duration of project construction and until project closure.

EMP-18

Figure EMP-1: Environmental GRM Note: EPB = Environmental Protection Bureau, IA = Implementation Agency, PMO = Project management office, PCC = Public complaint center

EMP-19

I. Mechanism for feedback and adjustment

30. Based on environmental monitoring and reporting systems in place, the PMO shall assess whether further mitigation measures are required as corrective action, or improvement in environmental management practices are required. The effectiveness of mitigation measures and monitoring and inspection plans will be evaluated by a feedback reporting system. If the PMO identifies a substantial deviation from the EMP, or if any changes are made to the project scope that may cause significant adverse environmental impacts or increase the number of affected people, then the PMO shall immediately consult ADB to identify EMP adjustment requirements.

EMP-20

EMP Appendix 1: Environmental Site Inspection Checklist

ADB-financed Shanxi Technical and Vocational Education and Training Development Project

Note: This form is designed for use by PIU-ES during site inspection and may not be exhaustive.

Modifications and additions may be necessary to suit individual projects and to address specific

environmental issues and mitigation measures. PIU-ES shall coordinate his/her supervision works with

the Construction Supervision Companies (CSCs).

TVET School Name: _____________________________________________

Name of facility: _____________________________________________

Site Location: _____________________________________________

Construction stage: _____________________________________________

Inspection Date: _____________________________________________

Inspection Time: _____________________________________________

Weather: _____________________________________________

Inspected by: _____________________________________________

Inspection Item Yes No N.A. Remarks (i.e. problem observed, possible cause of nonconformity and/or proposed corrective/ preventative actions)

Site-EMP, GRM, information disclosure

1. Has contractor appointed an environment supervisor and is the supervisor on-site?

2. Is Site-EMP established?

3. Is information pertaining to construction disclosed at construction site (including construction period, contractor information, etc)?

4. Is Grievance Redress Mechanism (GRM) disclosed at construction site?

Soil erosion and contamination

5. Are intercepting ditches and drains constructed to prevent runoff entering construction sites, and divert runoff from sites to existing drainage?

EMP-21

Inspection Item Yes No N.A. Remarks (i.e. problem observed, possible cause of nonconformity and/or proposed corrective/ preventative actions)

6. Are disturbed areas stabilized after earthworks have ceased, and re-vegetated?

7. Are chemicals/hazardous products and waste stored on impermeable surfaces in secure, covered areas?

8. Is there evidence of oil spillage?

9. Are spill kits / sand / saw dust used for absorbing chemical spillage readily accessible?

10. Are chemicals stored and labeled properly?

Air quality control

11. Are construction sites regularly watered?

12. Are stockpiles of dusty materials covered or watered and cement debagging process undertaken in sheltered areas?

13. Are trucks carrying earth, sand or stone covered with tarps or other suitable cover to avoid spilling and dust?

14. Is equipment well maintained? (any black smoke observed, please indicate the plant/equipment and location)

15. Are there enclosures around the main dust-generating activities?

16. Does contractor regularly consult with PIU, IA, students as well as nearby residents to identify concerns?

17. Was air quality monitoring conducted since the last inspection? If yes, present results. If no, is there any evidence suggesting that monitoring should be conducted?

Noise

18. Is there evidence of excessive noise? If yes, describe location and equipment.

19. Does the contractor undertake regular equipment maintenance, and ensure compliance with relevant PRC standard?

EMP-22

Inspection Item Yes No N.A. Remarks (i.e. problem observed, possible cause of nonconformity and/or proposed corrective/ preventative actions)

20. Are sites for concrete-mixing and similar activities located at least 300 m from sensitive areas?

21. Is the CNP (Construction Noise Permit) valid for work during restricted hours?

22. Do air compressors and generators operate with doors closed?

23. Is idle plant/equipment turned off or throttled down?

24. Any noise mitigation measures adopted (e.g. use noise barrier / enclosure)?

25. Was noise monitoring conducted since the last inspection? If yes, present results.

26. Does contractor regularly consult with PIU, IA, students and teachers as well as nearby residents to identify concerns related to noise?

Surface water pollution

27. Are wastewater treatment systems being used and properly maintained on site? (e.g. desilting tank)

28. Is construction wastewater and domestic wastewater discharged to sewer systems (if possible), or are on-site treatment facilities provided to ensure compliance with effluent discharge standard?

29. Are there any wastewater discharged to the storm drains?

Solid waste management

30. Is the site kept clean and tidy? (e.g. litter free, good housekeeping)

31. Are separate chutes used for inert and non- inert wastes?

32. Are separated labeled containers/ areas provided for facilitating recycling and waste segregation?

33. Are construction wastes / recyclable wastes and general refuse removed off site regularly?

EMP-23

Inspection Item Yes No N.A. Remarks (i.e. problem observed, possible cause of nonconformity and/or proposed corrective/ preventative actions)

34. Are chemical wastes, if any, collected and disposed of properly by licensed collectors?

Health and safety

35. Is safe supply of clean water and an adequate number of latrines provided for workers?

36. Are garbage receptacles provided at construction site?

37. Is personal protection equipment (PPE) provided for workers in accordance with relevant health and safety regulations?

38. Does the contractor have emergency response plan to take actions on accidents and emergencies?

39. Are clear signs placed at construction sites in view of the students and staff as well as the public, warning people of potential dangers such as moving vehicles, hazardous materials, excavations etc, and raising awareness on safety issues?

40. Are all construction sites made secure, discouraging access through appropriate fencing?

41. Are traffic control measures (speed control, access control) applied?

42. Are fire extinguishers / fighting facilities properly maintained and not expired? Escape not blocked / obstructed?

Vegetation

43. Is there any evidence of excessive destruction of existing vegetation where no construction activity is occurring?

44. Are disturbed areas properly re-vegetate after completion of civil works?

Physical cultural resources

45. Are they any chance found relics? If yes, ensure appropriate measures taken to preserve them.

Others

EMP-24

Inspection Item Yes No N.A. Remarks (i.e. problem observed, possible cause of nonconformity and/or proposed corrective/ preventative actions)

46. Any other problems identified or observations made?

_________________________________________

Date, Name and Signature of Site Inspector

EMP-25

EMP Appendix 2: Environmental Safeguard Clauses for Civil Works Contracts

The general environment, health and safety obligations of the Contractor within this Contract, without

prejudice to other official provisions in force, include the following:

The Contractor shall ensure that the construction and decommissioning of project facilities

comply with (a) all applicable laws and regulations of the People’s Republic of China (PRC)

relating to environment, health and safety; (b) the Environmental Safeguards stipulated in ADB’s

Safeguards Policy Statement (2009); and (c) all measures and requirements set forth in the EMP

(PAM, Appendix EMP).

The Contractor shall establish a telephone hotline staffed at all times during working hours.

Contact details shall be prominently displayed at the sites. The Contractor shall disseminate in a

timely manner information on the construction progress, including anticipated activities that might

cause safety risk.

The Contractor shall secure, where necessary, appropriate permits and licenses before

undertaking the works.

The Contractor shall prepare a construction site-EMP based on the measures defined in the EMP

prepared for the project (PAM, Appendix EMP).

The Contractor shall assign sufficient qualified staff to manage site-EMP implementation, and

ensure adequate financial resources are available to implement the site-EMP throughout the

construction period.

The Contractor shall provide equal pay for equal work, regardless of gender or ethnicity; provide

those they employ with a written contract; provide the timely payment of wages; use local

unskilled labor, as applicable, comply with core labor standards and the applicable labor laws and

regulations, including stipulations related to employment, e.g. health, safety, welfare and the

workers’ rights, and anti-trafficking laws; and not employ child labor. Contractors shall maintain

records of labor employment, including the name, ethnicity, age, gender, domicile, working time,

and the payment of wages.

The Contractor shall take necessary precautions to avoid interruptions to water supply,

wastewater collection, heating and other utility services during the civil works.

The Contractor shall take appropriate sanctions against personnel violating the applicable

specifications and provisions on environment, health and safety.

The Contractor shall document, and systematically report to the IA and its PIU, of each incident or

accident, damage or degradation caused to the environment, workers or residents or their assets,

in the course of the works.

EMP-26

The Contractor shall provide all relevant information about the EMP, as well as the Site-EMP to

subcontractor/s and be responsible for their actions.

The Contractor shall provide the IA and the PIU with a written notice of any unanticipated

environmental, health and safety risks or impacts that arise during implementation of the contract

that were not considered in the EMP.