Attachment J.2 RCE Asia 21-120.pdf

REQUEST FOR CATEGORICAL EXCLUSION

P ROJECT /A CTIVITY D ATA

O RGANIZATIONAL /A DMINISTRATIVE D ATA

E NVIRONMENTAL C OMPLIANCE R EVIEW D ATA

USAID/Nepal’s Early Grade Learning Activity/Request for Categorical Exclusion

Project/Activity Name: USAID’s Early Grade Learning (EGL) Activity Geographic Location(s) (Country/Region) : Nepal/Asia Region Amendment (Yes/No), if Yes indicate # (1, 2...): N/A Implementation Start/End Dates (FY or M/D/Y): FY 2022 to FY 2027 If Amended, specify New End Date: N/A Solicitation/Contract/Award Number(s): N/A Implementing Partner(s): N/A Bureau Tracking ID: N/A Tracking ID of Related RCE/IEE (if any) : Asia COVID-19 PIEE, Asia 20-042 Tracking ID of Other, Related Analyses: N/A

Implementing Operating Unit(s):

(e.g. Mission or Bureau or Office)

USAID/Nepal, Education Development Office

(EDO)

Other Affected Operating Unit(s):

Lead BEO Bureau: Asia Bureau Funding Operating Unit(s):

(e.g. Mission or Bureau or Office)

USAID/Nepal

Funding Account(s) (if available) :

Original Funding Amount: $39.5 million If Amended, specify funding amount: N/A If Amended, specify new funding total: N/A Prepared by: Raj Kumar Dulal, Education Development Office Date Prepared: June 14, 2021

Analysis Type: ☒Request for Categorical Exclusion ☐Deferral

Environmental Determination(s): ☒Categorical Exclusion(s) ☐Deferred (per 22 CFR 216.3(a)(7)(iv))

RCE Expiration Date (if applicable) :

Additional Analyses/Reporting Required :

Climate Risks Identified (#): Low ___X___ Moderate ___#___ High ___#___ Climate Risks Addressed (#): Low ___#___ Moderate ___#___ High ___#___

Asia 21-120

THRESHOLD DETERMINATION AND SUMMARY OF FINDINGS

PROJECT/ACTIVITY SUMMARY

The objective of this five-year EGL activity is to strengthen the capacity of federal, provincial, and municipal governments to improve learning outcomes in grades 1-3. Through EGL, USAID will help the GON achieve its goal of ensuring quality education service delivery during normal times as well as during crises. The EGL activity has three key objectives and a supplemental fourth objective to provide flexibility to respond to disasters.

ENVIRONMENTAL DETERMINATIONS

Upon approval of this document, the determinations become affirmed, per Agency regulations

(22 CFR 216).

TABLE 1 : ENVIRONMENTAL DETERMINATIONS

USAID/Nepal’s Early Grade Learning Activity/Request for Categorical Exclusion

Projects/Activities Categorical Exclusion Citation (if applicable)

Objective 1: Build federal, provincial, and local level capacity for delivering EGL services

§216.2(c)(2)(i) Education, technical assistance, or training programs except to the extent such programs include activities directly affecting the environment (such as construction of facilities, etc.)

Objective 2: Improve local governments’ ability to provide teacher professional support, coaching, mentorship, and supervision

§216.2(c)(2)(i) Education, technical assistance, or training programs except to the extent such programs include activities directly affecting the environment (such as construction of facilities, etc.)

§216.2(c)(2)(iii) Analyses, studies, academic or research workshops and meetings

Objective 3: Support local level governments in scaling up models that improve access to and quality of education services in early grades.

§216.2(c)(2)(i) Education, technical assistance, or training programs except to the extent such programs include activities directly affecting the environment (such as construction of facilities, etc.)

Supplemental Objective 4:

Support Continuity of Learning During Disaster

§216.2(c)(2)(i) Education, technical assistance, or training programs except to the extent such programs include activities directly affecting the environment (such as construction of facilities, etc.)

CLIMATE RISK MANAGEMENT

The climate risk screening for this activity showed no climate risk and hence scored No Risk or Low climate risk rating. Hence, the activity does not require the development of any specific climate change mitigation plans.

BEO SPECIFIED CONDITIONS OF APPROVAL

● Since the Activity is expected to be implemented during global COVID-19 pandemic, this Request for Categorical Exclusion (RCE) shall be implemented consistent with stipulations approved in Asia COVID-19 PIEE -https://ecd.usaid.gov/document.php?doc_id=52764 . The COR together with MEO/CIL shall explain this RCE together with Asia COVID-19 PIEE to the IP.

● In line with its objectives, the activity shall also provide technical advice, wherever relevant, to duly address the environmental and social aspects while strengthening GON capacity and systems required for implementing early grade learning in the context of the roll-out of the integrated curriculum, federalism, and addressing impacts of

COVID-19.

● The activity shall use opportunities to discuss/enhance awareness about climate change impact and environmental and natural resource management wherever relevant.

● COR and MEO/CIL shall explain the RCE together with Asia COVID-19, PIEE Asia 20-042 to IP (and/or executing agencies/beneficiaries.)

IMPLEMENTATION

In accordance with 22 CFR 216 and Agency policy, the conditions and requirements of this document become mandatory upon approval. This includes the relevant limitations, conditions and requirements in this document as stated in Section 3 of this RCE and any BEO Specified Conditions of Approval.

USAID/Nepal’s Early Grade Learning Activity/Request for Categorical Exclusion

1. BACKGROUND AND ACTIVITY PURPOSE

1.1 Purpose and Scope of RCE

The purpose of this document is to establish that all proposed projects/activities belong to classes of actions eligible for Categorical Exclusions as set out in Agency regulations (22 CFR 216.2(c)) and that there are no foreseeable significant direct or indirect impacts that would preclude them from receiving a Categorical Exclusion. Upon approval of this document, the Categorical Exclusions are affirmed for the project/activity. This analysis also documents the results of the project/activity level Climate Risk Management process in accordance with USAID policy (specifically, ADS 201 mandatory reference 201mal).

This RCE is a critical element of USAID’s mandatory environmental review and compliance process meant to achieve environmentally sound activity design and implementation.

1.2 Background

USAID/Nepal anticipates awarding the Early Grade Learning (EGL) Activity that will directly support USAID/Nepal Country Development Cooperation Strategy (CDCS) goals to reinforce country ownership, strengthen coordination, utilize local systems, and focus on results. The EGL will strengthen GON capacity and systems required for implementing early grade learning in the context of the roll-out of the integrated curriculum, federalism, and addressing impacts of COVID-19. USAID/Nepal will provide support to the MOEST at the federal level and to provincial and local governments at the provincial and local governments levels to implement EGL interventions.

2. DESCRIPTION OF USAID’s EARLY GRADE LEARNING ACTIVITY

The purpose of the Early Grade Reading (EGL) Activity is to strengthen the capacity of national, provincial, and municipal government entities to improve learning outcomes in grades 1-3. It will build on previous USAID investments in the education sector to scale up tested evidence-based practices that achieve EGL Activity objectives. Nepal has made significant progress in enhancing access to school education,but the quality of education is still a challenge. A study by the Education Review Office in 2020 shows that only 8.41 percent of grade three learners are reading at grade level and the average achievement of grade three students is 37.2 percent.

The program will focus on achieving the quality of education as measured by the learning outcomes of students.

Nepal’s recent transition to federalism has made local governments responsible for delivering basic education services. Local governments have not had sufficient opportunity to develop the capacity, management, and technical expertise to achieve the task due to the lack of systemic capacity development activities that could contribute to improving learning outcomes of students. A fundamental challenge therefore is to reorient the education management system, including its policy and regulatory frameworks, under the new federal structure.

To achieve the purpose of the activity, USAID/Nepal has identified three objectives under EGL followed by illustrative key activities, Objectives Illustrative Key Activities

Objective 1: Build federal, provincial, and local level capacity for delivering EGL services

● Support Local Education Units (LEUs) to develop and maintain EMIS profiles that include data on learning outcomes, students with disabilities, teacher training status, coaching frequency, and language profiles of students and teachers

● Support municipal governments to develop school report cards that would inform students' and teachers’ performance, allowing parents and local governments to compare it with the performance of other, similar schools in the area so as to improve learning outcomes of students and increase accountability of teachers and schools towards students, parents, and communities.

● Support all municipalities to formulate their action plan for continuation of education service delivery during a crisis, such as the COVID-19 pandemic, and support LGs in implementing remedial, after school, catch-up and accelerated classes when schools open so as to minimize inequalities that have resulted due to the digital divide in Nepal.

● Orientation and training with municipal mayors, deputy mayors, Education Development Coordination Units (EDCU) and Local Education Units (LEU) staff to promote EGL outcomes through evidence-based planning and budgeting.

● Support schools in targeted municipalities to fulfill the prioritized minimum enabling conditions (PMEC) with focus on teacher training, setting up book corners, and timely availability of teaching and learning materials.

● Support schools and resource classes to integrate disability inclusive education.

Objective 2: Improve local governments’ ability to provide teacher professional support, coaching, mentorship, and supervision

● Support LGs in implementing the Teachers Professional Support (TPS) model reflecting local needs and best national and international practices

● Adapt, or customize teaching and learning materials appropriate to the local context to further enhance early grade learning, especially for students that speak Nepali as a second language (L2) and students with disabilities.

● Support teachers in conducting and using data from continuous classroom-based learning assessments, adapting to the needs of different learners, especially L2 learners and students with disabilities or functional limitations.

3. COUNTRY & ENVIRONMENTAL INFORMATION (BASELINE INFORMATION)

There are three ecological regions in Nepal. These are: the Terai, low lying plains bordering the northern belt of India; the mid-hill areas running north-south at altitudes ranging between 2,000 to 4,500 meters; and the mountainous areas that include the Himalayan mountain ranges in the north. This activity implementation aims to cover all ecological regions.

Deteriorating air quality, drying up of water sources and depleting groundwater, pollution of surface and groundwater, overexploitation of natural resources, deforestation, unmanaged solid waste, increase in emission of toxic pollutants, loss of biodiversity, unscientific agricultural practices, and harmful land use changes have been some of the major causes of environmental degradation. Some of the root causes of rapid environmental degradation are weak monitoring and enforcement, weak institutional capacity, scarce resources in public institutions, and inefficient interagency coordination.

Nepal has ratified several national and international treaties and conventions regarding environmental issues and has arranged for the corresponding national legislative instruments, policies and institutional infrastructure to uphold its commitments. Nepal has attempted to incorporate environmental concerns into development processes by promulgating the National Environment Policy and Action Plan 1993, the Environment Protection Act 2019, and the Environment Protection Regulation 2020.

Nepal’s constitution guarantees every Nepali the right to live in a clean and healthy environment (Article 30(1)) and confers a right of compensation to anyone whose health is affected by environmental pollution or degradation (Article 30(2)). The 15th National Development Plan Approach Paper (2020–2024) mentions a healthy and balanced environment” as one of its goals. It also addresses “hydropower and green economy,” well managed and modern

USAID/Nepal’s Early Grade Learning Activity/Request for Categorical Exclusion

Objective 3:

Support local level governments in scaling up models that improve access to and quality of education services in early grades.

● Implement small to medium sized school grants to be used to support learning reforms, classroom improvements (such as improved pedagogy, print rich environment, book corners) and in implementing blended learning. Attempts will be made to leverage more resources from LGs.

Supplemental Objective 4:

Support Continuity of Learning During Disaster

● Support all three tiers of government to provide continuity of learning during disasters.

● Technical support to local governments in formulation and implementation of education response plans

● Support municipal governments in school reopening activities ensuring parents and communities are aware of preventive measure and re-enrolment through the welcome to school campaign when schools reopen

● Support in implementation of accelerated/catch-up/remedial once schools reopen.

urbanization, access to transportation and communication networks, and quality tourism which are related to air quality. The Plan has also listed one indicator and target related to air pollution control and clean environment - reducing the average PM 2.5 level from 53 micrograms per cubic meter in 2017/18 to 40 micrograms per cubic meter by 2023/24. However, the sector faces challenges related to weak institutional capacity and inter-agency coordination to handle issues relating to air quality, environment and climate change, as well as inadequate means and resources to address these problems .

Nepal ranks 4th in terms of climate risk according to the Global Climate Risk Index and ranks 11th in terms of global risk for earthquake occurrence and impact. The country is in the top 20 of all multi-hazard countries in the world. The Environment Protection Council, the Climate Change Council, the Parliamentary Committee for Natural Resource Management and Environment, and the Ministry of Forest and Environment (MOFE) are the apex agencies responsible for formulating national environment policies, programs, and regulatory frameworks for safeguard enforcement. Provincial governments address forest and environment protection through their dedicated ministries. The federal governance system has given authority to local bodies to implement certain sizes of infrastructure development projects. They can raise taxes for the use of natural resources, such as extraction of riverbed aggregates and resourceful and capable forest products. However, these local bodies do not have an environmental and social safeguards section to ensure that the natural resources are sustainably used, and that the infrastructure development works are carried out in full compliance with environmental requirements.

Nepal is vulnerable to various natural disasters, including floods, droughts, and seismic hazards. The 2015 Gorkha earthquake and its aftershocks caused over $7 billion in loss and damages and resulted in nearly 9,000 lives lost, mostly in the hilly and mountain regions.

Detailed information on Nepal’s environmental statistics, disaster risk reduction and environmental institutional framework are available here 1 .

4. NATIONAL ENVIRONMENTAL LEGISLATION

The Government of Nepal (GON) has a policy of enforcing all environmental legislation, but the previous centralized GON never had sufficient work force for consistent enforcement. Nepal has now transitioned to a federal state, with enforcement of such codes and legislation being mandated to the municipal governments. While they have the potential for high interest and ownership of such tasks, they are still lacking in capacity.

The legislation includes the Environmental Impact Assessment Guidelines 1993 2 ;

Environmental Protection Act 1997 3 ; Environmental Protection Rules 1997 (amended in 1998 and 1999) 4 . The Guidelines, Act, Rules, and other regulations provide the basic legal framework for all environmental assessments in Nepal with the aim:

https://unstats.un.org/unsd/environment/Compendia/Nepal_Environment%20Statistics%20of%20Nepal_201 9.pdf https://www.adb.org/sites/default/files/publication/606441/country-diagnostic-environment-nepal.pdf https://www.international-climate-initiative.com/fileadmin/Dokumente/2018/180112_NMA_CC_PF.pdf https://reliefweb.int/sites/reliefweb.int/files/resources/68230_6nepaldrmstatusreport.pdf https://openknowledge.worldbank.org/bitstream/handle/10986/32645/139924.pdf?sequence=2&isAllowed=y

2http://moste.gov.np/legal_documents/Regulation 3http://www.lawcommission.gov.np/en/documents/2015/08/environment-protection-act-2053-1997.pdf 4 http://www.mope.gov.np/download/environment_protection_rules.pdf.0551f34673f96fbd99c87be482a27c7f

● To manage natural and physical resources efficiently and sustainably,

● To balance development efforts and environmental conservation to fulfill the basic needs of the people in a sustainable manner,

● To safeguard national heritage,

● To mitigate the adverse environmental impacts of development projects and human actions, and

● To integrate the environment and development through appropriate institutions, adequate legislation and economic incentives, and sufficient public resources.

The following sub-sections provide a brief overview of the aforementioned Guidelines, Act, Rules, and other regulations.

4.1 National Environmental Impact Assessment Guidelines 1993

These guidelines were developed “to assess the environmental impacts likely to be caused by a project, and to promote its positive impacts and mitigate or eliminate adverse impacts by undertaking preventive or other effective measures after integrating the environmental impacts in the planning circle of all the projects to be initiated in the Kingdom of Nepal.” The guidelines require screening of all the activities of a project/program and determining whether an Initial Environmental Examination (IEE) or Environmental Impact Assessment (EIA) is required.

According to the guidelines, an IEE is required for those projects that are likely to cause known environmental impacts and that can be mitigated. All these projects are included in Schedule 1 of the guidelines. An EIA is required for those projects, as specified in Schedule 2, which have either known significant environmental impact or for which the environmental impacts are not clear.

4.2 Environment Protection Act 1997

The Parliament of Nepal passed an Act in 1997 for the protection of the environment. The provisions are similar to the guidelines of 1993 that IEE or EIA is mandatory for the implementation of any development projects, but it provided a legal cover to enforce the already existing regulations. In addition, the Act made the approvals mandatory before doing any project, and provided recommendations to establish the Environment Protection Council, environment protection fund and laboratory; to appoint the environmental inspectors for environmental compliance; and authorized punishment for violating the environmental regulations.

4.3 Environment Protection Rules 1997 (amended in 1998 and 1999) The Environmental Protection Rules are more comprehensive and added some additional requirements for both IEEs and EIAs. These additional requirements included the approval of work schedules for IEE/EIAs; new formats for reporting; public advertisement of the proposed projects to seek public opinions of any potential or perceived impacts; monitoring and evaluation procedures; emission permits; definition of the roles and responsibilities for environmental inspectors and laboratories; and compensation provisions. In addition, Schedule 1 and 2 of the 1993 Guidelines were categorized by sectors such as forest, industry, mining, road, water resources and energy, and agriculture. Other schedules were added to define the requirements for the IEE/EIA work schedules and matters to be considered during the process.

The Guidelines, Act, and Rules require that either an IEE or EIA is required for any development project and provides guidance for some sectors. However, none of the existing regulations have specific guidance or requirements for the construction of small to medium scale public buildings such as education or healthcare facilities (with the exception of a 25 bed hospital under Schedule 2). From the review of the above regulations and the experience from other similar programs, it is concluded that small to medium scale public infrastructure facilities (as described in Section 1.3) are not likely to have significant environmental impacts. These activities could be covered by an IEE and the expected low to moderate level environmental impacts can be mitigated by sound environmental design, best management practices, and environmental monitoring.

5. JUSTIFICATION FOR CATEGORICAL EXCLUSION REQUEST

The activities under this Activity involve exclusively technical assistance, training, education analysis, studies, workshops, meetings, and document and information transfers. There are no construction activities planned under this Activity. These actions do not have an effect on the natural or physical environment nor do they generate any adverse environmental and social impacts. These activities fall under the classes of actions identified for categorical exclusions by 22 CFR 216 under 216.2 (c)(2)(i) and (iii). Hence, a Categorical Exclusion is recommended for all activities identified.

USAID/Nepal’s Early Grade Learning Activity/Request for Categorical Exclusion

Objectives Illustrative Key Activities Recommended Determination for Categorical Exclusion

Objective 1:

Build federal, provincial, and local level capacity for delivering EGL services

● Support Local Education Units (LEUs) to develop and maintain EMIS profiles that include data on learning outcomes, students with disabilities, teacher training status, coaching frequency, and language profiles of students and teachers

● Support municipal governments to develop school report cards that would inform students' and teachers’ performance, allowing parents and local governments to compare it with the performance of other, similar schools in the area so as to improve learning outcomes of students and increase accountability of teachers and schools towards students, parents, and communities.

● Support all municipalities to formulate their action plan for continuation of education service delivery during a crisis, such as the COVID-19 pandemic, and support LGs in implementing remedial, after school, catch-up and accelerated classes when schools open so as to

§216.2(c)(2)(i) Education, technical assistance, or training programs except to the extent such programs include activities directly affecting the environment (such as construction of minimize inequalities that have resulted due to digital divide in Nepal.

● Orientation and training with municipal mayors, deputy mayors, Education Development Coordination Units (EDCU) and Local Education Units (LEU) staff to promote EGL outcomes through evidence-based planning and budgeting.

● Support schools in targeted municipalities to fulfill the prioritized minimum enabling conditions (PMEC) with focus on teacher training, setting up book corners, and timely availability of teaching and learning materials.

● Support schools and resource classes to integrate disability inclusive education.

Objective 2:

Improve local governments’ ability to provide teacher professional support, coaching, mentorship, and supervision

● Support LGs in implementing the Teachers Professional Support (TPS) model reflecting local needs and best national and international practices

● Support teachers in conducting and using data from continuous classroom-based learning assessments, adapting to the needs of different learners, especially second language (L2) learners and students with disabilities or functional limitations.

● Adapt, or customize teaching and learning materials appropriate to the local context to further enhance early grade learning, especially for students that speak Nepali as a L2 and students with disabilities.

§216.2(c)(2)(i) Education, technical assistance, or training programs except to the extent such programs include activities directly affecting the environment (such as

§216.2(c)(2)(iii) Analyses, studies, academic or research workshops and meetings

Objective 3: Support local level governmen ts in scaling up models that improve access to and quality of education services in early grades.

● Implement small to medium-sized school grants to be used to support learning reforms, classroom improvements (such as improved pedagogy, print rich environment, book corners) and in implementing blended learning. Attempts will be made to leverage more resources from LGs.

§216.2(c)(2)(i) Education, technical assistance, or training programs except to the extent such programs include activities directly affecting the environment (such as

6. CLIMATE RISK MANAGEMENT

This section serves to evaluate the potential climate risks of the described activities. In accordance with Executive Order (EO) 13677 and Mandatory Reference for ADS Chapter 201 on Climate Risk Management for USAID Projects and Activities (accessible here:

https://pages.usaid.gov/E3/GCC/climate-risk-management ), USAID conducts climate risk management (CRM) screening for all new strategies, projects, and activities. CRM is the process of assessing, addressing and adaptively managing climate risks; it helps to ensure USAID investments are resilient to weather events and climate impacts.

6.1 Climate Trends in Nepal

The Nepal Country Development Cooperation Strategy (CDCS) recognizes and addresses climate vulnerabilities, hazards and mitigation measures as summarized herein. Nepal’s Climate Risk Profile Fact Sheet can be found here . A factsheet on Greenhouse Gas Emissions in Nepal can be found here . Nepal’s climate risk country profile can be found here .

6.2 Climate Risk Screening

USAID/Nepal’s Early Grade Learning Activity/Request for Categorical Exclusion

Suppleme ntal Objective 4: Support Continuity of Learning During Disaster

● Support all three tiers of government to provide continuity of learning during disasters.

● Technical support to local governments in formulation and implementation of education response plans

● Support municipal governments in school reopening activities ensuring parents and communities are aware of preventive measure and re-enrollment through the welcome to school campaign when schools reopen

● Support in implementation of accelerated/catch-up/remedial once schools reopen.

§216.2(c)(2)(i) Education, technical assistance, or training programs except to the extent such programs include activities directly affecting the environment (such as

Objectives/interve ntions

Climate Risks

Risk Rating

How Risks are Addressed and further analysis

Opportunities to Strengthen Climate Resilience

Build federal, provincial, and local level capacity for delivering EGL services

Interventions will focus on supporting the national, provincial, and municipal level governments in their efforts to ensure continued quality implementation in early grades, technical assistance to identify and

No Risk Not applicable.

*Climate Risk Ratings are defined as:

** Low climate risk: Climate change is unlikely to significantly impact achievement of development outcomes relative to other stressors and development challenges.

** Moderate or high climate risk: Climate change is likely or highly likely to significantly impact achievement of development outcomes.

remediate learning gaps through training, workshops, meetings, education analysis, and studies.

No impact is anticipated to this set of interventions through climate change.

Improve local governments’ ability to provide teacher professional support, coaching, mentorship, and supervision

Interventions in this area will focus on teacher professional support, coaching and mentorship to ensure continuity to teaching and learning both during emergencies and during normal times.

Interventions support to adapt, or customize teaching and learning materials appropriate to the local context to further enhance early grade learning, especially for students that speak Nepali as a second language (L2) and students with disabilities.

No impact is anticipated to this set of interventions through climate change

No Risk Not applicable.

Support local level governments in scaling up models that improve access to and quality of education services in early grades.

The interventions will promote increased use of evidence-based interventions that reflect best practices, international standards, or innovative methods across the entirety of coverage areas to ensure that education outcomes are improved. The interventions also include implementing small to medium sized school grants to be used to support learning reforms, classroom improvements (such as improved pedagogy, print rich environment, book corners) and in implementing blended learning.

Attempts will be made to leverage more resources from local governments.

No impact is anticipated to this set of interventions through climate change

No Risk Not applicable.

NOTE: Low climate risk does not require the development of specific plans to address climate risk. Moderate to high climate risk requires appropriate consideration and response to the risk and therefore requires an IEE. In some cases, the program may decide to accept the risk.

The climate risk screening for this activity showed no climate risk and hence scored No Risk or Low climate risk rating. Hence, the activity does not require the development of any specific climate change mitigation plans.

7. RECOMMENDED ENVIRONMENTAL ACTIONS

● Since the Activity is expected to be implemented during global COVID-19 pandemic, this RCE shall be implemented consistent with stipulations approved in Asia COVID-19 PIEE

- https://ecd.usaid.gov/document.php?doc_id=52764 . The COR together with MEO/CIL shall explain this RCE together with Asia COVID-19 PIEE to the IP.

● In line with its objectives, the activity shall also provide technical advice, wherever relevant, to duly address the environmental and social aspects while strengthening GON capacity and systems required for implementing early grade learning in the context of the roll-out of the integrated curriculum, federalism, and addressing impacts of

COVID-19.

● The activity shall use opportunities to discuss/enhance awareness about climate change impact and environmental and natural resource management wherever relevant.

● COR and MEO/CIL shall explain the RCE together with Asia COVID-19, PIEE Asia 20-042 to IP (and/or executing agencies/beneficiaries.)

8. LIMITATIONS OF THE CATEGORICAL EXCLUSION

The categorical exclusions recommended in this document apply only to projects/activities and sub-activities described herein.

Other projects/activities that may arise must be subject to an environmental analysis and the appropriate documentation prepared and approved, whether it be a new Request for Categorical Exclusion, an amendment, or other type of 22 CFR 216 document.

It is confirmed that the projects/activities described herein do not involve actions normally having a significant effect on the environment, including those described in 22 CFR 216.2(d).

8.1 MANDATORY INCLUSION OF ENVIRONMENTAL COMPLIANCE REQUIREMENTS IN

SOLICITATIONS, AWARDS, BUDGETS, AND WORK PLANS

USAID will ensure the environmental compliance requirements are incorporated into solicitations, awards, budgets, and work plans, including relevant limitations of Section 3 above.

In addition, climate risk management requirements will also be incorporated.

8.2 GENERAL IMPLEMENTATION & MONITORING REQUIREMENTS

USAID will ensure that the following requirements are met:

● Provide briefings for Implementing Partner (IP) on environmental compliance responsibilities;

● Ensure integration of compliance responsibilities in prime and sub-awards and grant agreements;

● Ensure compliance with applicable partner country requirements;

● Annual review of project activities to ensure that scope is still covered by Categorical

Exclusion.

9. REVISIONS

As with all USAID-funded projects and pursuant to 22 CFR 216.3 (a)(9), if new information becomes available which indicates that any of the proposed actions to be funded under this activity might be "major" and their effects "significant", the threshold decisions for those actions will be reviewed and revised by the MEO and an environmental assessment prepared, as appropriate. It is the responsibility of the COR to timely inform the MEO/Nepal and BEO/Asia of any changes in the scope and nature of the approved activities that may require the revision of the approved Categorical Exclusion Threshold Decision.

APPROVAL OF ENVIRONMENTAL ACTION RECOMMENDED:

APPROVED DATE DISAPPROVED DATE

Adriana Hayes Adriana Hayes Acting Mission Director Acting Mission Director

CONCURRENCE:

APPROVED DATE DISAPPROVED DATE

William Gibson William Gibson Bureau Environmental Officer Bureau Environmental Officer

USAID/Nepal’s Early Grade Learning Activity/Request for Categorical Exclusion

Adriana Hayes

Digitally signed by Adriana Hayes Date: 2021.07.26 16:04:35 +05'45'

William L Gibson

Digitally signed by William L Gibson Date: 2021.07.26 11:25:43 -04'00'

CLEARANCES AND APPROVAL OF RECOMMENDED ENVIRONMENTAL ACTIONS:

CC:

● Activity File

● MEO Tracking

● OAA

● RLA

USAID/Nepal’s Early Grade Learning Activity/Request for Categorical Exclusion

Jaya Krishna Upadhyay, Acting Director, EDO Clear Date: 7/7/2021

Pragya Shrestha, MEO Clear Date: 7/7/2021

Charles Yesolitis, Acting Director, PPD Clear Date: 7/13/2021

Andrei Barannik, Regional Environmental Advisor/SCA & OAPA

Clear Date: 7/8/2021

Scott Phillips, Acting RLO clear w/ edits Date: 7/15/2021

Jay Maghraoui, Acting DMD Clear Date: 7/16/2021