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Skills for Competitiveness Project (RRP CAM 50394)

Social Safeguards Due Diligence Report

February 2019

Kingdom of Cambodia: Skills for Competitiveness

Project

Prepared by Ministry of Labour and Vocational Training for the Asian Development Bank.

http://www.adb.org/Documents/RRPs/?id=50394-002-3

CONTENTS

A. Introduction ...................................................................................................................... 1

B. Project Civil Works ........................................................................................................... 3

C. Objectives of the Due Diligence Report ............................................................................ 4

D. Methodology .................................................................................................................... 4

E. Findings ........................................................................................................................... 5 1. Land Acquisition and Involuntary Resettlement ............................................................. 5 2. Indigenous Peoples .....................................................................................................11

F. Consultations ................................................................................................................. 12

G. Grievance Redress Mechanism ..................................................................................... 17

H. Implementation Arrangements ....................................................................................... 18

I. Implementation Schedule ............................................................................................... 19

J. Conclusion ..................................................................................................................... 20

LIST OF TABLES

Table 1: Outputs of civil works in the five TTIs ......................................................................... 3 Table 2: Summary of cost estimates for NPIA, Siem Reap ...................................................... 6 Table 3: Summary of cost estimates for BIT, Battambang ....................................................... 7 Table 4: Summary of cost estimate for RTC, Svay Rieng ........................................................ 8 Table 5: Summary of preliminary cost estimates for TVET Park, Phnom Penh ........................ 9 Table 6: Summary of preliminary cost estimates for ITC, Phnom Penh ................................ 11 Table 7: Consultation participants by category and sex in the TTIs in December 2018 ......... 12 Table 8: Summary of views, concerns and suggestions from participants in consultations in the TTIs ....................................................................................................................................... 14 LIST OF FIGURES

Figure 1: Location map of NPIA with proposed new buildings under the Project ..................... 6 Figure 2: Location map of Battambang Institute of Technology with proposed new buildings . 7 Figure 3: Location map of Regional Polytechnic Institute Techosen in Svay Rieng with proposed new buildings ........................................................................................................... 8 Figure 4: Location map of Technical and Vocational Education and Training Park, Phnom Penh with proposed new buildings .......................................................................................... 9 ANNEXES

1. Land titles of the TTIs on the construction lands 2. Participant lists of the consultations in the TTIs in December 2018

ABBREVIATIONS

ADB Asian Development Bank

BIT Battambang Institute of Technology

CIEDI Cambodia-India Entrepreneurial Development Institute

CQF Cambodian Qualification Framework

DD Due Diligence

DGTVET Directorate General of Technical and Vocational Education and Training

DMFP Department of Macroeconomic and Fiscal Policy

EA Executing Agency

GRC Grievance Redress Committee

GRM Grievance Redress Mechanism

IEE Initial Environmental Examination

IA Implementing Agency

IP Indigenous People

IR Involuntary Resettlement

ITC Institute of Technology of Cambodia

ITI Industrial Training Institute

MEF Ministry of Economy and Finance

MLVT Ministry of Labour and Vocational Training

MoEYS Ministry of Education, Youth and Sports

NPIA National Polytechnic Institute of Angkor

NTTI National Teacher Training Institute

PIC Project Implementation Consultant

PMU Project Management Unit

RGC Royal Government of Cambodia

RTC Regional Polytechnic Institute Techosen

S4C Skills for Competitiveness Project

SDF Skills Development Fund

SDP Sector Development Program

STEM Science, Technology, Engineering, and Mathematics

TTI Technical Training Institute

TVET Technical and Vocational Education and Training

WBL Work-Based Learning

A. Introduction 1. The proposed Asian Development Bank (ADB) Skills for Competitiveness Project will support the Royal Government of Cambodia (RGC) policies of higher-level skills development in order to respond to labor force demands of the industrial development. The Skills for Competitiveness project seeks to enhance the skills and competitiveness of Cambodia’s technical and manufacturing sector labor force to meet the needs of the related industries. The project will develop human resources in higher value-added industries by (i) strengthening selected public post-secondary Technical and Vocational Training Institutes (TTIs) in priority sectors and locations; (ii) promoting work-based learning (WBL) programs to upskill the current workforce; and (iii) supporting the government’s planned Skills Development Fund (SDF). 2. In particular, the project will enhance the skills and competitiveness of the labor force in Cambodia’s industrial sector. Besides upgrading the relevance and quality of existing Technical and Vocational Education and Training (TVET) programs, the proposed project will support priority domestic and export industries to meet the identified skills gap and develop vocational and technical education through increased public-private partnerships. In particular, Cambodia’s Special Economic Zones that that have been established to attract foreign investments, will be target areas of the new project.

3. The impact of the project will be that Cambodia’s industrial structure is modernized and transformed from labor-intensive to skills-driven by 2025. The outcome will be that skills and competitiveness of men and women in the industrial labor force are improved.

4. The proposed Skills for Competitiveness project will strengthen cooperation between educational institutions and industries. The project will focus on four priority industrial sectors:

(i) Construction (ii) Electronics (iii) Electricity (iv) Manufacturing

5. Based on consultations with the Directorate General of Technical and Vocational Education and Training (DGTVET)/ Ministry of Labour and Vocational Training (MLVT) and an assessment according to developed selection criteria, based on MLVT/DGTVET and ADB requirements, and through an assessment of potential TTIs, four TTIs under MLVT and one TTI under Ministry of Education, Youth and Sport (MoEYS) were proposed to be selected for support by the Skills for Competitiveness project. Following discussions with MLVT/DGTVET the following institutes have been selected and approved by ADB to be targeted by the project:

(i) The National Polytechnic Institute of Angkor (NPIA) in Siem Reap (ii) The Battambang Institute of Technology (BIT) (iii) The Regional Polytechnic Institute Techosen (RTC) in Svay Rieng (iv) National Technical Training Institute for TVET Park in Phnom Penh: TVET Park

consisting of (i) The National Technical Training Institute (NTTI), (ii) The Industrial Training Institute (ITI), (iii) The Preah Kossomak Polytechnic Institute; and (iv) The Cambodia-India Entrepreneurial Development Institute; and

(v) The Institute of Technology of Cambodia (ITC) in Phnom Penh (managed under the MoEYS).

6. The Skills for Competitiveness Project will focus on enhancement of post-secondary, diploma level (technician) training, highlighting important linkages with key selected industries in

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the selected institutions. The expected outcome of the Project will be Improved skills and competitiveness of men and women in the industrial labor force. 7. The outputs of the project will be (i) Quality and relevance of post-secondary TVETtraining improved; (ii) WBL with industry partnerships promoted; and (iii) Innovative TVET financing mechanisms expanded. 8. Output 1: Quality and relevance of post-secondary TVET improved. The output will support increased access, quality, and relevance of selected five TTIs by: (i) improving facilities and equipping 16 new buildings (workshops, laboratories, classrooms, and dormitories); (ii) updating and delivering industry relevant diploma level competency-based curriculum in four priority sectors; (iii) training at least 300 trainers, management, and Industry Liaison Unit (ILU) staff to increase their skills and understanding on industry responsive programs; and (iv) providing stipend to diploma students. The objective of this output is to produce at least 18,000 skilled technicians at diploma level (of which 28% women) in priority sectors in the next 5 years. 9. The sub-outputs are:

(a) Upgrading facilities at selected TTIs; (b) Provision of training equipment at selected TTIs; (c) Merit-based stipend program for diploma level students; (d) Development of industry-relevant diploma program; (i) Development of competency-

based diploma programs with industry linkages, (ii) Strengthen STEM in diploma program; and

(e) Strengthening teaching capacity of trainers including expansion of the Return to Industry Program.

Output 2: Work-based Learning with industry partnerships promoted. The Project will promote Work based learning (WBL) programs1 through developing capacity of selected TTIs to liaise with enterprises in their catchment area to identify training needs, develop responsive training proposals, and deliver skills upgrading programs effectively. 60 management and Industry Liaison Unit (ILU) staff and 40 trainers from selected TTIs will be trained to implement at least 18 WBL programs for up to 360 trainees in partnership with enterprises and to access Skills Development Fund or other private sector funding. 10. The sub-outputs are:

(a) Strengthening ILUs of selected TTIs (b) Developing capacity of TTIs staff for (c) Strengthening private sector

11. Output 3: Innovative TVET financing mechanisms expanded. The project will support Skills Development Fund (SDF) pilot currently implemented by Department of Macroeconomic and Fiscal Policy, Ministry of Economy and Finance (DMFP/MEF) to further strengthen and expand innovative TVET financing mechanism. 12. SDF is being established to be an industry driven workforce development financing mechanism in supporting industries both for upskilling and reskilling of existing or skilling of future

1 Work-based learning (WBL) in the context of the Project relates to the provision of training to employees of enterprises under an arrangement (either contracting training service or partnership arrangement) between the enterprise and TTI. It is a medium to upgrade the skills of those in employment in accordance with enterprise and industry demands in order to improve industry productivity and competitiveness. It is also medium to develop the capacity of the TTIs to engage with industry and enterprises to enter into training agreements.

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workforce. SDF aims to build confidence and trust in TTI-industry partnerships. It has unique features in; (i) assisting demand-driven skills development through proposal-based application and selection; (ii) encouraging private sector’s contributions in training by cost-sharing model; (iii) focusing on results through achieving pre-identified Key Performance Indicators; and (iv) prioritizing high growth demand

13. The sub-outputs are:

(a) Strengthening capacity of DMFP to manage; and (b) Provide fund to SDF.

B. Project Civil Works 14. Project supported civil works will take place under Output 1.a. The TTIs have identified requirements for upgrading or establishment of additional facilities in accordance to the preferred priority sectors. These include laboratories, workshops and classrooms, administrative offices, common institutional facilities, and dormitories for men, women and teachers as means to attract and/or retain trainees and staff. Civil works requirements per TTI in terms of classrooms, laboratories, workshops, administrative and management space, and dormitories have been defined and agreed. 15. The NPIA in Siem Reap has got its land plot allocated by Authority for protection of the site and Management of the Region of Angkor (APSARA),2 while the other institutions (BIT, TVET Park, ITC and RTC Svay Rieng) are to be built around existing structures within the operational campuses.

16. In all of the institutes, the major physical works will include construction of new buildings or renovating existing buildings for classroom purposes, workshops for training purposes (e.g. electricity or construction workshops), or accommodation purposes (dormitories for both male and female students as well as teachers). 17. The proposed improvements also include arranging/improving drainage, sewerage and water supply in the campus, as well as other improvements such as pavements, green areas, tree planting, pond restoration and solid waste management on compounds to make the campus safer and better place for students and staff to live and study/work. 18. Table 1 shows a list of the civil works requested by the selected TTIs (to be confirmed). 19. All the construction will take place within the Institutes’ compounds on Government-owned land, owned either of MLVT or of MoEYS (for the ITC). The new development land for NPIA is also owned by the Government.

Table 1: Outputs of civil works in the five TTIs

Location Classrooms Workshop and Laboratory Dormitories Other

NTTI/TVET Park

Four-story classroom building for construction, and

Four-story classroom building for manufacturing

Workshop for Construction and

Workshop for Manufacturing

Three-story dormitory building

MEP System including septic tank

2 APSARA National Authority or ANA created in 1995 to answer to one of the conditions of inscription of the Angkor Site

on the World Heritage List. In 1999, APSARA National Authority became a public administrative institution, endowed with legal entity, and administrative and financial autonomy.

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Location Classrooms Workshop and Laboratory Dormitories Other

RPITSSR Five-story classroom building

Two-story workshop building for manufacturing, electricity and electronics

Five-story dormitory building

MEP System including septic

tank

BIT Four-story classroom building

Rehabilitation of workshop for construction and

electricity

Four-story dormitory building


NPIA Three-story classroom

building

Three-story classroom building

Mezzanine story workshop for construction

Three-story dormitory building for male students


ITC Seven-story knowledge community center for electricity and

manufacturing

Renovation of glass cladding auditorium hall

Three-story workshop for construction


BIT = Battambang Institute of Technology, ITC = Institute of Technology of Cambodia, MEP = Mechanical, Electrical, Plumbing NTTI = National Teacher Training Institute, RPITSSR = Regional Polytechnic Institute Techo Sen Svay Rieng, TVET = Technical and Vocational Education and Training, TTI = Technical and Vocational Training Institutes. Source: Asian Development Bank.

C. Objectives of the Due Diligence Report 20. During project preparation transactional technical assistance (TRTA), the project is classified as Category C for Involuntary resettlement. The due diligence is conducted to (i) determine whether the project will have any involuntary resettlement impacts; (ii) identify any relevant actions needed to ensure the impacts are properly documented; (iii) define mitigation measures; and (iv) ensure required safeguards documents are drafted in accordance with the ADB’s Safeguard Policy Statement3 and laws of the RGC. 21. Likewise, the Project is classified as Category C for Indigenous Peoples. The due diligence is conducted to (i) determine whether the project will have any impacts on indigenous peoples; (ii) identify any relevant actions needed to ensure the impacts are properly documented; (iii) define mitigation measures; and (iv) ensure required safeguards documents are drafted in accordance with the ADB’s Safeguard Policy Statement (footnote 2) and laws of the RGC.

D. Methodology 22. The Due Diligence is based on:

(i) Consultations arranged in each TTI in December 2018 with teachers, students and other staff of the TTIs, as well as representatives for the neighboring communities who were invited to participate. In these consultations the planned civil works, construction impacts and their mitigation were introduced, and participants’ views, concerns and expectations concerning the construction were recorded and discussed.

3 ADB. 2009. Safeguard Policy Statement. Manila.

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(ii) Information from workshops with leaderships of the TTIs in October–November 2018. The TRTA team organized a series of meetings with management, administrative and teaching staff of each selected TTI for planning of the different outputs of the project.

(iii) Existing secondary data from the commune/sangkat office of each TTI area to provide a picture of the neighboring communities to the TTIs in terms of population. ethnicity and occupational orientation.

(iv) The Draft Civil Works assessment report prepared by ADB TRTA, containing technical details of the proposed civil works, and the existing and proposed master plans of the targeted TVET institutes.

E. Findings 1. Land Acquisition and Involuntary Resettlement 23. All the planned civil works will take place either within the existing boundaries of the TTIs or in already allotted new campus areas (the NPIA in Siem Reap and the BIT in Battambang). All the land areas for civil works construction supported by the Skills for Competitiveness project are owned by the MLVT or the MoEYS. For government ownership of the land titles, see Annex 1. 2. Areas to be affected by the proposed civil works 24. National Polytechnic Institute of Angkor in Siem Reap is currently operating from temporarily rented premises in Siem Reap town but will shift its activities into a new compound area 7 km from the town. The new location is in Preak Kuy Village, Sangkat Slor Kram, Siem Reap Municipality. The sangkat has consists of 10 villages, three of them bordering the TTI area, namely Prey Kuy, Tram Neak and Chhong Kaosu. The sangkat population is 49,645 people in 6,861 households with 9,974 families. Majority of the families are Khmer, except 67 Cham and 108 Vietnamese; additionally, 5 Thai and 1 Korean family are living in the commune area. Main livelihoods of the inhabitants are farming and small business activities (44% of the households) and working for the government (36%). Approximately, 20% of the inhabitants are migrants from other provinces. 25. Land area of the new campus area of the NPIA was owned by APSARA and has been transferred to NPIA in 2016. No complaints are known to have been raised regarding the land acquisition as the land has not been associated with any private users and/or owners.

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Figure 1: Location map of NPIA with proposed new buildings under the Project

26. The civil works for NPIA in Seam Reap are detailed in the table below.

Table 2: Summary of cost estimates for National Polytechnic Institute of Angkor, Siem Reap

Source: Transaction technical assistance report.

27. Battambang Institute of Technology in Battambang is located in Rumchek 4 village, Ratanak Sangkat in Battambang town. The sangkat consists of 8 villages with a total population of 16,123 people in 2,718 households, of which 744 are recorded as poor. Rumchek 4 village 2,644 inhabitants in 710 households of which 175 are poor. All the population is Khmer. Majority of the households (95%) get their livelihoods from trading activities. 28. The BIT is located and operates on a well laid-out campus on a 12.5-hectare large tract of land and is an operational facility, where new classroom and dormitory buildings will be constructed, and workshops rehabilitated within the boundaries of the facility.

1

New 3-storey classroom building

47mx14m 1 1,347,255.00 1,347,255.00

2


L(54/28)mx10m 1 1,474,200.00 1,474,200.00

3

New construction of mezanine-

storey workshop 16mx20m for

construction 1 204,160.00 204,160.00

4

New construction of 3-storey boy

dormitory building

L(28/27)mx10m 1 861,840.00 861,840.00

3,887,455.00

194,372.75

-

4,081,827.75

Direct Cost

Professional Fee 5%

Tax Exemption

Est.Investment Cost @NPIA

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Figure 2: Location map of Battambang Institute of Technology with proposed new buildings

29. Preliminary cost estimates and types of expected civil works are summarized below.

Table 3: Summary of cost estimates for Battambang Institute of Technology, Battambang

Source: Transaction technical assistance report

30. Regional Polytechnic Institute Techosen in Svay Rieng is located in Mepleng Village in Svay Rieng Sangkat in Svay Rieng town. The sangkat consists of seven villages, and the three villages of Srah Vong, Roang Baleh, Veal Yon as well as the next sangkat Por Tahor border the institute compound. The total population of Sangkat Svay Rieng is 14,339 people in 2,894 households, of which 189 are recorded as poor. All the people are Khmer; no other ethnic groups are recorded in the area. Major part of the households, approx. 70% are traders and 20% are government officers.

1

New 4-storey classroom

building 45mx10m 2 936,000.00 1,872,000.00

2

Rehabilitation of workshop

16mx35m for construction 1 48,720.00 48,720.00

3

Rehabilitation of workshop

16mx35m for electricity 1 48,720.00 48,720.00

4

New 4-storey dormitory

building 56mx10m 1 1,191,680.00 1,191,680.00

3,161,120.00

158,056.00

-

3,319,176.00

Tax Exemption

Est.Investment Cost @BIT

Direct Cost

Professional Fee 5%

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Figure 3: Location map of Regional Polytechnic Institute Techosen in Svay Rieng with proposed new buildings

31. The land plot where the institute located is owned by MLVT and all improvements will take place within the compound of the institute. Civil works include construction of new classroom and workshop buildings and a dormitory as well as rehabilitation of the administrative building. The following table summarizes the types of works and cost estimates.

Table 4: Summary of cost estimate for Regional Polytechnic Institute Techosen in Svay Rieng


32. NTTI/TVET Park in Phnom Penh is located in Tuek Thla Sangkat in Russei Kaev District in Phnom Penh city area. The sangkat consist of nine villages, and the TVET park lies in Chong Thnal Khang Kaeut village area. All the population is recorded to be Khmer. Approximately 40% of the households earn their livelihoods as traders, 30% as workers, and 20% as government officers.

1 1 1,323,270.00 1,323,270.00

2 1 106,312.50 106,312.50

3 1 1,133,304.00 1,133,304.00

4 1 1,545,331.52 1,545,331.52

4,108,218.02

205,410.90

-

4,313,628.92

Summary

Direct Cost

Professional Fee 5%

Tax Exemption

Est.Investment Cost @RTC

New 2-storey workshop building

38mx16m for manufacture electricity

and electronics

New 5-storey dormitory building

32mx16m

Rehabilitation of 1-storey school admin

building 46mx10m


45mx10m

9

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Figure 4: Location map of Technical and Vocational Education and Training Park, Phnom

Penh with proposed new buildings

33. The TVET park located in Phnom Penh within densely populated city area (figure 4). TVET park consists of four technical institutes (i) NTTI; (ii) ITI; (iii) Cambodia-India Entrepreneurship Development Institute; and (iv) Presh Kossomak Polytechnic Institute. The four TVET Park institutes are located at four contiguous sites in urban Phnom Penh. Government has determined to amalgamate the four schools at the administrative level. A prakas confirming this was issued by the MLVT in September 2016. 34. Civil works include construction of classroom and workshop buildings as well as dormitory with proposed locations marked in blue in the location map above. Civil works and preliminary estimates are summarized as follows.

Table 5: Summary of preliminary cost estimates for Technical and Vocational Education and

Training Park, Phnom Penh

1 1 2,993,760.00 2,993,760.00

2 1 2,993,760.00 2,993,760.00

3 1 109,200.00 109,200.00

4 1 109,200.00 109,200.00

5 1 2,816,856.00 2,816,856.00

9,022,776.00

451,138.80

-

9,473,914.80

Direct Cost

Professional Fee 5%

Tax Exemption

Est.Investment Cost @TVET Park

Summary

New construction of 4-storey classroom

building 80mx12m for construction

New construction of 4-storey classroom

building 80mx12m for manufacturing

New construction of workshop 16mx35m

for construction

New construction of workshop 16mx35m

for manufacturing

New construction of 3-storey dormitory

90mx12m

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35. The Institute of Technology of Cambodia in Phnom Penh is located in Toulkok District Teuk Laak 1 commune in the city area of Phnom Penh in Teuk Laak 2 village. All the population in the area is Khmer, and approximately 50% of the households earn their living mainly as government officers and approximately 40% as traders.

Figure 5: Location map of Institute of Technology of Cambodia, Phnom Penh with proposed new buildings

36. The ITC is an existing educational facility operating in Phnom Penh. The institutes requested construction of a new building and renovation of one big existing building. The building to be renovated is a big construction with high glass wall area in the middle, which will be demolished and rebuilt (the glass structure makes the building too warm). 37. Proposed civil works include renovation of glass cladding auditorium halls as well as construction of new workshop, and knowledge community center. Preliminary cost estimates are summarized below.

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Table 6: Summary of preliminary cost estimates for Institute of Technology of Cambodia, Phnom Penh


38. All the proposed construction sites are located along the existing roads, have available space within the institute compounds for storage of construction materials. Therefore, no land acquisition for new access road or additional space during the construction is needed. This has to be confirmed during the further planning of the civil works construction within each TTI. 39. The proposed project will not require any acquisition of new land and will not lead to involuntary resettlement in any of the selected TTI locations. The project is therefore classified as Category C for Involuntary Resettlement, and no resettlement plan is required.

3. Indigenous Peoples

40. Khmer people make up 90% of the Cambodian population, followed by 5% of the Vietnamese, and the rest being Chinese, Cham (mostly Muslim people) and indigenous ethnic groups that are sometimes called Khmer Loeu. 41. There are 24 different groups of people that are identified as indigenous peoples. They are estimated to make up approximately 200,000 people or 1.2% of the population, and reside mainly in the rural areas of Ratanakiri, Mondulkiri, and Kratie Provinces, living on small-scale agriculture, forestry and fishery. Groups are often identified by their language, and at least 19 indigenous languages are identified in Cambodia, divided into two linguistic families, the Austronesian and the Mon-Khmer.4 42. None of the targeted TTIs are located in a province with indigenous (Khmer Loeu) populations. Cambodians with Cham, Chinese, and Vietnamese ethnic affiliation are well integrated with the Khmer people in the mainstream society, and their communities have no poverty, marginalized or isolated status. 43. Equal access to education is in Cambodia guaranteed to all citizens independent of their ethnic background or sex. Ethnicity of students is therefore not registered, and according to

4 OpenDevelopment Cambodia, Plant, R. 2002. Indigenous People/Ethnic Minorities and Poverty Reduction – Cambodia.

1

New construction of 3-storey

workshop 28mx14m for

construction 1 831,600.00 831,600.00

2

New construction of 7-storey

knowledge community center

48mx21m for electricty and

manufacturing 1 4,318,272.00 4,318,272.00

3

Renovation of glass cladding

auditorium halls at 4-storey

building 1 195,000.00 195,000.00

5,344,872.00

267,243.60

-

5,612,115.60

Direct Cost

Professional Fee 5%

Tax Exemption

Est.Investment Cost @ITC

https://opendevelopmentcambodia.net/topics/ethnic-minorities-and-indigenous-people/

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information from the selected TTIs, the institutes have no policy for indigenous or ethnic minority students, and they lack any record of their students’ ethnicity. 44. The proposed project is Safeguard Category C for Indigenous Peoples, and no Indigenous Peoples Plan is required, because there are no indigenous peoples present in the project area. The project will not directly or indirectly or indirectly affect the dignity, human rights, livelihoods systems, or culture of Indigenous Peoples or affect the territories or natural or cultural resources that IPs own, use, occupy or claim as their ancestral domain.

F. Consultations 45. Consultations with teachers, students and other TTI staff, with invited representatives for the commune and adjoining villages of each TTI area as well were organized in all the targeted TTIs 11–13 December 2018. The purpose of the consultations was to attain some basic information of the TTI, to inform of the planned civil works construction and the expected construction impacts, and to receive feedback from the participants with their views, concerns and ideas regarding the construction. 46. There are five consultations and one in each TTI took place. A total of 49 persons participated and among them are 25 women and 24 men. Among the participants, there are 15 students, 29 teachers, and other staff members. A total of five representatives for the neighboring communities participated in the consultations in Siem Reap, Svay Rieng, Battambang, and TVET park in Phnom Penh. The participation in each consultation is summarized in Table 7, and the participant lists and original attendant sheets are enclosed in Annex 2.

Table 7: Consultation participants by category and sex in the Technical and Vocational Training Institutes in December 2018

Location Position Sex

Total No. Male Female

NPIA Siem Reap Teacher/ Admin management staff 1 5 6

Resident in commune 1 - 1

BIT Battambang Teacher / staff 5 3 8

Student 2 2 4

Resident in commune 1 1 2

RTC Svay Rieng Admin management staff 5 1 6

Student 2 2 4

Resident in commune - 1 1

TVET Park Phnom Penh Teacher / Admin management staff 1 4 5

Student 2 1 3

Resident in commune 1 - 1

ITC Phnom Penh Teacher 1 3 4

Student 2 2 4

TOTAL 24 25 49

BIT = Battambang Institute of Technology, ITC = Institute of Technology of Cambodia, NPIA = National Polytechnic Institute of Angkor, RTC = Regional Polytechnic Institute Techosen, TVET = Technical and Vocational Education and Training. Source: Transaction technical assistance report

47. All participating staff and students were entirely positive to the proposed civil works and construction activities. They appreciated improved facilities which are expected to enhance studying, teaching and students’ living circumstances. They did not foresee negative impacts from the construction except for temporary noise and dust, and they suggested that, if possible, main construction activities should take the place during the vacations, and that construction activities should be avoided during night time.

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48. Students considered important to have separated dormitories for male and female students either on different floors or in different buildings. They suggested safety measures like surveillance cameras, lockable doors and security guards at night time. 49. Participating representatives from the communities neighboring the TTIs did not expect negative construction impacts apart from noise and dust, because all the construction works are planned to take place within the boundaries of the TTI compounds. 50. Issues discussed, questions, and feedback from the participants in each consultation meeting in the five TTIs are summarized in Table 8. 51. During the project preparation, the TRTA team also organized a series of consultative meetings in the selected TTIs to discuss the proposed content, activities and outputs of the project. The attendees were directors, deputy directors, teachers, students and administration staff of the TTIs, including also civil works experts and construction teachers. These meetings were held 3–4 October 2018 at BIT, 5–6 October 2018 at NPIA, 11 October 2018 at RPTSSVR, 12 October 2018 at ITC, and 17 October 2018 at TVET Park. No specific social issues were discussed, except for the construction schedule that was requested by the TTIs to be restricted to day-time, from 7am to 9am or 10am, with a lunch break between 11:30am and 1pm, and a request to build a fence around the construction and storage areas for safety of students and staff. 52. Majority of the respondents in all the consultations organized in the TTIs support the project, which they expect to improve the quality and relevance of the technical education for the industrial sectors and promote the WBL in industry connections of their institute.

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Table 8: Summary of views, concerns and suggestions from participants in consultations in the TTIs Issue/question/data NPIA, Siem Reap BIT, Battambang RTC, Svay Rieng TVET Park, Phnom Penh ITC, Phnom Penh

1. TTI year of establishment Mid-2016 14 August 1989 2001

TTI was officially founded in Phnom Penh on 29 December1999 by Sub-Degree no 109 dated 24 October 2001.

Name: TVET Park in 2018

1962

2. What is student recruitment base?

Siem Reap town and surroundings, also children to families migrated from other provinces

District of Battambang Districts around SVR town 80% from provinces around Phnom Penh

Whole country

3. Are there indigenous or ethnic minority students and staff in the TTI?

None None

Some students with Vietnamese origin, but fluent in the Khmer

language; and

No teachers/staff with indigenous or ethnic minority origin.

None

No records on ethnicity, all students and staff are registered as Cambodians

4. Comments and suggestions regarding the construction plan

Positive: Good that the construction will be implemented.

Negative: Construction should have been needed already a long time ago, it is late.

Suggestions regarding construction plan:

• Construction should add floors to existing one-story buildings;

• Dormitories should have separate buildings for female and male students;

and

• Although the compound area is large, future construction planning should be included.


• Student dormitory the most important construction for RTC;

• Limited land available, therefore dormitory should have four stories, top floor for women;

• Dormitory should be built on old workshop land, workshop to be moved to the top floor of another

existing building; and

• Female dormitory on top floor.

Suggestions regarding

construction plan:

• Very good with separate dormitory buildings for male

and female students;

• Female dormitory needed for increasing enrolment of female students; and

• Safety in dormitories very

important.

Positive with new construction as some buildings are quite old.


• Construction should preferably take place during vacation; and

• Important that Knowledge Community Center and laboratory are included in the construction plan.

5. Concerns on dormitory design

There should be separate dormitory buildings for male and female students.

Dormitories should have security measures like

Currently total enrolment 539 students (16.7% female), 40 dorm students (20% female);

There should be a separate female dormitory

Total current student enrolment 600, dorm students 200 (30% female);

New design should be a building with separate compartments or floors for

Currently few dorm students due to lack of a comfortable dormitory - 2000 students enrolled, 40% female, of them 100 are dorm students

(5% female);

Currently old dormitories located in a different area

from the school with

100 dorm students (50%

female);

There should be separate dormitories with separate

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lockable doors, guards,

security cameras.

building to encourage

female enrolment; and

Good restrooms are much needed.

male and female students, and with doors that can be closed:

•There should be parking

on ground floor;

• Teacher dormitory (separate male and female) should be on 1st floor; and

• Male dormitory on 2nd floor.

There should be a separate

dormitory building;

Dormitory should have five floors;

bathrooms for male and

female students;

There should be lockable doors and security cameras for safety of

students; and

Each dormitory should have a study room and a computer lab.

6. Considerations on the

construction impacts:

• potential negative impacts

• potential risks

• proposed mitigation/

management measures

No negative impacts expected because the TTI will be located in the outskirts of the town, and there will be no neighbors next to the compound

No comments

No negative impacts or problems expected because construction within the compound;

Important that construction will be of good quality and have a drainage system; and

Security is very important, so each building should be equipped with a security

camera.

There is sufficient land for new construction of dormitory and/or classroom;

More buildings mean increased operation costs, and requires larger budget;

and

Dormitory security is crucially important, especially for female

dormitory.

Hope to have good construction standard, so there will be no complaints;

Not serious negative impacts expected except for noise and dust, because the construction site will be in the back area of the compound; and

Construction preferably during school vacation

7. TTI neighborhood

• potential construction impacts and risks

• concerns

• proposed mitigation

measures

No negative impacts expected because of the quite isolated location of the construction site with no neighbors.

No concerns because the TTI compound area is large and construction will take place within it.

Neighbors wish the school to have buildings of good quality and with a drainage system; and

The institute is important not only for youth in Svay Rieng but also other provinces in Cambodia.

Neighbors have no concerns if TTI will manage the construction properly, not make much noise during the construction and

afterwards;

Important to ensure good construction quality and a good drainage system;

TTI should manage waste disposal from the compound; and

Hope there is no problem re. noise, trash and drainage

system.

Neighbors have no concerns if TTI will manage the construction properly without causing any damage to the neighboring houses;

There should not be too much construction noise; and

Dust from the construction should be minimized.

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8. Preferences, suggestions concerning complains:

• where prefer to complain

• how to complain

• assistance needed

No opinion No opinion

Aim to report to the MLVT and maybe ADB for coordination to solve any problem.

If any concerns related to the construction, aim to report to local authority and

MLVT.

Usually if there are problems, people take them to Sangkat leader or Sangkat police. In TTI problems should be taken up with Head of department.

MLVT = Ministry of Labour and Vocational Training, RTC = Regional Polytechnic Institute Techosen, TTI = Technical and Vocational Training Institutes, TVET = Technical and Vocational Education and Training.


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G. Grievance Redress Mechanism 53. A Grievance Redress Mechanism (GRM) will be established to address Likely Affected Households’ or Persons’ grievances and complaints regarding civil works construction. This mechanism will cover social, environmental as well as other types of grievances associated with the project. Each sub-project will set up a Grievance Redress Committee (GRC) that will address any complaints during both the construction and operation phases of the subproject. 54. The GRM procedures to be adopted by the grievance redress committee should be transparent, easy to understand and in the Khmer language. The process should also be uniform in registration of complaints to provide subproject affected persons with free access to the procedures. The response time between activating the procedure and reaching a resolution should be as short as possible. 55. The GRM process is shown in Figure 1. The mechanism will be implemented during both construction and operation phases of the project to ensure that all complaints from affected communities are addressed, with corresponding corrective actions being implemented, and the complainant being informed of the outcome. It will be applied to all complaints from affected parties. 56. If there is a concern or grievance from affected person concerning environment or other matters that negatively affect the affected people’s livelihood or well-being, the first step is to lodge the complaint to the GRC, which is composed of representatives of the TTI administration and of the affected community. The complainant will fill-up a Grievance Form and file it to the GRM Committee. Other methods to lodge a complaint include a meeting with the affected person, a written or verbal complaint, suggestion box, or a phone call. It is important to ensure confidentiality for any complainant. 57. The GRM Committee will meet, resolve the complaint, and inform the complainant of the result within 7 working days after the complaint was lodged. If the complainant is satisfied with the outcome, the resolution will be recorded in the GRM logbook with the complainant’s signature. 58. If the complainant is not satisfied, the GRC will propose a long-term corrective action plan to the complainant. If the complainant is satisfied with the proposal, the case will be recorded in the logbook. The proposed long-term corrective action plan will be implemented by the responsible party. During civil works construction phase, most of the responsibility lies on the contractor. The TTI administration is responsible for implementing the Environmental Management Plan during operation phase. 59. If the complainant is satisfied with the implementation of corrective action plan, the outcome will be recorded in the GRM logbook with the complainant’s signature. 60. If after the implementation of long-term corrective action plan and the complainant is still not satisfied, the aggrieved party has the right to appeal to the ordinary courts of law. As litigations take years to resolve, it is still the best option to settle the matter amicably. 61. An effective monitoring system will inform project management about the frequency and nature of grievances. The GRC will arrange regular meetings where the activities and the outcomes/measures taken according to the GRM logbook are to be monitored. In addition to the above, if there are any grievances related to management of social or environmental issues in the project area, the GRM Committee will record these grievances and suggestions and pass it on to the National Environment Specialist who will be monitoring complaints and take them for corresponding action and follow-up.

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62. The GRM will be accessible to diverse members of the community, including the vulnerable sector of society such as women, youth, and the elderly. 63. All meetings with the complainant shall be recorded and copy of minutes, including resolution of issues, shall be provided to the affected person. Copy of the minutes shall also be provided to relevant institutions, including ADB.

Figure 6: Grievance Redress Mechanism

H. Implementation Arrangements 64. The MLVT is the executing agency, and the (i) DGTVET; (ii) ITC of MoEYS; and (iii) Department of Macroeconomic and Fiscal Policy (DMFP) of MEF are the implementing agencies. The executing agency, who reports to the Project Steering Committee, will be responsible for overall reporting on all project activities and ensure that the project is implemented in accordance with the Loan Agreement. The implementing agencies are responsible for implementation of investment activities under the project and report on their respective implementation progress of their respective project activities for compilation by the executing agency for submission to ADB. 65. A Project Management Unit (PMU) is established by the executing agency and is responsible for management of project activities and coordination with implementing agencies. To strengthen synergies between the TVET Sector Development Program (TVET SDP) and the

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Skills for Competitiveness Project, the project director and deputy director of TVET SDP will lead and manage the Skills for Competitiveness Project. The project director will be assisted by deputy project director (Undersecretary of State, MLVT), and in accordance with the government’s Standard Operating Procedures, in consultation with MEF and ADB to appoint qualified project manager, and deputy project manager.

66. Each implementing agency will establish a Project Implementation Unit (PIU) and is responsible for implementation of project activities and coordination with the PMU. The DGTVET will be coordinated by a PIU coordinator and will assign 50 qualified-counterpart staff for supporting the PMU work and the overall project coordination and administration services.5 The staff will be responsible for finance, procurement, the project technical intervention areas, environment and social safeguards including gender and maintaining all project documents and submitting the compiled project progress reports, annual audit reports, financial statements, and the environment and social safeguards of the project as per agreed frequency and in proper format to MEF and ADB.6 The ITC will be coordinated by a PIU coordinator and supported by 16 qualified-counterpart staff responsible for management and monitoring of the project interventions under the ITC, and finance and procurement, technical services, environment and social safeguards, including gender. Similarly, DMFP of MEF will be coordinated by a PIU coordinator and supported by 10 qualified-counterpart staff responsible for management and monitoring of the project interventions under the DMFP (Output 3), and finance and technical services. The Project Implementation Consulting (PIC) firm, individual consultants and contracting firms will be recruited to provide technical support and guidance to the executing agency and implementing agencies. 67. The consulting firm and individual consultants will provide support and assistance to the PMU as well as ITC and the DMFP in the management of project implementation, including financial management, monitoring and evaluation, social and environmental safeguards monitoring, planning and management as well as works oversight. The specialists will be required to work in close cooperation and collaboration with counterpart staff assigned to the Skills for Competitiveness at both national and provincial levels. It is expected that the Specialists will contribute to institutional capacity building. 68. The established Project Steering Committee (PSC) for the TVET SDP, chaired by Secretary of State, MLVT, will also provide overall supervision and guidance to the Skills for Competitiveness Project. The PSC will be responsible for policy direction and project oversight. Its responsibilities will include (i) providing overall supervision and guidance on the implementation of policies; (ii) ensuring coordination with concerned ministries and entities on cross-agency policy dialogue linked to policy reform agenda; (iii) approving annual work plan, including budget plan; and (iv) reporting to the government. Additional PSC members from the IAs sector skills councils of priority sectors will be coopted. The PSC will meet at least twice a year.

I. Implementation Schedule 69. The project time is expected to be 2019–2024. The preparation and management arrangements are planned to take place during 2019 and the implementation of civil works construction is expected to start Q4/2019 and be finalized in Q2/2021.

5 Twenty-three staff (5 for each provincial technical training institute and 8 for TVET Park) out of the fifty staff are responsible for administration, finance, and technical services, including social safeguards and gender, at TTI level under MLVT/DGTVET. 6 With support of the Project Implementation Consulting (PIC) firm and based on input from the respective IAs, the PMU will be responsible for preparing the compiling progress reports, annual audit reports, financial statements, and the environment and social safeguards of the project.

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J. Conclusion 70. The project will not lead to private land acquisition or involuntary resettlement as all the civil works construction will take place within state-owned land areas belonging to the MLVT or the MoEYS. The civil works under the project will include upgrading existing buildings and construction of new buildings that all are located within the compound areas of the TTIs and following the existing master/site plans. 71. There are no private use rights to any land to be either temporarily or permanently acquired by the MLVT or the MoEYS for the project supported civil works construction. The project therefore contains no land acquisition or involuntary resettlement neither it restricts access to land use or legally designated parks. The due diligence confirms that the project is classified as category C for involuntary resettlement impact. 72. Based on the conducted field visits, collection and analysis of the available data and consultations, the project will not directly or indirectly or indirectly affect the dignity, human rights, livelihood systems, or culture of IPs or affects the territories or natural or cultural resources that IPs own, use, occupy or claim as their ancestral domain. Therefore, Safeguard Requirements 3: Indigenous Peoples is not triggered, and the Project is classified as Category C for IP impact.