IPP726 Russian Federation Ministry of Professional Education, Training and Placing of Personnel of the Republic of Sakha (Yakutia) INDIGENOUS PEOPLES PLANNING FRAMEWORK for the WORKFORCE SKILLS DEVELOPMENT FOR SOCIO-ECONOMIC DEVELOPMENT OF THE REPUBLIC OF SAKHA (YAKUTIA) FOR 2014-2019 Program June 11, 2014 Prepared by North-Eastern Federal University Yakutsk, Russia 0 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Table of Contents 1. INTRODUCTION .................................................................................................................... 2 2. PROJECT DESCRIPTION AND WORKFORCE SKILLS DEVELOPMENT IN THE REGION .............. 2 2.1 Project Objectives and Goals ........................................................................................... 2 2.2 State of TVET Sector in the Republic of Sakha (Yakutia)................................................. 3 3. THE INDIGENOUS PEOPLE IN THE PROJECT’S IMPLEMENTATION AREAS .............................. 6 3.1. The Profile of Indigenous Peoples in the Sakha Republic (Yakutia) ............................... 6 3.2. Legislation Protecting the Rights of the Indigenous People of the Russian Federation . 8 4. SOCIAL ASSESSMENT .......................................................................................................... 9 5. PROJECT IMPACTS ............................................................................................................. 10 5.1. Positive impacts ............................................................................................................. 11 5.2. Negative impacts............................................................................................................ 12 6. FRAMEWORK FOR FREE, PRIOR, AND INFORMED CONSULTATION ..................................... 13 6.1. Consultation Process ..................................................................................................... 14 6.2. Participation of Indigenous Peoples during the Program Implementation .................. 16 7. INSTITUTIONAL ARRANGEMENTS ...................................................................................... 17 7.1. Institutions ..................................................................................................................... 17 7.2. Complaint mechanism ................................................................................................... 17 8. MONITORING AND EVALUATION ....................................................................................... 19 9. BUDGET............................................................................................................................. 24 10. DISCLOSURE ARRANGEMENTS .......................................................................................... 24 11. CONCLUSION ..................................................................................................................... 25 ANNEX 1. REPORT ON CONSULTATION ON THE DRAFT INDIGENOUS PEOPLES PLANNING FRAMEWORK WITH INTERESTED PARTIES............................. 26 1 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 THE INDIGENOUS PEOPLE PLANNING FRAMEWORK 1. INTRODUCTION This Indigenous People Planning Framework (IPPF) was developed pursuant to World Bank Operating Policy (OP) 4.10 on indigenous people (IP) in the course of developing a proposal for a competitive selection of Russian regions to participate in the Pilot Program of Russian regions aimed at implementing the project “Workforce Skills Development for Socio- Economic Development of Regions for 2014-2019â€? (the Program). Due to the uncertainties about the localization for the investments, an IPPF was prepared instead of the Plan to document positive social impacts and ensuring broad community support of affected IPs. The IPPF aims to identify positive and negative impacts of the Program on indigenous and small-numbered people in the Republic of Sakha (Yakutia), and to ensure minimization of negative impacts and enhancing positive impacts based on free, prior and conscious consultations with IP. 2. PROJECT DESCRIPTION AND WORKFORCE SKILLS DEVELOPMENT IN THE REGION 2.1 Project Objectives and Goals The goal of the program “Workforce Skills Development for Socio-Economic Development of the Republic of Sakha (Yakutia)â€? is to develop human capital in line with societal demands and industrial and innovative economic development of the Republic of Sakha (Yakutia), Far East and the entire country. The goal shall be achieved through performing the following tasks: 1. Make the content and technologies of vocational education relevant to the current and future workforce skills requirements identified by employers; 2. Support modernization of educational entities network that produces workers and mid-level professionals with active involvement of employers; 3. Enhance resources and HR capacity of vocational education institutions, improve their material and technological base and learning infrastructure, improve conditions of the learning process, develop and test new financing mechanisms; 4. Design an institutional framework and mechanisms that ensure agile response to the labor market developments. 2 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 New TVET programs developed within the project in Republic of Sakha (Yakutia) will provide opportunities for smooth transition from school to college, and consider demand in occupations from the IP side. Project activities will be implemented in consideration of existing regulatory and legal framework. 2.2 State of TVET Sector in the Republic of Sakha (Yakutia) Vocational educational institutions in the region prepare workers and professionals for enterprises and firms of all sectors of regional economy. Seven educational institutions are located in the Northern and Arctic uluses (districts); five of them operate in the areas of IP concentration in the Republic of Sakha. In the course of identifying the areas of residence, provisions of federal and regional legislation were used:  Russian Federation Government Instruction No 631-r of May 8, 2009 On Approving the List of Locations of Traditional Residence and Traditional Economic Activity of Indigenous People in the Russian Federation and the List of Their Traditional Economic Activities;  Law of the Republic of Sakha (Yakutia) No 419-III of January 27, 2005 On the Status of Administrative and Territorial Unit in Locations (Territories) of Concentrated Residence of Indigenous Peoples of the North in the Republic of Yakutia (Sakha) (amended on April 2, 2014)). Table 1 summarizes professions for which vocational education institutions produce (or plan to produce) skilled workers. These include industrial professions, professions in construction, installation and repair works, transport, public catering, food production and trade, as well as professions in agriculture. Some contradictions exist that are caused by departmental fragmentation of educational entities, their closed nature and self-isolation in many aspects of their activity: substance, institutions, and personnel and financial. 3 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Table 1: Workers training in educational institutions of the Northern and Arctic uluses Educational institution Profession Planned and reopened professions 1 Vocational school #27,  Car mechanic  Coastal fisher village of Zhigansk,  Cabinet and furniture maker  Reindeer breeder - farm Zhigansky ulus  Sanitary-engineering and machinery operator ventilation systems and equipment installation personnel  Tailor  General construction worker 2 Vocational school #32,  Car mechanic  Farm manager village of Batagai,  Digital data processing expert  Operator of road construction Verkhoyansky ulus  Electrician for repairs and machinery maintenance of electric fittings  Boiler operator  Salesperson, cashier  Software and hardware maintenance person 3 Vocational school #33,  Tailor  Reindeer breeder - farm Tiksi, Bulunsky ulus  Hairdresser machinery operator  Housing and utilities specialist  Operator of road construction  Software and hardware machinery maintenance person  Cook, confectioner  Car mechanic 4 Vocational school #34,  Car mechanic  Operator of road construction village of Ust-Nera,  Cook, confectioner machinery Oymakonsky district  Open-pit mining machinery operator 5 Arctic College of the  Locksmith  Open-pit mining machinery Peoples of the North  Reindeer breeder - farm operator (primary vocational machinery operator  Underground mining education curricula),  Cook, confectioner village of Chersky,  Car mechanic Nizhnekolymsky ulus  Agricultural produce production and processing  Underground mining 6 College of Mining and  Underground mining  Reindeer breeder - farm Geology, village of  Mine surveying machinery operator Khadyga, Tomponsky  Open-pit mining machinery ulus operator  Car mechanic  Underground electrical fitter  Turner 7 South-Yakutia  Computer programming  Early childhood development Technology College,  Operator of hydraulic machinery,  Logistic operations Neryungri hydraulic transmissions and  Service in transport sector hydraulic and pneumatic  Operation of lifting and automatics (instrumentation and transporting machinery and controls) equipment  Economics and accounting (by  Mining equipment repair worker sector)  Steam turbine operator  Open-pit mining  Power stations, grids and systems  Mine surveying  Automation and teleautomatics in transport  Maintenance and repairs of road 4 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Educational institution Profession Planned and reopened professions vehicles  Railroad construction, tracks and track facilities  Organization and servicing in public catering  Mineral dressing  Transport management and logistics (rail)  Car mechanic  Housing and utilities specialist  Welder Several constraints to further development of the TVET sectors exist in the region. The major constraints are the following:  Dramatic weakening of links between educational institutions and firms undermined the influence of professional associations and firms on the substance of professionals training;  Availability of teaching and learning means needed to introduce modern learning technologies remains low;  Physical infrastructure of TVET institutions does not fully correspond to the requirements set forth by the federal state educational standard. The following measures in the sector can help to overcome the existing constraints to development of vocational education in the Republic of Sakha (Yakutia):  Upgrade the structure and substance of vocational education to train workers in anticipation of the regional economic needs;  Develop a fully-fledged system to monitor current and forecast future labor market demand for labor (skills and competence level) with various levels of education;  Continue the establishment of professional skills certification centers;  Ensure sectoral coordination of TVET institutions interaction both within the TVET system and with employers;  Update mechanisms of employer-sponsored education through recruiting activities performed by firms with participation of educational institutions;  Improve career guidance for students and the youth, get them ready for occupational choices; 5 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019  Implement vocational education, retraining and skills enhancement programs for adults in occupations demanded by the region;  Implement the concept of comprehensive educational institutions offering educational programs at various levels, as well as training and manufacturing facilities to ensure adequate response to evolving demands of individuals, society and economy. 3. THE INDIGENOUS PEOPLE IN THE PROJECT’S IMPLEMENTATION AREAS In accordance with the Bank’s Operational Policy for Indigenous People, a review was undertaken to screen for the presence of Indigenous Peoples in the areas of project implementation and to assess potential impact of the project on them. 3.1. The Profile of Indigenous Peoples in the Sakha Republic (Yakutia) The Sakha Republic (Yakutia) is home to five distinct indigenous people: a) the Evenki; b) the Even; c) the Dolgan; d) the Yukaghir; e) the Chukchi. According to the All-Russian Population Census of 2010 the total number of the five indigenous ethnic groups living on the territory of the Sakha Republic (Yakutia) is 39,936 people (4.16 percent of the total population of the republic). By geographical location the places where the indigenous people of the North live in the Sakha Republic (Yakutia) are divided into 4 groups: 1. Tundra zone (settlement areas of the indigenous people of the North on the territories of Allaikhovsky, Anabar, Bulunsky, Nizhnekolymsk, Ust-Yana uluses); 2. Forest tundra zone (settlement areas of the indigenous people of the North on the territories of Abiy, Zhigansk, Olenek, Verkhnekolymsk, Srednekolymsk uluses); 3. Mountain taiga zone (settlement areas of the indigenous people of the North on the territories of Verkhoyansk, Kobyaysk, Momsk, Oymiakon, Tomponsk, Eveno- Bytantaysky uluses); 4. Taiga zone (areas of IP of the North concentrated residence in Aldansky, Mirninsky, Neryungrinsky, Olekminsky, Ust-Maysky uluses. The specific characteristics of each of the five indigenous groups in the Sakha Republic (Yakutia) are as follows. 6 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 a) The Evenkis. The Evenkis reside in 10 districts of the Republic of Sakha (Yakutia): Neryungri, Aldan, Olenek, Zhigansk, Ust-Maya, Olekminsk, Anabar, Mirny, Bulunsky, and Khangalas. According to the All-Russian Population Census of 2010 the territory of the Sakha Republic (Yakutia) was home to 21,008 Evenki, of which only 9% spoke the Evenki language, 100% spoke Russian, and over 90% spoke Sakha. Over 60% of the Evenki live in rural areas. They have their own written language. Traditionally the most important trades in the Evenki economy are reindeer herding and hunting. Reindeer herding of the Evenki is unique, practiced in taiga, and is of pack-riding variety. Agricultural production is also developing along with traditional trades. b) The Even. In 2010 the number of the Evens on the territory of the Sakha Republic (Yakutia) was 15,071. The Evens live in 13 regions of the republic. Their native tongue is Even, which belongs to Tungus-Manchurian branch of Altai Family of Languages. Russian is widespread among them, many speak Sakha. 70% of the Even live in villages. They have their own written language. Among the Even there are many well-known writers and poets who write in their native tongue. Reindeer herding has always been the main and the most important trade among the Even. That is why their annual economic cycle is subject to the demands of reindeer herding. An important role in the integrated economy of the tundra zone Even is played by fishing. In mountain taiga zone hunting and reindeer herding are the main providers for all the principal needs of the Even. c) The Dolgan. According to the All-Russian Population Census of 2010 the number of the Dolgan on the territory of the republic was 1,906 people, most of who live in Anabar region. They speak Dolgan language, although Russian and Sakha are widespread. Over 80% of the Dolgan people live in villages. Reindeer herding is the principal trade of the Dolgan, however, fishing and hunting also play an important role. d) The Yukaghir. From ethno-cultural point of view there are two territorial groups of the Yukaghir: tundra and taiga. The number of the Yukaghir on the territory of the Sakha Republic (Yakutia) according to the All-Russian Population Census of 2010 is 1,281 people most of whom live in Verkhnekolymsk, Nizhnekolymsk, and Allaikhovsky regions. A significant number of Yukaghir live in the City of Yakutsk. They speak Yukaghir language which has two dialects. All Yukaghir speak Russian. 7 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Sakha, Even, and Chukchi languages are also widespread. 60% of the Yukaghir live in villages, however, in recent years many Yukaghir have been migrating to cities due to mass unemployment in national villages. The largest rural settlements of the Yukaghir are Andryushkino village in Nizhnekolymsk region, Nelemnoe village in Verkhnekolymsk region, and Chokurdakh settlement in Allaikhovsky region. About 35% of the Yukaghir speak their native tongue. Traditionally the Yukaghir were hunters. Fishing and reindeer herding also played an important role in the lives of the Yukaghir. Gathering is also important in the Yukaghir economy. e) The Chukchi. The territory of the Sakha Republic (Yakutia) is home to the Reindeer Chukchi, i.e. tundra nomadic reindeer herders. Russian language is widespread among them. The number of the Chukchi on the territory of the Sakha Republic (Yakutia) according to the All-Russian Population Census of 2010 is 670 people. Most Chukchi now live in Kolymskoe village of Nizhnekolymsk region. The traditional language of these peoples is Chukchi language spoken by over 50% of the total population, while Russian is spoken by 100%. The main branches of the Chukchi traditional economy are reindeer herding, fishing, hunting, and gathering. Reindeer herding is the main trade of the Tundra Chukchi. 3.2. Legislation Protecting the Rights of the Indigenous People of the Russian Federation According to the Federal Law of July 20, 2000 No 104-FZ the indigenous people of the Russian Federation are people living in the regions of the North, Siberia, and the Far East on traditional settlement territories of their ancestors, who have preserved their traditional way of life, economy and trades, have a total population of less than 50 thousand people, and identify themselves as separate ethnic communities. The list of indigenous people is approved by the Government of the Russian Federation. The legislation of the Russian Federation protects the rights of indigenous people, associations of indigenous people and individuals of indigenous descent, the ancestral lands of their settlement, their traditional ways of life, economy and trades. Federal Law on General Principles of Organizing Communities of the Indigenous People of the North, Siberia, and the Far East of the Russian Federation of June 20, 2004 No 104-FZ (amended on February 2, 2006). 8 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Federal Law on Guaranteeing the Rights of the Indigenous People of the North, Siberia, and the Far East of the Russian Federation of April 30, 1999 No 82-FZ (amended on April 5, 2009). Russian Federation Government Instruction No 2455-r of December 28, 2010 On a Set of Measures to Host the Second International Decade of Indigenous Peoples of the World in the Russian Federation in 2011-2014. Law of the Sakha Republic (Yakutia) on the Legal Status of the Indigenous People of the North of March 31, 2005 227-Z No 461-111 (amended on June 18, 2009). Law of the Sakha Republic (Yakutia) on the Status of the Languages of the Indigenous People of the North of the Sakha Republic (Yakutia) of February 20, 2004 111- Z No 243- 111. Law of the Republic of Sakha (Yakutia) No 419-III of January 27, 2005 On the Status of Administrative and Territorial Unit in Locations (Territories) of Concentrated Residence of Indigenous Peoples of the North in the Republic of Yakutia (Sakha) (new language) (amended on April 2, 2014). 4. SOCIAL ASSESSMENT The first stage of social assessment was performed during the project preparation. Two focus groups with stakeholders and three in-depth interviews were held to assess relative impact of the Program on IP as well as its socio-economic implications. The focus groups and interviews were held in Russian since all participants speak the language. Audience of the first (pilot) focus group (held on May 13, 2014) comprised employees of regional educational institutions that train workers. Audience of the second focus group (held on May 14, 2014) comprised representatives of the regional NGO “Association of IP of the North of the Republic of Sakha (Yakutia)â€? (the Association). The Association has been active since 1989 and is a legitimate representative of all the five IPs present in the region. Representatives of the Dolgans were invited but did not participated in the focus group (there was representation from 4 out of 5 peoples). IP were 9 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 identified based on the All-Russia Census of 2010 depending upon self-identification of residents. Three in-depth interviews were held with Elena Antipina, Director of the Arctic College of the Peoples of the North (village of Chersky, Nizhnekolymsky ulus), with Svetlana Sukneva, Doctor of Science (Economy), Head of Section on Economy, Population and Demography of the Institute of Regional Economy of the North of the NEFU, and with Alexandra Ivanova, Candidate of Legal Sciences, Leading Fellow of the Center of Legal Studies for Sustainable Development of the Arctic and IP of the North of the Ammosov NEFU. Participants of the focus groups and interviews discussed the following questions: 1. What do participants think about the current workforce skills development training program in the Republic of Sakha (Yakutia) offered in the areas of IP concentration? 2. Do local communities and educational institutions understand how they will be selected for the Program? 3. Are there any activities in the Program that might harm the local communities or produce negative impacts for the local communities? What might be the source of risks and threats for IP preservation and development? 4. How could IP benefit from the Project? What are the expectations regarding the Program implementation? 5. Please identify priority occupations and areas of workers training. 6. Please identify preferences in terms of infrastructure of a modern educational institution that trains workers. 7. Please analyze the level of workforce skills development in terms of maintaining the traditional way of life of IP in modern Yakutia. 8. How can interaction be arranged during the Program implementation? Upon discussing the above questions, participants were asked to come up with their own questions and reflect on the Program, its implementation, outcomes and any other issues of relevance. 5. PROJECT IMPACTS The first stage of social assessment produced the following outcomes. The Program does not infringe upon the rights of Indigenous People and does not affect the territories occupied by 10 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 IP, and members of the Association reacted positively and expressed their support to its implementation. 5.1. Positive impacts Providing professional and vocational training to IP for the purposes of supporting socio- economic development of the Republic of Sakha (Yakutia) will generate major benefits for the IP. a) Within the Program training will be provided in the areas that are important for IP such as “Reindeer breederâ€?, “Coastal fisherâ€?, “Reindeer breeder – operator of farm machineryâ€?, “Manufacturing of items from leather and fursâ€?, “Game managementâ€?, “Fishingâ€?, “Technology of agricultural produce production and processingâ€?, “Fur farmingâ€? under the pilot Program which would help to preserve the traditional way of life and languages of IP. b) The Program will support development and upgrading of key educational institutions that train IP workers in the areas of their residence. One example may be the Arctic College of the Peoples of the North located in the village of Chersky in Nizhnekolymsky ulus where mainly students coming from areas of IP residence study. This is the only college that has its own Center of Arctic domesticated reindeer breeding, a herd of 420 reindeer that graze at the pasture land of reindeer breeding team #9 of the agricultural cooperative of “Turvaurginâ€? nomadic clan. The college develops workers for production and processing of reindeer meat and fish. The Nizhnekolymsky ulus (district) is unique in terms of IP composition. In the village of Kolymskoye reside the majority of Chukchi (according to the census of 2010, there are 670 Chukchi in total in the Republic of Sakha (Yakutia)). Besides, the largest rural settlement of the Yukagir people – the village of Andryushkino – is also located in this district (the census of 2010 puts their total number in the Republic of Sakha (Yakutia) at 1,281 people). c) The Program would help to enhance job placement and retention of graduates produced by institutions that train workers and mid-level professionals from IP with active involvement of employers-industrial enterprises. 11 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 d) The Program will provide opportunity to enhance resources and HR capacity of vocational education institutions that train workers from IP in the areas of their residence; improve their material and technological base as well as learning infrastructure, and improve conditions of the learning process, develop and test new financing mechanisms. e) The Program will provide opportunity to bring vocational education substance and technologies in compliance with the current and future worker skills requirements identified by clans, local governments, NGOs. f) The Program activities will support international cooperation projects of the college, including those with participation of the international NGO “Northern Forumâ€?. g) Acquiring worker occupations would allow IP representatives to be gainfully employed, benefit from secured income and improve standards of living. 5.2. Negative impacts Overall, the first stage of social assessment did not reveal any material negative impacts caused by the Program. The social assessment (initial) suggested that the ultimate impact of the Project would be definitely positive. In the course of focus groups and interviews the following issues were identified that may become urgent: a) Possible uniformity, accelerated loss of identity by IP. Since workforce skills development curricula are standard and uniform, they fail to reflect specificity and mentality of the peoples of the North. b) Considering opinions of IP in offering, opening or closing training for some worker occupations. Representatives of IP stressed that insufficient attention is given to traditional natural resource management. Educational institutions no longer develop professionals - or have reduced enrollment – for the following occupations: "Chum keeperâ€?, “Rangerâ€?, “Manufacturing of items from leather and fursâ€?, “Forest rangerâ€? etc. These are to be reinstituted. c) Information on the Program activities. The surveyed stakeholders expressed their desire to learn more about the status and schedule of the Program activities implementation. Each activity that impacts the IP will be studied and all possible negative impacts will be minimized. Action plans for each settlement and educational 12 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 institution will be developed to assess the Program implications and minimize possible negative impacts. These are the main results of the first phase of the social assessment: 1. Respondents taking part in the study have reacted positively to the pilot program “Training workers for socio-economic development of the Republic of Sakha (Yakutia)â€? for 2014-2019 and expect the plan to be implemented. 2. The Program does not prejudice the rights and territories of indigenous communities. 3. Representatives of educational institutions and indigenous peoples of the North have expressed a desire to have an opportunity to influence and ensure their contribution to the program activities. 4. The program is supported by the Association of Indigenous Peoples of the Republic of Sakha (Yakutia) implementation of the program supported. 5. Training of the workforce in the area of traditional use of land resources will have a positive impact on indigenous peoples and it can contribute to their socio-cultural and ethno-linguistic habitat and traditional way of life. 6. The indigenous populations’ hope that the implementation of the program will lead indeed to the socio-economic development of the region as a whole seems important. Overall, the first phase of the social assessment has found no significant negative effects of the program activities, while the overall effect has been considered definitely positive. 6. FRAMEWORK FOR FREE, PRIOR, AND INFORMED CONSULTATION Free prior consultations with IP in the course of the project implementation are based on free participation of IP in the Program discussions, full consideration of all IP in arranging meetings and discussions (ensure awareness of such activities), discussion of possible negative impacts prior to making respective managerial decisions, informing IP representatives on all materials relevant to the issues discussed. The following consultation process forms part of the IPPs: 13 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 6.1. Consultation Process Procedures for consultation implementation. All materials of the Program will be available for the indigenous peoples of the North prior to consultations in the Russian, Yakut and languages of the indigenous peoples living in the territory the program is to be implemented. Following the dissemination of the Program’s materials in each settlement where the Project activities will be implemented, public consultations will be organized. Consultations will be held annually and organized within the framework of the annual public hearings held by the representatives of the official authorities in the Republic of Sakha (Yakutia). As part of these public hearings in the first quarter of each year local officials visit all villages and towns of the republic including places populated by the indigenous peoples. They report to the public on the work progress in the past year and present their work program for the next year explaining development plans, responding to the questions and concerns expressed by citizens, receiving citizens in working hours and organizing targeted consultations on practical issues specific to each locality. The consultations with indigenous population under this Program will be held within the framework of these general public hearings. They will be organized in close collaboration with the Ministry of vocational education, training of the workforce of the Republic of Sakha (Yakutia), Department of the Republic of Sakha (Yakutia) peoples’ affairs, Association of Indigenous Minorities of the Republic of Sakha (Yakutia) and local authorities. Notice of upcoming consultations will be sent to local authorities by the Department of the Republic of Sakha (Yakutia) peoples’ affairs. Subsequently, local authorities will dispatch the notification to village residents and invite them to participate actively in the consultations. Decisions on additional consultations will be taken as new settlements with indigenous peoples are being identified for the implementation of the Program. Contents of consultations. The hearings will begin with the presentation of the Program objectives, duration, and main components. Afterwards, the consultations participants will be asked to discuss the following questions: 1. What are the local population expectations of the Program? 14 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 2. What specific Program materials were available to the consultations participants and do they need further clarification? 3. What is the assessment of participants in consultations concerning the impact on indigenous peoples? 4. Are there any actions in the Program that could harm the local population, and what actions in general (outside) harm or negatively impact the local population? 5. Does the Program support the development and preservation of the culture of the indigenous peoples of the North? What needs to be changed as a whole? 6. Do the local peoples understand how localities to participate in the Program have been selected? 7. What are the benefits that indigenous people receive from the project? How these benefits can be multiplied? 8. What is the opinion of the consultations participants of the existing system of vocational education in the Republic of Sakha (Yakutia)? 9. How interaction during the Program implementation can be organized and what are the proposals of the consultations participants on how the interaction can be organized? 10. How does the complaint procedure under the pilot Program operate? Following the discussion of these issues, participants will be invited to submit their own issues and express their opinion on the Program, its implementation, results, or any other issues of interest. The participants of the public hearings will be provided with an opportunity to express their opinions in a free format. The public hearings will be conducted in Russian and Yakut languages as according to the census data they are the main languages used by the indigenous peoples in Yakutia, However, the translation will be available in the languages of indigenous peoples (Evenki) and organizers of the consultations will assist participants with any necessary clarifications or questions. The results of the hearing will be recorded in the form of a brief report and distributed to residents of the settlements. A detailed Action plan will be prepared after the project sites are selected. The Action Plan will be available in two languages: Russian and Yakut. Translation into the languages of indigenous peoples will be done only when it is demanded by the Association and the 15 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 indigenous population. In each locality representatives of the Association will clarify the provisions of the Action Plan to residents and answer any questions. The Association will also provide written documentation to the effect that it has consulted with the representatives of indigenous peoples and does not consider it necessary to provide a translation into the languages of indigenous peoples. 6.2. Participation of Indigenous Peoples during the Program Implementation Local people will also be fully involved during the Project implementation. The following measures will be taken to ensure their participation. The program will provide sufficient budget needed to implement these measures. Table 2: List of activities to engage indigenous people in the implementation of the Program Activity Responsible party Frequency Participation of indigenous people and the Association in Program As required by the the Program Implementation Unit (PIU) activities. PIU Implementation Association of Indigenous would welcome the presence of representatives as Unit (PIU) People independent experts and invite them to attend. Informing indigenous population and the Association on PIU Annual public hearings; the Program progress and expected changes in the Project regular frequency as by phone messages, email or regular mail, including required by the the preparation of a communications plan in correlation with Association of Indigenous the overall Program schedule (approval of key stages, Peoples milestones, facts related to this information) Wide dissemination of information among the indigenous PIU Annual public hearings: population of the Program progress and expected changes information will also be in its implementation through regional media, including available upon request at municipal information capacity in the areas populated by the PIU offices indigenous peoples. Regular communication (possibility of telephone PIU Regularly as required by communication or personal consultations if necessary) the Association and between PIU and the representatives of indigenous indigenous population population or the Association. Actions in case of potential negative impact of the project activities on indigenous peoples will be taken as follows: 1. Program participants who have identified potential negative impact of a particular activity under the Program on indigenous population should inform the PIU accordingly by phone messages, email, letter, or in person (at the local PIU office). The indigenous population may also inform the Association, which will transmit their 16 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 apprehensions to the PIU (Association members are present in each location populated by indigenous peoples and they speak Russian, Yakut and local language). 2. The Program Implementation Unit (PIU) should prepare a formal description (brief assessment) of the probability of a negative impact by one of the activity of the Program on indigenous population, take the necessary steps to suspend the relevant decisions regarding the implementation of the Program prior to having consultation with the representatives of the indigenous people and implementation of mitigation measures; 3. The PIU should inform the representatives of the indigenous people or the Association of the probability of this potential adverse effect and invite them to discuss the issue in a convenient way (telephone consultation, personal meetings, email or regular mail); 4. The PIU should prepare an assessment of the likely negative impact, including the opinion of the indigenous people and possible measures to minimize this negative impact, if such a threat is confirmed and it requires adoption of corrective measures; 5. This assessment is sent to all parties participating in the pilot Program and affected by the negative impact; 6. If the PIU fails to solve the problem, it approaches the Interdepartmental working group that will discuss possible corrective action. 7. INSTITUTIONAL ARRANGEMENTS 7.1. Institutions The PIU was selected on a competitive basis for daily management of the Program, including procurement, financial management, disbursement, monitoring and evaluation, communication and reporting functions. 7.2. Complaint mechanism Special procedures for handling complaints and suggestions include a pre-trial review of inquiries from representatives of indigenous people by the interaction between indigenous population in the areas of the Program, Association and PIU. 17 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 During the preliminary public hearings it has been decided that the indigenous people can submit complaints and suggestions via two channels: through the representatives of the Association and directly to the PIU. а) Forwarding complaints to the Association representatives During preliminary discussions it has been decided that the indigenous people can direct complaints regarding the Program to the official representatives of the Association. Each settlement populated by indigenous peoples has at least one Association representative. These representatives are elected by local residents for five years only once. These representatives are fluent in both Russian and Yakut language as well as the native language of the village where they live, so they can examine the claims in any of these languages. Representatives of the Association can be contacted via phone, email or in person (at the offices of the Association). Following the receipt of the complaint the representative will attempt to respond to it as soon as possible (in writing), within 15 days of the receipt thereof. If the representative fails to settle the claim her/himself, he should send a formal request to the PIU. Depending on the essence of the claim the PIU will be responsible for the resolution of the problem or its forwarding to other government agencies. A response to any complaint will be forwarded by the PIU to the applicant in writing within 15 days of its receipt. If more time is needed to resolve the problem, the PIU will notify the applicant in writing and keep him informed about the progress of the complaint review. If no solution satisfying all parties can be found the PIU will send complaints to the Deputy Minister of the Ministry of vocational education, personnel training and placement of Sakha (Yakutia), whose competence include the organization of vocational education in the Republic of Sakha (Yakutia). b) Forwarding complaints to PIU representatives When necessary, indigenous peoples can contact the PIU directly without recourse to the Association representative. The PIU phone number and address will be given to indigenous people during the public hearings and be available in settlements’ local government offices as well as at the Program sites. 18 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Depending on the nature of the claim the PIU will be responsible either for the resolution of the problem or its forwarding to other government agencies. A response to any complaint will be forwarded by the PIU to the applicant in writing within 15 days of its receipt. If more time is needed to resolve the problem, the PIU will notify the applicant in writing accordingly and keep him informed about the progress of the complaint review. If no solution satisfactory to all parties can be found the PIU will send complaints to the Deputy Minister of the Ministry of vocational education, personnel training and placement of Sakha (Yakutia) whose competence include the organization of vocational education in the Republic of Sakha (Yakutia). All decisions should take into account the interests and traditions of indigenous peoples. All complainants should be advised of the status of their claims review and decisions taken. All necessary measures need to be taken to ensure speedy response to the claim. The above procedure does not replace or supersede the rights of citizens to have their claims reviewed through court or other procedure prescribed by the legislation of the Russian Federation. 8. MONITORING AND EVALUATION The second stage of social assessment will comprise detailed consultations, focus groups with affected IP to assess the Program implementation and impact; they are to be performed by M&E consultants during mid-term review of the Program. Quantitative and qualitative monitoring will be arranged with IP participation. The following indicators, whose targets will be determined within the first year of project implementation, are offered for monitoring and evaluation: 1. Increased proportion of the population using the professional education services to receive workers professions and satisfied with the quality of socio-cultural and educational environment (to be determined); 2. Increased quantity and quality of educational programs list aimed at support and the development of traditional activities of the indigenous peoples of the North (to be determined); 19 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 3. Increased number of students representing indigenous peoples of the North in educational institutions receiving worker professions in technical areas (to be determine); 4. Development of resource capacity and human potential of professional educational organizations, improving their logistical and educational base, improving the conditions for the educational process, in localities populated by indigenous peoples of the North (to be defined later). Conditions and criteria for monitoring, assessing and reporting on the implementation of the pilot Program will be based on mainly quantitative targets: what measures should be implemented, what measures should be taken, etc. Quantitative indicators will include the number of people exposed to the influence of media and information campaigns and events, number of settlements and people potentially exposed to the implementation of the Program (if potential negative impact is identified), number of received and reviewed complaints, etc. Table 3 presents the proposed approach to monitoring. 20 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Table 3: Principal Indicators of Monitoring and Evaluation Indicators Objective Meaning Methodology Planned activities have Full completion Yes/No or percent of Regular (quarterly) evaluation of been implemented and the level of the Program prepared with the measures taken implementation of participation of indigenous each activity people representatives Proportion of the A fixed Percentage Regular (quarterly) assessment population affected by percentage of the (approximately) on the basis of the data on the information and media population, number of text messages, TV events predetermined and radio audience, personal meetings Actual negative impact 0 (zero) Amount in rubles or Reports the measures taken value in physical prepared with the participation terms of indigenous people representatives Number of 1 (100% ) Ration Registration of complaints. received/reviewed Reports on complaints review (settled) claims prepared with the participation of indigenous people representatives Monitoring activities will be based on the data collected as part of social assessment and include reports prepared at the end of half-year periods of Project implementation (i.e. until June 30 and December 31 of each year of implementation). Monitoring results will be shared with the representatives of the indigenous people and will subsequently be published in open access sources. Table 4: Issues and Mitigating Measures Developed in the Course of Social Assessment Issues Recommendations on mitigating Specific solutions proposed measures in the framework of the Program 1 Command or at least As part of workforce training to use Include in the variable parts of understanding of the native the option of the variable part of the the curricula the study of the language reinforces a sense of FSES in providing opportunities to languages of indigenous belonging to an ethnic group. learn languages of Indigenous peoples of the North is so Native language is significant Peoples of the North if so desired by desired by students. ethnic identity factor. students. 2 It is necessary to promote the In educational institutions, resume Resume enrollment for the preservation of the traditional enrollment for the study of specialty of “Chum workerâ€?, way of life of indigenous occupations that are necessary to “Manufacture of leather and peoples, nomadic lifestyle and sustain the traditional lifestyle of the fur productsâ€?, “Reindeerâ€?, their languages. indigenous peoples of the North. “Fisherman of coastal fishingâ€?, Reindeer- technicianâ€?, “Game managementâ€?, “Fishingâ€?, “Technology of production and processing of agricultural productsâ€?, “Fur-farmingâ€? 3 The gradual unification is Take into account the mentality and Strengthen ethno cultural 21 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Issues Recommendations on mitigating Specific solutions proposed measures in the framework of the Program taking place, accelerated loss of specificity of indigenous peoples of component in the block of ethnic identity by indigenous the North in the implementation of social and humanitarian representatives the educational process disciplines, study history, culture and traditions of indigenous peoples. 4 Vocational education Educational institutions in areas Develop programs of dialogue institutions exist as if by densely populated by indigenous and interaction with local themselves, not integrated into peoples of the North strengthen and indigenous population. local community increase the level of interaction with local communities, have a dialogue with indigenous peoples. 5 Effective social adaptation of The problem of adaptation is relevant Develop in educational students largely determines his because of the lack of psychological, institutions special programs motivation, direction and nature moral and emotional preparedness for for social adaptation of of training activities, life in a foreign city environment. freshmen belonging to psychological comfort, Adaptation programs are needed for indigenous peoples. satisfaction with personal freshmen in institutions. professional growth and successful learning in the institution. 6 In the city of Yakutsk there are Envisage construction of student Allocate certain quotas in not enough beds in the dormitory, certain quotas should be dormitories for indigenous dormitories of educational allocated for indigenous representatives. institutions that train workers. representatives. 7 Contribution to the training of Educational institutions to strengthen Develop measures to enhance workers among indigenous professional counseling to attract the prestige of specialties peoples is the most effective in students to learn professions related to traditional land use terms of long-term social and associated with traditional land use and conservation of traditional educational effects. and conservation of traditional lifestyles. lifestyles. 8 There is a lack of skilled It is necessary to create conditions to Update and qualitative workers in organizations that create human resources for improvement of the staff of operate in areas with high professional institutions that operate the institutions of vocational concentration of indigenous in areas with high concentration of education, setting up a peoples. indigenous peoples. continuous system of retraining and advanced training of employees; ensuring the development of a set of measures for social support of staff and students, maintaining teaching staff in vocational education institutions. 9 Vocational education may To the extent possible to provide free Develop mechanisms for become inaccessible for or target places, grants, financial aid financial support to children whose parents are to pay for travel costs for students indigenous students. unable to pay for their children from places of compact residence of study in educational indigenous peoples. institutions. A large share of nonresident students, usually from poor families, leads to a reduction in the number of trained personnel working in 22 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Issues Recommendations on mitigating Specific solutions proposed measures in the framework of the Program the region and consequently would increase the flow of labor from outside the republic 10 The main reasons why Pay special attention to increasing Develop effective training graduates of indigenous peoples qualifications of personnel of programs for the workforce of do not work in a specialty or do indigenous peoples descent as many indigenous peoples not keep their employments in of them remain low-skilled workers the industry include: lack of for a long time. adequate qualifications, experience, difficult working conditions and relatively low earnings; part time employment, curtailment of traditional industries in the region. 11 Inability of enterprises to Provide effective assistance in Suggest contracts with provide housing for young promoting the integration of employers to offer the professionals make it graduates with workers, industrial, possibility of providing young practically impossible their multiethnic working collectives and indigenous professionals with continued employment in enterprises in the region; housing. industry enterprises concentrated mainly in cities and large towns. 12 The opinion of indigenous Pay special attention to the Forecasting of new specialties peoples in implementation, development of Arctic tourism and professions and opening, closing of certain (visiting the cold pole, northern native conversion of existing ones areas in the framework of villages and towns) related to the should be tailored based on workers training is not taken strengthening and modernizing the the needs of indigenous into account. Arctic production service. representatives. 13 The is an acute problem of Investigate the possibility of opening Open branches of educational training of workers and overall branches of educational institutions institutions in the village of conservation of reindeer in for professions related to reindeer in Topolinoe of Tomponsky ulus areas of compact residence of the village of Topolinoe of and the village of Hatystyr of indigenous peoples Tomponsky ulus and the village of Aldansky ulus; Hatystyr of Aldansky ulus; 14 In recent years, particularly Therefore, the discovery of Resumption and continuation importance is attached to new areas as well as continued of training for the profession ecological security, training for such professions as “Master of Forestryâ€?, preservation and protection of “Master of Forestryâ€?, “Huntsmanâ€? is “Huntsmanâ€? the Arctic environment, rational necessary in view of widespread additional qualification as part use of natural resources, violation of the traditional land use of of the profession “Study of the elimination of environmental indigenous peoples. Northâ€? consequences of economic It is worth thinking about additional activity in the face of increasing qualification in the specialty “Study economic activity and global of the Northâ€? as these professionals climate change. can incorporate comprehensive 23 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Issues Recommendations on mitigating Specific solutions proposed measures in the framework of the Program knowledge of the laws of the Arctic and northern natural and social processes. 15 There is a contradiction Carry out optimization of the Conduct foresight (forecast) between the need for further professional-qualification structure of market research of worker changes in professional- the network of vocational education professions given the market qualification training structure institutions; of priority sectors of the with the changing labor market convert part of vocational education traditional market Arctic infrastructure and the lack of institutions to training workers for economy. real demand for worker priority sectors of the traditional training, proven methods of Arctic economy. forecasting of worker training by profession and occupation. 9. BUDGET Sufficient resources from the fund will be allocated to cover all costs associated with the implementation of “precautionsâ€? (including travel, accommodation, translation and interpretation), as well as costs associated with the operation, monitoring and evaluation. Additional public hearings in the village of Cherksky of Nizhekolymskiy ulus will be held in conjunction with regular annual reports of the official representatives of the republic's authorities in these settlements, thus reducing some of the costs. In case of negative impact during the extensive consultations in the framework of this pilot Program funds will be immediately allocated to mitigate these effects. 10. DISCLOSURE ARRANGEMENTS The pilot Program will be widely disseminated among the indigenous population in the project sites in Russian and Yakut languages. The decision to translate the documents into the languages of the local indigenous population will be taken depending on the specific needs of each locality. If the documents are not translated into the languages of indigenous peoples, representatives of the Association on the ground will make sure that all residents understand their content and will respond to all their questions and complaints. The Association will also provide written documentation confirming that site has consulted with representatives of indigenous peoples and does not consider it necessary to provide translation into the even language. The documents will be available in the local administration building of the village, on the 24 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 website of the Ministry of vocational education, personnel training and placement of the Republic of Sakha (Yakutia). When changes are made to the pilot Program, the new edition will also be made available. 11. CONCLUSION The Program “Workforce Skills Development for Socio-Economic Development of the Republic of Sakha (Yakutia)â€? can contribute to socio-economic development of the region with due consideration of specific features and prospects of territories, industrial facilities and settlements aiming to improve the lives of peoples living in the North, promote ethnic subnational entities, develop social infrastructure, industrial and mining enterprises, energy and transport systems. The Program can bring skilled workforce and professionals to the regional labor market, help to better and more effectively engage young professionals and workers from IP in mega-projects, convert irrelevant and offer new occupations and professions demanded by the labor market. 25 ANNEX 1. REPORT ON CONSULTATION ON THE DRAFT INDIGENOUS PEOPLES PLANNING FRAMEWORK WITH INTERESTED PARTIES Date: June 5, 2014 Venue: Yakutsk Venue Objective Invitees Participants Summary, conclusions and comments Yakutsk To describe the The public consultation announcement was List attached below On the meeting presentations were made credit line, published at on: Indigenous Peoples Planning including IPPF, http://sakha.gov.ru/node/175289. Framework for the project. Environmental Guidelines and An invitation to participate in Consultation The attendees actively participated in solicit feedback was also sent to the following institutions discussions, which were mainly focused (sample attached below): on the Bank’s Indigenous Peoples Planning procedures and capability of ï‚· Association of Small-Numbered authorities to perform monitoring of sub- Indigenous Peoples of the North projects. ï‚· Standing Committee on Small- After the meeting, on the basis of input Numbered Indigenous Peoples of from participants as well as electronically the North and Arctic Affairs (State received comments from interested parties Assembly) on Summary Draft IPPF posted one week ï‚· Institute of Humanitarian earlier on MES, there were relevant Research and Problems of Small- corrections made in both IPPF main text Numbered Indigenous Peoples of and IPPF Annexes to better meet stakeholders’ concern. the North (Siberian Branch, Russian Academy of Sciences) 26 Annex 1 Public disclosure of IPPF (in Russian) 27 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Public disclosure of IPPF (in English) The Ministry of Vocational Education, Training and Workforce Deployment of the Republic of Sakha (Yakutia) Draft Competition applications In the course of implementing the project “Workforce Development for Socio-Economic Development of Russian Regionsâ€? for 2014-2019, the Ministry of Vocational Education, Training and Workforce Deployment of the Republic of Sakha (Yakutia) has submitted to public consideration the Indigenous Peoples Framework Assessment for the above project. The Framework intends to identify positive and negative impacts of the project on indigenous and small-numbered peoples of the Republic of Sakha (Yakutia) (IP) as well as to minimize negative and enhance positive impacts based on free, prior and informed consultations with the IP. Please submit your comments and suggestions regarding the project to: 677000 Yakutsk, 26, room 406, tel./fax 8(4112) 42-05-96, upo_mnipo@mail.ru 28 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Invitation letter (In Russian) 29 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Invitation letter (In English) REPUBLIC OF SAKHA (YAKUTIA) Ministry of Vocational Education, Training and Staffing Kurashova Str., 36, Yakutsk, 677000, tel. 8(4112)42-35-89, fax 8(4112)42-51-59 hppt://www.sakha.gov.ru/minprof E-mail: minprof@sakha.gov.ru May 30, 2014 # 01-14/2066 A.V. Krivoshapkin Chairman Association of Small-Numbered Indigenous Peoples of the North People’s Deputy Re.: Public Hearings Dear Andrey Vasilievich, As part of the Skills for Regional Development Project to be implemented in 2014 – 2019, the Ministry of Vocational Education, Training and Staffing of the Republic of Sakha (Yakutia) is presenting the draft Indigenous Peoples Planning Framework for the project, made publicly available for discussion at the official site of the Ministry (hppt://www.sakha.gov.ru/node/175289). The Indigenous Peoples Planning Framework was prepared to identify both positive and negative impact of the program on small-numbered indigenous peoples of the Republic of Sakha (Yakutia) and ensure minimization of negative impact and enhancement of benefits through prior free informed consultations with IPs. In view of this, we are inviting you and other members of the Association to take part in the public hearings of the draft to take place at 05:00 p.m., on June 5, 2014 (the assembly hall, Kurashova Str., 36, Yakutsk). Proposals and commends may be forwarded to the Ministry by phone/fax: 8(4112)42-05-96 or by e-mail: upo_mnipo@mail.ry. Attachment: one copy of the Draft Indigenous Peoples Planning Framework on 28 pages Sincerely, A.N. Shishigina Deputy Minister 30 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Minutes of Consultations ПРОТОКОЛ публичного Ñ?лушаниÑ? по проекту РамочнаÑ? оценка по вопроÑ?ам коренных малочиÑ?ленных народов к проекту «Подготовка рабочих кадров длÑ? Ñ?оциально-Ñ?кономичеÑ?кого развитиÑ? регионов на 2014-2019 годы» от 05 июнÑ? 2014года Ð?ачало: 17ч.00м. Ð?а публичном Ñ?лушании приÑ?утÑ?твовали: 18 чел. руководители профеÑ?Ñ?иональных образовательных учреждений, предÑ?тавители общеÑ?твенных организаций, научные работники (Ñ?пиÑ?ок учаÑ?тников прилагаетÑ?Ñ?). ПовеÑ?тка днÑ? 1. ОбÑ?уждение проекта «Подготовка рабочих кадров длÑ? Ñ?оциально - Ñ?кономичеÑ?кого развитиÑ? регионов на 2014-2019 годы» Шишигина Ð?.Ð?., замеÑ?титель миниÑ?тра профеÑ?Ñ?ионального образованиÑ?, подготовки и раÑ?Ñ?тановки кадров РеÑ?публики Саха (ЯкутиÑ?) ознакомила учаÑ?тников публичного Ñ?лушаниÑ? Ñ? проектом «Подготовка рабочих кадров длÑ? Ñ?оциально-Ñ?кономичеÑ?кого развитиÑ? регионов на 2014-2019 годы». ВопроÑ?Ñ‹: ВопроÑ?: Было предложение открытие колледжа оленеводÑ?тва в Ñ?. Тополиное ТомпонÑ?кого района. Ответ: Развитие учреждений профеÑ?Ñ?ионального образованиÑ?, в том чиÑ?ле открытие новых учреждений профеÑ?Ñ?ионального образованиÑ? вложено в гоÑ?ударÑ?твенной программе «Развитие профеÑ?Ñ?ионального образованиÑ? РеÑ?публики Саха (ЯкутиÑ?) на 2014-2016 годы». Открытие новых учреждений предуÑ?матривает вложение финанÑ?овых Ñ?редÑ?тв, так как Ñ?то Ñ?троительÑ?тво новых объектов. К Ñ?ожалению, данной программой на Ñ?троительÑ?тво Ñ?редÑ?тва не предуÑ?мотрены. ВопроÑ?: Ð’ Ñ?вÑ?зи Ñ? новым законом образованиÑ? как будут получать профеÑ?Ñ?иональное образование молодежь, не имеющее Ñ?реднего полного общего и оÑ?новного образованиÑ?? Ответ: Они могут получать профеÑ?Ñ?иональное образование на краткоÑ?рочных курÑ?ах. С прошлого года мы практикуем, в целÑ?Ñ… поддержки такой молодежи и наÑ?елениÑ?, обучение на краткоÑ?рочных курÑ?ах за Ñ?чет Ñ?редÑ?тв бюджета. Таким образом, наÑ?еление не завиÑ?имо от возраÑ?та могут 31 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 получить рабочую квалификацию беÑ?платно. Таких меÑ?Ñ‚ предуÑ?мотрено в 2014 году 630 по Ñ?равнению Ñ? 2013 годом увеличено на 256 меÑ?Ñ‚. ВопроÑ?: Коренные малочиÑ?ленные народноÑ?ти Севера имеют ли льготы при поÑ?туплении? Ответ: Молодежь из чиÑ?ла малочиÑ?ленных народов реÑ?публики поÑ?тупают в выÑ?шие учреждениÑ? профеÑ?Ñ?ионального образованиÑ? на общих оÑ?нованиÑ?Ñ… по конкурÑ?у. ПоÑ?тупление в учреждениÑ? Ñ?реднего профеÑ?Ñ?ионального образованиÑ? общедоÑ?тупное. ЕÑ?ли образуетÑ?Ñ? конкурÑ? по той или иной Ñ?пециальноÑ?ти, то учитываетÑ?Ñ? Ñ?редний балл аттеÑ?тата. ВопроÑ?: ИмеетÑ?Ñ? ли повышенные Ñ?типендии длÑ? малочиÑ?ленных народов Севера? Ответ: Специальные повышенные Ñ?типендии длÑ? обучающихÑ?Ñ? из чиÑ?ла малочиÑ?ленных народов в учреждениÑ?Ñ… Ñ?реднего профеÑ?Ñ?ионального образованиÑ? не предуÑ?матриваетÑ?Ñ?. ВопроÑ?: СохранилаÑ?ÑŒ ли подготовка кадров в Ð?ижнеколымÑ?ком колледже народов Севера по Ñ?пециальноÑ?ти «Педагогика и методика начального образованиÑ?»? Ответ: Ð’ наÑ?тоÑ?щее времÑ? подготовка учителей начальных клаÑ?Ñ?ов в Ð?ижнеколымÑ?ком колледже народов Севера приоÑ?тановлена, Ñ‚.к. потребноÑ?Ñ‚ÑŒ в таких кадрах обеÑ?печивают ВилюйÑ?кий педагогичеÑ?кий колледж и ЯкутÑ?кий педагогичеÑ?кий колледж. Ð’Ñ‹Ñ?туплениÑ?: 1. БориÑ?ова У.С. Данный проект предуÑ?матривает подготовку рабочих кадров длÑ? Ñ?оциально-Ñ?кономичеÑ?кого развитиÑ? РеÑ?публики Саха (ЯкутиÑ?), в том чиÑ?ле из чиÑ?ла малочиÑ?ленных народов Якутии. Ð’ Ñ?вÑ?зи Ñ? Ñ?тим необходимо поÑ?мотреть в проекте, не ущемлены ли права коренных малочиÑ?ленных народов Севера. 2. МарфуÑ?алова Ð?.Д. Ð’ проекте необходимо учитывать Ñ?пецифику подготовки кадров в колледже г. Ð?ерюнгри, так как в Ð?ерюнгринÑ?ком районе проживают малочиÑ?ленные народноÑ?ти Севера. 3. Кривошапкин Ð?.Ð’. Данный документ длÑ? наÑ? новый, ранее такого у наÑ? не было. Как предÑ?едатель Ð?Ñ?Ñ?оциации народов Севера предлагаю поддержать данный проект. Мы будем активно учаÑ?твовать в реализации данного проекта. Мы поддерживаем и более того изъÑ?влÑ?ем желание Ñ?отрудничать. Ð’ текущем 2014 году должен быть ориентиром Год Ð?рктики. Ð’ Ñ?вÑ?зи Ñ? Ñ?тим, в Ñ?ередине октÑ?брÑ? отмечаетÑ?Ñ? 25-летие Ð?Ñ?Ñ?оциации, приуроченное Году Ð?рктики. Ð’ рамках Года Ð?рктики и в Ñ?вÑ?зи Ñ? Ñ?той датой проведем научно-практичеÑ?кую конференцию. Ð’ данных мероприÑ?тиÑ?Ñ… предлагаю провеÑ?ти круглый Ñ?тол по данной теме, так как подготовка кадров длÑ? Севера, длÑ? Ð?рктики – Ñ?то оÑ?новной вопроÑ? развитиÑ?. Мы Ñ?оберем Ñ?воих 32 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 активиÑ?тов, отдадим Ñ?вои наработки и предложениÑ?. Ð’ дальнейшем Ð?Ñ?Ñ?оциацию будет веÑ?ти Ð’Ñ?чеÑ?лав Иванович, надо будет обратитьÑ?Ñ? к нему. Я Ñ?о Ñ?воей Ñ?тороны вÑ?егда буду держать в поле Ñ?воего зрениÑ?. Ð?адо чтобы на вÑ?е деловые обращениÑ? Ð?Ñ?Ñ?оциации были положительные реакции. Также предлагаю открыть длÑ? развитиÑ? таежного оленеводÑ?тва в Ñ?. Тополиное ТомпонÑ?кого района колледж. Ð?ижнеколымÑ?кий колледж народов Севера находитÑ?Ñ? Ñ?лишком далеко, до него добратьÑ?Ñ? трудно. Там обучаетÑ?Ñ? оленеводов тундровиков, поÑ?кольку там тундра. Ð? Тополиное – Ñ?то центр, Ñ?юда Ñ?тикаютÑ?Ñ? ОймÑ?конÑ?кий, МомÑ?кий и ВерхоÑ?нÑ?кий улуÑ?Ñ‹, они между Ñ?обой Ñ?вÑ?зываютÑ?Ñ?. Открытие колледжа таежного оленеводÑ?тва было бы здорово, помогло бы привлечь молодежь к оленеводÑ?тву. 4. Кривошапкин Ð?.Ð’. Ð?еобходимо поддержать Ñ?оздание техникума в Ñ?. Тополиное. Очень хорошо, что открыли Центр развитиÑ? оленеводÑ?тва в Ð?ижнеколымÑ?ком улуÑ?е. ВышеÑ?казанные мною мероприÑ?тиÑ? будут также проведены в рамках меÑ?Ñ?чника, поÑ?вÑ?щенного 100-летию образованиÑ? ЯкутÑ?кой Ð?ССР. Ð?а круглом Ñ?толе необходимо раздать материалы об учреждениÑ?Ñ… профеÑ?Ñ?ионального образованиÑ?. 5. МарфуÑ?алова Ð?.Д. ДлÑ? коренных народов Севера нужно организовать Ñ?квозное образование: детÑ?ад – школа – профеÑ?Ñ?иональное образование. Ð’ школах не хватает учителей предметников, поÑ?тому уровень школьников очень низкий. ЕГЭ Ñ?дают на низкие баллы. ПоÑ?тому необходимо такаÑ? Ñ?хема образованиÑ?, оÑ?обенно в мелких поÑ?елениÑ?Ñ…. Должна быть Ñ?вÑ?зь детÑ?кого Ñ?ада Ñ?о школой, школы Ñ? учреждениÑ?ми профеÑ?Ñ?ионального образованиÑ?. Ð?а Ñ?егоднÑ? идет Ñ?тарение кадров на Севере, молодежь не идет. СейчаÑ? Ñ?иÑ?тема образованиÑ? направлена на получение качеÑ?твенного знаниÑ?, и не направлена на воÑ?питание нравÑ?твенных идеалов. ПрофеÑ?Ñ?иональное образование должно быть взаимоÑ?вÑ?зано Ñ?о школой. ДлÑ? малочиÑ?ленных народов, длÑ? Ñ?охранениÑ? их традиционного образа жизни и промыÑ?ла профеÑ?Ñ?иональное обучение необходимо. 6. Шадрин Ð’.И. При реализации мероприÑ?тий, предуÑ?мотренных в рамке, учитывать Ñ?ущеÑ?твующую нормативно-правовую базу. Ð’ проекте добавить повышение квалификации работающих оленеводов и организацию выездного обучениÑ? работающего взроÑ?лого наÑ?елениÑ? Севера. Комментарии/решениÑ?: По пункту 1: РамочнаÑ? оценка по вопроÑ?ам коренных малочиÑ?ленных народов учитывает данный вопроÑ?. По пункту 2: Специфика подготовки кадров в колледже г. Ð?ерюнгри будет учитыватьÑ?Ñ? при дизайне проекта. 33 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 По пункту 3: СтроительÑ?тво новых образовательных учреждений не планируетÑ?Ñ? в рамках данного проекта. По пункту 4: СтроительÑ?тво новых образовательных учреждений не планируетÑ?Ñ? в рамках данного проекта. По пункту 5: При разработке новых программ профеÑ?Ñ?ионального обучениÑ? в рамках проекта в РеÑ?публике Саха (ЯкутиÑ?) будет учитыватьÑ?Ñ? их преемÑ?твенноÑ?Ñ‚ÑŒ Ñ? программами общего образованиÑ?. Данный аÑ?пект отразить в рамочной оценке по вопроÑ?ам коренных малочиÑ?ленных народов. По пункту 6: Ð?овые короткие программы профеÑ?Ñ?ионального обучениÑ?, разрабатываемые в рамках проекта в РеÑ?публике Саха (ЯкутиÑ?), будут учитывать потребноÑ?Ñ‚ÑŒ профеÑ?Ñ?ий коренного наÑ?елениÑ?. При реализации мероприÑ?тий, предуÑ?мотренных в рамке, проектом будет учитыватьÑ?Ñ? Ñ?ущеÑ?твующаÑ? нормативно-правоваÑ? база. Данные аÑ?пекты необходимо отразить в рамочной оценке по вопроÑ?ам коренных малочиÑ?ленных народов. Подготовка оленеводов может быть поддержана проектом, еÑ?ли МиниÑ?терÑ?тво профеÑ?Ñ?ионального образованиÑ?, подготовки и раÑ?Ñ?тановки кадров РеÑ?публики Саха (ЯкутиÑ?) определит программу подготовки по данной профеÑ?Ñ?ии как приоритетную. ЕдиноглаÑ?ным голоÑ?ованием принÑ?то решение: Одобрить проект Ñ? учетом выÑ?казанных предложений. ОбщеÑ?твенные Ñ?лушаниÑ? завершилиÑ?ÑŒ 18 ч. 40 м. Протокол вела: Л.И.Иванова 34 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Public hearings to discuss the draft Indigenous Peoples Planning Framework (IPPF) for the Skills for Regional Development Project to be implemented in 2014-2019 MINUTES June 5, 2014 05:00 p.m. The public hearings were attended by 18 persons: managers of TVET schools, representatives from civil society organizations and research officers (the list of participants is attached). Agenda 2. Discuss the Skills for Regional Development Project to be implemented in 2014-2019 A.N. Shishigina, Deputy Minister of Vocational Education, Training and Staffing of the Republic of Sakha (Yakutia), informed the audience about the Skills for Regional Development Project to be implemented in 2014-2019. Questions and answers: Question: It was proposed to open a reindeer herding college in Topolinoye Village in the Tompo Rayon. Answer: The development of vocational education organizations, including opening of new ones, is planned as part of the government program titled Vocational Education Development in the Republic of Sakha (Yakutia) for 2014-2016. Opening of new TVET schools requires investment of financial resources because it means construction of new facilities. Unfortunately, this program does not provide for funding the construction. Question: How will young people without complete secondary general and basic education receive education in accordance with the new law on education? Answer: They will be able to receive vocational education through short training courses. Since 2013, in support of such youth and other people, we have been providing training via short courses, funded from the budget. Therefore, regardless of the age, people may acquire vocational skills on a gratis basis. In 2014, there will be 630 free places at such courses, i.e. by 256 places more than in 2013. Question: Do small-numbered indigenous peoples of the North have any benefits at admission? Answer: In Yakutia, indigenous youth is admitted to tertiary education institutions according to the general rules on a competitive basis. Admission to secondary vocational schools is accessible for all. If the number of applicants to a program exceeds the number of places, the Grade Point Average is taken into account to select students. Question: Are there enhanced stipends for small-numbered indigenous peoples of the North? Answer: Enhanced stipends are not paid in secondary TVET schools to specifically benefit 35 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 students from small-numbered indigenous peoples of the North. Question: Does the Nizhnekolymsk College of Peoples of the North continue to provide specialized training in primary education pedagogics and teaching methods? Answer: Currently, the Nizhnekolymsk College of Peoples of the North suspended its training of primary school teachers because the demand for them is met by the Vulyuysk Teacher Training College and the Yakutsk Teacher Training College. Comments: 1. U.S. Borisova: This project is to provide workforce training for social and economic development in the Republic of Sakha (Yakutia), including such training for small-numbered indigenous peoples of Yakutia. Therefore, it is necessary to make sure that the project does not infringe the rights of small-numbered peoples of the North. 2. A.D. Marphusalova: The project should take into account the specifics of training in the college in Neryungri as the Neryungri Rayon homes small-numbered indigenous peoples of the North. 3. A.V. Krivoshapkin: The document is new for us; we have not faced anything similar earlier. As the Chairman of the Association of Peoples of the North, I propose to support this project. We shall take an active part in its implementation. We support it, and, moreover, express our willingness to cooperate. In 2014, the focus should be made on the Polar Year. In addition, in mid-October, the Association is going to celebrate its 25th anniversary, coinciding with the Polar Year. To mark the Polar Year and the anniversary, we shall hold a conference. I suggest organizing a roundtable under this Conference to discuss workforce training issues in view of the fact that human resource training for the North, for the Arctic Region is a key development issue. We shall bring together our active members, and present our best practices and proposals. In future, the Association will be chaired by Mr. V.I. Shadrin, so he should be approached. On my part, I shall keep watching the development. It is necessary to ensure that all business communications of the Association have positive responses. I am also proposing to open a college in Topolinoye Village in the Tompo Rayon for promoting taiga reindeer herding. The Nizhnekolymsk College of Peoples of the North is located too far, it is difficult to get there. It trains tundra reindeer herders because it is situated in tundra. Topolinoye Village is a centre for the Oimyakonskiy, Momskiy and Verkhoyanskiy Uluses which are linked with one another. It would be really great to open a college for taiga reindeer herding – it would attract youth to reindeer herding. 4. A.V. Krivoshapkin: It is necessary to support the idea of opening such a college in Topolinoye Village. It is very good that we have opened the Centre of Reindeer Herding Development in the Nizhnekolymsk Ulus. We are also going to organize events on the occasion of the Month of Celebrating the 100th anniversary of the Yakut Autonomous Soviet Socialist Republic. Roundtable participants should be provided with handouts on how vocational education was instituted. 5. A.D. Marphusalova: It is necessary to put in place a system of integrated education for indigenous peoples of the North: kindergarten-school-vocational education. Schools lack subject teachers therefore the levels of learning achievement are very low. School leavers have poor results of the Unified State Exam. So, it is necessary to put in place such education arrangements, especially, in small settlements. There should be links between the kindergarten and school and between the school and vocational education institutions. As of today, we are facing ageing of human resources in the North, youth would not come. The existing education system is focused on providing high-quality knowledge rather than on fostering ethical values. Vocational education should be interlinked with the general school. 36 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 Vocational training is necessary for small-numbered peoples to preserve their traditional lifestyles and economies. 6. V.I. Shadrin: Project activities reflected in the IPPF should be implemented in consideration of existing regulatory and legal framework. Add professional development for practicing reindeer herders and in-service training for adult people in the North. Response/decisions: On the 1st issue: Indigenous Peoples Planning Framework already addresses the issue. On the 2nd issue: The project will take into account the specifics of training in the college in Neryungri. On the 3rd issue: Construction of new educational institutions is not planned in the framework of the Project. On the 4th issue: Construction of new educational institutions is not planned in the framework of the Project. On the 5th issue: New TVET programs developed within the project in Republic of Sakha (Yakutia) will provide opportunities for smooth transition from school to college. The issue will be reflected in the text of IPPF. On the 6th issue: Project activities will be implemented in consideration of existing regulatory and legal framework. New short TVET programs developed within the project in Republic of Sakha (Yakutia) will take into account demand in occupations from IP side. Issues will be reflected in the text of IPPF. Reindeer herders can be part of the project if the MOES selects this occupation as a priority program to be supported. The participants unanimously voted for the decision to endorse the draft upon accommodation of the expressed proposals. The public hearings were completed and closed at 06:40 p.m. The above records made by: L.I. Ivanova Deputy minister A.N. Shishigina 37 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 List of Participants 38 Indigenous Peoples Planning Framework for the Workforce Skills Development for Socio- Economic Development of the Republic of Sakha (Yakutia) for 2014-2019 39