INITIAL ENVIRONMENTAL EXAMINATION (IEE) … (including interventions in mother‐tongue instruction), provide appropriate textbooks and materials, improve the quality of teacher education

INITIAL ENVIRONMENTAL EXAMINATION (IEE)

PROJECT/ACTIVITY DATA:

Activity Name: USAID/Philippines Basic Education Project Country/region: Philippines Start Date: 1/31/2018 End Date: 1/31/2023 Life of Project Amount ($): $80 million IEE Prepared by: Monica Ang‐Tan Date: 10/20/2017 Amendment: No

ENVIRONMENTAL ACTION RECOMMENDED: (Place X where applicable)

Categorical Exclusion: [ X ] Negative Determination with Conditions: [ X ] Positive Determination: [ ] Deferral: [ ]

Purpose and Scope

The purpose of this document, in accordance with Title 22, Code of Federal Regulations, Part 216 (22CFR216), is to provide a preliminary review of the reasonably foreseeable effects on the environment, as well as recommended Threshold Decisions, for the activities detailed below. This document provides a brief statement of the factual basis for Threshold Decisions as to whether an Environmental Assessment or an Environmental Impact Statement is required for the activities managed under the scope of this document. In addition, this umbrella IEE presents activity‐level implementation procedures intended to ensure that conditions in this IEE covering all activities under the Basic Education Project are translated into activity‐specific mitigation measures, and to ensure systematic compliance with this IEE during the Basic Education implementation.

The activities under review are recommended for the threshold decisions indicated in Table 1 below:

Table 1: Basic Education Project Activities Covered in This IEE, 2017‐2021

Implementing Mechanism (IM) Projected dates of activity Recommended Determination

Early‐grade Reading 2019‐2023 Categorical Exclusion

Vulnerable Youth 2018‐2023 Categorical Exclusion, Negative Determination with Conditions

Disability‐inclusion 2018‐2023 Categorical Exclusion

Description of Activities

The Philippine Basic Education Project 2017‐2022 is a system‐level project that will emphasize and expand the systemic influences and delivery accomplishments of the Basa Pilipinas, EdGE and MYDev activities to deal with issues related to educational vulnerability. Basa, EdGE and MYDev have a limited scope and focus on accelerating learning outcomes through improving early‐grade reading, dealing with skill deficit precursors and mitigating the effects of early school dropout. Project activities fall into five major categories: (1) Early‐grade Reading; (2) Non‐formal Education for Vulnerable Youth; (3) Technical assistance for DepEd; (4) Other Education Issues; and (5) Evaluation.

Because the complexity of educational outcomes, the project will help DepEd and education experts address the interconnected factors that contribute to low reading outcomes. The project will also support demonstrated improvements (including interventions in mother‐tongue instruction), provide appropriate textbooks and materials, improve the quality of teacher education and training instruction, support better assessment,

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monitoring and evaluation practices, overcome poor implementation governance, and enhance local schooling. The aim is to enable more efficient and effective local capacity to address specific local issues and improve overall implementation of the reading agenda and youth development. Early‐grade Reading Given USAID/Philippines’ comparative advantage and experience, the new education project intends to expand upon past successes. It will: ∙ Improve the quality of program materials and practices in reading, extending the application of concepts and products developed under the Basa Pilipinas activity; ∙ Widen the geographic and language development and implementation of MTB‐MLE and research ways to maximize learning transitions between locally used languages and the official languages for instruction in the formal education system; ∙ Ensure policy and operational adjustments based on data and dialogue on results within DepEd from continued mainstreaming of the EGRA diagnostic tools; ∙ Enhance the quality of Learning Action Cells, using, for example, the lessons learned from the BASA Pilipinas activity; ∙ Promote inclusive education by targeting the educational needs of students with vision and hearing impairments; ∙ Strengthen educational governance at the local level through improving government resource allocation and utilization, as well as bolstering private sector engagement, while supporting the Philippine government’s thrust on education decentralization and its adopted school‐based management approaches;

The Basic Education Project will also expand the number of mother‐tongue languages for which teaching and learning materials are developed and used in schools. Expanding mother‐tongue education in the early years (K‐3) will help to address the quality of early grade instruction in reading. DepEd’s MTB‐MLE program currently features 19 local languages and USAID Philippines currently works with only two of the mother tongue languages.

The project will expand the principles and guidance in reading instruction to the development of the Kindergarten program, providing a strong base for learner transition to reading instruction in the early grades. Research has shown that reading preparedness starts as early as preschool and kindergarten. Accumulated evidence indicates that instructing children in phonemic awareness activities in kindergarten (and first grade) enhances reading achievement. The long‐term benefits of a carefully developed kindergarten curriculum that focuses on word study and decoding skills, along with the availability of grade‐appropriate sets of stories, are that children are better able to practice these skills in meaningful contexts. High school seniors who received this type of instruction in their early years of school outperformed their counterparts on reading achievement, attitude towards schooling, grades, and attendance. In 2012, the Kindergarten Education law was passed, making kindergarten the compulsory and mandatory entry stage to basic education. Moreover, it is now the first of the series of levels made to implement the MTB‐MLE policy.

The project will not only upgrade in‐service training for reading instruction, it will also examine strategies for upgrading the long‐term quality of teacher education through collaborative development programs with local, tertiary education institutions. Thus, an added focus will be pre‐service training with strategies that include the development of formal language and literacy education programs within teacher education institutions; establishment of an Institute of Language and Literacy Education; establishment of criteria and formalization of a designation for Centers of Excellence for institutions that have language and literacy expertise and that can be tapped to continue assisting reading and language programs; and/or establishment of a scholarship for graduate study in U.S. at universities that excel in early‐grade language education.

Based on a preliminary study on the gender achievement gap in reading, it looks like part of the reason is teacher and parent expectations/attitudes about what girls and boys like to do; teachers’ tendency to call on those who are already performing well (which is often the girls); and the need for materials that appeal to boys as well as girls. The project intends to address this by reinforcing the use of appropriate classroom management to address differing learning styles toward equal engagement of boys and girls. It will also include strategies to engage

parents on ways to foster literacy skills and interest in reading among both girls and boys. It will also develop and provide reading materials geared towards both boys’ and girls’ interests.

The project will also explore the use of information and communication technology (ICT) in enhancing early‐grade literacy education. The project will work on developing teaching and learning materials accessible via digital devices using software that enables writers to easily create or adapt simple leveled and decodable books in multiple scripts. These software applications are important to providing books for all underserved language communities, helping students to practice reading more. The project will also work with DepEd to provide a linkage between the nationwide computerization project and literacy learning via the promotion of digital storytelling and PowerPoint presentations during reading lessons. The new education project will also build on the experience of the pilot online teacher training course conducted in 2015. It will explore the use of social media platforms (e.g. Facebook) to conduct sessions to complement the LACs.

Reading difficulties are mutually influenced by other contextual deficits and affect the future possibilities for successful learning within the formal system. Health, nutrition, substance abuse, and climate change are cross‐cutting areas within the USAID portfolio and will be incorporated into the project through the development of age‐ and grade‐appropriate reading materials that address these topics. This is will through the development of age‐appropriate health and environment reading content. Additionally, natural calamities such as typhoons, floods, and earthquakes are expected to hit the country on a regular basis, with the Philippines being one of the most disaster‐prone countries. Should opportunities arise, the project may find it beneficial to respond to the need for recovery and rehabilitation through targeted activities in the area of rebuilding classrooms and provision of teaching and learning materials.

Non‐formal Education for Vulnerable Youth

The project will also:

∙ Mobilize community participation in development alliances (such as those developed by MYDev) and relatedcommunity service projects in conflict‐affected areas to increase youth civic engagement in addressing gender,disability, conflict, employment, and other issues related to inequitable development;∙ Support and improve the availability and quality of the DepEd Alternative Delivery Modes (ADMs) programs,while promoting the school as the hub for all education program access; and

∙ Consult with government departments and related agencies associated with project activities, includingDepEd’s Division of Teaching and Learning, TESDA, agencies and groups associated with EGRA and assessment, ALScentral personnel (currently located within several bureaus), Professional Regulation Commission, tertiaryeducation institutions, universities, and relevant labor and local government units (LGU)s/departments.

The project will widen its geographic reach and target the lowest performing regions, where the education burden is the greatest. The project may also focus work in City Development Initiative (CDI) priority cities, helping to strengthen the linkage between these urban centers and the surrounding rural areas with the aim of facilitating a knowledge and technology transfer.

The project investment in youth skills, leadership, and local government capacity through functional local government units in target conflict‐affected areas such as Cotabato, Marawi, Zamboanga, Isabela, Jolo , Southern Basilan, and others. These areas have been identified through interagency collaboration by the Mindanao Working Group in order to focus U.S. government development investments. In addition to receiving direct assistance, the aforementioned areas serve as or centers for good governance practices and models for projects that demonstrate collaboration between local governments and communities. These ideas, developed and operationalized in MYDev, are anchors for the scaling of youth interventions to offset the problems faced by dropouts. Coupled with national investments in improved quality for lower‐primary reading skills instruction, the project will address fundamental policy and capacity issues in DepEd and the links between basic skills, employment, and community development. Investments in youth development help expand opportunities for employment, specifically of older

youth. Long‐term outcomes expected for older youth are enhanced life skills and employability, improved livelihood opportunities, enhanced workforce skills relevant to the labor market and improved life, work readiness, and leadership skills for civic engagement. Project activities follow the assignments of the Resident Technical Assistants and Short‐Term Technical Assistants and meet the requirements of the sub‐purposes and related activities. In all cases, the activities imply complete cooperation and collaboration with the DepEd and other agencies involved in education (e.g., universities, tertiary education institutions, local government units, and school entities). No funding will be provided for construction activities or other actions that may have direct impact on the environment. EdGE therefore qualifies for Categorical Exclusion pursuant to 22CFR 216.2(c) 2 (i). Specific actions by sub‐purposes and recommended threshold decision are listed in Table 2:

Table 2: Planned Basic Education Actions by Sub‐Purpose and Recommended Threshold Decision

Sub Purpose 1 : Reading skills at primary level improved

Recommended Threshold Decision*

Outcome 1.1

Revise curricula, lessons and benchmarks CatEx: 22 CFR 261.2(c)(2)iii,v

Assist in the development of quality Kindergarten instructional practice that will help in the transition to first Grade in the language arts area

CatEx: 22 CFR 261.2(c)(2)iii,v

Build on the teacher induction program developed through Basa, support DepEd and higher education institutions to develop a modular early grade reading program for pre‐service teachers that can be included in existing curricula

CatEx: 22 CFR 261.2(c)(2)i

Work with higher education institutions to develop expertise relevant to the lower elementary and youth programs, and utilize that expertise where needed

CatEx: 22 CFR 261.2(c)(2)i,iii,v

Deepen teacher professional development through strengthening curricular guidelines for Learning Action Cells, developing additional professional development strands as needed and advance implementation with fidelity at scale through support, monitoring and evaluation


Develop and implement teacher coaching systems that include external (non‐school) coaching targeted instructional programs for the lowest performing 20% of schools

CatEx: 22 CFR 261.2(c)(2)i,iii,v

Outcome 1.2

Conduct or update materials inventories and conduct gap analysis to determine needs for new materials


Ensure that Kindergarten has the required teaching and learning materials CatEx: 22 CFR 261.2(c)(2)iii,v Develop additional materials as needed so that teacher’s guides, learner textbooks and instructional sets of decodable and leveled texts are available in all nineteen official languages of instruction for Grades K‐3


Include health and environment (e.g., global warming) content that is age appropriate to ensure educational links to societal issues and later, individual needs and concerns

CatEx: 22 CFR 261.2(c)(2)i,iii

Provide materials development tools and support to communities with learners using additional languages of instruction to further equitable access to materials


Develop partnerships to support book development, procurement and distribution


Outcome 1.3

Improve the quality of assessments, with a focus on EGRA and LAP‐G CatEx: 22 CFR 261.2(c)(2)i,iii

Identify valid assessment for the transition from Kindergarten to Grade 1 to enable an iterative research program to improve readiness for elementary school


Improve approaches to the dissemination of assessment results CatEx: 22 CFR 261.2(c)(2)i,iii

Integrate the use of assessment results into pre‐service teacher preparation, continuous professional development and DepEd policies and programs

CatEx: 22 CFR 261.2(c)(2)iii,xiv

Outcome 1.4

Provide technical assistance to review and revise DepEd’s language bridging policy to increase instructional time for mother tongue and Filipino and extend the amount of time that learners are given to learn academic Filipino and English


Examine the theory of change for the various activities to build linkage and connections between policy and operations/activities


Support to DepEd to develop and/or streamline policies and related guidelines to support the implementation at scale of the MTB‐MLE policy, etc.


Develop programming to address achievement gaps that have been identified through LAP‐G, EGRA, and gender analysis

CatEx: 22 CFR 261.2(c)(2)iii

Develop an iterative research agenda to support ongoing improvements in instructional activities

CatEx: 22 CFR 261.2(c)(2)iii

Sub Purpose 2 : Basic education and life skills provided to the vulnerable youth,

particularly in Mindanao

Recommended Threshold Decision

Outcome 2.1

Provide basic education and life skills as part of the vocational/agricultural skill training through Alternative Learning System

CatEx: 22 CFR 261.2(c)(2)I; NDC

Assist DepEd in the analysis and strengthening of the ALS program in Mindanao CatEx: 22 CFR 261.2(c)(2)iii,xiv

Provide educational skills to enable youth to take advantage of formal education or succeed in job areas in the labor market

CatEx: 22 CFR 261.2(c)(2)i

Create opportunities for youth of Mindanao to become part of the development process and improve the future social capital for community development

CatEx: 22 CFR 261.2(c)(2)i

Create placement possibilities for learners completing training programs CatEx: 22 CFR 261.2(c)(2)i

Provide post‐training support and improving employer networking. CatEx: 22 CFR 261.2(c)(2)i

Outcome 2.2

Train DepEd and local government leaders in educational planning related to the educational needs of potential and actual dropouts

CatEx: 22 CFR 261.2(c)(2)i

Improve capacity of DepEd, local school boards, or similar local education governance bodies to generate their own sources of revenues to support their formal and ADMs and Alternative Learning System


Assist DepEd in the conceptualization, coordination, and collaboration of the ADM and ALS programs


Improve service delivery of the Technical Education and Skills Development Authority at the central and local levels

CatEx: 22 CFR 261.2(c)(2)i,xiv

Improve teacher skills in educating vulnerable youth CatEx: 22 CFR 261.2(c)(2)i

Outcome 2.3

Provide training for vulnerable youth to engage in productive economic activities and in local participatory decision‐making

CatEx: 22 CFR 261.2(c)(2)i

Strengthen the implied social contract between vulnerable‐youth and their community and government

CatEx: 22 CFR 261.2(c)(2)i

Increase local engagement to support vulnerable youth to improve livelihood and workforce development skills


Build internship programs, e.g., Leaders, which train young leaders through internships at the Department of Budget and Management and the Department of Interior and Local Government (and possibly other entities in the future)


*Reg 216 section reference corresponds with the classes of actions identified in section on “Justification forCategorical Exclusion Request” below

Country Information Presidential Decree No. 1586, issued on June 11, 1978, established the Philippine Environmental Impact Statement (EIS) System while Presidential Proclamation No. 2146 defined its scope and Administrative Order No. 2003‐30 of the Department of Environment and Natural Resources provided the implementing rules and regulations. The EIS System is concerned primarily with assessing the significant impacts of a project on the environment and ensuring that these impacts are addressed by appropriate measures. The EIS System requires all project proponents to prepare an environmental impact assessment (EIA) for any activity that substantially affects the quality of the environment. The EIA should be environmentally conscious, technically sound, and socially acceptable. By being so, the EIS system will not only regulate industrial pollution but also protect natural resources, fragile ecosystems, and the rights of local communities. More than a regulatory scheme, the EIS System is a comprehensive planning and management tool as well. The Environment Management Bureau, a line bureau of the Department of Environment and Natural Resources (DENR), is the agency responsible for policy development and review as well as monitoring the implementation of EIA‐related laws. The Philippines is also signatory to several international environmental agreements such as the Agenda 21(on Sustainable Development), and Rio Declaration on Environment and Development, United Nations Framework Convention on Climate Change, Hyogo Framework of Action, Convention on Biological Diversity, Convention on International Trade in Endangered Species of Wild Fauna and Flora, and International Tropical Timber Agreement. As a signatory, the Philippines commits itself to the principle of sustainable development, climate change adaptation, disaster risk reduction and management, biodiversity conservation, sustainable forest management, watershed management. International commitments are supported by national efforts to enact environmental laws and policies. Foremost of these is the Climate Change Act (CCA) of 2009, which promotes the principles of subsidiarity (LGUs to serve as frontline agencies to address climate change at the local level) and multi‐stakeholder participation and partnerships. The Disaster Risk Reduction (DRR) and Management Law, passed in 2010, encourages disaster risk prevention and mitigation and establishes the synergies between CCA and DRR. Other relevant laws, which may provide bases for pursuing adaptation in critical sectors include: the National Water Code, the Philippine Clean Water Act, Agriculture and Fisheries Modernization Act, the Revised Forestry Code of the Philippines, Executive Order 263 (Community‐based Forest Management), and the National Integrated Protected Areas System. Republic Act No. 9512 entitled National Environmental Awareness and Education Act mandates the Department of Education (DepEd), the Commission on Higher Education (CHED), the Technical Education and Skills Development Authority (TESDA), the Department of Social Welfare and Development (DSWD), in coordination with the Department of Environment and Natural Resources (DENR), the Department of Science and Technology (DOST) and other relevant agencies, to integrate environmental education in its school curricula at all levels, whether public or private, including in barangay daycare, preschool, non‐formal, technical vocational, professional level, indigenous learning and out‐of‐school youth courses or programs. It covers both theoretical and practicum modules comprising activities, projects, programs including, but not limited to, tree planting; waste minimization, segregation, recycling and composting; freshwater and marine conservation; forest management and conservation; relevant livelihood opportunities and economic benefits and other such programs and undertakings to aid the implementation of the different environmental protection law. Activities also aim to support the Association of Southeast Asian Nations (ASEAN) Environmental Education Action Plan of 2014‐2018. Pursuant to this, DepEd issued DO 52.s.2011, urging all schools to lead the role on environmental awareness by pursing effective school‐based activities. In 2003, the DepED, in partnership with the DENR, established the Youth for Environment in Schools Organization (Yes‐O) as the only recognized co‐curricular environmental club or organization in the schools and consolidates all other environmental and/or ecology clubs or organizations in school with main and primary programs or projects for the environment or ecology in the said Organization.

In 2008, the DepEd issued DO 33, s. 2008 that calls for massive, intensive and sustained tree‐planting, tree‐growing and tree‐caring activities throughout the school year annually involving our pupils, students, teachers, school heads/principals, supervisors and officials. To sustain the implementation and monitoring of the program, Regional Directors and Schools Division/City Superintendents shall allocate funds in the region and schools divisions, respectively, for the establishment/maintenance of school nurseries and seed banks from where schoolchildren will get their seedlings for planting, and for monitoring by the designated program coordinators.

Analysis of Potential Environmental Impact

While development activities are intended to provide benefits for targeted recipients, when managed ineffectively they may cause adverse impacts that can offset or eliminate these intended benefits. Impacts can be direct, indirect, or cumulative. They can also be beneficial or negative. The following are summaries of potential environmental impacts for respective sector(s) that are related to the scope of this IEE.

Some activities working with vulnerable youth may involve training on agriculture, capture fisheries and aquaculture. These may involve actions that may have potential adverse impacts from mismanaged agriculture development projects, such as • Destruction or degradation of natural habitat, including deforestation, desertification, and drainage ofwetlands and destruction of protected areas• Loss of biodiversity• Introduction of exotic and non‐native animal and plant species• Erosion and loss of soil fertility• Siltation of water bodies• Reduction in water quality or changes in local hydrology• Increased GHG emissions

Stagnant water pools are breeding place for disease vectors (mosquitoes that carry malaria, etc.). They can also increase transmission of water‐related diseases. National agricultural and economic policies alter the costs and benefits of particular agricultural investments and practices. Poorly designed policies can inadvertently discourage environmentally‐sound agriculture and livestock husbandry practices, or it may unwittingly reinforce others that have adverse impacts on the environment and the land’s long‐term productivity. Aspects of the policy environment that may cause unintended harm include uncertainties about land tenure, agricultural subsidies/payments and pricing, resettlement programs in fragile lands, and a focus on agricultural expansion. Policies that promote conversion of new lands into agricultural use, instead of measures to intensify yields on existing plots, frequently result in destruction or degradation of ecosystems.

The trainings on capture fisheries may also involve some potential adverse impacts from mismanaged captured fisheries development projects, like over harvesting, by‐catch, toxic substances (such as with cyanide fishing), and introduced species. Likewise, some potential adverse impacts from mismanaged aquaculture fisheries development projects may also arise, namely: • Pollution• Habitat destruction• Impacts on Freshwater sources• Introduced species• Disease other adverse effects to wild populations• Adverse impacts on upstream and downstream users• Possible environmental impacts of aquaculture for different production types can be found at page 10 ofUSAID Fisheries and Aquaculture guidelines ‐ http://usaidgems.org/Sectors/fisheries.htm

Recommended Threshold Decisions

‐ Justification for Categorical Exclusion Request

Most of the activities described justify Categorical Exclusions, pursuant to 22CFR216.2(c)(1) and (2), for which an Initial Environmental Examination, or an Environmental Assessment are not required because the actions do not have an effect on the natural or physical environment. Specifically, as currently planned, these activities fall into the following classes of action: ‐ Education, technical assistance, or training programs except to the extent such programs include activities directly affecting the environment (such as construction of facilities, etc.), per 22 CFR 216.2 (c)(2)i; ‐ Analyses, studies, academic or research workshops and meetings, per 22 CFR 216.2 (c)(2)iii; ‐ Document and information transfers, per 22 CFR 216.2 (c)(2)v;

‐ Studies, projects or programs intended to develop the capability of recipient countries to engage in development planning, except to the extent designed to result in activities directly affecting the government (such as construction of facilities), per 22 CFR 216.2 (c)(2)xiv

The activities under review that justify Categorical Exclusion are listed in Table 3 below.

Table 3: Basic Education Activities Recommended for Categorical Exclusion

Activity Goals

Early‐grade Reading Given strong evidence that cognitive skills, such as reading – rather than mere school attainment – are powerfully related to individual earnings, income distribution, and economic growth, the futures of large number of youth, who struggle to read, are concerning for the long‐term economic development of the Philippines. Given that improving early‐grade reading leads to improved educational achievement, which reduces the rate of school dropout in the early‐grades and provides the platform upon which youth can develop the knowledge and skills necessary for inclusive growth in the country, the goal is to improve early grade reading outcomes in Grades K‐3 in all public elementary schools.

Vulnerable Youth support the Government of the Philippines to provide basic skills to re‐enter the formal education program at the upper levels or build life and job skills to enter the job market For those students who have already dropped out, increased access to life skills, workforce readiness, and other basic education will provide the foundation for them to be more productive members of society. There are skill deficit issues that arise because of early learner termination with the formal education program. Project assistance and resources strengthen education service delivery mechanisms for vulnerable youth.

Disability‐inclusion

Support access to education for children with disabilities (blind and deaf) through the provision of education and/or support services.

The actions under review that justify Categorical Exclusions are detailed in Table 2. In general, they are technical assistance and capacity building activities that involve education, training, workshops, research, studies and transfer of information. ‐ Negative Determination with Conditions Activities with potential impacts to the environment under the following sectors are recommended for a Negative Determination with Conditions threshold determination. When implemented ineffectively these activities may cause adverse impacts that can offset or eliminate the intended benefits. Mitigating environmental impacts with these activities requires a participatory approach to activity/program design and management. Strong technical design of the projects is also critical. The following are specific conditions to mitigate the potential negative impacts for respective sectors.

1. Conditions for agriculture‐related activities

All agriculture development activities shall be conducted following principles for environmentally sound agriculture development, as provided in the USAID Sector Environmental Guidelines – Agriculture1. Design of activities should address soil erosion and soil and water conservation (guidance on this can be found starting on page 14 of the environmental guidelines). Activity design and implementation should also factor climate change (guidance on this can be found starting on page 22). Lastly, an Environmental Monitoring and Mitigation Plan (EMMP) shall include the principles of the agriculture guidelines.

2. Conditions for capture fisheries‐related activities

All fisheries development activities shall be conducted following principles for environmentally sound development, as provided in the USAID Sector Environmental Guidelines – Fisheries and aquaculture2. Activities shall also promote best practices for capture fisheries (see page 15 of the guidelines). An Environmental Monitoring and Mitigation Plan (EMMP) shall include the principles of the Fisheries and Aquaculture guidelines. Common mitigation measures for different types of fisheries activities can be found on page 24 of the guidelines.

3. Conditions for aquaculture‐related activities

All aquaculture development activities shall be conducted following principles for environmentally sound development, as provided in the USAID Sector Environmental Guidelines – Fisheries and aquaculture3. Activities shall also promote best practices for aquaculture (see page 16 of the guidelines). This includes proper siting and design, construction, operation and monitoring of aquaculture systems. An Environmental Monitoring and Mitigation Plan (EMMP) shall include the principles of the Fisheries and Aquaculture guidelines. Common mitigation measures for different types of fisheries activities can be found on page 24 of the guidelines,

Climate Risk Management

To comply with the new Agency guidance for implementing the Executive Order on Climate Resilient International Development, as defined in the ADS 201 Mandatory Reference,4 the climate risk‐screening tool was used to identify the activities and interventions most at risk from climate change and to propose measures for mitigating those risks as appropriate. The design team also used existing climate change vulnerability assessments and risk analyses, previously conducted by USAID, other donors, the Philippine government and local institutions. Overall, climate change impacts in the Philippines are expected to cause warmer temperatures in the summer months, reduce rainfall in the dry season and produce heavier rainfall in the wet season. The Philippines is also expected to be subjected to more flooding, droughts, and intense typhoons, as well as sea level rise in coastal areas.

Many of the climate risk impacts and their consequences are discussed further in Table 4 below. The climate risk rating for activities and interventions proposed as part of this Project are generally “low,” but some activities, particularly those related to service delivery, are classified as “moderate” risk. From ADS 201, “low risk indicates that climate change is unlikely to materially impact achievement or sustainability of project or activity outcomes.” Also from ADS 201, “moderate risk indicates that climate change is likely to materially impact achievement of development outcomes.” Because of this determination, some activities under this project will address the potential climate risk as part of activity design and implementation so that climate impacts are mitigated and USAID investments are sustainable.

1 This document can be found at: http://www.usaidgems.org/Sectors/agriculture.htm. 2 This document can be found at the following site: http://usaidgems.org/Sectors/fisheries.htm 3 This document can be found at the following site: http://usaidgems.org/Sectors/fisheries.htm

4 https://www.usaid.gov/sites/default/files/documents/1876/201mat.pdf

Table 4: Project‐Level Climate Risk Screening and Management

1.1: Defined or Anticipated Project Elements

Sub Purpose 1: Reading skills at primary level improved

1.2: Time‐frame 5 years

1.3: Geography Urban and Rural

2: Climate Risks Flooded school facilities and damaged teaching and learning materials due to typhoons and storm surges

Limited school attendance due to reduced ability to pay schools fees or temporary relocation of families caused by severe flooding or prolonged drought that affects livelihoods and incomes and storm surge

Reduced teaching effectiveness and learning success due to interference with course schedules and instruction by climate impacts on attendance or school performance

3: Adaptive Capacity Local governments units (LGUs) are expected to be at the frontline of emergency measures in the aftermath of disasters. Each LGUS are tasked to create a Local Disaster Risk Reduction and Management Plan covering these 4 aspects: disaster preparedness, response, prevention and mitigation, and rehabilitation and recovery. There is also a local disaster risk reduction and management (DRRM) council to coordinate efforts. LGUs are also required by law to set aside at least 5% of their estimated revenue from regular sources as LDRRM Fund to support pre‐disaster preparedness programs and post‐disaster activities.

Climate change information is not incorporated into the design of school facilities, including buildings and supporting infrastructure. Days after a major typhoon, some communities would still be submerged and accessible only by boat. Several schools remain partially flooded, and many others still serve as evacuation centers. Thus, a lot of schools have had to merge classes and ask students to attend in shifts because space was too tight to fit all the students and evacuees.

Teachers and administrators adapt their usual rules and teaching methods to fit the challenging circumstances. In affected areas, for example, schools let parents know that they could send children to school in their regular clothes if they didn't have the proper uniforms. And some teachers travelled to students' houses or to evacuation centers when it was too dangerous or costly for the children to come to school. To make up for time lost during the floods, several schools extend school hours, shorten holiday breaks or hold make‐up classes on Saturdays. Day‐care workers, teachers and volunteer educators have been trained on alternative delivery modes of basic education.

4: Climate Risk Rating* Moderate Low Low

5: Opportunities Making schools “climate safe” can help replace or improve inadequate or degraded school infrastructure.

The need to rebuild schools after extreme events could provide an opportunity to relocate schools away from high‐risk locations

Curricula incorporating climate change will help advance scientific knowledge and skills.

Post‐disaster education can also teach children critical skills, aside fromproviding children with information on health, water, sanitation andnutrition.

6.1: Climate Risk Management Options

Ensure climateinformation informssiting, construction,and renovationefforts.

Help strengthen thecapacity of teachersand students andsocial serviceproviders to preparefor and respond toflooding and otherweather‐relatedemergencies.

No additional action to address the climate risks is

required.

No additional action to address the climate risks is required.

6.2: How Climate Risks Are Addressed in the Project

Help identify schoolsafety concerns(e.g., ability ofphysical structuresto withstandextreme events) andopportunities toimprove safety.

Incorporateimprovedunderstanding ofclimate risks,adaptation, andclimate changemitigation in bothformal and informaleducation curricula.

7: Next Steps for Activity Design/Implementation

Study the risk of typhoons and flooding in the selected activity sites

Look into the past performance of the LGU and the local DRRM councilin mitigating climate change challenges

Include specific language on climate risk assessment and managementin Project Descriptions, Scopes of Work, Requests for Applications, andRequests for Interest

8: Accepted Climate Risks none none none

1.1: Defined or Anticipated Project Elements

Sub Purpose 2: Basic education and life skills provided to the vulnerable youth, particularly in

Mindanao

1.2: Time‐frame 5 years

1.3: Geography Urban and Rural

2: Climate Risks Required financial or other support to help youth from displaced families attend trainings due to damaged homes and temporary displacement caused by flooding.

Need for schools to develop new curricula and instructional materials to train youth for jobs in other sectors due to reduced employment opportunities in climate‐sensitive sectors, such as agriculture, caused by prolonged drought.

Increased risk of climate‐related disasters will tend to exacerbate existing inequalities experienced by marginalized populations

3: Adaptive Capacity Local governments units (LGUs) are expected to be at the frontline of emergency measures in the aftermath of disasters. Each LGUS are tasked to create a Local Disaster Risk Reduction and Management Plan covering these 4 aspects: disaster preparedness, response, prevention and mitigation, and rehabilitation and recovery. There is also a local disaster risk reduction and management (DRRM) council to coordinate efforts. LGUs are also required by law to set aside at least 5% of their estimated revenue from regular sources as LDRRM Fund to support pre‐disaster preparedness programs and post‐disaster activities.

At the ARMM regional level they have adopted the preparedness through its ARMM‐HEART – Humanitarian Emergency Action Response Team (HEART), which is the counterpart of the National Disaster Risk Reduction Management Council (NDRRMC). ARMM‐HEART is an upgraded version of the NDRRMC since with the former involving the Commission on Human Rights (CHR) as some crises entail human rights issues. ARMM as the first region to establish 40 hydro meteorological hazard apparatus in almost its areas as part of its preparedness.

4: Climate Risk Rating* low low moderate

5: Opportunities Community‐based Alternative Learning Systems in partnership with the Barangays and with the cooperation of the local division of the Department of Education is seen as the channel to strengthen the capacities of vulnerable groups in disaster risk reduction, particularly preparedness, and recovery through education.

a focused comprehensive livelihood program for the vulnerable youth, particularly in their resettlement areas sites, that will include learning new livelihood skills and provision of capital/ seed money for community‐based enterprises and other facilities.

6.1: Climate Risk Management Options

No additional action to address the climate risks

is required.

No additional action to address the climate risks

is required.

institutional support from government and non‐government organizations in terms of sustainable livelihood framework program and social enterprise development and the implementation of a

focused comprehensive livelihood program

strengthen thecapacities ofvulnerable youth indisaster risk reduction,particularlypreparedness, andrecovery througheducation

6.2: How Climate Risks Are Addressed in the Project

Conduct psychosocialsessions for displacedyouth, and non‐school‐based disaster riskreduction andmanagement

7: Next Steps for Activity Design/Implementation

Conduct an assessment with DepEd, TESDA, and other key stakeholders tounderstand opportunities to build on the project components

Include specific language on climate risk assessment and management inProject Descriptions, Scopes of Work, Requests for Applications, and Requestsfor Interest

8: Accepted Climate Risks none none none

Monitoring and Implementation

In addition to the specific conditions enumerated in the Negative with Conditions section, the threshold determinations recommended are contingent on full implementation of the following general monitoring and implementation requirements:

USAID Requirements

1. Environmental compliance actions and results in USAID solicitations and awards. The Contract/AgreementOfficer will include language and reference to this IEE in appropriate solicitations and awards. Suggested languagefor use in solicitation and awards can be found at the following link: http://www.usaid.gov/ads/policy/200/204sac2. Implementing Partner (IP) Briefings on Environmental Compliance Responsibilities. The Contract/AgreementOfficer’s Representative (C/AOR) will provide the IP with a copy of this IEE; the IP will be briefed on theirenvironmental compliance responsibilities by their C/AOR. During this briefing, the IEE conditions applicable to theIP’s activities will be identified.3. Compliance Monitoring. As required by ADS 204.3.4, USAID will actively monitor and evaluate, by means ofdesktop reviews and site visits, whether there are new or unforeseen consequences arising during implementationthat were not identified and reviewed in accordance with 22 CFR 216 (Reg. 216). USAID will also monitor the needfor additional review. If additional activities not described in this document are added to this program, anamended environmental examination will be prepared in a timely manner and approved.4. Compliance Reporting. A summary report of Mission’s compliance relative to this IEE will be sent to the BEO onan annual basis, normally in connection with preparation of the Mission’s annual environmental compliance reportrequired under ADS 203.3.8.5 and 204.3.3. The BEO or his/her designated representative may conduct site visitsor request additional information for compliance monitoring purposes.

Implementing Partner (IP) Requirements

1. Development of Environmental Mitigation and Monitoring Plan (EMMP). For activities that are subject to oneor more conditions set out in the “Recommended Threshold Decision” section of this IEE, the IP will develop andprovide an EMMP for USAID C/AOR review and approval, documenting how their project will implement and verifyall IEE conditions that apply to their activities. The EMMP will also identify how the IP will assure that IEEconditions that apply to activities supported under subcontracts and sub‐grants are implemented. (In the case oflarge sub‐grants or subcontracts, the IP may elect to require the sub‐grantee/subcontractor to develop their ownEMMP.)2. Integration and implementation of EMMP. The IP will integrate the EMMP into their project work plan andbudgets, implement the EMMP, and report on its implementation as an element of regular project performancereporting. The IP will ensure that sub‐contractors and sub‐grantees integrate implementation of IEE conditions,where applicable, into their own project work plans and budgets and report on their implementation as anelement of sub‐contract or grant performance reporting.3. Integration of climate risk management. In compliance with the new Climate Risk Management for USAIDProjects and Activities: A Mandatory Reference for ADS Chapter 201, this IEE includes climate risk management.EMMP for activities deemed moderate or high risk will include appropriate measures to mitigate the impacts ofclimate change on specific interventions. IPs shall refer to Table 4 of this IEE for actions relevant to their activity toconsider in their strategy and/or workplan.4. Integration of environmental compliance responsibilities in sub‐contracts and grant agreements. The IP willensure that sub‐contracts and sub‐grant agreements reference and require compliance with relevant elements ofthe IEE and any attendant conditions.5. Assurance of sub‐grantee and sub‐contractor capacity and compliance. The IP will ensure that sub‐granteesand subcontractors have the capability to implement the relevant requirements of this IEE. The IP will, as and ifappropriate, provide training to sub‐grantees and subcontractors in their environmental complianceresponsibilities and in environmentally sound design and management (ESDM) of their activities.6. New or modified activities. As part of its initial Work Plan, and all Annual Work Plans thereafter, the IP, incollaboration with their C/AOR, shall review all planned and ongoing activities to determine if they are within thescope of this IEE. If any IP activities are planned that would be outside the scope of this IEE, an amendment to thisIEE addressing these activities will be prepared for USAID review and approval. No such new activities will beundertaken prior to formal approval of this amendment. Any ongoing activities found to be outside the scope ofthe approved Reg. 216 environmental documentation will be halted until an amendment to the documentation issubmitted and written approval is received from USAID. This includes activities that were previously within thescope of the IEE, but were substantively modified in such a way that they move outside of the scope.7. Compliance with Host Country Requirements. Nothing in this IEE substitutes for or supersedes IP, sub‐granteeand subcontractor responsibility for compliance with all applicable host country laws and regulations for all hostcountries in which activities will be conducted under the USAID activity. The IP, sub‐grantees and subcontractormust comply with each host country’s environmental regulations unless otherwise directed in writing by USAID.However, in case of conflict between host country and USAID regulations, the latter shall govern.8. Compliance Reporting. IPs will report on environmental compliance requirements as part of their routineproject reporting to USAID.

Revisions and Limitations

If during implementation, project activities are considered outside of those described in this document, an amendment shall be submitted. Pursuant to 22CFR216.3(a)(9), if new activities are added and/or information becomes available which indicates that activities to be funded by the project might be “major” and the project’s effect “significant,” this determination will be reviewed and revised by the C/AOR of the project, and submitted to the Mission Environmental Officer and Bureau Environmental Officer for approval and, if appropriate, an environmental assessment will be prepared. It is the responsibility of the C/AOR to keep the Mission Environmental Officer and the BEO informed of any new information or changes in the activity that might require revision of the IEE.

12/1/2017

Documents

INITIAL ENVIRONMENTAL EXAMINATION (IEE) … (including interventions in mother‐tongue instruction), provide appropriate textbooks and materials, improve the quality of teacher education