J.3 CA Education IEE amd 1 approved 11_18_2019 Asia 20-007 valid thru FY 2027.pdf

Asia 20-007

USAID

FROM THE AMERICAN PEOPLE

AMENDMENT #1

TO THE PROGRAMMATIC EDUCATION INITIAL ENVIRONMENTAL EXAMINATION

(IEE)

PROGRAM/ACTMTY DATA:

Project/Activity Name:

I .Uzbekistan Education Activity 2.Tajikistan Education Activity 3 . Any other Education activities within the IEE approved budget ceiling, duration , sco pe, nature and type of work Country /Region: Kazakh stan, Kyrgyzstan, Tajikistan, Turkmenistan , Uzbekistan

/Central Asia F Objective:

RDCS Objectives:

Program Areas :

Odginal IEE funding amount:

New activities Funding:

Amended IEE funding amount:

Funding Period:

IEE Prepared by:

Date:

IEE Amendment? YesC8'.I No D

Additional references:

Objective 3: Investing in People DO1: Expanded diverse and competitive trade and markets DO 3: More effective and inclusive governance institutions that serve the public good ES. I Basic Education ES.2 Higher Education $105 million 1

$60 million (Uzbekistan 20 million ; Tajikistan 25 million) $146 million

FY2020 - FY2027

Inna Kirilyuk , Education Project Management Specialist , USAID /CA Mavjuda Nabieva, Education Project Management Specialist , Tajikistan Country Office, USAID /CA 11/08/2019 Date of Original Education Programmatic IEE August 12, 2011 (Asia 11-133 2 )

None

ENVIRONMENTAL ACTION RECOMMENDED (Place X where applicable)

Catego rical Exclusion (CE): C8J Positive Determination (PD): D Negative Determination With Conditions (NOC): C8J

Deferral (D): D Negative Determination (ND): D Exempt ion (E) : D

CLIMATE RISK RATING(S): (Place X where applicable)

Low: [X] Medium: [-] High: [-] Adaptation /Mitigation Measures: Applicable

CONCTRUCTION: Will this project/activity involve construction as defined by ADS 201 and 303?

Wote: Through the end ofFY2020 USAID obligated est.$76million for Education activities 2 ECO link to the programmatic Education IEE: https://ecd.usaid.gov/repos itory/pdf/38184.pdf

YesONo~

If other new activities (TBD) under this Education P-IEE amendment involve construction as defined by ADS 201 and 303, implementing partners will have to conduct construction risk assessment in accordance with ADS 20 l requirements.

1.0 PURPOSE:

The purpose of this programmatic Education IEE (P-IEE) Amendment #1 is to timely and duly:

• Reflect on the P-IEE extension from FY2020 to FY 2027.

• Account for the increase of the total LOP funding of this P-IEE from $105 million to $146 million.

• Account for two new activities: Uzbekistan Education Activity, Tajikistan Education Activity; and for any other future education activities, with same and similar scope and nature, in Central Asia for a period of up to seven years within IEE budget ceiling, scope, nature and type of work.

• Confirm that the scope, nature and type of two new Uzbekistan and Tajikistan activities are consistent with those of regional and country-specific activities described in the original P-IEE.

• Stipulate that all previously approved Threshold Decisions and related conditions, limitations and stipulation for revision shall fully apply to new activities.

• Establish that approved Categorical Exclusion Threshold Decision applies to the referred two new activities in Uzbekistan and Tajikistan.

• Conduct the first review of climate risk screening (CRS) and management for Uzbekistan Education and Tajikistan Education activities as required by the ADS 201mal.

• Stipulate that prior to commencement of projects and activities with approved Negative Determination with Conditions (NOC) the implementing partner(s) (IP) shall conduct CRS for all sectoral and sub sectoral activities (see: https://www.usaid.gov/ads/policy/200/20 Imai) (see section 3.4 below).

• Stipulate that all approved Threshold Decisions, conditions, including limitations and revisions, shall be fully transposed into procurement instruments.

• Stipulate that at the post-award conference, the USAID/Central Asia (CA) and USAID/ Kyrgyz Republic (KR) Mission Agreement Officer's and Contract Officer's Representatives (A/CORs) together with the Mission Environmental Officers (MEOs) and Climate Integration Leads (C!Ls) shall explain to the implementing partner(s) approved Threshold Decisions, conditions and limitations in force as provided in this P-IEE Amendment #1.

A/CORs shall regularly check, including site visits and engaging MEOs/CILs on implementation of activities and shall seek to ensure that all activities are in full compliance with the environmental conditions approved in the original P-IEE and this amendment.

2.0 BACKGROUND AND NEW ACTIVITY DESCRIPTION

The education activities in Tajikistan and Uzbekistan will support the U.S. Government Strategy on International Basic Education, the goal of which is to empower partner countries to better respond to their education needs, strengthen local education systems and solutions, and utilize data and evidence to improve learning outcomes. The current USAID education policy reinforces these core principles and highlights the importance of education programming that supports foundation literacy and numeracy skills needed for future learning and success. These activities will also support the Department of State and USAID Joint Strategic Plan (JSP) objective 2.2 to "promote educated, healthy and productive populations in the country to drive inclusive and sustainable development and support U.S.G. prosperity and security objectives."

These activities will support USAID/Central Asia's Regional Development Cooperation Strategy through Development Objective 3: "More effective and inclusive governance institutions that serve the public good."

These activities will support this Objective's Intermediate Results (IR) and two Sub-!Rs: IR 3.3: Increased use of health, education and other services by target population; and Sub-IR 3.3.1 Increased access to services and Sub-IR 3.3.2 Improved quality of services.

11,e new Basic Education activity in Tajikistan (est. 25 mil) will focus on improvement of basic education skills for children in primary grades 1-4, with a particular focus on improving reading comprehension, critical thinking skills, and math. The activity will support three main components:

Component I: Improved instruction and availability of supplemental reading materials Component 2: Improved instruction and availability of supplementary math materials Component 3: Increased government capacity to develop and implement cohesive primary education policies and programs.

The new Education activity in Uzbekistan (est. 20 mil} will focus on development, testing, implementation, and evaluation of effective and scalable education reforms that improve learning outcomes for Uzbek students throughout the country. The principal host-country counterpart for this program is the Republic of Uzbekistan's Ministry of Public Education (MOPE) and relevant technical and policy units at the national, sub-national, and school level. USAID will support three main components:

Component 1: Improved Reading and Math Outcomes in Grades I - 6 Component 2: Increased IT Nation Initiative for Grades I - 11 Component 3: Improved English Language Instructions in Grades 1-6.

Illustrative activities for these new programs are available in Annex I. Relationship to other USAID and donor programs is included as Annex 4.

2.1 Lessons Learned

During the last several years, all USAID/CA Education activities have been in full compliance with USAID requirements established in the P-IEE. A/ CO Rs and USAID/CA USAID/KR MEOs/CILs visited multiple project sites and conducted environmental compliance monitoring of these activities. All activities qualified for a Categorical Exclusion and didn't require environmental screening, mitigation, monitoring and reporting to

USAID.

3.0 ENVIRONMENTAL COMPLIANCE SCREENING OF NEW ACTIVITIES

3.1 Environmental compliance screening

It is expected that up to I 00 % of funding for new activities in Tajikistan and Uzbekistan will fall under Categorical Exclusion and will not require further environmental review and reporting to USAID. Under other new activities (TBD) USAID may consider procuring some electric or electronic equipment, and make small scale renovations. This work will qualify for NDC activities and IPs will have to provide environmental management in accordance with terms established in the P-IEE and this amendment.

3.2 Climate Risk Management Analysis (CRM)

Central Asia is a land-locked region with wide-ranging climate regimes, from arid deserts to mountains with heavy precipitation, contrasts observed both within and across the region's individual countries. Over the past 50 years, the increase in temperature has discernably impacted the region, evidenced by the significant decrease in both mountain snowpack and the volume of the Tien Shan glaciers. The actual and future climate change has been analyzed in multiple resources 3• Expected climate change stressors and impacts include increases in

3 . k 1· I . Some Im ·s to c 1matc c 1angc reviews:

temperature (2.0 to 5.7°C increase in annual mean temperatures by 2085), extreme weather events, changing rainfall patterns and increased storm intensity and frequency; increased drought and glacial melt, continued expansion of deserts and arid areas. This will add pressure to human health , already stressed and exploited natural resources, such as pasture , forests and wildlife, and could increase the spread of transboundary pests.

The exacerbated degradation of biodiversity, natural habitats, and ecosystems due to climate stressors increases vulnerability of impoverished and rural areas, which largely lack the financial or political capacity to overcome these growing challenges. Additionally , changes in climate will likely affect local and regional economies, as overexploitation and lack of resources are projected to impact key industries such as agriculture, energy, and other water-dependent activities 4•

Climate variability and climate change can impact schooling outcomes in several different ways. In the most direct sense , extreme weather events such as intensive rains, floods and mudflows may destroy or damage school buildings, or schools may be used to shelter people who have been displaced from their homes. This leaves children temporarily unable to attend school, and some kids may never return to their studies. Agricultural households suffering losses to income and food security caused by droughts or heat waves may not have enough money to pay school fees or may pull their children out of school to help earn additional income. During severe drought s, girls in rural areas may miss school because they must travel longer distances to collect water. In addition, entire families may migrate in search of food, water, and employment, pulling their kids out of school. Also, extreme heat lowers children ability to learn; exposure to extreme heat in prenatal and early childhood could make it harder for children to attain secondary school education.

Though there is a moderate or sometimes high risk of negative climate change impact on different aspects of education process , the climate change risk to the achievement of planned results or sustainability of planned USALD activities will be presumably low due to nature of education activities and due to climate change risks being addressed at the planning stage as shown in the CRM table in Annex 2.

3.3 Threshold Determinations and recommended environmental actions

Recommended Action: (a) Categorical Exclusion (more than 99% of funding) - pursuant to 22 CFR 216.2( c )(2)(i) , the originator of the activities has determined that Activities consist of types of interventions entirely within the categories listed in paragraph (c)(2), "Categorical Exclusions," of Section 216.2, "Applicability of Procedures ," of Title 22 CFR Part 216, "AID Environmental Procedures" , and therefore are categorically excluded from any further environmental review requirement s. The originator of the proposed action has further determined that the proposed activities are fully within the following classes of actions:

-Education, technical assistance , or training programs except to the extent such programs include activities directly affecting the environment (such as construction of facilities, etc.) [22 CFR 216.2(c)(2)(i)];

-Analy ses, studies, academic or research workshops and meetings [22 CFR216.2( c )(2)(iii)];

-Document and information transfers [22 CFR 216.2( c)(2)(v)];

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-Studies , projects or programs intended to develop the capability of recipient countries to engage in development planning, except to the extent designed to result in activities directly affecting the environment (such as construction of facilities, etc. [22 CFR 216 .2(c)(2){xiv)].

(b) Negative Determination wit/, Conditions less than one per cent of funding for activities related to development of procurement of electric and electronic equipment and small scale rehabilitation of schools, training centers, and the like. IP can recommend and assist in implementation of these actions only if environmental screening is done and mitigation measures are proposed to prevent potential negative impact of proposed activities in accordance with terms of the Education P-IEE and IP' s procedures below.

3.4 Implementing partner requirements:

--The IP shall follow requirements and conditions established in the P-IEE.

--Each site-specific activity with NOC will require development of Environmental Review Checklist (ERC , see template in Annex 3) with EMMP and its approval by the MEO/CIL prior to an activity start. The Standard Conditions List and Table 2 of the P-IEE as well as USAID sector environmental and social guidelines and practices (https://www .usaid.gov/environmental-procedure s/sectoral -environmental -socia l-best-practi ces) should be used as a guide in developing of ERC with EMMP .

--CRS for projects / activities with NOC shall be presented in ERC, and appropriate commensurate mitigation and adaptation measures shall be developed and presented in integrated Environmental Mitigation and Monitoring plans (EMMP), as part of ERC. ERCs shall be reviewed and approved by the MEO/CIL and

A/COR

--If small scale activities qualifying for "construction" as specified in ADS 20 I maw take place, the IPs shall follow construction risk management procedures established in this ADS. This work may require revision of the P-IEE amendment# I .

--Use ADS 312 for procurement of various types of commodities.

4. REVISIONS:

Pursuant to 22 CFR 2 I 6.3(a){9), if new information becomes available which indicates that activities to be funded by these activities might be "major" and the Program's effect "significant" , this determination will be reviewed and revised by the originator of the activity and submitted to the Asia Bureau Environmental Officer for approval and, if appropriate, an environmental assessment will be prepared. It is the responsibility of the USAID A/COR to keep the USAID/CA mission , and the BEO/Asia informed of any new information or changes in scope and nature of the activity that might require revision of the P-IEE . USAID/CA and USAID/Kyrgyz Republic Missions shall regularly check the implementers on any changes in the scope and nature of the approved activities, which may warrant the revision of the approved Threshold Decisions.

USAID APPROVAL OF ENVIRONMENTAL ACTION RECOMMENDED:

Clearance:

Regional Mission Director, USAID/CA:

Mission Director, USAID/KR:

Regional Environmental Advisor for Central and South Asia & OAPA:

Mission Environmental Officer & C!L, USA!D/CA:

Mission Environmental Officer &

USAID/KR:

Concurrence:

Asia Bureau Environmental Offic

Ju Lt·e ~f?~(d w[kJ'r Christopher JV. Edwards

,. 7 </ - ;?(l //2 1 ~ avetskaya

Cccd: Project files, MEO tracking, OAA, RLO

Date: I/ )tr}tJ

Date: /I &~./ ;:?.cJ !f

Date: i 1 0j );lt/ ':J I

I ~ Ii/: I , ·I / < Date: J 1 1 {) / /µ /

Annex 1 Environmental Compliance Screening of Proposed Edncation Activities

CE: Categorical Exclusion

NDC: Negative Determination with Conditions

Project/Activity Illustrative Activities Threshold Remarks Determination

Education Activities in Taiikistan Component I: Improved • Differentiating PD for teachers of students in GI & G2 and instruction and teachers ofGJ & 04, It is expected that some level of availability of training related to the development of foundational reading CE supplementa1 reading skills (phonemic awareness, phonics and fluency) will materials need to be included for teachers ofGl and 02. For 03 &

04 teachers, PD should focus on building academic and content~specific vocabulary, as well as reading comprehension skills.

• Training should be adapted as needed primarily for CE teachers ofTajik and Russian as well as consideration for teachers who teach in Uzbek, especially to help GI & G2 teachers transition students from home language to Tajik

• Training modules that prepare all teachers to use formative CE assessment to modify and guide their instruction, including the use of differentiated, or remedial, instruction when necessary.

• Development of appropriate pedagogical related to CE reading subjects materials, such as teachers' guides, that can be easily integrated into the existing curriculum.

• Integration of strategies and activities for building SEL CE skills, as appropriate, into training.

• Consider the use and application of the Universal Design CE for Learning framework in literacy instruction, even if creating fully inclusive classrooms is not possible.

• The activity should plan for the monitoring and evaluation of the teacher PD program, including data from classroom CE observations, to ensure modifications arc made as needed.

Component 2: Improved • Initial analysis of teacher instructional practices in instruction and mathematics, and teachers understanding of the CE, availability of competency~based standards.

supplementary math • A teacher's guide, activity guide, or other pedagogical materials materials which can be used by teachers to support their CE mathematics instruction,

• A classroom observation form which makes reference to specific skills and activities teachers should use in the CE classroom.

• A crosswalk of materials developed and the specific activities and skills they will be used to teach. CE

Component 3: Increased • Identify and support approaches to institutionalize government capacity to pedagpgical support for Primary teachers; CE develop and implement • Identify and develop approaches to modernize teacher cohesive primary education policies and professional development; including in-service and pre- CE programs service curriculum, policies, practices, and systems;

• Strengthen the capacity of MOES and NTC to develop, administer, analyze, and disseminate results from national CE primary schools' assessments;

• Develop strategies and tools for the MoES to utilize different types of assessment data for planning and CE budgeting

• Review and develop modernised innovative in service and preservice modules for teacher professional development CE m which focus on strategies for improving reading comprehension for all reading related subjects to ensure it is institutionalised at the the national policy and professional development systems, to increase the number of qualified teachers and improve the quality of instructions by using research-based instructional approaches and innovative materials and technology applications.

• Strengthen the capacity of the government to generate and use education verifiable and disaggregated data to drive CE transparency and accountability, informing decision-makers on the challenges to efficiently target reforms and resources;

• Proposals should include a plan to conduct a CE comprehensive system diagnostic ahead of finalizing the activity design and should also include a draft monitoring and evaluation framework with details about how inputs, outputs, outcomes, and assumptions for all aspects of the theory of change will be regularly tracked to ensure fidelity of implementation and diagnose breaks in the theory of change

Education Activities in Uzbekistan

Component 1: Improved • Revision of national curriculum standards and supporting CE Reading and Math materials Outcomes in Grades l - 6 • In-service and pre-service (as appropriate) teacher professional development

CE

• Teaching and learning materials developed and distributed CE

• Head teacher and school leaders trained and empowered to support and assess learning outcomes CE

• lmplementation, and dissemination of results from, national EGRAIEGMA CE

Component 2: Increased • ICT standards and curriculum developed or revised CE IT Nation Initiative for • Cost-efficient curriculum and materials for CS education Grades l -11 and JCT applications for reading, math, and English CE revised or developed

• Develop a plan for Public-private partnerships and for CE expansion oflT Nation implementation in schools

• Training to develop and deliver baseline and end of course assessments CE

Component 3: Improved • Review and enhance reforms to English language CE English Language curriculum Instructions in Grades 1-6 • Review and help finalize English standards CE

• Capacity building for MOPE to use standards to develop CE English materials

• Develop framework and criteria for evaluating and "leveling" supplemental reading materials in English CE

Annex2

CRM Assessment Matrix for Education Activities in Central Asia

Defined or Climate Risks Risk How Risks are Further Analysis and Opportunities to Strengthen Anticipated Ratin Addressed at Actions for Activity Climate Resilience Project g Project Level - Design/ Elements Implementation

--IP will have to consider -- of agricultural, marketing and Climate change poses a higher threat to So far the risks are recommendations for raising nutrition sectoral players air temperature rise in Central Asia considered only partially. efficiency of education --IP may work with the education

Education above global mean increases, causing Nonnally project events process during high heat ministry on ensuring that no schools are process, droughts and, prolonged heat waves in take place in air season located in disaster areas subjected to trainings, lowland plains and heavy rainfalls and conditioned spaces and flooding and workshops, increased frequency of extreme events venues are chosen in a --IP may select air conditioned schools public events (mudflows, avalanches, etc.) in most way that they are not --IP will consider alternative or consider installation of air parts of Central Asia. affected by the routes to proje•ct sites and conditioners and/or fans in schools catastrophic natural event venues; Consider and training facilities to conduct

There might be different (direct and calamities. virtual site visits and comfortable atmosphere during indirect) ways of climate change impact L trainings and flexibility built education process on education development and planned in schedule/virtual meeting activities: IP will work with other donors and the GOT I.Participants may not be able to get to --The IP will include to increase the climate change resilience training venues due to flooding or L appropriate messaging and knowledge, to mitigale climate risk and intensive rains in mountainous areas instructions, when applicable, in encourage adoption of alternative other extreme weather events especially its training and orientation approaches to continue service delivery and in mountain areas; packages to prepare staff and other health system functions during heat beneficiaries on mitigating and and drought periods.

2. Students may be impacted by L managing climate change risks.

extremely high heat which in combination with low air circulation may cause reduction in

Renovation/ Possibility of damage to infrastructure L This normally presents IP should consider all Recommend inclusion of missing small due to increased frequency and intensity low risk as currently in possible adaptation measures elements of climate resilience in construction of floods and other extreme events. accordance with national during national /local construction policies and of schools, legislation and construction/renovation procedures that may include relocation trainings Latrines placement and design depends construction code all planning stage. IP should of some buildings and structures. Work centers. on a set of natural resources conditions, designs are developed by explore all construction risks with nationai provincial and municipal sanitary including ground water level. If the L licensed engineers and including climate change government officials and planners on the facilities such level is raised due to climate change architects and approved based on ADS 201 maw availability and importance of as latrines. factors, the latrine should either be by authorized preferable approach and construction standards; to alert designers relocated or its design should be governmental bodies in national legislation and construction workers of Installation of adjusted. areas where construction enforcement of standards office electric is permitted (not flooded, and electronic Success of small L no avalanchellandslide equipment construction/rehabilitation of buildings, threat! mud-flow threat, as well as installation of office not high seismicity, and equipment, depends on stability and various site-specific quality of buildings where this mitigation measures are equipment and supplies are going to be taken into account).

installed and used.

Annex3

USAID

FROM THE AMERICAN PEOPLE

ENVIRONMENTAL REVIEW CHECKLIST

FOR IDENTIFYING POTENTIAL

ENVIRONMENTAL IMPACTS

OF PROJECT ACTIVITIES AND

PROCESSES

for [Activity Name]

Implemented under: [Project Name]

DCN: [of Parent IEE]

Prepared by: [Implementer]

ENVIRONMENTAL REVIEW CHECKLIST FOR IDENTIFYING POTENTIAL

ENVIRONMENTAL IMP ACTS OF PROJECT ACTIVITIES AND PROCESSES

The Environmental Review Checklist for Identifying Potential Environmental Impacts of Project Activities and Processes (ERC) is intended for use mainly by implementing partners to: assess activityMspecific baseline conditions, including applicable environmental requirements; identify potential adverse environmental effects associated with planned activity(s) and processes; and develop environmental mitigation and monitoring plans (EMMPs) that can effectively avoid or adequately minimize the identified effects. This ERC can also be substituted for other ERC versions that may have been attached to project initial environmental examinations (IEE). If implementing partners are in doubt about whether a planned activity requires preparation of an ERC, they should contact their Contracting Officer's Representative (COR)/Agreement Officer's Representative (AOR) for clarification. (When preparing the checklist, please indicate "not applicable" for items that have no bearing on the activity.)

A. Activitv and Site Information Project Name: (as stated in the triggering IEE)

Mission/Country:

DCN of Triggering IEE:

Activity/Site Name:

Type of Activity:

Name of Reviewer and Summary of Professional Qualifications:

Date of Review:

B. Activity Description

1. Activity purpose and need

2. Location of activity

3. Beneficiaries, e.g., size of community, number of school children, etc.

4. Number of employees and annual revenue, if this is a business

5. Implementation timeframe and schedule

6. Detailed description of activity and site, e.g., size of the facility or hectares of land; steps that will be taken to accomplish the activity

7. Existing or planned certifications, e.g., ISO 14001 EMS, ISO 9000, HCCP, SA 8000, Global

Gap, Environmental Product Declarations, Eco Flower, EcoLogo, Cradle to Cradle, UL Environment, GREEN GUARD, Fair Trade, Green Seal, LEED, or various Forest Certifications

8. Site map, e.g., provide an image from Google Earth of the location

9. Photos of site (when available)

C. Activity-Specific Baseline Environmental Conditions I. Population characteristics

2. Geography

3. Natural resources, e.g., nearby forest/protected areas, ground and surface water resources

4. Current land use

5. Proximity to public facilities, e.g. schools, hospitals, etc.

6. Other relevant description of current environmental conditions in proximity to the activity

D. Legal, Regulatory, and Permitting Requirements I. National environmental impact assessment requirements for this activity

2. Applicable National or local permits for this activity, responsible party, and schedule for obtaining them:

PermitTvne Resnonsible narty Schedule Zoning BuildimdConstruction Source Material Extraction Waste Disoosal Wastewater Storm Water Management Air Oualitv Water Use Historical or Cultural Preservation Wetlands or Water bodies Threatened or Endan!!ered Snecies Other

3. Additional national or other international environmental laws, conventions, standards with which the activity might be required to comply

a. Air emission standards

b. Water discharge standards

c. Solid waste disposal or storage regulations

d. Hazardous waste storage and disposal

e. Historical or cultural preservation

f. Other

E. Engineering Safety and Integrity (for Sections E. and F., provide a discussion for any of the listed issues that are likely to have bearing on this activity)

1. Will the activity be required to adhere to formal engineering designs/plans? Have these been or will they be developed by a qualified engineer?

2. Do designs/plans effectively and comprehensively address:

a. Management of storm water runoff and its effects?

b. Reuse, recycling, and disposal of construction debris and by-products?

c. Energy efficiency and/or preference for renewable energy sources?

d. Pollution prevention and cleaner production measures?

e. Maximum reliance on green building or green land-use approaches?

f. Emergency response planning?

g. Mitigation or avoidance of occupational safety and health hazards?

h. Environmental management of mobilization and de-mobilization?

1. Capacity of the host country recipient organization to sustain the environmental management aspects of the activity after closure and handover?

3. Are there known geological hazards, e.g., faults, landslides, or unstable soil structure, which could affect the activity? If so, how will the project ensure structural integrity?

4. Will the site require grading, trenching, or excavation? Will the activity generate borrow pits? If so, how will these be managed during implementation and closure?

5. Will the activity cause interference with the current drainage systems or conditions?

Will it increase the risk of flooding?

6. Will the activity interfere with above- or below-ground utility transmission lines, e.g., communications, water, sewer, or natural gas?

7. Will the activity potentially interfere with vehicle or pedestrian traffic?

8. Does the activity increase the risk of fire, explosion, or hazardous chemical releases?

9. Does the activity require disposal or retrofitting ofpolychlorinated biphenyl containing equipment, e.g., transformers or florescent light ballasts?

F. Environment, Health, and Safety Consequences

1. Potential impacts to public health and well-being

a. Will the activity require temporary or permanent property land taking?

b. Will activities require temporary or permanent human resettlement?

c. Will area residents and/or workers be exposed to pesticides, fertilizer, or other toxic substances, e.g., as a result of farming or manufacturing? If so, how will the project:

i. Ensure that these chemicals do not contaminate ground or surface water?

11. Ensure that workers use protective clothing and equipment to prevent exposure?

iii. Control releases of these substances to air, water, and land?

iv. Restrict access to the site to reduce the potential for human exposure?

d. Will the activity generate pesticide, chemical, or industrial wastes? Could these wastes potentially contaminate soil, groundwater or surface water?

e. Will chemical containers be stored at the site?

f. Does the activity remove asbestos-containing materials or use of building materials that may contain asbestos, formaldehyde, or other toxic materials? Can the project certify that building materials are non-toxic? If so, how will these wastes be disposed of?

g. Will the activity generate other solid or hazardous wastes such as construction debris, dry or wet cell batteries, florescent tubes, aerosol cans, paint, solvents, etc.? If so, how will this waste be disposed of?

h. Will the activity generate nontoxic, nonhazardous solid wastes (subsequently requiring land resources for disposal)?

1. Will the activity pose the need to handle and dispose of medical wastes? If so, describe measures of ensuring occupational and public health and safety, both onsite and offsite.

J. Does the activity provide a new source of drinking water for a community? If so, how will the project monitor water quality in accordance with health standards?

k. Will the activity potentially disturb soil contaminated with toxic or hazardous materials?

I. Will activities, e.g., construction, refurbishment, demolition, or blasting, result in increased noise or light pollution, which could adversely affect the natural or human environment?

2. Atmospheric and air quality impacts

a. Will the activity result in increased emission of air pollutants from a vent or as fugitive releases, e.g., soot, sulfur dioxide, oxides of nitrogen, volatile organic compounds, methane.

b. Will the activity involve burning of wood or biomass?

c. Will the activity install, operate, maintain, or decommission systems containing ozone depleting substances, e.g., freon or other refrigerants?

d. Will the activity generate an increase in carbon emissions?

e. Will the activity increase odor and/or noise?

3. Water quality changes and impacts

a. How far is the site located from the nearest river, stream, or lake?

b. Will the activity disturb wetland, lacustrine, or riparian areas?

c. What is the depth to groundwater at the site?

d. Will the activity result in increased ground or surface water extraction? If so, what are the volumes? Permit requirements?

e. Will the activity discharge domestic or industrial sewage to surface, ground water, or publicly-owned treatment facility?

f. Does the activity result in increased volumes of storm water run-off and/or is there potential for discharges of potentially contaminated (including suspended solids) storm water?

g. Will the activity result in the runoff of pesticides, fertilizers, or toxic chemicals into surface water or groundwater?

h. Will the activity result in discharge oflivestock wastes such as manure or blood into surface water?

i. Does the site require excavation, placing of fill, or substrate removal ( e.g., gravel) from a river, stream or lake?

4. Land use changes and impacts

a. Will the activity convert fallow land to agricultural land?

b. Will the activity convert forest land to agricultural land?

c. Will the activity convert agricultural land to commercial, industrial, or residential uses?

d. Will the activity require onsite storage of liquid fuels or hazardous materials in bulk quantities?

e. Will the activity result in natural resource extraction, e.g., granite, limestone, coal, lignite, oil, or gas?

f. Will the activity alter the viewshed of area residents or others?

5. Impacts to forestry, biodiversity, protected areas and endangered species

a. Is the site located adjacent to a protected area, national park, nature preserve, or wildlife refuge?

b. Is the site located in or near threatened or endangered (T &E) species habitat? Is there a plan for identifying T&E species during activity implementation? IfT&E species are identified during implementation, is there a formal process for halting work, avoiding impacts, and notifying authorities?

c. Is the site located in a migratory bird flight or other animal migratory pathway?

d. Will the activity involve harvesting of non-timber forest products, e.g., mushrooms, medicinal and aromatic plants (MAPs), herbs, or woody debris?

e. Will the activity involve tree removal or logging? If so, please describe.

6. Historic or cultural resources

a. Are there cultural or historic sites located at or near the site? If so, what is the distance from these? What is the plan for avoiding disturbance or notifying authorities?

b. Are there unique ethnic or traditional cultures or values present in tl1e site? If so, what is the applicable preservation plan?

G. Further Analysis of Recommended Actions (if the applicable IEE requires the use ofERCs to perform further analysis of recommended actions, then check the appropriate box below. If this analysis is not required , then skip this and proceed with Section H If required by the IEE, the ERC shall be copied to the Bureau Environmental Officer (BEO)).

□ 1. Categorical Exclusion: The activity is not likely to have an effect on the natural or physical environment. No further environmental review is required.* D 2. Negative Determination with Conditions: The activity does not have potentially significant adverse environmental, health, or safety effects, but may contribute to minor impacts that can be eliminated or adequately minimized by appropriate mitigation measures. EMMPs shall be developed , approved by the Mission Environmental Officer (MEO) (and the BEO ifrequired by the IEE) prior to beginning the activity, incorporated into workplans, and then implemented. See Sections H and I below.* D 3. Positive Determination: The activity has potentially significant adverse environmental effects and requires further analysis of alternatives, solicitation of stakeholder input, and incorporation of environmental considerations into activity design. A Scoping Statement must be prepared and be submitted to the BEO for approval. Following BEO approval an Environmental Assessment (EA) will be conducted. The activity may not be implemented until the BEO clears the final EA. For activities related to the procurement, use, or training related to pesticides , a PERUSAP will be prepared for BEO approval.

□ 4. Activity Cancellation: The activity poses significant and unrnitigable adverse environmental effects . Adequate EMMPs cannot be developed to eliminate these effects and alternatives are not feasible. The project is not recommended for funding.

*Note regarding applicability related to Pesticides (216.2(e): The exemptions of §216.2(b)(l) and the categorical exclusions of §216.2( c )(2) .rncl, a.\ tec/111ic:t1/ t1.\.\i.\tu11ce, etl11catio11, and training are not applicable to assistance for the procurement or use of pesticides.

H. EMMPs (Using the format provided below, or its equivalent, list the processes that comprise the activity , then for each, identify impacts requiringfurther consid eration, and for each impact describe the mitigation and monitoring measure s that will be implemented to avoid or adequately minimize the impacts. All environment , health , and safety impacts requiring further consideration, which were ident[fied in Section F., should be addressed)

Activity-specific environmental mitigation plan (Upon request, the MEO may be able to provide your project with example EMMPs that are specific to your activity.)

Processes Identified Do the Impacts Mitigation 1\lcasures Monitoring ' Monitoring and Responsible Records Generated En, ironmcntal Require Further ' lnclicators Reporting Parties

Im mets Consideration? Fre uencv

List all the A single process may For each impact, indicate For each impact requiring Specify indicators For example: Separate parties If appropriate, describe types processes that have several Yes or No; if No, provide further consideration, to (I) determine if "Monitor weekly, responsible for of records generated by the comprise the potential impacts- Justification, e.g .. : describe the mitigation mitigation is in and report in mitigationfrom those mitigation, monitoring, and activity(s)(e.g. provide a separate (/) There are no measures that wiff avoid or place and (2) quarterly reports, If responsible for reporting process.

asbestos roof line for each. applicable legal adequately minimi=e the successful. XX,Y occurs. reporting, whenever removal, requirements including impact. (Jfmitigation immediately inform appropriate, installation of permits or reporting and measures are well-specified For example, visual USAID CORIAOR. " toilets, remove (2) There is no relevant in the IEE, quote directly inspections/or and replace community concern and from IEE.) seepage around pit flooring) A line (3) Pollution prevention latrine;

should be is notfeasible or sedimentation at included for practical and stream crossings, each process. (4) Does not pose a risk etc.)

because of/ow severity, frenuenri,, or duration

I. Certification of No Adverse or Significant Effects on the Environment I, the undersigned, certify that activity-specific baseline conditions and applicable environmental requirements have been properly assessed; environment, health, and safety impacts requiring further consideration have been comprehensively identified; and that adverse impacts will be effectively avoided or sufficiently minimized by proper implementation of the EMMP(s) in Section G. If new impacts requiring further consideration are identified or new mitigation measures are needed, I will be responsible for notifying the USAID COR/AOR, as soon as practicable. Upon completion of activities, I will submit a Record of Compliance with Activity Specific EMMPs using the format provided in ERC Annex 1 or its equivalent.

Implementer Project Director/COP Name Date

J. Approvals:

USAID CORIAORName Date

Mission Environmental Officer Name Date

Distribution:

• Project Files

• Bureau Environmental Officer

Subject:

To:

Conv:

Date:

ERCANNEXl

RECORD OF COMPLIANCE WITH ACTIVITY-SPECIFIC

ENVIRONMENTAL MITIGATION AND MONITORING PLANS (EMMPs)

Site or Activity Name/Primary Project Name/IEE DCN Number CORIAOR!Activitv Manaf!er Name Mission Environmental Officer Name

The [name of the implementing organization] has finalized its activities at t.he [site name] to [describe activities and processes that were undertaken]. This memorandum is to certify that our organization has met all conditions of the EMMPs for this activity. A summary of the how mitigation and monitoring requirements were met is provided below.

1. Mobilization and Site Preparation

2. Activity Implementation Phase

3. Site Closure Phase

4. Activity Handover

Sincerely, Implementer Project Director/COP Name Date

Approved:

USAID/COR/AOR/Activity Manager Name Date

Distribution:

• Project Files

• MEO

• Bureau Environmental Officer

ANNEX4

RELATIONSHIP TO OTHER USAID AND DONOR PROGRAMS

In Tajikistan, since 2012 USAID has provided funding and technical assistance to the Government of Tajikistan Ministry of Education and Science (MOES) on a wide range of education reform programs. This Activity will coordinate with, or learn from, the following past and current USAID and other donor activities and initiatives:

USAID Quality Reading Program (ORP), 10/2012-9/2017. This program was USAID's first program in Tajikistan that focused specifically on improving early grade reading outcomes. In collaboration with the MOES, QRP developed and delivered in-service teacher training for 17,500 teachers; trained more than 2,600 librarians and methodologists; provided 226, 974 Tajik and Russian reading books; supported a range of community-based activities, such as summer reading camps and mobile libraries, to promote reading; and developed and implemented a mentoring program to provide on-going support for teachers. The QRP program reached 1807 schools, 20,541 teachers and 435,000 students.

USAID Read With Me /RWM), 10/2016-9/2021. USAID RWM aims to improve reading outcomes of75 percent of primary students in Grades 1-4 through: I) increased availability of reading materials; 2) Improved reading instructions; 3) increased innovations and partnerships and 4) Increased government support to improve reading. R WM will lay a foundation to expand literacy initiatives to focus on top priority for US AID programming in education sector that is sustained improvements in learning outcomes and skills development by renewing and increasing its emphasis on education for children and youth; increasing engagement with non state actors and promote finance and delivery of innovations; improve country capacity to generate and use assessment data to drive transparency, accountability and inform decision makers and transform teacher policies and professional development to ensure representation and promotion of U.S. interests and maximize the efficient use of taxpayer dollars.

USAID FtF Tajikistan Health and Nutrition Activity, 9/2019-09/2020. Improving integrated healthcare at all levels. The program focuses on maternal, newborn, and child health, with an emphasis on nutrition, sanitation, and hygiene. The best practices on Social Behavioral Change (SBC), diversity, dietary, health and hygiene and main nutrition messaging will support the new Basic Education activity.

USAID Prevention and Treatment of Moderate Acute Malnutrition in Tajikistan, 6/2017-6/2021. Assists malnourished children in 140 Primary Health Centers in five pilot districts through the provision of specialized nutritious food.

THRIVE Global Development Alliance, 2018-2023. USAID AKF Thrive aims to enhance integrated socio economic development for men, women, boys and girls in Khatlon Province and Gomo-Badakhshon Autonomous Oblast (GBAO). Children's development Component is financed by AKF to promote complementarity and avoid duplication in overlapping sites in Khatlon and GBAO. The targeted primary and secondary teachers will have the professional development opportunities to reinforce their teaching pedagogy to improve overall performance in their schools.

In Uzbekistan, USAID, will coordinate new activity with other development organizations including USG agencies, bilateral and multilateral donor partners, and will leverage external resources to overcome barriers that local institutions face in conducting and using research to improve education systems, service delivery, and learning outcomes. This could involve partnering with US higher education institutions to directly support local researchers, institutions, agencies, or regional associations. This may also involve working with USAID programs and other donors to identify local potential, help unlock local resources, and foster paitnerships across regions, including other developed and developing countries. With a small and under-developed private sector in Uzbekistan, USAID will seek potential collaboration with the nascent private sector to mobilize and apply private sector expertise, capabilities and resources, and build robust development cooperation between universities and industry.