J.3_Initial Environmental Examination (IEE).pdf

REQUEST FOR CATEGORICAL EXCLUSION (RCE)

Project/Activity Data:

Project/Activity Name: USAID’s Diversity and Inclusion Scholarship Program Amendment (Yes/No), if Yes indicate # (1, 2…): No Geographic Location(s) (Country): Burma Implementation Start Date: 3/30/2023 End Date: 9/29/2027 Bureau Tracking ID:

Tracking ID of Related RCE/IEE (if any): n/a Tracking ID of Other, Related Analyses (if any): n/a

Organizational/Administrative Data

Implementing Operating Unit(s): Burma Total Estimated Cost:

If amended, specify previous funding amount:

If amended, specify new funding total:

Prepared by: Bryce Smedley Date Prepared: 10/31/2022

Environmental Compliance Review Data

Environmental Determination(s):

Categorical Exclusion: [ X ] Negative Determination with Conditions: [ ] Positive Determination: [ ] Deferral: [ ]

IEE Expiration Date:

Additional Analyses/Reporting Required Climate Risk Rating(s): Low __X____ Moderate ______ High ______

Asia 22-120

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 (22CFR 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 activity. This analysis also documents the results of the activity level Climate Risk Management process in accordance with USAID policy (specifically, ADS 201 mandatory reference 201mal). This RCE is a critical element of a mandatory environmental review and compliance process meant to achieve environmentally sound activity design and implementation.

This RCE supersedes Asia 22-086 ( from 9.30.22-9/29/25). The activities under review are recommended for categorical exclusion.

Background and Description of Activities

This cross-sectoral activity will implement a regional scholarship program for promising young individuals to pursue undergraduate, master’s, and doctorate degrees (or similar postgraduate-level training) at regional higher education institutions in bordering nations in collaboration with American universities and colleges. The activity will improve the technical competencies and enhance the leadership potential of future leaders in areas related to agriculture, development, economics, education, health, law, and public policy, among others. The activity will also seek to expand access to virtual and blended learning by offering contextualized higher education content for students who may not qualify for overseas scholarships or are unable to travel outside of the country. The activity will seek to increase the level of goodwill and understanding of American culture and values among a socially, economically, and ethnically diverse group of young Burmese professionals and leaders, enabling Burma to build the skills necessary to achieve self-reliance.

Recommended Threshold Decisions

- Justification for Categorical Exclusion Request

The activities described justify Categorical Exclusions, pursuant to 22CFR216.2(c)(1) and (2), for which an Initial Environmental Examination, or an Environmental Assessment are not required because the actions do not have an effect on the natural or physical environment.

Specifically, as currently planned, these activities fall into the following classes of action:

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

Analyses, studies, academic or research workshops and meetings Document and information transfers

Climate Risk Management

[In accordance with Agency policy, include a brief narrative of the risk assessment methodology and the Project or Activity-Level Climate Risk Management Summary Table or use table from Climate Risk Screening and Management Tool) and attach as an annex. Refer to ADS 201mal “Climate Risk Management for USAID Projects and Activities.”]

Pursuant to the ADS 201mal, USAID must factor climate resilience into international development programs to the extent allowable by law, assessing and addressing climate risk, as appropriate.

Consistent with ADS 201.3.4.5, if climate risk has not been adequately assessed at the strategy or project level, or if the risk rating was not exclusively determined to be “Low”, climate risk must be assessed, with plans specifying mitigation actions at the activity level.

The Climate Risk Screening table summarizes activity-level climate risk management, including programmatic components, identified risk and associated mitigation measures. The implementing partner will implement identified actions during the life-of-activity and report back regularly to the activity manager on the status of their implementation, to enable smooth oversight and ensure sustainability of developmental objectives.

Table 1: Climate Risk Screening

Tasks / Defined or Illustrative Interventions

Climate Risks Risk Rating

How Risks are Addressed

Opportunities to Strengthen Climate Resilience

Provision of scholarships for study in regional higher education institutions, and remote online and offline education opportunities supported by information technology.

Reduced teaching effectiveness and learning success due to interference with course schedules and instruction by climate impacts.

Need to develop new curricula and instructional materials to train students for jobs in other sectors due to reduced employment opportunities in climate-sensitive sectors, such as agriculture.

Low Ensure students have access to safe learning environments and access to offline as well as online (blended) learning opportunities in case of electricity and internet service disruptions due to climate impacts.

Addressing climate change issues that may affect targeted students’ places of learning could provide a platform for engaging students in developing and implementing climate change adaptation in their communities.

There is potential for incorporating climate change themes into relevant HE or Technical and Vocational Education and Training (TVET) courses, or designing courses with environmental and climate change topics as the focus. This could help increase knowledge and understanding of instructors, students, and local communities.

Assistance to vulnerable and marginalized

Marginalized populations may be

Low

Incorporate local knowledge for areas

There is potential for incorporating climate students to increase their access to university or post-secondary TVET.

disproportionately affected by climate change if they live in areas exposed to weather extremes, (in Burma’s case, likely extreme heat, flooding).Population s may not have access to health care resources and amenities that can alleviate the impacts of climate change.

Increased risk of climate-related disasters will tend to exacerbate existing inequalities experienced by marginalized populations (e.g., increased vulnerability of women and children to sexual violence and abuse during and after disasters).

Moderate prone to flooding under extreme conditions.

Incorporate local knowledge for areas prone to flooding under extreme conditions.

Make people more aware of the risks by referring to long-term meteorological data and models in addition to local weather information via mobile phone applications or other information-sharing methods.

change themes into relevant HE or TVET courses, or designing courses with environmental and climate change topics as the focus. This could help increase knowledge and understanding of instructors, students, and local communities.It could also support skills training for youth who could be equipped to address climate change.

Making learning environments “climate safe” could provide opportunities to develop new partnerships among educators, community leaders, emergency relief organizations, and disaster risk management authorities.

Revisions and Limitations

If during implementation, activity interventions are considered outside of those described in this document, an amendment shall be submitted. Pursuant to 22CFR216.3(a)(9), if new activities are added and/or information becomes available which indicates that activities to be funded by the project might be “major” and the project’s effect “significant,” this determination will be reviewed and revised by the Contract/Agreement Officer’s Representative of the project, and submitted to the Mission Environmental Officer and Bureau Environmental Officer for approval and, if appropriate, an environmental assessment will be prepared.