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Kyrgyz Republic
Learning for the Future Project
ENVIRONMENTAL AND SOCIAL
MANAGEMENT FRAMEWORK
Bishkek
November 2019
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Contents
EXECUTIVE SUMMARY ........................................................................................................................................... 5
1. INTRODUCTION .............................................................................................................................................. 14
1.1 PURPOSE OF THE ESMF .............................................................................................................................. 14 1.2 RATIONALE FOR THE ESMF ........................................................................................................................ 14 1.3 APPROACH AND METHODOLOGY FOR THE PREPARATION OF ESMF ........................................................... 14 1.4 PROJECT DESCRIPTION ................................................................................................................................ 14 1.5 SECTORAL AND INSTITUTIONAL CONTEXT .................................................................................................. 18 1.6 PROJECT INSTITUTIONAL AND IMPLEMENTATION ARRANGEMENTS ............................................................ 23
2. BASELINE DATA ............................................................................................................................................. 25
2.1 LOCATION AND SIZE ................................................................................................................................... 25 2.2 PHYSICAL ENVIRONMENT ........................................................................................................................... 25 2.3 TOPOGRAPHY AND DRAINAGE .................................................................................................................... 26 2.4 LAND USE ................................................................................................................................................... 27 2.5 BIOLOGICAL ENVIRONMENT-ECOSYSTEMS................................................................................................. 28 2.6 SOCIO-ECONOMIC BACKGROUND ............................................................................................................... 29
3. SOCIAL ASSESSMENT .................................................................................................................................... 31
3.2. ECONOMICAL GEOGRAPHY ................................................................................................................................ 35 3.3. INCOME ............................................................................................................................................................. 37 3.4. GENDER ASSESSMENT ....................................................................................................................................... 40 3.5. VULNERABLE GROUPS ...................................................................................................................................... 42 3.6. KEY BENEFICIARIES. ......................................................................................................................................... 42 3.7. DETERMINATION OF THE CIRCLE OF STAKEHOLDERS ......................................................................................... 42
4. DESCRIPTION OF THE ADMINISTRATIVE, POLICY AND REGULATORY FRAMEWORK ................ 51
4.1 THE LEGAL, REGULATORY AND POLICY FRAMEWORK ............................................................................... 51 4.2 RELEVANT SECTOR POLICIES AND REFORMS (IF APPLICABLE) ................................................................... 52 4.3 RELEVANT INSTITUTIONS ........................................................................................................................... 53
5. RELEVANT WORLD BANK ENVIRONMENTAL & SOCIAL STANDARDS ............................................ 56
5.1 ESS 1 - ASSESSMENT AND MANAGEMENT OF ENVIRONMENTAL AND SOCIAL RISKS AND IMPACTS ........... 56 5.2 ESS 2 – LABOR AND WORKING CONDITIONS .............................................................................................. 57 5.3 ESS 3 – RECOURSE AND EFFICIENCY, POLLUTION PREVENTION AND MANAGEMENT ................................. 57 5.4 ESS 4 – COMMUNITY HEALTH AND SAFETY ............................................................................................... 58 5.5 ESS 5 – LAND ACQUISITION, RESTRICTIONS ON LAND USE AND INVOLUNTARY RESETTLEMENT .............. 58 5.6 ESS8 – CULTURAL HERITAGE .................................................................................................................... 58 5.7 ESS 10 – STAKEHOLDER ENGAGEMENT AND INFORMATION DISCLOSURE.................................................. 59
6. DETERMINATION OF POTENTIAL ENVIRONMENT AND SOCIAL IMPACT........................................ 60
6.1 POSITIVE IMPACTS ...................................................................................................................................... 60 6.2 POTENTIAL ADVERSE ENVIRONMENTAL IMPACTS ...................................................................................... 60 6.3 ADVERSE ENVIRONMENTAL IMPACTS ......................................................................................................... 61 6.4 ADVERSE SOCIAL IMPACTS ......................................................................................................................... 62 6.5 POTENTIAL CUMULATIVE IMPACTS ............................................................................................................ 63 6.6 ENVIRONMENTAL & SOCIAL MANAGEMENT PROCESS ............................................................................... 63 6.7 MONITORING PLANS AND INDICATORS ....................................................................................................... 75 6.8 SPECIFIC PROJECT ISSUES ........................................................................................................................... 76 6.9 MONITORING ROLES AND RESPONSIBILITIES .............................................................................................. 76
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7. PROJECT REVIEW, COORDINATION & IMPLEMENTATION ARRANGEMENTS ................................ 79
7.1 SUB PROJECT INVESTMENT REVIEW ........................................................................................................... 79 7.2 OVERALL PROJECT COMPLIANCE AND REPORTING ..................................................................................... 81
8. CAPACITY BUILDING, TRAINING AND TECHNICAL ASSISTANCE ..................................................... 83
8.1 INSTITUTIONAL CAPACITY FOR ESMF IMPLEMENTATION .......................................................................... 83 8.2 IDENTIFICATION OF CAPACITY NEEDS ........................................................................................................ 83 8.3 ESMF IMPLEMENTATION BUDGET ............................................................................................................. 84
9. PUBLIC CONSULTATION AND DISCLOSURE ........................................................................................... 86
9.1 ESMF DISCLOSURE .................................................................................................................................... 86 9.2 PUBLIC CONSULTATION .............................................................................................................................. 86 9.3 GRIEVANCE REDRESS MECHANISM ............................................................................................................ 86 ANNEXES .............................................................................................................................................................. 89 ANNEX 1. SCREENING OF RISKS CATEGORIES OF PROPOSED TYPES OF SUBPROJECTS ............................................. 90 ANNEX 2. EXCLUSION LIST ...................................................................................................................................... 91 ANNEX 3. ENVIRONMENTAL SCREENING CHECKLIST - FORMS ................................................................................ 92 ANNEX 4. SOCIAL SCREENING CHECK LIST AND REPORTING .................................................................................. 97 ANNEX 6. INDICATIVE OUTLINE OF ESMP ............................................................................................................. 101 ANNEX 7. ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN CHECKLIST (FOR SMALL SCALE
CONSTRUCTION/REHABILITATION SUB-PROJECTS).................................................................................................. 103 ANNEX 8. ASBESTOS CONTAINING MATERIAL MANAGEMENT PLAN (EXAMPLE) .................................................. 110 ANNEX 9. HEALTH, SAFETY AND WELLBEING INSPECTION CHECKLISTS ............................................................... 112 ANNEX 10. LIST OF CERTAIN BORDER AREAS OF THE KYRGYZ REPUBLIC WITH SPECIAL STATUS. ...................... 127 ANNEX 11. COVERAGE OF CHILDREN BY PRESCHOOL EDUCATION IN URBAN SETTLEMENTS AND RURAL AREAS BY
TERRITORY BY YEAR, AT %. ................................................................................................................................... 128 ANNEX 12. SETTLEMENTS LOCATED IN THE HIGH AND REMOTE ZONES OF THE KYRGYZ REPUBLIC ....................... 129 ANNEX 13. LIST OF ORGANIZATIONS AND NGOS WORKING IN VILLAGES WITH MIGRANT FAMILIES ........................ 131 ANNEX 14. AIYL AIMAKS THAT DO NOT RECEIVE EQUALIZING TRANSFERS FROM THE REPUBLICAN BUDGET. ...... 132 ANNEX 15. MINUTES OF ESMF PUBLIC CONSULTATIONS ...................................................................................... 133
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LIST OF ACRONYMS & ABBREVIATIONS
BPFAD Budget, Policy and Financial Analysis Department
CLASS Classroom practices observation instrument
CPD Continuous Professional Development
CPF Country Partnership Framework
DP Donor Partner
DPCC Donor Partners Coordination Council
ECD Early Childhood Development
ECE Early Childhood Education and Care
EDI Early Development Instrument
EGRA Early Grade Reading Assessment
ESMF Environmental and Social Management Framework
ESP Education Sector Plan
GNI Gross National Income
GRS Grievance Redress Service
IITT In-Service Institute for Teacher Training
KEEP Kyrgyz Early Education Project
MoCIT Ministry of Culture, Information and Tourism
MoES Ministry of Education and Science
MoF Ministry of Finance
NER Net Enrollment Rate
NSBA National Sample-Based Assessment
NSC National Steering Committee on Coordination of Program and Projects
NTC National Testing Centre
OECD Organization for Economic Cooperation and Development
ORF Oral Reading Fluency
OIITT Oblast Institute of In-Service Teacher Training
PCU Project Coordination Unit
PFM Public Financial Management
PDO Project Development Objective
PIAAC Programme for the International Assessment of Adult Competencies
PRAMS Procurement Risk Assessment and Management System
PSSOED Pre-School, Secondary School, and Out-of-School Education Department
READ Education Aid for Development
SbKs Shift-based kindergartens
SDG Sustainable Development Goals
SSER Sector Support for Education Reform
STEP Systematic Tracking of Exchange in Procurement
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EXECUTIVE SUMMARY
The Government of the Kyrgyz Republic has requested the World Bank to provide support in preparation
and implementation of the Learning for the Future Project. The Government has assigned the Ministry of
Education and Science as an implementing agency for the project.
The Project Development Objective is to enhance school readiness and teacher effectiveness in pre-
school through secondary education in targeted communities.
Project components and activities. The Project is composed of the following components:
Component 1: Enhancing Teaching and Learning (USD 47 million)
The objective of this component is to increase equitable access to quality early childhood education and
enhance the effectiveness of teaching-learning practices in pre-school through secondary education. The
component will work to expand community-based kindergartens (CbKs) in poor rural areas; build the
capacities of teachers for effective teaching including for students from diverse backgrounds; provide more
teaching-learning resources for teachers and students that are gender-sensitive and inclusive; and strengthen
assessments to improve learning in the classroom and strengthen education policy. There are four sub-
components:
• Subcomponent 1.1: Expanded school readiness for underserved children
The objective of this sub-component is to increase access to early childhood education in poor rural
areas with no or low access, through establishing community-based kindergartens (CbKs). The
project will support the creation of 500 new CbKs enrolling approximately 75,000 children aged
3-5 years.
• Subcomponent 1.2: Increased effectiveness in teaching practice
The objective of this subcomponent is to increase teacher capacities in pre-school and general
secondary education through the strengthened design and delivery of teacher training programs
aligned to the new curricula and evidence from the science of learning.
• Subcomponent 1.3: Technology-enabled support for learning
The objective of this component is to strengthen teacher capacities for effective teaching through
digital resources aligned to the new curriculum that complement new textbooks. The package will
consist of an e-library; six multi-media classrooms; and IT equipment for teachers and school
administrators. The schools will be selected from villages in the bottom 40 per cent by income.
The project will finance an IT platform to 1,000 schools (approximately 45 per cent of all schools).
• Subcomponent 1.4: Enhancing measurement of learning
The objective of this subcomponent is to improve the measurement of teaching-learning practices
and student learning, through strengthening the design and administration of various assessment
and learning outcome instruments that complement the proposed roll-out of the Early Development
Instrument to track child development in pre-school and continued implementation of the Early
Grade Reading Assessment at grade 2.
Component 2: Managing implementation for results (USD 3 million)
• Subcomponent 2.1 Implementation Support
This component will support the coordination, technical quality and fiduciary integrity of
implementation; and the monitoring, evaluation and reporting on project processes and results. It
also supports systems to collect beneficiary feedback to inform project implementation.
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• Subcomponent 2.2 Citizen engagement.
Citizens will be engaged in the implementation of activities across the project, building on the
systems already in place to engage stakeholders such as parents and community members.
Project Beneficiaries:
1. The project is expected to directly benefit (approximate numbers):
• 75,000 children aged 3-5 years who will enroll in newly established CbKs
• 1,500 kindergarten teachers recruited for the CbKs, who will be trained on early childhood
development and the pre-school curriculum
• 30,000 primary and secondary teachers, who: work at target schools that will receive an IT
platform; are trained for digital literacy; commit to follow the strengthened training programs
provided to the IITTs; or work at schools where CLASS is institutionalized
• 440,000 primary and secondary students who attend the target schools.
2. Indirect beneficiaries are expected to be:
• 50,000 primary and secondary teachers (at non-target schools), who will gain access to the
strengthened training programs provided to the IITTs and to digital content developed under
the project and made accessible online
• the parents, caregivers and household members of students in the 500 communities where the
CbKs are newly established and the 1,000 communities where the target schools are located.
Project location. The project activities will be implemented in the territory of the Kyrgyz Republic.
Locations of the selected project CbKs under Sub-component 1.1 will be identified during the project
implementation. Schools under IT-platform of Sub-component 1.3 will be also selected at the
implementation stage, but expected to be throughou the country.
Potential environmental risks and impacts. The proposed project components are environmentally
benign except that the subcomponent 1.1 will support installation of indoor water latrines and sanitation
facilities designed for children on the premises of about 500 existing community CbKs buildings (same
foot print), which will involve existing building renovations. These renovation activities will not generate
adverse environmental impacts or substantial risks for human population, and the predictable impacts are
expected to be temporary, reversible, low in magnitude and site-specific. The expected environmental risks
include: improper care, handling and storage of construction material and waste, generation of excessive
noise and dust levels, and health impacts related to inadequate disposal of asbestos-containing material. As
indoor water, sanitary and hygiene facilities are part of this subcomponent, wastewater discharged without
proper septic tanks or filters may cause soil and groundwater pollution. The CbK locations are in built-up
areas that are not expected to be in proximity to areas of biodiversity significance or cultural heritage.
Subcomponent 1.3 will finance procurement and installation of IT-platform in about 1,000 schools, and
proper disposal of obsolete electronic components and materials in future is necessary to avoid air and
groundwater pollution by electronic waste.
Adherence to good Occupational Health and Safety (OHS) practices will be required for all types of works
supported by the project.
The project will support IT equipment for teaching and learning purposes. As an integral project activity,
the project will finance preparation of an environmentally sound installation and disposal plan for all
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electronic equipment to be financed by the project to ensure that this equipment will not cause
environmental and health risks in future when they are retired.
Risk related to labor-management including influx is not substantial given the small-scale nature of school
rehabilitation works. There is also a risk that children with disabilities or developmental delays may be
excluded from project benefits. Beneficiary (school and kindergarten) selection criteria need to be carefully
elaborated to ensure inclusive access to the poorest communities and children with disabilities, as well as a
regionally equitable and ethnically balanced distribution of funds.
Overall, most of identified risks and impacts are expected to be typical for small scale
construction/rehabilitation works will be temporary by nature and site specific and can be easily mitigated
by applying best construction practices and relevant mitigation measures.
Potential social impacts and resettlement issues. The social impacts associated with the project activities
are considered positive and beneficial for the Kyrgyz society, especially rural communities. Social risk is
rated as Moderate based on the information available. Project activities will be site-specific, with the
likelihood that any impacts beyond the project footprint to be low in magnitude and easily mitigated in a
predictable manner.
The selected beneficiary communities must own the premises and commit to maintaining them as a pre-
school institution for at least ten years. The project will not support any activities which require land
acquisition, economic displacement, temporary or permanent restriction of private property use or
restriction of access. Activities associated with the project will be screened to ensure there is no involuntary
resettlement or negative impact on livelihood. Subprojects will be assessed through the ESMF and will be
monitored during supervision.
Risk related to labor-management including influx is not substantial given the nature of small-scale nature
of school rehabilitation works. The distribution of project benefits across geographic areas within the
country is particularly sensitive given the complex inter-ethnic relationships which led to social upheavals
in 2005 and 2010 and the eruption of violent interethnic clashes in the South of the country. Additionally,
a high rate of unemployment and significant dependency on remittances often affected by external
economic fluctuations has impacted adversely the vulnerable and disadvantaged groups particularly on poor
and women-headed households. There is also a risk that children with disabilities or developmental delays
may be excluded from project benefits. Beneficiary (school and kindergarten) selection criteria need to be
carefully elaborated to ensure inclusive access to the poorest communities, children with disabilities,
equitable regional and ethnically balanced distribution of funds The project design needs to ensure that
these households are ‘included’ in the project and will be able to participate and derive full benefits from
the project. Thus, while the risk that the project inadvertently trigger social upheavals and inter-ethnic
clashes is unlikely, the risk of exclusion needs to be addressed.
Overall project environmental and social risks. Considering the potential environmental and social risks,
described above, as well as the high uncertainty over sectoral policy priorities and directions, and diverse
areas of potential investments the project environmental and social risks are assessed as Moderate.
Relevance of Environmental and Social Standards (ESS) and triggered WB Operational Policies
(OPs). ESS1, ESS2, ESS3, ESS4 and ESS10 are relevant to the project. ESS8 Cultural Heritage is not
relevant at this stage, though may become relevant depending on the selection of CbKs. If a certain cultural
heritage building is proposed to be included in the subproject, this will be integrated into the site specific
ESMP which will be developed in line with ESS8. In terms of triggering WB Operational Policies, while
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the OP 7.60: Projects in Disputed Areas and the OP 7.50 on International Waters do not apply and are not
triggered by the project.
Environmental and Social Management Framework (ESMF). As the technical evaluation (e.g.,
feasibility studies, detailed designs) and specific intervention locations under the project are not identified
and/or ready and their specific impacts are not known by project appraisal, a framework approach is
adopted. Respectively, in accordance with the ESS1, an Environmental and Social Management Framework
(ESMF) has been prepared, which specifies rules and procedures for the activities and for preparing
adequate site-specific Environmental and Social Management Plans (ESMPs). The ESMF covers the
following: (i) rules and procedures for environmental and social screening of project activities and
subprojects to be supported under the project; (ii) guidance for preparing site-specific ESMP or ESMP
Checklist, which would include the monitoring plans; (iii) mitigation measures for possible impacts of
different proposed activities and subprojects to be supported by the project; (iv) requirements for
monitoring and supervision of implementing of ESMPs, implementation arrangements; (vii) overview of
the capacity of MoES (the project implementing agency) for E&S risk management and capacity building
activities that would include other parties on mitigating potential environmental and social risks. The ESMF
also specifies that under the proposed institutional strengthening and capacity building activities should
include special training on identifying and addressing environmental safeguards issues and integrating
environmental requirements infeasibility studies. Furthermore, the client Conducted a social assessmeent
(SA) as part of the ESMF which includes: (i) stakeholder identification/mapping; (ii) stakeholder analysis
of expectations, concerns, and issues; (iii) assessments of positive and negative impacts; (iv) identification
and assessment of vulnerable and disadvantaged groups who may face disproportionaetly high negative
impacts or challenges in receiveing project benefits; and (v) a social management plan to mitigate the
negative social risks and impacts and enhance positive benefits.
Borrower’s Environmental and Social Commitment Plan. The MoES developed an Environmental and
Social Commentment Plan (ESCP), which will be approved by the WB and become legally binding for the
Government of Kyrgyzstan as part of the lagal package on the financing of the Learning for the Future
project. ESCP specifies the main responsibilities and actions to be undertaken by MoES to ensure project
compliance with the WB ESSs and in particular: (a) conducting environmental and social screening for all
project activities via ESMP/ESMP Checklist covering the above aspects; (b) application of the ESMF to
the relevant project activities, including the need to prepare site specific ESMPs; (c) reporting on
environmental and social performance of all activities in a quarterly reports; (d) ensuring transparency in
providing project environmental safeguards and ensuring all ESMPs are disclosed and publicly consulted
with all interested parties; I maintaining through the whole period of project implementation human
capacity to ensure project activities supervision and monitoring and providing adequate reporting to the
implementing agency and to the WB; (f) preparation and adherence to the Environment, Social, Health and
Safety Code of Conduct by works contractors; and (g) implementing and reporting on: (i) Stakeholders
Engagment Plan; (ii) Labor Management Plans (LMP); and Grievance Redress Mechanism.
ESSs supervision and reporting. The status of the compliance with the ESMPs’ requirements shall be
provided by the contractors to the PCU, and then to the Bank by the PCU in form of their quarterly report.
Environmental and social monitoring during sub-component implementation should provide information
about key environmental and social aspects of the sub-projects, particularly its environmental impacts,
social consequences of impacts and the effectiveness of taken mitigation measures. Such information
enables the PCU to evaluate the success of mitigation measures as part of project supervision and allows
corrective action(s) to be implemented in a timely manner, when needed.
Integration of the ESMPs into project documents. The ESMP provisions will form part of the design
documents for the project and will be included in construction contracts for selected subprojects, both into
specifications and bills of quantities. Respectively the Contractors will be required to include the cost of
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ESMP requirements in their financial bids and required to comply with them while implementing the project
activities. The bidding documents for selecting the contractors will include specifications that would ensure
effective implementation of environmental, health and safety performance criteria by the winning bidder.
ESMF implementing arrangements. The Project will be implemented by the Ministry of Education and
Science (MoES) with involvement of existing institutions (i.e. Kyrgyz Academy of Education (KAE), the
National Testing Center (NTC), the Republican and Oblast Institutes for In-Service Teacher Training
(R/OIITTs), pre-service Teacher Training Institutions, schools and kindergartens, Local Self Governance
Bodies). A Project Coordination Unit (PCU) will be established to carry out such key functions as
coordination, safeguards, fiduciary, monitoring and evaluation, and reporting. E&S Safeguards specialist
contracted by MoES PCU, will be responsible for monitoring ESMF and ESMPs implementation.
World Bank Assistance in complying with the ESSs. The Bank’s environmental and social specialists
will provide support to PCU to ensure smooth implementation of the Project activities in consistency with
the applicable Environmental and Social Standards of the Bank. Regular site visits will be carried out to
monitor the compliance of the contractors with good construction practices and other requirements to be
specified in site-specific ESMPs. The Bank task team will provide guidance in, and review, key
environmental and social monitoring documents, such as ESMPs, Labor Management Procedures (LMP)
and Stakeholder Engagement Plan (SEP), as well as quarterly reports and support MoES in meeting its
commitment set out in ESCP.
Stakeholders Engagement: A greater emphasis and special attention will be paid to these aspects in the
ESMF. The project provides principles for strengthening social accountability and inclusion through public
information and stakeholders’ involvement in planning and monitoring of services.
Grievance Redress Mechanism (GRM): The proposed Grievance redress mechanism within the ESMF
helps complaint handling system to be functional, transparent and responsive, and where appropriate,
strengthen government systems. The project establishes a Grievance redress mechanism which would
function at the two-levels to receive, evaluate and facilitate the resolution of displaced persons concerns,
complaints and grievances. PCU will be responsible for establishment of GRM during the project affectivity
and act as the GRM secretary to make sure that the GRM is operational to effectively handle environmental
and social concerns of project affected persons.
ESMF Public consultations and information disclosure.
Public Consultations will be undertaken during the ESMF development and before disclosure. For this
purpose, there will be number of meetings conducted with relevant stakeholders such as specialists from
local self-government, local branches of MoES, schools and kindergartens, territorial unit of nature
protection agency, any water utilities available. Public consultations in project target areas will present the
project’s objectives, planning activities, anticipated environmental and social impacts and proposing
mitigation measures, and grievance redress mechanism to participants. ESMF will be published on
Implementing Agency website and further will be published on WB external website.
Potential environmental risks and impacts associated with project
Such risks and impacts typically include the following:
Dust generation will occur during conduction of most types of rehabilitation works that are related to
rehabilitation of buildings and etc. The magnitude of impact will increase when rehabilitation will be
conducted close to existing classrooms or other facilities of CbKs. Taking in account nature of most of the
works this impact is expected to be short term with moderate risk and it could be easily mitigated by
implementation of measures.
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Waste generation – under the program two types of wastes will be generated: non-hazardous and
hazardous.
Non-hazardous wastes will be generated during the most part of construction works and will be
represented by demolishing parts of existing roads, buildings, pipes. Storage of such wastes in areas close
to settlement and untimely or improper disposal may impact on air quality, dust generation and disturbance
of neighboring settlements. Besides these wastes, used welding rods, packing materials, woods will be
generated as well. During rehabilitation of water supply and sewage networks old pipes maybe excavated
for replacement by new ones. Old metal pipes could be re-used as a scrap. However, old asbestos pipes will
have to be not touched and not excavated.
Hazardous wastes – it is expected that during project works implementation two types of hazardous
materials will need a special attention – (i) asbestos contained in the roofs, and (ii) lead-containing paints.
Air pollution - During construction stage pollutants emissions will be caused by earth works,
construction/demolishing activities and exhaust gases from vehicles. Improper waste management,
particularly burning of construction and domestic wastes may lead to air pollution. This impact could be
minimized through implementation of standard good practice.
Water pollution – for project sites, when project activities will be conducted next to the water courses the
surface water could be polluted due to improper placement of excavated soil, improper storage of
construction materials, leakage of fuel and lubricates from construction machinery, washing of vehicles and
techniques without proper treatment.
Socio-economic impacts – sub-project works may lead to losses of standing crops, temporary blockage of
access to small shops, houses also may lead to losing population income. In additional, improper
housekeeping practice, untimely construction and domestic wastes disposal will negatively impact on socio-
economic environment. Implementation of the best practice and close work with local population will
mitigate these impacts.
Health and safety risks for workers and community during civil works
For community - Inadequate lighting and fencing of construction sites inside of settlement areas can be
dangerous for pedestrians and vehicles especially during the night time. Increasing of traffic due to trucks
and vehicles movements to construction sites, temporary closing of roads during pipe lying inside of
settlements may cause inconvenience for local population as well. In addition, pipe lying will cause
temporary blockage of household access.
Untimely and inefficient disposal of solid waste and improper sanitary conditions generated by the
construction workers at construction sites may cause pollution of the surrounding environment and affect
the health of local people. Moreover, a movement of heavy tracks may destroy or deteriorate conditions of
roads inside settlements.
For workers - Safety and health non-compliance may create a risk for construction workers. The
Contractors will have to follow Occupation Safety and Health rules, which include among others strictly
implementation established norms and procedure H&S which depends on type on conducting works, usage
of PPE, training activities and monitoring. In addition, all workers need to be introduced to working
procedure with hazardous materials (such as asbestos materials, PCBs etc.). Contractors have to provide
workers with appropriate living conditions: safe water supply, washing conditions, rooms for rest and etc.
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Potential social risks and impacts associated with project
Conducted SA concluded that the Project will generate mostly positive socio-economic benefits due to the
improvement of urban infrastructure services environmental conditions on the participating cities.
Rehabilitation of CbKs infrastructure will significantly improve teaching conditions, water supply and
sanitation, that makes the children studying in the project CbKs comfortable. As a result of rehabilitation
works, the number of CbKs connected to drinking water supply, sewerage system will be increased which
will overall have significant effects on studying conditions of pupils. At the same time the proposed project
activities might generate a series of various adverse social impacts.
Here are a few potential social impacts associated with LLF:
• Temporary limitation of access to schools, due to construction works;
• Temporary termination of water and sewerage services;
• Possible influx of temporary workers;
• Risk of child labour;
• Risk of occupational accidents and injuries to workers;
The listed social impacts are expected to be typical for small scale rehabilitation works, temporary by nature
and site specific, and can be easily mitigated by applying best construction practices and relevant mitigation
measures.
Specific social risks and impacts
Access restrictions. The construction activities under some local infrastructure subprojects may result in
temporary closure of existing routes/ pathways during the execution stage of sub-projects and may cause
access restrictions to homes, land plots or other private or public. The construction and /or rehabilitation of
school buildings might also trigger some inconvenience to the public. Even though most of such local level
constructions under the project will be done though contractors, adequate care and measures will be taken
to avoid any violation of use of labor, accidents, or disputes with local communities due to use of outside
labor force for constructions. The site specific ESMPs prepared under the project will include, as necessary,
a mitigation measures to reduce potential adverse impacts and risks and the public constructions will be
carried out each of the construction site before the civil works begin.
Vulnerable and disadvantaged groups. The distribution of project benefits across geographic areas within
the country is particularly sensitive given the complex inter-ethnic relationships which led to social
upheavals in 2005 and 2010 and the eruption of violent interethnic clashes in the South of the country.
Additionally, a high rate of unemployment and significant dependency on remittances often affected by
external economic fluctuations has impacted adversely the vulnerable and disadvantaged groups
particularly on poor and women-headed households. There is also a risk that children with disabilities or
developmental delays may be excluded from project benefits.
The project will seek to ensure a broad, regionally and ethnically balanced distribution of funds. It will
target poor, rural communities. From these, the project will select communities where access to ECE
services is below the national rural average and there are sufficient children to fill two shifts. The selection
process will give preferential consideration to communities where there are larger numbers of children
without access. The communities will be transparently selected, using a mechanism similar to the one used
under KEEP and that will be detailed in the Operations Manual.
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Risk of project not meeting expectations among local stakeholders. High expectations from local
stakeholders participating in the project, could be another risk. Such expectations, if not met, could lead to
discontent and resentment, which in turn could lead to disruptive actions against the Project or those
involved with the Project. This risk will be mitigated through careful management of expectations from the
start of Project by the PCU convening the outreach and introductory meetings related to CbKs enrollment
programs. Vulnerable groups whose children are not enrolled to CbKs, may experience a sense of failure
which in turn could result in discontent and resentment. Project Team or consultants will make sure to
follow up with these individuals. The Project will depend on established CBOs and NGOs with good local
knowledge and insight into the sensitivities at the local level.
Governance and anti-corruption risks. The project will also support efforts to establish good governance
in the project. The actions will include the training of local stakeholders on the principles and practice of
governance, such as: (i) accountability in public affairs; (ii) relations with higher levels of government; (iii)
tools for good governance (integrity pacts, social audits, transparency, and disclosure of information); and
(iv) anti-corruption assessments and process audits. Emphasis will be placed on measures to minimize the
room for misuse, fraud, and corruption at the various stages of the project cycle.
Labor risks including labor influx and associated GBV, and child labor are considered low given the
small size of subproject investments and the PCU’s adherence to the national labor code which also
prohibits child and forced labor. Workers will be hired by the PCU at MoES, either directly as PCU staff
or indirectly as part of contracts with contractors or service providers. There is a risk that the practice of
unaccounted working hours and lack of compensation for overtime will continue. According to the
leadership, PCUs are heavily relies on approved project budgets and cannot exceed the budget ceilings.
Labor risks associated with contracted workers at subproject level. Subprojects will be implemented by
local contractors and the majority of contracted workers will be hired locally. All contractors will be
required to have a written contract with their workers materially consistent with objective of ESS2, in
particular with regard to child and forced labor.
Occupational Health and Safety (OHS) risks are low to moderate and will depend on the type of subproject
works to be implemented. The risks are considered low to moderate because the local
contract workers are likely to be unskilled. All contractors will be required to develop and implement
written labor management procedures, including procedures to establish and maintain a safe working
environment as per requirements of ESS2.
Capacity building activities under project will include guidance on identifying such impacts and preparing
ESIAs and ESMPs. Additionally, the selection, design, contracting and monitoring and evaluation of
subprojects will be consistent with the guidelines set out in the annexes. To address identified impacts, the
implementing agency and its branches, the subprojects beneficiaries and contractors have to undertake a
series of mitigation measures, which are presented below, and which should be clearly defined in the site
specific ESMP to be prepared.
Project Implementation Arrangements
The Project will be implemented by the Ministry of Education and Science (MoES) through existing
institutions. Institutions involved in the project implementation include: the Kyrgyz Academy of
Education, the National Learning Quality Assessment and Information Technologies Center (NLQA&IT),
the State and Regional in-service Teacher Training Institutions, pre-service Teacher Training Institutions,
schools, kindergartens and Local Self Governance Bodies (Ayil Okmo–y - AO). Within each agency, a
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head of relevant department/unit would be designated to lead the agency’s efforts in project implementation
and supervision.
Project Coordination Unit
A Project Coordination Unit (PCU) will be established to carry out such key functions as coordination,
fiduciary, safeguards, monitoring and evaluation, and reporting. The PCU will be led by a director and
consist of a financial management (FM) specialist, an accountant, one or two procurement specialists as
needed, one safeguards specialist (environment and social), a monitoring and evaluation specialist, and
administrative staff for support and interpretation. The main responsibilities of the PCU will be to:
• Ensure achievement of the project’s planned PDO and intermediate results through coordination
with the relevant institutions and departments of the MoES, report any major issues to the MOES
and, if required, recommend changes to the POM
• Administer the project in accordance with the POM on a daily basis
• Ensure compliance with Safeguards (e.g. assessments, document preparation and embedding
safeguard specialists at central and regional levels to carry out supervision, monitoring and
compliance) functions
• Develop terms of reference, purchasing contracts, and other procurement-related documents;
organize all procurement processes in collaboration with the relevant department of the MoES; and
oversee delivery of project inputs
• Ensure that the project monitoring and evaluation framework is operational, and all monitoring and
evaluation activities are properly undertaken, draft annual work plans and budgets and monitor
their execution
• Prepare regular progress reports for submission to the MoES, and any other reports on specific
project-related issues as requested by the MoES
• Support FM arrangements (external audit, internal audit, accounting, and so forth), ensure that all
fiduciary and citizen engagement requirements of the Bank are met
• Coordinate with all involved stakeholders, coordinate awareness-raising campaigns and support the
grievance redress system
Beneficiaries and Contractor’s responsibilities
The actual investments will be carried out by contractors selected through the public tender process. They
should operate in full compliance with national environmental and social legislation and with the ESMPs
requirements. Further, the contractors are obliged to follow regulative requirements of the national law
related to traffic safety, occupational health and safety; fire safety; environmental protection; and
community health and safety. All ESMPs’ associated activities will be financed by the contractors. The
contractors will also be requested to designate a person in charge of environmental, social, health and safety
issues and for implementing the ESMP. Similarly, in order to ensure an efficient implementation of the
ESMPs, the subprojects’ beneficiaries, in most cases these are local municipalities, will also appoint
responsible persons with the main tasks of supervising subproject implementation and reporting to the
MoES PCU in case of any environmental or social non-compliance.
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1. INTRODUCTION
1.1 Purpose of the ESMF
Environmental and Social Management Framework (ESMF) is an instrument that examines the issues
and impacts associated when a project consists of a program and/or series of sub-projects, and the impacts
cannot be determined until the program or sub-project details have been identified. The ESMF sets out the
principles, rules, guidelines and procedures to assess the environmental and social 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.
1.2 Rationale for the ESMF
As the details of specific interventions (feasibility studies, detailed designs) and their locations under the
project are not identified and their specific impacts are not known by project appraisal, in accordance with
the ESS1, the ESMF is prepared. It specifies rules and procedures for the activities and for preparing
adequate site-specific Environmental and Social Management Plans (ESMPs).
1.3 Approach and Methodology for the preparation of ESMF
The ESMF covers the following: (i) rules and procedures for environmental and social screening of project
activities and subprojects to be supported under the project; (ii) guidance for preparing site-specific ESMP
or ESMP Checklist, which would include the monitoring plans; (iii) mitigation measures for possible
impacts of different proposed activities and subprojects to be supported by the project; (iv) requirements
for monitoring and supervision of implementing of ESMPs, implementation arrangements; (vii) overview
of the capacity of MoES (the project implementing agency) for E&S risk management and capacity building
activities that would include other parties on mitigating potential environmental and social risks. The ESMF
also specifies that the proposed institutional strengthening and capacity building activities should include
special training on identifying and addressing environmental and Social issues and integrating
environmental requirements in feasibility studies.
1.4 Project Description
The Project Development Objective is to enhance school readiness and teacher effectiveness in pre-
school through secondary education in targeted communities.
PDO Level Indicators
• School readiness score among project-targeted children aged 3-5 years
• Teacher effectiveness score among project-targeted teachers
Project approach and potential beneficiaries
Consistent with the Government’s priorities, the project seeks to enhance learning outcomes by
preparing children for raising their readiness for learning; building teachers’ competencies and pedagogical
skills to make them more effective in the classroom; strengthening assessment for generating data and
information to measure progress and inform learning and aligning the critical resources and materials to
support teaching and learning. These evidence-based interventions will increase learning attainment in
reading, math, science and in turn contribute to more effective acquisition of basic skills and the foundation
for adaptability, creativity and life-learning.
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The project beneficiaries
The project is expected to directly benefit (approximate numbers):
• 75,000 children aged 3-5 years who will enroll in newly established CbKs
• 1,500 kindergarten teachers recruited for the CbKs, who will be trained on early childhood
development and the pre-school curriculum
• 30,000 primary and secondary teachers, who: work at target schools that will receive an IT platform;
are trained for digital literacy; commit to follow the strengthened training programs provided to the
IITTs; or work at schools where CLASS is institutionalized
• 440,000 primary and secondary students who attend the target schools.
Indirect beneficiaries are expected to be:
• 50,000 primary and secondary teachers (at non-target schools), who will gain access to the
strengthened training programs provided to the IITTs and to digital content developed under the
project and made accessible online
• the parents, caregivers and household members of students in the 500 communities where the CbKs
are newly established and the 1,000 communities where the target schools are located.
Project components and proposed investments
Component 1: Enhancing Teaching and Learning (USD 47 million)
The objective of this component is to increase equitable access to quality early childhood education and
enhance the effectiveness of teaching-learning practices in pre-school through secondary education. The
component will work to expand community-based kindergartens (CbKs) in poor rural areas; build the
capacities of teachers for effective teaching including for students from diverse backgrounds; provide more
teaching-learning resources for teachers and students that are gender-sensitive and inclusive; and strengthen
assessments to improve learning in the classroom and strengthen education policy. There are four sub-
components.
Subcomponent 1.1: Expanded school readiness for underserved children
The objective of this sub-component is to increase access to early childhood education in poor rural areas
with no or low access, through establishing community-based kindergartens (CbKs). The project will
support the creation of 500 new CbKs enrolling approximately 75,000 children aged 3-5 years. For each
CbK, the project will provide furniture, equipment and materials for play and learning; an outdoor
playground; minor rehabilitation works including: access for children with physical disabilities; and child-
and disabled-friendly water and sanitation facilities. The design for the water and sanitation facilities will
take into consideration vulnerability to climate change.
The project will seek to ensure a broad, regionally and ethnically balanced distribution of funds. It will
target rural communities that are in the bottom 40% by income level, focusing where access to ECE services
is below the national rural average and there are sufficient children to fill two shifts. The Aiyl Okmotu
(villages) will provide premises that it owns and that meet the relevant national pedagogical, safety, hygiene
and sanitation standards. It will provide suitable landscaping for the grounds and ensure there is a fence
surrounding the property. It will maintain and operate the premises as a public pre-school education service
for a period of at least ten years; this will include paying all recurrent, operational costs and maintaining
the premises in good condition. Finally, it will hire and ensure the salary for a qualified teacher for each
new group created (covering two shifts).
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Subcomponent 1.2: Increased effectiveness in teaching practice
The objective of this subcomponent is to increase teacher capacities in pre-school and general secondary
education through the strengthened design and delivery of teacher training programs aligned to the new
curricula and evidence from the science of learning.
The project will finance a start-of-service training program for approximately 1,500 newly hired teachers
at the CbKs established under subcomponent 1.1. It will be delivered through the RIITT and the OIITTs
(Republican and Oblast Institutes of In-Service Teacher Training), using master trainers who will receive
project-supported refresher training on the program. This includes content on how to teach children with
special needs, building on the program that was rolled out during the previous project (KEEP). All CbKs
will be provided with copies of the pre-school education program and teacher guides.
Subcomponent 1.3: Technology-enabled support for learning
The objective of this component is to strengthen teacher capacities for effective teaching through digital
resources aligned to the new curriculum that complement new textbooks. The project will finance an IT
platform to 1,000 schools (approximately 45 per cent of all schools). Each school will receive a basic
package of information technologies that will enable teachers and students to access digital content in
classroom and library settings, in order to enhance the quality of teaching-learning practices. The package
will consist of an e-library; six multi-media classrooms; and IT equipment for teachers and school
administrators. The schools will be selected from villages in the bottom 40 per cent by income.
The project will also finance an IT platform for the RIITT, to enable it to develop digital content for teacher
professional development; as well as IT classrooms at 21 pre-service teacher training institutions, to
enhance their effectiveness in training new teachers in digital literacy and other domains.
Subcomponent 1.4: Enhancing measurement of learning
The objective of this subcomponent is to improve the measurement of teaching-learning practices and
student learning, through strengthening the design and administration of various assessment and learning
outcome instruments that complement the proposed roll-out of the Early Development Instrument to track
child development in pre-school and continued implementation of the Early Grade Reading Assessment at
grade 2.
Component 2: Managing implementation for results (USD 3 million)
Subcomponent 2.1 Implementation Support
This component will support the coordination, technical quality and fiduciary integrity of implementation;
and the monitoring, evaluation and reporting on project processes and results. It also supports systems to
collect beneficiary feedback to inform project implementation. It will finance activities to inform
stakeholders about education sector reforms relevant to the project and ensure that any grievances or issues
emerging during implementation are addressed in a timely, effective and fair manner. It will finance project
operating costs, including: translation and interpretation; equipment; supervision costs; staff salaries for
project coordination, technical support to MoES departments and affiliated institutions, and fiduciary
functions; and MoES’s incremental operating costs.
Subcomponent 2.2 Citizen engagement.
Citizens will be engaged in the implementation of activities across the project, building on the systems1
already in place to engage stakeholders such as parents and community members. Currently, parents give
feedback through regular household visits from teachers and participation in school activities. Building on
1 The closed IDA Sector Support for Education Reform Project-P115530 supported establishment of school boards and
introduction school report card. The ongoing TF financed Engaging Communities for Better Schools-P159699 supports capacity
building for school boards.
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this, the project will engage citizens by raising awareness about ECE in communities and local governments
expressing interest in opening a CbK. For instance, when elaborating an expression of interest, the local
authority will publicly announce its intention and organize a public forum at which parents and other local
stakeholders can express their opinion and provide inputs to strengthen the submission. Second, the local
authority will work with parents and community members to collect periodic feedback on the progress of
works at the premises being rehabilitated; and to verify that all promised inputs (e.g., furniture, play and
teaching-learning materials, etc.) have indeed been supplied. Parents will be informed through the school
boards and committees about the IT platform that will be supplied to target schools and will be invited to
provide feedback on them including verifying that they exist and how they are being used.
1.4.1 Country and sector context/ Project Concept
The Kyrgyz Republic is a land-locked mountainous nation of 6 million people, with an income per capita
of US$ 1,179 (2016), and considerable economic potential based on its rich endowments. The annual
population growth rate is 2.1 percent; one third of the population is under the age of 15 years; two thirds of
the population live in rural areas. The country is distinguished within the region by its liberal political
regime, a lower level of capture of the state by narrow vested interests, and a lighter state footprint in the
economy. The country has rich, largely unexploited, natural endowments in the form of minerals, as well
as large potential to expand agriculture, hydroelectricity and tourism. It sits at the crossroads of the Chinese,
South Asian and Russian markets, with unfettered access to the Eurasian Economic Union (of which it is a
member).
The economy grew at an average annual rate of 4.5 percent over the 2000-2016 period, largely driven by
gold extraction and worker remittances from abroad. Growth in recent years resulted in only modest
improvements in welfare among the bottom 40 percent coupled with falling incomes for the upper 60
percent. Nearly a quarter of the population live below the international poverty line of US$ 3.2 per capita
per day, with a still larger proportion of households clustered just above the poverty line and therefore
vulnerable even to small shocks. Economic growth and poverty reduction are below the country’s potential,
due to a business environment unconducive to private investment and job creation, weak public institutions
and services, and constrained human capital that lacks essential skills required for a more productive and
dynamic economy.
Given relatively high poverty and vulnerability, medium-term macro-sustainability risks and the weakening
relationship between poverty reduction and growth, sustained progress on the twin goals will depend on the
Kyrgyz Republic’s ability to shift to a new, more dynamic growth model under which human capital
improvements across all strata can make a significant contribution to inclusive growth and productivity.
The Human Capital Index ranked the Kyrgyz Republic 76th out of 157 countries in 2018 with an HCI of
0.58; meaning a Kyrgyz child born today will be 58 percent as productive when it grows up as it could be
if he or she enjoyed complete education and was fully healthy. Given a large bulge in its school and youth
population aged under 30 years, the country has a challenge as well as a huge opportunity to boost its human
capital. The index calculated a learning gap of 4.2 years; indicating that 12.6 years of pre-primary, primary
and secondary school completed by age 18 years is equivalent to only 8.4 years when years of schooling
are adjusted for quality of learning. Altogether, these results point to the school system’s lack of
effectiveness and efficiency and the need to better prepare young people to carry out the tasks that enable
them to participate effectively and proactively in economic and social life, and more generally to build the
kind of human capital that is increasingly required by Kyrgyzstan’s aspirations for a higher-productivity
economy.
The Kyrgyz Republic has achieved near universal coverage in primary and secondary education (enrollment
rates are 98-99%). On the other hand, the net enrollment rate (NER) in ECD institutions for children aged
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3-6 years is low with 25 percent in 2016, with no disparities between girls and boys; the enrollment rate for
children below the age of 3 years is roughly 4 percent. Enrollment rates in urban areas are roughly twice
those of rural areas. The wealthiest quintile of households has a 50 percent enrollment rate compared to 12
percent for the poorest quintile.
Roughly 20% of children have no exposure to pre-school education, while the enrollment rate for children
aged 3-6 years in ECD institutions (other than Nariste) is only 25 percent; indicating that a substantial
proportion of children start primary grades unprepared for learning. While most pre-school teachers are
regular primary or secondary teachers who have been retrained with short courses, this has not been
sufficient to ensure effective pre-school teaching, which requires specific pedagogy and competency to
engage and interact with children to stimulate their curiosity and learning.
Teaching-learning practices are constrained in part by the predominant role played by the textbook, and the
lack of other teaching-learning materials including IT equipment, science laboratories and books. In 2016,
there was on average only one computer for every 25 students while nearly all schools have some form of
internet access; indicating that information technologies are a largely untapped resource for accessing and
using digital content. These technologies are imperative for preparing students to become adaptive learners.
1.5 Sectoral and Institutional Context
1.5.1 Overview
Kyrgyz’s education system has five levels. Pre-school education covers children aged zero to six years.
Primary and lower secondary education, both of which are compulsory, cover grades 1 to 4 (usually ages
7-10 years) and 5 to 9 (11-15 years), respectively. Upper secondary school lasting two years is non-
compulsory and can be completed in general education schools, vocational schools, or specialized technical
schools. Post-secondary schooling is available through vocational schools and specialized technical
schools, and universities. Education is overwhelmingly provided by the public sector, which enrolled
approximately 98% of all preprimary (0-6 years) and general secondary (Grades 1-11) students in 2016.
The pre-school sector is covered by various options including: nurseries (for ages 6 months to 3 years);
State Kindergartens (ages 3 to 7 years) that provide a range of care and developmental support services on
a full-shift basis (many from the Soviet period); Community-based kindergartens (CbK) that usually
provide half-day early childhood education; and the 480 hours school-readiness (Nariste) program for
children aged 6 years who otherwise would not attend any ECD program, and which is delivered in a
dedicated classroom of a primary school.
The net enrollment rate (NER) in ECD institutions (other than Nariste) for children aged 3-6 years roughly
doubled from 13 percent in 2007 to 25 percent in 2016, with no disparities between girls and boys; the
enrollment rate for children below the age of 3 years is roughly 4 percent. Enrollment rates in urban areas
are roughly twice those of rural areas; Bishkek and Osh have substantially higher enrollment rates than
other oblasts; and the wealthiest quintile of households have a 50 percent enrollment rate compared to 12
percent for the poorest quintile. Urban group sizes in 2016 averaged 42 children, compared to 29 in rural
areas. In 2017-18, 79 percent of Grade 1 students had attended some form of pre-primary education
institution, up from 56 percent in 2015-16. The Nariste program notwithstanding (which covers only
children aged 6 years), the main constraint on ECE coverage is the lack of supply.
The situation is quite different at the primary and secondary levels. Enrolment rates for Grades 1-9 are near
universal (above 99% for Grades 1-4 and 98% for Grades 5-9), with no disparity between girls and boys.
Enrollment drops off at upper secondary; net attendance rates for Grades 10-11 were estimated to be 79 and
86 percent respectively for boys and girls in 2014.
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General secondary enrolment rates fall somewhat short of 100% due in part due to the lack of inclusive
education opportunities. This constraint begins at the pre-primary level, which has 14 special kindergartens
for children with special education needs (SEN); of which two-thirds are in Bishkek city. These
kindergartens are inaccessible to most children, and the mainstream pre-primary education programs have
no provision for integrating children with SEN. The situation is similar at the primary level. There are
specialized institutions which are geographically inaccessible for most children, while the mainstream
schools have little or no experience or programs for including children with SEN. A recent Bank-supervised
GPE-funded Project successfully piloted an integrated approach to children with SEN, in which children
were assessed early by a multi-disciplinary team and referred as needed to specialized services; received
intensive education at school; and were gradually integrated into mainstream classrooms when possible.
The project also supported the strengthening of local networks of parents, teachers and other stakeholders
to create a more enabling environment for these children. The pilot was assessed favorably, and the model
was included in the National Concept on Inclusive Education, which is currently under consideration by
the Government.
1.5.2 Key challenges
There is a learning crisis causing low functional literacy among 15-year-old. The education system is
improving its performance with incremental gains in student learning results since 2010 but significant gaps
remain in learning achievements and the skills students acquire. This adversely impacts Kyrgyz children
and youth, preventing them from realizing their full potential and thereby weakening the foundations of
human capital. Evidence can be found from large-scale international and national assessments including:
The Early Development Instrument (EDI), the Early Grade Reading Assessment (EGRA), the National
Sample-Based Assessment (NSBA), the test for the OECD’s Programme for International Student
Assessment (PISA), and the Survey of Adult Skills of the OECD’s Programme for the International
Assessment of Adult Competencies (PIACC).
For example:
• The EDI 2015/16 found that children enrolled in CbKs demonstrated improved EDI scores over
the program’s timeframe, with the greatest gains in the Language and Cognitive Development
domain. However, one quarter of children were still vulnerable on one or more domains even at
the end of the program.
• The EGRA 2017 found that only 44 and 47 percent of sampled students in Grades 2 and 4 attained
grade-level oral reading fluency (ORF). These represented gains of 10/13 percentage points over
the EGRA 2014 results.
• The NSBA 2017 found that many Grade 4 students performed below basic level in Reading and
Comprehension (60 percent) and Mathematics (53 percent). This was an improvement of 4.5
and11.7 percentage points, respectively, compared to 2014. As one indication of disparate
performance, the percentage of students scoring below basic level in 2014 ranged widely from 43
percent in Bishkek to 60 percent in regional centers and small towns to 70 percent in rural schools.
The percentage of grade 8 students below basic level also improved (i.e. dropped from 67 percent
in Reading and 71 percent Comprehension/Mathematics in 2009 to 52/65 percent in 2017.
• Kyrgyzstan’s results in PISA 2009 indicated that students aged 15 years lag approximately 4.5
grade levels behind the OECD average; and that there are large geographic variations in
performance, with southern and Talas oblasts scoring poorly.
20
• The EGRA, NSBA and PISA all found that, on average, girls performed better than boys in all
subjects.
• A 2018 PIACC survey found that Kyrgyz adults scored approximately 20 points lower than the
OECD average in terms of functional literacy and numeracy (247 and 243, versus 268 and 263,
respectively); it also found the highest variability in performance across respondents it had recorded
in any country to date.
In 2018, the Human Capital Index used some of this data to calculate the reported learning gap of 4.2 years
in the Kyrgyz Republic; indicating that 12.6 years of pre-primary, primary and secondary school completed
by age 18 years is equivalent to only 8.4 years when years of schooling are adjusted for quality of learning.
Altogether, these results point to the school system’s lack of effectiveness and efficiency and the need to
better prepare young people to carry out the tasks that enable them to participate effectively and proactively
in economic and social life, and more generally to build the kind of human capital that is increasingly
required by Kyrgyzstan’s aspirations for a high-productivity economy.
The key factors contributing to Kyrgyzstan’s education performance and deficiency in learning outcomes
can be analyzed using a framework that unpacks the breakdown.
Children not prepared for learning. Data indicate that the relatively low ECE coverage contributes to the
education sector’s poor performance. The PISA 2009 results showed that students who received more than
one year of pre-primary education performed better than those who had not. Further, the EGRA 2011 found
that Russian-speaking students with pre-primary experience performed better compared to those without
(though there was no difference for Kyrgyz-speaking students). At the same time, the quality needs to be
enhanced with standards for child development and effective teaching practice that interact, engage and
stimulate children’s physical and emotional growth and readiness for learning. For instance, a
representative sample of standardized classroom observations of the Nariste program in 2016 found that 65
percent had no book area assigned for reading; and more than 80 percent of classrooms had fewer than 15
books and limited writing materials. Students spent roughly 60 percent of their classroom time in a whole-
group setting, indicating that didactic rather than explorative or play-based lessons are the norm.
Teacher quality, competency and practice impact learning. Sixty-five percent of pre-primary and 95
percent of primary-secondary teachers have university degrees. However, this does not necessarily imply
that secondary teachers have a tertiary education in all the subjects they teach. Further, given the quality
of their initial teacher education, teachers often do not have the competency and pedagogy to adapt to
student learning of varied levels and abilities, blending digital technology and social emotional skills.
While most pre-school teachers are regular primary and or secondary teachers who have been retrained
with short courses, this has not been sufficient to ensure effective pre-school teaching, which requires
specific pedagogy and competency to engage and interact with children to stimulate their curiosity and
learning.
Although the primary and secondary levels made progress in recent years through in-service teacher
training to introduce stronger practices, there is still significant room for improvement. In general, teaching
practices are oriented toward the whole group; rely heavily upon chalk-and-talk and simple question and
answers techniques. In the higher grades, they make inadequate use of formative assessments, and focus on
teaching facts, simple operations and getting students to recite back what they have heard or read rather
than fostering higher-order learning and life-useful skills. CLASS scores (based on observations of a
representative sample of Grade 4 classrooms) in 2017 were 5.7 for emotional support, 5.2 for classroom
organization and 2.8 for instructional support.
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Continuous professional development (CPD) is not working effectively. The system for CPD is rigid,
difficult to access and expensive. Norms stipulate that teachers should receive 72 hours of in-service
training every five years. The trainings are of limited variety (depending on the teacher’s formal
qualifications and what they teach) and are generally delivered at one go over a period of days at either the
Republican or Oblast Teacher Training Institute (TTI). While each year approximately 16,000 teachers
should attend one of these in-service trainings, only 10,000 are actually trained (roughly 60% of target).
Even these numbers overstate the system’s capacity, in that there are substantial arrears of per-diem and
transport allowances payable to teachers, i.e. the teachers attended the trainings at their own expense. The
limited offerings make it difficult to meet teachers’ individual professional development needs, which in
any case are not systematically assessed against competencies. Further, they do not address the use of IT;
climate change; inclusive education; and fostering socio-emotional skills. The Bank-supported Sector
Support for Education Reform project introduced a standardized classroom practices observation
instrument (CLASS), which can be used to identify professional development needs; but much work
remains to institutionalize and scale up its use. The Republican TTI has recently begun to experiment with
the design and delivery of online/offline courses, but it requires significant capacity building. These digital
initiatives are part of a broader reform that the Republican TTI is developing to make the CPD system more
flexible, responsive, accessible and affordable.
The Ministry of Education and Science (MoES) has developed a draft teacher competency framework to
align with the competency-based curriculum. It also developed CPD programs (and assessments of teacher
practices) against clearly articulated teacher professional standards. The framework includes: fostering
students’ socio-emotional skills; including children with special education needs; and digital literacy.
Lack of essential inputs constrain learning. Teaching-learning practices are constrained in part by the
predominant role played by the textbook, and the lack of other teaching-learning materials including IT
equipment, science laboratories and books. The MoES focused its energies in recent years on aligning
textbooks with the new curriculum and developing a textbook rental scheme to resolve issues of availability
and sustainability. These efforts are paying off, as nearly all textbooks have been revised to be aligned with
the curricular competencies (except for social studies). The NSBA surveys of school management indicate
that the average textbook availability increased from 74 percent in 2014 to 80 percent in 2017. The
government’s Strategy 2040 and draft Education Sector Plan (ESP 2021- 26) recognize the pressing need
to strengthen digital literacy and teaching-learning practices through the widespread use of digital
technologies and content. It supported limited initiatives to introduce digital technologies and content into
schools, through inter alia the Bank-financed SSER project (benefiting 60 schools) and the ‘Smart School’
program (100 schools). But the work to adapt, develop and distribute digital content that can be accessed
at schools has barely begun. In 2016, there was on average only one computer for every 25 students; while
only 35 percent of schools had internet access. These technologies are imperative for preparing students to
become adaptive learners.
Curriculum and assessment need to be aligned and enhanced. The MoES and Kyrgyz Academy of
Education (KAE) made substantial progress over the past decade in reforming the curriculum, which is now
broadly competency-based. The main challenge is to ensure that teachers understand the competency-based
approach and teach accordingly. The curriculum includes such cross-cutting competencies as self-
organization and problem-solving, as well as social and communication skills; but has gaps pertaining to
socio-emotional skills.
The national assessment system in Kyrgyz Republic covers classroom assessments for improving teaching
and learning; examinations for making high-stakes decisions about individual students; and large-scale
assessments for determining system learning levels and related factors. The institutional capacity has been
strengthened under the technical assis tance financed by the Russian Education Aid for Development
(READ). Classroom-based assessment is emerging as a key instrument for improving learning in
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classroom. Many teachers have been trained but need to be supported in practice. Summative assessments
need to be strengthened, particularly at Grades 4, 9 and 11, to be better aligned with the competency-based
curriculum. Grade 4 tests are designed and administered by teachers and schools, while Grade 9/11 tests
are designed by the NTC and administered locally by schools and local education authorities. However,
in both cases the items tend to be traditional in character, in that they test memorization of facts or simple
operations and use multiple-choice and short answer formats. They do not assess competencies involving
higher-order skills of understanding, analysis, argumentation, application of knowledge and skills to
problem situations, and so forth. While the NTC has been making strides in recent years to re-orient
summative exercises to broaden the competencies tested and the formats used, there is still much to be
done; while at school level, teachers are accustomed to traditional methods of evaluation and have limited
capacity in designing competency-based assessments. The lack of alignment between the summative exams
and the competencies of the curriculum (including those needed for a more highly productive economy)
works against the teaching of skills, as teachers tend to teach those capacities that are assessed at the end
of a cycle. The NTC has limited technical capacity for item development, test construction and results
analysis. Further, there is no in-country experience in assessing socio-emotional skills.
Teaching-learning practices are constrained in part by the traditional five-point system teachers use to report
on students’ progress. This rigid system is highly reductive and overly summative in character. It does not
encourage teachers to think broadly about how well their students are learning. For instance, it does not
emphasize how well students master and use the range of higher-order competencies that the revised
curriculum targets and that are critical for building the foundations for skills valued later as human capital.
It also does not include useful reflections or diagnoses as to what the student (with teacher and parental
support) can do to better to master these competencies. Moving towards a more comprehensive, diagnostic
system will require building teachers’ capacities to assess their students and report on progress by
established criteria.
Teaching-learning practices are also constrained by end-of-cycle summative tests at Grades 4, 9 and 11 as
well as by the pre-university ORT. These instruments test factual knowledge and relatively simple
competencies using multiple-choice and short-answer formats. Given the importance generally accorded
to these tests, particularly the increasingly high stakes at Grades 9, 11 and the university application stage,
they discourage teachers from developing higher-order competencies in their students.
The MoES has regularly supported large-scale assessments including the EDI (2015/16); EGRA (2017);
and NSBA (2017), which evaluate learning in three subjects at Grades 4 and 8 and provides valuable
system-diagnostic information. At an international level, the MoES participated in PISA (2009) and
announced its intention to participate again in 2024.
Efficiency of financing and management must improve to maximize performance and results.
Government expenditures on education as a share of GDP grew from 6.3% in 2014 to 7.7% in 2016; during
the same period, government expenditures on education of total expenditures remained consistent (from
18.5 to 18.9 percent). These levels are in line with spending from comparator countries including OECD
members. However, if the spending is broken down by student, the per student expenditure falls short due
t o a large cohort of preschool and school children relative to the general population. While the increases
went almost entirely to pre-school and general secondary education, this was driven mainly by the recovery
of wage bill expenditures to the 2012 pre-fiscal consolidation levels; and a tripling (between 2011-16) of
capital expenditures (measured as a percentage of GDP). The percentage of public education expenditures
allocated to the preprimary level increased from 8.8% in 2011 to 13% in 2016. This was mainly due to a
three-fold increase in wages and a two-fold increase in goods and services expenditures. The Bank’s 2017
Public Expenditures Review (PER) found that the share of pre-school investments remains low (7.6%)
despite the increases in capital expenditures for education. Further, the PER estimated that the government
would need to increase its 2016 level of pre-primary expenditures by a factor of five to reach a net
23
enrollment rate of 70% for children aged 3-6 years by 2021. The PER also suggested that areas where
expenditures might be optimized for more efficient and equitable service provision include school meals
and wages. Thirty-eight percent of non-wage recurrent expenditures in 2016 were allocated to the provision
of meals.
The MoES provides performance incentives for quality teaching but faces operational challenges. Each
school has a committee to evaluate teachers but does not have clear standardized methods of evaluation.
The MoES established a working group to reform the incentives system. The recent work to elaborate
teacher professional standards will, once finalized and distributed, provide schools with an evaluative basis.
The Bank-supported SSER project introduced the use of valid and reliable classroom observations (using
CLASS), which could be used to help determine incentives allocations; but it has yet to be institutionalized
and scaled up.
Data and management information systems are essential for planning and decision-making at school level
to support learning. The MoES has made progress in recent years in strengthening its education
management information system (EMIS). However, the system still struggles to generate timely, reliable,
accessible and comprehensive information. There are several underlying challenges, such as overlapping
data collection exercises; and the development, piloting and partial scaling up of various software packages,
none of which are satisfactory in terms of architecture, informational range, licensing fees and security.
However, the main constraint to date has been the lack of a dedicated EMIS functional unit at the MoES
working from a technically sound Master Plan. In this regard, and partially in response to governmental IT
programs, the MoES has recently established an Office responsible for digital management initiatives that
is technically capable and has prioritized the elaboration and operationalization of an EMIS Master Plan.
The Office has provisionally cleared the use of an adapted version of the UNESCO-supported open EMIS
software, which is currently being piloted; after which, the MoES will finalize a Master Plan for its
institutionalization and scale-up. As part of the Master Plan, the Office foresees establishing an EMIS
function within the NTC. The plans for institutionalization are constrained by the NTC’s limited technical
capacities and resources.
1.6 Project Institutional and Implementation Arrangements
1.6.1 Implementation Arrangements
The Project will be implemented by the MoES through existing institutions. Institutions involved in the
project implementation include: the Kyrgyz Academy of Education, the National Learning Quality
Assessment and Information Technologies Center (NLQA&IT), the State and Regional in-service Teacher
Training Institutions, pre-service Teacher Training Institutions, schools, kindergartens and Local Self
Governance Bodies (Ayil Okmoty - AO). Within each agency, a head of relevant department/unit would be
designated to lead the agency’s efforts in project implementation and supervision.
The Deputy Minister of Education and Science responsible for Preschool and Secondary Education will be
the National Coordinator for the project. With support from the Permanent Secretary of Education,
responsible for administrative issues, s/he would coordinate, oversee and facilitate Project implementation,
reporting regularly to the Minister.
MoES departments directly involved in the project implementation include: Pre-School, Secondary School,
and Out-of-School Education Department (PSSOED); Budget, Policy and Financial Analysis Department
(BPFAD); Office of the Press Secretary; Monitoring and Strategic Planning Department (MSPD);
Procurement and Infrastructure Sector; Information Technologies Sector; Vocational Education Department.
These departments would report directly to the National Coordinator/Deputy Minister and will:
• Oversee implementation progress of the project, in accordance with the Project Operations Manual
24
• Oversee progress and provide data on the results indicators; and advise on, and facilitate as needed,
corrective actions to ensure the project’s attainment of the PDO
• Review and approve the project’s annual work plans and budgets
• Endorse any major changes in the implementation arrangements in consultation with the Project
Coordination Unit (PCU)
• Oversee compliance with fiduciary and citizen engagement requirements of the Bank.
The PCU will be established under the MoES to carry out such key functions as coordination, fiduciary,
safeguards, monitoring and evaluation, and reporting. The PCU will be led by a director and consist of a
financial management (FM) specialist, an accountant, one or two procurement specialists as needed, one or
two safeguards specialists, a monitoring and evaluation specialist, and administrative staff for support and
interpretation.
Technical assistance (TA) will be provided by the MoES through hired consultant in support of institutions
or departments involved in project implementation: on early childhood development for the PSSOED; on
teacher trainings for the RIITT; on digital equipment/platforms and content development for SPPOSD; and
on measurement of learning for the NLQA&IT. Specific short-term TAs will be hired to fill in specific
knowledge and technical gaps during project implementation. Contracts with TA will be signed by the
project National Coordinator and the contracted TA will be managed by the head of relevant department or
institution.
Strategic guidance and oversight of the project to ensure cross-agency coordination when needed will be
provided by the National Steering Committee on Coordination of Programs and Projects (NSC) in preschool
and school education. The NSC is chaired by the Vice Prime Minister on Social Affairs and is comprised
of representatives from the Ministry of Finance (MoF), Ministry of Economy (MoE) and Ministry of Culture,
Information and Tourism (MoCIT), Chairman of the MoES Public Supervisory Board and the chair of the
Donor Partners Coordination Council (DPCC). It meets twice per year. The PCU and all structures involved
in project implementation will provide semiannual reports to the NSC on implementation progress.
As the Bank’s Environmental and Social Framework is new, the MoES has no experience in applying the
World Bank's Environmental and Social Framework (ESF), although the PIUs for the previous education
projects participated in the Borrower’s ESF training, and in preparing the environmental and social risk
management instrument like Environmental and Social Management Plans (ESMPs). The MoES has
mobilized safeguards consultants to support preparation of safeguards documents at project preparation
stage, however safeguards specialists will be also needed to provide implementation support to the project,
particularly under Components 1.1 and 1.3, where numerous CbKs and schools are to be involved. Provided
the geogprahic strech of the potential project sites, there may be a need to hire safeguards specialists in both
North and South of the country, who will be expected to work closely with technical supervision at CbKs
site and directly monitor installation and utilization of IT-related equipment. It is also recommended to hire
technical supervision individuals/firm for CbKs minor works.
The Aiyl Okmotu will provide premises for CbKs that it owns and that meet the relevant national pedagogical,
safety, hygiene and sanitation standards. It will provide suitable landscaping for the grounds and ensure
there is a fence surrounding the property. It will maintain and operate the premises as a public pre-school
education service for a period of at least ten years; this will include paying all recurrent, operational costs
and maintaining the premises in good condition. Finally, it will hire a qualified teacher for each new group
created (covering two shifts) and pay their salary until such time the national budget may assume financial
responsibility.
25
2. BASELINE DATA
2.1 Location and Size
The Kyrgyz Republic is a landlocked country in the mountainous part of Central Asia (Figure 1). The area
of country is 199.9 thousand km². Kyrgyzstan is a landlocked country with mountainous terrain. It is
bordered by Kazakhstan to the north, Uzbekistan to the west and southwest, Tajikistan to the southwest
and China to the east. Its capital and largest city is Bishkek.
Figure 1. Map of Kyrgyz Republic
The project activities will be implemented in the territory of the Kyrgyz Republic. Project locations of the
selected subprojects on CbKs under Sub-component 1.1 will be identified during the project
implementation, however it is expected that the subprojects will be implemented throughout the country.
Locations of IT-platform component 1.3 will be also identified at the implementation stage, and throughout
the country.
2.2 Physical Environment
2.2.1 Climate
The country's climate is influenced chiefly by the mountains, the Kyrgyz Republic's position near the
middle of the Eurasian landmass, and the absence of large enough water bodies to influence weather
patterns. Those factors create a distinctly continental climate that has significant local variations such as
fluctuations in the air temperature, precipitation, hours of sunshine, solar radiance and cloudiness. By
climatic conditions, the Kyrgyz Republic is divided into several climatic belts (Figure 2). Frosty weather
persists until the end of February and intrusions of cyclones from the south-west during the cold period of
26
the year bring humid, tropical air from the Mediterranean and the Arabian seas, with heavy precipitation in
Fergana Valley and on the slopes around it.
Figure 2. Climate classification of Kyrgyzstan.
Although the mountains tend to collect clouds and block sunlight (reducing some narrow valleys at certain
times of year to no more than three or four hours of sunlight per day), the country is generally sunny,
receiving as much as 2,900 hours of sunlight per year in some areas. The same conditions also affect
temperatures, which can vary significantly from place to place. In January the warmest average temperature
(−4 °C or 25 °F) occurs around the southern city of Osh, and around Ysyk-Kul. The latter, which has a
volume of 1,738 cubic kilometers (417 cu mi), does not freeze in winter. Indeed, its name means "hot lake"
in Kyrgyz. The coldest temperatures are in mountain valleys. There, readings can fall to −30 °C (−22 °F)
or lower; the record is −53.6 °C (−64.5 °F). The average temperature for July similarly varies from 27 °C
(80.6 °F) in the Fergana Valley, where the record high is 44 °C (111 °F), to a low of −10 °C (14 °F) on the
highest mountain peaks. Precipitation varies from 2,000 millimeters (78.7 in) per year in the mountains
above the Fergana Valley to less than 100 millimeters (3.9 in) per year on the west bank of Yssyk-Kul.
2.3 Topography and Drainage
The mountains of Kyrgyzstan are geologically young, so that the physical terrain is marked by sharply
uplifted peaks separated by deep valleys. There is also considerable glaciation with the largest glacier being
the Engilchek Glacier. Kyrgyzstan's 6,500 distinct glaciers are estimated to hold about 650 cubic kilometres
of water and cover 8,048 square kilometers or 4.2% of Kyrgyzstan. Only around the Chui, Talas, and
Fergana valleys is there relatively flat land suitable for large-scale agriculture.
Because the high peaks function as moisture catchers, Kyrgyzstan is relatively well watered by the streams
that descend from them. None of the rivers of Kyrgyzstan are navigable, however. The majority are small,
rapid, runoff streams. Most of Kyrgyzstan's rivers are tributaries of the Syrdarya, which has its headwaters
in the western Tian Shan along the Chinese border. Another large runoff system forms the Chui River,
which arises in northern Kyrgyzstan, then flows northwest and disappears into the deserts of southern
Kazakhstan. Ysyk-Kul is the second largest body of water in Central Asia, after the Aral Sea, but the saline
27
lake has been shrinking steadily, and its mineral content has been rising gradually. Kyrgyzstan has a total
of about 2,000 lakes with a total surface area of 7,000 square kilometers, mostly located at altitudes of 3,000
to 4,000 meters. Only the largest three, however, occupy more than 100 square kilometers each. The second-
and third-largest lakes, Songkul and Chatyr-Kul (the latter of which also is saline), are located in the Naryn
River Basin. 2.3.1 Hydrology
The Kyrgyz Republic is the only country in central Asia with water resources which are fully formed in its
own territory; this constitutes its hydrological features and advantages. Kyrgyzstan has significant resources
of ground and surface water. which are located in rivers, glaciers and eternal snow masses.
There are more than 3,500 rivers and streams in the country, which belong to the main basins of the rivers
Syr Darya, Amu Darya, Chui, Talas, Ili, Tarim and Lake Issyk-Kul. The waters of these rivers flow across
the territory of the Kyrgyz Republic and then on to other central Asian countries.
There are 1,923 lakes in the country. Water stock in the lakes is estimated at 1,745 cubic km., or about 71%
of total national water reserve. The largest lakes- Issyk-Kul, Son-Kul, Chatyr Kul and Sary - Chelek are
located in closed basins. All remaining lakes are in the Syr-Darya river basin. The largest endorheic (without
outflow) mountain lake is Issyk-Kul, with a volume of 1,738 cubic km. and a surface area of 6,236 sq. km.,
it is a potent factor in the climate throughout the basin of the lake.
2.3.2 Soils and Geology
One of the most distinctive features of the geological structure of the Kyrgyz Tien Shan is the presence of
two megacomplexes of its constituent rocks. The lowest of these is represented by a highly dislocated
variety of sedimentary, igneous and metamorphic rocks of Paleozoic and pre-Paleozoic age, and the upper
consists of weakly metamorphosed mainly continental sedimentary Mesozoic and Cenozoic strata. The
layers of the lower megacomplex are composed by numerous ranges of the Tien Shan and foundation of
the intermountain basins, and Cenozoic deposits fill intermountain basins and foothills. The orogenic
system divides the territory of Kyrgyzstan into three parts: the Northern, Middle and Southern Tien Shan.
Osh Oblast belongs to the Southern Tien Shan.
The Hercynian fold system of the Southern Tien Shan is located southward of the folded structures of the
Middle Tien Shan. The South Tien Shan fold system belongs to the sedimentary and volcanic strata of the
middle and upper Paleozoic. Lower Paleozoic and Precambrian rocks make up the base of the Hercynian
folded complexes. Most outcrops of the Lower Paleozoic deposits are limestone, chert, clay and siliceous
shales, sandstones containing fossils Cambrian and Ordovician.
In the lower parts of the region at an altitude of 900-1,500 masl there are gray soils (light, dark and typical
ones). At altitudes of 1,500-3,000 masl there are different subtypes of brown soil (typical, carbonate), and
in the more humid areas under spruce forests there are dark brown leached soils. In the subalpine zone there
are meadow-steppe and mountain meadow soils.
2.4 Land Use
Fifty-six percent of total land in Kyrgyzstan (10.7 million hectares) is classified as agricultural land. Forest
land comprises 4.5% of the country’s total land area, and deforestation is occurring at a rate of 0.3% a year.
About eight million hectares (75%) of agricultural land is pasture.
28
The most important problems in land use are soil erosion and salinization in improperly irrigated farmland.
An estimated 60% of Kyrgyzstan's land is affected by topsoil loss, and 6% by salinization, both problems
with more serious long-term than short-term effects. Uncertain land tenure and overall financial insecurity
have caused many private farmers to concentrate their capital in the traditional form—livestock—thus
subjecting new land to the overgrazing problem.
2.5 Biological Environment-Ecosystems
2.5.1 Grasslands
Vegetation is typically zoned by altitude. To the north, in the foothills (adyrs), at altitudes up to 1,500 masl
there is wormwood-ephemeral-halophytic semi-desert vegetation. Higher at the slopes of the foothills and
low mountains up to 2,000 m, there are fescuefeather grass steppes with piliferous couch grass westward
and bulbous barley and saryndyz to the east. At 3,000 masl there are juniper forests and woodlands in
combination with fescue-feather grass and meadow steppes are located. Above 3,000 masl, subalpine and
meadow steppes begin to appear interspersed with rocks. In the east, where there is more rainfall, fescue-
feather grass steppes are followed by alpine meadows. Above there is the forest zone, where there are
walnut-fruit (mainly on the slopes of the Fergana ridge), maple, juniper and fir forests. At an altitude of
3,000 m, subalpine meadow and meadow steppe, dominated by the rocky ridges and rocky slopes appear.
To the south, in the Alai Valley, in the lower parts (up to 3000 m) there are subalpine and alpine meadows,
prairies, grasslands and alpine desert steppes.
2.5.2 Forests
Although forests cover less than 6% of the area of the Kyrgyz Republic they play a vital economic, social
and environmental role and are especially important for the livelihoods of rural communities.
Approximately 2.4 million people (or 41% of the total population) live in or near forests and rely on the
forests not only for timber and fuel wood but also for pasture and fodder, as well as non-timber forest
products such as nuts, fruit, mushrooms, and medicinal plants. As a result of over harvesting, by 1966 the
forest cover (619,800 ha) of the Kyrgyz Republic was reduced to roughly half the area it covered in the
1930s (1,194,000 ha). As a result, the State’s policy and the underpinning legislation of the Soviet Union
shifted from intensive harvesting towards forest protection. This policy has resulted in the forest area
rebounding to its 1930s levels and it now extends to an area of just over 1.1 million hectares. The world
largest walnuts and fruit forests are located in the KR covering 70,000 hectares. They represent a unique
natural formation and primarily grow in Ferghana and Chatkal ranges at the elevation of 1,000-2,200 masl.
2.5.3 Arid and semi-arid lands (ASALS)
In general, extremely continental and arid climate in the Kyrgyz Republic, to some extent smoothened by
increased cloudiness and precipitation due to mountainous terrain, is caused by its location in the Northern
Hemisphere in the center of the Eurasian continent, as well as remoteness from large water bodies and
proximity of the desert. The precipitation trends show that the overall mean (for meteorological stations)
annual precipitation slightly increased (by 0.847 mm/year), but during the last 50 years this increase
significantly reduced (to 0.363 mm/year), and over the last 20 years there is a significant tendency to its
decrease (-1.868 mm/year), i.e. we can say that there is a definite aridization of the country’s climate.
2.5.4 Mountain vegetation
The mountains of Kyrgyzstan are geologically young, so that the physical terrain is marked by sharply
uplifted peaks separated by deep valleys. There is also considerable glaciation with the largest glacier being
the Enilchek Glacier. Kyrgyzstan's 6,500 distinct glaciers are estimated to hold about 650 cubic kilometres
29
of water and cover 8,048 square kilometers or 4.2% of Kyrgyzstan. Only around the Chui, Talas, and
Fergana valleys is there relatively flat land suitable for large-scale agriculture.
Kyrgyzstan’s flora can be divided by altitudinal zoning. Different plants grow at different altitudes in the
mountains. In the northern part of the country, steppes, meadow-steppes, meadows, bushes and forests are
more common. In the south, because of the dry climate, there are no forests and alpine meadows; instead,
semi-deserts and deserts are more common. Trees are more common at lower latitudes in the mountains,
while the higher altitudes are mostly grassy and clear.
There are thousands of species of plants in Kyrgyzstan, of which about 600 are useful wild-growing flora,
and 200 officinal plants. Officinal plants, or those that can be used for medicine or found in a pharmacy,
include St John’s wort, coltsfoot, sea buckthorn, Turkestan thermopsis, origanum, and horsetail. Some wild
plants are important economically, such as saltwort, barberries, rhubarb, and types of thyme. Many of the
forests are home to tulips and edelweiss, as well as Schrenk’s fir, Siberian fir, and juniper. In the spring,
there is a tradition of burning juniper branches in one’s home to clear it of bad spirits.
Southern Kyrgyzstan’s most famous plant is the walnut tree. The world’s largest natural growing walnut
forest is in Arslanbob, and the genetic diversity that can be found here is considered to be valuable to
horticulture as a whole. Nestled among the walnut trees one can also find wild apple, pear, and cherry trees.
2.5.5 Freshwaters and wetlands
Because the high peaks function as moisture catchers, Kyrgyzstan is relatively well watered by the streams
that descend from them. None of the rivers of Kyrgyzstan are navigable, however. The majority are small,
rapid, runoff streams. Most of Kyrgyzstan's rivers are tributaries of the Syrdarya, which has its headwaters
in the western Tian Shan along the Chinese border. Another large runoff system forms the Chui River,
which arises in northern Kyrgyzstan, then flows northwest and disappears into the deserts of southern
Kazakhstan.
2.5.6 Marine and coastal areas
Issyk-Kul lake is the second largest body of water in Central Asia, after the Aral Sea, but the saline lake
has been shrinking steadily, and its mineral content has been rising gradually. Kyrgyzstan has a total of
about 2,000 lakes with a total surface area of 7,000 square kilometers, mostly located at altitudes of 3,000
to 4,000 meters. Only the largest three, however, occupy more than 100 square kilometers each. The second-
and third-largest lakes, Songkul and Chatyr-Kul (the latter of which also is saline), are located in the Naryn
River Basin.
2.6 Socio-Economic Background
2.6.1 Population
The NSC estimates that the KR’s permanent population was 6.02 million in 2016, compared to 5.663
million in 2013 and 4.851 million in 1999. The fertility rate increased from 2.8 children in 2008 to 3.2 in
2012, and the mortality rate in 2012 was 6.5/1000 inhabitants. Life expectancy at birth for males is 66 years
vs. 74 years for females. In 2012 the population growth rate was 2.0 percent per annum, with the highest
rate in Bishkek (2.3%) and the lowest in the Issyk-Kul Oblast (1.2%). One third of the population (34%)
resides in urban areas and two thirds (66%) in rural areas. The average population density for the country
is 31 persons/km2 (NSC 2016 data).
The youth sector represents a significant portion of the KR population; 32 percent are in the 0-15 age group,
61 percent are in the working age group (16-59), and seniors older than 60 make up the remaining 7 percent.
30
The population structure has a gender imbalance; the number of females starts surpassing males in groups
more than 33 years old, and in groups 80 years and older there are twice as many females as males.
Emigration and immigration have had a significant impact on KR demographics. The peak emigration
period was in the 1990s, when large groups of Russians, Ukrainians, Belarusians, Germans, Jews and other
nationalities left the KR following the collapse of the Soviet Union. The late 1990s to early 2000s saw an
emigration of workers, and even in the 2008 to 2012 period the KR experienced a net emigration rate of
165,000 persons. The majority of emigration was to the Russian Federation and Kazakhstan (NSC 2013a).
2.6.2 Economic Growth & Setting
The economy of Kyrgyzstan highly depends on services (56%), industry (29%), and agriculture (15%) with
a GNI per capita of US$1,100 in 20162. One third or 30.4 percent of GDP comes from the remittances of
almost 1 million people working abroad, mostly in Russia and Kazakhstan. Goods and services export
growth in U.S. dollar terms averaged 12 percent over 2000-16, albeit with a significant deceleration (to 4.1
percent) over 2008-16. This growth in export was triggered by the rise in gold prices as well as services
exports, the share of which in total exports rose from 11 percent in 2000 to 34 percent by 2016, largely
driven by construction, tourism and information and communication technology (ICT). This led to a
decrease in the value of otherwise exported goods, leaving services and construction as the main
contributors of overall growth.
Agriculture is by far the most important livelihood activity in the KR, contributing to one-third of GDP and
employing two-thirds of the population. Industrial processing, the second most productive sector, also
highly depends on the agricultural sector for provision of raw goods (GFDRR 2014). Significant subjects
of agriculture, forestry and fishing. January 1, 2018 over 429 thousand actives registered in the republic
economic entities operating in the field of agriculture, forestry and fishing. Of these, about 323 thousand,
or 75.4 percent of the total number of such entities, came from peasant (farmer) enterprises, 105 thousand
entities, or 24.6 percent from individual entrepreneurs engaged in agricultural production. A significant
number of such business entities accounted for Osh Oblast - 116.5 thousand, or 27.2 percent of the total,
Jalal-Abad - 98.8 thousand, or 23.0 percent, and Chui Oblast - 65.5 thousand, or 15.3 percent.
2 World Bank Country Profile, 2018.
31
3. SOCIAL ASSESSMENT
3.1. Demographic situation
Kyrgyzstan's population increased from 2.1 million to 4.8 million between the censuses of 1959 and
19993. Official estimates set the population at 6,389,500 in 20194. Of those, 34.4% are under the age of 15
and 6.2% are over the age of 65. The country is rural: only about one-third of Kyrgyzstan's population live
in urban areas. The average population density is 69 people per square mile (29 people per km²). Life
expectancy in 2018 for men was 67.4 years, for women 75.6 years.
A key indicator of population reproduction is fertility. Many children who have to go to CbKs of this project
will be born from 2019 to 2023. Therefore, it is important to take into consideration the total fertility rate
(TFR). This is the most accurate indicator of the birth rate5. TFR changes very slowly and characterizes the
transition of society from the traditional to the industrial form (indirectly, we can draw conclusions
regarding the situation with medicine, roads, and the development of other types of infrastructure). In
addition to this, by means of this indicator we can see the followings:
• the tendencies of parenthood status in the near-term perspective
• to what extent the villages and towns differ from each other in each region.
In general, TFR in the villages of the Kyrgyz Republic is characterized by low variation (excluding the
cities of Bishkek and Osh, the standard deviation is 0.19), see Table 1. Whereas parenthood status in the
cities differentiates from each other (standard deviation is 0,57). When analyzing the regions, a very small
standard deviation is in the Batken region (0.08) indicates that there is almost no difference between culture
and living standards between towns and villages there. The situation is similar in Naryn and Osh regions.6
(σ=0,11 и 0,18 respectively). There no significant differences between villages and towns as well.
Therefore, it is necessary to develop CbKs not only in villages, but also in towns and cities.
On the other side, the cities such as Osh and Talas significantly differ from the villages. In these cities, there
is low level of parenthood status, while in the villages of these regions, the situation with parenthood status
is vice versa. Therefore, when considering the location of the CbKs, it is important to pay attention to the
nearby villages of Osh and to all villages of the Talas region.
There is unconventional situation in Chui and Issyk-Kul regions, where on the contrary, TFR is higher in
cities. The causes of this phenomenon can be studied separately, perhaps the problem is in the registration
of internal migrants, as well as in the fact that women go exclusively to maternity hospitals in regional town
centers. For LLF project, it is important to pay attention to the following cities and towns such as: Karakol,
Tokmok, Kara-Balta, Kemin, Orlovka, since there are most likely a large number of children.
It should be noted that in the next 5-10 years, a large number of children are expected to be born in Naryn
(3.56), Batken (3.42) and Talas (3.40) regions.
3 Population census for Kyrgyzstan, 1999 4 http://www.stat.kg/ru/statistics/naselenie/ 5 TFR characterizes the average number of births per woman in a hypothetical generation throughout her life, while maintaining
the existing fertility levels at each age, regardless of mortality and changes in age composition. 6 Excluding Osh city, which possesses republican status.
Table 1. The total fertility rate by territory for 2016.
Territories Village Town Average TFR
Standard deviation.
town/village
Batken region 3,40 3,51 3,42 0,08
Jalal-Abad region 3,10 2,66 2,97 0,31
Issyk-Kul region 3,14 3,55 3,24 0,29
Naryn region 3,54 3,70 3,56 0,11
Osh region 3,36 3,11 3,34 0,18
Talas region 3,60 2,48 3,4 0,79
Chui region 3,13 4,02 3,26 0,63
Bishkek 2,10 2,44 2,43 0,24
Osh city 3,73 2,61 2,7 0,79
Kyrgyz Republic 3,26 2,76 3,06 0,35
Standard deviation 0,19 0,55 0,19
Vulnerable groups - Large families with more than five children. According to Article 3 of the Law of
the Kyrgyz Republic “On the Basics of Social Services for the Population in the Kyrgyz Republic” dated
December 19, 2001 No. 111 a mother with many children is a mother who has given birth and raised 5 or
more children. Large families are most in the villages. For example, in 2018, the proportion of children
born by the fifth and more counts in the villages was 71.7%. In cities, 28.3%. By region, in absolute terms,
the largest number of large families is in Osh and Jalal-Abad regions. In relative terms, large families are
the most in the population structure of Naryn and Talas regions (see Table 2).
Table 2. Children born in order of fifth and more by territory for 2016-2018.
Territories 2018 in % 2017 in % 2016 in %
1 Batken region 1227 8,2 969 7,2 1008 7,0
2 Jalal-Abad region
2898 9,2 2597 8,7 2526 8,5
3 Issyk-Kul region
1103 9,8 959 8,9 940 8,2
4 Naryn region
915 13,8 772 12,0 823 12,0
5 Osh region 2895 8,0 2625 7,5 2656 7,3
6 Talas region 830 12,9 690 11,4 624 9,7
7 Chui region 1837 7,4 1373 6,3 1270 5,5
8 Bishkek 1404 5,1 1073 4,8 964 4,3
9 Osh city 763 6,4 340 4,4 276 3,7
Kyrgyz Republic
13872 8,1 11398 7,4 11087 7,0
Most of the pre-school children are in Batken (18.9% of the total population), Osh (18.8%), Talas (17.7 %)
and Jalal-Abad (17.6%) regions. There are also more active CEOs in Osh and Jalal-Abad regions. However,
all children per 1 active CEO are most in Bishkek, see column 1 of the Table 3. And if in the regions there
are an average of 620 children per one CEO, in Bishkek there are 1,041 children per kindergarten. This
33
means that the children in Bishkek are much larger than CEOs. Column 5 shows the actual number of
children per CEO. So, Bishkek stands out again as the largest number of CEO is here (for 252 child). At
the second place is Osh, where in each CEO the average is 227 children. We could argue that CEOs in
Bishkek are bigger, therefore more children. But 68,5% of all CEOs in Bishkek are private and small. At
the beginning of 2019, the project capacity of 74 municipal CEOs in Bishkek was 14,239 places. But in
fact, 32,275 children visited, which exceeds the maximum occupancy by 2.3 times7. Column 6 shows the
percentage of children enrolled in CEOs. In regions, the coverage of children is low: in Osh region, only
13.3% of preschool children are enrolled in CEO. The same low coverage in the Jalal-Abad and Talas
oblasts (15.6% and 17.4%, respectively).
Table 3. Statistical data on children 0-6 years old and existing CEOs at territories at the beginning
of 2018
Name of a region
All
children
from 0 to
6 years
old
Number
of CEO
Number of all
children in one
CEO
The actual
number of
children in
the CEO
Actual number
of children per
1 CEO
Coverage
of children
in CEO,
%
1 2 3 4 5 6
Batken 97149 159 611 18693 118 19,2
Jalal-Abad 209719 279 752 32771 117 15,6
Issyk-Kul 76305 94 812 15363 163 20,1
Naryn 46571 133 350 11349 85 24,4
Osh 246838 371 665 32897 89 13,3
Talas 45833 63 728 7972 127 17,4
Chui 73687 177 416 24284 137 33,0
Bishkek 155161 149 1041 37501 252 24,2
Osh city 45916 72 638 16322 227 35,5
Kyrgyz Republic 997179 1497 666 197152 132 19,8
The number of children from 3 to 5 years old has been growing all the time and will certainly grow until
2020. Schedule 3 shows their actual number until 2018, and from 2019 to 2024 the forecast is presented8.
One can see, that the number of 3-5 years old children has been growing all the time and will continue to
grow until 2021 (an increase of almost 34%). From 2021 their number will gradually decrease.
Another vulnerable group is a family affected by labor migration. In the Kyrgyz Republic there are many
settlements subject to external and internal labor migration. The main countries of destination are Russia,
Kazakhstan, Turkey, Korea. Children of labor migrants remain in the care of their relatives. Many migrant
children do not have access to social services, as their parents did not have official guardianship. A
generation of children left behind has been existing for a long time9. According to Ministry of Labour and
Social Development (MLSD), there are 102,406 children in Kyrgyz Republic whose parents are in labor
migration. Out of it, 16,787 are children of internal migrants; and parents of 85,619 children left abroad for
work10. UNICEF claims that in Kyrgyzstan 11% of children under the age of 17 years have one migrant
parent. According to UNICEF, the estimated number of children affected by migration in the Kyrgyz
7 Kindergartens in Bishkek. Online: https://24.kg/obschestvo/121399_detskie_sadyi_bishkeka_otpervyih_ploschadok_dojilyih_domov/ 8 The forecast for the number of children is calculated on the basis of age-specific mortality rates: 0-1 years old - 19.8; 1-4 years -
3.2; 5-9 years - 0.3 per 1000 people. Source data are taken from: Demographic Yearbook of the Kyrgyz Republic 2012-2016.
National Statistical Committee of the Kyrgyz Republic. Bish.: 2017.p. 145. 9 Urmat M. Tynaliev & Gary N. McLean (2011) Labour migration and National Human Resource Development in the context of
post-Soviet Kyrgyzstan, Human Resource Development International, 14:2, 199-215 10 How migrants solve problems of children abroad. Online: 13.07.2019, Bish., 24.kg https://xn--b1aew.xn--
p1ai/Deljatelnost/statistics/migracionnaya/item/17594330/
34
Republic is 259,00011. In some cases, caregiver relatives do not have money to pay for kindergarten, and
they would like additional help to pay bills for kindergarten12. According to UNICEF, abandoned children
face deprivation and are at high risk of violence, exploitation and abuse. This is one of the most
disadvantaged groups of children in Kyrgyzstan13. Such children have problems with school performance,
hygiene and health, cognitive and emotional development. Children left without parental care sometimes
become victims of violence. They are more often exploited. According to the IOM study, mutual
psychological alienation occurs between children left behind and their migrant parents; some young parents
acknowledge a lack of feelings for their children; even after returning to their homeland, they do not take
responsibility for their children14. Limitations of this criterion – there are no official or estimated
quantitative data on children of migrants of preschool age. Children of migrants are “invisible”, since many
of them do not have civil registration documents. There is no practice of official registration of
guardianship. Rural migration has another consequence – lack of qualified teaching staff. There is a risk that educators in
rural CbKs are / will be employed by people with non-core education or no education at all. In 2018, there
were 7,694 pre-school teachers in the Kyrgyz Republic as a whole (see Table 4). There were 5.4 teachers
per state kindergarten; for one private kindergarten there were 3.2 teachers. Over the course of five years,
the number of educators has grown slightly in state kindergartens (from 4.9 to 5.4). But in private
kindergartens the situation has not changed. Another risk is related to the fact that the salaries of assistants
(nannies) are very low (about 4 thousand soms) and in this regard, there is a high staff turnover. When we
talk about qualified personnel, we also mean a speech pathologist, psychologist, psychiatrist, audiologist,
speech therapist, musician, who are not even in urban CEO.
Table 4. Statistics on nursery teachers of CEOs15.
2014 2015 2016 2017 2018
Total number of nursery teachers at CEOs. 5 116 5 693 6 414 7 151 7 694
At public CEOs 4 833 5 374 6 045 6 715 7 149
At private CEOs 283 319 369 436 543
Total number of CEOs: 1062 1166 1296 1390 1497
Public CEOs 982 1 086 1 169 1 248 1 325
Private CEOs 80 100 127 142 172
Number of nursery teachers per 1 public SbBK 4,9 4,9 5,2 5,4 5,4
Number of nursery teachers per 1 private CbK 3,5 3,2 2,9 3,1 3,2
Internal migrants are also a vulnerable group. A recent study showed that 18% of the Kyrgyz population
is represented by internal migrants16. 46,2% internal migrants work in unskilled jobs. Only 24.4% of
internal migrants had official registration at the place of residence. Lack of registration makes it difficult
for migrants to access a kindergarten, school, and clinic. Internal migration is directed to Chui oblast and
11 Lucio Valerio Sarandrea. Protection of children left behind by migrant-parents. UNICEF. Online:
https://www.unicef.org/kyrgyzstan/ru/%D0%9D%D0%BE%D0%B2%D0%BE%D1%81%D1%82%D0%BD%D1%8B%D0%B5
-
%D0%B7%D0%B0%D0%BC%D0%B5%D1%82%D0%BA%D0%B8/%D0%B7%D0%B0%D1%89%D0%B8%D1%82%D0%
B0-%D0%B4%D0%B5%D1%82%D0%B5%D0%B9 12 See above. 13 Children of migrants. UNICEF. Online: https://www.unicef.org/kyrgyzstan/ru/%D0%94%D0%B5%D1%82%D0%B8-
%D0%BC%D0%B8%D0%B3%D1%80%D0%B0%D0%BD%D1%82%D0%BE%D0%B2 14 Youth migration from Central Asian countries: risk analysis and minimization of negative consequences. Country Report on
the Kyrgyz Republic. Doolotkeldieva A., Dzhamangulov K.E. KAZISS, MOM. In preparation for publication. 15 Open data. National Statistical Committee. Онлайн: http://www.stat.kg/ru/opendata/category/2498/ 16 Internal migration in Kyrgyzstan: barriers and ways of social mobility. USAID, IOM, M-Vector, El-Pikir. 2018. The report is
presented, but not published.
35
to the main cities of Bishkek, Osh, and Jalal-Abad. It is important to take into consideration that in such
large cities there are a large number of internal migrants with their families and children who need to attend
CbKs. But there is a risk that city administrations of Osh and Bishkek will not be able to provide facilities
and rooms for CbKs due to high demand and high rent prices as well.
Ethnic minorities. The National Statistical Committee of the KR publishes statistics on 23 ethnic groups,
including Kyrgyz. All of them make up 99.3% of the total population of Kyrgyz Republic for the beginning
of 2018. The number of ethnic Kyrgyz is 4,587,430 people (73.3%). The other 22 ethnic groups together
make up 26% of Kyrgyz population. The largest number are Uzbeks - 14.7%, on the second place are
Russians - 5.6%, further Dungans - 1.1% and Uighurs - 1%17. The distribution of the most numerous
nationalities by territory is presented in Table 5. Naryn region is mostly mono-ethnic among all seven
regions, there are 99% of Kyrgyz people. It is a mountainous region with a harsh climate. In Batken region
attention should be paid to the territories with predominantly residence of Uzbeks (14.7%) and Tajiks
(0.9%). There are local settlements of Uzbeks in Osh and Djalal-Abad regions (28.9% and 25.4%,
respectively). Isyyk-Kul and Chuy regions are ethnically rich, besides Russians there live Dungans (0.7%
and 6,5%) and Kazakhs (1.4%) villages. Meskhetian Turks live compactly - 1.3%. There is a large diaspora
of Russian and other Slavic ethnic groups in Bishkek.
Table 5. The share of ethnic groups in % within the Kyrgyz Republic at the beginning of 2018
KR Batke
n
Djala
l-
Abad
Issyk-
Kul
Nary
n Osh Talas
Chu
y Bishkek
Osh-
city
Kyrgyz
73,
3 77,2 71,9 88,9 99,2 67,8 93,4 66,0 73,7 50,1
Uzbeks
14,
7 14,6 25,4 0,6 0,2 28,9 0,7 1,8 1,4 43,4
Russians 5,6 0,5 0,6 5,8 0,03 0,1 1,3 15,2 16,6 1,5
Dungans 1,1 0,7 0,2 0,1 0,03 6,5 0,5 0,04
Uighurs 0,9 0,8 0,1 1,1 0,1 1,9 1,6 0,3
Tajiks 0,9 6,9 0,5 0,6 0,0 0,4 0,1 0,2
Turks 0,7 0,2 0,6 1,0 0,6 1,3 0,4 2,0
Kazakhs 0,6 1,4 0,0 1,2 1,5 1,0 0,1
Tatars 0,4 0,3 0,2 0,4 0,1 0,1 0,6 1,2 0,6
3.2. Economical geography
Residents of villages located in the highlands and remote areas of the Kyrgyz Republic have unequal
chances of getting an education and participating in a market economy. Therefore, such settlements have a
special status18. Residents of such zones receive co-payment ratios for wages and other social benefits (from
1.1 to 1.8). In order to include a settlement into this category, the Government of the Kyrgyz Republic takes
into account the following indicators: the height of the settlement above sea level (at least 1,800 meters),
transport inaccessibility, poor quality of road surface, the presence and complexity of mountain passes. In
the Kyrgyz Republic, there are 732 settlements of this type. Almost 65% of them are in the three southern
regions (Osh - 213, Batken - 142, Jalal-Abad - 120), see table 9. In the northern part of Kyrgyzstan, most
17 Demofraphic Yearbook of Kyrgyz Republic: 2013-2017. B: NatStatCom KR, 2017. p. 101. 18 Resolution of the Gov. of the KR of June 25, 1997 No. 377 “On the provision of state support to people living and working in
the high and remote zones of the Kyrgyz Republic”
36
of the highland and remote zones are located in the Naryn region - 167 units/settlements (22, 8%). The
detailed name of each village is presented in Appendix 12 to this report.
Table 6. The number of settlements located in the highland and remote zones of the Kyrgyz Republic.
№ Name of a region Amount of settlements in each region Percentage %
1 Naryn 167 22,8
2 Osh 213 29,1
3 Batken 142 19,4
4 Jalal-Abad 120 16,4
5 Chui 14 1,9
6 Issyk-Kul 71 9,7
7 Talas 5 0,7
In total 732 100,0
The priority in selecting settlements should be given to those located in border regions. There is a Law of
KR “On Giving Special Status to Certain Border Territories” dated July 26, 2011 No. 145. According to
article 3 of this law, the list of selected border areas of the Kyrgyz Republic includes the following
settlements located on the border:
(a) With low socio-economic development, instability of the situation due to lower living standards
and outflow of the population;
(b) With difficult climatic conditions, poor assimilation and inaccessibility of the main part of the
territory;
(c) With risks of threats to the national security of the Kyrgyz Republic, the consequences of which
can cause significant damage to basic national interests and have a direct impact on the
constitutional system, territorial integrity and sovereignty of Kyrgyz Republic.
Appendix 10 contains a List of selected border areas of the Kyrgyz Republic with special status19. Here we
note that there are totally 26 units of such rural districts in Kyrgyz Republic (see Table 7). We see that
according to this criterion, the inhabitants of Batken are very vulnerable. Due to cross-border disputes with
Tajikistan in this area, a high level of unpredictability.
Table 7. The number of rural districts assigned to separate border territories with special status.
Territory Amount
Issyk-Kul region 3
Djalal-Abad region 5
Naryn region 1
Batken region 16
Osh region 1
Total 26
The project will seek to ensure a broad, regionally and ethnically balanced distribution of funds. It will
target poor, rural communities. From these, the project will select communities where access to ECE
19 Decree of the Government of the Kyrgyz Republic “On the implementation of the Law of the Kyrgyz Republic“ On giving
special status to certain border areas of the Kyrgyz Republic and their development ”from March 20, 2012 No. 186.
37
services is below the national rural average and there are sufficient children to fill two shifts. The selection
process will give preferential consideration to communities where there are larger numbers of children
without access. The communities will be transparently selected, using a mechanism similar to the one used
under KEEP and that will be detailed in the Operations Manual.
3.3. Income
The assessments result of measuring the well-being of Kyrgyz Republic population were made by the
National Statistics Committee on the basis of a sample integrated survey of household budgets and labor
force with a quarterly coverage of 5,016 households. The survey results show that the poverty level in 2018,
calculated by consumer spending, in the whole country was 22.4%, which is 3.2% less than the previous
year.
The value of the general poverty line in 2018 was 32,679 soms per year per capita (2,723 soms per month
or $ 39 USD), the extreme - 17,471 soms (1,456 soms per month or $ 21 USD)20. In 2018, 1 million 429
thousand people lived below the poverty line, of which 68.0% were residents of villages. More than 35
thousand people lived below the extreme poverty line, of which 84.6% were residents of rural settlements.
Most of the poor are in Osh (35.5%), Batken (33.8%), Jalal-Abad (32.3%) and Naryn (30.6%) regions, see
Table 8.
Table 8: The level of general and extreme poverty in the territory for 2018 (in % of the population)
Territory Total
poverty
Total poverty excluding income from labor
migration
Extreme
poverty
Kyrgyz Republic 22,4 32,2 0,6
Batken 33,8 54,6 0,9
Djalal-Abad 32,2 44,9 1,0
Issyk-Kul 21,5 24,4 0,9
Naryn 30,6 30,6 2,2
Osh 14,8 36,1 0,0
Talas 22,1 24,0 0,0
Chuy 15,6 19,5 0,3
Bishkek city 15,4 15,6 0,3
Osh city 35,5 42,1 0,6
Three south regions deeply depend on finances from labor migration, that is visible in Table 9. In
common income of Batken region it is 31,5%, Osh region- 22,2%, Djalal-Abad- 18,1%.
Table 9: The structure of disposable cash incomes of the population by territory (in%)
Territory
Labor activity
Social transfers
Income from
personal subsidiary
plots
Other
income Total Out of KR
territory
KR 68,9 11,7 15,8 11,2 4,2
Batken region 69,3 31,5 16,9 11,8 2
Djalal-Abad region 68,8 18,1 14,1 11,4 5,7
Issyk-Kul region 46,6 2,4 17,4 27,5 8,5
Naryn region 39,3 0,3 32,2 22,6 5,9
Osh region 73,7 22,2 14,3 9,6 2,3
Talas region 44,3 1,9 16 37,4 2,4
20 Poverty level of Kyrgyz Republic population in 2018. NatStatCom, June 2019. Online.
38
Chuy region 69,7 5,2 15,4 12,1 2,8
Bishkek-city 81,2 0,1 14,9 0 3,9
Osh-city 72,9 4,8 16,8 0,3 10
The poverty line is very sensitive. With the poverty line increasing by 5%, or 136 soms per month, the share
of the poor increases by 3.6%, and when the poverty line decreases by 5%, the share of the poor decreases
by 4.3 percentage points. Thus, the dense concentration of the population around the poverty line increases
the likelihood of a significant part of the population moving from the non-poor to the poor and conversely.
Practice shows that kindergartens in villages are usually paid, even if they are supported through the state
budget. The reason is that the money allocated from the budget is not enough21. Established project CbKs
can also become payment based. The risk is that for parents from vulnerable categories, payment may
become excessive and the chances of their children to get pre-school education will decrease. Payment
should be affordable for vulnerable groups of population.
When analyzing the welfare of the population, it is necessary to pay attention to the economic indicators of
the territories. First of all, these are the settlements receiving equalizing fund transfers from the republican
budget (subsidies). The total number of local budgets is 497 units. There are: 2 cities of republican
significance, 12 cities of regional significance, 17 cities of regional significance and 453 rural districts. The
total volume of leveling transfers in 2019 was supposed to be 2000.3 million soms22. For 2019 378 rural
districts from 453 were subsided (83,4%) and got transfers from Republic budget. Only 71 rural districts
are able to finance itself. Full name of non-subsidized rural districts is given in Appendix 14. The same
information grouped by regions is given in Table 9. Fast all rural districts of Batken, Naryn, Osh, Talas and
Djalal-Abad regions are subsidized. Only Chuy and Issyk-Kyl region rural districts demonstrate a certain
degree of economic independence.
Table 10. The amount of rural districts without receiving the equalizing transfers (subsidies) from
the republican budget by regions for 201823.
Territory Amount
Issyk-Kul region 21
Djalal-Abad region 4
Naryn region 2
Batken region 1
Osh region 3
Talas region 3
Chuy region 37
Total 71
Osh and Jalal-Abad regions are the leaders in the amounts of subsidies- 551 485.9 thousand soms and 419
630.6 thousand soms, respectively (see Table 11).
Table 11. Amounts of the listed leveling transfers (subsidies) by regions for 2018, thousand soms.
21 18 soms (KGS) are allocated from the state budget for the nutrition of one child per day. 22 Economic development MSU. Local budget. Online: http://www.gamsumo.gov.kg/ru/economic 23 Appendix 10 to the Law of KR about Republic budget of Kyrgyz Republic for 2018 and forecast for 2019-2020.
39
Territory Thousand soms
Issyk-Kul region 110 128,5
Djalal-Abad region 419 630,6
Naryn region 280 257,2
Batken region 207 127,0
Osh region 551 485,9
Talas region 113 588,0
Chuy region 159 665,3
Total 1 841 882,5
The uneven economic development of the territories also clearly shows the gross regional product (GRP)
per capita, see Table 12. Of all regions, the lowest GRP per capita is observed in Osh region - only 31.1
thousand soms per capita. For 6 years GRP there has grown by only 13.5%. We can also see a huge gap in
GRP between the regional center (Osh city) and other settlements of this region (3.6 times lower). Batken
region is also noteworthy, where GRP per capita is only 38.9 thousand soms. The highest GRP is in Bishkek
– almost 197 thousand soms per capita. Therefore, the capital has a large number of internal migrants.
Table 12. Gross regional product per capita (thousand soms)
2011 2012 2013 2014 2015 2016 2017
1 Batken region 32,3 33,8 36,4 38,8 39,1 37,9 38,9
2 Djalal-Abad region
33,7 37,1 36,9 41,4
46,3 48,4 55,2
3 Issyk-Kul region
99,7 82,4 114,5 116,0
111,0 131,6 138,0
4 Naryn region 30,3 35,6 37,8 43,5 49,2 53,1 51,7
5 Osh region 27,4 25,5 25,3 27,8 27,8 28,0 31,1
6 Talas region 29,3 41,1 47,4 57,1 59,9 59,8 63,9
7 Chuy region 52,4 51,5 58,0 69,4 84,8 88,7 98,2
8 Bishkek-city 115,2 131,7 146,8 159,9 162,3 181,0 196,8
9 Osh-city 37,6 65,0 73,4 85,5 87,1 95,3 112,5
KR
54,4 58,0 65,0 71,8 75,5 81,8 89,3
It should be taken into consideration that the Republican budget is scarce (see Table 13) and funds from
internal and external sources are attracted to cover it. The Ministry of Education and Science will need to
pre-plan the payments of nursery teachers or provide for an increase of the previously approved budget.
The risk is that the money to support the new CbKs in the state budget may not be enough. Part of the
money in the country can flow to finance nationwide elections. In 2020, elections to the Parliament of the
Kyrgyz Republic will be held. At present, the draft law “On Political Parties” has been tabled for discussion,
where it is now proposed to finance parties through the state budget 24.
Table 13. Deficit of (-) state budget, mln. soms (KGS)
24 Web-site of Jogorku Kenesh of the KR. Since July 30, 2019, the draft Law of the Kyrgyz Republic “On Political Parties” has
been submitted for public discussion. Date of delivery 07/30/2019.http://kenesh.kg/ru/article/show/5730/na-obshtestvennoe-
obsuzhdenie-s-30-iyulya-2019-goda-vinositsya-proekt-zakona-kirgizskoy-respubliki-o-politicheskih-partiyah
40
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
-2 958,8 -10 768,0 -13 663,7 -20 232,3 -2 330,5 -1 875,5 -6 149,3 -20 888,9 -16 476,2 -6 188,9 -10150, 7
Kyrgyzstan’s HDI value and rank. Kyrgyzstan’s HDI value for 2017 is 0.672— which put the country in
the medium human development category—positioning it at 122 out of 189 countries and territories.
Between 1990 and 2017, Kyrgyzstan’s HDI value increased from 0.618 to 0.672, an increase of 8.8 percent.
Table A reviews Kyrgyzstan’s progress in each of the HDI indicators. Between 1990 and 2017,
Kyrgyzstan’s life expectancy at birth increased by 4.8 years, mean years of schooling increased by 2.3 years
and expected years of schooling increased by 1.4 years. Kyrgyzstan’s GNI per capita decreased by about
4.8 percent between 1990 and 201725.
3.4. Gender assessment
In the National Development Strategy 2018-2040 and in the Program and Plan of the Government of the
Kyrgyz Republic for the transition to sustainable development for 2013-2017. (SDAP) issues of the role of
women, family and gender development are included in the priority areas and offer a fairly wide range of
tasks and measures aimed at integrating the gender dimension in the country's sustainable development.
In 2012, for the first time, a long-term National Strategy for Achieving Gender Equality until 2020 was
developed and adopted (approved by the Government of the Kyrgyz Republic dated June 27, 2012 No.
443), which was determined by the need to strengthen gender policy mechanisms in the context of
deepening social inequality caused by political and economic crises of recent years26.
However, gender inequality remains a challenging issue especially related to economic and political
empowerment.
Figure 3. Percentage of seats held by women in Parliament of KR27
Women are less likely to be employed and, when employed, they earn on average 30 percent less than men.
The level of economic activity of women in 2017 amounted to 45.9%. In men, this indicator was 75%. The
lowest economic activity of women is observed in Osh and Naryn Oblast: only 31.1% and 33.1%,
respectively28. The gap in wage levels between men and women has also widened between 2013 and 2017,
25 http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/KGZ.pdf 26 This has been published in the document: gender aspects of the Sustainable Development in the Kyrgyz Republic,
https://www.undp.org/content/dam/kyrgyzstan/Publications/sustainable-development/SD_gender_ru.pdf 27 http://www.stat.kg/ru/opendata/category/2739/ 28 Women and men of the Kyrgyz Republic: 2013-2017. National Statistical Committee of the Kyrgyz Republic. Bishkek: 2018.
P44. http://www.stat.kg/media/publicationarchive/20232a59-bc04-4b2f-b8da-5220d4afbecc.pdf
25.6 25.6 25.623.5
20.8 20.822.5 21.7 21.7
15.8 16.7 15.8
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
41
indicating a severe lack of appropriate economic opportunities that could potentially lead to serious social
as well as economic issues. Actions are thus needed to enhance women’s participation in civic, political
and economic activity – mainly through reversing the still elevated maternal mortality rate, closing the gap
between male and female labor force participation, and reducing the disparity in wages.
Over a long period of time, the share of women in the total population of the republic remains unchanged -
50.5%, many of whom live in rural areas and work in agriculture. Women employed in agriculture in rural
areas have poor health. The proportion of pregnant women with anemia in the territory in 2017 was 33.5%.
In Batken, this figure was 57.3%, in Djalal-Abad – 45.8%, in Talas – 34%.
Female employment has always formed an integral part of the labor force, especially in rural areas of
country. Women have played an important role in sustaining the economy and contributing to family
income through subsistence farming.
Barriers to women’s entrepreneurship and employment are evident and range from household
responsibilities to capacity and access limitations. Barriers reported, but not limited to
(a) expectations to shoulder the burden of household responsibilities;
(b) the need to manage household affairs while men migrate for labor;
(c) limited access to financial resources.
Gender based violence (GBV). The number of recorded crimes committed against women in 2017 was
7,99529. Approximately 95 percent victims of violent crimes in Kyrgyzstan are women. Domestic violence
is widespread, affecting nearly one third of women and girls aged 15 to 49. Seven percent of women have
suffered from violence during pregnancy and three percent of women aged 30 years and above have
experienced sexual violence30.
In 2017 Kyrgyzstan adopted a new law "On Safeguarding and Protection Against Domestic Violence", the
product of three years of joint advocacy by women’s CSOs of the country. The law improves protection
measures for survivors and addresses implementation gaps in the previous domestic violence legislation31.
The accompanying Law on Amending Certain Legislative Acts of the Kyrgyz Republic on the Prevention
and Protection of Domestic Violence, changes elements of the Administrative Code and other relevant laws.
An important feature is that any victim of domestic violence, regardless of whether criminal proceedings
are opened or not, can avail of the provisions. These include key rights, such as access to safe shelter, and
medical and mental health services32.
According to Human Rights Watch (HRW) 2019 Report, long-term human rights concerns still
persists in Kyrgyzstan, even as blatant attacks on media freedoms became less frequent, and the President
of the Kyrgyz Republic appeared to seek more constructive engagement with civil society. Violence against
women, including bride-kidnapping, and impunity for torture persisted. As authorities have stepped up
counter-extremism measures, criminalizing possession of extremist materials, the overbroad definition of
extremism, and breaches of due-process have led to human rights violations. In September, Kyrgyzstan’s
prime minister signed a decree initiating ratification of the United Nations Convention on the Rights of
Persons with Disabilities (CRPD), which Kyrgyzstan signed in 201133.
29 Ibid. p128. 30 https://eeas.europa.eu/sites/eeas/files/kyrgyzstan_final_report_09.01.2018_approved_workshop_final.pdf 31 https://www.women2030.org/wp-content/uploads/2018/11/GA_Alga-draft-final-12-nov-2.pdf 32 https://eeas.europa.eu/sites/eeas/files/kyrgyzstan_final_report_09.01.2018_approved_workshop_final.pdf 33 https://www.hrw.org/world-report/2019/country-chapters/kyrgyzstan
42
3.5. Vulnerable Groups
As the social assessment shows, there are the following vulnerable groups:
− female headed households;
− people lived below the poverty line and remittance-dependent households;
− individuals (parents) or children with disabilities;
− large families with 5 or more children
− children of external labor migrants and children of internal migrants
− elderly parents of migrants who look after their grandchildren
− populations living in inaccessible areas
− population living in border areas
− ethnic minorities.
3.6. Key Beneficiaries.
The project is expected to directly benefit (approximate numbers):
• 75,000 children aged 3-5 years who will enroll in newly established CbKs;
• 1,500 kindergarten teachers recruited for the CbKs, who will be trained on early childhood
development and the pre-school curriculum;
• 30,000 primary and secondary teachers, who: work at target schools that will receive an IT platform;
are trained for digital literacy; commit to follow the strengthened training programs provided to the
IITTs; or work at schools where CLASS is institutionalized;
• 440,000 primary and secondary students who attend the target schools.
Indirect beneficiaries are expected to include:
• 50,000 primary and secondary teachers (at non-target schools), who will gain access to the
strengthened training programs provided to the IITTs and to digital content developed under the
project and made accessible online;
• the parents, caregivers and household members of students in the 500 communities where the CbKs
are newly established and the 1,000 communities where the target schools are located.
3.7. Determination of the circle of stakeholders
Key Stakeholders
Local community. This is a resident population living in the settlements selected for the project. Namely,
parents (legal representatives) and their preschool children; young families that will have children in future;
seniors who are freed from their grandchildren by CEO and devote their free time to themselves. All of
them are direct beneficiaries of the project. The local community also includes people with a pedagogical
education and the likelihood of being hired by the established CEO. They are also other individuals
providing various services in the field of preschool education (stationery sellers, photographers, heads of
children's and sports clubs, drivers, food sellers, and many others).
Ministry of Education and Science of the Kyrgyz Republic
The MoES is the central public administration body that identifies the state policy in the field of education,
science as well as scientific and technological activities34. Provides administration in the field of education
and state control over the accessibility and quality of education, ensuring the constitutional right of citizens
34 Regulation on the Ministry of Education and Science of the Kyrgyz Republic dated 02.20.2012 No. 119.
43
of the Kyrgyz Republic to education. The main tasks of the Ministry are: 1. creation of an education system
aimed at the formation, development and professional growth of an individual; 2. improving the quality of
education; 3. creating conditions and mechanisms for the development of scientific activities.
The main functions of the MoES include, among others:
− organization of a system for the training and retraining of teaching staff;
− development of state educational standards;
− preparation of proposals for the development of infrastructure of educational facilities for
government agencies, investors and international organizations;
− monitoring measures aimed at ensuring accessible education;
− control over the provision of quality educational services by educational organizations; and
compliance with state educational standards;
− coordination of work on the preparation and publication of textbooks and educational-
methodological complexes;
− attracting foreign and domestic investment for education;
− representation of the interests of the Kyrgyz Republic in international organizations on educational
issues in the established manner;
− financing of organizations of pre-school, school and out-of-school education through regional (city)
departments (departments) of education;
− organization of work on an inventory of educational facilities under construction and on
conservation, with identification of needs for new construction based on the demographic
information of settlements;
− provision of equipment and inventory to educational organizations.
District (city) departments of education (Rayono). Rayono make up the most important part of the
Kyrgyz Education System. The Ministry of Education and Science carries out its functions on the ground
through territorial bodies, subordinate institutions and organizations in cooperation with other executive
bodies, local self-government, public associations, scientific and other organizations35. Rayono controls
the quality of education in the field, provides scientific and methodological support, monitors and analyzes
the state of educational work and the level of development of children in accordance with the objectives of
preschool education.
Local government (MSU). The system of local government is formed by: Local keneshes and Aiyl okmotu
(in the cities of the city hall)36. They operate in close cooperation with state authorities (Akim) to create
conditions for the implementation of the constitutional rights of citizens of the Kyrgyz Republic to
participate in resolving issues of state and local importance. Local kenesh - These are representative bodies
of local self-government. In rural districts these are ayil keneshes. In cities - city keneshes. Kenesh deputies
are elected by the population once every 4 years. The interest of local keneshes is that as part of the bodies
of local self-government, their powers include the provision of preschool education. Local budgets are
approved by regulatory legal acts of local keneshes37.
Ayil okmoty – executive bodies of local self-government. There are 453 ayil okmotu and 31 cities (a total
of 484). For 2019, 378 ayil okmotu are subsidized in Kyrgyzstan. Subsidized aiyl okmotu are highly
dependent on external sources of financing and are interested in investments, development projects, and
non-material support. The head of ayil okmotu is the head of the executive body of rural district local self-
35 Section 1. C 3. Regulations on the Ministry of Education and Science of the Kyrgyz Republic. dated February 20, 2012 No.
119. 36 Hereinafter, articles from the Law of the Kyrgyz Republic “On Local Self-Government” of July 15, 2011 N 101 are cited. 37 Article 13 of the Budget Code of the Kyrgyz Republic dated May 16, 2016 No. 59
44
government. This is an elected position. The term of office of the chapter is 4 years. It should be noted that
in one rural district can be up to 10 villages.
Ayil bashchy – appointed official in villages performing functions delegated by ayil okmotu decision. In
order to organize the prompt resolution of issues of local importance of separately located settlements, by
the decision of the local kenesh, posts of ayil baschysy (ayil elder) may be introduced.
Mayors - heads of the executive body of local self-government of cities. Mayors are chosen by deputies of
city keneshes.
The Law of the Kyrgyz Republic “On Local Self-Government” dated July 15, 2011 No. 101 states that the
powers of state authorities in the field of local self-government include the provision of pre-school
education, school and professional education in accordance with state educational standards. Local
governments may be vested with separate state powers. For example, providing buildings and other
facilities for the provision of services in the field of school, preschool and professional education and
health.
In the Law of the Kyrgyz Republic on Education dated April 30, 2003 No. 92, the competence of LSG
bodies is broader
In the Law of the Kyrgyz Republic on Education dated April 30, 2003 No. 92, the competence of LSG
bodies is broader. These include: development of a network of educational organizations and ensuring the
rights of citizens to receive education; the implementation of economic services and financing of
subordinate educational organizations; guardianship and custody of minor/underage orphans and children
left without parental care, protection of their rights, placement in orphanages, boarding schools, families
for upbringing or adoption; implementation of systematic registration of children of preschool and school
age; organization of transportation of children to general educational organizations and to their places of
actual residence. LSGs in the prescribed manner at the expense of the local budget can create educational
organizations, providing them with appropriate pedagogical (scientific and pedagogical) personnel,
material and technical base. Local self-government bodies necessarily carry out the allocation of land
allotments to rural schools from the Agricultural Land Redistribution Fund.
The head of local state administration – Akim of district. Akim is the main state official in the district.
He is personally responsible to the Government of the Kyrgyz Republic for the socio-economic
development of the region. According to law38 he ensures the coordinated activity of the territorial divisions
of ministries, state committees, administrative departments and other state bodies of the Kyrgyz Republic
on the territory of the district, their interaction with local authorities and exercises state control over their
activities. Akim's interest in the implementation of the project lies in the fact that the Akim exercises control
over the observance of the rights and interests of children in the respective territory, is responsible for the
implementation of the socio-economic development programs of the territory. For the development of
territories, its competence includes attracting investments and grants.39. The akim agrees to the
appointment and dismissal of their leaders (except for supervisory, judicial and special bodies). Akim 1.
dismisses the head of the executive body of local self-government; 2. exercises control over the effective
and targeted use of the funds of the republican budget; 3. provides the efficient management of state
property in the relevant territory.
Schools located in selected rural districts represented by the school team. Their interest in project
implementation is in presence of CEO in the village, prepared children who have received social and some
cognitive skills go to the first class. This will affect the performance of children in the period of education
in primary school.
38 Law of KR “On Local State Administration” dated July 14, 2011 No. 96 39 Article 9 Law of KR “On Local State Administration” dated July 14, 2011 No. 96
45
Other stakeholders
Plenipotentiary Representative of the Government of the Kyrgyz Republic. This representative is an
official representing the Government of the Kyrgyz Republic within the relevant field. The Plenipotentiary
ensures the implementation of the powers of the Government of the Kyrgyz Republic and enhances the
effectiveness of state power in the region. The main task of the Plenipotentiary is the implementation of
state policy within the region40.
State Agency for Local Government and Interethnic Relations under the Government of the Kyrgyz
Republic. Its main tasks are participation in the development of state policy in the field of local self-
government and interethnic relations and its implementation; improving the legal and organizational
foundations of local government; strengthening the organizational and financial and economic foundations
of local government; improving the activities of local governments, strengthening their responsibility to the
local community; protection of the rights and legally protected interests of local government; creation of
conditions for inter-municipal cooperation and dissemination of best practices.
Government. It provides a unified state policy in the socio-economic sphere, youth policy, policy in the
fields of culture, art, tourism, sports, science, intellectual property, education, health, labor, employment
and migration, interethnic relations, child protection and gender equality, social provision, environmental
protection, environmental safety and nature management, land management and regulation of land
relations; architectural, urban planning and construction activities, state and municipal services, statistics,
development of the state language, mountainous territories and other areas41.
International organizations and NGO. Basically, all their initiatives and projects are social in nature,
aimed at creating common goods, solving the problems of children, youth, women, migrant households,
and persons with developmental disabilities. Project goals may coincide with their goals. There may be a
cumulative effect. Therefore, they will be interested in the successful implementation of the project on the
creation and implementation of the CEO.
Findings of social assessment carried out during preparation of this project in administrative context:
• The incompetence of the heads of LSG bodies is a serious challenge for the project.
• Due to low wages, limited financial, technical and human resources, competent and professional
specialists prefer other jobs.
• Overlap of the project implementation with the change of leaders and members of local authorities.
Interruption of the continuity in cases and agreements on the implementation of the project between
the departing and new leaders.
• “Internal”, interpersonal conflicts that may occur between the heads of local self-government
bodies and other state institutions of the region and ayil aimaks. The risk for the project is that one
of the conflicting parties can in every way impede the implementation of the project
• The risk is that the money to support the new CbKs in the state budget may not be enough.
• Lack of qualified teaching staff in villages.
40 Regulation on the plenipotentiary representative of the Government of the Kyrgyz Republic in the region dated July 17, 2012
No. 506. 41 Article 10 Law of KR “On the Government of the Kyrgyz Republic” dated June 18, 2012 No. 85.
46
Recommendations / mitigation measures for project design and implementation arrangements to create
equitable opportunities for poor and vulnerable groups and ensure that the project interventions are
accessible to the intended beneficiaries.
To achieve stable financing of the activities of the kindergartens created by the project: 1. The information
company about the project should begin 1-2 years before the start of the work of the CbKs. 2. Coverage of
certain types of expenses, such as payment of utilities, electricity, heating, could be transferred to local
authorities. In selecting an aiyl aimak, it is necessary to obtain documents confirming the financial support
of utilities and the provision of teachers' salaries.
During the evaluation of the project “Supporting of the reforms in the education sector” (SSFER / CS /
CQS / 3.0 / 41C), it was noted that in some localities, the LSGs allocated land for rural CbKs. In these
areas/lands, parents of children planted fruit trees and vegetables in order to harvest dried fruits and
vegetables for the winter to feed the children. This practice 1. reduces the cost of monthly payments to
parents; 2. Strengthens the interaction of the CbKs, parents and LSG bodies. It should be noted that “LSG
bodies obligatorily allocate land allotments to rural schools from the Agricultural Land Redistribution
Fund”.42 3. Obtain a document guaranteeing the involvement of children from vulnerable and low-income
groups of the population in education in CEO.
To solve the lack of qualified teaching staff in villages: 1. retraining of the pedagogical staff of the CbKs,
advanced training and certification. 2. Further training and certification of not only educators, but also their
assistants. This will enhance their professional status. 3. Initiation of the issue of increasing the
remuneration of assistants. 4. The district education departments (Rayono) could have one speech
pathologist, psychologist, audiologist, speech therapist, and physician in the state, who would take turns
visiting the early childhood care centers in the villages of ayil aymaks of this region.
If overlap of the project implementation with the change of leaders and members of local authorities: 1.
The succession of obligations will ensure the legal consolidation of all agreements by concluding
agreements. 2. Although the terms of offices of the heads of local authorities expire at different times, it
will be useful for the project to know in advance the calendar of elections in the Kyrgyz Republic. For
example, in May 2019, the elections of deputies of some local councils of Batken, Naryn, Osh, Talas and
Chui regions of the Kyrgyz Republic were held.
The incompetence of the heads of LSG bodies is a serious challenge for the project. The project work must
be carried out comprehensively, including informing, discussing the project, recording meetings with the
local population. This will make it possible to enlist the support of the local community, receive public
legitimation of the project, and realize the need for the project to LSG bodies. In this case, in order not to
discredit themselves, the heads of local self-government will probably be responsible for the successful
implementation of the project. 2. In order to motivate LSG bodies to fruitful cooperation, it is necessary to
enlist the official support of Government Plenipotentiaries (governors) in the regions. 3. Before
implementing the project in the selected village, it is necessary to identify which initiatives of international
organizations have been / have been implemented there in the last 1-2 years. For example, since 2017,
UNICEF has been implementing the initiative “Kyrgyzstan, friendly to children and youth” in the ayil
aimakhs of the Kyrgyz Republic. Since 2017, Search for Common Ground has been implementing the 2nd
stage of the Jashstan project. GIZ and UNDP trained youth entrepreneurship. There are a very large number
of organizations that work with migrant families. Appendix 3 provides a list of organizations working in
regions with a local community.
42 Article 36 of the Law of the Kyrgyz Republic on Education dated April 30, 2003 No. 92.
47
There is a risk not to include in the list those villages, towns and cities in which CEOs already function.
The risk is that in these functioning CEOs may not be enough places for children. These CEOs might be
may be overcrowded. For example, in Suzak there are 7 CEOs. Of these, 3 are funded centrally from the
MoES. The remaining 5 are financed by the local government budget. Evaluation of the WB Project “Global
Partnership for Education” - “Preschool Education in the Kyrgyz Republic” showed that despite the existing
7 CEOs, there are not enough places for new children in them, and working CEOs are overcrowded. When
selecting settlements, all towns should have a chance to participate in the competition. 2. In Bishkek and
Osh, there a need to work closely with municipalities and education departments.
We find a mismatch of official data of central executive bodies and local executive bodies. So, according
to the data of the National Statistics Committee of the Kyrgyz Republic in Bishkek, in 2018 there were 149
CEOs43. According to the Office of Education at the Bishkek City Hall, there were 273 pre-school
institutions (86 state (31.5%) and 187 private (68.5%)44, which is 1.8 times more than the data of the
National Statistical Committee. In the same sources, there is a significant difference between the number
of children attending CEOs. In our opinion, similar discrepancies in the regions of the Kyrgyz Republic are
possible. In practice, this means that there are CEOs and children who are not reflected in official statistics.
In the selected settlements, it is necessary to request the real number of children and pre-school institutions.
The state has been working since 2013 to return privatized buildings of public health services back to the
state balance. The General Prosecutor's Office, the State Property Management Fund and local authorities
returned 218 kindergartens to state ownership45, see Table 14. The risks may be as follows:
a) It is possible that departments sold buildings in violation of the law;
b) It is likely that the owner of the private property might not have been aware of the seller’s
violations;
c) Unjust court decisions are possible;
d) When buildings are vacated, organizations that bring other types of benefits to society (for example,
private schools, private health facilities, orphanages) can be evicted. If the returned buildings /
premises fall into the project, it is possible that the previous owners, dissatisfied with the decision
of the courts, may in every way impede the implementation of the project.
43 See above. 44 See Usenbaeva T. Is the kindergarten in Bishkek crowded, where does your child go? Important infographic. 07/02/2019. Online: https://ru.sputnik.kg/society/20190702/1044912602/kyrgyzstan-bishkek-detskij-sad-perepolnennost.html 44 См.: Сколько детсадов в Кыргызстане — удручающая инфографика. 29.04.2019. Онлайн: https://ru.sputnik.kg/infographics/20190429/1044157603/kyrgyzstan-detsady-infografika.html 45 See: How many kindergartens in Kyrgyzstan - depressing infographics. 29.04.2019. Online: https://ru.sputnik.kg/infographics/20190429/1044157603/kyrgyzstan-detsady-infografika.html
48
Table 14. The buildings of kindergartens returned to the state balance46
Territory Amount
1 Batken region 10
2 Djalal-Abad region 47
3 Issyk-Kul region 26
4 Naryn region 13
5 Osh region 31
6 Talas region 12
7 Chuy region 53
8 Bishkek-city 20
9 Osh-city 6
KR total 218
Mitigation measures:
In order to qualify for partnership with the project, beneficiary communities will commit in writing to
certain contributions. The Ayil Okmoty will provide premises that it owns and that meet the relevant
national pedagogical, safety, hygiene and sanitation standards. It will provide suitable landscaping for the
grounds and ensure there is a fence surrounding the property. It will maintain and operate the premises as
a public pre-school education service for a period of at least ten years; this will include paying all recurrent,
operational costs and maintaining the premises in good condition. Finally, it will hire a qualified teacher
for each new group created (covering two shifts) and pay their salary until the Republican budget may
assume financial responsibility.
The selected beneficiary communities must own the premises and due diligence will be conducted by the
project to check previous ownership status of the premises and absence of any court decisions on the
buildings before, in case of existence of such matters – then the activities in these communities will not be
financed under the project. If project activities will show the potential for temporary or permanent
involuntary land acquisition, a negative impact on economic activities, or restricting access to resources –
then the activities will not be financed under the project.
If we assume that socio-emotional and cognitive skills of children are formed in the community-based
kindergartens , it is very important to look at the results of the final state certification of students in 9th and
11th grade of secondary schools, as well as the results of Republican testing of students at secondary schools
on a voluntary basis (9, 10 and 11 grades). The peculiarity of these tests is that all schools of the Kyrgyz
Republic took part in them. These tests are conducted by the National Center for Quality Assessment in
Education and Information Technologies of the Ministry of Education and Science (NCQAE). Poor test
results (if the scores are below average) indicate that there is a need for modern CbKs in the settlements
where the “loser-schools" are located. For this analysis, we need to request database from the NCQAE.
State plans for the construction of CEOs by year. If the state plans to start the construction of a CEO in a
certain locality or settlement, then it should be considered whether there is a need to build a CbK in such a
settlement at the expense of the project resources. According to official information, over the past two
46 How many kindergartens in Kyrgyzstan - depressing infographics. 29.04.2019 https://ru.sputnik.kg/infographics/20190429/1044157603/kyrgyzstan-detsady-infografika.html
49
years, the number of new CEOs put into operation has significantly decreased. In 2017, the state
commissioned 44 kindergartens. In 2018, 22 kindergartens and in 2019 (January-June) only 547.
It is important to pay attention to those settlements that recently (for the last 5 years) did not receive
financial or in-kind support from international organizations. We are talking about international
organizations that activities are aimed at developing regions, such as the World Bank, UNICEF, the Soros
Foundation-Kyrgyzstan, UNDP, USAID, the European Commission and others.
47 NatStatCom KR. Quoted by https://ru.sputnik.kg/infographics/20190805/1045302742/kyrgyzstan-shkola-detskij-sad-bolnica-poliklinika.html
50
Table 15. STAKEHOLDER INTERACTION MATRIX
Social risk mitigation
measures
STAKEHOLDER
MES Pl.
represent
ative
Akim/
Major
Local
keneshes
Ayil
okmotu
Parents Rayono CEO Local
community
State agencies
for local
government
Government
To budget for the coming year
finances for CEO
Cost-saving measures of CEO
Letter of support from
Plenipotentiary
Legal consolidation of all
agreements
Make a calendar of elections
to local government bodies
Informational campaign
Request for statistical
information at the points
under consideration
Proof of financial support for
utilities
Document confirming the
provision of teachers' salaries
A document guaranteeing the
involvement of children from
vulnerable and low-income
layers of the population in
education in CEO
51
4. DESCRIPTION OF THE ADMINISTRATIVE, POLICY AND REGULATORY
FRAMEWORK
4.1 The Legal, Regulatory and Policy Framework
4.1.1 Constitutional provisions (if any)
The supreme legislative instrument in the Kyrgyz Republic is the Constitution of the Kyrgyz Republic,
2010 (latest revision 2016), hereafter referred to as ‘the Constitution’. All laws must comply with the
Constitution, and only the parliament may amend it, change or pass laws or ratify international agreements.
Under the Constitution, the Kyrgyz Republic is a parliamentary democratic republic, with a popularly
elected president, a nominated prime minister, and a 120-seat unicameral legislative assembly.
The Constitution establishes the basic principles of natural resource and environmental management,
including the right of KR citizens to access the primary sources of life while the main resources (land, water
and subsoil) are the common property of the people and belong to the state. Based on these principles, a
legal framework has been developed to regulate relations between natural resource users and the state
(UNDP 2007a). The most significant relevant legislation includes:
(a) Law on Environmental Protection, 1999, which provides state policy and the general legal
framework for natural resource utilization and environmental protection;
(b) Law on Ecological Expertise, 1999, which empowers the SAEPF to undertake State Environmental
Reviews (SERs) of proposed projects;
The Constitution offers protections for workers, stipulating that they are entitled to labor conditions in
which basic requirements for safety and hygiene in the workplace are met. The Ministry of Labor and Social
Development has primary responsibility for overseeing occupational health and safety. Key relevant
legislation includes the Law of the Kyrgyz Republic on Occupational Safety, 2003, the Labor Code of the
Kyrgyz Republic, 2004, and individual regulatory norms. The KR joined the International Labor
Organization on March 31, 1992. A review by that organization in 2008 concluded that the Law of the
Kyrgyz Republic on Occupational Safety met international norms and standards, though it also identified a
lack of trained state inspectors to ensure enforcement (ILO 2008).
4.1.2 Relevant Kyrgyz Republic Environmental Legislation
There are several laws and regulations that are relevant to the project in terms of environmental protection,
presented in Table 16 below.
Table 16 – Relevant Kyrgyz Republic Environmental Legislation
Legislation Year Passed (Amended) Purpose / Content
Law on Environmental
Protection
1999
(2002, 2003, 2004, 2005,
2009, 2013, 2014, 2015,
2016)
Provides state policy and the general legal framework for
natural resource utilization and environmental protection,
including environmental impact assessment, setting
environmental standards, and the legal regime for
protected areas.
The Environmental
Safety Concept of KR 2009 (2012)
It establishes the basic principles of environmental policy
and determines global, national and local environmental
issues; priorities in the field of environmental protection at
the national level as well as tools to ensure environmental
safety.
Law on Ecological
Expertise
1999
(2003, 2007, 2015)
Provides the legislative framework for the SAEPF to
undertake SER and approval of EIAs. Defines (in general)
projects requiring environmental assessment and SER.
52
Legislation Year Passed (Amended) Purpose / Content
Law on Drinking
Water
1999
(2000, 2003, 2009, 2011,
2012, 2014)
Regulates drinking water availability and its quality.
Law on the Protection
of Ambient Air
1999
(2003, 2005) Regulates ambient air quality and air quality management.
Law of the Kyrgyz
Republic on
Occupational Safety
2003
Provides the basis for regulation of working conditions,
including workplace safety features, workplace safety
procedures, and workplace hygiene.
Key elements of some of these standards, such as tables showing allowable limits of pollutants. The relevant
standards include:
• Technical Regulation for Potable Water Safety (2011), which establishes microbiological,
parasitological and chemical maximum allowable concentrations (MACs) for potable water from
centralized urban water supply systems and non-centralized sources (e.g., community wells).
• Hygiene Standard 2.1.5.1315-03 (2004), which establishes standards for the quality of water bodies
used for domestic and potable water supply and recreational purposes. Adapted from Russian
Federation standards, this standard is typically used only when a particular parameter of interest is
not covered by the Rules for Protection of Surface Waters (2016).
• Hygiene Standard 2.1.6.1338-03 (June 10, 2004 No. 64-04), which sets MACs for pollutants in
outdoor air in urban and rural settlement areas. The MACs are designed to prevent human health
impacts from air pollutants and are used when establishing allowable emission levels from
industries.
• SNIP 2.04.03-85-Sewerage (External Networks and Facilities), which establishes criteria for
hydraulic capacity calculations for sewerage networks and wastewater system design, and specifies
standards for components of wastewater management systems, including sewerage and treatment
plants.
• SNIP 3.05.04-85 (External networks, water supply and sewerage facilities), which identifies
specifications for pipes, water supply and wastewater plants, tanks, pressure mains and
gravitational pipelines.
• Kyrgyz Republic Noise Standards, which are adapted from Russian Federation noise standards. The
standards were promulgated as Collection of the Most Important Records on Sanitary and Anti-
epidemiological Issues; Volume 2, Part 1 (Information Publishing Centre of
Goskomsanepidnadzor, Russian Federation, 1994).
• KR Law on Sanitary, Epidemiological Well Being of the Population No. 60, July 26, 2001, which
aims to ensure sanitary-epidemiological wellbeing of the people of the Kyrgyz Republic and is used
to enforce guarantees given by the state to the people to exercise their right to their health protection
and to the healthy environment.
• In respect of monitoring the Soviet standards: GOST 17.2.3.01-86. Rules for Air Quality Control
in Settlements (1986) and RD 52.04.186-89 Manual on Atmospheric Pollution Control (1989)
adopted by Kyrgyz Republic will apply, as shown in the following table.
4.1.3 Process and Regulations for Environmental Assessment in the Kyrgyz Republic
4.2 Relevant Sector Policies and Reforms (if applicable)
In 2018, the President of the Republic approved the ‘National Development Strategy for 2018-2040
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(Strategy 2040)’. Its focus is to create opportunities for human capital development including through
education and the creation of highly-productive quality jobs, particularly in strategic sectors. It is fully
aligned with the Sustainable Development Goals (SDGs). The first phase of the Strategy 2040, the
‘Development Program of the KR 2018-22 (Program 22)’ acknowledges that the education system is not
yet effective in developing the higher order skills that are needed; and identifies several education sector
priorities, including: (i) improving the quality of education; (ii) making the education system more effective
in teaching skills required by the modern economy; (iii) supplying schools with a broader range of modern
teaching-learning materials and innovative technology and (iv) strengthening the professional capacities
of teachers. In the latest development, the MoES’s draft of the National Education Sector Strategy 2030
addresses on the following priorities: (i) expanding access to ECE and improving its quality; (ii)
strengthening teacher professional capacities to effectively teach skills, including transversal competencies
(such as digital literacy) and providing flexible, accessible and affordable continuous professional
development; (iii) improving the availability and use of digital teaching-learning materials at schools; and
(iv) strengthening assessment systems to ensure children are formatively assessed, summative assessments
are aligned with curricular competencies, and sample-based learning outcome evaluations are carried out
to identify and remedy system weaknesses.
4.3 Relevant Institutions
4.3.1 Environmental Assessment Administrative/Institutional framework
The legal framework for environmental assessment in the country comprise several laws and regulation.
The Law on Environmental Expertise ensures compliance of economic and other activities with
environmental requirements. This Law is applied to projects that may have environmental impact, including
feasibility studies as well as projects for construction, reconstruction, development, re-equipment, other
projects that may have environmental impact, regardless of their estimate cost and title or ownership type.
The law obliges the project initiator to submit necessary documentation related to the project and its
environmental impact to the state environmental expertise. The Expert Commission of the State Agency on
Environment Protection and Forestry is responsible for review of the submitted documentation. Positive
decision of the State Environmental Expertise is required to trigger financing or implementation of the
project. Negative opinion will ban implementation of the project.
One of the main opportunities for citizen’s participation and their associations in decision making on
environmental protection and rational nature management is public environmental expertise. Two types of
environmental review are implemented in the Kyrgyz Republic: State Environmental Expertise and Public
Environmental Expertise.
The Law of KR on General Technical Regulations on Ensuring Ecological Safety in the Kyrgyz Republic
sets general requirements on ensuring ecological safety during design and operation of economic and other
activities involving production, storage, transportation and utilization of products. Based on the Law the
risk categories for each subproject will be determined to fix arrangements for EIA.
Environmental impact assessment is carried out according to the following regulations:
• Regulations on the procedure for environmental impact assessment in the Kyrgyz Republic (13
February 2015, #60);
• Regulations on the procedure of the state ecological examination in the Kyrgyz Republic (7 May
2014, #248);
• Law "On Ecological Expertise" No.54 dtd. 1999, (with amendments as of 04 May 2015),
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• Law "On Environmental Protection" No.53 dtd. 1999, and
• Law "General technical regulation on environmental safety."No.151 dtd. 2009.
Environmental assessment in Kyrgyzstan is founded on two subsystems: (i) OVOS (the Russian acronym
for “Assessment of Environmental Impacts”), and (ii) Ecological Expertise (State Environmental Review,
SER). Based on a “list”, project screening is done to determine whether a project is the subject to
environmental assessment or not. For cases that this is required, an OVOS is conducted by an OVOS
consultant hired by a Project Proponent. The environmental assessment proceeds produce the EIA
documents which will be subjected for further reviews.
The resulting EIA/IEE is then presented for public consultations, after which revisions are done according
to the public’s feedback. Subsequently, the OVOS report, Statement of Environmental Consequences, and
other supporting documentations are submitted for the State Environmental Review (SER). After which the
project will be approved, rejected or send for reexamination.
Continuation of the SER depends on the project but cannot be more that 3 months after submission by the
Initiator of the project with all EIA/IEE documents to SER. Public Environmental Review (PER) is
organized and conducted by the initiation of the local people, local administrations and Civil societies,
registered in the Kyrgyz Republic. The outputs of public environmental review is directed to the agency,
which is implementing the state environmental expertise and to the agency, which is responsible for the
decisions of implementing of the expertise objects.
Public Consultation is held for the IEE during Feasibility Stage. The outputs of the public consultation are
incorporated in the Public Environmental Review (PER) which can be done both stage of the OVOS or also
initiated in parallel to the SER. The SER duration depends on the complexity of the project but should not
exceed 3 months after submission of all the OVOS documents for the SER by the Project Proponent.
Institutions involved into Environmental Assessment:
(a) The State Agency for Environmental Protection and Forestry (SAEPF)
The State Agency for Environmental Protection and Forestry (SAEPF) is the key institution responsible for
the establishment and implementation of environmental policy in Kyrgyz Republic. The Department of the
State Ecological Expertise and Environmental Management under the SAEPF is responsible for reviewing
environmental assessment documents. The State Ecological Expertise procedure is mandatory to any plans
or projects with anticipated adverse impact on the environment and if activity is listed in law on EIA.
According to the law, no project shall be considered fully operational without positive opinion of the
State Ecological Expertise.
(b) The State Inspectorate for Technical and Environmental Safety (SITES)
The State Inspectorate for Technical and Environmental Safety (SITES) is the exercise of state supervision
and control over ensuring compliance with safety standards for life and health of people, flora and fauna,
the environment and prevention of negative consequences.
(c) Ministry of Health (Department of Sanitary and Epidemiological Surveillance)
The Ministry of Health develops and approves sanitary regulations, rules, and hygienic standards, carries
out state sanitary supervision over their observance as well as methodological supervision of the work of
sanitary and epidemiological services, regardless of their departmental subordination.
4.3.2 Social and Resettlement Administrative/Institutional framework
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Project activities will be site-specific, with the likelihood that any impacts beyond the project footprint to
be low in magnitude and easily mitigated in a predictable manner. The selected beneficiary communities
must own the premises and commit to maintaining them as a pre-school institution for at least ten years. If
project activities will show the potential for temporary or permanent involuntary land acquisition, a negative
impact on economic activities, or restricting access to resources – then the activities will not be financed
under the project. Activities associated with the project will also be screened to ensure there is no
involuntary resettlement or negative impact on livelihood. The following institutions will be involved for screening of the Project activities in terms of land acquisition
and resettlement impacts, including a negative impact on economic activities, or restricting access to
resources:
• Local Authority – Ayil Okmotu
• The State agency on land resources
• The State agency on State Agency for Architecture, Construction and Housing and Communal
Services
• The State Agency for Environmental Protection and Forestry
• The State Inspectorate for Technical and Environmental Safety.
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5. RELEVANT WORLD BANK ENVIRONMENTAL & SOCIAL STANDARDS
5.1 ESS 1 - Assessment and Management of Environmental and Social Risks and Impacts
Background: The Standard sets out the Client’s responsibilities for assessing, managing and monitoring
environmental and social risks and impacts associated with each stage of a project supported by the Bank
through Investment Project Financing, in order to achieve environmental and social outcomes consistent
with the Environmental and Social Standards (ESSs).
As required by this standard, environmental and social assessment should be conducted based on current
information, including a description and delineation of the project and any associated aspects, and
environmental and social baseline data at an appropriate level of detail sufficient to inform characterization
and identification of risks and impacts and mitigation measures. The assessment evaluates the project’s
potential environmental and social risks and impacts, with a particular attention to those that may fall
disproportionally on disadvantaged and/or vulnerable social groups; examine project alternatives; identify
ways of improving project selection, siting, planning, design and implementation in order to apply the
mitigation hierarchy for adverse environmental and social impacts and seek opportunities to enhance the
positive impacts of the project.
The ESS1 is relevant to the project. The project will not support construction of new school buildings. The
existing community-based CbKs are located in build-up areas and are not in proximity to areas of
biodiversity significance or cultural heritage. Potential environmental and social risks and impacts are
predictable, expected to be temporary and reversible, low in magnitude, and site specific. The expected
environmental impacts may be listed as: improper care, handling and storage of building renovation
material and waste, generation of excessive noise and dust levels, and health impacts related with
inadequate disposal of asbestos containing material. And as an integral part of the project, the project will
require that a professional design for these early childhood water toilet and sanitation facilities in the
existing premix of community CbKs should be made following relevant national guidelines on school
water, sanitation and hygiene facilities and professional supervisors should be hired to supervise
installation. School teachers and children parents should be engaged for supervision of installation as well.
The site-specific environmental management and safety measures to be prepared following the ESMF
should be included in the contracts for installation.
In addition, if it is determined that a large number of (e.g. several hundred or more) IT equipment for
teaching and learning will be procured under the project, as an integral project activity, the project will also
support preparation of an environmentally sound disposal plan for all electronic equipment to be financed
by the project to ensure that these equipment will not cause environmental and health risks in future when
they are retired.
At this stage, information about the beneficiary CbKs are not available. The project will target the poorest
AO, at the same time, the project will target to ensure a broad, regionally and ethnically balanced
distribution of funds. While the beneficiary selection criteria will be further refined during project
preparation preference will be given to communities and with large numbers of persons living below the
poverty line, low pre-school enrolment rates, and a high number of children aged 3-5 years.
Towards addressing the risks, following instruments were be prepared: (i) ESMF (ii) Social Assessment as
part of the ESMF; (iii) Stakeholder Engagement Plan (SEP); and (iv) Labor Management Procedures
(LMP).
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5.2 ESS 2 – Labor and Working Conditions
Background: ESS2 recognizes the importance of employment creation and income generation in the pursuit
of poverty reduction and inclusive economic growth. Borrowers can promote sound worker- management
relationships and enhance the development benefits of a project by treating workers in the project fairly and
providing safe and healthy working conditions. ESS2 applies to project workers including fulltime, part-
time, temporary, seasonal and migrant workers.
The Standard is relevant to the project. Based on the ESS2 requirements the MoES prepared the LMP,
specifying direct workers contractors and subcontractors, as follows:
Direct workers. The implementing agency follows the national labor legislation and practices when hiring
project staff. PCU staff is not public /civil servants, as they are hired on contract basis for the
implementation of a wide range of development projects. The Agency applies two types of employment
contract: a one- year employment agreements and short-term service contracts. Majority of staff are
permanent staff with one-year employment agreements with fixed monthly wage rates. All the recruiting
procedures are documented and filed in the folders. Monthly timesheets are also filed and kept accurately.
Forty hour per week employment is practiced and recorded on paper.
Contractors. The Contractors follow the legal provisions of the Kyrgyz Republic Labor Code. PCU will
also procure services of local service providers/civil works vendors at the national and local level. They
will recruit local staff and issue employment contracts and service contracts for the employed people. The
Contractors will have to follow Occupation Safety and Health rules, which include among others strictly
implementation established norms and procedure H&S which depends on type on conducting works, usage
of PPE, training activities and monitoring.
Sub-contractors. The sub-contractors (including local private firms) will be recruited by the contractors to
implement project activities in the project areas. They are obliged to follow the local labor legislation and
regulations during the sub-project implementation.
The ESMF includes sections on Environment Health and Safety (EHS), including specific instruments that
will need to be prepared either by the client or the contractor prior to commencement of works (ESH
checklists, codes of conduct; safety training etc.). Civil works contracts will incorporate social and
environmental mitigation measures based on the WBG EHS Guidelines and the ESMF. All civil works
contracts will include industry standard Codes of Conduct that include measures to prevent Gender Based
Violence/Sexual Exploitation and Abuse (GBV/SEA). GBV assessment too has been done. A locally-based
Grievance Redress Mechanism (GRM), specifically for direct and contracted workers, will be provided.
5.3 ESS 3 – Recourse and Efficiency, Pollution Prevention and Management
Background: ESS3 recognizes that economic activity and urbanization often generate pollution to air, water,
and land, and consume finite resources that may threaten people, ecosystem services and the environment
at the local, regional, and global levels. The current and projected atmospheric concentration of greenhouse
gases (GHG) threatens the welfare of current and future generations. At the same time, more efficient and
effective resource use, pollution prevention and GHG emission avoidance, and mitigation technologies and
practices have become more accessible and achievable. This ESS sets out the requirements to address
resource efficiency and pollution1 prevention and management throughout the project life cycle.
The Standard is relevant to the project. The design of indoor water and sanitation facilities should consider
water resources, water saving measures and how they are connected to a sewerage system, to the extent
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technically and financially feasible, that avoid or minimize water usage and water pollution so that the
project’s water use does not have significant adverse impacts on communities, other users and the
environment.
The risk of use or handling of toxic materials during renovation of SkBs, should be monitored and avoided
through following the ESMPs included in the contracts for civil works. For instance, asbestos can be
generated from old roofs, water and heating systems and should be stored and disposed accordingly.
Renovation equipment should not involve use of asbestos and any other hazardous material.
5.4 ESS 4 – Community Health and Safety
Background: This standard recognizes that project activities, equipment, and infrastructure can increase
community exposure to risks and impacts. In addition, communities that are already subjected to impacts
from climate change may also experience an acceleration or intensification of impacts due to project
activities.
ESS4 addresses the health, safety, and security risks and impacts on project-affected communities and the
corresponding responsibility of Borrowers to avoid or minimize such risks and impacts, with particular
attention to people who, because of their particular circumstances, may be vulnerable.
ESS4 is relevant to the project. The project will ensure safety of children and teachers during the building
renovation works by adopting adequate OHS protocols following WBG EHS Guidelines. Seclusion of
construction area by putting up fence, mitigation measures to control excessive noise and dust levels, and
secure access to the area in the building for children and teachers and public use will be ensured through a
robust mitigation and management plan in the ESMF which has been prepared. Presence of any sensitive
receptors close to renovation sites will be identified during screening of environmental impacts and
necessary mitigation measures will be provided in the site-specific ESMPs. Building’s structural integrity
and access of disabled population to the buildings should also be assessed. The scale of construction is,
however, small so that footprint currently limited to the boundary walls is not expected to spill over across
communities beyond the boundary walls.
Proper electronic equipment disposal plan will be prepared to proper handling of IT-equipment in future.
As specified in the ESMF, the project involves minor civil works, which require labor force to be supplied
mostly locally - it is anticipated that due to the nature and scope of rehabilitation activities the level of labor
influx will be insignificant so the associated risks will be low and manageable.
5.5 ESS 5 – Land Acquisition, Restrictions on Land Use and Involuntary Resettlement
ESS 5 is not relevant to the project. The selected beneficiary communities must own the premises and
commit to maintaining them as a pre-school institution for at least five years. The project will not support
new construction as well as any civil works which require land acquisition,. economic displacement.t, or
restricting access to / use of private property. Activities associated with the project will be screened to
ensure there is no involuntary resettlement or negative impact on livelihood. Subprojects will be assessed
through the ESMF and will be monitored during supervision.
5.6 ESS8 – Cultural Heritage
ESS8 is not relevant to the project at this stage. If a certain cultural heritage building is proposed to be
included in the subproject, this will be integrated into the site specific ESMP which will be developed in
line with ESS8.
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5.7 ESS 10 – Stakeholder Engagement and Information Disclosure
Background: This ESS recognizes the importance of open and transparent engagement between the
Borrower and project stakeholders as an essential element of good international practice. Effective
stakeholder engagement can improve the environmental and social sustainability of projects, enhance
project acceptance, and make a significant contribution to successful project design and implementation.
The client will engage with stakeholders throughout the project life cycle, commencing such engagement
as early as possible in the project development process and in a timeframe that enables meaningful
consultations with stakeholders on project design. The nature, scope and frequency of stakeholder
engagement will be proportionate to the nature and scale of the project and its potential risks and impacts.
In consultation with the Bank, the Borrower will develop and implement a Stakeholder Engagement Plan
(SEP) proportionate to the nature and scale of the project and its potential risks and impacts.
Project preparation has done an extensive mapping the stakeholders. The client has prepared Stakeholder
Engagement Plan (SEP), and individuals and groups likely to be affected (direct beneficiaries) have been
identified. They include: the children, kindergarten teachers, inhabitants of participating regions and
municipalities (both urban and rural) as well as local communities, workers, contractors, who will benefit
directly from improved accessibility, infrastructure and services. Mapping of other interested parties such
as government agencies/ authorities and CSOs, which may differ between subprojects, will be done during
implementation. Given the highly diverse stakeholder profile and that their expectations and orientation as
well as capacity to interface with the project are different, a Stakeholder Engagement Plan (SEP) has been
developed which identified and will continue to identify impediments during implementation as well, if
any, at reaching out to stakeholders and reflect/ build capacity of the client in engaging with stakeholders.
The client has also developed a Grievance Redress Mechanism (GRM) to enable stakeholders air their
concerns/ comments/ suggestions, if any.
5.7.1 Public Disclosure
Executive Summary ESMF will be disclosed while in draft, ESMF will be discussed with stakeholders and
finalized thereafter by incorporation of the relevant stakeholder feedback. ESMF will be posted on the web
page of MoES in Russian and English languages. Information on the stakeholder consultation meeting
scheduled on November 28, 2019 in Bishkek will be disseminated in advance through the media most
available for potential stakeholders. Finalized ESMF will be re-disclosed.
SEP will also be disclosed, discussed with stakeholders and finalized thereafter.
ESCP will be disclosed in draft and re-disclosed as approved by the World Bank after completion of
negotiations on the project between the Government of the Republic of Kyrgyzstan and the World Bank.
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6. DETERMINATION OF POTENTIAL ENVIRONMENT AND SOCIAL IMPACT
6.1 Positive Impacts
6.1.1 Enhanced Human Capital
The prime focus of the project is to enhance pre-school and secondary education country-wide. This will
imply support enhancement of child readiness and teacher effectiveness in pre-school and secondary
education through increasing access to early childhood education, measuring quality and effectiveness and
reforms to preschool financing, and increasing teacher effectiveness, providing teaching-learning resources
(IT equipment) and improving measurement of cognitive and non-cognitive skills. These evidence-based
interventions will increase learning attainment in reading, math, science and in turn contribute to more
effective acquisition of basic skills and the foundation for adaptability, creativity and life-learning.
6.1.2 Support Inclusive Education
The project is supporting more equitable access to preschool and improved learning through general
education for children with special education needs. It will support building teacher’s pedagogical capacity
on how to integrate children with special education needs into a regular school environment. In addition,
the new CBK facilities will comprise necessary improvements to ensure access for children with physical
disabilities including child- and disabled-friendly water and sanitation facilities.
6.1.3 Improved access to water supply and sanitation at CbKs
Rehabilitation of CbKs infrastructure will significantly improve not only teaching and learning conditions,
but provide improved access to water supply and sanitation, that makes the children studying in the project
CbKs comfortable. As a result of rehabilitation works, the number of CbKs connected to drinking water
supply, sewerage system will be increased which will overall have significant effects on studying conditions
of pupils.
6.2 Potential Adverse Environmental Impacts
The proposed project components are environmentally benign except that the subcomponent 1.1 will
support installation of indoor water latrines and sanitation facilities designed for children in the premise of
existing community CbKs buildings (same foot print), which will involve existing building renovations.
Renovation activities will not generate significant adverse environmental impacts or substantial risks on
human population, and the predictable impacts are expected to be temporary, reversible, low in magnitude
and site specific and can be easily mitigated by applying best construction practices and relevant mitigation
measures.
These impacts would be associated with generation of wastes, noise, dust, and air pollution, health hazards
and labor safety issues, etc., due to civil works in the premise of existing school buildings. Improper designs
of water supply and wastewater may cause soil and groundwater pollution. In case of roof replacement or
heating pipes replacement, there could be negative impact from asbestos materials, if not handled properly.
Light bulbs should be also handled with care to avoid air pollution by mercury particles.
Subcomponent 1.3 will finance IT-platforms is about 1,000 schools, and given the large number of
equipment, electronic equipment disposal plan will need to be developed to avoid air pollution with
hazardous particles.
Presently, no land acquisition and no new building construction is expected under the proposed project.
However, this may change during project preparation if the external water supply and sanitation
infrastructure will be necessary for above-mentioned renovations. Risk related to labor management
including influx is not substantial given the nature of small-scale nature of school rehabilitation works.
At the same time the proposed project activities might generate a series of various adverse social impacts.
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Here are a few potential impacts associated with the project:
• Generation of wastes (toxic and non-toxic), wastewater, noise, dust, air pollution
• Temporary limitation of access to public facilities due to construction works
• Temporary termination of water and sewerage services, in case these are available
• Health and safety risks for community during renovation works
• Risk of occupational accidents and injuries to workers
The listed impacts are expected to be typical for small scale construction/rehabilitation works, temporary
by nature and site specific, and can be easily mitigated by applying best construction practices and relevant
mitigation measures. The proposed measures could be used for development of ESMPs for selected sub-
projects. However, the ESMPs could be fulfilled with other measures as per beneficiaries’ decision.
6.3 Adverse Environmental Impacts
Dust generation - will occur during conduction of most types of rehabilitation works that are related to
rehabilitation of buildings and etc. The magnitude of impact will increase when construction/rehabilitation
works will be conducted close to existing classrooms or other facilities of CbKs. Taking in account nature
of most of the works this impact is expected to be short term with moderate risk and it could be easily
mitigated by implementation of measures recommended in the Table 2, which contains summary of
potential environmental risks and impacts along with the generic mitigation measures.
Waste generation – under the program two types of wastes will be generated: non-hazardous and
hazardous.
Non-hazardous wastes will be generated during the most part of construction works and will be represented
by demolishing parts of existing roads, buildings, pipes. Storage of such wastes in areas close to settlement
and untimely or improper disposal may impact on air quality, dust generation and disturbance of
neighboring settlements. Besides these wastes, used welding rods, packing materials, woods will be
generated as well. During rehabilitation of water supply and sewage networks old pipes maybe excavated
for replacement by new ones. Old metal pipes could be re-used as a scrap. However, old asbestos pipes will
have to be not touched and not excavated.
Hazardous wastes – it is expected that during project works implementation two types of hazardous
materials will need a special attention – (i) asbestos contained in the roofs, and (ii) lead containing paints.
Air pollution - During construction stage pollutants emissions will be caused by earth works,
construction/demolishing activities and exhaust gases from vehicles. Improper waste management,
particularly burning of construction and domestic wastes may lead to air pollution. This impact could be
minimized through implementation of standard good practice.
Water pollution – for project sites, when project activities will be conducted next to the water courses the
surface water could be polluted due to improper placement of excavated soil, improper storage of
construction materials, leakage of fuel and lubricates from construction machinery, washing of vehicles and
techniques without proper treatment.
Health and safety risks for workers and community during civil works
For community - Inadequate lighting and fencing of construction sites inside of settlement areas can be
dangerous for pedestrians and vehicles especially during the night time. Increasing of traffic due to trucks
and vehicles movements to construction sites, temporary closing of roads during pipe lying inside of
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settlements may cause inconvenience for local population as well. In addition, pipe lying will cause
temporary blockage of household access. Existing outdoor toilets should be closed/fenced to prevent access
of small children.
Untimely and inefficient disposal of solid waste and improper sanitary conditions generated by the
construction workers at construction sites may cause pollution of the surrounding environment and affect
the health of local people. Moreover, a movement of heavy tracks may destroy or deteriorate conditions of
roads inside settlements.
For workers - Safety and health non-compliance may create a risk for construction workers. The
Contractors will have to follow Occupation Safety and Health rules, which include among others strictly
implementation established norms and procedure H&S which depends on type on conducting works, usage
of PPE, training activities and monitoring. In addition, all workers need to be introduced to working
procedure with hazardous materials (such as asbestos materials, PCBs etc.). Contractors have to provide
workers with appropriate living conditions: safe water supply, washing conditions, rooms for rest and etc.
6.4 Adverse Social Impacts
6.4.1 Incessant Traffic including accidents
In construction works implementation phase, the main roads of the project municipalities leading to the
project sites will serve additional vehicles used for the transportation of materials, equipment and staff to
the sites. The project will slightly contribute to increasing the amount of heavy traffic plying the roads
around it.
6.4.2 Noise and Vibration Impacts
Regular maintenance of machinery and equipment Using equipment with noise suppressing technologies.
Providing workers with PPEs against noise e.g. ear plugs. Placing signs around the site to notify people
about the noisy conditions. Regular maintenance of equipment to ensure they remain efficient and effective.
Complying with the National noise & vibration regulations.
6.4.3 Health and Safety of Construction Workers
Employing an OHS plan that will outline all OHS risks and provide a strategy for their management.
Ensuring all potential hazards such as movable machine parts are labelled.
Raising awareness and educating workers on risks from equipment and ensuring they receive adequate
training on the use of the equipment. Providing the workers with adequate PPEs and monitoring regularly
to ensure they are replaced on time when they wear out. Placing visible and readable signs around where
there are risks. Ensuring there is security in and around the site to control the movement of people.
Providing safe and secure storage for equipment and materials in the site.
6.4.4 Solid and Effluent Waste Hazards Generation and Pollution
Using waste minimization techniques such as buying in bulk. Allocating responsibilities for waste
management and identifying all sources of wastes, and ensuring wastes are handled by personnel licensed
to do so. Making available suitable facilities for the collection, segregation and safe disposal of the wastes.
Creating waste collection areas with clearly marked facilities such as colour coded bins and
providing equipment for handling the wastes. The bins should be coded for plastics, rubber, organics, glass,
timber, metals etc.
Ensuring all wastes are dumped in their designated areas and through legally acceptable methods and that
the bins are regularly cleaned and disinfected. Assessing and creating opportunities for Regulation,
Reducing, Reusing, Recycling, Recovering, Rethinking and Renovation. Creating adequate facilities for
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the storage of building materials and chemicals and controlling access to these facilities. Ensuring bins are
protected from rain and animals.
6.4.5 Increased crime and in-migration
Grievance Redress System will resolve localised conflicts Crimes such as theft, rape and defilement will
be reported to the nearest police station directly or through the grievance redress system.
6.4.6 Employment Issues
Recruitment of skilled labour from sub-project community as much as available Workers to be issued with
jobs cards to monitor their movements in the site area. Only authorised personnel should be allowed
entrance to the site Presence of a work registry book where workers sign in and out Educating the workers
on proper sanitation methods. Sensitizing the worker on HIV/AIDS. Making available suitable facilities for
the collection, segregation and safe disposal of the wastes. Ensuring all waste is dumped in their designated
areas and legally acceptable methods.
6.5 Potential Cumulative Impacts
Overall, most of the foreseen environmental risks and impacts are expected to be typical for small scale
construction/rehabilitation works, and site-specific, and can be mitigated by applying best and safe
construction practices and other relevant mitigation measures. Thus, due to the nature of proposed works
and associated environmental risks, and limited capacity of MoES in the understanding and application of
Bank's ESF and relevant Standards, the project is classified as Moderate risk from environmental
perspective.
6.6 Environmental & Social Management Process
6.6.1 Mitigation considerations and options
Table 17 below describes potential environmental impact and mitigation measures.
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Table 17: Potential project environmental risks and mitigation measures
Nо PROPOSED TYPES OF
SUBPROJECTS
EXPECTED ADVERSE
ENVIRONMENTAL RISKS
AND IMPACTS
MEASURES TO PREVENT/MITIGATE NEGATIVE IMPACTS
Component 1.
1 Small-scale building
renovations in the premise of
existing school buildings:
• Installation of indoor
water toilet and sanitation
facilities designed for
children
• Repair/replacement of
external doors and
windows, window
optimization;
• Small scale refurbishing
activities inside the
premises (e.g. walls
repainting, tiling,
installation of cable ducts,
new water-pipes)
• Replacement of the
asbestos roofs
• Air pollution and dust
generation;
• Noise pollution (during
construction of collection
points);
• Waste generation;
✓ Prior to commencement of rehabilitation works at the building where
asbestos materials contained in roof and thermo isolation, to develop
Asbestos Management Plan for each site.
✓ All contractors and subcontractors’ vehicles and techniques must comply
with technical requirements and have to pass regular inspection as indicated
into the national standards48;
✓ Prohibit open burning of solid wastes generated from construction
activities;
✓ Near dwellings or public places engine idling should not exceed 5 minutes;
✓ Operation of noisy equipment shall be conducted between 7 am and 7 pm
only;
✓ Limitation on speed for vehicles;
✓ Construction material should be stored on the construction site, and
protected from weathering. Hazardous materials like paints, oils, enamels
and others should be kept on impermeable surface, and adsorbents like sand
or sawdust should be kept for handling small spillage.
Segregate wastes on recycled and non-recycled;
✓ Recycled wastes utilize (sell) to relevant organizations;
48 Regulation on the procedure for technical inspection of vehicles #239 from 03.05.2015
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Nо PROPOSED TYPES OF
SUBPROJECTS
EXPECTED ADVERSE
ENVIRONMENTAL RISKS
AND IMPACTS
MEASURES TO PREVENT/MITIGATE NEGATIVE IMPACTS
• Health safety of workers and
community
✓ Non-recycled utilize to municipal landfills;
✓ Some of replacing pillars could be re-used for other parts of city or
neighboring settlements;
✓ Dispose replaced bulbs contained mercury in accordance with national
regulation49;
✓ Timely dispose all wastes from construction sites (within 1 day).
✓ Contractor has to comply with requirements of the Law of the Kyrgyz
Republic on Occupational Safety, 2003, the Labor Code of the Kyrgyz
Republic, 2004, and individual regulatory norms and standards on work and
health safety50, IFC EHS Guidelines (2007)
✓ Construction sites will be properly lightened and fenced; clear signs will be
placed with indication of conducting works;
✓ Contractor and PCU will inform population about anticipated works in the
settlement in advance;
✓ The workers should have protective equipment, rubber gloves, respirators,
goggles and breathing mask with filter, as well as helmets.
✓ Prior starting civil works, all workers have to pass labour safety training
course
2 ▪ Extension and
rehabilitation of
For construction period
✓ The same as for activity # 1 (air pollution and dust generation)
49 Hazardous waste management procedure in the territory Kyrgyz Republic. No. 885 of 28.12.2015 50 Construction Norms and Rules KR 12-02:2017. Organization of Construction works.
66
Nо PROPOSED TYPES OF
SUBPROJECTS
EXPECTED ADVERSE
ENVIRONMENTAL RISKS
AND IMPACTS
MEASURES TO PREVENT/MITIGATE NEGATIVE IMPACTS
water supply
networks
• Air pollution and dust
generation;
• Waste generation (including
used asbestos pipes);
• Noise and vibration pollution
• Health and safety for workers
and communities
✓ Storage of hazardous materials, techniques and vehicles refueling and
repairmen works will be prohibited on construction sites. All these types of
works need to be conducted at the special equipped workshops and stations
✓ In addition to action recommended for activity # 1 (waste generation)
special attention needed to be paid asbestos pipes – they should not be
touched and excavated. New pipes have to be laid next to old pipes;
✓ The same as for activity # 1 (noise pollution and vibration)
✓ The same as for activity # 1 (H&S of workers and community)
3 ▪ Sewerage network
extension and
rehabilitation;
▪ Septic Tanks
• Air pollution and dust
generation;
• Noise and vibration
pollution
• Waste generation
(including used asbestos
pipes);
• Health and safety for
workers and communities
• Safety issue for children
accessing old outdoor
toilet
✓ The same as for activity # 1 (air pollution and dust generation)
✓ The same as for activity # 1 (noise pollution and vibration)
✓ The same as for activity # 2 (waste generation)
✓ The same as for activity # 1 (H&S of workers and community)
✓ Safe closure/fencing of the outdoor toilet to prevent access by children
4 Purchasing of goods & IT-
equipment for schools;
• Waste generation
• Electronic equipment
waste
✓ The same as for subproject # 4 (waste generation)
✓ Electronic equipment installation disposal plan to be developed
67
6.6.2 Recommended mitigation measures
To address identified above risks and impacts associated with the civil works under the ESS1, ESS2 and
ESS4, it would be necessary to undertake a series of activities and implement mitigation measures which
should be clearly specified in the construction contracts and enforced by the MoES. These would include
the following:
The site-specific ESMP provisions will form part of the design documents for the project and will be
included in construction contracts for selected subprojects, both into specifications and bills of quantities.
Respectively the Contractors will be required to include the cost of ESMP requirements in their financial
bids and required to comply with them while implementing the project activities. The bidding documents
for selecting the contractors will include specifications that would ensure effective implementation of
environmental, health and safety performance criteria by the winning bidder.
Organizational measures. Before starting the construction/rehabilitation activities it is necessary to inform
the local construction and environment inspectorates and communities about upcoming activities in the
media and/or at publicly accessible sites (including the site of the works). Furthermore, it is necessary to
have in place all legally required permits. All works should be carried out in a safe and disciplined manner
designed to minimize impacts on neighbouring residents and environment. Construction workers should be
properly dressed, having when necessary respirators and safety glasses, harnesses and safety boots.
Protection of air quality and dust minimization. During construction/rehabilitation activities it is necessary
to use debris-chutes above the first floor and to keep demolition debris in controlled area, spraying with
water mist to reduce debris dust. It is also necessary to suppress dust during pneumatic drilling/wall
destruction by ongoing water spraying and/or installing dust screen enclosures at site. It is strictly prohibited
burning of construction/waste material at the site. For the transportation of any other dusty material to the
rehabilitation site watering or covering of the cargo should be implemented. Reduction of dust on
rehabilitation site during dry season of the year can be accomplished by watering the ground surface.
Workers that perform the works should be introduced with protective closes and respirators.
Noise reduction. Before any beginning of the work it is recommended to inform all potentially affected
parties and especially the neighbours either directly or through local billboards or newspapers on the
rehabilitation activities. The noise should be limited by using good management practice and limiting works
on regular daily shift (during the vacation time) and or after the school classes. The construction equipment
and machinery used should be calibrated according to the Noise Standards.
Construction wastes and spills. As a general requirement is that the existing building elements to be
rehabilitated (walls, floor.) should be carefully rehabilitated and the construction wastes should be sorted
and removed in an organized way and disposed on an authorized land filed. All valuable materials (doors,
windows, sanitary fixtures, etc.) should be carefully dismantled and transported to the storage area assigned
for the purpose. Valuable materials should be recycled within the project or sold. Wastes wherever possible
should be minimized, separated and handled accordingly. When wastes are separated, they are more
manageable. Some materials like doors or ceramics sinks might be usable on the site again. Non-usable
materials should be taken to appropriate place for recycling. For non-recyclable wastes, in agreement with
local councils the wastes will be deposited on authorized landfill. Open burning and illegal dumping of any
waste is strictly prohibited. In addition to solid wastes, some amounts of hazardous wastes will be produced
on the site: like the remaining from paints, enamels, oiled packaging, oils, material contaminated with oil,
insulation material, etc., which have to be collected and handed over to the local self-government body
authorized for collection and transportation of hazardous waste.
68
Temporary storage of materials (including hazardous). Stockpiling of construction material should be
avoided if possible. If not, construction material should be stored on the construction site, and protected
from weathering. Hazardous materials like paints, oils, enamels and others should be kept on impermeable
surface, and adsorbents like sand or sawdust should be kept for handling small spillage.
Ensuring workers health and safety. The personal should have protective equipment, rubber gloves,
respirators, goggles and breathing mask with filter, as well as helmets. Prior starting civil works, all workers
have to pass labour safety training course. In addition, it is necessary to carry out the routine inspection of
the machinery and equipment for purpose of the trouble shooting and observance of the time of repair,
training and instruction of the workers engaged in maintenance of the machinery, tools and equipment on
safe methods and techniques of work. Special attention should be paid to welding operations. It is prohibited
to distribute the faulty or unchecked tools for work performance as well as to leave off hand the mechanical
tools connected to the electrical supply network or compressed air pipelines; to pull up and bend the cables
and air hose pipes; to lay cables and hose pipes with their intersection by wire ropes, electric cables, to
handle the rotating elements of power driven hand tools.
Specific requirements and mitigation measures for handling asbestos containing materials and lead
containing paints. In the case of rehabilitation of various buildings, it might be founded Asbestos
Containing Materials, which should be handled is a specific manner, to ensure workers safety. For such
types of subprojects, prior conduction construction works, contractor will have to develop Asbestos
Management Plan in template provided in Annex 8. The Asbestos-Containing Materials Management Plan
(ACMMP) describes and evaluates the risk of contractors (and others) encountering asbestos-containing
material (ACM) at the Project construction sites during the implementation stage of the project; and it
provides a procedure for dealing quickly and safely with any ACM that may be found. The WB ESS1
Environmental Assessment requires that WB-funded projects apply pollution prevention and control
technologies and health and safety measures that are consistent with international good practice, as reflected
in international standards such as the IFC/World Bank Environmental, Health and Safety General
Guidelines (2007). If national legislation differs from these standards, the borrower is required to achieve
whichever is more stringent. There is national Hazardous waste management procedure of Kyrgyz Republic
# 855 dated from 28.12.2015 covering disposal of ACM51 in Kyrgyzstan. However, the procedure does
provide clear description of handling ACM, therefore, the ACMMP follows the World Bank Guidelines.
The main principles of the ACMMP is (i) prompt and effective action to contain and deal appropriately
with the ACM (including safe management and disposal); and (ii) maintaining the safety of site personnel
and the general public at all times. The ACMMP is designed for use by Contractor, and the Project
Coordination Unit (PCU) to manage the ACM risk over the project as a whole, and, by contractors to deal
efficiently with any ACM they or their workers encounter. The procedural element of the ACMMP is
therefore designed to provide straightforward instructions that can be easily and quickly understood without
the need for specialist knowledge and without referring to other sources.
The general approach while handling this material is that constructors avoided crushing/destruction of
asbestos plates from the roofs and or from the walls insulation and deposited them in an organized manner
on the construction sites. Also, the constructors should avoid releasing asbestos fibers into the air from
being crushed. It is also imperative while working with asbestos plates the workers have to wear special
closing, gloves and respirators. If the use of asbestos-containing materials (ACM) it is anticipated for the
roof renovation, it is necessary to provide brief information about alternative non-asbestos materials, their
51 KR Sanitary Norms SanPin 2.2.3.013-03 “Work with asbestos and ACM” was one of a number of pieces of legislation
deregulated in 2009. Notwithstanding their lack of legal status, as the most recently-available local standard, the regulations were
referred to in preparing the ACMMP and the protocol for handling and disposal of ACM (see Section 3) incorporates soil covering
requirements from the SanPin.
69
availability and the rationale for the material choice made. Once the presence of ACM in the existing
infrastructure has been presumed or confirmed and their disturbance is shown to be unavoidable,
incorporate the following requirements in the EMP for construction works:
• Develop a plan for doing works involving removal, repair and disposal of ACM in a way that
minimizes worker and community asbestos exposure. The plan should include:
(i) Containment of interior areas where removal will occur in a negative pressure enclosure;
(ii) Protection of walls, floors and other surfaces with plastic sheeting;
(iii) Removal of the ACM using wet methods and promptly placing the material in impermeable
containers;
(iv) Final clean-up with vacuum equipment and dismantling of the enclosure and
decontamination facilities;
(v) Disposal of the removed ACM and contaminated materials in an approved landfill;
(vi) Inspection and air monitoring as the work progresses, as well as final air sampling for
clearance, by an entity independent of the contractor removing the ACM;
• Require that the construction firms/and or individuals employed during the construction have
received training in relevant health and safety issues;
• Provide for all construction workers with personal protection means, including respirators and
disposable clothing;
• Require that the beneficiary or the selected contractor notifies authorities of the removal and
disposal according to applicable regulations and cooperates fully with representatives of the
cognizant agency during all inspections and inquiries.
For lead containing paints and the rest of hazardous wastes the above mentioned national hazardous waste
management procedure and standard best practice need to be applied – collection and storage in the special
designated and equipped places with proper labeling, timely disposal, etc.
Ensuring Occupational Health and Safety (OHS) issues
OHS issues must be covered in all supervision and monitoring activities. That means specifically asking
whether there have been any incidents, checking logs and the availability and use of protective and
preventative equipment. Respectively, the safeguards sections of all progress reports include statements
indicating that the PCU have checked occupational health and safety issues, and existing procedures in this
regard, and asked if there have been any serious incidents or fatalities. Similarly, the PCU will ensure that
at the project launch workshop and in the operational manual contain adequate provisions for occupational
health and safety.
The relevant text on OHS to be included in the progress reports might be as follows: The project has
reported X Occupational Health and Safety (OHS) incidents since its start. Of these, X are classified as
SEVERE, X as SERIOUS, and X as INDICATIVE. All incidents are confirmed accounted through the
Environment and Social Incident Response Toolkit (ESIRT) (see below). During this mission period, the
PCU checked with all contractors and consultants if any OHS incidents occurred, either reported or not
yet reported. The PCU found (EITHER) (i) no new incidents occurred during this supervision period, or
(ii) X incidents occurred (include classification, brief description of event and follow-up actions, and
confirmation event was reported via SIRT)].
70
The World Bank Environment and Social Incident Response Toolkit (ESIRT) helps to manage incidents
consistently by providing clear guidance on how to classify the incident’s severity, how to provide a
proportional response according to severity, and clarifies roles and responsibilities. ESIRT also requires a
root cause analysis to be done by the Borrower when there is a severe incident.
“Incident” is defined as an accident, incident, or negative event resulting from failure to comply with
identified environmental and social mitigation measures OR conditions that occur because of unexpected
or unforeseen environmental and social risks or impacts during project implementation. Examples of
incidents include: fatalities, serious accidents and injuries; social impacts from labor influx; sexual
exploitation and abuse (SEA) or other forms of GBV; major environmental contamination; child labor;
forced labor; risks and adverse impacts from temporary project induced labor influx; loss of biodiversity or
critical habitat; loss of physical cultural resources; and loss of access to community resources. In most cases
an incident is an accident or a negative impact arising if the contractor does not comply with the WB
security policy or unforeseen events which occurred during the Project implementation.
The WB ESIRT does not replace monitoring procedures and implementation of regular monitoring of the
implementation of the project safeguard provisions. The document includes the following six stages of the
incident management and reporting process:
Stage 1. Informing the PCU, local authorities, the WB, the public, providing urgent health care and
providing the necessary safety measures for workers. All measures must be taken immediately. In parallel,
all necessary data about the incident are collected - its scope, degree of danger to public health and
environment, location, cause of occurrence, duration, what decisions are taken by the Executor, what
actions should be taken next, etc.
Stage 2. Assess severity of the incident. The Executor should promptly provide information to the WB
about the incident and its degree of danger.
Stage 3. Notification. The Executor is preparing an incident notification for the WB. Submission of a
notification in the event of an incident should be determined when signing a contract with the Contractor.
Stage 4. Investigation of the incident. The Executor provides any information requested by the WB and
does not prevent to visit the incidence scene. The Executor is also obliged with the assistance of the
Contractor to analyze the causes of the incident and to document the information received. The Executor
may need to involve external experts in investigation of the incident. The term of the investigation should
not exceed 10 days after the incident. The findings of the investigation should be used by the Executor and
the Contractor to develop corrective actions and draw up a corrective action plan (CAP) to avoid any future
repetition of what happened. Besides, the conclusions should be submitted to the WB.
Stage 5. Corrective Action Plan. The Executor develops a CAP with specific actions, responsibilities,
implementation dates and monitoring program and discusses it with the WB. In case of serious incidents,
the WB and the Executor agree on a set of measures to eliminate the major causes of sources for such
incidents. The CAP indicates actions, duties and terms that should be performed by the Executor and the
Contractor. The Executor is responsible for implementation of the CAP. The CAP may include
development or modernization of technical measures to protect the environment and prevent further
pollution, conduct training, including on issues of emergency health care, compensation for insurance
claims of injury or death. If the WB considers that the CAP measures are not effective, and/or the Executor
has shown unwillingness or inability to take corrective measures, the WB may consider a decision on
complete or partial suspension of the loan payments until such actions are taken, or in some cases it may
consider a question of cancellation of the whole or part of the Project after its suspension.
Stage 6 Monitoring execution of the CAP. The Executor performs the CAP, monitors execution of
individual CAP items and provides a report on implementation to the WB. For supervision of OHS issues
during the project implementation which include civil works, the PCU Environmental Specialist may use,
as appropriate, the “Health, Safety and wellbeing inspection Checklists” see Annex 8.
71
Overview of potential social risks and impacts
Conducted SA concluded that the Project will generate mostly positive socio-economic benefits due to the
improvement of urban infrastructure services environmental conditions on the participating cities.
Rehabilitation of CbKs infrastructure will significantly improve teaching conditions, water supply and
sanitation, that makes the children studying in the project CbKs comfortable. As a result of rehabilitation
works, the number of CbKs connected to drinking water supply, sewerage system will be increased which
will overall have significant effects on studying conditions of pupils. At the same time the proposed project
activities might generate a series of various adverse social impacts.
Here are a few potential social impacts associated with LLF:
• Temporary limitation of access to schools, due to construction works
• Temporary termination of water and sewerage services
• Possible influx of temporary workers
• Risk of child labor
• Risk of occupational accidents and injuries to workers
• Low capacity of the implementing agencies to conduct social safeguards studies
The listed social impacts are expected to be typical for small scale construction/rehabilitation works,
temporary by nature and site specific, and can be easily mitigated by applying best construction practices
and relevant mitigation measures. The summary of potential social risks and impacts along with the generic
mitigation measures are presented in the Table 18 below. The proposed measures could be used for
development of ESMPs for selected sub-projects. However, the ESMPs could be fulfilled with other
measures as per beneficiaries’ decision.
72
Table 18: Potential project social risks and impacts
Nо PROPOSED TYPES OF
SUBPROJECTS
EXPECTED ADVERSE
SOCIAL IMPACTS MEASURES TO PREVENT/MITIGATE NEGATIVE IMPACTS
1 Support the creation of 500 new CbKs enrolling approximately 75,000 children aged 3-5 years
Possible exclusion of eligible
beneficiaries or
vulnerable/disadvantaged groups
due to lack of information or
capacity to apply.
The workload at the employment
centers are likely to go up, which
will have implications on
resources, the lack of capacity of
local staff
•
• Outreach and program promotion activities to ensure that targeted groups are
aware of and able to access program benefits.
• Ensure transparent selection of communities, using a mechanism similar to the one
used under KEEP52 and that will be detailed in the Operations Manual.
• Ensure regionally balanced distribution of funds
• Modernization of systems and procedures to reduce exclusion risks.
• The capacity of national institutions and structures will be built to develop, plan
and implement risk mitigation process.
•
2 Small-scale building renovations
in the premise of existing school
buildings:
• Installation of indoor water
toilet and sanitation facilities
designed for children
• Repair/replacement of
external doors and windows,
window optimization;
• Small scale refurbishing
activities inside the premises
(e.g. walls repainting, tiling,
installation of cable ducts,
new water-pipes)
• Temporary limitation of
access to public spaces
• Forced labor, Labor influx,
child labor and GBV
• The contractor shall inform local citizens in the project area through the local
authorities or other means about possible restriction of access within the
construction site in advance
• Promote the fair treatment, nondiscrimination, and equal opportunity of workers.
Public spaces and infrastructures shall be designed in consideration of access by
disabled persons as well.
Develop Contractor’s LMP when selected and prior to the start of civil works. All
civil works contracts will include industry standard Codes of Conduct that include
measures to prevent Gender-Based Violence/Sexual Exploitation and Abuse
(GBN/SEA). All contractors will be required to have a written contract with their
workers, in particular with regard to child and forced labor. Develop and
implement a grievance procedure and raise awareness of grievance procedures
amongst affected communities. In case of lack of local skilled workers, the ESMP
shall be developed to mitigate adverse social impacts due to labor influx. GBV
52 KEEP - Kyrgyz Early Education Project, the Bank-supported project
73
Nо PROPOSED TYPES OF
SUBPROJECTS
EXPECTED ADVERSE
SOCIAL IMPACTS MEASURES TO PREVENT/MITIGATE NEGATIVE IMPACTS
• Replacement of the asbestos
roofs
▪
risk assessment shall be carried out by ARIS for each subproject with civil
construction elements and mitigation options are required to be integrated into
ESMP.
3 ▪ Extension and rehabilitation of
water supply networks
▪
▪
• Limited supply of drinking
water
•
• Forced labor, Labor influx,
child labor and GBV
• Develop and implement water management plan with full participation of all water
users
• Develop Contractor’s LMP when selected and prior to the start of civil works. All
civil works contracts will include industry standard Codes of Conduct that include
measures to prevent Gender-Based Violence/Sexual Exploitation and Abuse
(GBN/SEA). All contractors will be required to have a written contract with their
workers, in particular with regard to child and forced labor. Develop and
implement a grievance procedure and raise awareness of grievance procedures
amongst affected communities. In case of lack of local skilled workers, the ESMP
shall be developed to mitigate adverse social impacts due to labor influx. GBV risk
assessment shall be carried out by ARIS for each subproject with civil construction
elements and mitigation options are required to be integrated into ESMP.
4 ▪ Sewerage network extension and
rehabilitation;
▪ Septic Tanks
• Limited connection to
sewerage system
• Forced labor, Labor influx,
child labor and GBV
• Develop and implement sewerage management plan with full participation of all
existing users who are connected to sewerage system
• Develop Contractor’s LMP when selected and prior to the start of civil works. All
civil works contracts will include industry standard Codes of Conduct that include
measures to prevent Gender-Based Violence/Sexual Exploitation and Abuse
(GBN/SEA). All contractors will be required to have a written contract with their
workers, in particular with regard to child and forced labor. Develop and
implement a grievance procedure and raise awareness of grievance procedures
amongst affected communities. In case of lack of local skilled workers, the ESMP
shall be developed to mitigate adverse social impacts due to labor influx. GBV risk
assessment shall be carried out by ARIS for each subproject with civil construction
elements and mitigation options are required to be integrated into ESMP.
5 Purchasing of goods &
equipment for schools • No social impact ✓
74
Specific project social risks and impacts
Access restrictions. The construction activities under some local infrastructure subprojects may result in
temporary closure of existing routes/ pathways during the execution stage of sub-projects and may cause
access restrictions to homes, land plots or other private or public. The construction and /or rehabilitation of
school buildings might also trigger some inconvenience to the public. Even though most of such local level
constructions under the project will be done though contractors, adequate care and measures will be taken
to avoid any violation of use of labor, accidents, or disputes with local communities due to use of outside
labor force for constructions. The site specific ESMPs prepared under the project will include, as necessary,
a mitigation measures to reduce potential adverse impacts and risks and the public constructions will be
carried out each of the construction site before the civil works begin.
Vulnerable and disadvantaged groups. The distribution of project benefits across geographic areas within
the country is particularly sensitive given the complex inter-ethnic relationships which led to social
upheavals in 2005 and 2010 and the eruption of violent interethnic clashes in the South of the country.
Additionally, a high rate of unemployment and significant dependency on remittances often affected by
external economic fluctuations has impacted adversely the vulnerable and disadvantaged groups
particularly on poor and women-headed households. There is also a risk that children with disabilities or
developmental delays may be excluded from project benefits.
The project will seek to ensure a broad, regionally and ethnically balanced distribution of funds. It will
target poor, rural communities. From these, the project will select communities where access to ECE
services is below the national rural average and there are sufficient children to fill two shifts. The selection
process will give preferential consideration to communities where there are larger numbers of children
without access. The communities will be transparently selected, using a mechanism similar to the one used
under KEEP and that will be detailed in the Operations Manual.
Risk of Project not meeting expectations among local stakeholders. High expectations from local
stakeholders participating in the project, could be another risk. Such expectations, if not met, could lead to
discontent and resentment, which in turn could lead to disruptive actions against the Project or those
involved with the Project. This risk will be mitigated through careful management of expectations from the
start of Project by the PCU convening the outreach and introductory meetings related to CbKs enrollment
programs. Vulnerable groups whose children are not enrolled to CbKs, may experience a sense of failure
which in turn could result in discontent and resentment. Project Team or consultants will make sure to
follow up with these individuals. The Project will depend on established CBOs and NGOs with good local
knowledge and insight into the sensitivities at the local level.
Governance and anti-corruption risks. The project will also support efforts to establish good governance
in the project. The actions will include the training of local stakeholders on the principles and practice of
governance, such as: (i) accountability in public affairs; (ii) relations with higher levels of government; (iii)
tools for good governance (integrity pacts, social audits, transparency, and disclosure of information); and
(iv) anti-corruption assessments and process audits. Emphasis will be placed on measures to minimize the
room for misuse, fraud, and corruption at the various stages of the project cycle.
Labor risks including labor influx and associated GBV, and child labor are considered low given the
small size of subproject investments and the PCU’s adherence to the national labor code which also
prohibits child and forced labor. Workers will be hired by the PCU at MoES, either directly as PCU staff
or indirectly as part of contracts with contractors or service providers. There is a risk that the practice of
unaccounted working hours and lack of compensation for overtime will continue. According to the
leadership, PCUs are heavily relies on approved project budgets and cannot exceed the budget ceilings.
75
Labor risks associated with contracted workers at subproject level. Subprojects will be implemented by
local contractors and the majority of contracted workers will be hired locally. All contractors will be
required to have a written contract with their workers materially consistent with objective of ESS2, in
particular with regard to child and forced labor.
Occupational Health and Safety (OHS) risks are low to moderate and will depend on the type of subproject
works to be implemented. The risks are considered low to moderate because the local
contract workers are likely to be unskilled. All contractors will be required to develop and implement
written labor management procedures, including procedures to establish and maintain a safe working
environment as per requirements of ESS2.
Capacity building activities under project will include guidance on identifying such impacts and preparing
ESIAs and ESMPs. Additionally, the selection, design, contracting and monitoring and evaluation of
subprojects will be consistent with the guidelines set out in the annexes. To address identified impacts, the
implementing agency and its branches, the subprojects beneficiaries and contractors have to undertake a
series of mitigation measures, which are presented below, and which should be clearly defined in the site
specific ESMP to be prepared.
6.7 Monitoring Plans and Indicators
6.7.1 Monitoring of Environmental and Social Indicators
The environmental and social issues included within the mitigation measures will be monitored and
supervised by the project beneficiaries, contractors and local specialists appointed by the Implementing
Agency. Although the environmental and social impacts are expected to be moderate or low, the potential
negative environmental and social impacts are planned to be prevented or mitigated during the construction
and operation stages. Environmental and social monitoring system starts from the preparation phase of the
subproject through the operation phase in order to prevent negative impacts of the project and observe the
effectiveness of mitigation measures. This system helps the WB and the Client to evaluate the success of
mitigation as part of project supervision and allows taking an action when needed. The monitoring system
provides technical assistance and supervision when needed, early detection of conditions related to
mitigation measures, follows up on mitigation results, and provides information of the project progress.
Environmental and social monitoring to be implemented by the Implementing Agency/PCU has to provide
information about key environmental and social aspects of the subprojects, particularly the project
environmental and social impacts and the effectiveness of taken mitigation measures. Such information
enables to evaluate the success of mitigation as part of project supervision and allows corrective action(s)
to be implemented, when needed. In this regard the Monitoring Plan identifies monitoring objectives and
specifies the type of monitoring, and their link to impacts and mitigation measures. Specifically, the
monitoring section of the ESMP provides: (a) a specific description, and technical details, of monitoring
measures, including the parameters to be measured, methods to be used, sampling locations, frequency of
measurements; and, (b) monitoring and reporting procedures to: (i) ensure early detection of conditions that
necessitate particular mitigation measures, and (ii) furnish information on the progress and results of
mitigation. A Monitoring Plan Format is presented in the Part C of the ESMP Checklist enclosed in this
document in Annex 6.
In addition, the Implementing Agency’s (IA) safeguards and engineering team will monitor compliance of
environmental and social safeguards and submit regular quarterly monitoring reports on implementation of
ESCP. The IA will also comply with the provisions of any other E&S documents required under the ESF
and referred to in this ESCP, such as Environmental and Social Management Framework (ESMF),
Environmental and Social Management Plans (ESMP), Labor Management Procedures (LMP) and
Stakeholder Engagement Plans (SEP), and the timelines specified in those E&S documents.
76
Moreover, project progress reports will contain section on environmental and social safeguards. In case of
accidents and incidents, the Implementing Agency will promptly notify any incident or accident related or
having an impact on the Project which has, or is likely to have, a significant adverse effect on the
environment, the affected communities, the public or workers, including without limitation any Project-
related fatalities, serious accidents, significant pollution, community unrest caused by the Project or
allegations of gender-based violence. It will provide sufficient detail regarding the incident or accident,
indicating immediate measures taken to address it, and include information provided by any contractor and
supervising entity, as appropriate.
The Implementing Agency will also monitor the community mobilization and other inclusion, voice, and
agency activities with communities will be measured through community scorecards, which will be
discussed and verified, along with financial records and project implementation records, in social audit
meetings. Feedback and grievances received through the Beneficiary Feedback Mechanism will also be
included in the semiannual reporting. Implementing Agency’s M&E team will collate and analyze these
semi-annual assessments of outcomes and perception-based results and include them in quarterly and
annual reports to be submitted to the WB.
6.8 Specific Project Issues
6.8.1 Resettlement Policy Framework and Resettlement Action Plans
The selected beneficiary communities must own the premises and commit to maintaining them as a pre-
school institution for at least five years. Therefore, under the proposed project no land acquisition and no
new building construction is expected, therefore no RPF and RAP are expected.
6.8.2 Labor Management Procedures
The Implementing Agency has prepared Labor Management Procedures, which will be implemented and
reported throughout the project. The LMP enables identify main labor requirements and risks associated
with it and help the Borrower to determine the resources necessary to address labor issues. The LMP is a
living document, which is initiated early in project preparation, and is reviewed and updated throughout
development and implementation of the project. Accordingly, this document details out the type of workers
likely to be deployed by the project and the management thereof.
6.9 Monitoring Roles and Responsibilities
6.9.1 PCU
The PCU E&S Specialists/Consultants will monitor subcomponents 1.1 and 1.3 to ensure conformity to
safeguard requirements during construction, operation and maintenance. They will ensure full compliance
with the contract conditions and the ESMP. Final payment to the contractor should be contingent on the
final inspection, with particular attention to the requirement to restore the site to its original condition upon
completion of rehabilitation activities.
The environmental monitoring of the rehabilitation sites will include regular observations of soil and water
and vegetation within and around the rehabilitation sites; the involvement of the environmental inspectors
in monitoring and evaluation will help in developing systematic environmental monitoring on rehabilitated
sites.
PCU’s E&S Specialists/Consultants will visit to sub-project sites as and when necessary. Based on
safeguard performance of different subprojects, they will advise on the subsequent disbursements that
should be done for the contractors awarded a contract to implement subprojects under the Project. If it is
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found that there is an ESMF and/or ESF noncompliance, further disbursements will be stopped until ESF
compliance is ensured.
In addition, in the project areas the PCU will be responsible for the environmental and social
monitoring activities identified above as part of the preventive actions and mitigation measures
proposed to address potential adverse impacts. This monitoring will be incorporated into the overall project
monitoring plan required by the World Bank as part of project performance.
As part of its environmental and social monitoring activities, the PCU will conduct random inspections of
project sites to determine the effectiveness of measures taken and the impacts of subproject activities on
the surrounding environment. The PCU is also responsible for processing, addressing and monitoring
complaints and other feedback, including that on environmental and social issues.
Roles and Responsibilities of all parties
The Ministry as an Implementing Agency will coordinate and provide all possible support to its PCU in its
daily work. ESMPs will be prepared in accordance with the project Environmental and Social Management
Framework (ESMF). The ESMP and or the ESMP checklist documents must form an annex of bidding and
contracts documents for construction works. In addition, the Labor Management Procedures will also form
a part of bidding documents for construction works. Implementation of ESMPs on the ground will be the
part of the construction contractor’s task, however in case of any non-compliance, the local governments
will inform the Implementing Agency, which is expected to take corrective action as the primary
responsible party.
Distribution of the responsibilities of all parties involved in the project is given in Table 18.
The implementation of ESMPs is expected to cost only a small fraction of design and construction cost, as
most mitigation measures will be very generic, off-the-shelf, and implementable without specialized skills,
experience or equipment. Moreover, it is assumed that most of the cost is covered in the bid proposals.
Implementing Agency will submit site specific ESMPs to WB for prior review. When the WB is confident
that Implementing Agency has demonstrated that the process is accurate, WB will transfer this prior review
to post review.
Table 19: Roles and Responsibilities in ESS
Responsible Party Responsibilities
World Bank
• Review, acceptance and disclose ESMF and SEP on WB’s official
website;
• Review the site-specific ESMPs only for first three sub-projects and
provide no objections to Implementing Agency;
• Review labor management procedures;
• Conduct implementation support and supervision missions in order to
ensure that the Project is following WB ESS requirements;
Implementing Agency/PCU
• Prepare and implement the ESMF and submit for Bank approval;
• Disclose the ESMF on Implementing Agency website;
• Prepare ESMPs according to ESMF;
• Submit ESMPs to the WB for prior review;
• Perform the quality control and review of ESMPs;
• Disclose ESMPs on the official website of Implementing Agency and
incorporate ESMPs into bidding documents;
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• Prepare Labor Management procedures;
• Assign field specialists for the environmental and social monitoring;
• Perform inspections of the implementation of ESMP by the construction
contractor, make recommendations and decide whether additional
measures are needed or not;
• In case of non-compliance, ensure that the contractor eliminates the
noncompliance and inform the WB about the noncompliance;
• Prepare, update and implement a Stakeholder Engagement Plan (SEP)
that considers vulnerable groups in addition to paying attention to the
gender aspect of the Project;
• Set up a multi-level GRM, monitor and address grievances related to the
project under specified timelines;
• Provide guidance to the construction contractor and engineering
supervision firm.
• Summarize the environmental and social issues related to project
implementation to WB in regular progress reports;
• Be open to comments from affected groups and local environmental
authorities regarding environmental aspects of project implementation.
Meet with these groups during site visits, as necessary;
• Coordinate and liaise with WB supervision missions regarding
environmental and social safeguard aspects of project implementation;
• Conduct regular monitoring activities for the implementation of site
specific ESMPs; and
• Prepare/design training and tools for Implementing Agency’s local
(branch level) staff and community representatives.
Contractor
• Implement ESMPs on site, if required can revise the ESMP together with
Implementing Agency;
• Implement labor management procedures;
• Manage the grievance mechanism at the contractor, communicate
grievances to Implementing Agency regularly through ESMP monitoring
reports;
• Monitor site activities on a regular basis (daily, weekly monthly etc.);
• Prepare the ESMP progress reports for the review of Implementing
Agency; and
Beneficiaries/Clients
• Ensure that ESMP is implemented correctly and in a timely manner by
the contractor;
• Perform environmental and social monitoring as defined in ESMF and
sub project specific ESMPs; and
• Collect information on environmental and social issues for progress
reports submitted to the WB and make sure that these are all compliant
with the Bank’s requirements.
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7. PROJECT REVIEW, COORDINATION & IMPLEMENTATION ARRANGEMENTS
7.1 Sub Project Investment Review
7.1.1 Screening and investment project preparation
Implementing Agency/PCU environmental and social staff will carry out a rapid assessment of the likely
environmental impact and the potential for involuntary resettlement, that will be based on the requirements
of national legislation and WB ESSs, completing the screening form presented in the Annexes 3 and 4.
Subproject activities will be also checked against WB criteria for High Risk Projects (Annex 2).
This will make it possible to identify the type and scale of potential environment impacts and determine to
which risk category the subproject should be attributed. Generally, the significance of impacts and risks,
contribute to resulting ESA categorization will depend on the type and scale of the subproject, its location,
sensitivity of environmental issues, and the nature and magnitude of potential risks and impacts.
Type and scale of projects. Subprojects that are considered as “High Risk Subprojects” will not be financed.
A “High Risk” rating generally would entail the following impacts (a) significantly impact on human
populations, including settlements and local communities (b) alteration of environmentally important areas,
including wetlands, native forests, grasslands, and other “critical” natural habitats and ecosystem services;
(c) direct pollutant discharges that are large enough to cause degradation of air, water or soil, endangered
species and “critical” habitats; (d) largescale physical disturbances of the site and/or surroundings; (e)
extraction, consumption or conversion of substantial amounts of forest and other important natural habitats,
including above and below ground and water-based ecosystems; (f) measurable modification of hydrologic
cycle; (g) hazardous materials in more than incidental quantities; and (h) involuntary displacement of
people and other significant social disturbances.
Location. There are a number of locations which should be considered while deciding to rate the project as
“High Risk”: (a) in or near sensitive and valuable ecosystems and “critical” habitats — juniper forests,
wetlands, wild lands, vulnerable soils, and particular habitats of endangered rare and endemic species; (b)
in or near areas with archaeological and/or historical sites or existing cultural and social institutions; (c) in
densely populated areas, where resettlement may be required or potential pollution impact and other
disturbances may significantly affect communities; (d) in regions subject to heavy development activities
or where there are conflicts regarding the allocation of natural resources; along watercourses, in aquifer
recharge areas or in reservoir catchments used for potable water supply; and on lands or waters containing
valuable resources (such as fisheries, minerals, medicinal plants, prime agricultural soils). CbKs located in
the proximity of such areas will be classified as High-Risk projects and will not be considered for support
by the Project.
Sensitivity. Sensitive issues may include (but are not limited to): conversion of wetlands, potential adverse
effects on endangered species and habitats as well as protected areas or sites, involuntary resettlement,
impacts on international waterways and other transboundary issues, and toxic waste disposal.
Magnitude. There are a number of ways in which magnitude can be measured, such as the absolute amount
of a resource or ecosystem affected, the amount affected relative to the existing stock of the resource or
ecosystem, the intensity of the impact and its timing and duration. In addition, the probability of occurrence
for a specific impact and the cumulative impact of the proposed action and other planned or ongoing actions
may need to be considered. Taking into account the scale of the proposed subprojects, it is expected that
the magnitude of their environmental impacts will be low to moderate, and their social impacts will be low
to moderate. Therefore, only subprojects that are rated as “Moderate Risk” or lower will be considered for
LLF Project support.
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Results of the screening will be reflected in the screening form presented in the Annex 2. While the ESF
risk ratings are the governing categories, they generally correspond to the Kyrgyz categories as follows:
(a) High Risk subprojects (which are excluded from the project) correspond with National categories
I and II;
(b) Substantial Risk subprojects correspond with National Category III and will require either a site
specific ESIA and an ESMP;
(c) Moderate Risk subprojects fall between National Categories III and IV and will require in some
cases a partial ESIA and or an ESMP or – an ESMP checklists; and
(d) Low Risk subprojects correspond with National Category IV and require no further EA.
In addition to High Risks subprojects the Bank will also not finance several types of subprojects which are
specified in the WB exclusion list, - see Annex 3.
For Substantial Risk subprojects a site-specific Environmental and Social Impact Assessment (ESIA) or an
ESMP will be required to identify, evaluate and to prevent potential environmental and social risks and
impacts. The mitigation measures for the identified impacts and risks will be incorporated into the project
design of the ESMP (see Annex 5 with the format of the ESMP) or ESMP checklist (see Annex 6 with the
ESMP Checklist for small scale construction and rehabilitation activities). The site-specific ESIA and
ESMPs for Substantial risk subprojects will be prepared by the hired by the subproject beneficiaries
Consultants under the supervision of the PCU, while for moderate and low risk subprojects by the hired by
beneficiaries Consultants or the Contractors.
The purpose of the ESMP is to improve the environmental and social aspects of subprojects by minimizing,
mitigating or compensating for negative effects. Environmental and Social Management Plan Checklists
will be used mostly for Moderate Risk subprojects that are likely to have minor environmental impacts, and
that are typical for small scale construction and rehabilitation investments. The ESMP Checklist has three
sections: (a) Part 1 constitutes a descriptive part (“site passport”) that describes the project specifics in
terms of physical location, the project description and list of permitting or notification procedures with
reference to relevant regulations. Attachments for additional information can be supplemented if needed;
(b) Part 2 includes the environmental and social screening in a simple Yes/No EMS format as well as
specifies mitigation measures; and (c) Part 3 is a monitoring plan for activities carried out during the
rehabilitation activities.
For Substantial and Moderate Risk subprojects it is necessary to disclose the EA documents and conduct
public consultations with the project affected people and interested parties. For all projects that would
require a site-specific ESIA and ESMP should be organized face to face consultations. For that purpose, it
is necessary to disclose in advance the EA document (about two weeks) on the Implementing Agency and
on involved municipalities websites as well as providing hard copies to local public administrations and
key interested parties (environmental authorities). During the consultations, the subproject applicants will
register all comments and suggestions on improving the site-specific ESIA/ESMP documents and will
prepare relevant reports to be included in the final version of the EA documents. Furthermore, other specific
information related to the project activities and ESA should be also publicly available on-line on the
Implementing Agency website. In some cases, the public consultation can be done virtually receiving
relevant questions/proposals on-line and taking them into consideration while finalizing the subprojects
ESMPs, - such consultations can be done only in the case when it is clear no any direct impacts on local
population is expected, - mostly when the proposed activities are located far away from the residential areas
and will not have adverse impacts on environmentally sensitive areas such wetlands, forests, legally
protected areas, etc. Similarly, in the case of ESMP Checklist for rehabilitation of existing facilities, the
public consultation can be done virtually. As described above, only in some cases, as per national legislation
and when it is necessary to conduct a site-specific ESIA and prepare an ESMP, the subproject beneficiaries
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or their Contractors must submit all EA documents for approval to the oblast level State Ecological
Expertise, which will issue a decision, to be used for approving and/or rejecting subproject proposals.
The final approval of infrastructure is provided by Implementing Agency – only once all EA documents
have been prepared, accepted, and, if needed, preliminary approval is provided by the State Ecological
Expertise. The Implementing Agency and subproject beneficiaries will then sign an agreement which will
include statements on compliance with all EA documents. Table 20 indicate the process flow for the risk
management instruments development:
Table 20. Safeguards Instruments Development for CbKs renovation works
Step 1.
a) Implementing Agency (PCU Safeguards Specialists and Engineers) conduct screening
of the subproject with regard to prohibited/excluded activities;
b) If the subproject passes the screening for the list of prohibited/excluded activities,
Implementing Agency specialists assist Contractors to complete Section 1 of the
Environmental Screening table;
c) Based on the Environmental Checklist, the environmental category and the type of EA
to be conducted is determined– ESMP/ESMP Checklist;
d) The results of the screening, including potential negative impacts and possible
measures to mitigate impacts, are presented to communities representatives during
subproject prioritization meetings held at the Municipality level by the Contractors.
Step 2.
For Substantial and Moderate Risk subprojects, Implementing Agency specialist notes
potential environmental risks and indicates how they will be prevented/mitigated in the
Environmental Screening Table.
Step 3. If the subproject is selected for funding, Implementing Agency specialists assist to the
consultants to prepare the ESMP or ESMP Checklist
Step 4.
Implementing Agency assist the contractors to organize its disclosure of the draft partial
ESMP or ESMP Checklist and organizes a public consultation, involving NGOs,
community representatives, affected groups, etc. Formal minutes will be prepared to
record inputs provided by the participants.
Step 5. The contractors can proceed to implementation once the ESMP or ESMP Checklist, is
completed and updated based on community consultations.
Step 6.
a. The subproject applicant will submit the full set of environmental documents for
consideration and further decision on funding;
b. Upon approval of subprojects, Implementing Agency will complete subproject
appraisal and proceed with signing of the financing agreement with respective sub-
project beneficiaries.
Step 7. The PCU and Contractor conducts periodical supervision, monitoring and reporting, as
per agreed monitoring plan.
Step 8. Monitoring and reporting results will be included in the Implementing Agency quarterly
and annual reports.
7.2 Overall Project Compliance and Reporting
MoES/PCU will be responsible for ESMP reporting and will:
• Record and maintain the results of project supervision and monitoring throughout the life of the
project. It will present summary progress reports on ESMF/ESMP implementation and the E&S
aspects of subprojects on a semi-annual basis to the World Bank, and as part of this reporting,
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provide updates on any grievances/feedback that was received, that has been addressed and that
may be pending.
• Prepare quarterly reports on the progress of implementation of measures proposed by the ESMP
for selected subprojects;
• Prepare annual reports on the environmental impacts originated during implementation of
subprojects and analyze the efficiency of mitigation measures applied to minimize negative
consequences;
• Prepare outlines and requirements for Contractors’ reports on environmental protection and
mitigation measures, and review Contractor’s monitoring plan and reports
• Present the impact of mitigation and environmental and social protection measures for general
public via specific publications or/and by annual public seminars.
PCU’s E&S Specialists/Consultants will visit to sub-project sites as and when necessary. Based on
safeguard performance of different subprojects, they will advise on the subsequent disbursements that
should be done for the contractors awarded a contract to implement subprojects under the Project. If it is
found that there is an ESMF and/or ESF noncompliance, further disbursements will be stopped until ESF
compliance is ensured.
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8. CAPACITY BUILDING, TRAINING AND TECHNICAL ASSISTANCE
8.1 Institutional Capacity for ESMF Implementation
This section describes all involved actors in the ESMF implementation and an assessment of their
capacities to perform their duties. Based on that it will be necessary to propose a set of concrete capacity
building and strengthening of involved institutions to assess and control the environmental and social
impacts of the potential types of subprojects for inspection and enforcement to comply with existing and
proposed legislation and any other requirements needed to ensure fulfilment of the proposed environment
monitoring at national and local level.
8.1.1 Ministry of Education and Science
The Project will be implemented by the MoES with support from its PCU, as well as other existing
institutions. MoES departments directly involved in the project implementation include: Pre-School,
Secondary School, and Out-of-School Education Department (PSSOED); Budget, Policy and Financial
Analysis Department (BPFAD); Office of the Press Secretary; Monitoring and Strategic Planning
Department (MSPD); Procurement and Infrastructure Sector; Information Technologies Sector; Vocational
Education Department.
The PCU will be established to carry out such key functions as coordination, fiduciary, safeguards,
monitoring and evaluation, and reporting. The PCU will be led by a director and consist of a financial
management (FM) specialist, an accountant, one or two safeguards specialists/ safeguards consultants, one
or two procurement specialists as needed, a monitoring and evaluation specialist, and administrative staff
for support and interpretation. The Safeguards Consultant (SC) which will oversee overall coordination of
individual ESMF and ESMPs implementation, reporting to Implementing Agency and to the WB regarding
safeguards issues, as well as of integrating safeguards requirements into biding and contracting documents.
He/she also will be responsible for interaction with the environmental authorities, local implementing
agencies ensuring an efficient implementation of safeguards documents and will undertake, randomly, field
visits and environmental and social supervision and monitoring, assessing environmental and social
compliance at worksites, advising project municipalities on environmental and social safeguards issues.
PCU SC will be, also, responsible for identifying EA training needs for all parties involved in
ESMF/ESMPs implementation.
8.1.2 Other Relevant Government agencies
Institutions involved in the project implementation include: the Kyrgyz Academy of Education, the
National Learning Quality Assessment and Information Technologies Center (NLQA&IT), the State and
Regional in-service Teacher Training Institutions, pre-service Teacher Training Institutions, schools,
kindergartens and Local Self Governance Bodies (Ayil Okmoty - AO). Within each agency, a head of
relevant department/unit would be designated to lead the agency’s efforts in project implementation and
supervision.
8.2 Identification of Capacity Needs
8.2.1 Technical Capacity Enhancement
The implementation of the ESMF requires specific knowledge for all parties, including beneficiaries and
operators that will be engaged in the different phases of the project implementation. Respectively, the
project will support relevant trainings on knowledge and information on topics such as the ESMF
implementation, ESMF/ESMP reporting, World Bank Guidelines, management of hazardous materials, etc.
For this purpose, before the civil works will start, the Implementing Agency will hire a Consultant with
knowledge on the environmental and social management requirements for Kyrgyz Republic, along with
substantial knowledge on World Bank safeguards policies and requirements which will provide ESA
training.
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8.2.2 Training will focus on:
The training will include the basic requirements of the WB and National safeguards rules and procedures,
as well as case studies in this regard. The training activities will continue also during the project
implementation when the consultant will provide on the job training regarding environmental and social
monitoring and supervision. The proposing the Project’s capacity building on environmental and social
aspects will cover three main directions:
i) PCU’s capacity on ESMF implementation during sub-projects selection process and sub-project
construction stages – the hired Consultant will provide respective training for MoES’s staff and SC on WB
ESS standards requirements, ESMF, ESMP preparation and further assistance in monitoring of the ESMP.
Other relevant staff members of PCU can participate at the training in order to widen familiarization of the
ESMF.
ii) Beneficiaries’ Capacity on development of ESMP/ESMP Checklist. Since the program will be
implemented during several years and more sub-projects will be proposed for inclusion in the program, the
Consultant will provide training for local agencies involved in preparation of EA report and conduction
national EA. The training will be dedicated to harmonization of process of WB’s EA and national EA. The
target will be to educate EA developers and specialist from local environmental agencies to prepare the
documents which meet WB safeguards standards as well.
A separate training on handling, collection and disposal of hazardous materials (asbestos materials) for
PCU’s SC and contractors will be provided by the Consultant before starting respective works. As per
national requirements the contractors will have to conduct OH&S training for workers with indication in
special logbook which will be kept on each construction site.
For the project sustainability it is important along with physical interventions, institutional improvements
and financial enhancing, to increase people awareness on the project related topics, particularly waste
management, water supply and sanitation aspects. It is proposed, that hired Consultant in collaboration with
national NGOs and relevant agencies will develop awareness program which will cover three mentioned
above topics and delivered to the target groups through seminars.
During construction and operation, Implementing Agency for Substantial and Moderate Risk subprojects,
is also responsible for providing funding for installation and other activities to minimize any hazardous
environmental impacts to be included in the subproject costs. The amount of required funding will depend
on the technique/technologies used for implementing mitigation measures and their scale, number, variety
and other factors.
8.3 ESMF Implementation Budget
In order to ensure successful ESMF implementation, funding is also required to finance capacity
building activities. Since it is difficult to prepare budget estimates for capacity building at this stage, this
information will be included in the procurement plan. The tentative plan of capacity building and training
plan is presented below.
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Table 21. Tentative plan for capacity building and training program
Name of training
Time and tentative
duration of the
training
Recipients Organizer Tentative
cost
1
Overview on WB ESSs on
safeguards and their
implementation during the
project cycle. National
Environmental requirements for
project preparation and
implementation
During first year of
Project
implementation
Duration – 1 day
MoES PCU,
selected local
authorities
Consultant 500 USD
2 Implementation of ESMF,
ESMP
Before sub-projects
selection and approval
Duration - 2 days
MoES PCU,
selected local
authorities
Consultant 500 USD
3 OH&S, Handling and disposal
of hazardous materials
Before starting
respective works 1 day
PCU SC;
Contractors Consultant 500 USD
6 Citizen Engagement Component
Continuously during
the program
implementation
MoES PCU Consultant
500 USD
Total 2,000 USD
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9. PUBLIC CONSULTATION AND DISCLOSURE
9.1 ESMF Disclosure
The environmental and social assessment process will be available to the public, thus, all the involved parts
will be consulted on project safeguard documents at least once during the process. The Public consultation
is required to take place for the documents related to the overall project as specified in ESMFs. The public
consultations will be organized according to the National environmental legislation and WB ESS 10. All
comments and recommendation provided during the public consultations need to be reflected into the final
version of ESMF for further submission to WB.
Once the MoES officially submits ESMF to WB, the document will be disclosed on WB external website.
Under this project, as part of information disclosure process, number of meetings will be conducted with
involved parties, particularly, officials from local self-government, MoES specialists of oblast and district
level, schools and CbKs, utilities (water supply companies, municipal solid waste treatment companies),
and others. During the meeting the project team discussed with expert planning activities under the project
and introduced WB ESS requirements.
9.2 Public Consultation
Public Consultations were undertaken during the ESMF development and before disclosure. For this
purpose, there will be number of meetings conducted with relevant stakeholders such as specialists from
Kyrgyz Education Academy, departments of MoES, NGOs and others are attended meeting. Public
consultations presented the project’s objectives, planning activities, anticipated environmental and social
impacts and proposing mitigation measures, and grievance redress mechanism to participants.
For ESMF development, number of meetings conducted with the main stakeholders Draft version of ESMF
with GRM related provisions were presented during public consultations. Draft version of ESMF in local
language was published on Ministry’s website (https://edu.gov.kg/ru/about/proekty/vsemirnyj-bank/) on
November 21, 2019.
The ESMF public consultations were held on November 28, 2019 at MoES. Representatives from relevant
stakeholders such as specialists from Kyrgyz Education Academy, departments of MoES, NGOs and others
are attended meetings. In total, nearly 20 participants attended the meeting (Annex 15).
Brief information about the project, components, implementation agencies, ESMF was also presented in
the meeting. During the public consultations, information about the project, anticipated environmental and
social impacts, proposing mitigation measures, environmental and social assessment procedure was
presented to the meetings’ participants. Proposed GRM was discussed as well. ESMF document was
published on Implementing Agency’s website and further will be published on WB external website.
9.3 Grievance Redress Mechanism
9.3.1. GRM purpose
In order to receive and facilitate the resolution of affected peoples’ concerns, complaints, and grievances
about the project’s social and environmental safeguards performance a Grievance Redress Mechanism
(GRM) is proposed for the project.
The purpose of the GRM is to record and address any complaints that may arise during the implementation
phase of the project and/or any future operational issues that have the potential to be designed out during
implementation phase. The GRM is designed to address concerns and complaints promptly and
transparently with no impacts (cost, discrimination) for any reports made by project affected people (PAPs).
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The GRM works within existing legal and cultural frameworks, providing an additional opportunity to
resolve grievances at the local, project level. There are two options for Project stakeholders and citizens to
submit complaints:
• The Project Grievance Redress Mechanism;
• World Bank Grievance Redress Service (GRS).
In the interest of all parties concerned, the grievance redress mechanisms are designed with the objective
of solving disputes at the earliest possible time. World Bank OP. 4.12 emphasizes that the PAPs should be
heard and as such, they must be fairly and fully represented. Further, the mechanism should implicitly
discourage referring matters to the court system for resolution.
9.3.2. The Project GRM
During the initial stages of the valuation process, the affected persons will be given copies of grievance
procedures as a guide on how to handle the grievances.
The project establishes a Grievance redress mechanism which would function at the two levels to receive,
evaluate and facilitate the resolution of displaced persons concerns, complaints and grievances. In the first
level PAPs can deliver the grievances to Ayil Okmotu. The representative of District Education Unit will
be included into the Grievance redress committee at local level. In the second level PAPs can submit their
grievances to PIU directly as well. In this mechanism beneficiaries and citizens can turn to register any
grievances on all issues that tackle within any infrastructure subprojects of LLFP.
Table 22. Grievance Management Matrix
Grievance
procedures
LFP for each
level Grievance form
Procedures for grievance
management
Time for
consideration
of grievance
First level -
local
LFP - Head of
Aiyl Okmotu
Verbally or on the
phone/written
Aiyl Okmotu reviews the
complaint and informs the MoES
PIU and the complainant of the
decision taken following the
complaint review.
5 working
days
Second
level - central
LFP - LLFP
Coordinator
at MoES PCU
Written.
Anonymous
and confidential
complains
will be considered
too.
The Safeguards
specialist/consultant:
1) Registers the grievance in a
grievance log and assigns a
sequence number to it;
2) Explores a grievance;
3) Organizes repeated
appraisal, if necessary;
4) Monitors the process of
grievance consideration and
management;
5) Maintains direct contact with
PAP;
6) If needed, holds meetings with
complainant and designs measures
for grievance management
30 working
days
All grievances received from the PAPs will be registered in a logbook, which should be available at levels
1 and 2, each village and city municipality of project area districts and PCU office. The PAPs will have the
right to file complaints and queries on any aspect of the project components. PCU will be responsible for
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establishment of GRM during the project affectivity and act as the GRM secretary to make sure that the
GRM is operational to effectively handle environmental and social concerns of project affected persons.
PCU will ensure that grievances and complaints are addressed in a timely and satisfactory manner. All
possible avenues are made available to the PAPs to resolve their grievances at the project level. Under the
proposed project level grievance mechanism, affected households may appeal any decision, practice or
activity connected with the assessment or valuation of land or other assets, acquisition and compensation.
Every grievance shall be tracked and assessed if any progress is being made to resolve them. The project
monitoring and evaluation information system should also include indicators to measure grievance
monitoring and resolution.
At the final stage each GRM users shall be informed about the results of investigations and the actions taken
to increases users’ trust in the system. In addition, the generalized report will be developed considering type
of complaints and actions taken. This reports and feedback will be sent to complainant directly (if his or
her identity is known) and/or posting the results of cases in project website, telegram groups or local
newspapers. The project should also inform GRM users about their right to an appeal if they are dissatisfied
with the decision, specifying both internal and external (e.g., judicial review, ministries) review options.
Additional Mechanisms
Any physical and legal person, any appellant can communicate his/her concern to the court at any stage of
grievance redress. The GRM will not restrict or influence people from applying to court for legal remedies.
If the complaint is found invalid, the GRM will formulate a response and send a written letter to the
complainant, explaining the reasons of rejection
World Bank Grievance Redress System. Communities and individuals who believe that they are adversely
affected by a WB-supported project may submit complaints to existing project-level grievance redress
mechanisms or the WB’s Grievance Redress Service (GRS). The GRS ensures that complaints received are
promptly reviewed in order to address project-related concerns. Project affected communities and
individuals may submit their complaint to the WB’s independent Inspection Panel which determines
whether harm occurred, or could occur, as a result of WB non-compliance with its policies and procedures.
Complaints may be submitted at any time after concerns have been brought directly to the World Bank’s
attention, and Bank Management has been given an opportunity to respond. For information on how to
submit complaints to the World Bank’s corporate GRS, please visit http://www.worldbank.org/en/projects-
operations/products-and-services/grievance-redress-service. For information on how to submit complaints
to the World Bank Inspection Panel, please visit www.inspectionpanel.org.
89
ANNEXES
90
Annex 1. Screening of Risks Categories of Proposed Types of Subprojects
# PROJECT COMPONENTS
AND ACTIVITIES
WB KR Note Required
action/type of ESA
instrument
Component 1:
1 1.1 Small-scale building
renovations in the premise of
existing school buildings
▪ rehabilitation/renovation (of
existing),
▪ refurbishment (of both new and
existing);
▪ Establishment and/or upgrading of
IT infrastructure/facilities;
▪ Human resource development,
including training (short and long
term), workshops, seminars,
conferences and study tours
MR
LR
LR
-
-
-
LR- if no civil works
ESMP Checklist
No further action
after filling
Environmental
Screening Checklist
(ESC)
No actions after
filling ESC
No actions after
filling ESC
LR - No actions after
filling ESC
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Annex 2. Exclusion list53
The Exclusion List defines the types of projects that WB does not finance.
The WB does not finance the following projects:
▪ Production or trade in any product or activity deemed illegal under host country laws or regulations
or international conventions and agreements, or subject to international bans, such as
pharmaceuticals, pesticides/herbicides, ozone depleting substances, PCB's, wildlife or products
regulated under CITES.
▪ Production or trade in weapons and munitions.
▪ Production or trade in alcoholic beverages (excluding beer and wine).
▪ Production or trade in tobacco.
▪ Gambling, casinos and equivalent enterprises.
▪ Production or trade in radioactive materials. This does not apply to the purchase of medical
equipment, quality control (measurement) equipment and any equipment where IFC considers the
radioactive source to be trivial and/or adequately shielded.
▪ Production or trade in unbonded asbestos fibers. This does not apply to purchase and use of bonded
asbestos cement sheeting where the asbestos content is less than 20%.
▪ Drift net fishing in the marine environment using nets in excess of 2.5 km. in length.
A reasonableness test will be applied when the activities of the project company would have a significant
development impact, but circumstances of the country require adjustment to the Exclusion List.
53 Based on IFC Exclusion list. See;
https://www.ifc.org/wps/wcm/connect/topics_ext_content/ifc_external_corporate_site/sustainability-at-ifc/company-
resources/ifcexclusionlist#2007
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Annex 3. Environmental Screening Checklist - Forms
Form 1
ENVIRONMENTAL SCREENING CHECKLIST
Part 1
(to be completed by Sub-project beneficiary)
1. Project Name:
2. Brief Description of sub-project to include: nature of the project, project cost, physical size, site area,
location, property ownership, existence of on-going operations, plans for expansion or new construction.
3. Will the project have impacts on the environmental parameters listed below during the construction
or operational phases? Indicate, with a check, during which phase impacts will occur and whether
mitigation measures are required.
Environmental Component Construction
Phase
Operational
Phase
Mitigation
Measures
Terrestrial environment
Land & soil degradation: Will the project involve land excavation?
Generation of solid wastes, including toxic wastes?
Soil and underground water pollution
Air quality
Will the project provide pollutant emissions?
Aquatic environment
Water Quantity: will the project involve water use?
Water Quality / Pollution: Will the project contribute to surface water
pollution
Socio-economic environment
Will the project assure non-deterioration of human health, occupational
safety and non-disturbance of residents living near project area?
Does the project require public consultation to consider local people
environmental concerns and inputs?
Social impacts
Subproject beneficiary
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ENVIRONMENTAL SCREENING CHECKLIST
Part 2
(to be completed by the PCU based on the findings of the environmental screening process)
1. Sub-project Environmental Category (A, B or C) _____ (if project is categorized as A, no needs to fill
next paras – sub-project could not be included into the project)
2. Is project activities will be implemented:
a) in or near sensitive and valuable ecosystems — wetlands, wild lands, and habitat of endangered
species - ____ (yes or no)
b) in or near areas with archaeological and/or historical sites or existing cultural and social institutions
- ____ (yes or no)
c) in densely populated areas, where resettlement may be required or potential pollution impact and
other disturbances may significantly affect communities - ____(yes or no)
d) in regions subject to heavy development activities or where there are conflicts in natural resource
allocation; along watercourses, in aquifer recharge areas or in reservoir catchments used for potable
water supply; and on lands or waters containing valuable resources (such as fisheries, minerals,
medicinal plants, prime agricultural soils) - ____(yes or no)
If any “yes” - the sub-project will be excluded from the Program
3 Environmental Assessment required (yes or no) _____ (the next paras have to be filled only for
category B sub-projects)
3. Types of required EA documents (circle round the required):
a) partial ESIA, including site assessment and Environmental and Social Management Plan (ESMP)
for Category B sub-projects;
b) Environmental and Social Management Plan for small scale Category B sub-projects;
c) ESMP checklists for small scale Category B sub-projects;
d) Draft Environmental Impacts Statement (for categories 2-4 (Kyrgyz) sub-projects)
e) Statement on Environmental Consequences (only for category 2-3 (Kyrgyz) sub-projects)
4. What environmental and social issues are raised by the sub-project?
__________________________________________________________________________
_____________________________________________________________________________________
10. If an environmental and social impact assessment is required, what are the specific issues to be
addressed?
____________________________________________________________________________
____________________________________________________________________________
11. What is the time frame and estimated cost of conducting the ESIA? _______________
____________________________________________________________________________
Conclusion (could the sub-project be included in the program and if yes, under which conditions):
___________________________________________________________________________
____________________________________________________________________________
Environmental Screener: Date:
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ENVIRONMENTAL SCREENING CHECKLIST
Part 3
Final Environmental Assessment Checklist
(to be completed by the PCU based on review of the mitigation proposed and the environmental impact
assessment (if required))
Was an Environmental and Social Impact Assessment needed? (Y or N) ___ If yes, was it done? ___
Was an Environmental and Social Management Plan prepared? (Y or N) ________
Are the mitigation measures to be included in project implementation adequate and appropriate? (Y or N)
________
Will the project comply with existing pollution control standards for emissions and wastes? (Y or N) _____
If No, will an exemption be sought? _____ ______
Is an Environmental Monitoring Plan necessary? (Y or N) ___ If so, has it been prepared? (Y or N) ___
Approved by the PCU? ___________
What follow-up actions are required by the proponent, the RPCU and PCU?
_____________________________________________________________________________________
_______
_____________________________________________________________________________________
_______
_____________________________________________________________________________________
_______
Were public consultations held concerning potential environmental impacts of the proposed sub-project?
(Y or N) _____ Were minutes recorded? (Y or N) _____
Dates Participants
_______________________
________________________________________________________________
_______________________
________________________________________________________________
_______________________
________________________________________________________________
Project Officer: Date:
Environmental Screener: Date:
95
ENVIRONMENTAL SCREENING CHECKLIST
Part 4. Final Environmental Assessment Checklist (2)
(to be completed by the PCU based on review of the mitigation proposed and the environmental and social
impact assessment (if required))
Is the project documentation complete? If not what is missing?
Are land use and resource use permits required? If so have they been received?
Are discharge permits required for solid waste? If so have they been received?
Are discharge permits required for wastewater discharge? If so have they been received?
Is there a sanitary inspection required? Has a permit been issued?
Has the environmental assessment been received and approved?
Is there potential for soil degradation or contamination? If yes, have appropriate prevention or mitigation
measures been planned and budgeted?
Is there potential for water quality degradation or contamination? If yes, have appropriate prevention or
mitigation measures been planned and budgeted?
Is there potential for air quality degradation or contamination? If yes, have appropriate prevention or
mitigation measures been planned and budgeted?
Is there a threat to the biological environment? If yes, have appropriate prevention or mitigation measures
been planned and budgeted?
Is there potential for adverse impacts on the social environment? If yes, are there necessary prevention,
mitigation or compensation measures planned and budgeted?
Was the level of public involvement in design and planning and public consultation sufficient? Were public
concerns raised in the consultation process adequately addressed?
What is the desired level, frequency and scope of environmental monitoring during the construction phase?
What is the desired level, frequency and scope of environmental monitoring during the operational phase?
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Form 2
Field site visit checklist
Project Name: Date/time of Visit:
Rayon: Visitors:
Current activity and site history
• Who is the site contact (name, position, contact information)?
• What is the area of the site to be used for project activities?
• What are current users of the site?
• What were previous uses of the site (give dates if possible)?
• Are there any encroachers or illegal users of the site whose livelihoods or assets are going to be affected by
the project?
Environmental Situation
• Are there sensitive sites nearby (nature reserves, cultural sites, historical landmarks)?
• Are there water courses on the site?
• What is the terrain or slope?
• Does the site experience flooding, waterlogging or landslides? Are there signs of erosion?
• What are the neighboring buildings (e.g. schools, dwellings, industries) and land uses? Estimate distances.
• Will the proposed site affect transportation or public utilities?
Licenses, Permits and Clearances
• Does the site require licenses or permits to operate the type of activity proposed? Are these available for
inspection?
• What environmental or other (e.g., health, forestry) authorities have jurisdiction over the site?
Water Quality Issues
• Does the proposed activity use water for any purposes (give details and estimate quantity). What is the
source?
• Will the proposed activity produce any effluent? (estimate quantity and identify discharge point)
• Is there a drainage system on site for surface waters or sewage? Is there a plan available of existing drainage
or septic systems?
• How waste water is managed (surface water courses, dry wells, septic tanks)?
Soils
• What is the ground surface (agricultural land, pasture, etc.)?
• Will the project damage soils during construction or operations?
• Will the project affect the landscape significantly (draining wetlands, changing stream courses)
Biological environment
• Describe vegetation cover on the site.
• Is there information about rare or threatened flora and fauna at or near the site? If yes, would the project have
an impact or increase risk to the species?
• Obtain a list of vertebrate fauna and common plants of the site (if available).
• Note potential negative impacts on biota if project proceeds.
Visual Inspection Procedures
• Try to obtain a site map or make a sketch to mark details.
• Take photos, if permitted.
• Walk over as much of the site as possible, including boundaries, to note adjacent activities.
• Note any odors, smoke or visual dust emissions, standing water, etc.
97
Annex 4. Social Screening Check List and Reporting
Part 1
Instructions
(i) PIU/ Subproject implementer unit assigned with help of experts if needed: completes the form.
(ii) The classification of a project is a continuing process. If there is a change in the project components,
project design or/and site PIU/Subproject Implementer assigned completes and submits a new form. The
old form is attached for reference.
(iii) Screening is filled in for all type of subprojects financed under the project.
1. Project name:
2. Subproject name:
3. Location (Province, city, village)
4. Kind of activity associated with civil works (all types including assess roads, infrastructure etc.):
5. Screening is done
First Time ______ Time (mention the reason)__________________________
6. Project/subproject start date
7. Project/subproject completion date
8. Screening date
9. Field visit conducted: No, Yes (add dates and locations in the field)
10. Description of the Subproject
Give a brief introduction to the sub-project and its components, their objectives and benefits.
Details about existing conditions of the facilities and proposed civil works with scope
Available design maps earmarking site and proposed activities in order to explain work. Superimpose the map on
the Google earth if available.
Whether this is purely rehabilitation of existing facilities or will involve any new works.
Is this sub-project closely linked to any other activity not funded under the Project?
Will this sub-project involve any ancillary impact/ activity away from the work site?
Questions Yes No Not
Known Observations, remarks
Impacts Due to Land Acquisition/ Donation
1. Is the ownership status and current usage of land to be used for
the construction known? (provide details in the remarks). Please,
add is the site chosen for this work free from encumbrances and
is in possession of the subproject implementer?
2. Is land for material mobilization or transport for the civil work
available within the existing plot (Right of Way)? If not, provide
the details on that land location, availability etc.
3. Would the Project potentially involve temporary or permanent
and full or partial physical displacement? (Specify in the
remarks what type of displacement is anticipated)
If yes, subproject will
not be funded.
4. Would the Project potentially involve temporary or permanent
and full or partial economical displacement (e.g. loss of assets or
access to resources due to land acquisition/ donation or access
restrictions – even in the absence of physical relocation)?
(Specify in the remarks what type of displacement is anticipated)
If yes, subproject will
not be funded.
5. Is there any impact on illegal land use practices? Are there any
non-titled people who are living/doing business on the proposed
site/project locations that will be used for civil work? If yes,
98
provide in the Note Section details on any temporary or
permanent impact on them?
6. If the site is privately owned, can this land be purchased through
negotiated settlement?
7. Will the land owners donate the land plot for the project? If yes, subproject will
not be funded.
8. Will there be loss of shelter and/or residential land due to land
acquisition/ donation?
9. Will there be loss of any productive assets due to land
acquisition/donation?
10. Will there be losses of crops, trees, and fixed assets due to land
acquisition/donation?
11. Will there be loss of businesses or enterprises due to land
acquisition/donation?
11. Will there be loss of income sources and means of livelihoods
due to the subproject land acquisition/donation?
12. Will any social or economic activities be affected by land use
related changes?
13. Will people lose access to natural resources, communal
facilities, services or other assets as a result of land
acquisition/donation or project implementation? Provide details
in the remarks.
14. Will project result in land use restrictions and/or easement
rights? Provide details in the remarks.
15. Will access to land and resources owned communally or by the
state be restricted?
16. Are there any previous land acquisitions happened and the
identified land has been already acquired? Provide details in the
Note section.
17. Are there any land acquisition happening in frame of this project
but without financing of the World Bank? Provide details in the
Note section.
Data on Impact and Vulnerable Groups
18. Is land area needed for the project known? (Provide estimates in
the Remarks, including status of ownership, area, type of land
use etc.)
19. Is there any estimate of the likely number of persons that will be
displaced by the Project?
If yes, subproject will
not be funded.
20. Are any of them poor, female-heads of households, or vulnerable
to poverty risks? Provide some estimate
Gender
21. Is there a likelihood of impacts on gender equality and/or the
situation of women and girls?
22. Would the Project potentially reproduce discriminations against
women based on gender, especially regarding access to assets,
opportunities and benefits?
23. Would the Project potentially limit women’s ability to use,
develop and protect natural resources, taking into account
different roles and positions of women and men in accessing
environmental goods and services?
Decision:
After reviewing the answers above, it is determined that the sub project:
[ ] LAR impacts, the project is not eligible for financing
[ ] No LAR impact, the project is eligible for financing
99
Prepared by __________________________ Date __________
Approved by__________________________ Date ___________
Note: Attach additional information on the project, as necessary. For example, maps, photos, minutes of meeting etc.
Part 2 Screening report form of expected LAR impacts
(The report should be brief) Sub-project_______________________________ Sub-project implementation location_____________ (Indicate location of implementation with the designation on the map-scheme with photos) Kind of activity:________________________________________ (new construction, reconstruction, rehabilitation, maintenance) Estimated cost ____________ Estimated start date: _______________________________ Technical drawings / specifications discussed: ____________________
№ Possible impact factor Availability (Yes/ No)
1. Does the sub-project fall into private land?
2. Is it necessary to physically or economically displace local people or businesses? Will there be involuntary acquisition of land? Will there be impact on assets?
4. Is it required to determine the level of assessment of institutional resources necessary for protection measures?
5. Are there any third-party assets at the project site?
6. Are there any disputed territories?
7. Will there be access roads and pedestrian paths to residential buildings and commercial structures during construction?
8. Will the construction lead to changes in social environment, will the incomes of commercial structures and the population decrease?
9. Will the planned construction affect the health of the population and harm somebody?
10. Will the sub-project cause protests and concerns among residents?
11. Will activities cause unfavorable impact on the living conditions of the population, its values, and way of life?
12. Will the sub-project cause inequality between population groups?
13. Is the degree of public interest in the sub-project high?
14. Are there any facts of the past impact of involuntary resettlement in a given territory, which require corrective actions for not mitigated past relocations?
15 Is this subproject linked with any other infrastructure development project
Based on the above checklist it will be determined if an activity will be financed by the Project. Recommendations: Taking into account responses to monitoring questions, it will be determined whether further actions are required to prepare Due diligence report _________________________________________ Completed by (full name and contacts): _____________________________________ Signature: _________Date:________________________
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Annex 5. Results of Environmental and Social Screening
Any subproject applications that includes activities that coincide with those included in the lists
of excluded subprojects for financing and that which may have significant environmental risks
will be disqualified. If the answer to one of the following questions is YES, the subproject
application shall be excluded.
101
Annex 6. Indicative outline of ESMP
An ESMP consists of the set of mitigation, monitoring, and institutional measures to be taken
during implementation and operation of a project to eliminate adverse environmental and social risks and
impacts, offset them, or reduce them to acceptable levels. The ESMP also includes the measures and actions
needed to implement these measures. The Borrower will (a) identify the set of responses to potentially
adverse impacts; (b) determine requirements for ensuring that those responses are made effectively and in
a timely manner; and (c) describe the means for meeting those requirements.
Depending on the project, an ESMP may be prepared as a stand-alone document or the content
may be incorporated directly into the ESCP. The content of the ESMP will include the following:
(a) Mitigation
• The ESMP identifies measures and actions in accordance with the mitigation hierarchy that reduce
potentially adverse environmental and social impacts to acceptable levels.
The plan will include compensatory measures, if applicable. Specifically, the ESMP:
(i) identifies and summarizes all anticipated adverse environmental and social impacts (including those
involving indigenous people or involuntary resettlement);
(ii) describes—with technical details—each mitigation measure, including the type of impact to which it
relates and the conditions under which it is required (e.g., continuously or in the event of
contingencies), together with designs, equipment descriptions, and operating procedures, as appropriate;
This may be particularly relevant where the Borrower is engaging contractors, and the ESMP sets out the
requirements to be followed by contractors. In this case the ESMP should be incorporated as part of the
contract between the Borrower and the contractor, together with appropriate monitoring and enforcement
provisions.
(iii) estimates any potential environmental and social impacts of these measures; and
(iv) takes into account, and is consistent with, other mitigation plans required for the project (e.g., for
involuntary resettlement, indigenous peoples, or cultural heritage).
(b) Monitoring
• The ESMP identifies monitoring objectives and specifies the type of monitoring, with linkages to the
impacts assessed in the environmental and social assessment and the mitigation measures described in the
ESMP.
Specifically, the monitoring section of the ESMP provides (a) a specific description, and technical details,
of monitoring measures, including the parameters to be measured, methods to be used, sampling locations,
frequency of measurements, detection limits (where appropriate), and definition of thresholds that will
signal the need for corrective actions; and (b) monitoring and reporting procedures to (i) ensure early
detection of conditions that necessitate particular mitigation measures, and (ii) furnish information on the
progress and results of mitigation.
(c) Capacity Development and Training
• To support timely and effective implementation of environmental and social project components and
mitigation measures, the ESMP draws on the environmental and social assessment of the existence, role,
and capability of responsible parties on site or at the agency and ministry level.
• Specifically, the ESMP provides a specific description of institutional arrangements,
identifying which party is responsible for carrying out the mitigation and monitoring
measures (e.g., for operation, supervision, enforcement, monitoring of implementation,
remedial action, financing, reporting, and staff training).
• To strengthen environmental and social management capability in the agencies responsible for
implementation, the ESMP recommends the establishment or expansion of the parties responsible, the
training of staff and any additional measures that may be necessary to support implementation of mitigation
measures and any other recommendations of the environmental and social assessment.
(d) Implementation Schedule and Cost Estimates
102
• For all three aspects (mitigation, monitoring, and capacity development), the ESMP provides (a) an
implementation schedule for measures that must be carried out as part of the project, showing phasing and
coordination with overall project implementation plans; and (b) the capital and recurrent cost
estimates and sources of funds for implementing the ESMP. These figures are also integrated into the total
project cost tables.
(e) Integration of ESMP with Project
• The Borrower’s decision to proceed with a project, and the Bank’s decision to support it, are predicated
in part on the expectation that the ESMP (either stand alone or as incorporated into the ESCP) will be
executed effectively. Consequently, each of the measures and actions to be implemented will be clearly
specified, including the individual mitigation and monitoring measures and actions and the institutional
responsibilities relating to each, and the costs of so doing will be integrated into the project’s overall
planning, design, budget, and implementation.
(v) A list of associated reports such as resettlement plans or social assessments that were prepared for the
project.
103
Annex 7. Environmental and Social Management Plan Checklist (for small scale
construction/rehabilitation sub-projects)
General Guidelines for use of ESMP checklist:
For low-risk construction projects, such as minor roads rehabilitation works or the construction of bicycle
paths, the ECA (Europe and Central Asia) safeguards team developed an alternative ESMP (environmental
and social management plan) format to provide an opportunity for a more streamlined approach to
mainstreaming the World Bank’s environmental safeguards requirements into projects which (a) are small
in scale or by the nature of the planned activities have a low potential environmental impact, (b) are located
in countries with well-functioning country systems for environmental assessment and management. The
checklist-type format has been developed to ensure that basic good practice measures are recognized and
implemented, while designed to be both user friendly and compatible with the World Bank’s safeguards
requirements.
The ESMP checklist-type format attempts to cover typical key mitigation measures to civil works contracts
with small, localized impacts or of a simple, low risk nature. This format provides the key elements of an
ESMP to meet the minimum World Bank Environmental Assessment requirements for Category B projects
under OP 4.01. The intention of this checklist is that it offers practical, concrete and implementable
guidance to Contractors and supervising Engineers for simple civil works contracts. It should be completed
during the final design phase and, either freestanding or in combination with any environmental
documentation produced under national law (e.g. ESIA reports), constitute an integral part of the bidding
documents and eventually the works contracts.
The checklist ESMP has the following sections:
Part 1 includes a descriptive part that characterizes the project, specifies institutional and regulatory
aspects, describes technical project content, outlines any potential need for capacity building and briefly
characterizes the public consultation process. This section should indicatively be up to two pages long.
Attachments for additional information may be supplemented as needed.
Part 2 includes a screening checklist of potential environmental and social impacts, where activities and
potential environmental issues can be checked in a simple Yes/No format. If any given activity/issue is
triggered by checking “yes”, a reference to the appropriate section in the table in the subsequent Part 3 can
be followed, which contains clearly formulated environmental and social management and mitigation
measures.
Part 3 represents the environmental mitigation plan to follow up proper implementation of the measures
triggered under Part 2. It has the same format as required for MPs produced under standard safeguards
requirements for Category B projects.
Part 4 contains a simple monitoring plan to enable both the Contractor as well as authorities and the World
Bank specialists to monitoring due implementation of environmental management and protection measures
and detect deviations and shortcomings in a timely manner.
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Part 1. Project Information
INSTITUTIONAL & ADMINISTRATIVE ARRANGEMENTS
Country
Project title
Scope of project and activity
Institutional arrangements
(names and contacts)
WB
(Project Team
Leader)
Project Management Local Counterpart and/or Recipient
Implementation
arrangements
(Name and contacts)
Safeguard
Supervision
Local Counterpart Supervision Local Inspectorate
Supervision
Contactor
SITE DESCRIPTION
Name of site
Describe site location Attachment 1: Site Map [ ]Y / [ ]N
Who owns the land?
Geographic description
LEGISLATION
Identify national & local
legislation & permits that
apply to project activity
PUBLIC CONSULTATION
Identify when / where the
public consultation process
took place
INSTITUTIONAL CAPACITY BUILDING
Will there be any capacity
building? (Yes/No)
[ ], if Yes, Attachment 2 includes the capacity building program
Beneficiary: Signature: Date:
105
ENVIRONMENTAL /SOCIAL SCREENING
Will the site activity
include/involve any of
the following:
Activity Status Additional references
1. Building rehabilitation [ ] Yes [ ] No If “Yes”, see Section B below
2. New construction [ ] Yes [ ] No If “Yes”, see Section B below
3. Individual wastewater treatment system [ ] Yes [ ] No If “Yes”, see Section C below
4. Historic building(s) and districts [ ] Yes [ ] No If “Yes”, see Section D below
5. Acquisition of land54 [ ] Yes [ ] No If “Yes”, see Section E below
6. Hazardous or toxic materials55 [ ] Yes [ ] No If “Yes”, see Section F below
7. Forests and/or protected areas [ ] Yes [ ] No If “Yes”, see Section G below
8. Medical waste [ ] Yes [ ] No If “Yes”, see Section H below
9. Traffic and Pedestrian Safety [ ] Yes [ ] No If “Yes”, see Section I below
10. Social risk management [ ] Yes [ ] No If “Yes”, see Section J below
ACTIVITY PARAMETER MITIGATION MEASURES CHECKLIST
A. General Conditions Notification and Worker Safety (a) The local construction and environment inspectorates and communities have been notified of upcoming
activities
(b) The public has been notified of the works through appropriate notification in the media and/or at publicly
accessible sites (including the site of the works)
(c) All legally required permits have been acquired for construction and/or rehabilitation
(d) All work will be carried out in a safe and disciplined manner designed to minimize impacts on neighboring
residents and environment.
(e) Workers will comply with international good practice (always hardhats, as needed masks and safety
glasses, harnesses and safety boots)
(f) Appropriate signposting of the sites will inform workers of key rules and regulations to follow.
B. General Rehabilitation
and /or Construction
Activities
Air Quality (a) During interior demolition use debris-chutes above the first floor
(b) Keep demolition debris in controlled area and spray with water mist to reduce debris dust
(c) Suppress dust during pneumatic drilling/wall destruction by ongoing water spraying and/or installing dust
screen enclosures at site
(d) Keep surrounding environment (side-walks, roads) free of debris to minimize dust
(e) There will be no open burning of construction / waste material at the site
(f) There will be no excessive idling of construction vehicles at sites
Noise (a) Construction noise will be limited to restricted times agreed to in the permit
(b) During operations the engine covers of generators, air compressors and other powered mechanical
equipment should be closed, and equipment placed as far away from residential areas as possible
54 The project will support construction of new buildings only in the case when land acquisition is not necessary and there are no any resettlement issues; for such cases the investor should have the landownership title as well as has to prove the land at the moment of sub-projects application is not occupied or used even illegally 55 Toxic / hazardous material includes and is not limited to asbestos, toxic paints, removal of lead paint, etc.
106
ACTIVITY PARAMETER MITIGATION MEASURES CHECKLIST
Water Quality (a) The site will establish appropriate erosion and sediment control measures such as e.g. hay bales and / or
silt fences to prevent sediment from moving off site and causing excessive turbidity in nearby streams
and rivers.
Waste management (a) Waste collection and disposal pathways and sites will be identified for all major waste types expected
from demolition and construction activities.
(b) Mineral construction and demolition wastes will be separated from general refuse, organic, liquid and
chemical wastes by on-site sorting and stored in appropriate containers.
(c) Construction waste will be collected and disposed properly by licensed collectors
(d) The records of waste disposal will be maintained as proof for proper management as designed.
(e) Whenever feasible the contractor will reuse and recycle appropriate and viable materials (except asbestos)
C. Individual wastewater
treatment system
Water Quality (a) The approach to handling sanitary wastes and wastewater from building sites (installation or
reconstruction) must be approved by the local authorities
(b) Before being discharged into receiving waters, effluents from individual wastewater systems must be
treated in order to meet the minimal quality criteria set out by national guidelines on effluent quality and
wastewater treatment
(c) Monitoring of new wastewater systems (before/after) will be carried out
D. Historic building(s) Cultural Heritage (a) If the building is a designated historic structure, very close to such a structure, or located in a designated
historic district, notify and obtain approval/permits from local authorities and address all construction
activities in line with local and national legislation
(b) Ensure that provisions are put in place so that artifacts or other possible “chance finds” encountered in
excavation or construction are noted, officials contacted, and works activities delayed or modified to
account for such finds.
E. Acquisition of land Land Acquisition Plan/Framework (a) The selected beneficiary communities must own the premises and commit to maintaining them as a pre-
school institution for at least ten years.
(b) If project activities will show the potential for temporary or permanent involuntary acquisition, a negative
impact on economic activities, or restricting access to resources – then the activities will not be financed
under the project
F. Hazardous Materials Asbestos management (a) If asbestos is located on the project site, mark clearly as hazardous material
(b) When possible, the asbestos will be appropriately contained and sealed to minimize exposure
(c) The asbestos prior to removal (if removal is necessary) will be treated with a wetting agent to minimize
asbestos dust
(d) Asbestos will be handled and disposed by skilled & experienced professionals
(e) If asbestos material is be stored temporarily, the wastes should be securely enclosed inside closed
containments and marked appropriately
(f) The removed asbestos will not be reused
Toxic / hazardous waste management (a) Temporarily storage on site of all hazardous or toxic substances will be in safe containers labeled with
details of composition, properties and handling information
(b) The containers of hazardous substances should be placed in an leak-proof container to prevent spillage
and leaching
107
ACTIVITY PARAMETER MITIGATION MEASURES CHECKLIST
(c) The wastes are transported by specially licensed carriers and disposed in a licensed facility.
(d) Paints with toxic ingredients or solvents or lead-based paints will not be used
G. Forests and/or
protected areas
Protection (a) All recognized natural habitats and protected areas in the immediate vicinity of the activity will not be
damaged or exploited, all staff will be strictly prohibited from hunting, foraging, logging or other
damaging activities.
(b) For large trees in the vicinity of the activity, mark and cordon off with a fence large tress and protect root
system and avoid any damage to the trees
(c) Adjacent wetlands and streams will be protected, from construction site run-off, with appropriate erosion
and sediment control feature to include by not limited to hay bales, silt fences
(d) There will be no unlicensed borrow pits, quarries or waste dumps in adjacent areas, especially not in
protected areas.
H. Medical waste Infrastructure for medical waste
management
In compliance with national regulations, ensure that newly constructed and/or rehabilitated health care
facilities include sufficient infrastructure for medical waste handling and disposal; this includes and not
limited to:
(a) Special facilities for segregated healthcare waste (including soiled instruments “sharps”, and human
tissue or fluids) from other waste disposal;
(b) Appropriate storage facilities for medical waste are in place; and
(c) If the activity includes facility-based treatment, appropriate disposal options are in place and
operational
I. Social risk management Public relationship management (a) Assign local liaison person within Contractor’s team to be in charge of communication with and
receiving requests/ complaints from local population
(b) Consult local communities to identify and proactively manage potential conflicts between an external
workforce and local people
(c) Raise local community awareness about sexually transmitted disease risks associated with the
presence of an external workforce and include local communities in awareness activities.
(d) Inform the population about construction and work schedules, interruption of services, traffic detour
routes and provisional bus routes, blasting and demolition, as appropriate.
(e) Limit construction activities at night. When necessary ensure that night work is carefully scheduled,
and the community is properly informed so they can take necessary measures.
(f) At least five days in advance of any service interruption (including water, electricity, telephone, bus
routes), advice community through postings at the work site, at bus stops, and in affected
homes/businesses.
(g) Address concerns raised through Grievance Redress Mechanism established by the Employer within
the designated timeline within the scope of Contractor’s liability
(h) To the extent possible, work camps should not be located in close proximity to local communities
(i) Siting and operation of worker camps should be undertaken in consultation with neighboring
108
ACTIVITY PARAMETER MITIGATION MEASURES CHECKLIST
communities
Labor management (a) Recruit unskilled or semi-skilled workers from local communities to the extent possible. Where and
when feasible, worker skills training, should be provided to enhance participation of local people.
(b) Provide adequate lavatory facilities (toilets and washing areas) in the work site with adequate supplies
of hot and cold running water, soap, and hand drying devices. Establish a temporary septic tank
system for any residential labor camp and without causing pollution of nearby watercourses
(c) Raise awareness of workers on overall relationship management with local population, establish the
code of conduct in line with international practice and strictly enforce them, including the dismissal
of workers and financial penalties of adequate scale
109
Environmental and Social Monitoring Plan (Example)
Phase
What
(Is the parameter to be
monitored?)
Where
(Is the parameter
to be monitored?)
How
(Is the parameter to
be monitored?)
When
(Define the
frequency / or
continuous?)
Why
(Is the parameter
being monitored?)
Cost
(if not included
in project
budget)
Who
(Is responsible for
monitoring?)
During activity
preparation
site access
traffic management
availability of waste
disposal facilities
hazardous waste inventory
(asbestos)
construction material
quality control (eg. paints /
solvents)
at the site
at the site
in site vicinity
on site
Contractor’s
store / building
yard
check if design and
project planning
foresee diligent
procedures
visual / analytical if
in doubt
visual / research in
toxic materials
databases
before launch of
construction
before start of
rehabilitation
works before
approval to use
materials
safety of general
public,
timely detection of
waste disposal
bottlenecks
public and
workplace health
and safety
marginal, within
budget
marginal, within
budget;
(prepare special
account for
analyses at
PCU)
Contractor,
Engineer
During activity
supervision
dust generation
noise emissions
waste and wastewater
types, quality and volumes
surface drainage
soundness
on site and in
immediate
neighborhood,
close to potential
impacted
residents
at discharge
points or in
storage facilities
Visual
consultation of locals
visual, analytical if
suspicious count of
waste transports off
site, check flow rates
and runoff routes for
wastewater
daily
daily
daily / continuous
daily / continuous
avoidance of public
nuisance
avoidance of
negative impacts on
ground/ surface
waters
ensuring proper
waste management
and disposal
marginal, within
budget
Contractor,
Engineer
110
Annex 8. Asbestos Containing Material Management Plan (Example)
Applicability
The Asbestos Containing Material Management Plan (ACMMP) applies to all project construction or
reconstruction sites and any related areas. Contractors employed by Project are legally responsible for their
construction sites and related areas and must follow the provisions of the Project ACMMP within those
locations. Specifically, this procedure must be used to ensure the safe handling, removal and disposal of
any and all Asbestos Containing Materials (ACM) from those areas.
Immediate Action
On discovering ACM on a Project site the contractor must:
a) Stop all work within a 5 m radius of the ACM and evacuate all personnel from this area;
b) Delimit the 5 m radius with secure fencing posts, warning tape and easily visible signs
warning of the presence of asbestos;
c) If the site is in an inhabited area, place a security guard at the edge of the site with
instructions to keep the general public away;
d) Notify the RPCU’s Safeguards Specialist and arrange an immediate site inspection.
Equipment
To remove asbestos from a construction site, contractors must provide the following equipment:
a) Warning tape, sturdy fence posts and warning notices;
b) Shovels;
c) Water supply and hose, fitted with a garden-type spray attachment;
d) Bucket of water and rags;
e) Sacks of clear, strong polythene that can be tied to close;
f) Asbestos waste containers (empty, clean, sealable metal drums, clearly labelled as
containing asbestos).
Personal Protective Equipment (PPE)
All personnel involved in handling ACM must wear the following equipment, provided by the contractor:
g) Disposable overalls fitted with a hood;
h) Boots without laces;
i) New, strong rubber gloves;
j) A respirator is not normally required if there are only a few pieces of ACM in a
small area, and if the ACM is damp;
k) There must be no smoking, eating or drinking on a site containing ACM.
Decontamination Procedure 1: Removing small pieces of ACM
a) Identify the location of all visible ACM and spray each lightly but thoroughly with water;
b) Once the ACM is damp, pick up all visible ACM with shovels and place in a clear plastic
bag;
c) If ACM debris is partially buried in soil, remove it from the soil using a shovel and place
it in the plastic bag;
d) Insert a large label inside each plastic bag stating clearly that the contents contain asbestos
and are dangerous to human health and must not be handled;
e) Tie the plastic bags securely and place them into labelled asbestos waste containers (clean
metal drums) and seal each drum;
Soil that contained ACM debris must not be used for backfill and must instead be shovelled by hand
into asbestos waste containers;
f) At the end of the operation, clean all shovels and any other equipment with wet rags and
place the rags into plastic disposal bags inside asbestos waste containers.
Decontamination Procedure 2: Removing ACM-contaminated backfill
111
a) If soil containing ACM debris has inadvertently been used for backfill this must be sprayed
lightly with water and shovelled out by hand to a depth of 300 mm and placed directly into
asbestos waste containers (i.e. not stored temporarily beside the trench);
b) Any ACM uncovered during the hand shovelling must be placed in a clear plastic bag;
c) Once the trench has been re-excavated to 300 mm, if there is no visible ACM remaining,
the trench may be refilled by excavator using imported clean topsoil.
Disposal
ACM should be disposed of safely at a local hazardous-waste disposal site if available, or at the city
municipal dumpsite after making prior arrangement for safe storage with the site operator.
• The Contractor must arrange for the disposal site operator to collect the sealed asbestos waste
containers as soon as possible and store them undisturbed at the disposal site.
• At the end of construction Contractors must arrange for the disposal site operator to bury all ACM
containers in a separate, suitably-sized pit, covered with a layer of clay that is at least 250 mm deep.
a) Personal Decontamination
At the end of each day, all personnel involved in handling ACM must comply with the following
decontamination procedure:
• At the end of the decontamination operation, clean the boots thoroughly with damp rags;
• Peel off the disposable overalls and plastic gloves so that they are inside-out and place
them in a plastic sack with the rags used to clean the boots;
• If a disposable respirator has been used, place that in the plastic sack, seal the sack and
place it in an asbestos waste container;
• All personnel should wash thoroughly before leaving the site, and the washing area must
be cleaned with damp rags afterwards, which are placed in plastic sacks as above.
b) Clearance and Checking-Off
• The decontamination exercise must be supervised by site supervisors (engineering
or environmental).
• After successful completion of the decontamination and disposal, the Contractor should
visually inspect the area and sign-off the operation if the site has been cleaned
satisfactorily.
• The contractor should send a copy of the completion notice to the RPCU, with
photographs of the operation in progress and the site on completion.
TRAINING
RPCU’s Environmental Specialist may hire the specialized companies to conduct training on ACCMP
implementation for Contractors staff and RPCU and PCU. The training will include a session focusing on
ACM, which covered:
a. Risks of contact with ACM;
b. Responsibilities for dealing with ACM on project’s construction sites;
c. The Project’s ACMMP and the Protocol for site clean-up;
d. Awareness-raising for the contractors’ workforce.
COST ESTIMATE
Costs incurred by contractors in implementing the ACMMP are included in their budget in ESMP budget.
112
Annex 9. Health, Safety and Wellbeing Inspection Checklists
Project name: Project no:
Project location:
Inspection team:
Inspection date:
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
1.0 Plant and Equipment
Plant in sound condition?
Daily pre-start checks completed?
Safety items/faults recorded in
pre-start checklist?
Lights, signals, beepers working?
Fire extinguishers fitted/charged?
Seat belts installed/worn?
Speed limits posted/observed?
Driver/operator ticketed/licenced?
Warning signs/stickers in place?
PPE worn for type of plant?
Worker and Other separation
acceptable?
High visibility clothing worn?
Spotters being used during plant
operations?
Safe operations being observed by
all?
2.0 Cranage and Rigging
Operator, dog man, rigger,
Trained/certified?
Log book/maintenance records?
Daily pre-start checks completed?
Any oil or diesel leaks?
Load charts/certificates available?
All Rigging gear tagged/colour
code?
Rigging gear/slings good
condition?
Rigging gear/slings stored
correctly?
Fire extinguishers fitted/charged?
2 tag lines available?
Hooks, clasps, shackles good
working order and condition?
Outriggers used, stabilized pads
and correct set-up?
113
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
PPE available and worn?
3.0 Motor Vehicles
Daily pre-start checks completed?
4wd roll-over bar fitted?
Brakes, warning lights operating?
Glass in clean condition?
Fire extinguishers/fitted/charged?
Seat belts installed/worn?
Reverse beeper operating?
Qualified operators for on-site
plant and equipment appointed?
Operators are provided with
refresher training?
First aid kitted fitted/supplied and
stocked?
4.0 Power Tools
Tools, cords in good condition?
Correct tools used for the job?
Guards on tools in place?
Tools/leads/cords tagged/correct
colour and recorded?
RCDs fitted, including portable
generators?
RCDs tested and results recorded?
Terminal boxes with covers?
Switch boards locked, access,
phone number for access?
Electrical leads protected from
damage?
PPE available and worn?
Specialized PPE for special work
(face/eyes/gloves) provided and
worn?
114
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
Earth stake in place on generators
(unless earth bonding on
generator)?
5.0 Compressed Air
Compressor fitted with silenced
unit?
Fire Extinguisher available?
All valves operational and
correct?
Inspection – Tags on
machine/tools with details
recorded?
Whip checks/chains on hoses
fitted?
Drip tray provided under diesel
engine fill point?
Specific PPE for Workers using
air tools (AVG/Hearing
Protection/etc.)?
Manifolds tested and identified
effective?
Exhaust fumes from compressor
away from working area/location?
6.0 Flammable Gases and
Liquids
Containers/drums clearly marked
with contents?
Safety Data Sheets is available
/current?
Correct separation of cylinders?
Storage area well ventilated?
Cylinders stored out of sun/heat?
Gas cylinders vertical,
secured/chained?
Fire extinguishers available
/charged?
No smoking and hazard signs in
place and visible?
Cylinder caps in available and
use?
Bunds/drip trays available and in
place?
All inspection/colour coded tags
used and legible?
115
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
Empty/Full cylinders segregated,
stored and secured?
7.0 Welding and Cutting
Hot work permit in place/used?
All hoses fitted with 2 Flash Back
arrestors (Cylinder/Torch end)?
Electrical leads protected?
Screen in place when welding is
being carried out?
Gas bottles on trolley and
restrained?
Fire extinguisher in place at work
point?
All equipment inspected/tags
current?
Cylinder caps in use and secured
in place?
Specific PPE available and being
used?
Fireproof blankets available and
in place?
Signage in positioned and placed
to notify workers and others?
Drip trays under stationary diesel-
powered machines?
Flammable material separated as
required by the permit?
8.0 Materials Handling, Storage
Material stored, secured and/or
stacked safely?
Traffic control in storage and
access area?
Manual lifting operations safe and
correct for material handling?
Mechanical aids for lifting
available and used?
Materials weather protected (Sun,
Rain, Storm etc.)?
Signage is in place to notify
workers and others?
No temporary or permanent water
holding areas to favour mosquito
breeding?
116
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
Spotters available to manage
traffic and worker movement and
control?
Adequate space for vehicles to
manoeuvre around/through
compound?
9.0 Hazardous Substances
Safety Data Sheets available at
location?
Hazardous/Chemical (HazChem)
storage with good ventilation?
Eye wash, showers, and hand
wash facility?
Hazardous liquids in suitable
bund facility?
No smoking signs displayed?
Correct PPE available and being
worn?
Signage for HazChem displayed
and visible?
Correct spill kits available and
stocked?
HazChem containers
appropriately labelled?
HazChem certified handlers
appointed?
HazChem test certification
required and certificates
displayed/available?
10.0 Work at Height
Fall protection (barricades,
railings) in place to prevent falls?
Access to working at height is
adequate and safe?
Exclusion zones are in place and
effective for the area?
Ladders used are
inspected/tagged?
Are ladders used for access only?
Are ladders secure (top & bottom)
to prevent movement - 1m over,
1m < / 4m>??
Are industrial ladders used for the
work being undertaken?
117
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
Are harness available and
required/worn and used correctly?
Is the work permit required,
completed in full and sign-off
obtained by all involved?
Are all penetrations covered/cover
secured – wording ‘hole below’?
Are ladders
stored/maintained/protected
correctly?
11.0 Scaffold
Are Scaftags/Registers in place
(signed off) and current as
required for inspection
requirements?
Is scaffolding erected where
needed for the work activities?
Is the scaffolding erected by
Competent/Certified persons?
Are access to platforms in place,
hand, mid-rails, toe boards in
place secure and safe?
Floor openings coverings – As
above in 10.0 Working at height?
Safety harness available, worn
and used during erection of
scaffolding?
Foundations support for type of
scaffolding adequate for loading,
sound and secure?
Warning signage in place, visible
to all workers and others?
Is the Scaffolding adequate for the
job/activities being carried out?
The scaffolding complies with
design drawings (Temporary
Works)?
What type of Scaffolding is
provided – basic, special,
suspended, hanging?
12.0 Excavations and Trenching
Daily checks completed by
competent person and recorded?
Checks for underground services
performed prior to excavation?
118
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
Underground services located
prior to excavation (hand digging,
HydroVac)?
Are sufficient and adequate
barricaded in place to prevent falls
into excavations?
Are ladders used/secured for a
safe means of access and egress
in/out of excavation?
Is the excavation >1.5 metres
deep shored, battered benched?
Is the excavated material away
from the cut face (1 metre)?
Is the excavation/trench width
adequate for working activities?
Is Air quality checks being done
prior/during work activities and
are the readings recorded?
Is the excavation/trench
Benching/Battering/Shoring
adequate?
13.0 Formwork/Concrete Work
Are design drawings available for
the temporary works and sign-off
obtained?
Is the temporary works erected in
accordance with design drawings?
Is the temporary works inspected
prior to and during pour?
Is the Formwork In good order
and safe condition?
Is the Formwork process/JSEA
covers “do not drop” when being
stripped?
Penetrations covered and cover
secured/fixed with words – ‘hole
below’?
All Vertical bars are covered and
protected with anti-implament
devices
All waste concrete controlled and
disposed of correctly?
14.0 Traffic Management
(Pedestrian and Vehicle)
119
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
Traffic Management Plan(s)
approved by the Engineer?
Traffic control and signs checked
every 2 hourly for compliance
with the plan?
Road traffic rules/signs being
obeyed by workers and others?
Barriers and signage adequate for
the work activities?
Are proactive measures in place to
prevent pedestrians and vehicles
entering active working areas?
Parking rules are obeyed by
workers and others?
Speed limits obeyed by workers
and others?
Dust suppression systems being
operated and adequate for the
whole operation?
Lighting available and adequate
for the tasks during dusk/night
operations?
Driving habits being observed
comply with on-site
requirements?
Haul roads sign posted, marked,
maintained and have adequate
edge bund for usage?
Traffic awareness workshops held
– Schools, churches, community
meetings etc.?
TMP distributed to all workers,
drivers, operators working on-
site?
Are weekly safety awareness and
enhancement meetings held and
attended by everyone?
Traffic light system used,
maintained and is manned?
Maximum traffic diversions for
work activities – 5 Km rural – 1
Km urban?
Minimum lane width for traffic
movement – single 3.5m – two-
way 7.5m
Roads maintained in a safe and
trafficable condition at all times?
120
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
Has the contractor prepared a
response plan for deteriorating
road conditions/environment?
Has the Contractor prepared a
detailed completion report?
15.0 Housekeeping
Specific waste bins available and
in place/used emptied/lids?
Waste bins to segregated items
used on-site (Wood, Steel
Recycle)?
All work areas are tidy and with
safe access to all locations?
On-site sewage/septic tanks are
controlled and not allowed to
overflowing?
Walkways and passages
demarcated/tidy/safe and
maintained?
Shelter from sun/rain provided
and maintained?
Signage legible, clean, visible and
appropriate?
Waste containers for cigarette
butts provided and used?
Lighting adequate provided within
facilities and to work locations?
Hi Glare locations identified and
workers advised/informed to
avoided?
Security site fencing installed
around hazards/compound?
Site fencing in good order and
condition with appropriate signs
advising Authorised Entry Only’?
Office areas in a clean, tidy and
hygienic condition?
Storage areas clearly defined, tidy
and maintained?
Appropriate signs to inform
visitors, workers and others fixed
and visible to all?
16.0 Fire Prevention
121
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
Adequate number of Fire
extinguishers available and in
place?
All extinguishers have clear and
ready access to uplift?
All extinguishers inspection tags
up to date?
Appropriate signage in place to
inform those in the area?
Correct Firefighting procedure
displayed?
Emergency contact Numbers’
displayed (fire, ambulance,
police)?
No smoking enforcement/signs
displayed?
Extinguishers suitable type/size
for environment?
Company vehicles fitted with fire
extinguishers?
Emergency response plan
displayed and understood by all in
the area?
17.0 First Aid Facilities
1st Aid person(s) on site for the
number of workers in the area?
1st Aid kit stocked, maintained
and stocks are within expire date?
Emergency contact numbers for
first aiders is displayed around
site?
Signage for response is adequate
and visible for all to see/read?
All shifts operations are
adequately covered?
Emergency plan displayed and
understood by all workers?
A clinic provided with suitable
equipment and staff to provide
treatment for workers?
Medical doctor appointed and a
nurse with two years’ experience?
18.0 Health / Amenities
Mess Rooms/Toilets clean,
hygienic and tidy condition?
122
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
Mess rooms and toilets adequate
for numbers and size of
workforce?
Female toilet provided with
additional personal equipment
provided?
Soap and paper towels available
and maintained?
Wash your hands signs legible
and displayed?
Correct drinking water supply
available?
Food storage adequate for all
types of environments?
Quit smoking signage visible and
displayed?
Fitness for work signage visible
and displayed?
UV Protection cream available,
used and maintained?
Hazard/Incident reporting system
in place?
Vehicle available for treatment
and transport of injured
worker/visit to medical centre?
The breeding sites (stagnant water
ponds) for mosquitoes are
eliminated?
Is a medical clinic, with all
necessary medication provided?
Has any outbreak of illness of an
epidemic nature occurred?
Is a plan in place to manage an
outbreak of illness?
19.0 Asbestos Removal
JSEA prepared to cover the
removal of asbestos and
engagement of workers prior to it
being issued?
Is the correct PPE available and
being used?
Is the asbestos material being
contained correctly?
Are the correct disposal methods
being used and the appropriate
dockets available and completed
in full)?
123
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
Is the Asbestos Contractor an
approved remover with current
certification?
20.0 Lasers
Is appropriate signage in place
and visible to all in the area?
Is the equipment being used
positioned so as Not erected at
eye level?
Has a Laser Safety Officer been
appointed on-site for (class 2 or
3A)?
21.0 Noise
Has a noise assessment been
conducted to identify if any
excessive levels exist?
Has any personnel monitoring
been carried out in noisy areas?
Is the correct PPE available, been
issued, worn and maintained by
the workers and others?
Is the correct signage erected to
inform workers and others as
required?
Is a medical assessment
conducted with each worker
exposed to high noise levels?
22.0 Explosive Power tools
Are Operators trained and hold
the correct certification?
Are warning signs visible and in
place to warn workers and others?
Is the correct PPE available, been
issued, worn and maintained by
the workers using the tool and
other in close proximity?
Is the tool placed in a secure
container?
Does the tool display and has
current certification?
23.0 Confined spaces
124
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
Has the Hazard/Risks been
Identified for the confined space?
Has a JSEA been prepared with
the engagement of the workers
and, issued?
Is air monitoring completed prior
to entry and during work within
the confined space and recorded?
Is breathing apparatus available
and used by workers and have
they received the required
training?
Is a rescue plan developed and
appropriate rescue equipment
available?
Is an entry permit prepared and
complete correctly?
Are all those involved trained and
competent workers for the
confined space work?
Standby/Spotter are in place and
trained to respond?
All Isolation of external hazards
are in place, checked and verified
complete?
All workers familiar with
confined space requirements?
24.0 Explosives
Has a Blasting Management Plan
been prepared and approved by
the Engineer?
Site location/plan approved by the
Engineer?
Storage facility designed and
approved for the explosives?
Transportation of explosives is in
compliance with legislative
controls and procedures?
Controls during blasting
operations are in-place and
effective?
Blasting operations under the
control of a qualified and certified
Blaster?
The Engineer is notified within
the specified time-lines set within
the contract?
125
Note: Full compliance record Y=Yes and record positive findings – For partial compliance record N=No
and record findings to correct.
Item
N/A
Comments and Corrective actions if required
Close-out
Y By
(date) Initials
N
Buildings and services are
provided with adequate protection
to prevent damage from flying
debris?
All precautions are in-place to
ensure no harm to individuals
during blasting operations?
Police control traffic movement
within 400 m of the blasting
operations?
All signs are in place to warn
others of the blasting operations?
The use of a Vibro-metre is in
place during blasting?
Weather condition have been
assessed (Lighting Storms etc.)?
24.0 Other – Specify Activity:
JSEA reviewed by all relevant
workers?
JSEA controls being implemented
and review as required?
Has the work environment
changed since commencement?
Does the JSEA require revision
and has this been done on a
regular basis?
126
CLOSE OUT OF PREVIOUS CORRECTIVE ACTIONS
Have all the hazards/risks identified and documented in the previous site safety inspection checklist dated
(insert date) ___/___/______ been rectified.
Yes/No If No give details: -
Name: Signature:
Position:
Date:
Reviewed by Project Manager.
Name: Signature:
Date:
127
Annex 10. List of Certain Border Areas of The Kyrgyz Republic with Special Status.56
1. Batken region:
a) Leilek district:
- Zhany-Zher ayil aimak: Borborduk villages (Arka-1), Arka-2;
- Kulundun ayil aimak: Razzakov, Maksat, Ak-Aryk, Kairagach villages and the Mayta and Sada
sections;
- City Hall of Isfana: the village of Murza-Patcha;
b) Batken district:
- Kysh-Tuut ayil aimak: villages of Tayan, Sogment, Charbak, Sai;
- Suu-Bashinsk ayil aimak: Kara-Tokoi, God’s villages, Apkan;
- Tort-Kul ayil aimak: Ak-Otok villages, Chon-Talaa;
- Kara-Bak ayil aymak: Dostuk village, Dobo section of Kara-Bak village;
- Samarkandek ayil aimak: villages Samarkandek, Min-Oruk, Paski-Aryk;
- Ak-Sai Aiyl Aimak: Ak-Sai, Tash-Tumshuk, Uch-Dobo, Kok-Tash villages with Min-Bulak, Kapchigay
sites;
- Ak-Tatyr Ayil Aimak: Orto-Boz village with a Maseittin Jeri site;
c) Kadamzhay district:
- Ak-Turpak ayil aimak: villages Otukchu, Kalacha, Kyzyl-Korgon, Ak-Turpak;
- Alga Aiyl Aimak: villages of Chukur-Kyshtak; Alga, Adyr;
- ayal aimak them. A.Masalieva: Kakyr village, Leskhoz;
- Kotorma Aiyl Aimak: Ak-Kya village;
- Kyrgyz-Kyshtak ayil aimak: village of Kyrgyz-Kyshtak;
- Halmion Aiyl Aimak: the villages of Kyzyl, Kok-Tal, Chekelik, Jooshuk, Zhany-Ayyl, Abdusamat,
Gulduromo (Zhany-Jer section), Nogardan, Halmion.
2. Jalal-Abad region:
a) Ala-Buki district:
- Kok-Tash ayil aimak: the villages of Bulak-Bashi and Kok-Tash, including the sections Kulpek-Sai and
Chon-Sai (Arap);
b) Aksy district:
- Kosh-Dobonsky ayil aimak: villages of Toruk, Bai-Kyshtak;
- City Hall of Kerben: villages Mamai, Zhetigen (Kutchu), Ak-Dobo;
- Kashka-Sui Aiyl Aimak: Charbak village;
c) Chatkal district:
- Chatkal ayil aimak: Ak-Tash village;
3. Osh region:
a) Kara-Suu district:
- Ak-Tash ayil aimak: Barak village.
4. Issyk-Kul region:
a) Ak-Suy district:
- Engilchek Aiyl Aimak: the village of Engilchek;
b) Jeti-Oguz region:
- Ak-Shyirak Aiyl Aimak: Uch-Koshkon and Ak-Shyyrak villages;
c) Tyup district:
- San-Tash ayil aimak: Karkyra village (farm No. 4).
5. Naryn region:
a) At-Bashinsky district:
- Ak-Talinsky Aiyl Aimak: Chatyr-Tash section of the Ak-Sai Valley.
56 Decree of the Government of the Kyrgyz Republic “On the implementation of the Law of the Kyrgyz Republic“ On giving special status to
certain border areas of the Kyrgyz Republic and their development ”dated March 20, 2012 No. 186
128
Annex 11. Coverage of children by preschool education in urban settlements and rural areas by
territory by year, at %.
2013 2014 2015 2016 2017
KR 17,5 19,5 19,9 22,1 23,5
City 31,6 32,3 31,1 32,3 34,2
Village 10,8 13,2 14,2 16,6 17,9
Batken region 16,1 19,6 20,6 23,9 25,8
City 33,3 33,1 30,5 32,8 33,2
Village 10,2 14,6 16,7 20,5 23
Djalal-Abad region 15,2 15,5 16,1 18,7 20,2
City 27,4 28,5 28,4 30,6 32,8
Village 10,3 11,8 12,6 15,1 16,5
Issyk-Kul region 17,4 18,8 20,9 24,1 25,8
City 34,2 33,3 34,6 38,8 41,1
Village 9,4 11,1 12,8 15,8 17,7
Naryn region 19,6 25,7 22,3 26,6 31,6
City 32,6 36,8 17,2 39,7 44,8
Village 17,5 23,7 9,8 24,3 29,2
Osh region 11,6 13,1 14,3 16,3 17,2
City 15 16,4 15,2 18,1 17,7
Village 11,4 12,9 14,2 16,2 17,2
Talas region 14,4 17 20,6 20,8 22,2
City 49,4 58,4 66,1 65,6 67,1
Village 10,3 12,3 15,8 16 17,3
Chuy region 12,5 16 16,5 18,5 19,3
City 24,3 27,6 26,3 30 32,3
Village 9,3 12,6 13,3 14,9 15,5
Bishkek-city 31 29,4 27,9 28 29,6
Osh-city 41,9 49,7 48,2 49,4 47,9
129
Annex 12. Settlements located in the high and remote zones of the Kyrgyz Republic
Naryn region - 167
1. Naryn district - 43
Ak-Bulun, Naryn, Ak-Kuduk, On-ArchaKyzyl-Dzhyldyz, Ak-Kyyak / chem.Zhdanova, Orto-Nura, Ak-
Talaa, Orto-Saz, Alysh, Oryuk-TamKenesh, VosmoeMarta, Oryuk-Tam (part) Kenesh, Debelyuk /
chemical Lenin, Ottuk, Dzhalgyz-Terek, Sary-Iymek, Dzhan-Bulak, Tash-Bashatim. Voroshilova, Jer-
Kechkyuotds.s / hTu, Tash-Bulak, Gergetal, TegerekfermaZonesavod, Dostuk, Tuura-Tuura Iiri-Suu,
Uchkun, named after Kuybyshev, Chet-Nur, Kazan-KuyganContainer, Shoro, Kaindyim.Kalinin, Ulyly-
Suu, Kara-Unkyur, Eki-NarynKen-Saz, Ken-Saz, Emgek-Talaa, Kenesh, Em Kulanak, Echki-Bashi,
Lakol, Jylan-ArykPioneer, Min-Bulak,
2. At-Bashinsky district - 39
Ak-Beyit, c / c Chatyr-Tash, Ak-Dzhar, Kara-Bulun, Ak-Moyun, Kara-Suu, Ak-Muz, Karool-Tebe, At-
Bashi, Kek-Aygyr, Acha-Kaindy, Oi-Terske, Kel-Suu, Bash-Kaindy, Korgon-TashKandubava, Besh-
Belchir, Kurumdu, Birdik, Kyzyl-Tuu, Kara-Tal (Bolshevik), Ozgeryush, Bosogo, Orto -
KashkasuuKazybek, Dzhany-Kuch, PervomaiskyKazbek, Dyybek, Border guard Daewoo, Border Guard
Chon-Kolot, Daewoo, Taldy-Suu, Zagotskot, Terek-Suu, named after Kalinin Ak-Talaa, Torugart, c / c
Ak-Sai, Chatyr-Tash, c / c New, Eselek, c / c Surash-Tash ,
3. Ak-Talinsky district - 20
Ak-Kya, Kara-Bulak, Ak-TalAktal-Chat, Kara-BürgenOzgerush, Ak-Chiy, Kara-OyKelme,
BayetovoDurbeljin, Kek-Dzhar, Baigenchek, Konorchok, Dzhany-Talap, Kosh-Debe, Dzhany-Tilek,
Orto- Syrtak-Beyit, Jergetal, Cholok-Kayyn, Kadyraly, Terek, Kayyndy-Bulak, Ugut,
4. Dzhumgalsky district - 31
Ak-Ulak, Kyzart, Ak-Tatyr, Kyzyl-Dzhyldyz, Aral, Kyzyl-Korgon, Bazar-Turuk, Lama, Bazar-Turuk,
Min-Kush, BaizakKayyrma, Min-Teke, Bash-Kuugandy, Sary-Bulun, Besh- Terek, Tabylgy, Dzhany-
Aryk, Tabylgyty, Dzhumgalotd.s / xKochkorka, Tash-Tebe, Kara-Keche, Tyugel-Sai, Kek-Oi, Chaek,
Ken-Suu, Chon-Debe, Kichi-Aral, Epkin, Kotur- SuuSary-Kamysh, Kyzyl-Seok, Kuyruchuk Bagyshan,
5. Kochkor district - 34
Ak-Kya, Ak-Jar, Ak-Talaa, Aral, Ak-Chiy, Bolshevik, Ara-Kel, Buguchu, Bash-Buletu, Kara-Saz, Den-
Alysh, Kara-Suu, Kaynar, Kek-Jar, Kara- Küngei, Kochkor, Kara-Moinok, Kum-Debe, Ken-Suuotd.s /
hTyulek, Osoviahim, KomsomolKosh-Alysh, Odds.s / za Cholpon, Kyzyl-Debe, Tendik, Mantysh, Telek,
Ortok, Ace, Sary-Bulak, Chekildek, Shamshy, Cholpon, EpkinAk-Ochok, Oro-Bashi,
Osh Oblast - 213
1. Alai district - 98
Ak-Bosogo, Kum-Shoro, Ak-Jai Kara-Dzhylga, Kun-Elek Gunolok, Ak-Talaa, KungeyKyzyl-Dzhyldyz,
Ak-Talaa, Kyz-Emchek, Almaly, Kyz-Emchek Karagasha, Altyn-Mazar, Kyzyl-AlaiChagyr , Arzykulo,
Kyzyl-Bulak, Askaly, Kyzyl-Kechkyu, Ayuu-Tapan, Kyzyl-KolotDzhusaly, Bai-BulakKen-Dzhylga,
(Utratilsilu) Boz, Kyzyl-Kyshtoo, Boz-Karagan, Kyzyl-Oy, Boz-Karazan OyKara-Tash, Boybulak,
Lenin-Jolak-Terek, Bor-Debe Kyzyl-Do, MiyazdyGerdegey, Bortumshuk, Mukur, Gulcha, Murdash,
Dzhany-Turmush -DebaBudalyk -Chat, Jumak-Chat, Orto-Kyshtoo, Ikizyak, Orto-Suu, Kek-Suu,
Osoviahim, named after Gagarin, Maya Ak-Talaa, Tamgaterek, agricultural village named after
Krupskaya Arpa-Tekt, Sary-Mogol, Irkeshtam, Sary -Tash, Kabylankol, Sogonda, Kainama, Soku-
TashShamshaly, Kara-Bulak, Sopu-Korgon, Kara-Kindik, Taldy-Bulak, Kara-Suu, Taldy-Suu, Kara-
Tash, Tamdy-Terek, Kara-Shoro, Targalak, Kara-ShybakKara-Shama, Tash-Bashat, KaragansaiOryuklu,
Tash-Koroo, Kachak-Jurt, Telman-Chats, Kek-Debe, Terek, Kel-Chats, Toguz-BulakTash-Kya, Gejige,
Toykulo, Kel, Chakmakky , KeldyukKeldyuk Chats, Chekulo, Ken-Dzhylga, Chiy-Tala aSeget, Ken-
Dzhylga, Chon-Bulelu, Kichi-Bulelu, Chon-Karakol, Kichi-Karakol, Shalba, Communism, Shoro-
BulakOldzhok, Kosulush, Yrgayly,
2. Chon-Alai district - 24
Artala, Karamyk, Achyksuu, Kashka-Suu, Daroot-Korgon, Kochkorchu, Jaman-Jar, Kulchu, Jar-Bashi,
Kyzyl-TuuKara-Suu, Jash-Tilek, Kyzyl-Eshme, Dzhekendi, Mukur, Dzhekendi Chulok, Sary-B
130
DzhekendiBatman-Kel, Chuck, Kabyk, Shibee, Kara-KabakKyzyl-Don, Zhayylma-, Kara-Teyit,
Zhayylma-,
3. Kara-Kuldzhinsky district - 49
Aydin-Kel, Ak-Boguz, Budur, Kuyo-Tash, Buura-Chats, Kyzyl-Bulak, Darga, Kyzyl-Jar, Jaman-Tal, Oi-
Tal, DzhaykluKorgon, Orto-Oi-TalDzhon-, Jetim-Dobo, Kan -Korgon, Jol-Jurga, Oi-Myya, Sary-Bulak,
John-Bulak, Tash-Kya, named after Kalinin, Tegerek-SazKonoklaytala, named after Sidorov, Terek,
Kayyn-Talaa, Toguz-Bulak, Kara-Saz, Tushunuk, Kara -Tash, Uzun-Shoro, Kara-Tash, Chon-John,
Kashka-Suu, ChykyrkanakAral, Kashka-Suu, Buyga, Kek-ArtAlayku, Kara-Boguz, Kichine-John-John,
Kara-Dzhigach, Kichine-Oi-Tal, Kara-Tash, Kol-Tash, Ordesh, Conduk, Rawat, Konokbay-TalaaBosogo,
Altyn-Kurek, Koo-Chaty Kyzyl-Ki , Sharkyratma, Shyrday,
4. Aravan district - 4 Min-Teke, Sary-Bulak, Chogom, Kichik-Alai,
Kara-Suu district - 16 Ak-Dzhylga, Katta-Taldyk, Karagur, Ken-Suu, Kichik, Kurankol, Kojo-Kelen,
Alpordo, Ax, Sai, Chiyyrchyk, Syuttu-Bulak, Alga-Bas, Teeke, Bek-Jar, Taldyk, Nookat district - 18
Kaldai, Turpa Chats, Kashka-Suu, Chats, Kek-Chukur, Chatyr-Tash, Kichik-Alai, Er-Bulak, Kyzyl-Talaa,
Aldyke, Kyzyl-Chara, Buudaylyk, Leskhoz, Buudaylyk, Oi-Tal, Shamshaaly, Sary-Mogul, Zhaz-Tokoi,
Uzgen district - 4 Tuz-Bel, Orkazgan, Uchkaptal, Irek,
1. Batken Oblast - 142
Batken district - 57 Tunuk-Suu, Korgon, Ak-Otok, Koche-Boy, Ak-Sai, Koche-Karyn, Ak-Tatyr, Kyzyl-
Bel, Ak-Tur
131
Annex 13. List of organizations and ngos working in villages with migrant families
1. Association of Private Employment Agencies of the Kyrgyz Republic
2. Bishkek City Office of Employment Promotion
3. Caritas France Foundation
4. Center for Business Education of Chamber of Commerce and Industry of
the Kyrgyz Republic
5. Council for Business Development and Entrepreneurship under the Toraga
of Zhogorku Kenesh of Kyrgyz Republic
6. Council for Business Development and Investment under the Government
of Kyrgyz Republic
7. Crisis Centers
8. Deutsche Gesellschaft fur Internationale Zusammenarbeit (GIZ)
9. Eurasia Foundation of Central Asia Kyrgyzstan
10. Fair and Sustainable Development Solutions
11. Information and Consulting Center
12. International Business Council
13. International Labour Organization
14. International Public Foundation «Pangea»
15. International Мigration Organization
16. Investment promotion and protection agency of the Kyrgyz Republic
17. JIA Business Association
18. Kyrgyzstan Red Crescent
19. Mercy Corps Kyrgyz Republic
20. Open Society Foundation
21. Search for Common Ground
22. Skills Development Fund
23. UNICEF
24. USAID
25. Zamandash Association
26. Office of the Center of Solidarity for Central Asia
27. Swiss Agency for Development and Cooperation (SDC)
28. Grants of the Government of Japan
132
Annex 14. Aiyl Aimaks that do not receive equalizing transfers from the Republican budget.57
№ Name of ayil aimak № Name of ayil aimak
1 Teploklyuchenka 37 Ala archa
2 Kyzyl-Suu 38 Ak-Dөbө
3 Saruu 39 Baytik
4 Darkhan 40 Bunch
5 Zhargylchak 41 Kөk-Zhar
6 Barskoon 42 Lebedinovka
7 Tamga 43 Lenin
8 Orgochor 44 May Day
9 Svetlaya Polyana 45 Lower Ala Archa
10 Ak-Dөbө 46 Suburban
11 Zheti Oguz 47 Tash-Dөbө
12 Yrdyk 48 Tash Moynok
13 Lipenka 49 Ivanovka
14 Qum Bel 50 International
15 Bosteri 51 Krasnorechensk
16 Kara-oh 52 Keң-Buluң
17 Chong-Sary-Oi 53 Luxembourg
18 Tamchy 54 Novopokrovka
19 Kүn-Chygysh 55 Ak Bashat
20 Kөk-Mineok 56 Taldy-Bulak
21 Tүp 57 Kyzyl-October
22 Ala buka 58 Alexandrovka
23 Bazar Korgon 59 Belovodsk
24 Kargalyk 60 May Day
25 Kanysh-Kya 61 Petrovka
26 Kochkor 62 Garden
27 Seagulls 63 Kurama
28 Ak-Turpak 64 Chaldovar
29 Taldy-Suu 65 At-bash
30 Gulch 66 Military Antonovka
31 Alianarov 67 Govrilovka
32 Bakai-Ata 68 Krupsky
33 Kara Buura 69 Novopavlovka
34 Beckmoldo 70 Sokuluk
35 Alamүdүn 71 Frunze
36 Ala archa 72 Chuy
57 Appendix 10 to the ZKR On the republican budget of the Kyrgyz Republic for 2018 and the forecast for 2019-2020
133
Annex 15. Minutes of ESMF public consultations
On discussion of the
Environmental Social Management Framework for the Learning for the Future Project
Date: November 28, 2019
Venue: Bishkek, Ministry of Education and Science of the Kyrgyz Republic
Participants:
1. Kamalova A. - Consulting company “ECD”
2. Dzhakubova N.I. - PF “Institute of childhood”
3. Asanbaeva B. - Director of SOS Kinderdorf
4. Soloshenko O. V. - Director of the Environmental and Economic Lyceum - School No. 65
5. Zhumaliev K. - Environmental Protection Specialist, PIU “Management of Forest Ecosystems”
6. Ivanov A.- “Educational Initiatives Support Fund”, Director
7. Omuraliev N.A. - PA "Institute for Development Assessment", Director
8. Orusbaeva T.A. - Head of the Department of TDO GPU named after I. Arabaev
9. Kendirbaeva D.Sh. - MF “Initiative R. Otunbaeva”
10. Kerimbekova M. - Environmental Protection Specialist, ARIS
11. Begimkulova M. - Director of Muras Consulting
12. Narmyrzaev B.O. - Ministry of Education and Science of the Kyrgyz Republic
13. Asipzhanov Almaz- Consultant, World Bank
14. Mambetakunov U. - Vice - President of KAO
15. Rysbekov BB - Deputy Head of the Department of Preschool, School and Extracurricular
Education of the Ministry of Education and Science of the Kyrgyz Republic;
16. Isaeva A.A. -Consultant of UNICEF;
17. Ainekenova A.R. - Director of the PRP PRSO, MES KR SSFER.
18. Shabyralieva A. –OF “KyrgyzDidactics”
19. Kydykeeva B. - PR Specialist PIU Forest Ecosystem Management Project
20. Zholgubekova A. - PF “Taalim Forum”
Agenda:
Discussion of the Environmental Social Management Framework in the context of Learning for the Future
Project. Presentation of project goals.
_________________________________________________________________________
Discussed main topics:
The project’s objectives, planning activities, anticipated environmental and social impacts and proposing
mitigation measures, and grievance redress mechanism to participants. Project description and its
components; potential planning project activities, national environmental, social legislation and relevant
WB ESS requirements, identified social and environmental impacts and mitigation measures, safeguards
documents needed to be developed under the LLF Project for each sub-project; GRM; further stages of the
Project implementation;
134
Within the framework of the Learning for the Future Project it is proposed to support one main investment
activity that requires the development of Environmental Social Management Framework (ESMF). It is
proposed to fund minor civil works (500 CbK facilities countrywide) required to upgrade or convert existing
community facilities for use as pre-school education facilities. It was therefore required to adjust and
approve an Environmental Social Management Framework (ESMF) which will become a guiding document
to address environmental and social issues in the education sector in general.
The ESMF was in general approved by the stakeholders. It was agreed that the concerns raised during the
meeting will be addressed in the Project Operation Manual. Attention of participants was drawn to the
problem of inefficient functioning and operation of sewerage constructions throughout the vast country’s
territory.
Stakeholders made some comments and suggestions regarding the importance of this document for the
implementation of inclusive education. It was also proposed to outline activities in accordance with the
necessary volume of reconstruction / repair and construction work in the country, subject to the support of
donors in other regions, as well as awareness-raising activities of local authorities on ESMF. In addition,
the meeting participants exchanged views on public-private partnership and outreach children in new
buildings around the capital, on the environmental situation in contaminated areas. Participants emphasized
the importance of continuing to work with NGOs to discuss criteria and indicators, to engage in discussions
and cooperation.
It was noted that this document envisages implementation of practical activities which do not contradict the
Kyrgyz legislation about environment. By the results of the discussion it was decided to approve the Draft
ESMF.
135
Lists of participants