SFG1884 REV UTTARAKHAND WORKFORCE DEVELOPMENT PROJECT (P154525) (FINAL ENVIRONMENT ASSESSMENT AND ENVIRONMENT MANAGEMENT FRAMEWORK) STATE PROJECT IMPLEMENTATION UNIT DEPARTMENT OF TRAINING, GOVT. OF UTTARANKHAND EC ROAD DEHRADUN, UTTARAKHAND March2016 Table of Contents EXECUTIVE SUMMARY ........................................................................................................................................... 2  1.  INTRODUCTION ................................................................................................................................................ 4  1.1.  PROJECT BACKGROUND ................................................................................................................................ 4  1.2.  NEED FOR ENVIRONMENT ASSESSMENT AND EMF ...................................................................................... 4  1.3.  SCOPE OF EA AND EMF ................................................................................................................................ 4  1.4.  APPROACH AND METHODOLOGY .................................................................................................................. 5  2.  POLICY AND REGULATORY FRAMEWORK ........................................................................................... 6  2.1.  RELEVANT NATIONAL POLICIES AND LEGISLATIONS ................................................................................... 6  2.2.  RELEVANT STATE POLICIES AND LEGISLATIONS .......................................................................................... 8  2.3.  THE WORLD BANK’S APPLICABLE OPS AND BPS ........................................................................................ 9  2.4.  WORLD BANK GROUP APPROACH TOWARDS HANDLING AND MANAGEMENT OF ASBESTOS CONTAINING MATERIAL (ACM) ..................................................................................................................................................... 11  2.5.  SUMMARY ................................................................................................................................................... 12  3.  ASSESSMENT OF EXISTING CONDITIONS ............................................................................................. 13  3.1.  CASE STUDY SELECTION ............................................................................................................................. 13  3.2.  FIELD INVESTIGATIONS ............................................................................................................................... 14  3.3.  ISSUES IDENTIFIED DURING FIELD INVESTIGATIONS .................................................................................. 14  4.  REVIEW OF VOCATIONAL TRAINING CURRICULUM ...................................................................... 17  4.1.  PRESENT CURRICULUM ............................................................................................................................... 17  4.2.  CURRICULUM REVIEW ................................................................................................................................. 17  4.3.  NEED FOR REVISION OF CURRICULUM ........................................................................................................ 20  5.  STAKEHOLDER CONSULTATIONS ........................................................................................................... 21  5.1  IDENTIFICATION OF KEY STAKEHOLDERS......................................................................................................... 21  5.2  CONSULTATION PROCESS................................................................................................................................. 21  6.  ENVIRONMENTAL MANAGEMENT FRAMEWORK ............................................................................ 24  6.1  SCREENING ....................................................................................................................................................... 24  6.2  POTENTIAL IMPACTS ........................................................................................................................................ 25  6.3  MITIGATION MEASURES/ENVIRONMENT MANAGEMENT MEASURES FOR CIVIL WORKS............................... 26  6.3.1  Pre-Construction Activities ................................................................................................................... 26  6.3.2  Building Design and Related Aspects ................................................................................................... 26  6.3.3  Construction Phase - Campus Maintenance and Related Aspects ....................................................... 27  6.4  IMPLEMENTATION ARRANGEMENTS ................................................................................................................ 30  6.4.1  Integration of Environment Management Aspects................................................................................ 30  6.4.2  Institutional Arrangement ..................................................................................................................... 31  6.4.3  Environment Officer .............................................................................................................................. 32  6.4.4  Monitoring and Performance Tracking of Activities Under EMF ....................................................... 33  6.5  TRAINING AND CAPACITY BUILDING ............................................................................................................... 33  6.6  BUDGETARY REQUIREMENTS FOR EMP ACTIVITIES ....................................................................................... 36  6.7  STAKEHOLDER CONSULTATIONS AND DISCLOSURE ........................................................................................ 37  ANNEXURE - 1 ............................................................................................................................................................ 38  ANNEXURE - 2 ............................................................................................................................................................ 44  ANNEXURE – 3 ........................................................................................................................................................... 51  Draft EA and EMF 1 Executive Summary The Uttarakhand Workforce Development Project (UKWDP) is designed with the spirit of enhancing the quality and relevance, sustainability, and efficiency of the skills development system in Uttarakhand. The Project has been undertaken by Ministry of Labour and Employment, Government of India and Government of Uttarakhand (GoUK) with the aim to balance short-run needs of closing the immediate skills gaps in terms of both quality and quantity, with the expected long-run outcomes of establishment of a demand-driven and high quality system of skills and training. 25 Industrial Training Institutes (ITIs) in the State will be prioritized to be undertaken under the World Bank funded UKWDP. Planning, development and management of the ITIs may involve several critical environmental obligations. Systematic EA was conducted including review of standards, statutory /voluntary provisions, best practices, assessment of existing situation through site visits and consultations, and preparation of draft EMF. Environment Assessment (EA) will help in determining the impacts of the Projects through identified details of these ITIs. For developing an institute, EA might serve as a decision-making tool ensuring that the project design would result into an environmentally sound and sustainable reality. GoUK undertook an independent EA with the objectives of expanding and augmenting the current good practices; to incorporate the environmental principles into the location/siting, design, construction, operation and maintenance of the ITIs and other buildings, and to incorporate the industry-specific environmental, health, and occupational safety issues. Based on the guidance provided in the Environmental Management Framework (EMF) included in the Environmental Assessment Document, based on actual interventions which have significant environmental impacts Environment Management Plan (EMP) shall be prepared for each ITI to accomplish these objectives. A detailed desk review was conducted for various relevant acts, rules, manuals, standards, and guidelines etc., at the national and state level, to have a comprehensive idea of measures that can be incorporated in the EMF. Applicability of Operational Policies and Business Policies of World Bank were also considered. It is evident from the major findings of the review, that there are some crucial factors, which need special attention in the context of environmental management framework. A sample of total 08 ITIs was taken up for assessment of the existing situation. Samples were selected on the basis of different criteria like, outreach to urban areas, rural areas and industrial hubs; institutions located at district level; institutions located at sub-districts level catering to students of Scheduled Tribe communities; geo-climatic conditions (in mid hilly areas/ higher hilly areas) and; trades covered in the ITIs. The site examinations included interviews with the ITI management, current students and recent graduates about their opinion on the key issues found from the literature review. The environmental issues as identified from the field survey are (i) site planning and design (location site planning/accessibility/design); (ii) proper maintenance of buildings and associated services; (iii) resource consumption and disposal; and (iv) environmental health and safety practices. The present course contents of ITIs are developed at the national level. The structure seems to be well designed keeping in mind the educational, socio-economic background and exposure of the students. However, mechanisms for incorporating feedbacks from the bottom level need to be Draft EA and EMF 2 established with changing industrial environment. The review highlighted the present day need of an improved curriculum with national or global norms of occupational health and safety and environmental management practices. Based on the review of national standards, field survey and industrial consultations a draft EMF has been developed which includes (i) mitigation measures/environment management measures for civil works; (ii) implementation arrangements; (iii) inclusion of environmental, health and occupational safety aspects in the curriculum; (iv) training and capacity building and; (v) budgetary requirements for EMP activities. Stakeholder Consultations: Consultation with various stakeholders was carried out as a part of the EA exercise through interviews, formal and informal discussions. The stakeholders consulted at the local level included trainees, faculty, other staff and nearby communities. Consultations at state level including GoUK officials, NGOs, civil societies, industry representatives, etc., was held on March 5th, 2016 based on draft EA report. . The stakeholders agreed to the points highlighted in the environment assessment, suggested implementation and mitigation measures, and proposed institutional structure. It was suggested to give more emphasis on capacity building for staff and students. Disclosure: GoUK and the World Bank disclosed the draft EA on their website and InfoShop respectively before state level stakeholder consultations. The final draft EA, incorporating comments from stakeholder consultations, has also been disclosed by GoUK and the World Bank. Conclusion: Overall, it is envisaged that the project activities will have an overall positive impact. Some environmental concerns are associated with limited construction activities; capacity of the ITIs to address environmental concerns, effectiveness of the curriculum, and capacity of the State to address these issues which can be addressed through implementation of EMP prepared for each ITI based correspondence to observed impacts based on the guidance of this EMF. Draft EA and EMF 3 1. Introduction 1.1. Project Background The Uttarakhand Workforce Development Project (UKWDP) is designed with the spirit of enhancing the quality and relevance, sustainability, and efficiency of the skills development system in Uttarakhand. The Project has been undertaken by Ministry of Labour and Employment, Government of India and Government of Uttarakhand (GoUK) with the aim to balance short-run needs of closing the immediate skills gaps in terms of both quality and quantity, with the expected long-run outcomes of establishment of a demand-driven and high quality system of skills and training. 25 Industrial Training Institutes (ITIs) in the State will be prioritized to be undertaken under the World Bank funded UKWDP. The Project would complement national-level projects in the sector, such as VTIP, its succeeding STRIVE, and Nai Manzil Project. UKWDP would benefit from national level improvement of training programs and curriculum that VTIP and STRIVE support. It would provide close support to the state in translating the central policies into implementation by strengthening the state’s capacity, and would provide tailored-made approaches to improve the performance of state ITI system, which would complement the national initiatives. UKWDP would also foster knowledge generation through thorough implementation support, which would contribute to national knowledge and operations including STRIVE and Nai Manzil. 1.2. Need for Environment Assessment and EMF Industrial Training Institutes are like mini industries. Planning, development and management of the ITIs may involve several critical environmental obligations. Environment Assessment (EA) will help in determining the impacts of the Projects through identified details of these ITIs. For developing an institute, EA might serve as a decision-making tool ensuring that the project design would result into an environmentally sound and sustainable reality. In the initial stages, EA provides framework for the detailed planning and design of the project. Environment Management Plans (EMP) developed on the basis of EA, may serve as important guideline during execution of the project. Similarly, an EA exercise is required to be carried out for developing the Environment Management Framework (EMF) for the vocational training institutes (ITIs) in India. EMF sets out the principles, rules, guidelines and procedures to assess the environmental impacts. It contains measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts, provisions for estimating and budgeting the costs of such measures, and information on the agency or agencies responsible for addressing project impacts. GoUK has engaged an independent consultant to undertake EA with the following objectives: a) The current good practices are expanded and augmented; b) Environmental principles are incorporated into the location/siting, design, construction, operation and maintenance of the ITIs and other buildings; c) Industry-specific environmental, health, and occupational safety issues are adequately built in the curriculum for the improved vocational education system; 1.3. Scope of EA and EMF a) Desk review to identify the relevant National standards and codes related to the planning, design, construction of institutional buildings and site development Draft EA and EMF 4 b) Sample field based examination (supplemented by desk review, if required) to identify if these standards and codes are used fully in the site development and construction of building facilities of the ITIs in general in India, and to identify current good practices; and current environmental issues c) Inputs from selected group of industries and industrial associations would be needed in order to develop recommendations for curriculum development – related to trade-specific environmental management, health, occupational safety and international environmental benchmarking. d) Preparation of an Environment Management Framework (EMF) for the vocational training institutes in India. The civil works would mainly be repairs, reconstruction, and possible small expansion of building facilities. No new campuses or major buildings construction are expected. It is also anticipated that the environmental issues related to civil works may not be huge, and many of the required safeguard measures are already available in the National norms and standards. 1.4. Approach and Methodology The entire study was organized in the following stages: Stage I: Review of Standards, Statutory /Voluntary provisions, Best Practices The desk review looked into various provisions of National Building Code, BIS Codes, various relevant environmental acts and legislations, national and international best practices pertaining to campus environment management, occupational health & safety issues. Stage II: Assessment of Existing Situation through Site Visits and Consultations Based on geo-climatic conditions, trade-pollution potential and intervention criteria, a total of 8 ITIs have been taken up for assessment of existing situation. The assessment was carried out through focused group discussions with faculty, staff & students. Stage III: Preparation of Draft EMF Based on the assessment of existing situation and review of relevant standards/codes of practice etc., pertinent environmental issues and their impact significance were identified. Various options to address the major environmental issues as well as possible environmental augmentative measures were identified and included in the overall framework along with the institutional framework, training & capacity building plan and public disclosure policy. Draft EA and EMF 5 2. Policy and Regulatory Framework 2.1. Relevant National Policies and Legislations The Environment (Protection) Act, 1986 serves as the umbrella environment legislation in India and entrusts joint ensure effective implementation of the environment legislation and regulations. The MoEF and the pollution control boards (CPCB i.e. Central Pollution Control Board and SPCBs i.e. State Pollution Control Boards /SPCCs i.e. State Pollution Control Committees) together form the regulatory and administrative core of the sector. Two specific legislations (popularly called the Air Act and the Water Act) empower the central and state pollution control authorities to enforce emission and effluent standards for industries discharging pollutants into air and water. In addition, the Supreme Court of India and some High Courts of the states have led the way in the enforcement of environmental laws through citizen-led public interest litigation (PIL) that has its legal basis in the constitutional right to a healthy environment. A summary of key environmental legislation is given below in Table 2.1 Table 2.1: Key Environmental Legislations and its Applicability to the UKWDP Act and/or rules Summary Applicability Environment Protection Act, The Act applies to the ITI as where the hazardous Yes 1986 (to be read with The substances are handled. Environment Protection Rules, 1986) The Air (Prevention and The Act applies to any building, structure or Yes Control of Pollution) Act, property used for industrial or trade purposes where 1981 (to be read with Air pollution occurs or emitting any air pollutant into the (Prevention and Control of atmosphere takes place. Pollution) Rules, 1983) The Water (Prevention and The Act applies to every outlet that includes any Yes Control of Pollution) Act, conduit pipe or channel, open or closed, carrying 1974 (amended 1988) sewage or trade effluent or any other holding arrangement which causes or is likely to cause, pollution. The Water (Prevention and The Act applies to every industry which includes Yes Control of Pollution) Cess any operation or process, or treatment and disposal (Amendment) Act, 2003 system, which consumes water or gives rise to sewage effluent or trade effluent, but does not include any hydel power unit. Noise Pollution (Regulation The rule applies to: Yes & Control) Rules 2000 1) Industrial area 2) Commercial area 3) Residential area 4) Silence zone (where an area comprising not less than 100 meters around hospitals, educational institutions and Courts may be declared as silence Draft EA and EMF 6 Act and/or rules Summary Applicability area/zone for the purpose of these rules). EIA notification on It mandates that certain projects envisaged to be No Environment Clearances, polluting for the environment have to seek prior (Screening 2009 approval from the Ministry of Environment and will eliminate Forests to set-up the project. A list of projects along any such with the procedure required to be undertaken to possibility) sought the approval from Government is clearly delineated under the law. Forest (Conservation) Act, The Act is applicable to any project which requires No 1980 forest land for construction. Depending on the size (Screening of the tract to be cleared, clearances are required. will eliminate any such possibility) Biological Diversity Act, The Ministry of Environment and Forests has No 2002 enacted the Biological Diversity Act, 2002, (Screening following the Convention on Biological Diversity will eliminate signed at Rio de Janeiro in 1992, of which India is a any such party. possibility) This Act is meant to “provide for the conservation of biological diversity, sustainable use of its components, and fair and equitable sharing of the benefits arising out of the use of biological resources, knowledge and for matters connected therewith or incidental thereto.” Batteries (Management and The Rule applies to every manufacturer, importer, Yes handling) Rules, 2001 re-conditioner, assembler, dealer, recycler, auctioneer, consumer and bulk consumer involved in manufacture, processing, sale, purchase and use of batteries or components. The Scheduled Tribes & The Act recognizes and vests the forest rights and No Other Traditional Forest occupation in forest land in forest dwelling (Screening Dwellers (Recognition of Scheduled Tribes and other traditional forest will eliminate Forest Rights), 2006 dwellers who have been residing in such forests for any such generations but whose rights could not be recorded, possibility) and provides for a framework for recording the forest rights so vested and the nature of evidence required for such recognition and vesting in respect of forest land. The Act may be applicable in case of forest land used for TC or in the immediate vicinity. Payment of Wages Act, 1936 The Act applies to every establishment and lays Yes down as to by what date the wages are to be paid, when it will' be paid and what deductions can be made from the wages of the workers. Draft EA and EMF 7 Act and/or rules Summary Applicability E-waste (Management and The Rules applies to every producer, consumer or Yes Handling) Rules, 2011 bulk consumer involved in the manufacture, sale, purchase and processing of electrical and electronic equipment or components as specified in Schedule-I, collection centre, dismantler and recycler of e-waste. The Public Liability The Act mandates companies to take public Yes Insurance Act and Rules, insurance for its employees 1991 Workmen's Compensation The Act applies to every establishment and provides Yes Act, 1923 for compensation in case of injury by accident arising out of and during the course of employment. The Ancient Monuments and Under sub-rule 32 of the ancient monuments and Yes Archaeological Sites and archaeological sites and remain rules, 1959 and Remains Act, 1958 & Its notification issued in 1992, area up to 100 m from amendments till 1992 the protected limits and further beyond it up to 200 m near and adjoining protected monument have been declared to be protected and regulated areas, respectively, for purpose of both mining operation and construction. Any repair, addition or alternation and construction/reconstruction within these areas need prior approval of the Archaeological Survey of India Contact Labour (Regulation The Act applies to every establishment and Yes and Abolition) Act, 1970 contractor who employs on any day of the preceding twelve months twenty or more workmen and the work performed by the workers shall be for more than one hundred and twenty days in the preceding twelve months and if work is of a seasonal character it is performed for more than sixty days in a year. Equal Remuneration Act, The Act applies to every establishment and mandates Yes 1979 that equal payment of wages shall be made for work of equal nature to male and female workers and not for making discrimination against female employees Child Labour (Prohibition The Act prohibits employment of children below 14 Yes and Regulation) Act, 1986 years of age in certain occupations and processes and provides for regulation of employment of children in all other occupations and processes. Employment of child labour is prohibited in building and construction industry 2.2. Relevant State Policies and Legislations Environmental Policy: The State does not have environmental policy of its own. As a result, National Environment Policy seeks to lay down guidelines that will facilitate development while Draft EA and EMF 8 ensuring environmental conservation without hampering the present and future development imperatives. State building Bylaws 2011: Issued by the Department of Housing, it has provisions and guidelines for development of the training institutes and hostels. The bylaws provide standard guidelines on height of a building, approach road, parking provisions, stiles, basement and basement parking, staircase, ramp, boundary wall, earthquake and fire safety provisions, fire escape exit provisions (as per fire and building safety part IV), Distance from Electric/power supply line, distance from water supply source, Standard for Rain water harvesting ( 3.5 Cum up to 400 Sqm area+0.5 cum/50 Sqm area), Solar Water Heating, Special provision for TWSN ( Trainees with special needs), Distance for Aerodrome , Provision for Horizontal vertical extension , Provision for other services, Waste water recycling ( required for building having area more than 2 Hac), Buildings having construction area more than 4.4 Hac. has other specification in the guideline. Uttarakhand Environmental Protection and Pollution Control Board (UEPPCB): The state of Uttarakhand has its state pollution control board named as Uttarakhand Environmental Protection and Pollution Control Board (UEPPCB). The UEPPCB has been entrusted with the powers and functions under the Water (Prevention and Control of Pollution) Act 1974. Subsequently the implementation of Water (Prevention and Control of Pollution) Cess Act, 1977; Air (Prevention and Control of Pollution) Act, 1981; Environment Protection Act (1986) and the Public Liability Insurance Act, 1991 was also entrusted to the State Board. As per Government of India Gazette Notification no 1331,dated 22nd September, 2008, State level Environmental Impact Authority has been notified. Environmental clearances from Environmental Impact Authority need to be obtained for all activities or expansion of modernizations of existing projects in accordance with the following clause of GoI: “In exercise of the powers conferred by sub-section (1) and clause (v) of sub-section (2) of section 3 of the Environment (Protection) Act, 1986, read with clause (d) of sub-rule (3) of rule 5 of the Environment (Protection) Rules, 1986 and in supersession of the notification number S.O. 60 (E) dated the 27th January, 1994, except in respect of things done or omitted to be done before such supersession, the Central Government directed that on and from the date of its publication the required construction of new projects or activities or the expansion or modernization of existing projects or activities listed in the Schedule to this notification entailing capacity addition with change in process and or technology shall be undertaken in any part of India only after the prior environmental clearance from the Central Government or as the case may be, by the State Level Environment Impact Assessment Authority, duly constituted by the Central Government under sub-section (3) of section 3 of the said Act, in accordance with the procedure specified in the notification number S.O. 1533 (E) Date 14th September 2006.” 2.3. The World Bank’s Applicable OPs and BPs OP/BP Relevant Content WB BP/OP 4.01  Applies to conduct of EA for new or expansion of ITIs Environmental  Disclosure and Public Consultation Assessment  Mitigate construction related environmental and social impacts WB BP/OP 4.04  Avoid sites that have Natural Habitats of rare and endangered species Natural Habitats  Preserve Natural habitats wherever possible WB BP/OP 4.09  Applies to creation and maintenance of Green Belts Pest management  Use IPM approaches, such as biological control, cultural practices, Draft EA and EMF 9 OP/BP Relevant Content and the development and use of crop varieties that are resistant or tolerant to the pest. The Bank may finance the purchase of pesticides when their use is justified under an IPM approach.  The procurement of any pesticide in a Bank-financed project is contingent on an assessment of the nature and degree of associated risks, taking into account the proposed use and the intended users.  The following criteria apply to the selection and use of pesticides in Bank-financed projects: a) They must have negligible adverse human health effects. b) They must be shown to be effective against the target species. c) They must have minimal effect on non-target species and the natural environment. d) The methods, timing, and frequency of pesticide application are aimed to minimize damage to natural enemies. Pesticides used in public health programs must be demonstrated to be safe for inhabitants and domestic animals in the treated areas, as well as for personnel applying them. e) Their use must take into account the need to prevent the development of resistance in pests. WB BP/OP 4.10  Applicable when ITI location is on lands owned by indigenous Indigenous Peoples peoples or linked to them.  The identities and cultures of Indigenous Peoples are inextricably linked to the lands on which they live and the natural resources on which they depend. These distinct circumstances expose Indigenous Peoples to different types of risks and levels of impacts from development projects, including loss of identity, culture, and customary livelihoods, as well as exposure to disease.  Local Community Consultations in SA to minimize and mitigate impacts WB BP/OP 4.11  This policy addresses physical cultural resources, which are defined Physical Cultures as movable or immovable objects, sites, structures, groups of structures, and natural features and landscapes that have archaeological, pale ontological, historical, architectural, religious, aesthetic, or other cultural significance.  Physical cultural resources may be located in urban or rural settings, and may be above or below ground, or under water. Their cultural interest may be at the local, provincial or national level, or within the international community.  Preparation of a physical cultural resources management plan that includes (a) measures to avoid or mitigate any adverse impacts on physical cultural resources; (b) provisions for managing chance finds; (c) any necessary measures for strengthening institutional capacity for the management of physical cultural resources; and (d) a monitoring system to track the progress of these activities. WB BP/OP 4.12  This policy covers direct economic and social impacts that both Involuntary result from Bank-assisted investment projects, and are caused by (a) the Resettlement involuntary taking of land resulting in (i) relocation or loss of shelter; (ii) loss of assets or access to assets; or (iii) loss of income sources or means of livelihood, whether or not the affected persons must move to another location; or (b) the involuntary restriction of access to legally designated parks and protected areas resulting in adverse impacts on the livelihoods of the displaced persons.  Assess displacement and loss of livelihood Prepare resettlement plan as part of EA Draft EA and EMF 10 OP/BP Relevant Content  Include compensations / income generation and pension schemes for affected people WB BP/OP 4.36  This policy applies to the following types of Bank-financed Forests investment projects: a) projects that have or may have impacts on the health and quality of forests; b) projects that affect the rights and welfare of people and their level of dependence upon or interaction with forests; and c) projects that aim to bring about changes in the management, protection, or utilization of natural forests or plantations, whether they are publicly, privately, or communally owned. WB BP/OP 4.60  For every ITI project in a disputed area, Bank staff will consider the Disputed Areas nature of the dispute. The Project Appraisal Document (PAD) for a project in a disputed area discusses the nature of the dispute and affirms that Bank staff have considered it and are satisfied that either (a) the other claimants to the disputed area have no objection to the project; or (b) in all other instances, the special circumstances of the case warrant the Bank's support of the project notwithstanding any objection or lack of approval by the other claimants. 2.4. World Bank Group Approach towards Handling and Management of Asbestos Containing Material (ACM) The World Bank Group’s EHS Guidelines1 specify that the use of ACM should be avoided in new buildings and construction or as a new material in remodeling or renovation activities. Existing facilities with ACM should develop an asbestos management plan that clearly identifies the locations where the ACM is present, its condition (e.g., whether it is in friable form or has the potential to release fibers), procedures for monitoring its condition, procedures to access the locations where ACM is present to avoid damage, and training of staff who can potentially come into contact with the material to avoid damage and prevent exposure. The plan should be made available to all persons involved in operations and maintenance activities. Repair or removal and disposal of existing ACM in buildings should be performed only by specially trained personnel2 following host country requirements or, if the country does not have its own requirements, internationally recognized procedures.3 Decommissioning sites may also pose a risk of exposure to asbestos that should be prevented by using specially trained personnel to identify and carefully remove asbestos insulation and structural building elements before dismantling or demolition.1 1 http://www.ifc.org/ifcext/enviro.nsf/AttachmentsByTitle/gui_EHSGuidelines2007_GeneralEHS/$FILE/Final+- +General+EHS+Guidelines.pdf (pp. 71, 91, 94) 2 Training of specialized personnel and the maintenance and removal methods applied should be equivalent to those required under applicable regulations in the United States and Europe (examples of North American training standards are available at: http://www.osha.gov/SLTC/asbestos/training.html) 3 Examples include the ASTM International E1368 - Standard Practice for Visual Inspection of Asbestos Abatement Projects; E2356 - Standard Practice for Comprehensive Building Asbestos Surveys; and E2394 - Standard Practice for Maintenance, Renovation and Repair of Installed Asbestos Cement Products. Draft EA and EMF 11 2.5. Summary The whole review process gives an insight of the relevance of national standards, code of practices, legal provisions, guidelines, and manuals with special reference to vocational training institutes in India and its environmental assessment. It is evident from the major findings explained above in this section, that there are some crucial factors which need special attention in the context of environmental management framework. There are some crucial factors which need special attention during various stage of rehabilitation of a ITI building and which need to be incorporated in the EMF. Draft EA and EMF 12 3. Assessment of Existing Conditions 3.1. Case Study Selection Out of 25 ITIs to be undertaken under the Project, 8 institutions were assessed to understand the existing field level environmental, and occupational health and safety conditions. The 8 ITIs were selected based on the following criteria: a) Outreach to urban areas, rural areas and industrial hubs b) Institutions located at district level c) Institution located at sub-districts level catering to students of Scheduled Tribe communities d) Geo-climatic conditions (in mid hilly areas/ higher hilly areas) e) Trades covered in the ITIs Table 3.1 List of ITIs Selected for Field Investigations S.No Name of the ITI Location Climatic Details of the Trade in the Condition ITI 1 ITI Niranjanpur Urban, Plain, District Humid Electrician, Plumber, Dehradun level near SIDCUL Wireman, IT 2 ITI Vikasnagar Rural, Foothill, Sub- Humid Mechanist, Electrician, Lab division level near Chemist, Hospital House SIDCUL Keeping, Refrigeration and AC mechanic 3 ITI Vishist Urban, Plain, District Hot Mechanist, Electrician, Haridwar level near SIDCUL Refrigeration and AC mechanic, IT 4 ITI Haldwani Urban, Foothill, Urban Hot Mechanist, Electrician, IT and District level, near SIDCUL 05 ITI Dugadda * Hill, Rural, Sub- Humid Motor Mechanic, Electrician divisional level 6 ITI Almora Hill, Rural, District level Cold Motor Mechanic, Electrician 7 ITI New Tehri Hill, Urban, District Cold Mechanist, Electrician, IT level Urban area, near rural belt 8 ITI Kashipur Urban, Plain, Sub- Hot Mechanist, Electrician, division level near Refrigeration and AC SIDCUL mechanic, IT *was dropped from the list of 25 ITIs to be undertaken by the Project after completion of EA Field investigations undertaken between December 2015- January 2016 Draft EA and EMF 13 3.2. Field Investigations Field investigations were undertaken to assess the key issues related to site selection, access, site layout and design, construction material, resource consumption pattern, environmental issues, health and safety and best practices. The site examinations included interviews with the ITI management, current students and recent graduates about their opinion on the key issues mentioned above. Compliance of the National standards and norms (appraised through the desk review) were verified too. to investigate the key issues related to site selection, access, site layout and design, construction material, resource consumption pattern, environmental issues, health and safety and best practices. The site examinations included interviews with the ITI management, current students and recent graduates about their opinion on the key issues mentioned above. Compliance of the National standards and norms (appraised through the desk review) were verified too. 3.3. Issues Identified During Field Investigations The issues identified during field investigations are as given below:  a) Access to adequate water supply: The water availability to the ITIs is ensured by the PHED supplies. The students and faculty members have reported that there is water crisis. Its due to the inadequate storage capacity and damage of the supply pipeline especially in the sanitation units. b) Environmental Sanitation: Based on the assessment and interaction with students and faculty it has been observed that there is provision of separate sanitary units for girls and boys. The sanitary facilities are inadequate in numbers and placing. Moreover, in majority of the sanitation units, the hygiene is an unattended issue. Girl students and female faculty members are the most affected. The staff deployed for the sanitation blames that its due to the inadequate water, and supply of cleaning agents. While the ITI management feels that outsourcing of the facility will improve the scenario. The faculty members informed that from their own resources they have constructed a water storage tank of 10 kl capacity and suggest that rain water harvesting could be a better option for reverting the present trend.MHM emerged as a major issue as female staff members have to access the meager facility with poor sanitation available in the institution. Bacteriological contamination may pose a threat to the health and safety of the trainees and other staff. The ITI has access to toilet facilities, but during the assessment open defecation has been a common practice. Considering that the ITI have access to sewerage systems it is a serious management concern. The runoff water during raining season will drain -out most of the solid and liquid residues along the slope posing water quality risks as it all will flow into rivers and other surface waters. Therefore, sub-projects need to undertake adequate measures ensuring that no-solid and liquid wastes are allowed to affect the health of downstream inhabitants in form of intrusion. c) Solid Waste Management: There is lack of safe and proper management of disposal of solid waste generated in the classrooms and the workshops of various trades. It was observed that the usual practice followed by the institutions is to dispose the trade specific waste with general waste without segregation through burning in open spaces. Defunct machines and electrical appliances have been stocked in rooms and corridors leading to unsafe environment and making the facilities more stressed. d) Drainage System: Draft EA and EMF 14 The Institutional buildings have drains but few workshop sites require more drainage network for rain water disposal during monsoons. Therefore, additional requirement of the storm water drains is assessed to avoid erosion and to minimize the risk of the landslide and mass failure in and around campuses. Upkeep of the existing storm water drains also has issues like lack of periodic de-silting. Furthermore, it needs periodic supervision and attention, to avoid any incidence of chocking as it may cause damage to the machines and building ancillaries. e) Green Campus: For proper training and learning experience conducive physical environment is also a prerequisite. The campuses visited for EA have a huge scope of improvement in the domain of landscape planning and environmental friendly green development. Generally, the campuses are devoid of any landscape planning.   The parking facility for the vehicles is available in the institutions though it lacks proper signage and is inadequate in proportion to the number of students enrolled in the institution. In all ITIs located in hilly terrain, the campuses are constructed in a series of terraces so there is hardly any possibility of special provision for Trainees with Special Needs (TWSN). There is no ramp and barrier free campus related other facilities for TWSNs. As per the students the attempts for involvement of students in the allied activities like sports, campus cleaning, EHS etc., have not even practiced. The campus has provision of the boundary wall and the proper gates to generally avoid any slippage or damage to infrastructure. During the assessment, the issue of its inappropriate height, which allows the trespassing by unwanted elements even during the training hours, has been reported. The issues like use of the assets by the district administration/ other governmental departments for non-teaching and non-training related uses have been reported. f) Possible impact on downstream ecosystem and settlements: One of the possible direct adverse impacts is anticipated to be the impact on downstream ecosystem due to unscientific disposal of solid and liquid waste. The waste (both solid and liquid) discharge from the institute which is located at uphill can affect the downhill water source and settlement in different ways. The unmanaged waste directly drained out in the streams going to downhill habitations and also contaminates subsoil water going downhill. Therefore, the solid waste of ITIs either be composted within the campus or be disposed into municipal dump for further recycling. As a good practice the sewerage and the gray water is being disposed into the sewerage system. g) Possible impact on ecological resources:   The state of Uttarakhand is well known for its rich bio-diversity providing favorable niche for different habitats, flora and fauna. No wide spread impacts of the project activities are anticipated on ecological resources such as the forests. All ITIs have very limited scope of new constructions. New constructions are confined within the existing campus of ITI’s. However, special attention needs to be paid to avoid any damage to the natural fauna and flora especially during site development, disposal of the extra earth and other construction debris. h) Possible impacts on land-use and topography:   The preliminary review of the sub-project areas suggests that the earthwork activities associated with the proposed constructions of building ancillaries and extensions will not have any significant impact on the topography of the area. However, it needs to be ensured that the earthwork activities are undertaken either before or after monsoons and are completed as soon as Draft EA and EMF 15 possible. The potential impact due to the project activities will be in terms of localized topsoil erosion along the alignment, and is anticipated to be insignificant. i) Other issues relating to expansion and planning of construction: Issues relating to expansion and constructions were also observed as per the specifications and guidelines. The condition seems to have possibility of improvement in site selection, orientation of the building, climatic responsive structure, use of the local material, non-use of the asbestos containing material, fencing, boundary wall and protection from fire (including forest fires) in case of the institutions located near forest areas. The issues like lack of energy and water conservation measures have also been observed. j) Existing Institutional Capacity:  During the assessment it has been observed that in majority of institutions have no committee or management systems in place to monitor the issues like adequacy/ functionality of water supply, sanitation, occupational safety, water/ energy conservation and up keeping of various institutional facilities provided for environmental hygiene and safety. Though, at institutional level in ITI Kashipur and ITI Haridwar, the students and teachers were found voluntarily involved in improving the ambience of the institution by planting ornamental trees and plants and also, by organizing periodic clean up campaigns. k) Maintenance of Institutions: There is lack of maintenance of buildings with regards to environment, health and safety. Absence or non-functional fire safety equipment, absence of personal safety equipment in workshops, loose hanging electrical wires and electrical fittings, insufficient and unhygienic water and sanitation facilities, etc., are some issues observed during assessment. General upkeep of the building like painting and repair of drains and fencing/boundary wallalso need due attention. Draft EA and EMF 16 4. Review of Vocational Training Curriculum 4.1. Present Curriculum The present course contents of ITIs are developed at the national level. Based  on  discussion  it  has  been  observed  that  the  structure  of  the  curriculum seems to be well designed keeping in mind the educational, socio-economic background and exposure of the students. However, mechanisms for incorporating feedbacks from the training institutions need to be established with changing industrial environment. Over the years, some of the trades are becoming more popular due to growing market demand and prospects whereas a few of them are becoming obsolete. 4.2. Curriculum review The following curriculums were reviewed as part of the EA:  a) Based on details provide by SPIU; b) NCVT curriculum developed by Central Staff Training and Research Institute, Directorate General of Employment & Training, Ministry of Labor & Employment, Government of India; c) SCVT courses by the state government of Uttarakhand. It has been observed that existing curriculum requires some additional content to meet the local and regional requirements along with compliances of OHSAS standards (Occupational Health & Safety Assessment Series) of occupational safety and from environmental management point of view. The main findings of curriculum review are as follows: i. It was reported that the contents like Elementary First Aid practice, Artificial respiration practice, occupational health hazard related to the trade- its causes, consequences, mitigation and control are part of the syllabus. ii. The above mentioned contents are being shared with the students during the start of new session when the admission process is underway so some of the students under the admission process miss it and others being new to the industrial environment also do not pay due attention to the content shared. iii. As the training advances further the need of the safety, hygiene, etc., becomes a priority but as the content is not shared again so the perpetual possibility of inculcating the safety behavior minimizes. iv. In none of the institution the regular surveillance by any authority or environmental health and safety committee is being undertaken. v. Other aspects of trade-wise implementation of curriculum are summarized as below: Table 4.1: Trade wise Identified Gaps S.No.  Name of Trade Gaps Identified i.   Electrician a) Identification of trade specific waste generated   b) Environmentally safe substitutes of different and liquid raw material   Draft EA and EMF 17 S.No.  Name of Trade Gaps Identified c) Safe disposal & recycling of waste d) Solar and Hybrid energy appliances, concept, assembling and repair  ii.   Electronics a) Identification of trade specific waste generated b) Environmentally safe substitutes of different and liquid raw material c) Safe disposal & recycling of waste  iii.   Information & a) Identification of trade specific waste generated Communication Technology b) Environmentally safe substitutes of different and liquid raw System material Maintenance c) Safe disposal & recycling of waste  iv.   Instrument a) Identification of trade specific waste generated Mechanic Chemical Plant b) Environmentally safe substitutes of different and liquid raw material c) Safe disposal & recycling of waste v.   Instrument a) Identification of trade specific waste generated Mechanic b) Environmentally safe substitutes of different and liquid raw material c) Safe disposal & recycling of waste  vi.   Interior design a) Identification of trade specific waste generated and decorator b) Environmentally safe substitutes of different and liquid raw material c) Safe disposal & recycling of waste d) Importance of safety and general precaution need to be included in each of the semester. vii.   Laboratory a) Identification of trade specific waste generated Assistant Chemical Plant b) Environmentally safe substitutes of different and liquid raw material c) Safe disposal & recycling of waste viii.   Plumber a) Course on safety equipment. b) Identification of trade specific waste generated c) Environmentally safe substitutes of different and liquid raw Draft EA and EMF 18 S.No.  Name of Trade Gaps Identified material d) Safe disposal & recycling of waste  ix.   Refrigeration a) Identification of trade specific waste generated   and air conditioning b) Environmentally safe substitutes of different raw material used  c) Safe disposal & recycling of solid and Liquid waste  d) Solar and Hybrid energy appliances, concept, assembling and repair   x.   Mechanic auto a) Identification of trade specific waste generated electrical and electronics b) Environmentally safe substitutes of different and liquid raw material c) Safe disposal & recycling of waste d) Practical related to Safety and Health, Importance of maintenance and cleanliness of Workshop. Interaction with health center and fire service station to provide demo on First aid and Fire safety, Use of fire extinguishers need to be conducted as mentioned in the syllabus xi.   Mechanic a) Identification of trade specific waste generated Tractor b) Environmentally safe substitutes of different and liquid raw material c) Safe disposal & recycling of waste d) Practical related to Safety and Health, Importance of maintenance and cleanliness of Workshop. Interaction with health center and fire service station to provide demo on First aid and Fire safety, Use of fire extinguishers need to be conducted as mentioned in the syllabus xii.   Mechanic Diesel a) Identification of trade specific waste generated b) Environmentally safe substitutes of different and liquid raw material c) Safe disposal & recycling of waste d) Practical related to Safety and Health, Importance of maintenance and cleanliness of Workshop. Interaction with health center and fire service station to provide demo on First aid and Fire safety, Use of fire extinguishers need to be conducted as mentioned in the syllabus  xiii.   Pump operator a) Identification of trade specific waste generated cum mechanic b) Environmentally safe substitutes of different and liquid raw material c) Safe disposal & recycling of waste d) Practical related to Safety and Health, Importance of Draft EA and EMF 19 S.No.  Name of Trade Gaps Identified maintenance and cleanliness of Workshop. Interaction with health center and fire service station to provide demo on First aid and Fire safety, Use of fire extinguishers need to be conducted as mentioned in the syllabus xiv.   Wireman a) Identification of trade specific waste generated b) Environmentally safe substitutes of different and liquid raw material c) Safe disposal & recycling of waste d) Practical related to Safety and Health, Importance of  maintenance and cleanliness of Workshop. Interaction with  health center and fire service station to provide demo on  First aid and Fire safety, Use of fire extinguishers need to be  conducted as mentioned in the syllabus  4.3. Need for Revision of Curriculum Based on the review of existing curriculum it is proposed that there is a need to give more emphasis on issues like identification of trade specific waste generated concept of using safe substitutes of raw material, safe disposal and recycling of solid and liquid waste generated in each of the industry associated with different trades. The course content should also incorporate the region specific and modern technologies like solar and hybrid energy appliances its assembling and maintenance. Similarly the practical sessions should emphasize on safety and health, importance and maintenance of the cleanliness of workplace. Emphasis on fire safety, first aid and disaster preparedness should also be made a compulsory part of curriculum in each semester of training. Here the mock drill exercises pertaining to the trade specific possible accidents and industrial disasters should be introduced. Draft EA and EMF 20 5. Stakeholder Consultations A participative approach was followed for the assessment. Consultations were held with staff of ITIs, DGE&T, students and government agencies to identify the gaps in the present arrangements and to get a buy in of all the associated players. 5.1 Identification of key stakeholders The current program is to be managed by DGE&T, Uttarakhand. The Department is responsible for the entire process of planning and implementation for higher education in the state. Management representatives from other adjoining ITI’s ran by PPP partners are the important stakeholders owing to their knowledge of the local area and surrounding. Their influence on the program further increases during the operation phase since the entire responsibility of maintenance and upkeep of the institution is managed by them. Academicians from the departments of Civil/electrical Engineering (from IIT Roorkee/Engineering Colleges ran by Tehri Hydro Development Corporation in Tehri and Dehradun), including those from NIVH (National Institute for Visually handicapped), Local industries, National Rural Livelihood Mission, reputed nongovernmental institutions like Sri Bhuvneshwari Ashram, Anjanisain Tehri Garhwal, Sri Dev Suman University, Badsahithol, Tehri, District Tehri, working on alternative energy and livelihood were consulted for knowledge updates and convergence. The project envisages moving to ‘greener’ and more sustainable designs for construction. The aforementioned departments will play a crucial role in this process. Student representatives including representatives from various student associations, welfare bodies (including women, youth and/or physically challenged) were consulted as well. Government Agencies responsible for implementing, and monitoring the environmental policies set forth by the state/national government. These included representatives from the Environmental Planning & Coordination Organization of the state, representatives from the Uttarakhand State Pollution Control Board and representatives from the state Environmental Impact Assessment Authority. These representatives can view the proposed framework from the legal standpoint and also give important inputs on the efficacy of it implementation. Representative from reputed NGOs, HIFEED (Himalayan Institute for Environment Ecology and Development) Ranichauri, District Tehri, Uttarakhand, working on skilling sector programs/projects under GoI sector Jan Sikshan Sansthan for district Tehri. These stakeholders understand the sector well and will be able to provide useful inputs on the existing gaps. Subsequent to identification of the stakeholders, a consultation plan was drawn up. The consultation plan was based on the preliminary understanding of the issues and concerns which need to be discussed with the stakeholders identified. The stakeholders were informed about the outline of the project and also given an understanding of the purpose of consultations. The list of participants is included in Annexure 2. 5.2 Consultation Process General concerns associated with the process primarily revolve around the quality of the process. The consultation process needs to be carried out in a fair and transparent manner to Draft EA and EMF 21 ensure that all stakeholders have a voice on the table and such that their views can be captured. This would help improve the design of the proposed project and make it more robust towards unforeseen issues in the future. Consultations for the project will be carried out in two phases: a) The Assessment Phase: The consultations at this phase were more focused on understanding the present work processes. The consultation during this phase was intended to assess whether the process involved in the program can identify, assess and mitigate the potential environmental risks. List of the students/Faculty members consulted is provided as Annexure -2 b) The Development Phase: The Environmental Management Framework, drafted on the basis of EA, Has  been  discussed  with all stakeholders on March 5th, 2016 during State level stakeholder consultation workshop. The consultations saw participation from 81 stakeholders including officers from various line departments such as nodal agency for Swachh Bharat Mission, Department of Forest, Social welfare, National Rural Livelihood Mission, Industries working as PPP partner of ITI’s in the state, and civil societies working on natural resource management. The issues discussed during the workshop are detailed later in the chapter. The following key issues were highlighted during the Assessment Phase consultations: a) Strengthening of vocational technical trainings and employment opportunities in the context of targeted rural areas and its youth population. The students from rural areas are unable to find suitable employment opportunities in the rural sector, after graduating from the institutions. Hence, there is need for re-orientation of syllabus and introduction of courses, that would more appropriate to cater to the skills set development for rural youth and also as per the requirement of the industry. In terms of infrastructure facilities, there is huge gap that need to be bridged. It not only includes the physical infrastructure, especially classrooms, libraries, toilets, and drinking water facilities but also the adequate number of trained and oriented teachers b) There is a need to develop proper barrier free infrastructure and associated facilities for differently able students, in order to increase their enrollment. The space and other constraints in the Institution campus/buildings should be considered while designing barrier free access and relevant design options should be incorporated. c) It was learnt that there is shortage of water in the institutions and therefore there is a need to practice rooftop rainwater harvesting in the institutions. d) The courses offered by institutions have been enrolling more girl students. However, facilities for the girl students in the institutes like adequate number of usable toilet with water and hand washing facilities are not available. General upkeep of the toilets and cleanliness of the toilets were other issues highlighted during the consultations. e) Other issues emerged during the discussion were 1) chocking of the storm water drains, 2) leaking roofs and ventilators fixed, 3) hostel upkeep also mentioned as an area need attention, 5) Use of the solar/ wind energy / hybrid for heating the building, street light during night hours in hostel area and water heating purposes. f) The need for training of teachers was emphasized during the meetings by the staff. It was well understood by the staff that training is an essential component which should be conducted on a compulsory basis for all targeted Institutions. As training is not a onetime event thus refresher courses should be organized on regular periodicity. This exercise would Draft EA and EMF 22 be a key step in enhancing skill sets of the teachers/faculty and upgrading the ITIs as a clean and green institution. g) Disposal of the old designed machines and other scrape is an area need immediate solution as it makes the institutions unsafe. The following key suggestions were made during the Development Phase consultations: (a) All the stakeholders agreed to the environmental issues highlighted in the EA. (b) Sanjeev Kumar, Principal ITI Rajpur Road told that green Building rating should be done for the buildings to be constructed. It was clarified that as the scope of the proposed program does not involve the construction of the new building thus the EMF has the provision of incorporating the Uttarakhand Building bylaws, which primarily covers all the essential aspects of Green building. (c) Mr. M.M. Doval, Chairman, Gramin Vikas Sansthan, Sumankyari, District Dehradun, suggested that the rain water harvesting could also be made part of strengthening of infrastructure. It was clarified that its already proposed in the mitigation measures under EMF section. (d) Mr. K.B. Shah, Coordinator Institute for Development Support, Dehradun told that to improve the environmental conditions in the ITIs, it would be nice to provide some incentive to the institutions that has better landscaping and other green environmental aspects. (e) It was also reiterated by the stakeholders thatsimulation technique can be promoted to reduce the waste in each of the trades. (f) Use of the solar panels without battery and wind energy devices could be prompted. (g) For upkeep of the campus services and landscape management it has been suggested by many of the stakeholders that use of the Corporate Social Responsibility (CSR) funds could be one of the alternatives. For mobilization and utilization of CSR funds as corpus fund for green campus there is a need to make adequate policy interventions from competent authority level. (h) Training of the instructors on “how to manage their campus environment” also emerged as a training need. It was clarified that in capacity building section the provision of training like campus mapping and screening format filling on monthly basis by a group of students & trainers (in the supervision of EHS Coordinator ) will act as a hands-on training for all the stakeholders. Other training also covers many the required aspects like disinter preparedness and industry immersion. (i) The students and ITI’s, staff unanimously agreed that for bringing ownership in all the primary stakeholders about proper upkeep and management of the resources and assets of the campus, the staff need to be trained periodically and the skill may further be imparted to the other stakeholders. (j) The periodicity of monitoring the Environmental health and sanitation on monthly basis was also agreed by all the stakeholders. Draft EA and EMF 23 6. Environmental Management Framework The various issues identified during the primary survey and the issues emerging through the discussions with the various stakeholders have been used as the basis to evolve the EMF. Further, the activities under proposed up gradations were screened to identify various environmental issues in the project life cycle. The proposed framework includes possible preventive as well as mitigation measures of these sub-project activities.   The key objectives of EMF are:  a) The current good practices are expanded and augmented; b) Environmental principles are incorporated into the locations/siting, design, construction, operational and maintenance of ITIs and other surroundings; c) Industry specific environmental, health and occupational safety issues are adequately built in the curriculum for the improved vocational education system; d) Demand driven industry-specific environmental issues relevant for the international benchmarking of the industries and educational system are incorporated in the curriculum. The framework approach used for the project approaches the issue of environment management in a broad manner. While it is expected that the framework identifies all possible issues that may arise due to the implementation of this project, it is expected that an environment management plan will be made for each ITI covering all the site that is taken up for implementation of works. The management plan so prepared should always be available at the site for reference, when executing works, as through periodic reviews it will ensure sustainable delivery of all the project objectives. Therefore, the following steps shall be followed as part of environmental management due diligence while working on each ITI: I. Screening of the proposed activities at each ITI to identify potential impacts II. Environmental Assessment of impacts III. Preparation of Environment Management Plan (EMP) incorporating mitigation of identified impacts IV. Supervising implementation of EMP and its monitoring and evaluation. 6.1 Screening The purpose of screening is to get an overview of the nature, scale and magnitude of the issues in order to determine the scope of the detailed EA that would be subsequently carried out. After identifying issues, the applicability of the Bank’s environment safeguard policies is established along with Government of India’s/states regulatory requirements. Based on this, boundaries and focus areas for the EA along with the use of specific instruments are determined. Once the sub-project sites are identified/short-listed, an environment screening exercise will be carried out to help in identifying potential impacts of sub-projects. The results from this exercise will help in: (i) finalizing the sites for the various sub-projects; (ii) identification of the need to obtain any regulatory clearances and; (iii) establishing the need to carry out any further investigation/ assessment. Based on this, prioritization and phasing of the civil work program/procurement plan would be worked out. The environment screening process for the project will use a simple methodology supported by use of screening matrix included in Annexure 1, which will help in avoiding environmentally Draft EA and EMF 24 sensitive sites/features to a large extent. The results will be collated component-wise in the form of Screening Report/s monitored on monthly basis and forwarded to the bank on quarterly basis. 6.2 Potential Impacts Based on the results from the environmental assessment, following are some of the key environmental issues that need to be addressed under the project. The natures of activities proposed under the project do not pose any significant environmental risks. However, there are some environmental concerns associated with activities such as civil works (new construction/expansion/repair of buildings) and pressure on already stressed facilities within the existing campus with introduction of additional building blocks/ancillaries. In addition, issues pertaining to health and safety also need due attention and are directly related to creation and maintenance of a clean and safe learning and teaching environment, are purposefully linked to the achievement of the objectives of the project. Environment Management Plan (EMP) shall be prepared for each ITI to address the potential impacts environmental and health impacts envisaged due to each intervention of activities proposed in each ITI. Even though it is expected that the new buildings/blocks/extensions/ancillaries would be located within existing college campuses and/or on available government land, planning, construction and operation of higher education facilities, including buildings and supporting infrastructure would require appropriate consideration and integration of environment, health and safety measures to ensure that adverse environmental impacts are minimized and properly managed. Even when no major new construction is involved, the largely poor state of existing infrastructure requires that environment management dimensions are specifically introduced and enhanced within the higher education institutes of the state. Impacts pertaining to: (a) location (environmental features of the site and surrounding land-uses); (b) design (sanitation, water supply, drainage, solid waste arrangements, waste water management, ventilation, access, energy efficiency, material usage, fire safety, storage facility and natural disaster dimension); (c) construction and worksite safety management, including occupational health and safety of construction workers, public safety issues, dust and noise, management of materials, their sources and debris/waste material; and; (d) operation/maintenance aspects of physical assets such as buildings, laboratories (such as sanitation, waste management, e-waste handling, landscaping, creation/maintenance of activity/sitting spaces, and cleanliness/hygiene in the campus and its various facilities) would require attention. Also, any refurbishment/repair/retrofitting works may require specific student and worker safety measures during construction if it involves removal of asbestos (which can be identified only when the civil works assessment is initiated). Some specific long-term environmental impacts are associated with the operation and management of the ITI’s itself. Appropriate water and sanitation facilities, disposal of wastes, including management of e-wastes, energy use/efficiency, disaster preparedness and dealing with issues where institutes are exposed to noise or other sources of pollution require regular attention. However, such adverse impacts are not likely to be large-scale or irreversible in nature. Some of the institutional buildings are decades old and may have used asbestos containing material (ACM) in their construction. Use of ACM in civil activities or during disposal of ACM might lead irreversible health effects. Therefore, proper management of handling of ACM needs to be followed by during civil activities. Draft EA and EMF 25 6.3 Mitigation Measures/Environment Management Measures for Civil Works The following mitigation measures, but not limited to, shall be included in EMP and implemented to address the potential impacts associate with developing each ITI. 6.3.1 Pre-Construction Activities The project will permit new buildings and extensions to existing buildings only on land that is owned and fully in the possession of the Institution, the State Government or the Central Government. Further, this land must not be occupied by any person/s, including squatters or encroachers, who may be using it for residential, commercial/livelihood or any other purposes. The availability of land free from any encroachers and/or squatters must be ensured before a site a selected for construction. The Land Site Assessment process needs to be completed as per the screening format included in Annexure 1. Documentation on the process followed and the certificate prepared need to be archived and made available to Joint Review Missions, comprising of World Bank and SPIU officials. It must be ensured that the ownership of the land is clearly with the Institute on which the civil works are proposed. As far as possible, the selected sites should be free from encumbrances. However, any encumbrances on the selected site/land such as trees, electrical and water utilities, hand pumps, water taps, parking sheds and temples/shrines (or any other) will be clearly identified and documented using the format provided in Annexure1. The documentation will cover details of type, number, size/area of the impacted structure, species (in case of trees), as applicable. Relocation/replacement of such structures and utilities needs to be planned and executed prior to initiation of civil works in the suggestion section. The cost estimates for such pre-construction activities should be shown under a separate head in the civil works estimates. Any site to be restored and having Asbestos containing material needs to be handled as per the Bank’s EHS guidelines. 6.3.2 Building Design and Related Aspects During the design of the buildings or extension of existing blocks, the following, but not limited to, need to be ensured as per the applicable national building codes and State Bylaws:  Clear and comprehensive drawings for various utility services such as wiring, water supply, waste collection and disposal, plumbing, drainage and sewage disposal diagrams need to be designed as per standard practices.  Water Supply arrangement/s, as per applicable norms  Sanitation arrangements, as per applicable norms including separate arrangements for men, women and physically challenged  Waste water discharge or disposal arrangements  Adequate storm water discharge arrangement  Floor height and window area, as per NBC norms.  Promote wood substitutes and use of materials like fly ash and lead free paint.  Adoption of relevant construction codes, applicable for earthquake, cyclone, flood and/or landslides. Additionally, the following, but not limited to, should be considered and provided in the design:  Building or block orientation, keeping in mind the solar and wind direction and also the existing lay-out  Natural light and ventilation in classrooms, laboratories, canteen and toilets Draft EA and EMF 26 Building Structure Mechanical Systems Occupant Considerations  Barrier free access for the physically challenged  Appropriate shading devices (chajjas and louvers)  Signage inside and outside the building  Display/notice boards for display of information in the classrooms and at other required locations.  Fire and electrical safety arrangements  Provision of alarms or hooters to alert building occupiers in case of emergency.  Clear demarcation of escape routes and assembly points for emergency situations.  Provision of parking (segregated for two and four wheelers)  Preserve existing trees, to the extent possible. 6.3.3 Construction Phase - Campus Maintenance and Related Aspects The institute will ensure that the implementing agency (such as CPWD or State PWD) and/or contractors fully abide by the required legal requirements, including adherence to labour laws. Some key environment and safety requirements that need to be enforced and monitored include, but not limited to, the following:  Provision and enforcement of Personal Protective Equipment (PPE), as relevant to the needs of the work.  Ensuring proper safety precautions during erection, use and dismantling of temporary structures such as scaffoldings.  Ensuring proper barricading and delineation of worksites.  Ensuring that the required electrical, fire and mechanical safety practices are followed during various construction operations.  Ensuring provision of safe access and working platforms for workers and supervisors.  Display of information on Minimum Wages and adherence to the same  Provision of accommodation for workers as per norms.  Provision of proper potable water supply arrangements for workers.  Provision of sanitation arrangements (toilets, urinals, bathrooms) for workers (including separate ones for women workers, as required).  Provision of first aid and emergency response arrangement.  Minimization of wastage including reuse and recycle of materials, as possible.  Prompt disposal of trade specific waste as per the State guidelines provided in ‘Delegation of Powers (2010)’.  Use of acoustic generators for construction work.  Ensure proper and safe storing/stacking of construction material.  Provide for silt control measures, if there are any streams/water bodies in the vicinity.  Proper planning and sequencing of construction activities to reduce/minimize disturbance to students.  Any Asbestos Containing Material to be disposed shall be disposed by(i) to a hazardous water facility, or (ii) deep burial (>6m deep) of the material, or (iii) by sealing off the building areas, especially if the foundation is raft foundation. Table 6.1 Energy efficient and resource efficient construction should provide comfortable indoor conditions Draft EA and EMF 27 The building and site Controlled mechanical ventilation Occupants should be provided should provide effective systems shall be installed with an operator’s manual drainage measures to containing specific operating control rainfall runoff and instructions on how to maintain to prevent entry into the a healthy indoor environment building The building foundation Where combustion appliances are used, Control systems should include should be designed and only sealed direct combustion or power advisory display or indicative constructed to prevent the vented systems should be installed in modes to alert occupants to entry of moisture and habitable spaces. Gas cooktops should "trouble" or "failure" other soil gases only be installed in conjunction with conditions exhaust fans. Building assemblies Forced air systems should be designed to should be designed and provide balanced airflow to all constructed to permit conditioned spaces and zones. drying of interstitial spaces. Building assemblies Filtration systems should be provided for should be designed and forced air systems which provide a constructed to prevent minimum atmospheric dust spot airflow into insulation efficiency systems from both the interior and exterior. Materials, adhesives and Indoor humidity should be maintained finishes with tested low emission rates should be selected. Comfortable indoor Provision of adequate Occupants should be provided Conditions windows/ventilators/ floor management with an operator’s manual to permit natural light/air for reading , containing specific operating workshop and other training operations instructions on how to maintain a comfortable indoor conditions The key environmental issues envisaged and suggested mitigation measures are given in the project and suggested mitigation measures are given below: Draft EA and EMF 28 Table 6.2: Key Environmental Issues and Suggested Mitigation Measures S.No. Likely Issue Mitigation measures 1. Generation of noise during  The construction activities involving generation of construction noise should be carried out in the daytime only and should be avoided in the night;  Acoustic barriers may be used in case residential area is in the immediate vicinity 2. Loss of top soil  Top soil excavated from the site should be carefully handled. It should be collected separately and stored as a heap which is appropriately covered. The heap should not be put in the direction of wind to avoid dust generation;  Maximum effort should be made to utilize the top soil for landscaping within the site;  For larger sites, sedimentation basin and contour trenching should be provided so as to avoid loss of top soil 3. Air pollution due to digging  Water sprinkling shall be practiced; and leveling activities  Construction machinery shall be properly maintained to minimize exhaust emissions of CO, SPM and Hydrocarbons;  These activities shall be avoided in very high wind and cover should be provided for loose construction material 4. Water contamination and  Provision of separate mobile toilet facilities for men health risks associated with and women shall be made; setting labour camp for  The domestic effluent shall be properly disposed of in construction soak pits;  Garbage bins shall be provided to all workers' accommodation for dumping wastes regularly in a hygienic manner;  Awareness programmes to be conducted regularly for workers on AIDS, and other health related issues;  Adequate drinking facilities shall be provided at the construction site;  Temporary crèche facility may be provided in case of migrant labour children residing in the camps to ensure safety 5 Air pollution due to  All the vehicles entering the site to be asked to have movement of vehicles updated PUC (Pollution Under Control) certificate;  Maintenance of vehicles shall be carried out regularly  Sprinkling of water shall be practiced at the site 6 Land and water  Proper maintenance of vehicle shall be carried out to contamination due to vehicle avoid any leakage of oil or grease. movement 7 Safety issues due to vehicle  Vehicle speed is to be restricted to 15km/hour at site; movement at the site  Necessary safety trainings shall be provided to the drivers of construction vehicles for speed restrictions and do’s and don’ts to be followed during movement of construction Draft EA and EMF 29 S.No. Likely Issue Mitigation measures vehicles;  Provision of adequate personal protective equipment like safety helmets, face masks, safety shoes, safety goggles etc. for the safety of workers 8 Air pollution due to use of  Air pollution due to use of D.G set D.G set to be D.G set optimally used with proper orientation and adequate stack height;  Stack monitoring carried out on regular basis;  Proper maintenance of the D.G set should be carried out on regular basis;  Acoustic enclosures are to be provided with the D.G sets to minimize the noise levels 9 Land and water  A covered area shall be defined for storage of HSD contamination and safety with concrete flooring; risks due to use and storage  The diesel storage area shall not be proximity of the of diesel at site labour camps;  Inflammable substance shall not be allowed at the project site. 10 Land and water  Waste shall be stored at designated place after contamination due to waste segregation on the basis of category (hazardous and non- generated at Site hazardous);  Hazardous waste shall be disposed of to the authorized vendors only; A waste management plan shall be chalked out to properly dispose the debris generated from the site. 6.4 Implementation Arrangements Effective implementation of environmental management can be achieved through integrating environmental management aspects in curriculum and civil works. For this, institutional arrangements need to be improved as well as monitoring and evaluation. 6.4.1 Integration of Environment Management Aspects Environmental Management aspects need to be included trade specific issues in curriculum as discussed earlier. The key steps that are needed to integrate the environmental management measures into civil works is given below. The EHS Coordinator will cross-check and ascertain the integration of environment management aspects in curriculum and civil works. Screening format provided as Annexure 1 should be used for this purpose. Step 1: A reference to the environment management elements/measures (planning or design stage related) listed in the section above needs to be made. Then, a clear list of elements that will ‘apply’ to the particular civil work being proposed, needs to be identified/made. Step 2: The identified environment management elements/measures need to be clearly identified in EMP and reflected/marked in the Detailed Project Reports including Design Drawings. Draft EA and EMF 30 Step 3: The construction stage environment management requirements need to be integrated into Bidding Documents. 6.4.2 Institutional Arrangement SPIU will assume the overall responsibility for adequate maintenance of the personnel and resources required to supervise, monitor and implement EMP for each ITI. Management of environmental aspects shall be addressed by designating an Environment Officer at SPIU and Environment Health and Safety (EHS) Coordinator at each ITI. The latter will co-ordinate, monitor and provide support for: (a) satisfactory implementation of the EMP; (b) orientation and training for field level staff of the concerned ITIs and other stakeholders; and (c) reporting and documentation. The Environment Officer shall be responsible for overall management of environmental activities under the project. SPIU will share quarterly reports on EMF implementation and related activities with the Bank.  Table 6.3: Roles and Responsibility of Stakeholders For Management of Environmental Issues Key Planning Stage Implementation and post Responsibi Implementation Stage lity SPIU  Overall environmental planning for  Ensure that line departments take all the ITI’s adopted/participating state in the timely supportive action in the areas that UKWDP as suggested in the EMF need coordination and convergence for  Coordination with line department the issues like water supply, sanitation, for implementation of EMF and EMP fire and disaster preparedness  Developing advocacy and  Integrate environmental communication strategy for internalization of monitoring result into common MIS of the lessons learnt under the EMP the project implementation  Continuous monitoring and  Preparation of relevant plans supervision including disposal plans for scrap, hazardous waste, etc.  Coordinate with EHS coordinator for finalizing interventions required in each participating ITI, work plan and getting concurrence from appropriate levels  Ensure timely release of fund to the participating ITI, validate the proposals received technically. EHS  EHS coordinator will prepare and  Ensure that the interventions Coordinat forward environmental plan to SPIU for planned/ needed are being executed as per or concurrence and approval from appropriate plan and EMF/EMP, such as plantation level before monsoon, precautionary forest fire  Map the support agency and safety arrangements before winter and departments which may be useful for summer dry months, enforcement of implementation of environmental plan environmental sanitation and green  Will ensure the participation of campus management plan students and other staff members for  Coordinate with SPIU for preparation of environmental plan as per the physical & financial management of suggested EMF planned works  Prepare the plan clearly stating the  Help students, faculty and other role and responsibility of each of the in-house staff in implementing the planned Draft EA and EMF 31 and external stakeholder identified works  Provide technical inputs while execution of work is in progress  Maintenance of infrastructure to ensure its lifetime functionality  Ensure students are being educated in environment, health and safety practices Line  Coordinate with SPIU/DLNU/EHS at  Ensure timely implementation of Departme ITI level, once the Environmental plan is the planned interventions in conjunction nts finalized with the Project workor the Annual plan prepared in post implantation phase (Forest & Watershed , PHED, SBM, Health, DMMC, Social Welfare etc ) 6.4.3 Environment Officer The primary role of the Environment Officer in the SPIU is to assist and guide the ITI’s in the preparation and implementation of the sub-project specific EMP. In particular, the screening exercises and sub-project specific EMPs, where required and integration of findings into the sub-project’s decision making cycle have to be carried out by them. Other duties/responsibilities will include, but not limited to, the following:  Ensuring appropriate application of the EMF to all components and sub-projects.  Coordinate the preparation of environmental screening report of project sites assessments.  Preparation of site specific environment management plans (EMP) for selected sub-projects for each ITI.  Liaising with various State line departments & other implementing agencies on environmental matters.  Detailing all the environmental laws and regulations of the state and national government which will apply to specific sub project activities.  Coordinating with State-level regulatory authorities for obtaining environment clearances in a timely manner.  Imparting training on EMF/EMP implementation to SPIU and EHS coordinators.  Capacity building of contractors on environmental issues, practices and procedures to be followed.  Identifying and providing oversight to consultants who may be deployed to carry out sub- project specific works.  Prepare information, communication, and education strategy to enable proper conduct of stakeholder consultations.  Identify the training agency and coordinate the training events.  Periodic site visits to ensure that environmental requirements in the EMF are being followed during implementation of projects activities by the Line departments and Draft EA and EMF 32 contractors, including identification of good practices and shortcomings, if any and advice on the remedial corrections.  Documenting the implementation of EMPs.  Provide necessary inputs to project quarterly progress reports on environmental matters. 6.4.4 Monitoring and Performance Tracking of Activities Under EMF In order to evaluate the due compliance of mitigation measures the monitoring will basically focus on; (a) visual observation to assess overall environmental conditions and, (b) monitoring specific environmental quantitative/qualitative parameters. Project design is kept purposefully flexible to encourage a variety of approaches, to inculcate the environmental friendly behavior in all the stakeholders of the priority institutions to be covered under the UKWDP because the project design will need to allow for rapid learning and replication. Similarly, to increase the scope of replication of the good environmental practices, it is also important to learn as systematically in a phased manner from these new interventions. The M&E component would be designed accordingly to document and analyze the milestone achieved. The M&E system will permit to learn from the variety of approaches adopted during proposed project so that the lessons learned can subsequently be fed back into the project.  The objective of the monitoring program is to assess the efficiency of mitigation and enhancement measures suggested in the EMF and adoption of additional mitigation measures if necessary, for improving the environmental conditions in the priority ITIs.  Each ITI management will ensure environmental monitoring report on monthly basis. The same will be compiled into a quarterly report which will be submitted to Bank. This will require a regular quarterly visit of environmental officer to each ITI. The EHS coordinator of each ITI and will submit report to SPIU on quarterly basis.   6.5 Training and Capacity Building Training and sensitization programs would be required at periodic intervals to ensure that sub- project activities are carried out as per the requirements set forth in this EMF. The thematic issues that require training and exposure will include the following: a) Resource mapping of Institute Campus, b) Participatory planning for Green Campus c) Long-term planning for water conservation, energy efficiency and sanitation and hygiene management d) Solid and Liquid Waste management for each type of vocational training e) Wastewater and storm water management f) Occupational safety and Disaster preparedness g) Disaster preparedness including Forest fire and Earthquake Table 6.4: Training may be organized by SPIU as per the table given below. S.No. Name of the Training Proposed Proposed contents Institution Trainees Suggested 1 Resource mapping of EHS committee PRA and other Center for Institute Campus members quick resource Continuing appraisal techniques Education IIT Draft EA and EMF 33 S.No. Name of the Training Proposed Proposed contents Institution Trainees Suggested Roorkee 2 Participatory planning for Principal and PRA and other Center for Green Campus EHS committee quick resource Continuing members appraisal techniques Education IIT as per GoI standards Roorkee 3 Long-term planning for Principal and Roof top Water Watershed water conservation, energy EHS committee harvesting and in- Directorate efficiency and sanitation m situ water GoUK/Central and conservation through Soil and Water Press Steel Tank, Conservation Ferro-cement Research and technology and other Training Institute appropriate Kaulagarh techniques Dehradun 4 Hygiene Management Principal and Personal, Domestic Swacch Bharat EHS committee and Institutional Mission, State members sanitation Nodal Agency, including Female SPIU Swajal, staff Dehradun/Key Resource Center, Uttrakhand Academy of Administration Nainital, Uttarakhand/ Local Medical College as identified by the SPIU 5 Solid and Liquid Waste Principal and Disposal of Swacch Bharat management for each type EHS committee Domestic, Chemical, Mission, State of vocational training members Biomedical, e-waste Nodal Agency, including Female and Industrial waste, SPIU Swajal, staff and support recycling and value Dehradun/Key staff addition of waste Resource Center, Uttrakhand Academy of Administration Nainital, Uttarakhand/ Local Medical College as identified by the SPIU 6 Wastewater and storm Principal and Design and Swacch Bharat water management, EHS committee management of Mission, State members Nodal Agency, Draft EA and EMF 34 S.No. Name of the Training Proposed Proposed contents Institution Trainees Suggested including Female sullage drains SPIU Swajal, staff and support Dehradun/Key staff Resource Center, Uttrakhand Academy of Administration Nainital, Uttarakhand/ Local Medical College as identified by the SPIU 7 Occupational safety and Principal and As per OHSAS Center for Disaster preparedness, EHS committee standards Continuing members Education IIT including Female Roorkee/ THDC staff and support Engineering staff College Tehri, Pollution Control Research Institute (PCRI), Bharat Heavy Electrical Limited Haridwar,, Uttarakhand 8 Resource mobilization Principal and Details of the CSR THDC Institute of dovetailing and extension EHS committee and other Hydropower members contemporary Engineering and GO/INGO’s/External Technology /CSR Aided other projects Unit Oil and natural Gas Commission Kaulagarh, Dehradun/ Bharat Heavy Electrical Limited Haridwar,, Uttarakhand 8 Disaster preparedness Principal and Earthquake, Fire, Uttarakhand including Forest fire and EHS committee Road accident, Disaster Earthquake etc members Human – wild life Minimization and including Female conflicts and Forest Mitigation Center staff and support Fire GOUK/ staff Emergency Health Service under NRHM 9 Trade specific Industry All trade Industry Local industry as environment and identified by Draft EA and EMF 35 S.No. Name of the Training Proposed Proposed contents Institution Trainees Suggested Immersion Foreman system DLNI 6.6 Budgetary Requirements for EMP Activities The various environmental management and augmentation measures suggested for ITIs could be incorporated in detail project reports for each ITI. Certain activities like training, public disclosure, maintenance and management of the services etc. would require special budgetary provisions. Table 6.5 (a): Budgetary Provisions for EMF at State Level S.No. Expense Head Unit Cost Total Man Total Remarks (INR) Months Expense Required (INR) 1. Development of 15,00,000 15,00,000 State Level training National Level plan incorporating Training and Capacity training needs building plan, Manual assessment of the & Training material ITIs 2. Environmental 20,000 80,000 An ongoing activity awareness training 3. Field Testing of EMF 20,000 15,00,000 At least 3 visits for each ITI Total 30,80,000 Table 6.6 (b): Budgetary Provisions for EMF for Each ITI No. Activity Unit Cost Total Total Remarks/Assumptions Number/ Required 1 Environmental Rs. 5,000 10 50,000 Locally available Awareness Training resource persons and ITI Venue 2 Environmental Rs.10,000 5 50,000 Regionally available Awareness Training resource persons with 1- 2 external support 3 Environmental Lump sum 12 25,000 Initially for 1 year Management System documentation/Drills 4. Provision of Ramps 5,000 02 10,000 Access to main areas. for increased access two ramps assumed Draft EA and EMF 36 No. Activity Unit Cost Total Total Remarks/Assumptions Number/ Required 5. Environmental Augmentative Measures (Optional) a. Rainwater Harvesting System 20,000 01 20,000 Collection and ground water recharge (wherever applicable) b. Safety Goggles – Rs. 500 As per the number of Infrastructure students Ear plugs – Rs. 50 – 100 Gloves – Rs. 200 – 700 Helmets – Rs. 175 Safety Shoes – Rs. 500 Air masks with filter – Rs. 700 First Aid Box Rs. 2000 c. Other EMP Not more than Environmental activities 1% of capital Management Plan cost should be as per the prevailing schedule of rate suggested in the procurement manual 6.7 Stakeholder Consultations and Disclosure Stakeholder Consultations: Consultation with various stakeholders was carried out as a part of the EA exercise through interviews, formal and informal discussions. The stakeholders consulted at the local level included trainees, faculty, other staff and nearby communities. Consultations at state level including GoUK officials, NGOs, civil societies, industry representatives, etc., will be undertaken after disclosure of draft EA and before appraisal of the project. Disclosure: GoUK has disclosed the draft EA on their website before state level stakeholder consultations held on 5th March 2016. The final draft EA, incorporating comments from stakeholder consultations, has been disclosed by GoUK before appraisal of the Project. The World Bank has disclosed the reports in InfoShop after receiving NOC for disclosure from GoUK on both occasions. Draft EA and EMF 37 ANNEXURE - 1 CHECKLISTFOR ENVIORNMENTAL SCREENING OF ITI S. No. Key Issues of screening CONFORMING/ Corrective measures NOT CONFORMING Yes No A.KEY FACTORS A.1 Presence of sensitive/critical natural habitats including National Parks, Sanctuaries, Wetlands etc. A.2 Presence of Reserved and Protected Forests A.3 Movement/nesting/breeding sites of endangered species A.4 Presence of cultural properties/archaeological monuments/historical places A.5 Requirement of regulatory clearances/permissions A.6 Presence of Dams/Reservoirs/Public Water Supply Sources 1. SITE LAYOUT 1.1 Layout as per local building bye laws 1.2 Climate responsive orientation of Building 1.3 Landscaping of open areas and Plantation of trees 1.4 Reuse of removed top soil for landscaping Draft EA and EMF 38 S. No. Key Issues of screening CONFORMING/ Corrective measures NOT CONFORMING Yes No 1.5 Conservation of local flora and fauna 1.6 Barrier Free Planning of Campus 1.7 Environmental graphics and signage’s 1.8 Boundary wall / Fencing of Campus premises 1.9 Provision for site drainage following natural drainage pattern 1.10 Provision for water harvesting and conservation 2. BUIDING DESIGN 2.1 Building Design as per local building bye laws 2.2 Provision for natural light and ventilation in class rooms and workshops 2.3 Barrier free design considerations 2.3 Incorporation of principles of energy efficiency 2.4 Conformance to Green Building Codes 2.5 Use of locally available building materials 2.6 Use of eco-friendly building materials 3. SITE DEVELOPMENT AND CONSTRUCTION 3.1 Management of construction activities to prevent air pollution Draft EA and EMF 39 S. No. Key Issues of screening CONFORMING/ Corrective measures NOT CONFORMING Yes No 3.2 Management of construction activities to prevent water pollution 3.3 Management of construction activities to prevent noise pollution 3.4 Management of materials to prevent soil pollution 3.5 Efficient material use for waste reduction 3.6 Scheduling of construction activities considering various factors 3.7 Provision of Health and Safety measures / signage’s on site 3.8 Conformance to labour laws 3.9 Provision of facilities for labour camps 4. BUILDING SERVICES 4.1 Electrical A Use of energy efficient electrical fittings and devices B Use of renewable sources of energy 4.2 Plumbing A Installation of Water harvesting structures B Water saving fittings and fixtures C Proper Location and number of drinking water faucets Draft EA and EMF 40 S. No. Key Issues of screening CONFORMING/ Corrective measures NOT CONFORMING Yes No D Proper Location and number of WC / urinals / wash basins E Recycling of grey water 4.3 Outdoor lighting A Use of renewable energy sources B Use of energy efficient fixtures 5. CAMPUS ENVIRONMENT MANAGEMENT 5.1 Solid waste segregation / composting/ incineration 5.2 Hazardous waste management A Regulation of use and minimization of production of hazardous waste B Proper labeling and storage and transport of hazardous waste C Awareness building for use of alternative safer materials 5.3 GOOD HOUSE KEEPING A Regular sweeping of classrooms / corridor / workshops and labs B Routine maintenance plan for building services C Maintenance of landscaping D Prevention and control of spillages and leakages in workshop and labs Draft EA and EMF 41 S. No. Key Issues of screening CONFORMING/ Corrective measures NOT CONFORMING Yes No E Environment friendly techniques for pest control F Composting of Biodegradable waste This is to certify that as per the compliance report submitted by the EHS of ITI - ------------------------------, during the monitoring period of ---------------------------- , The ITI ( name of the Institution) -------------------------, has Conformed with the environmental guidelines of DGE&T, Ministry of Labour and Employment. Forwarded by Name of Principal: Certified By Name: _______________________________ State Directorate of E&T/Executive Director Draft EA and EMF 42 Draft EA and EMF 43 ANNEXURE - 2 LIST OF THE STUDENT/ FACULTY MEMBERS INTERACTED ITI, MECHANIC MOTOR VEHICLE S.No. Name of Student 1. Prashant Kumar Chauhan 2. Chandan Singh 3. Pradeek Singh Bisht 4. Deepak Singh Rana 5. Ravindra Singh Bisht 6. Vikramjeet Singh 7. Shivam 8. Dharamveer Singh 9. Prateek Panwar 10. Diwakar Semwal 11. Avneesh Singh Rana 12. Nirdesh Kumar 13. Naresh Saini 14. Subhash Rawat 15. Rahul Kumar 16. Amit Kumar 17. Dheeraj Kumar 18. Nitin Kumar 19. Sanjay Singh 20. Mahesh Ram 21. Deepak Singh Bohra S.No. Name of Student 1. Ajay Kumar 2. Rohit Kumar 3. Nikhil Rana 4. Kulwant Singh 5. Mohan Pal Singh 6. Pinki 7. Rahul Rana 8. Khasti Ballabh 9. Maya Kumari 10. Chandrashekhar Chaube 11. Monu 12. Shubham Rai 13. Devendra Singh Bisht 14. Saurabh Kumar Rana 15. Kamal Hasan S.No. Name of Student Draft EA and EMF 44 1. Vineet Kumar 2. Saurabh Kumar 3. Suraj Rawat 4. Manoj Kumar 5. Lata Pal 6. Shiva Singh Bisht 7. Veer Singh 8. Sagar Sharma 9. Iqbal Hussain 10. Mahendra Saini 11. Deepika 12. Rajkumar 13. Rahul Bhatt 14. Saurabh Patwal WELDER (S.C.V.T.) S.No. Name of Student 1. Somveer Singh 2. Praveen Rawat 3. Devendra Singh Rawat 4. Karan Bisht 5. Dharmendra Singh 6. Salman Hussain 7. Ashish Bhatt 8. Satish Kumar Sagar 9. Pankaj Goswami 10. Vimal 11. Kamal Kumar Singh 12. Kishore Bisht ITI, DRAUGHTSMAN IIND YEAR (DMC) S.No. Name of Student 1. Santoshi Rawat 2. Kanak Baunthiyal 3. Ronika 4. Priyanka Bisht 5. Ankush Bisht 6. Pankaj Rawat 7. Kamlesh Kumar 8. Vikas Kandari 9. Israr Alam 10. Kuldeep Sharvan 11. Manish Negi 12. Sudeep Kumar 13. Amit Bisht 14. Amit Kumar 15. Ajay Negi 16. Dharmendra Draft EA and EMF 45 ITI, Vikasnagar Wireman trade students Instructor: Mr. PankaJ Nainwal S.No. Name of Student 1. Anil Kumar 2. Moh. Ajan 3. Yaspal 4. Sohan Singh Chauhan 5. Kapil Negi 6. Tajendra Singh 7. Subham Toamr 8. Naresh Kumar 9. Vipin Kumar 10. Hriya pal 11. Udit Rawat 12. Sunil Chauhan ITI : Electrician Instructor: Nisha Rani, 78030463156 S.No. Name of Student 1. Ankit Singh 2. Ankit Kumar 3. Anirudh 4. Ved Prakash 5. Shivani 6. Shital 7. Kanchan Rawat 8. Neeraj Singh 9. Vikas Bhatt 10. Suarabh 11. Devendra 12. Shubham 13. Pawan 14. Mukesh 15. Shelesh 16. Ankit Bist 17. Hadder Ali ITI Dugadda, Steno Hindi Instructor : Sanjeev kapoor , 9675075277 S.No. Name of Student 1. Jyoti 2. Soni 3. Anju 4. Kalpna 5. Subhani Draft EA and EMF 46 6. Kusum 7. Anjali 8. Kamini 9. Jyoti-2 10. Sagar Adhikari 11. Moh Saurabh 12. Deepak 13. Sonam Rawat 14. Nijamudin Ansari 15. Ankita 16. Nitin negi 17. Punkaj Kumar 18. Subham -2 19. Poonam 20 Sameer Singh ITI New Tehri Trade name : Fitter S.No. Name of Student 1. Akash Gwari 2. Rahul T0mar 3. Neeraj Sanini 4. Neeraj Singh Kanintura 5. Anand Singh 6. Moh Sadik 7. Dinesh Kumar 8. Santosh Singh 9. Shailendra Singh 10. Pooja 11. Pooja-2 12. Babita 13. Ankit Kumar ITI New Tehri, Fitter Trade name : Sewing Technology Instructor : Renu Kashyap S.No. Name of Student 1. Manisha 2. Sushil Uniyal 3. Reetika Rawat 4. Priyanka Shah 5. Rashmi Rana 6. Pooja Rawat 7. Somwati 8. Rahni Nautiyal 9. SUnita Draft EA and EMF 47 10. Dipti Bist 11. Ganga ITI New S.No. Name of Student 1. Babita 2. Semlata 3. Yudhveer Singh 4. Deepika 5. Vineta 6. Pinki Kharola 7. Deepika 8. Vipin Pant 9. Ankit 10. Shivani Rawat 11. Sarita Tehri, Fitter Trade Name :Stenography and Secretarial Assistant Instructor : Mamta Panwar ITI New Tehri, Trade Name :Wireman Instructor : Dheeraj Kumar S.No. Name of Student 1. Anil Chamoli 2. Ramesh Painuli 3. Sumit Kudiyal 4. Sachin Kumar 5. Anudeep Singh Rnagar 6. Tarun Gusain 7. Deependra Topwal 8. Ram prakash Draft EA and EMF 48 ITI New Tehri S.No. Name of Student 1. Babita 2. Semlata 3. Yudhveer Singh 4. Deepika 5. Vineta 6. Pinki Kharola 7. Deepika 8. Vipin Pant 9. Ankit 10. Shivani Rawat 11. Sarita Trade Name: Electronics and mechanic Instructor : Amar Singh Rawat S.No. Name of Student 1. Akhalash Kumar 2. Shubahm 3. Manish Singh 4. Yudhveer Singh 5. Vinay Chamli 6. Vijay Chamoli 7. Abhishek 8. Lalit Kishor Singh 9. Abzal Draft EA and EMF 49 ITI New Tehri Instructor: Ranveer Singh S.No. Name of Student 1. Anuj Rawat 2. Rajnesh kumar 3. Vijay Prasad 4. Anuj Kumar 5. Vipin Singh 6. Sanjeev Burman 7. Suraj Chauhan 8. Akshay Kumar 9. Vijay Prasad Trade Name: Turner S.No. Name of Student 1. Babita 2. Semlata 3. Yudhveer Singh 4. Deepika 5. Vineta 6. Pinki Kharola 7. Deepika 8. Vipin Pant 9. Ankit 10. Shivani Rawat 11. Sarita Draft EA and EMF 50 ANNEXURE –3 List of Participants in EA Consultation Workshop, State level Sl.No Name of the Participant Department Designation 1 Prem Chand Vishist ITI Haridwar Principal 2 Chamela Sigh Boys ITI Dehradun Instructor 3 M.M Doval Gramin VIkas Sansthan, Chairman Nainbag Dehradun 4 Rajesh Singh ITI Almora Principal 5 Sanjev Kumar Govt. ITI Rajpur Road, Principal Dehradun 6 J.P Tamta ITI Sitarganj Principal 7 Kamal Bahuguna Director HIFEED, Ranichauri Director 8 S.Pal ITI Gujrada Principal 9 Anand Chauha Girls ITI Gujrada Instructor 10 G.P Nautityal ITI Boys Instructor 11 S.C. Kukreti Govt ITI Vikasnagar Principal 12 B.S.Bhandari Govt ITI Dehradun Principal 13 Parveen Tomar Govt ITI Dehradun Instructor 14 Anil Pundir Govt ITI Dehradun Instructor 15 Sarafat Ali Govt ITI Dehradun Instructor 16 Ranjan Verma World Bank Consultant, Social Development 17 Suresh Chandra Khanduri World Bank Consultant, Environment 18 J.M Negi Deputy Director , Traning 19 A.K Tripathi Govt ITI Dehradun Principal 20 Anish Jain Govt ITI Dehradun Deputy Cordinator Department of Technical TEQIP Education 21 Geeta Gairola Mahila Samakhya Uttarakhand, Program Director Ministry of HRD, GOUK 22 Sarita Rawat , Mahila Samakhya Tribal District Resorce Person Block Kalsi 23 Kamla Rawat , Mahila Samakhya Tribal Junier Resorce Person Block Kalsi 24 Avni Mishra National Rural Livelihhod Resource Person Program, Uttarakhand unit 25 Sneha Priya National Rural Livelihhod Resource Person Program, Uttarakhand unit 26 G.M Negi Govt ITI Dehradun Foreman 27 N.C .Bhandari Govt ITI Dehradun Foreman 28 Ravinder Solanki Govt ITI Dehradun Foreman 29 B.P Kukreti Govt ITI Dehradun Instructor 30 Balwinder kaur Govt, Girls ITI Dehradun Instructor 31 Minakshi Doval Govt, Girls ITI Dehradun Instructor 32 Kunti Rawat Govt, Girls ITI Dehradun Instructor Draft EA and EMF 51 33 Poonam Nautiyal Govt, Girls ITI Dehradun Instructor 34 Meghna Sharma World Bank Senior, 35 Sangita Kumari World Bank Senior, Social Development Expert 36 Vijay Nautiyal , Jan Sikshan Sansthan, Director Ranichauri District Tehri 37 Arun Kumar Govt ITI Niranjanpur Foreman Dehradun 38 Pawan Kumar Govt ITI Niranjanpur Foreman Dehradun 39 Himanshu Godiyal Govt ITI Niranjanpur Dehradun 40 Rajat Maurya Govt ITI Niranjanpur Dehradun 41 Subhash Kumar Employmnet Assistant Director 42 Uday Raj Singh GITI Barkot Principal 43 Reena Yadav Govt ITI Niranjanpur Student Dehradun 44 Vandana Singh Govt ITI Niranjanpur Student Dehradun 45 Pooja Govt ITI Niranjanpur Student Dehradun 46 Mehak Bani Govt ITI Niranjanpur Student Dehradun 47 Anita kumara Govt ITI Niranjanpur Student Dehradun 48 Kavita Sharma Govt ITI Niranjanpur Student Dehradun 49 Ankit nagar Govt ITI Niranjanpur Student Dehradun 50 Subhash Kumar Govt ITI Niranjanpur Student Dehradun 51 Nakul Sanini ITI Gujrada Student 52 Shivam kumar ITI Gujrada Student 53 Ravin Kumar Govt ITI Niranjanpur Student Dehradun 54 Hardip Singh Bali Govt ITI Niranjanpur Student Dehradun 55 Manoj Kumar Govt ITI Niranjanpur Instructor Dehradun 56 Rajendra Tiwari ITI Sitarganj Instructor 57 Abhishek Chettri ITI Student 58 Gaurav Thakur ITI Gujrada Student 59 Parveen Sharma ITI Gujrada Student 60 Neeraj Kumar ITI Gujrada Student 61 Sachin Kmar ITI Gujrada Student 62 Sanjay Kumar Govt ITI Niranjanpur Student Dehradun 63 Swaraj Verma Govt ITI Niranjanpur Student Draft EA and EMF 52 Dehradun 64 Arjun Kumar 65 Sabjay Kumar Singh , Nodal Swacch Bharat Unit Cordinator HRD Mission, Uttarakhand 66 Vinod Juyal ITI Kalsi, Tribal belt 67 Lalit Kumar ITI Gujrada 68 Pooja ITI Niranjanpur 69 Nakul Kumar 70 MM Kudiyal ITI Girls Dehradun Principal 71 K.B Shah Institute For Development Cordinator Support, NRM based NGO 72 Jitender Tomar ITI Gujrada 73 Abhiskek Chandra ITI Gujrada 74 Gaurav ITI Gujrada 75 Jyoti Rani ITI New Tehri 76 Sanjay Doval SPIU Adm Assistant 77 Rajendra Pd Joshi ITI 78 Pornanand Saklani Department of Forest Forester 79 Anil Doval Department of Social Welfare Draft EA and EMF 53 Annexure -4 Photogallery illustrating various environmental issues during the course of EIA Dehradun ITI Workshop ITI Almora view of forest in the campus and damaged storm water drain Almora abandoned ITI Almora Faculty members in building with highly inflammable piles of dry Pine leaves Draft EA and EMF 54 ITI Almora Toilet Unit ITI Almora Toilet Unit ITI Almora Electrician Garbage dump in ITI Vikasnagar Workshop Draft EA and EMF 55 ITI Vikasnagar Building ITI Dehradun Parking space with Ramp for TWSN ITI Vikasnagar ITI Dugadda In District Pauri Consultation With Students Draft EA and EMF 56 ITI Kashipur scrape ITI Kashipur abandoned Toilet constructed with biogas waiting for disposal facility ITI Kashipur students ITI Kashipur students with Principle in a classroom with demonstrating personal Safety demonstrating gussets safety gussets ITI Kashipur students and Principle in garden developed by students Draft EA and EMF 57 Interaction with Female Leakage from roof area in ITI New Tehri staff in ITI Almora Interaction with students in ITI New Tehri Draft EA and EMF 58 Wash room in ITI New Tehri Draft EA and EMF 59 Chocked storm water drain in ITI Tehri Draft EA and EMF 60 State Level Consultation of Environmental Assessment State Level consultation, Presentation by SPIU State Level consultation, participation by team World Bank Consultants Dr Bhatt, Director,Jan Sikshan Sansthan State Level consultation, Presentation by explaining local conditions SPIU team Draft EA and EMF 61 Principal ITI emphasizing on need of Presentation on EMF explaining salient refresher training features and request for suggestions SBM- State Nodal agency representative in Mr. Anil Kumar Tripathi, Principal ITI meeting Dehradun presenting the power point presentation Draft EA and EMF 62