Draft EMF Report Structure - World...

Draft EMF Report

CONTENT

ACKNOWLEDGEMENT .......................................................................................................................1

PROJECT TEAM ................................................................................................................................2

EXECUTIVE SUMMARY.......................................................................................................................3

CHAPTER 1 INTRODUCTION ..........................................................................................................6

1.1 Background of IVTI Project .......................................................................................................................6

1.2 Need for Environmental Assessment ........................................................................................................6

1.3 Terms of Reference for Environmental Assessment..................................................................................7

1.4 CEPT’s Scope of Work ..............................................................................................................................7

1.5 CEPT’s Approach ......................................................................................................................................8

1.6 Report Structure .......................................................................................................................................9

CHAPTER 2 REVIEW OF STANDARDS, CODES AND PRACTICES .......................................................10

2.1 Review of Documents related to Site selection........................................................................................10

2.2 Review of Documents related to Site layout and Design and Construction..............................................11

2.3 Review of documents related to pollution control ...................................................................................12

2.4 Review of documents related to occupational health and safety .............................................................13

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2.5 Operational Policies and Bank Procedures of World Bank ......................................................................13

2.6 World Bank OPs and BPs relevant to IVTI project ................................................................................................................... 14

2.7 Summary............................................................................................................................................................................. 16

CHAPTER 3 ASSESSMENT OF EXISTING SITUATION........................................................................19

3.1 Case Study Selection ..............................................................................................................................19

3.2 Field Investigation...................................................................................................................................22

3.3 Summary of issues identified from field investigation .............................................................................22 3.3.1 Site Planning and Design Related Issues .................................................................................................................... 23

3.3.1.1 Location of ITIs .................................................................................................................................................. 23 3.3.1.2 Site Planning ..................................................................................................................................................... 24 3.3.1.3 Design of buildings / Layouts............................................................................................................................. 27

3.3.2 Construction Issues..................................................................................................................................................... 32 3.3.3 Maintenance Issues ..................................................................................................................................................... 34 3.3.4 Resource Consumption Issues .................................................................................................................................... 37 3.3.5 Environmental Augmentative measures ...................................................................................................................... 38

3.4 Summary of Issues .................................................................................................................................39

3.5 Status of Compliance.................................................................................................................................40

CHAPTER 4 REVIEW OF VOCATIONAL TRAINING STRUCTURE ......................................41

4.1 Present Curriculum .................................................................................................................................41

4.2 Exiting Coverage of Environmental/Health/Occupational Safety Issues...................................................42

4.3 Profile of the Students.............................................................................................................................44

4.4 Best Practices .........................................................................................................................................45

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4.5 Industry Consultation..............................................................................................................................47 4.5.1 Major suggessions ……………………………………………………………………………………..…...47 4.5.2 Requirement from Industries ............................................................................................................................49 4.5.3 Corrections required for improving their usefulness to the industries ....................................................................49 4.5.4 Value Chain Improvement ...............................................................................................................................51

4.6 Overall findings ............................................................................................................................................................ 51

CHAPTER 5 ENVIRONMENT MANAGEMENT FRAMEWORK ...............................................................52

5.1 Impact of Up gradation....................................................................................................................................... 52

5.2 Siting.................................................................................................................................................................... 53 5.2.1 Site layout and Design ....................................................................................................................................54 5.2.2 Site Development ...........................................................................................................................................58 5.2.3 Building Material .............................................................................................................................................59 5.2.4 Building Services ............................................................................................................................................62 5.2.5 Hazardous Waste Management ......................................................................................................................64 5.2.6 Occupational Health and Safety ......................................................................................................................65

5.3 House keeping ........................................................................................................................................65

5.4 Environmental Management System .......................................................................................................69 5.4.1 EMS & Environmental Policy ...........................................................................................................................69 5.4.2 EMS Objectives and Targets ...........................................................................................................................69 5.4.3 Roles and Responsibilities...............................................................................................................................69 5.4.4 Structure For Implementation Of The EMS ........................................................................................................70 5.4.5 Structure for Implementation of the EMS...........................................................................................................70 5.4.6 Capacity Building Requirements for Implementation of the EMS ..............................................................................70

5.5 Key Steps To Undertaking An EMS .........................................................................................................71

5.6 Communication of the Environmental Management System....................................................................72

5.7 Environmental, Health Safety Issues In the Curriculum ...........................................................................73

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5.8 Institutional Framework for Implementation of EMF ...............................................................................74

5.9 Field Testing of EMF..............................................................................................................................74

CHAPTER 6 TRAINING, CAPACITY BUILDING & PUBLIC DISCLOSURE ...............................................80

6.1 Training and Capacity Building Plan .......................................................................................................80

6.2 Public Disclosure policy..........................................................................................................................81 6.2.1 Brief of the Right to Information Act, 2005 .........................................................................................................81 6.2.2 Responsibility of DGE&T in the context of IVTI Project .......................................................................................82 6.2.3 Central Level: .................................................................................................................................................82 6.2.4 State Level: ....................................................................................................................................................82 6.2.5 ITI Level.........................................................................................................................................................83

6.3 Budgets For EMF ....................................................................................................................................84

6.3 Budgets For EMF ....................................................................................................................................85

6.4 Summary of Important Actions:...............................................................................................................89

Annex I: Questionnaire Annex II: Field Observations Annex III: Industry Consultation Annex IV: Eco-friendly Construction Materials Annex V: Energy Efficient Building Design (Attached with this report) Annex VI: Certificate of Conformance (Attached with this report)

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Acknowledgement We would like to extend our sincere thanks to Mr. Sharda Prashad, Director General, DGE&T, Ministry of Labour & Employment, Mr. Y.P Sharma, Director, Trainning, Mr. D. Mullick, Joint Director and Ms. Swati Sethi, Dy. Director, for providing the necessary support in doing this assignment. We take this opportunity to thank the World Bank Officials who helped us directly or indirectly during the course of this study. We would also like to thank the officials from Delhi office as well as regional offices of FICCI and CII for providing us with necessary information. We would also like to extend our sincere thanks to all the Principals of ITIs that we visited during this assignment Mr. Shahbuddin Pattan, ITI - Bikaner, Rajasthan Mr. Pranjit Das, ITI - Morigan, Assam Mr. Pranjit Das, ITI - Gauhati, West Bengal Mr. Bappaditya Halder, ITI - Durgapur, West Bengal Mr. Ashok Kumar Barik, ITI - Cuttak, Orissa Mr. Thiru. C. Ravichandran, ITI - Coimbatore, Tamil Nadu Mr. Vijaykumar, ITI - Pusa, Delhi Shri Jaibarti Sharma, ITI - Karnal, Haryana Shri Rajbir Poonja, ITI - Hissar, Haryana Mr. Mohinder Singh, ITI - Shamsi, Himachal Pradesh Mr. Shivender Doegar, ITI- Solan, Himachal Prades Mr. B. Kurmargo, ITI - Vizag, Andhra Pradesh Mr. Rajesh Lolayekar, ITI - Goa, Goa Mr. Ilangovan, ITI - Pondichery, Pondichery Mr. D. R. Chaudhary, ITI - Gandhinagar, Gujarat Mr. J. A. Mehta, ITI - Ankleshwar, Gujarat Mr. G. B. Najan, ITI – Ambernath, Maharashtra Mr. R. V. Wadikar, ITI – Dadar, Maharashtra Last but not least, wextend our sincere gratitude to teachers and student of ITIs, who shared their valuable information with us, which helped us in getting broader understanding of environmental issues in those institutes.

CEPT Project team

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Project Team Core Team

Prof. Saswat Bandyopadhyay, Co-ordinator Dr. Prasad Modak, Dr. S. K. Acharya Prof. Vipul Shah Mr. Rahul Datar Ms. Sejal Patel MS. Mona Iyer Ms. Rutool Sharma Mr. Harsh Banker Mr. Subhrangsu Goswami Field Support Team Mr. Sameer Kadam Mr. R.D. Karen Mr. P.M. Patel Mr. Tarun Patel Back Office Research Team Ms. Maithali Golhar Mr. Rohin Sher Ms. Drashti Patel Mr. Karn Joshi

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Executive Summary Skilled workers are the pivotal factors in any growing economy. In a globalised and highly competitive economy, it is necessary for a nation to supply good quality and cost effective products in the market for a sustainable growth. In India, traditionally, the Industrial Training Institutes (ITIs) are the main centers that produce skilled work force for different trades. In order to modernize and develop high quality vocational education and training systems in the country, the Director General of Employment and Training (DGE&T), Ministry of Labour & Employment, Govt. of India, has initiated a process to upgrade about 500 it is to the level of “Centre of Excellence (COE)”. The first 100 ITIs are being upgraded through domestic resources, while the remaining 400 ITIs are proposed to be taken under the project, viz., ‘Externally Aided project for Reforms and improvement under Vocational Training Service rendered by the Central and State Governments’. Planning, development and management of the ITIs may involve several environmental obligations. An Environment Management Framework may be a helpful tool in preventing or overcoming these unseen hurdles at any stage. For developing an institute, EA might serve as a decision-making tool too, ensuring that the project design would result into an environmentally sound and sustainable reality. The DG&ET has engaged the professional services of CEPT University, Ahmedabad to undertake an environmental assessment with the following objectives of, expanding and augmenting the current good practices; to incorporate the environmental principles into the location/siting, design, construction, operation and maintenance of the ITIs and other buildings, and to incorporate the Industry-specific environmental, health, and occupational safety issues as well as demand-driven industry-specific environmental issues relevant for international benchmarking of the industries in the curriculum for the improved vocational education system. For systematic environmental assessment, CEPT organized the entire study under four stages namely, Review of Standards, Statutory /Voluntary provisions, Best Practices, Assessment of Existing Situation through Site Visits and Consultations, Industry Consultations, and Preparation of Draft EMF.

A detailed desk review was conducted for various relevant Acts, Rules, Manuals, Standards, and Guidelines etc. at the national level, to have a comprehensive idea of mandatory as well as suggestive measures that can be incorporated in the EMF. The available relevant documents were reviewed under six major heads like documents related to Site Selections and Planning, Construction, Environmental legislations, Occupational health and safety, Best Practices including EMS and EHS and lastly

Draft EMF Report

Operational Policies and Business Policies of World Bank. It is evident from the major findings of the review, that there are some crucial factors, which need special attention in the context of environmental management framework. On the whole, available building codes, manuals and guidelines provide broadly two set of norms / standards as Mandatory and Suggestive. A relatively small, but credible set of samples 19 ITIs) was taken up for assessment of the existing situation. Samples were selected on the basis of different criteria like, Geographic location / Siting (Such as urban / rural / hilly / coastal / flood prone), Climatic condition (Hot / humid / dry / arid / warm etc.), Polluting trade / Pollution potential (Chemical, plastic, hospitality, civil, P&M, automobile etc.), and status of the ITI (Whether upgraded to COE or not). The site examinations included interviews with the ITI management, current students and recent graduates about their opinion on the key issues found from the literature review. The environmental issues, as identified from the field survey can be summarized as below :

Site planning and design issues (Location / site planning / accessibility / design) Construction issues Maintenance issues Resource Consumption Issues Environmental Augmentative Measures Issues pertaining to compliance with the national standards/guidelines

Also, as a part of the field assessment, the exiting Coverage of Environmental/Health/Occupational Safety Issues in the present course curriculum was reviewed. It was observed that, even though the course curriculum has been revised recently, the content is not sufficient, as it requires including more relevant, trade specific Environmental, Health, Occupational Safety concepts such as EMS-14000, Good House Keeping and OSHAS. Rapid industry consultations at various locations also highlighted the present day need of a improved curriculum with national or global norms of occupational health and safety and environmental management practices.

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Based on the review of national standards, field survey and industrial consultations a draft EMF were developed. The draft EMF was structured as under:

a. Framework for Compliance with the existing national standards/Norms

b. Framework for Up gradation/Construction Activities

c. Frame work for better campus environment management

d. Institutional Arrangements for Implementation and compliance Monitoring

e. Budgetary requirements for EMF implementation

f. Public disclosure policy

The draft EMF recommendations were presented in a national level workshop at DGE&T, Delhi, where the officials of DGE&T, World Bank, concerned state directorates and the representative of national level industries associations. Based on the feedbacks received, the draft EMF was modified to incorporate the compliance requirements, detailed institutional arrangement, means of verification and compliance monitoring mechanisms. The final EMF also recommends that , field testing of the proposed EMF should be taken up for all identified geo-climatic region (at least one ITI per region). Learning from such field testing would enhance the EMF for wider applications. The major EMF recommendations are summarised below :

Suggested Short Term Actions:

1. Public Consultation of the draft EMF 2. Pilot Field Testing of the EMF at varied geographic locations ( at least 1 ITI/region) 3. National Level Training & Capacity Building Plan on Environmental Awareness 4. Development Trade Specific EHS course content 5. Set –up environment management cell at the DGE&T & State direcorate level

Suggested Long Terms Actions:

1. Restructuring of the IMC with participation of the NGOs 2. Set-up an Environmental Challenge Fund for the ITIs to be upgraded

Initiation of “ITI- Green” Newsletter for experience sharing

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Chapter 1 Introduction

1.1 Background of IVTI Project The Director General of Employment and Training (DGE&T), Ministry of Labour & Employment (MoL&E), Govt. of India has proposed to take up a scheme for upgrading 500 existing ITIs. The first 100 ITIs would be upgraded through domestic resources and the remaining 400 ITIs are proposed to be taken up through World Bank funding - under the project proposal entitled, ‘Externally Aided project for Reforms and improvement under Vocational Training Service rendered by the Central and State Governments’. The objective of the scheme is to produce multi-skilled workforce matching world standards. It is planned to introduce multidisciplinary courses in the first year, followed by advanced/specialized modular courses in the second year. The main thrust of the program is to provide appropriate infrastructure, equipment, update syllabi and introduce new courses in the ITIs.

1.2 Need for Environmental Assessment Industrial Training Institutes are like mini industries. Planning, development and management of the ITIs may involve several critical environmental obligations. An Environment Management Framework (EMF) may be a helpful tool in preventing or overcoming these unseen hurdles at any stage.

The Director General of Employment and Training (DGE&T), Ministry of Labour & Employment (MoL&E), Govt. of India has proposed to take up a scheme for upgrading 500 ITIs to Center of Excellence (COE)

In general, an Environment Assessment (EA) exercise is carried out before developing an Environment Management Framework for an area. For developing an institute, EA might serve as a decision-making tool ensuring that the project design would result into an environmentally sound and sustainable reality. In the initial stages, EA provides framework for the detailed planning and design of the project. Environment Management Plans (EMP) developed on the basis of EA, may serve as important guideline during execution of the project. Similarly, an EA exercise is required to be carried out for developing the Environment Management Framework (EMF) for the vocational training institutes (ITIs) in India.

The DG&ET has engaged the professional services of CEPT University, Ahmedabad to undertake an environmental assessment with the following objectives:

• The current good practices are expanded and augmented;

• Environmental principles are incorporated into the location/siting, design, construction, operation and maintenance of the ITIs and other buildings;

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• Industry-specific environmental, health, and occupational safety issues are adequately built in the curriculum for the improved vocational education system;

• Demand-driven industry-specific environmental issues relevant for international benchmarking of the industries and the educational system are incorporated in the curriculum.

1.3 Terms of Reference for Environmental Assessment As per the TOR provided by the DG&ET, the overall environmental issues have been divided into two broad categories – related to

(i) Current status and improvement of physical facilities for the 400 ITIs, and any other civil works; and

(ii) Curriculum development and international benchmarking for the proposed CoEs.

The civil works would mainly be repairs, reconstruction, and possible small expansion of building facilities. No new campuses or major buildings construction are expected. It is also anticipated that the environmental issues related to civil works may not be huge, and many of the required safeguard measures are already available in the National norms and standards.

1.4 CEPT’s Scope of Work a. Desk review to identify the relevant National standards and codes related to the planning, design, construction

of institutional buildings and site development

b. Sample field based examination (supplemented by desk review, if required) to identify if these standards and codes are used fully in the site development and construction of building facilities of the ITIs in general in India, and to identify current good practices; and current environmental issues

c. Formal interview based inputs from selected group of industries and industrial associations would be needed in order to develop recommendations for curriculum development – related to trade-specific environmental management, health, occupational safety and international environmental benchmarking.

d. Preparation of an Environment Management Framework (EMF) for the vocational training institutes in India.

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1.5 CEPT’s Approach

For systematic environmental assessment, CEPT organized the entire study under following stages:

Stage I Review of Standards, Statutory /Voluntary provisions, Best Practices The desk review looked into various provisions of National Building Code, BIS Codes, various relevant environmental acts and legislations, national and international best practices pertaining to campus environment management, occupational health & safety issues. Stage II Assessment of Existing Situation through Site Visits and Consultations Based on geo-climatic conditions , trade-pollution potential and intervention criteria, a total of 19 ITIs were taken up for assessment of existing situation. The assessment was carried out through a structured questionnaire survey and focused group discussions with faculty, staff & students. Stage III Industry Consultations Rapid Industry consultations were undertaken at the national, regional as well as at the local level in order to understand the industry requirements, curriculum development and value chain improvement possibilities. Stage IV Preparation of Draft EMF

Based on the assessment of existing situation and review of relevant standards/codes of practice etc, pertinent environmental issues and their impact significance were identified. Various options to address the major environmental issues as well as possible environmental augmentative measures were identified and included in the overall framework along with the institutional framework, training & capacity building plan and public disclosure policy.

Review of National

Norms / Standards

Assessment of Existing Situations

Industry Consultation

Preparation of Draft EMF

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1.6 Report Structure This draft EMF report has been structured in five chapters as under: Chapter 1 Introduction Chapter 2 Review of Standards, Codes of Practices Chapter 3 Assessment of Existing Situation Chapter 4 Review of Vocational Training Structure Chapter 5 Environment Management Framework (EMF) Chapter 6 Training, Capacity Building & Public Disclosure policy

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Chapter 2 Review of Standards, Codes and Practices

A detailed desk review was conducted for various relevant Acts, Rules, Manuals, Standards, and Guidelines etc. at the national level, to have a comprehensive idea of mandatory as well as suggestive measures that can be incorporated in the draft EMF.

The available relevant documents were reviewed under six major heads like documents related to 1. Site Selections and Planning, 2. Construction, 3. Environmental legislations, 4. Occupational health and safety 5. Best Practices including EMS and EHS and 6.Operational Policies and Business Policies of World Bank. Relevance and applicability of different reviewed documents has been discussed below in the context of environmental management framework for India Vocational Training Institutes. Key activities based on the ITI trade (DGE&T list) that may govern the Environment Management Framework were also identified and referral documents for the same and responsible institutions has been recommended too in the main report of Desk review submitted earlier by CEPT.

Major documents reviewed are related to • Site Selections and

Planning, • Construction • Environmental legislations • Occupational health and

safety • Best Practices including

EMS and EHS an • Operational Policies and

Bank Policies of The World Bank

2.1 Review of Documents related to Site selection

Selection of proper site is supposed to be the most important and crucial factor from the environmental point of view. The draft notification under sub-rule (3) of Rule 5 of the Environment (Protection) Rules, 1986 for imposing certain restrictions and prohibitions on new projects or activities, or on the expansion or modernization of existing projects or activities based on their potential environmental impacts as indicated in the Schedule to the notification, being undertaken in any part of India, unless prior environmental clearance has been accorded in accordance with the objectives of National Environment Policy as approved by the Union Cabinet on 18th May, 2006. Thus according to the notification of September 2006, any building to be constructed with an area more than or equal to 20000 sq.mtrs. requires prior environmental clearance.

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The Forest Conservation Act, 1980, The Ancient Monuments & Archaeological Sites & Remains Act, 1958, The Wildlife Protection Act, 2002 and CRZ Notification gives special consideration for site selection too. It is evident from the review that, siting of an Institute in an ecologically frazile zone can further aggravate the environmental conditions of the region as well as have adverse impact on the occupants. Thus land use pattern, soil suitability and existing environmental settings need to be studied before selection of a site for construction. National building codes 2005 gives special consideration for the same as mandatory siting criteria. UDPFI guidelines and Eco-housing technical criteria provide guidelines and suggestive measures to take care of environmental considerations with special reference to biodiversity conservation and natural resource conservation. On the other hand site selection in an earthquake prone zone needs special consideration in line with BIS codes for earthquake engineering. Details of referral documents for the same have been provided in the Report submitted by CEPT on desk review.

2.2 Review of Documents related to Site layout and Design and Construction

Site layout as well as design and construction of building is equally important activity in the context of sound environmental assessment of a building. Proper layout of building units can provide much better environment in terms of its access, energy efficiency, natural drainage, lighting and ventilation and good aesthetics. On the other hand sound construction need to look into some basic requirements of a better and greener building like, 1. It should be safe in terms of natural hazards like earthquake, cyclone or flood depending upon the local conditions, 2. It should be safe in terms of fire safety, emergency exit etc., 3. The building should provide a barrier free access for every body including physically disabled people. 4. Building construction materials should be of greener quality.

As far as available building codes are concerned, The National Building Code of India (NBC), is probably the most comprehensive building Code, and is a national instrument providing guidelines for regulating the building construction activities across the country. The provisions of this code are intended to serve as model for adoption by Public Works Department and other government construction departments, local bodies and other construction agencies. Existing

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PWD codes, municipal bylaws and other regulatory media could either be replaced by the National Building Code of India or suitably modified to cater to local requirements in accordance with the provisions of the code.

Himalayan-Naga Lusai region, Indo-Gangetic plain, Western India, and Kutch and Kathiawar regions are geologically unstable parts of the country and some devastating earthquakes of the world have occurred there. Thus new buildings from these regions as well as other earthquake prone zones of India need to follow the BIS codes on earthquake engineering.

Conventional buildings are highly resource intensive both during construction as well as operation and maintenance. On the other hand buildings based on “Eco-Housing“ principles are designed, built, and operated in an ecological and resource efficient manner. “Eco-Housing” signifies environmentally benign and energy efficient buildings, sustainable construction practices, and a healthy and productive indoor environment, with lowered use of natural resources.

Most of the building as they are designed and used today, contribute to serious environmental problems, because of their excessive energy consumption in heating / cooling / lighting and material used for the construction of the buildings. Thus principles of solar architecture should be followed to reduce energy consumptions.

2.3 Review of documents related to pollution control

General polluting activities such as solid waste generation, noisy workshop exercises may be observed in most of the ITIs of any trade. From the ITI trade list (DGE&T), it was tried to identify the trades where some specific type of emissions or discharge of pollutants take place in substantial quantities. While framing Environmental Management Framework for ITIs, it is very important to look at the polluting activities that are taking place in the campuses of various ITI trades. Based on the type of polluting activities, the ITI trades may be grouped into certain categories.

It was found in the review, that the environmental acts generally describe powers and functions of the institutional framework along with some general guidelines. However, rules describe limits and standards. Thus, most of the important parameters were derived from the set of Rules framed in line with the Acts. A framework may be developed from these basic parameters, based on which the status of environment of an institutional campus may be captured. The

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framework might consist few sets of indicators such as – quantity of waste generated per day (in kg); amount of waste generated per capita (gm); frequency of cleaning; facilities for collection, storage and disposal of the waste; infrastructure for the effluent treatment etc. In setting up bench marks for the indicators, the Environment (Protection) Rules, 1986; the Noise Pollution (Regulation and Control) Rules, 2000; the Municipal Solid Waste (Management & Handling) Rules, 2000; Hazardous Wastes (Management & Handling) Rules, 1989 may be helpful.

2.4 Review of documents related to occupational health and safety

It is seen generally in any institutional campus, that there are several workers involved in campus support & maintenance activities such as gardening, sweeping, hostel mess, canteen etc. Most of these labourers are immigrants from neighbouring states. Among these labourers, several are below the age of 14. Therefore, consideration of certain labour laws becomes imperative in the framework. The Child Labour (Prohibition and Regulation) Act, 1986; and Interstate Migrant Workmen’s (Regulation of Employment & Condition of Service) Act, 1979 were reviewed to capture certain important parameters that may be useful in the project.

2.5 Operational Policies and Bank Procedures of World Bank

As part of its Safeguard policies, the World Bank has issued Operational Policies (OPs) and Bank Procedures (BPs) on different themes for projects financed by the Bank. In the context of the categories in the IVTI project some of these policies and procedures are discussed below in table below.

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2.6 World Bank OPs and BPs relevant to IVTI project

OP / BP Relevant Content

WB BP/OP 4.01 Environmental Assessment

• Applies to conduct of EA for new or expansion of ITIs • Disclosure and Public Consultation • Mitigate construction related environmental and social impacts

WB BP/OP 4.04 Natural Habitats

• Avoid sites that have Natural Habitats of rare and endangered species • Preserve Natural habitats wherever possible

WB BP/OP 4.09 Pest management

• Applies to creation and maintenance of Green Belts

• Use IPM approaches, such as biological control, cultural practices, and the development and use of crop varieties that are resistant or tolerant to the pest. The Bank may finance the purchase of pesticides when their use is justified under an IPM approach.

• The procurement of any pesticide in a Bank-financed project is contingent on an assessment of the nature and degree of associated

risks, taking into account the proposed use and the intended users.

• The following criteria apply to the selection and use of pesticides in Bank-financed projects:

a) They must have negligible adverse human health effects. b) They must be shown to be effective against the target species. c) They must have minimal effect on nontarget species and the natural environment. d) The methods, timing, and frequency of pesticide application are aimed to minimize damage to natural enemies. Pesticides

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used in public health programs must be demonstrated to be safe for inhabitants and domestic animals in the treated areas, as well as for personnel applying them.

e) Their use must take into account the need to prevent the development of resistance in pests.

WB BP/OP 4.10 Indigenous Peoples

• Applicable when ITI location is on lands owned by indigenous peoples or linked to them. • The identities and cultures of Indigenous Peoples are inextricably linked to the lands on which they live and the natural resources on

which they depend. These distinct circumstances expose Indigenous Peoples to different types of risks and levels of impacts from development projects, including loss of identity, culture, and customary livelihoods, as well as exposure to disease.

• Local Community Consultations in SA to minimise and mitigate impacts

WB BP/OP 4.11 Physical Cultures

• This policy addresses physical cultural resources, which are defined as movable or immovable objects, sites, structures, groups of structures, and natural features and landscapes that have archaeological, pale ontological, historical, architectural, religious, aesthetic, or other cultural significance.

• Physical cultural resources may be located in urban or rural settings, and may be above or below ground, or under water. Their cultural interest may be at the local, provincial or national level, or within the international community.

• Preparation of a physical cultural resources management plan that includes (a) measures to avoid or mitigate any adverse impacts on physical cultural resources; (b) provisions for managing chance finds; (c) any necessary measures for strengthening institutional capacity for the management of physical cultural resources; and (d) a monitoring system to track the progress of these activities.

WB BP/OP 4.12 Involuntary Resettlement

• This policy covers direct economic and social impacts that both result from Bank-assisted investment projects, and are caused by (a) the involuntary taking of land resulting in (i) relocation or loss of shelter; (ii) lost of assets or access to assets; or (iii) loss of income sources or means of livelihood, whether or not the affected persons must move to another location; or (b) the involuntary restriction of access to legally designated parks and protected areas resulting in adverse impacts on the livelihoods of the displaced persons.

• Assess displacement and loss of livelihood Prepare resettlement plan as part of EA • Include compensations / income generation and pension schemes for affected people

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WB BP/OP 4.36 Forests

• This policy applies to the following types of Bank-financed investment projects: a) projects that have or may have impacts on the health and quality of forests;

b) projects that affect the rights and welfare of people and their level of dependence upon or interaction with forests; and

c) projects that aim to bring about changes in the management, protection, or utilization of natural forests or plantations, whether they are publicly, privately, or communally owned.

WB BP/OP 4.60 Disputed Areas

• For every ITI project in a disputed area, Bank staff will consider the nature of the dispute. The Project Appraisal Document (PAD) for a project in a disputed area discusses the nature of the dispute and affirms that Bank staff have considered it and are satisfied that either (a) the other claimants to the disputed area have no objection to the project; or (b) in all other instances, the special circumstances of the case warrant the Bank's support of the project notwithstanding any objection or lack of approval by the other claimants.

2.7 Summary

The whole review process gives an insight of the relevance of national standards, code of practices, legal provisions, guidelines, and manuals with special reference to vocational training institutes in India and its environmental assessment. It is evident from the major findings explained above in this section, that there are some crucial factors which need special attention in the context of environmental management framework. On the whole, available building codes, manuals and guidelines provide broadly two set of norms / standards as Mandatory and Suggestive. There are some crucial factors which need special attention during various stage of establishment of a ITI building and which need to be incorporated in the EMF. The following table provide a list of crucial parameters pertaining to different activities and the relevant norms / standards.

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Applicability of review documents for different activities

Mandatory Suggestive

Parameter NBC BIS EL UDPFI EHAC BFBE SA OP/BP

I. Site Selection • Land use Yes Yes Yes Yes• Soil Suitability Yes Yes• Biodiversity conservation Yes Yes Yes Yes• Natural Resource Conservation Yes Yes

II. Site planning and layout • Area of Campus Yes Yes• FAR Yes Yes Yes• Access Yes Yes• Open space Yes Yes• Landscaping / Green belts Yes Yes• Environmental Concerns Yes Yes Yes Yes YesIII. Site development • Design Criteria Yes Yes Yes Yes Yes• Construction material Yes Yes Yes Yes Yes• Energy Efficiency Yes Yes Yes• Water conservation / Water harvesting Yes Yes Yes Yes• Acoustics / Noise Yes Yes• Lighting and Ventilation Yes Yes Yes• Earth quake resistance Yes Yes• Fire Safety Yes Yes Yes

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Mandatory Suggestive

Parameter NBC BIS EL UDPFI EHAC BFBE SA OP/BP

• Life Safety Yes Yes Yes• Exit Yes Yes• Location of services Yes Yes Yes• Special requirement for physically challenged Yes Yes• Special planning for hilly areas Yes Yes Yes• Waste Management Yes Yes Yes

Note: NBC: National Building Code; BIS: Bureau of Indian Standards for Earth Quake; EL: Environmental Laws; UDPFI: UDPFI Guidelines; EHAC: Eco-Housing Assessment Criteria; DMBFBE: Design Manual for a Barrier Free Built Environment; SA: Solar Architecture; OP/BP: OP and BP of World Bank.

18


Draft EMF Report

19


Chapter 3 Assessment of Existing Situation

3.1 Case Study Selection In order to understand the field level environmental / occupational health and safety issues, a relatively small, but credible set of samples of 19 ITIs were taken up for assessment of existing situation. Samples were selected on the basis of following criteria (Also refer Map 3.1).

1. Geographic location / Siting (Such as urban / rural / hilly / coastal / flood prone) 2. Climatic condition (Hot / humid / dry / arid / warm etc.) 3. Polluting trade / Pollution potential (Chemical / plastic / hospitality / civil / P&M / Automobile) 4. Upgraded / Not upgraded (Whether upgraded to COE or not)

Table 3.1 List of ITI selected for field survey

Sr. No. Name of the ITI Location Climate Trade 1 Morigaon, Assam Plain Rural Humid Subtropical Civil 2 Guwahati, Assam Urban Humid Subtropical Civil 3 Durgapur, West Bengal Urban Tropical Wet & Dry Instrumentation 4 Shamshi, Kullu Hilly Cold / Cloudy Electrical 5 Bikaner, Rajasthan Plain Urban Arid Electrical 6 Solan, Himachal Pradesh Urban Cold - Sunny Electronics 7 Vizag,Vishakhapatnam Urban Hot - Humid LET&F (EMF) 8 Cuttack, Orissa Coastal Warm - Humid P & M 9 Ankleshwar, Gujarat Urban Hot & Dry Chemical 10 Gandhinagar, Gujarat Urban Hot & Dry IT 11 Panaji, Goa Coastal Warm - Humid Hospitality Management 12 Pusa, Delhi Plain Urban Semi Arid Automobiles 13 Hissar, Haryana Plain Urban Semi Arid Fabrication 14 Karnal, Haryana Plain Urban Semi Arid Leather 15 Pondichery, Tamilnadu Rural Warm & Huid Plastic Processing

Draft EMF Report

16 Ambarnath, Mumbai Urban Warm - Humid Refrigeration & A.C. Maintaence 17 Dadar, Mumbai Urban Warm - Humid Apparel Sector 18 Mahd, Maharashtra Urban Warm - Humid Chemical 19 Coimbattore, Karnataka Urban Warm Humid Upgraded-P & M

Map 3.1 Geoclimatic and Natural Hazard Zones of India

20


Draft EMF Report

Map 3.2 Location of selected ITIs

21


Draft EMF Report

3.2 Field Investigation Keeping in mind the crucial issues and parameters coming out from the desk review, a structured questionnaire (Refer Annex-I) was canvassed by a team of experts consisting of qualified and experienced Planners, Architects, Engineers and Geographers. This questionnaire was finalized in consultation with the DG&ET, before commencing the site surveys.

The research team from CEPT was divided into three groups and these groups visited selected ITIs, to investigate the key issues related to site selection, access, site layout and design, construction material, resource consumption pattern, environmental issues, health and safety and best practices.

The site examinations included interviews with the ITI management, current students and recent graduates about their opinion on the key issues mentioned above. Compliance of the National standards and norms (appraised through the desk review) were verified too. An appraisal of any requirement of land for the potential activities under the project was also examined. Brief observations of each visited ITIs have been given in the annexure.

3.3 Summary of issues identified from field investigation

The details of field survey observations have been annexed with this report (Refer Annex II). The issues as identified from the field survey can be summarized as below,

1) Site planning and design issues (Location / site planning / accessibility / design) 2) Construction issues 3) Maintenance issues 4) Resource Consumption Issues 5) Environmental Augmentative Measures

22


Draft EMF Report

3.3.1 Site Planning and Design Related Issues

3.3.1.1 Location of ITIs

The siting of Vocational training institutes was found fairly good in most cases, but there were some causes of concern, for example the ITI of Cuttack in Orrissa, which is located in a low lying area and falls in a floods prone area too. The ITI is located almost 5m below the N H highway level that is passing next to it. The entire area gets flooded in monsoon, since the gradient is towards the Mahanadi River, which is a short distance away from the ITI. The road levels have been raised manifold in the past few years making the positioning of the ITI vulnerable.

The ITI at Solan was difficult to access even with a special access road provided. The building was very difficult to access for anybody even with a partial / temporary disability. The building is a three-storied RCC frame building with almost non existent facilities for the disabled.

ITI Shamsi located on steep slope

Some ITIs were found to be located at far away distance from the habitations or industries, for example Samshi ITI of Himachal Pradesh is located at a remote area, however accessibility is good.

ITI Guwahati is located in a low-lying area resulting into stagnation of water throughout the year and water logging is

evident in the playground for students. Among the selected ITIs for this study, 3 ITIs fall in zone II, 8 ITIs fall in zone III, 6 ITIs come in zone IV and 2 ITIs

fall in zone V as per seismic zones of India. However none of the buildings were found to be constructed with adequate earthquake resistant measures. It may be noted that the buildings located in zone IV and V need special construction considerations as mentioned in the national building code 2005.

Playfield converted in to wetland at ITI Guwahati

Some ITIs like Goa, Guwahati and Durgapur have issues like conflicting landuses or encroachments with in the campus. ITI Durgapur has a unique problem in terms of interference by out siders. Here outsiders used to visit the campus for taking water from the pond located within the campus. Water being an basic need of human being, its difficult for the IMC to deny the outsiders to share it, since these people belong to the weaker section of the society and does not have access to other sources of water near by.

23


Draft EMF Report

3.3.1.2 Site Planning

The overall ambience, efficiency, work atmosphere, materials of construction, ease of maintenance, ease of access and a host of issues are related to the layout, planning and the building design.

The built up area and the open land available in most of the buildings was adequate with the exceptions of the Dadar ITI but the space constraints in the city like Mumbai are well known. The other ITI that had space constraints was the ITI Panaji, Goa where the foot print of the building is the land area since the ITI occupies a pre built government owned building within a government administrative complex. The scope for further development for this ITI is absent. As an immediate consequence, the ITI lack parking space and the occupants are bound to park on the neighbourhood road .

Boundary wall provides a sense of security and compactness of any educational campus. This important aspect is ignored in most of the ITIs. ITI Panjim is directly located on the urban street. ITI Durgapur boundary wall was found to be broken and encroached upon. But the case of ITI Guwahati is an eye opener in this context as part of Campus (approximately 4 Bighas) was encroached upon and the IMC was bound to hand over the are to the encroachers. However no other ITI was found to have any encroached area as o today.

Encroachment in ITI Guwahati

24


Draft EMF Report

Table 3.1 Total Campus Area per Student

Name of the ITI

Total campus area per student

(Sq.m)

Standard area as per NBC (Sq.m)

1 Vishakhapatnam 121.8 40 2 Cuttack 21.1 40 3 Shamshi(HP) 87.4 40 4 Solan(HP) 24.3 40 5 Durgapur 134.1 40 6 Bikaner 193.4 40 7 Karnal 105.5 40 8 Hissar 120.9 40 9 Pusa (Delhi) 43.9 40

10 Guwahati 95.6 40 11 Morigoan 836.4 40 12 Panaji (Goa) 18.8 40 13 Ankleshwar 8.6 40 14 Gandhinagar 7.3 40 15 Pondicherry 121.5 40 16 Coimbatore 125.1 40 17 Ambernath 34.6 40 18 Dadar 15.2 40

Gross campus area per student (Sq.m)

0.0100.0200.0300.0400.0500.0600.0700.0800.0900.0

Vishakh

apatna

mCutta

ckSha

mshi(H

P)Sola

n(HP)

Durgapur

Bikaner

Karnal

Hissar

Pusa (D

elhi)

Guwah

atiMori

goan

Panaji

(Goa)

Anklesh

warGan

dhina

gar

Pondic

herry

Coimbato

reAmbe

rnathDada

r

As can be seen from the above graph, that campus area per student varies from 7.3 sq.m in ITI Gandhinagar to as high as 836.4 sq.m in ITI Morigaon. As per the standard of National Building Code 2006, the minimum campus area per student need to be 40 sq.m. Thus some of the ITI does not comply with the norm. Per capita space is too high at Morigaon since it’s a new ITI and having less number of students.

25


Draft EMF Report

Green space or open space in an educational campus gives a special ambience but it was found that most of the ITIs are not having ample green or open space except in ITI Vishakhapattanum. The ITI at Durgapur, Ankleshwar, Bikaner and Gandhinagar represents poor maintenance and landscaping.

No defined parking area was found in most of the ITIs, leading to poor accessibility. In ITI of Goa, Durgapur and Guahati allotted

parking space was found, however it is not at all sufficient for the number of vehicles.

Poor campus drainage facility was also observed in many of the institutes visited under this study. In Durgapur ITI wastewater generated from the hostel bathrooms are disposed through open drain. Condition of wastewater disposal at Morigaon and Pondicherrry is also in poor state. In case of ITI Guwahati, the natural drainage with polluted waste water from chemical industries and hospital flows along the boundary of the campus, which gives bad aesthetics and may cause health hazard to the occupants in the campus.

Built up area in percent to Campus Area

0.020.040.060.080.0

100.0120.0

Vishak

hapa

tnamCutt

ack

Shamsh

i(HP)

Solan(H

P)Durg

apur

Bikane

rKarn

alHiss

arPus

a (Delh

i)Guw

ahati

Morigo

anPan

aji (G

oa)Ank

leshw

arGan

dhinag

arPon

diche

rryCoim

bator

eAmbe

rnath

Dadar

Perc

enta

ge

No green space– Bikaner

Lack of Parking Space –ITI, Goa

26


Draft EMF Report

3.3.1.3 Design of buildings / Layouts

Orientation of the Buildings in most of the ITIs were found to be cardinal or skewed. However cardinal orientation should

be preferred looking into solar architecture and energy consumption pattern. However none of the building was observed to have building design in line with eco-housing assessment criteria or solar architecture (Passive or active) as suggested in the desk review report. Many of the institutes are having good amount of plot area with smaller built up area.

Pump

Pump

Canteen

Hostel

Hostel

Hostel

Principal Qr

Road

Road

Road

Road Road

Garden Garden

Administration BuildingProposed classroom

Site plan of Durgapur ITI

G.T.Road

Workshop

Workshop

Workshop

Substation Workshop

AVTSAVTS

Workshop

Store

Hostel

HostelLibrary

Comman room

P o n d

Proposed building

N.

Road

Road Road

AVTS staff Staff Qt

Barrier free access for the disabled is also an issue that needs to be addressed in all the ITI s as none of the institutes visited were found to have any provision in the building structure for the differently abled. Though most of the ITI s except for the Solan, Pusha with ground floor structures and with ramps in the workshops making them accessible even by disabled using ambulatory means. But, this may have been more since the workshops usually house heavy machinery and these could not have been moved into the workshops otherwise.

Most of the buildings are constructed by locally available material with masonry wall with RCC slab or tubular section.

Administrative and main buildings are mostly load bearing structures.

The buildings are having adequate amount of natural light and ventilation since the window area were sufficiently high and also the arrangements to draw light from the roofs through north light was there making the illuminations levels high.

I.T.I. WORKSHOP

ADMINISTRATION BLOCK

MAIN

TEN

EN

AN

CE

WO

RKSH

OP

N

LAYOUT PLAN OF GANDHINAGAR ITI

ENTRANCE

ENTRANCE

ITI Dadar ITI Morigaon

27


ITI Guwahati

Draft EMF Report

Table 3.2 Area of opening in classrooms.

Name of the ITI

Total classroom area (Sq.m)

Total Window area (Sq.m)

Window (%)

Standard (%)

Shamshi(HP) 338.43 80.00 23.6 8.3 Solan(HP) 232.23 42.84 18.4 8.3 Bikaner 540.00 96.00 17.8 10.0 Ankleshwar 1290.00 288.84 22.4 10.0 Gandhinagar 405.00 54.00 13.3 10.0 Karnal 152.00 2.38 1.6 12.5 Hissar 2577.00 6.70 0.3 12.5 Pusa (Delhi) 2600.00 93.75 3.6 12.5 Vishakhapatnam 300.00 51.00 17.0 16.6 Cuttack 4940.34 1961.70 39.7 16.6 Durgapur 2046.00 306.00 15.0 16.6 Guwahati 864.00 164.00 19.0 16.6 Morigoan 63.00 20.36 32.3 16.6 Panaji (Goa) 333.30 36.66 11.0 16.6 Pondicherry 720.00 115.20 16.0 16.6 Coimbatore 970.00 71.45 7.4 16.6 Ambernath 1496.55 300.00 20.0 16.6 Dadar 270.00 80.00 29.6 16.6

Window opening area (%)

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

Shamsh

i(HP)

Solan(H

P)Bika

nerAnk

leshwar

Gandh

inaga

rKarn

alHiss

arPus

a (Delh

i)

Vishakh

apatna

mCutta

ckDurga

purGuw

ahati

Morigoa

nPan

aji (G

oa)Pon

diche

rryCoim

batore

AmbernathDada

r

Ope

ning

are

a : F

loor

are

a (%

)

National Building code provides separate standards for openings in class room for different climatic zones. As can be seen from the above table and graph, all the ITI from cold and sunny zones are complying well with the norm, however the ITI from some zones are having much less opening in the wall of class rooms compare to the standard. ITI Cuttack shows a very high amount of openings, where as ITI Hissar shows the lowest amount of opening in class rooms. ITI Goa, ITI Pondichery and ITI Coimbatore also needs to increase its openings in classrooms.

28


Draft EMF Report

Table 3.3 Per capita classroom area for students

Name of the ITI

Total classroom area (Sq.m)

Classroom area per student (Sq.m)

1 Vishakhapatnam 300.00 0.43 2 Cuttack 4940.34 5.79 3 Shamshi(HP) 338.43 1.04 4 Solan(HP) 232.23 0.64 5 Durgapur 2046.00 2.28 6 Bikaner 540.00 1.72 7 Karnal 152.00 0.20 8 Hissar 2577.00 3.42 9 Pusa (Delhi) 2600.00 2.27

10 Guwahati 864.00 1.71 11 Morigoan 63.00 0.98 12 Panaji (Goa) 333.30 3.47 13 Ankleshwar 1290.00 0.53 14 Gandhinagar 405.00 0.18 15 Pondicherry 720.00 1.57 16 Coimbatore 970.00 1.02 17 Ambernath 1496.55 1.28 18 Dadar 270.00 0.82

Classroom built-up area per student (Sq.m)

0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

Vishak

hapa

tnam

Cuttac

kSha

mshi(H

P)Sola

n(HP)

Durgap

urBika

ner

Karnal

Hissar

Pusa (

Delhi)

Guwah

atiMori

goan

Panaji

(Goa

)Ank

leshw

arGan

dhina

gar

Pondic

herry

Coimba

tore

Amberna

thDad

ar

Area of classroom per student (in sq. mtrs.) was found varying from 0.43 in ITI Vishakhapattanum to as high as 3.47 in ITI Goa. The average area per student in classrooms was found to be 1 to 2 sq. mtrs. per student. However due to ongoing construction work, classrooms are some time over crowed as shown in the picture beside at ITI Hissar .

In case of work shops per student area availability is highly varied from ITI to ITI depending upon the trade and machinery. However none of the ITI was found to have less per capita area in workshops than the required area.

29


Draft EMF Report

Water Supply and Sanitation

Sources of water supply in most of the ITI are found to be surface water supplied by PWD. Some of the ITI have its own bore well, But quality of water is some time not acceptable, specially in ground water due to high TDS in coastal areas.

In case of ITI Guwahati deep tube well was found out of order. Thus sustainability of water sources is some time questionable. Conflict between PWD and ITI Bikaner regarding the ownership of the bore well situated in the campus, is an example of institutional failure in water supply.

Sanitation block at ITI Durgapur In some of the ITI, location of drinking water taps was found to be in a very dirty place or near the toilet block with a risk of

contamination.

Toilet blocks were found to be very dirty because of poor maintenance. In some places number of toilets was not adequate compare to the number of occupants.

Sanitation block at ITI Durgapur

Location of drinking water facility at ITI Ankleshwar

30


Draft EMF Report

Table

Name of the ITI Male students Male toiletsNo. of Male students per toilet Female students Female toilets

No. of Female students per toilet

1 Vishakhapatnam 697 3 232 6 1 62 Cuttack 781 5 156 72 2 363 Shamshi(HP) 287 26 11 37 5 74 Solan(HP) 282 8 35 81 3 275 Durgapur 858 8 107 40 4 106 Bikaner 309 3 103 5 1 58 Hissar 712 7 102 41 2 21

10 Guwahati 460 8 58 44 2 2211 Morigoan 53 2 27 11 1 1112 Panaji (Goa) 89 1 89 7 1 713 Ankleshwar 2389 5 478 59 1 5914 Gandhinagar 2015 5 403 180 5 3615 Pondicherry 458 12 38 0 0 016 Coimbatore 941 4 235 7 3 217 Ambernath 1096 20 55 71 8 9

Number of Male Students per Toilet

0100200300400500600

Vishakh

apatna

mCutta

ck

Shamsh

i(HP)

Solan(H

P)Durga

purBika

nerHiss

arGuw

ahati

Morigoa

nPan

aji (G

oa)Ank

leshwar

Gandh

inaga

rPon

diche

rryCoim

batore

Ambernath

Number of Female Students per Toilet

010203040506070

Vishakh

apatna

mCutta

ck

Shamsh

i(HP)

Solan(H

P)Durga

purBika

nerHiss

arGuw

ahati

Morigoa

nPan

aji (G

oa)Ank

leshwar

Gandh

inaga

rPon

diche

rryCoim

batore

Ambernath

31


Draft EMF Report

3.3.2 Construction Issues

The construction related issues have been shown in the chart below.

Construction Issues

New Construction

Up gradation

Building Material

• Use of locally available material was observed which is good.

• Use of eco-friendly material like wood substitute was not found, which needs to be promoted

• Use of carcinogenic materials like ACC and low cost paint was observed

in many places, which should not be allowed

• It used to causes noise pollution as well as air and water pollution, which should be taken care.

• Causes disturbance to on going lectures. • Safety issues should be taken care of, other wise it may cause

serious accident • The debris and waste materials should be cleaned immediately

and disposed of at right place.

• Site clearing and barricading should be done to obstruct the bad aesthetics during construcion

• Housing / water supply and sanitation need to be provided to the workers

• Construction safety measures should be followed • Waste generated (Debris and masonry waste), should be

disposed properly

32


Draft EMF Report

In many places locally available masonry is good enough in terms of strength, however in some places Asbestos Cement Sheet (ACC) has been used for covering the workshops, which does not have direct health impact on occupants but can cause serious health hazard for the workers in manufacturing units. Wide use of ACC can be found even in the ITIs, which have been upgraded recently. Similarly in Goa, thermocol has been used for internal ceiling material in the newly upgraded COE for hospitality management. One of the most important activities of the proposed ITI strengthening initiatives is improvement/up gradation of the building including infrastructure provision, expansion of classrooms, additions of class rooms and expansion or addition of workshop areas. All such activities have environmental impacts of which dust, noise and building waste are the most important. The other important impacts are difficulty in conducting regular classes, over crowding of students in small or make shift classrooms and workshops leading to accidents (workshops). Given the modular lecture delivery mode such disturbances adversely affects the curriculum, it remains incomplete or is treated superficially.

Asbestos sheets are used in roofing even for most extensions

The materials like kotah stone is used in Solan

Thermocol is used as internal false ceiling in ITI Goa

Construction environment at ITI Mahad Paint worker without any safety gloves

at ITI Mahad Renovation work going on during a

lecture

33


Draft EMF Report

3.3.3 Maintenance Issues

The building, its services and the overall site maintenance are important factors for any structure. The life of the building, its performance and the efficiency of services in the building both are greatly enhanced when it is properly maintained.

As far as long terms maintenance is concerned, in general all major repair works are carried out by PWD. This arrangement often delays the process of regular up keep. For example Ankleshwar ITI is an exceptional case of disrepair - the RCC slabs show high amount of corrosion and spalling of concrete in almost all the buildings. The toilets and other services are also in a very bad state of maintenance. The ITI at Durgapur also has shows a very poor state of maintenance and repair.

Roof of classroom at ITI Ankleshwar

The responsibility of day to day maintenance, solid waste etc lies with the institute administration whereas the overall maintenance of buildings and site with PWD, leading to delays in executing works that have to go through the system. Same system is in place for all the ITI s but the Solan, Vishakhapattanum, Morigaon administration shows impressive maintenance of lawns, gardens, landscape etc. Where as ITI Bikaner / Ankleshwar are cases of “opportunity lost”.

The trades like carpentry, plumbing and masonry do some percentage of routine maintenance as a part of their training in the case of Vishakhapattanum ITI. This practice is a good case for replicating at other ITIs where such trade exists.

Cracked wall at ITI Ankleshwar

Fire extinguisher and sand bucket was found in many of the ITIs, however very few of the teachers and students were found to have enough training to use them in case of fire accident. Some of the extinguishers were found to be expired. Gap between two buildings were found enough for fire fighting movement in most of the ITIs. However no provision was found for fire exit in any of the buildings.

No fire or chemical spill was found in any of the visited ITIs. However its important to have adequate precautions for

the same which was found inadequate in most of the ITIs.

34


Status of campus maintenance at ITI Durgapur

Draft EMF Report

A major issue in repair is of the available budgets for the ITIs. The majority of the expense is incurred on the salary

as seen from the table below. The amount allocated for building repair is about 7%. This is extremely low and should be about 15-20%.

Table ITI Budget Head

Budget Head Avg Proportion of budget allocation (2003-04)

Salary 77%Building Repair 7% Buying equipments/machines 5% Raw materials 6% Staff Training & Development 2% Other major expenses 6% Source: Primary survey

35


Draft EMF Report

Good Case of Campus Maintenance

The Vishakhapattanum ITI was an excellent case of proactive role of the institutional head. The ITI was excellently maintained not only the main buildings but also the open land that was abundant in fertile soil was well maintained as can be seen even from the pictures.

The workshops, classrooms were also very well maintained. The toilet blocks were clean and well maintained though the materials used were dated indicating to the fact that they were maintained properly all through. The trades like carpentry, welders, plumbers do some part of the routine maintenance work, this subsidises the costs of maintenance as well as the training giving the additional benefit of building remaining well maintained. The plumbing trade students maintained the taps and other devices, for major repairs the trainer would help the students and direct them.

The painting trade students whitewash the walls and often the trade does various paintings on the walls also making the campus more lively. The students are also participating in the gardening and other campus activities, which has resulted in a green and clean campus.

Hazardous Waste Management

Hazardous materials—such as laboratory chemicals, chemical by-products, chemical handling supplies, paints, and solvents—can cause pollution and present risks to health, safety, and the environment. The improper use and disposal of hazardous chemicals have consequences on both the health of those who handle the material and those whose water, air, and land may be polluted by leaks, spills, and volatile emissions. However, proper storage and disposal of hazardous solid waste was not found in any ITI. In most of the ITI, hazardous solid waste was found dumped in an open place with out any signage. Storage of different waste material like broken furniture, old table cloths, roofing material was found in corners of classrooms.

Status of campus maintenance at ITI Vishakhapattanum

Storage of Hazardous waste

36


Draft EMF Report

3.3.4 Resource Consumption Issues The average energy consumption in most ITIs is in the range that is acceptable since the daylight factor in most workshops is high. The workshops have high number of windows and most of the trussed roofs have north lighting taking the ambient level of illumination to a higher level. This has reduced the need of artificial lighting in most cases.

In most of the ITI s there is awareness in a general form about the energy saving concepts but the implementation part was almost absent everywhere. The approach of using renewable sources of energy for the activities like pumping, campus lighting, and water heating was not seen.

Table Status of Energy Consumption

Name of the ITI

Average electricity consumption (Wh/month)

Total Built up area (sq.m.)

Average consumption per unit area (Wh/ Sq.m)

Vishakhapatnam 2150000 16194.3 133 Cuttack 4236000 10440.0 406 Shamshi(HP) 3200000 4232.2 756 Solan(HP) 3374000 2008.3 1680 Durgapur 7800000 7506.0 1039 Bikaner 750000 4300.0 174 Karnal 11000000 4120.5 2670 Hissar 5000000 7434.0 673 Pusa (Delhi) 320000 13262.1 24 Guwahati 3643000 6186.0 589 Morigoan 14000 770.0 18 Panaji (Goa) 0 1038.0 0 Ankleshwar 7287000 7882.2 924 Gandhinagar 140000 9562.2 15 Pondicherry 400000 3656.3 109 Coimbatore 4200000 5928.2 708 Ambernath 9936000 8850.6 1123 Dadar 3250000 5637.6 576

Average consumption per unit area

0

500

1000

1500

2000

2500

3000

Vishakh

apatna

mCutta

ckSha

mshi(H

P)Sola

n(HP)

Durgapur

Bikaner

Karnal

Hissar

Pusa (D

elhi)

Guwah

atiMori

goan

Panaji

(Goa)

Anklesh

warGan

dhina

gar

Pondic

herry

Coimbato

reAmbe

rnathDada

r

Wh/

Sq.

m

37 CEPT University, Ahmedabad

Draft EMF Report

3.3.5 Environmental Augmentative measures

Concept of saving every drop of water was found to be known to the teachers, staff and students but Rainwater Harvesting is being practiced in very few ITI campuses like in case of ITI Ankleshwar.

The issue of use of solar energy was also discussed and participants from various ITIs have shown interest in the same and were willing to install solar panels. But no distinct plan for future was observed in the same line.

As far as solid waste management is concerned, very few ITI has the system in place. ITI Goa has taken up a good initiative in this line by having partnership with urban local body for composting the biodegradable wastes.

Solid waste generated out of machine shop is mostly sold in the market as scrap. Solid Waste generated out of carpentry shop activity is also sold/ occasionally decomposed.

Holistic Personality development courses like Yoga being practiced by ITI Solan, as can be seen from the picture beside.

38


Draft EMF Report

3.4 Summary of Issues Major Issues Specific Issues Name of the ITIs

• Problematic Location • Low lying area • Steep Slope • Far away from habitation • Earthquake Zone V

ITI Cuttack ITI Solan ITI Shamshi/ ITI Vishakhapattanam/ ITI Cuttack/ ITI Bikaner ITI Morigaon / ITI Guwahati

• Site planning • Space Constraint • Lack of boundary wall • Poor campus drainage • Access roads • Site Development and landscape

ITI Dadar / ITI Panaji ITI Panaji / ITI Guwahati/ITI Solan ITI Guwahati / ITI Durgapur/ ITI Cuttack ITI Solan All except IT I Vishakhapattanam

Site planning and design issues

• Design of Building • Absence of Barrier free design for disabled / Energy efficient / Eco-housing / Solar

Architecture / Fire Exit • Poor plumbing services • Poor Design of Service corridors

All visited ITIs ITI Cuttack All visited ITIs

Construction issues • Use of Carcinogenic material like ACC / Low cost Paint etc • Use of non local materials • Use of Expanded Poly Styrene (EPS i.e.-Thermocol) Sheets • Asbestos sheet roofing

Almost all ITIs / (Special issues in ITI Mahad) ITI Solan ITI Panaji ITI Panaji/ ITI Vishakhapattanam/ ITI Cuttack/ ITI Shamshi

Maintenance issues • Poor maintenance of Landscape and site

• Poor Maintenance of services especially plumbing and drainage • Poor routine maintenance like painting /white washing/ cleaning etc • Poor maintenance of electricals • Poor maintenance of building elements like slabs, columns, beams

ITI Durgapur / ITI Ankleshwar / ITI Bikaneer / ITI Gandhinagar Almost all visited IT Is Almost all visited ITIs Almost all visited ITIs Almost all visited ITI s

Resource Consumption Issues

• Lack of use of renewable energy resources • Lack of Rain water Harvesting

All Visited ITIs Almost all visited it is

Environmental Augmentative Measures

• Very few environmental friendly actions • Slope Stabilising • Ground water recharging

Almost all ITI (Except Goa and visag) ITI Solan Almost all visited ITIs

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3.5 Status of Compliance Name of the ITI NBC BIS UDPFI DMBFBE EP WA AA HZ OHS

1 .ITI Vishakhapatnam H M H H L L H M L2 ITI Cuttack H M H L L L H M L3 ITI Shamshi H M H M L L H M L4 .ITI Solan M L M L L L H M L5 ITI Durgapur M M M NC M M M H L6 ITI Bikaner H H M L M H M M L7 ITI Karnal M M H M M M L L L8 ITI Hissar M M H M M M L L L9 ITI Pusa (Delhi) M M H M M M M M M10 ITI Guwahati M L H M L L L M L11 ITI Morigoan H M H M M L M H L12 ITI Panaji (Goa) L L L M L L M H L13 ITI Ankleshwar M M M NC L L M L L14 ITI Gandhinagar M M M NC L L L L L15 ITI Pondicherry L M L M L NC L NC L16 ITI Coimbatore L M L L L NC L NC L17 ITI Ambernath L M L L L NC L NC L18 ITI Dadar L M L L L NC L NC L19 ITI Mahad M M M M L NC L NC L

Note: High=H; Moderate=M; Low=L; No Compliance=NC

NBC: National Building Codes (NBC) ; BIS: BIS Codes on Earthquake Engineering; UDPFI: UDPFI guidelines ; DMBFBE: Design Manual for a Barrier Free Built Environment; EP: Environment (Protection) Act, 1986 WA: Water (Prevention & Control of Pollution) Act, 1974; AA: Air (Prevention & Control of Pollution) Act, 1981 HZ: Hazardous Wastes (Management & Handling) Rules, 1989; OHS: Occupational Health and Safety Management Standards ; OP/BP: OPs and BPs of The World Bank

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Chapter 4 Review of Vocational Training Structure

4.1 Present Curriculum The present course contents of ITIs are developed at the national level. The structure seems to be well designed keeping in mind the IQ level of the students. However a mechanism for incorporating feedbacks from the bottom level,need to be established.

Over the years, some of the trades are becoming more popular due to their job prospects; where as a few of them are becoming obsolete. From the field sampling of ITIs, it was learnt that the preferred trades are:

• Automobiles`

• Electrical

• Electronics,

• Fitter,

• Machinist,

• Welder, Turner Whereas some of the following trades becoming less popular (around 50% or less seats get filled up) :

• Mason

• Carpentry

• Painting

• Surveying

Some of the sun-rise trades are: • Hair Styling/Beauty Parlor • Hospitality/Catering • IT Enabled Services Like Call Centers • Computer / DTP

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4.2 Exiting Coverage of Environmental/Health/Occupational Safety Issues Presently, the issues related to environment, heath and occupational safety are covered in the single subject, viz., Social Science studies. Recently, the course curriculum has been revised to include the emerging environmental concept & issues.

Modules are too short Environmental coverage take a back seat

Better technique for delivery of environmental issues is required

Environmental health and safety issues are covered in brief in each of the trade

• The section A deals with the Social Sciences which include

1. Five year plans 2. Constitution of India 3. Work Environment and Worker education 4. Occupational Hazards and Safety measures 5. Human Relations and Labour Unions

• The Section B deals with Population Education and covers the whole range 1. National Family planning programmes 2. Population growth and its Social and Economic impacts in India 3. AIDS and Venereal Diseases 4. Consumption of Drugs 5. Objective Questions

• The Section C of the Social Studies project deals with the issues related to the Environment under the title of – “Energy Conservation & Environment Management”. The topics covered under this are

1. Energy and its Conservations 2. Natural Resources 3. Environmental Pollution

Beside the above, the occupational health and safety issues are covered in some trade areas. However, the issues of EMS, cleaner production, good house keeping etc are not covered at present. However, while interacting with the students, it was observed that their awareness of the issues are limited. Further inquiry revealed that the students are mostly tied up with core course works and the ancillary subjects like social studies are often ignored.

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Another major issue is related to the delivery of the course. It was observed that many ITIs do not possess the in-house capacity to deliver the diverse topics this particular subject demands. For delivery of this course content, majority of the ITIs are dependent on visiting faculties or other external resources, on which they have very little control in terms of the quality of teaching /course delivery.

A rapid screening was carried out by the CEPT team in order to highlight the trade wise pollution potentials, which is as under:

Table4.1: Existing Trades and Pollution Potential Trades Pollution Potential Air Noise Water Soil Solid Waste Electrical - - - - ● Electronics - - - - ● Hospitality - - ● - ● Plastic Process - - ● ● -Chemical ● - ● ● -Food Process - - ● - ● Refrigerator & Air conditioning - ● - - -Automobiles ● ● - - ● Leather ● ● ● Fabrication - ● ● Welder ● Tuner ● Carpenter ● ● ● Wireman ●Diesel Mechanic ● ● ● Grinder ●Foundry ● ● ● Pattern Maker ● ●Radio & T.V. Mechanics ● Instrument Mechanics ● ●

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Potentially Polluting Trades

Environmental Management System (EMS) is not covered

Environmental health and safety issues need more coverage

Good house keeping and t f l

Draft EMF Report

Trades Pollution Potential Air Noise Water Soil Solid Waste Hospitality Management ● ● Fitter ● ●Painter ● ● ● Dress Maker ● Hair & Skin ● Steno COPA ● Broad Base Basic Training ● Two Wheeler Mechanist ● ● Plumber ● ●Tractor Mechanics ● Tool & Die Maker ● ●

As can be seen from the above matrix, that in reality many of the ITI trades have high pollution potential. Thus it is important to cover some of the trade specific issues as a part of the curriculum.

4.3 Profile of the Students The eligibility for an ITI course varies from 8th std to 10th std students. It is interesting to note that majority of the students (except for ITI, Goa, Hospitality students) are from low to lower-middle income families. Thus, these ITIs are providing livelihood opportunities to a particular stratum of the society.

Majority of the enrolled students are male. Trades like Hospitality, Hair Dressing, Steno etc have higher enrolment of female students. The numbers of students from SC/ST are also found to be limited. Thus, there exists a need to look at the equity issue in the context of ITI admissions.

Lower middle & lower class Less representation of other classes

Proficiency is low

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4.4 Best Practices

Vishakhapattanam

The Vishakhapattanam ITI is an excellent case of proactive role of the institutional head. The ITI was excellently maintained not only the main buildings but also the open land that was abundant in fertile soil was well maintained as can be seen even from the pictures.

The workshops, classrooms were also very well maintained. The toilet blocks were clean and well maintained though the materials used were dated indicating to the fact that they were maintained properly all through. The trades like carpentry, welders, plumbers do some part of the routine maintenance work, this subsidises the costs of maintenance as well as the training giving the additional benefit of building remaining well maintained. The plumbing trade students maintained the taps and other devices, for major repairs the trainer would help the students and direct them.

The painting trade students whitewash the walls and often the trade does various paintings on the walls also making the campus more lively. The students are also participating in the gardening and other campus activities which has resulted in a green and clean campus.

The other interesting activities that were done in the direction of revenue generation using the maximum of the schemes like Earn while you Learn and Service Call Centre. In the first scheme the students and the group trainer would be carrying out some profession jobs and the revenue generated out of the practice. This resulted in financial benefits not only to the institute but also a certain amount was earned by the students and the faculty.

In the second scheme the ITI would be providing service on call. The people would be calling the ITI with their complaints in all trades – electrical, electronics, automobiles and any such trade. On receipt of such a call, the respective trade leader and the students as a team would reach the caller and provide repair service. Again, the revenue was generated from this exercise.

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ITI Solan ITI Solan

The Solan ITI has obtained ISO 2000 certification in institutional management; which is an indicator of internal efficiency at the ITI level. The Solan ITI has licences of government approved class ‘A’ electrical contractor and a pollution control certification licence (PUC). The students are trained on the job while the trainers and some of the alumni take up contracts of wiring and electrification of government and PWD buildings generating revenue for the ITI. Similarly, the students carry out the PUC testing and earn practically while the revenue is generated.

The Solan ITI has obtained ISO 2000 certification in institutional management; which is an indicator of internal efficiency at the ITI level. The Solan ITI has licences of government approved class ‘A’ electrical contractor and a pollution control certification licence (PUC). The students are trained on the job while the trainers and some of the alumni take up contracts of wiring and electrification of government and PWD buildings generating revenue for the ITI. Similarly, the students carry out the PUC testing and earn practically while the revenue is generated.

The IMC has fixed a stipend for the practical trainings of the students which the industry pays the students and half of the amount is paid to the student while the other half goes to the IMC funds which are then utilised for the periodical upgrading and placement cells and other activities. The industry participation in the Solan ITI was found excellent eve in the number of companies coming for the placement. The placement ratio is about 80 % in this ITI for the past few years.

The IMC has fixed a stipend for the practical trainings of the students which the industry pays the students and half of the amount is paid to the student while the other half goes to the IMC funds which are then utilised for the periodical upgrading and placement cells and other activities. The industry participation in the Solan ITI was found excellent eve in the number of companies coming for the placement. The placement ratio is about 80 % in this ITI for the past few years.

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4.5 Industry Consultation

As a part of this EA, a rapid industry consultation was undertaken at various levels. The map 4.8 below shows the geographic spread of the Industry consultations. A detailed list of industry consultations and feedbacks received are enclosed as Annexure III. However, while making this draft report, national level consultations with CII, FICCI, NPC could not be held due to non-availability of the concerned persons.

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CEPT University, Ahmedabad Map 4.1 Industry consultation

Draft EMF Report

Table 4.3: List of Industry Consultation Name of Person Organization Designation Tel No. Mobile Mr. K V Ganapathi Broadway Engg & Transport General Manager (0422) 2232881 098944 52670

Mr. K Senthilkumar Aquasub Engineering General Manager (0422) 6616105, 2642484

Mr. K V Kumar Lakshmi Machine Works Ltd. Dy. GM (0422) 2443837 098422 34115

Mr. P Arumugam Elgitread (India) Ltd. (ELGI) Manager - Training (0422) 4321000

Mr. R Varadachari Rasi Plastic Industries Proprietor (0413) 2273397 094439 59974

Mr. S Sundarrajan A S V technologies Managing Director (0413) 4204443 094431 79776

Mr. S S Bhosale Sandoz India Ltd. General Manager (02145) 251067 98212 30246 Mr. V S Deshmukh Laxmi Organics Ltd. Personnel Manager (02145) 232548 94220 95115

Mr. S L Kole Hikal Ltd. Dy. Manager (P & A) (02145) 232791 Mr. P.K. Sharma Assam Real Estate & Infrastructure Development Associate President - -

Mr. Simanta Bortamny Sunrise Biscuit Company Pvt. Ltd. Sr. Personal manager - -

Mr. S.N.Roy Employment Department of Gammon India Limited Manager - -

Mr. J. J. S. Pawar ABB Limited Vice president - H.R. (0265)2642141 9924113644 Mr. K. M. Jani Panasonic Battery India Company Limited D. G. M. Personnel (0265)2642661-62,

2638887-88 -

B.S. Gahlot Audi Motors Customer Care Manager 9351577500

Mr. Dharmen Joshi Industrial Associates Chairman (079)5833078 9426088322

Haresh J. Bhuta Alps Chemicals Pvt. Ltd. Managing Director (079)25834338, 25831927

9825031538

Bipin R. Patel The Green Environment Services Co-op. Soc. Ltd. Chairman (079)25892283, -

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During the consultation the issues that came up were mostly related to the performance of the graduating students, the basic knowledge of the students and the time required to absorb them into the industry.

4.5.1 Main suggestions put forward by the Industries:

• Increased Coverage of Environmental, Health, Occupational Safety Issues

• Courses/Detailed exposure on :

• Environmental Management Systems ( ISO 14000 to 18000)

• Cleaner Production

• Good House Keeping

• SHE/OSHA

• ECOTEL ( for Hospitality Industries)

• GREEN Building ( For Construction)

4.5.2 Requirement from Industries • There is massive job potential for skilled manpower in industries

• There is gap between demand and supply of skilled manpower, as Industries are not getting skilled manpower

4.5.3 Corrections required for improving their usefulness to the industries • The existing courses need up gradation to keep pace with modern technologies

• Courses need to be more practical oriented and industrial exposure is required

• Qualified, experienced and committed teachers are required

• Training to be given in modern equipments and not in old-fashioned equipments, which are not used in industries now a days

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• Mode of training should be audio-visual and application based

• Basic grooming of the students is very much required

• Up gradation of physical infrastructure of institutes are equally required

• Change in age-old mind set must take place

How to add value to ITI qualified people

• Tough and serious examination for passing

• Education need to be caliber based rather than certificate based

• New trades to be introduced

• Sound theoretical knowledge to be imparted on certain trades

• Orientation for serious career objectives among the students is required

Additional avenues of training if this manpower is to be exported

The sheet metal trade students are trained for household vessels like buckets funnels etc.

But, the industry today uses punching machines and laser cutting machines.

The thickness ranges from 1mm to o15 mm while the syllabus uses under 1mm thickness

• Up gradation of course outline in line with need of manpower in foreign countries

• Exchange programme for students with students of similar cadre from other countries

• Up gradation of training as per Indo-German Tool Room

• New trades to be added

• Manners and professionalism need to be taught / Personality development is required

Role being played by industries today and role expected by industries to fulfill the above-mentioned requirements

• Industries are spending their resources of the ITI graduates but not getting satisfactory return, thus over the time they have reduced or stopped taking ITI graduates

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Draft EMF Report

• Some Industries are ready to invest and run ITI as per their own requirement, However there are mixed reaction as some people think that they are to busy to take additional responsibility of running ITI.

4.5.4 Value Chain Improvement

Over the years, very little value chain improvement could be possible in the ITI course delivery. Some of the suggested measures are:

• The inclusion of latest and state of the art equipment into training modules

• Industry guest lectures

• Visit to the sites for practical training

4.6 Overall findings

• The course curriculum has been revised recently to include the emerging environmental concept & issues like Energy

Conservation & Environment Management, However, while interacting with the students, it was observed that their awareness of the issues is limited. Further inquiry revealed that the students are mostly tied up with core course works and the ancillary issues like environmental health and safety are often ignored.

• The private Vocational Training Institutes are examples next door and some of the successful models need to be studied and the learning from these can be taken up. The tried and tested successfully running models from the huge number of private institutes can be adopted.

• The Vocational training institutes have a tremendous scope for improvement overall. The entire image that is projected by an ITI is not of a high quality. But, the scope and the role that these institutes have to play in the delivery of the skilled workforce is gigantic. Industrial demand for the skilled workforce is growing by leaps and bounds; along with the delivery mechanism will also have to gear up to those levels to supply the demanded skilled workforce. Therefore, the centers where this workforce is produced will need to upgrade, enhance and grow to meet the standards of excellence that India needs to achieve.

• NGOs and CBOs who work I the field of livelihood strategies are not linked with the

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Chapter 5 Environment Management Framework

The various issues identified during the primary survey and the issues emerging through the discussions with the various stakeholders have been used as the basis to evolve the EMF. Further, the activities under proposed up gradations were screened to identify various environmental issues in the project life cycle. The proposed framework includes possible preventive as well as mitigative measures of these sub-project activities.

5.1 Impact of Up gradation Environmental impacts will depend on the nature and number of new trades, polluting if any, additional space requirement and renovation. The increase in the number of students will put additional pressure on the existing infrastructure including the workshops, laboratories and other amenities like toilets, drinking water, hostels etc. This also implies additional instructors and teaching staff. Such concerns are important because many of the ITI s are already under pressure and have limited resources to hire additional staff and upgrade the facilities. Unless addressed the curriculum will be affected and the basic purpose of starting the COEs will be defeated.

Therefore it is recommended that the proposed up gradation of ITIs require planning in advance after systematic assessment of their existing infrastructure and human resources. Such assessment can be done by the state directorate or DG E&T through an independent assessment agency. The IMC, if any, can also be involved in the assessment.

Recommended Submittal Requirements: Assessment Report for Upgradation covering the sub-projects and support facilities during upgradations.

Agencies Responsible: Concerned ITI, PWD, Environment cell at state directorates, TA Consultant

Improve infrastructure to support additional students – eg, toilets, drinking water, classrooms, workshops

Academic Schedule not to clash with existing class schedules

Include environmental concerns in curricula

Faculty should not get overloaded

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5.2 Siting The site its location in the regional and local landuse context becomes an important element in the location/siting of the institute on any land that needs to be procured for the purpose of building the ITI.

Issues

The issues like steep hill slopes which are difficult to access, also have the danger of land slide etc and will therefore require these issues to be addressed. The case of coastal zones are prone to floods, or cyclones etc and therefore the building must be located at a safe distance from the coastal line, similarly in case of the fragile eco systems of the building and the trades taught both will need to be sensitive and safe for the fragile ecosystems.

The location/siting of the institute it is important that it is accessible to the people, through the transport facilities public and private. That is that the site is not too far away from the settlement and also well connected to the industrial area/zones.

Recommendations:

For any new it is, the site locations should be decided on the basis of the special landuse considerations like landslide, flood, cyclone, earthquake zones etc and also fragile eco systems, sensitive areas.The location of the site should also include the accessibility issues such as access from the residential areas, the accessibility in steep slopes, the connectivity with the nearby industrial areas.

Ease of Access. Connectivity to Industries Hazard zone – Earthquake, cyclone, flood and other

Site Topography

Submittal Requirements for New ITIs:

Drawings showing the Site Plan, Surrounding landuse plan

Submittal Requirements for Upgradation

Drawings showing the existing Site Plan, Surrounding landuse plan, proposed up gradation and improved accessibility measures

Responsible Agency(ies)

ITI, PWD & State Directorate

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5.2.1 Site layout and Design The site layout and building design is also crucial to the institute and its performance besides the factors of eco friendly performance which would include energy efficiency, building services, materials of construction, natural light and ventilation, insulating and other factors. The better and more efficient a design for the internal functions the better the performance. The building will also contribute greatly to the safety and health aspects including occupational safety, the safety of the occupants in case of emergencies like earthquake, fire for easy, fast and safe evacuation.

The building design should be responsive to the local climate. The buildings that are in hot and dry climatic should be designed to be passive to heat gains and cardinally oriented so as to reduce the heat gain and direct heat ingress into the building though the walls and openings, a lot of shading elements on the west wall may also be welcome. Similarly, the buildings in a colder climate should be designed to increase the heat gain and also insulate it against heat losses. The other buildings that are in earthquake zones should be designed with proper attention to earthquake safety, safety codes and also escape routes in case of emergency. In case of cyclonic zones it must be taken into account for the roofs and the anchoring of the roofs against the cyclone.

The materials should also be taking into account all these factors, the chosen for construction should be local materials as far as possible to reduce its impacts. The materials used should be friendly to the climate and environment around. The materials like asbestos for roofing should be avoided. The use of substitute to wood should be promoted and solid wood doors can be substituted with substitute wood materials like blockboards, plyboards, particle boards etc. The materials like aluminium and steel may also provide good substitutes to the wooden partitions, doors and windows in many cases. Most of the locations have local sand stone or other stones and these can be easily used for the construction purposes.

The disable friendliness of the building designed should also be taken into account with appropriate attention. Special provision for ramps and other access routes, toilets, etc for the differently abled should be included at the design stage.

Provide shading using trees Design as per standards Maintain the min. mandatory distances between as per the local building by-laws

Natural Light & Ventilation Barrier Free planning Boundary Wall Energy efficiency Escape routes Green Building Codes Escape Routes Signage

Avoid carcinogenic materials like ACC

Use locally available stones and other materials

Promote Wood substitutes/Flyashj

Promote Energy efficient devices/CFL lamps

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Recommendations for Site Planning

Activity Recommendations

Landscaping • Landscape design should promote and create habitats conductive to native fauna. • Existing vegetation on site should be preserved. • Land with rich biodiversity should be preserved.

Topsoil • Removed topsoil should be reused for landscaping • Soil erosion need to be prevented for large sites during construction by providing sedimentation basin, contour trenching etc.

Afforestation • Compensatory depository afforestation needs to be done in the campus premises.

Site Drainage • Existing drainage pattern should be surveyed and documented. The proposed drainage pattern should follow the existing drainage pattern.

Utility systems • Utility systems namely sewage, power, water, telecommunication an storm water near corridor areas need to be placed in

proper way to prevent interference and contamination. • All electrical systems should meet minimum efficiency criteria as specified by energy conservation building code (motors,

machines transformers etc). Heat Island • Site need to be planned properly to mitigate the heat island effect (Thermal gradient difference between developed and

undeveloped areas) by following measures: 1. At least 40% of the non-roof impervious surfaces on the site (including parking lots and walkways) should be shaded 2. 50% of parking area can be provided underground 3. Pavements and walkways should be painted in light colour (solar reflectance index > 0.5)

Toxic Runoff • Runoff from construction areas and from workshop areas should be collected separately to avoid mixing with natural storm water runoff.

• Adequate measures should be taken for spill prevention and control.

Submittal Requirements:

Drawings showing Site Plan showing the existing topography, vegetation cover

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Landscape design creating niche for the local flora and fauna and preservation of top soil and its nutrients during displacement

Existing buildings/Structures/HT Line/Other Utilities Existing slopes and site drainage patterns Narrative description of measures to prevent soil erosion and management of storm water drainage

During Extensions and renovations Drawings

Site Plan showing Existing Buildings/Structures Site Plan showing Existing slopes Site Plan showing Site drainage pattern

Responsible Agency(ies)

ITI, PWD, TA Consultant and EM cell at state Directorate

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A Case of Solar Passive Building This is a case of solar passive hostel in university of Jodhpur. The technical explanation is as below: Evaporative cooling is out since there’s little water available in this area. So massive structure and air gap in the roof for insulation, reflective external finishes, deep sunshades and a wind tower to create cool breeze were incorporated. An experimental evaporative cooling system of wires along which water is distributed, is installed on the wind tower. The wind tower faces the wind direction, and is located above the staircases to minimize the costs. The cool air caught from the south west by the tower is distributed throughout the building. Walls are of local light-coloured stone, roofing, staircase, partition and lintel over windows. Roof insulation is provided by the tradition method of inverted terracotta pots lining the stone slabs of the roof, with intervening spaces filled by lime concrete. As far as possible, south facing windows are provided in all room since students are away in the hot summer vacation and winter comfort is more important. Solid timber shutter, often with glass are provided to prevent heat loss during the night. Hot water is provided by common array of solar water heaters.

Draft EMF Report

5.2.2 Site Development

Site development involves a whole set of activities many of which are noisy and disturbing and also at times polluting. The construction activities generate a lot of debris also and they need to be handled properly, a proper handling and disposal needs to done. The activities that are noisy should be carried out during the daytime and night construction should be avoided in places which are close to residential areas. The construction labour also has children along with them and proper barricading of the construction areas, and provision for the day care facilities for the children must also be provided. The other important issue will also be the scheduling of the construction activities for so that the routine classes are not disturbed.

Some Recommendations

• Construction safety measures should be adopted as per draft National Building code part 7. • All labourers should comply to the minimum age limit of 18 years • Provide minimum level of sanitation for construction workers on site as per DC Rules • On-site reuse of surplus construction materials should be provided. Recycling of materials should be maximized. • Measures should be adopted to control level of suspended particulate matter during construction. • Measures should be adopted to ensure that ambient noise standard as specified by the CPCB is not exceeded

beyond site limit, due noise generated by construction activity. An integrated design tem can be setup, with experts from different background like architecture, structural, electrical, mechanical engineers, plumbing experts and environmental consultant. Climate responsive design practices should be adopted to achieve thermal comfort as specified in National building code part 8. Design and construction for new ITI Buildings or up gradation of old ITI buildings should take care of some parameters to make its building more energy and resource efficient, those parameters and recommendation are given in Annex V.

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5.2.3 Building Material

The construction of the Buildings and its materials of construction play a significant role in the building and its performance when measured in any terms starting from the finish to the longevity. The building and its materials decide the buildings response to the climate, and in turn the energy required by the building. ITIs can adopt stronger energy standards for new construction and renovation projects. Many of these steps will have a positive payback. Areas to consider include high performance windows, solar design, day lighting, efficient heating and cooling systems, and building orientation.

In case of the already upgraded ITIs, it was observed that the standard construction materials are being use. This may be due to the involvement of state PWDs in the construction of these new facilities. In general, PWD follows that standard schedule of rates (SOR), where the specifications and item rates for the newer materials are not included. This is a major drawback of all PWD driven constructions.

Recommendations for Building Materials

Activities Recommendations

RCC and still systems

• Use of pozzolona material blended Portland cement can be made mandatory as base material for RCC and still systems. • Sand and aggregates from pulverized debris and/ or sintered flyash for concrete and mortar should be used wherever available. Use of recycled still forms and bars for reinforcement should be promoted.

Alternative structural systems

Structural system can be designed and constructed using following alternative technologies 1. Ferro cement and / or precast components for column, beams, slabs, staircases etc. 2. Ready Mix concrete Resinous curing agents

Masonry Use bricks / blocks made from the following materials individually or in combination 1. Fly ash + sand + lime bricks / blocks (IS 4139) 2. Pulverized debris + cement bricks / blocks, Industrial waste based bricks / blocks, aerated light weight BPC concrete blocks (IS 2185) Phospho –Gypsum based blocks (IS 12679) and Lato blocks (laterite cement; IS 12440)

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Mortar Sand from pulverized debris and / or sintered fly ash Increase of pozzolana material content in BPC

Plastering Any of the following alternative plasters can be used 1. Calcium silicate plaster 2. Cement plaster (sand for plaster as per IS 1542) 3. Fiber reinforced clay plaster / Phospho-gypsum plaster / Non-erodable mud plaster 4. Resinous curing agent instead of water 5.

Roofing and Ceiling

Use the following eco-friendly material for roofing 1. Fiber reinforced polymer (FRP) instead of PVC, Foam PVC, Polycarbonates, acrylics etc. 2. Micro concrete roofing tiles / Bamboo Matt Corrugated roofing sheets

Windows, Doors and Openings

Ferro cement and pre-cast RCC lintel (IS 9893), Chajja and Jails instead of RCC should be used. Timber and Alluminium / Steel frames can be replaced by

1. Ferro cement and Pre cast RCC Frame (IS 6523) 2. Hollow recycled steel channels (IS 1038, 7452), and recycled aluminium channels (IS 1948)

Timbers if used for shutters and panels must be renewable timber from plantations with species having not more than 10 year cycle for timber. MDF Board (IS 12406) can also be used instead of timber, plywood, glass. PVC/ FRP doors (IS 14856) should be used in wet areas.

Electrical • Used unplasticised PVC or RDPE products instead of Aluminium, Brass, PVC, GI and SS. Products with recycled Aluminium and Brass components can also be used wherever applicable.

Plumbing • Use RCC, unplasticised PVC (IS 15328), GI, CI pipes instead of lead, AC pipes.

• Where applicable use products with recycled aluminium and brass components for fitting fixtures and accessories. • Use polymer plastic (ISO EN 15874) hot / cold water systems instead of G.I.

Water Proofing

• Use Epoxy resins instead of Tar felt/ Pitch.

Paint / Polish • Use cement paints (IS 5410) / Epoxy resins paints for external surfaces. Use water based paints, enamels, primers and polishes.

Submittal Requirements: Specific clauses in construction agreement

Responsible Agency: PWD, EM Cell / State Directorate

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Comparative cost of Alternative Building Materials

Coast Deviation(%) Masonry work Material Coast (Rs/Sq.ft.)

75% brick + 25% alt.



Fired Clay Brick Base Base Base Fly Ash + Sand + Lime 1007 +21 +42 +63 Pulverized Debris based 1851 +7 +15 +21 Industial Waste based 1300 +21 +42 +63 Roofing Material Cost Deviation (%) 50 % G.I. + 50 % Alt. 25 % G.I. + 75 % Alt. Galvanised Iron Corrugated sheet on steel support 40 -4 -6 Mangalore Tiles on primary wood supports 48 +10 +15 PVC Corrugated sheet on steel supports 42 +2 +3 MCR tile on Primary wood supports 36 -5 -8 Bamboo material Corrugated sheet on Primary wood support 45 +6 +9 Alteranative Roofing Material Coat Deviation(%) 50 % Vitrified + 50 Alt. 25 % Vitrified + 75 Alt. Vitrified Ceramic tile 75 Base Base Kota Stone, 30 mm thick-machine cut-one side polish 35 -27 -40 White Glazed Tiles(dedo) 15 -40 -60 Ceramic ( non-virtified) Tiles 30 -30 -45 Plain Cement Tiles 13 -41 -62 Flooring Material Coat Deviation(%) Ready Mix Synthetic paint 115 Base Synthetic Distemper 60 -48 Acrylic Distemper 68 -41 Oil paint (grade I) 130 +13 Cement Paint 55 -52 Epoxy resin System 340 +196

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5.2.4 Building Services

The building services like electrical, plumbing and drainage have the potential in providing the necessary environmental efficiency. The electrical fittings can be high performance devices, energy efficient devices like CFL Luminaries and other such devices.

The plumbing can be using low friction pipes reducing transmission losses. The water saving fixtures and fittings can be used to reduce the losses. More modern systems of plumbing can also be adopted.

The alternative and renewable sources of energy like solar can be used effectively for water heating, campus lighting, hostel corridors etc. The alternative systems of recycling of grey water can be adopted.

The solid waste management also has similar options for higher recycling which can easily be practiced in these institutes and role models for other institutes can be developed.

Any combination of these facilities in varying degrees will definitely lead to a better performance of these institutes in terms of the environmental friendly models. This can be taken a step further can turned into models.

Some Recommendations for resource conservation through building services

Use CFL lights Enhance use of renewable sources of energy


Water Supply / Sewerage

• Maintain uniform pressure by using separate distribution system for each floor. • All faucets and fixtures should be of low flow rate. • All WC to be used with dual flush system with lower flow rate. Install water meters in necessary places. • Exotic or Ornamental plants which require more water should be avoided. • Plant native / indigenous species with low water requirement. • Onsite recycled water (if available) can be used for watering the lawns. • Sprinklers should be used for watering the lawns. • Water consumption for outdoor use should be used.

Plumbing & Drainage Design as per SP-23

More efficient faucets etc Use of water efficient faucets to reduce water consumption

Recycling of Grey water in non-urban/peri-urban ITIs

Solid waste segregation

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• Harvesting, storage / recharge of rainwater should be done to the maximum. • Treatment facilities for campus drinking water supply should be provided if the quality is not meeting IS standards. • Dual plumbing lines can be established to separate grey and black water. • Eco-friendly treatment system for combined stream of grey water and black water should be installed.

Outdoor lighting

• Renewable energy based (Solar PV, Biomass, Wind, Fuel Cells) lighting systems should be used wherever possible in walkways, parking and landscaped areas.

• Use of fluorescent / compact fluorescent lamps (CFL) for general lighting of outdoor spaces and common / circulation areas namely passage, staircase, lifts, corridors, lobbies etc. should be encouraged.

Solar Water Heater

• Provide solar water heaters in all roofs, preferably in hostel buildings. • Provide solar water heater with non electric booster

Waste Management

• Separate bins should be provided for collection and separation of biodegradable, non-biodegradable and recyclable waste.

• A separate collection system should be provided for hazardous waste like batteries etc.

• A decentralized (onsite) treatment plant based on non-energy intensive and eco friendly technology (vermicomposting or anaerobic digestion) can be installed for the treatment of organic waste.

Submittal requirements:

Luminous efficacy of each luminary type used Wiring diagrams for each Outdoor lighting Detailed Plumbing and Drainage plans Sewage disposal mechanism Solid waste management system and plan with narrative description Water consumption details

Responsible Agency (ies)

Concerned ITIs, PWD/ CPWD, EM Cell, State Directorate

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5.2.5 Hazardous Waste Management Hazardous materials—such as laboratory chemicals, chemical by-products, chemical handling supplies, paints, and solvents—can cause pollution and present risks to health, safety, and the environment. The improper use and disposal of hazardous chemicals have consequences on both the health of those who handle the material and those whose water, air, and land may be polluted by leaks, spills, and volatile emissions. ITI campus community as individuals and the ITI as an institution need to be committed in seeking and employing waste minimization and pollution prevention measures to better manage the potential risks and responsibilities inherent in these activities. The following actions are recommended:

Safety Poster

• Regulate all uses of hazardous waste in campus. • Minimize the production of hazardous waste through education, inventory tracking, and intra-campus redistribution • More permanent and detailed labeling (possibly with barcodes) • Information on the substitution of alternative, safer chemicals at time of purchase • Conduct on-site inspections, training and program reviews, and investigations of incidents. • Oversee safe use of radioactive materials and radiation producing machines. • Handle, transport, and appropriately dispose of hazardous waste materials. • Establish a battery recycling program so that rechargeable (lithium, nickel-hydride etc.) batteries are recycled rather than • incinerated as hazardous waste or (in the case of alkaline batteries) taken to the landfill. • Test, detect, abate and/or dispose of materials containing asbestos and/or lead. • Develop contingency plans and procedures.

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Class A Class B

Class C Class D- Div 1

Class D- Div 2 Class E

Class F

Levels for Hazardous waste Category

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5.2.6 Occupational Health and Safety Occupational health an safety can be taken care at two stages, namely a set of occupational healh and safety measures for construction workers during up gradation of the ITI, and the general health and safety of ITI students in workshops. General Recommendations:

• Ensure the health and safety of the employer’s workers and other workers present at the workplace. • Establish occupational health and safety policies and an OHS program. • Provide general direction to management, supervisors and workers about their responsibilities and roles in providing a

safe and healthy workplace. • Provide specific direction and delegate authority to those responsible for health and safety. • Provide workers with the information, instruction, training and supervision necessary to carry out their health and safety

responsibilities. • Provide and maintain protective equipment, devices and clothing and ensure that they are used.

Recommendations for Hazard control:

• Identify potential hazards through regular inspections and either eliminate or control the hazards without delay. • Remedy any workplace conditions that are hazardous to worker health or safety. • Develop written safe work procedures. • Encourage workers to express concerns and suggest improvements on health and safety issues, for example, through

safety talks, meetings, or consultation with worker representatives.

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5.3 House keeping The activities in an ITI are diverse in nature, ranges from operation of laboratories, workshops, hazardous waste generating activities like auto repair etc. Thus, regular house keeping is an important subject for these ITIs. Present house keeping system depends on limited number of class IV employees. As a result, working environment in many of these ITIs are far below than the desired levels. In order to initiate a better house keeping regime, CEPT recommends initiation of house keeping roster or log book to record the cleaning maintenance activities on daily /weekly basis.

For the maintenance of the building, it is proposed that a smaller budget is sanctioned to each of the ITIs so that the urgent repairs are not delayed. The state directorate, in consultation with the state PWD, should develop an enabling mechanism in this direction. Another pro-active mechanism would be to introduce the concept of Environmental Management System (EMS) in these institutes. EMS is an integrated system of communication with established training, responsibilities, and methods to address environmental issues and achieve environmental goals. It involves a continual cycle of planning, doing, reviewing, and improving the processes and actions associated with the organization’s responsible environmental management. EMS for an ITI will be a institution-specific system developed by the ITI on the basis of their specific requirements and capacity.

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A CASE STUDY OF GREEN INSTITUTIONAL BUILDING Hitkarini College of Engineering and Technology, Jabalpur, India. The Hitkarini College of Engineering and Technology (HCET) at Jabalpur is a 10 acre campus. The institute being primarily dedicated to learning and training, the language of built spaces has been kept to provide its users a lively environment. The challenge was to create a core building which is environmentally sensitive and sustainable. The building which has been envisaged is proposed to be certified by TERI (The Energy and Research Institute, India) as Green Building. The main aim was to create a building which is thermally comfortable and affordable. Maximum spaces in the building are non air-conditioned. The thermal comfort in these spaces is achieved with the help of cooling towers. Some unique green futures of the building are: Energy: Integrated use of solar passive design techniques and high tech energy modeling has resulted in saving up to 40 % of conventional energy demand. Renewable energy: 51% of outdoor lighting system are operated by solar PV Systems. Building Envelope: Use of external hollow brick wall with specialized glazing along with external shading device reduces the heat gain in non-air-conditioned spaces and air-conditioned spaces provided with wall insulation and double glazing window system. Efficient Utilization of resources: Existing landscape being protected from degradation during the process of construction. Environment Sensitive Construction practices: Good Construction practices being adopted viz. reduced air pollution, reduced water use, sanitation facilities for workers etc. Storm water management: Rain water collection pits to ensure zero discharge out of site boundary. Water Efficient Technology: Native plant species, high efficiency irrigation system, 30% reduction in potable water use. Recycled content: Fly ash based cement; gypsum based acoustic ceiling and ceramic tiles with high recycled content. Indoor Environment Quality: Use of low VOC paints, adhesives and sealant. Source: CIDC 2006

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In general, any EMS consists of four parts:

POLICY

PLANNING

IMPLEMENTATION

REVIEW & IMPROVEMENT

EMS

Framing an environmental policy.

Assessing environmental impacts

Compliance Objectives and

targets Operational controls

Roles & responsibility

Communications Training Document control Emergency response

Chart no 5.1 EMS Structure

Monitoring Non conformance &

corrective action Records Audits Administration re Emergency

view

response

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5.4 Environmental Management System

5.4.1 EMS & Environmental Policy The intent of an environmental policy is to define the organization’s commitment to the environment through continual improvement in environmental performance. A strong, clear environmental policy can serve as both a starting point for developing the EMS and a reference point for maintaining continual improvement. The policy should be evaluated regularly and modified, as necessary, to reflect changing environmental priorities. The environmental policy should, at minimum, address the following three topics:

1. Commitment to compliance with applicable environmental legislation and regulations 2. Pollution prevention 3. Continual improvement

5.4.2 EMS Objectives and Targets An objective is a goal that is consistent with the environmental policy, priority environmental aspects and impacts, and applicable environmental regulations. A target is a more detailed performance goal related to and supporting a specific objective. The objectives and targets represent the transition from planning to action. Participation is important in defining “realistic & achievable” objectives & targets. A reasonably detailed action plan should be prepared for each objective.

5.4.3 Roles and Responsibilities Assigning roles and responsibilities to each person (from head of the institute to the students) in the institution gives credibility and authority to the EMS initiative.

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5.4.4 Structure For Implementation Of The EMS EMS steering group – A small group of administrators and faculty who will provide (1) direction with respect to the breadth and direction of the EMS and (2) feedback via administration review to the EMS Team to ensure progress, effectiveness, and wise use of EMS resources. EMS Team - Core group of people comprising of staff (e.g., facilities, maintenance), faculty, students, department heads, and administrators who will be responsible for day-to-day EMS activities. Broad representation is critical to success of the EMS. EMS Manager – An employee appointed by, and with the support of the administration, will be responsible for initiating and leading EMS implementation. EMS training will be given to this EMS manager who will then act as a information dissemination source for the internal communication.

5.4.5 Structure for Implementation of the EMS For achieving success in implementation of the EMS, internal communication is very crucial. It involves explaining the environmental policy and objectives & targets and delegating roles and responsibilities to the students, faculty and employees.

Likewise, external communication with interested parties such as regulators, lending agencies, local community members, alumni, and emergency responders interested in the environmental impacts of the ITI should be addressed and documented. By maintaining meaningful dialogue and a proactive approach with external parties, an ITI can fulfill its environmental policy and realize EMS objectives.

5.4.6 Capacity Building Requirements for Implementation of the EMS The goal of an ITI EMS training program should be three-fold: 1. EMS awareness – provide understanding of what the EMS is and how it works 2. Task-specific training – to provide task-specific training on topics to EMS team and participants. 3. Training required by regulators – to comply with applicable environmental and health and safety training

requirements

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In tackling EMS Awareness training, develop an agenda and materials for EMS information you want every EMS participant to understand and then add training modules to accommodate the specific needs of particular audiences.

5.5 Key Steps To Undertaking An EMS Any ITI undertaking the formation of the EMS can follow these key steps:

STEP 1 Conduct A Preliminary Review Or Gap Analysis – A gap analysis should be performed to identify:

(1) Current environmental management practices that can "evolve" into EMS elements and (2) Missing EMS elements.

STEP 2 Determine the scope for the EMS – How to implement the initiative? What issues to prioritize and address first? Phase-wise implementation in departments? STEP 3 Communicate – he EMS Initiative to Faculty, Students, and Staff and Invite Input. STEP 4 Identify an EMS manager – and formation of the EMS team. STEP 5 Identify and Discuss - Important EMS Features among the EMS team to guide creation and implementation of the EMS. STEP 6 Start implementing.

Implementation of institutional EMS could be an important step to orient the students towards emerging best practices in the professional fields. It would be an important orientation to prepare them for national/international opportunities.

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5.6 Communication of the Environmental Management System For ensuring effectiveness of the EMS system and fulfilment of objectives and targets, three types of communication are crucial:

• Internal communication within the ITI

• Intra – ITI communication within a zone.

• External communication with stakeholders

Chart No. 5.2 Communication of EMS

ITI INTERNAL - Students - Faculty - Staff - Administrators

OTHER ITIs IN ZONE

INTERNAL

INTRA-ITI

INDUSTRY

CII, FICCI, GPCB etc.

LOCAL COMMUNITY

EXTERNAL

EXTERNAL

NGOs, CBOs

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5.7 Environmental, Health Safety Issues In the Curriculum As stated in the earlier chapter, the present focus on EHS issues in the curriculum is broad and delivery mechanism is weak. It is therefore, recommended to restructure the present course with specific focus as under :

1. Generic Module ( Common for all) covering :

Environment Protection ACT, Water/Air Pollution Act, MSW Handling Rules, Battery Handling Rules, Haz. Waste Mgmt, Concepts of Cleaner Production & EMS, Good House Keeping, EMS and OSHAS.

2. Specific Modules for Trades with high Pollution Potential

Table5.1: Proposed Modification in the Curriculum

Trades Thematic Areas Electrical Electronics

E- Waste, Hazardous Waste Management, Energy Saving Appliances, Extended Producers Responsibilities

Hospitality Good House Keeping, Energy Management, EMS Plastic Process MSW Rules, Haz. Waste Mgmt Rules

Chemical Cleaner Production, Reuse / Recycle Food Process Good House Keeping, WHO guidelines, MSW rules Refrigerator & Air conditioning Global Warming/Ozone Depleting Substances, Energy Management

Automobiles Vehicular Pollution Norms/Standards ( Bharat Norms/SIAM guidelines, Cleaner Energy ( Lead Free, CNG, Bio-Disels, Occupation Safety guidelines

Leather Cleaner production and leather waste (solid / liquid)

Fabrication Welder Tuner

Occupational Safety Practices, Good House Keeping Measures, Haz. Waste Management Rules

Civil Green Building Guidelines, Eco Housing, NBO Norms, Solar Passive/ Active guidelines

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It may be noted here that the above thematic areas are merely indicative. The content and delivery mechanisms need to further detailing so as to integrate with the present delivery system. However, while delivering these issues, the IQ level of these ITI students need to be understood, as most of them come after SSC.

5.8 Institutional Framework for Implementation of EMF For Implementation of the above said EMF, appropriate institutional structure would be essential from the Central level till the level of an ITI. A possible stakeholder matrix is developed to understand the various roles, responsibilities and communication requirements:

Table: 5.2 Stakeholder Analysis Matrix

Key Stake holders Secondary Stake Holder Other Stakeholders

Central Level DGE&T MoLE, MoEF, CPCB, CPWD CII, FICCI, Chamber of Commerce

State Level State Directorate SPCB, State PWD, DRDA, State Education Department

State CII, FICCI. State Chamber of Commerce, Large NGOs working in the field of Livelihood

Local Level ITI

Panchayat/ULB, PWD

District Education, District Industries Commissioner ate

Local Industries, NGOs/CBOs, Community At Large

5.9 Field Testing of EMF It is also recommended that field-testing of the proposed EMF should be taken up for all identified geo-climatic region (at least one ITI per region). Learning from such field-testing would enhance the proposed EMF for application of larger IVTI interventions. Tentative budget for field-testing has been proposed in next chapter.

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For effective implementation of the proposed environmental management framework, a three-tier approach is proposed (Refer above chart):

Chart No.5.2 Institutional Framework

DGET

STATE DIRECTORATE

INDIVIDUAL ITI

CENTRAL EM CELL

STATE EM CELL

ENVIRONMENT COUNCIL

PWD, CII, FICCI, STATE PCB etc.

MoEF, CII, FICCI, CPCB

IMC, STUDENTS, STAFF, LOCAL INDUSTRIES, ULB

TA Consultant

• Environment Management Cell at the DGE & T level

(To develop/ implement env. guidelines for IVTI project, curriculum development for Environment- Health – Safety Issues, creation of environmental challenge fund for the ITIs, Interaction and continual review in consultation with the national level bodies)

State Level Environment Management Cell

( To Screening of Projects, Implementation of EMF measures, Monitoring and Evaluation) • ITI level Environment Management Committee

(Environmental Awareness, Implementation of EMS)

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Chart No.

KEY STAKEHOLDERS

ENVIRONMENT DEPARTMENT COMPOSITION RECOMMENDED TASK MEANS OF VERIFICATION

Central Level DGE&T Central Environment

Management Cell

5 - 6 members: Environment specialist, Environmental Planner,

Architect, Civil Engineer,

Environment Engineer,

Environmental health and safety standards, Curriculum development, Environment challenge fund, Interaction with industry, Conceptualising capacity building and training needs, Organizing Annual Cross learning workshop

Annual Reports, that can be up loaded in web site Prepare national policy guidelines / Standards etc.

State Level State Directorate State Environment

Management Cell

2 - 3 members: Environment specialist,

Architect Civil Engineer

Screening of projects, Monitoring and implementation, Safeguarding environmental compliance,

Annual report at the state level to be submitted to DGE&T

State Level TA Consultant Environmental Expert

Civil Engineer Architect

Monitoring and Evaluation of proposals, reports and over all compliance

Monitoring the compliance of ITI and report to state directorate Monthly Progress Report Annual Compliance Reports

Local Level ITI Environment Council

Principal , 1 member - could be from the staff

or administration with an understanding of the

environment, one clerk, three to four students

Environment awareness campaigns, Implementation of EMS

Quarterly Progress Report Annual Compliance Reports

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Existing Problem Conflict of Activities

Recommendations for Compliance

ITI Goa is located just beside a neighborhood public road and does not have

any boundary wall. It leads to conflict of activities like parking and accessibility.

Municipal solid waste is dumped just in front of ITI

Guwahati. It leads to bad aesthetics as well as unhygienic campus environment.

Encroachment of land from Campus of ITI Guwahati.

Use of Campus Pond by outsiders at ITI Durgapur

A properly planned layout along with boundary wall or fencing can take care of these kinds of issues.

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Solid Waste Nuisance Recommendation for Compliance

Scattered solid waste at ITI Durgapur Campus. Open burning of organic waste at ITI Guawahati

Scattered dry leaves at ITI Ankleshwar

Proper collection, Segregation and Disposal can solve the problem, as found in ITI Goa.

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Drainage Problem Recommendation for Compliance

Playfield converted in to wetland at ITI Guwahati Eroded boundary wall at ITI Pondicherry The proposed drainage pattern should follow the

natural drainage of the site

Waste Water Disposal

Grey water from Bathrooms are clogged at ITI Durgapur

Waste water is discharged with out treatment at ITI Durgapur

Root Zone treatment process can be installed as a decentralized treatment plant, with in the campus.

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Chapter 6 Training, Capacity Building & Public Disclosure

6.1 Training and Capacity Building Plan The need for a robust training and capacity building plan has emerged from various level of consultations carried out during the course of this assessment. Thus, a comprehensive training & capacity building plan is proposed, as under

Table 6.1 Training and Capacity Building Plan Training Module

Level Broad Content Duration Target Group

Module 1.0 Awareness Basic Concepts of EMF, Environmental Issues Green Labelling/Eco- Mark Communication Strategies Public Disclosure Legal Framework

½ day to 1 day DG E&T officials, CPWD Chief Engg/SEs State Directors

Module 2.0 Awareness/Knowledge Basic Concepts of EMF, Environmental Issues Environmentally sensitive layout design Green Building /Eco-Housing concepts Green Construction Management

1 – 2 days State CPWD/PWD EEs/AEs/JEs

Module 3.0 Awareness/Knowledge Environmental Issues Laws/Legislations Concept of EMS/Good House Keeping for Campus Occupational Health Safety Issues Environmental Augmentative measures

1-2 days ITI Principals/Heads/Faculty /staffs

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Training Module

Level Broad Content Duration Target Group

Module 4.0 Knowledge Campus Environmental Issues Trade Related Environmental Issues and best practices Eco-labeling Good House Keeping/ Cleaner Production and EMS

3-5 days ITI Students ( Can be delivered as a special course)

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6.2 Public Disclosure policy

6.2.1 Brief of the Right to Information Act, 2005 Public disclosure has become a mandatory activity under The Right To Information Act, 2005, which is an act to provide for setting out the practical regime of right to information for citizens to secure access to information under the control of public authorities, in order to promote transparency and accountability in the working of every public authority. This act is extends to the whole of India except the State of Jammu and Kashmir. "Information" according to this act means any material in any form, including records, documents, memos, e-mails, opinions, advices, press releases, circulars, orders, logbooks, contracts, reports, papers, samples, models, data material held in any electronic form and information relating to any private body which can be accessed by a public authority under any other law for the time being in force.

The information accessible under this Act, which is held by or under the control of any public authority includes the right to (i) inspection of work, documents, records; (ii) taking notes, extracts or certified copies of documents or records; (iii) taking certified samples of material; (iv) obtaining information in the form of diskettes, floppies, tapes, video cassettes or in any other electronic mode or through printouts where such information is stored in a computer or in any other device As per the act every information shall be disseminated widely and in such form and manner which is easily accessible to the public. All materials shall be disseminated taking into consideration the cost effectiveness, local language and the most effective method of communication in that local area and the information should be easily accessible, to the extent possible in electronic format with the Public Information Officer available free or at such cost of the medium or the print cost price as may be prescribed.

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6.2.2 Responsibility of DGE&T in the context of IVTI Project

As a responsible agency, The DGE&T need to initiate actions at the central level as well as ensure state level and local level initiatives to keep people informed about the project with all available information. Some of the activities at different level are discussed below.

6.2.3 Central Level:

Ministry at the center need to maintain all its records related to the project duly catalogued and indexed, all appropriate records need to be computerised and connected through a network all over the country on different systems so that access to such records is facilitated. It is recommended to upload the following information on the exiting website of DGE&T :

• What is the Project and its salient features • Objective of the project and expected benefits • All reports like, pre feasibility report, detail project report, Environmental/Social Assessment etc. • Brief of Agencies involved at different capacity • Brief of Funding Agency • Budgetary allocation with regular update • State level agencies and contact addresses

6.2.4 State Level:

At the state level, a Public Information Officer (PIO), need to be designated under sub-section (1) and a State Assistant Public Information Officer need to be designated as such under sub-section (2) of section 5 of the Right to Information Act. The PIO will be responsible for any kind of information to be disseminated to public. For this purpose he/she need

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to maintain all records related to the project at the state level duly catalogued and indexed, computerize necessary reports and data. Dissemination of brief about the project and its expected impacts at the state level, to the public need to be done through notice boards, newspapers, public announcements, media broadcasts etc preferably in local language.

6.2.5 ITI Level

The concerned ITIs, who will be in a more intimate relation with the local people, need to be transparent about the proposed project and its activities. Every ITI may designate a PIO, who will be held responsible for any information, which need to be proactively disseminated. For example he/she need to take necessary steps to disseminate the following information by displaying in notice boards at the campus entry/exists, brochures or any other means with one copy, strictly in local languages.

• Siting Details along with site map • Project objectives, activities, outputs & benefits • Details of the programmes, courses, eligibility & admission procedures • Likely Impacts and Entitlements • Contact Person and Address (PIO)

At present, most of these it is do not have a website of their own. It is therefore, recommended to develop website at the ITI level, budget for which should be made available through EMF budeget.

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1st NATIONAL LEVEL CONSULTATION WORKSHOP The Director General of Employment and Training (DGE&T), Ministry of Labour & Employment (MoL&E), Govt. of India had organized a national level consultation workshop for disclosure of the draft Environment Management Framework for discussion and to invite feedback from the State Directorates. The workshop was held on January 9, 2007 at the office of the Ministry of Labour and Employment, Shram Shakti Bhavan, Rafi Marg, New Delhi. The Director General, DGE&T chaired the workshop and other officials of DGE&T and MoLE were present. The World Bank was represented by social and environmental experts. The CEPT project team, IIT Delhi, Officials from FICCI and CII, and State Directors from Orissa, Andhra Pradesh, Tamilnadu, Himachal Pradesh, Delhi, Goa, Assam & Karnataka were part of the workshop. The morning session presentation was given by IIT Delhi and after the presentation there was useful discussion on different social issues. After the lunch break, CEPT presented the draft Environmental Management Framework and feedback was invited from the states regarding key issues arising from the report. The states were asked to give their opinion about the practical implementability of the recommendations proposed in the EMF. The major issues discussed were the inclusion of environmental concerns in the course curriculum and regular maintenance of the ITIs. The discussion led to certain decisions and the inputs were very useful to finalize the draft EMF.

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6.3 Budgets For EMF The various environmental management and augmentative measures suggested in the environmental management framework for ITI could be incorporated in the detailed project reports or contract documents at the DG E&T or state level. However, certain activities like training and capacity building, public disclosure etc. would require special budgetary provisions, as detailed out below:

Table: 6.2 Budgets for EMF at DG E&T Level Sr. no Expense Head Unit cost

(in INR) Total man month required / month

Total Expense (in INR)

Remarks

1 E M Cell a Salary of Staff For initial 3 years Project Director 50,000 36 1800000 Environmental planner 35,000 36 1260000 Architect 30,000 36 1080000 Civil engineer 30,000 36 1080000 Administration Staff 18,000 36 648000 Communication Staff 12,000 36 432000 b Operational expenses For first three years Stationery 15,000 36 540000 Communication 20,000 36 720000 Overhead 20,000 36 720000 2 Green News Letter 10,000 36 3,60,000 3 Development of National Level

Training and Capacity building plan, Manual & Training material

40,00,000 40,00,000 National Level training plan incorporating training needs assessment of the ITIs

4 Environmental awareness training

(module 1.0) 500,000 6 30,00,000

5 Field testing of EMF 4,00,000 6 24,00,000 For all geo climatic regions and at

least 3 visits per ITI 6 Setting up environment challenge

fund for Best three ITI 10,00,000 30,00,000 For intial three years

To be awarded to best three ITIs.

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Table: 6.3 Budgets for EMF at State Level Expense Head Unit cost Total man month

required / month Total Remarks

1 E M Cell a Salary of Staff For initial 3 years Project director 40,000.00 36 1440000 Architect 20,000.00 36 720000 Civil engineer 20,000.00 36 720000 Administration Staff 15,000.00 36 540000 b Operational expanses 36 0 For first three year Stationery 10,000.00 36 360000 Communication 8,000.00 36 288000 Overhead 10,000.00 36 360000 2 TA consultant 1,00,000 36 36,00,000 Taking a time period of 3 year initially

3 Environmental awereness

training (module 1.0) 100,000.00 4 400,000

Total 6088000

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Table: 6.3 Budgets for EMF per ITI No. Activity Unit Cost Total Number/

Required Total Remarks/Assumptions

1 Environmental Awareness Training (Module 3.0)

Rs. 5000 10 50000

Locally available resource persons and ITI Venue

2 Same as above

( Module 4.0)

Rs.10000 5 50000 Regionally available resource persons with 1-2 external support

3 Environmental Management

System documentation/Drills Lump sum 12 25000 Initially for 1 year

Setting up of Environment Management committee at the ITI level

4. Provision of Ramps for increased access

5000 02 10000 Access to main areas. Four ramps assumed

5. Environmental Augmentative Measures (Optional)

a. Rainwater Harvesting System

b. Shift to energy efficient lighting at public

20000

100

01

100

20000

10000

Collection and ground water recharge (wherever applicable)

Pilot replacements of 100 lightpoints to CFL

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No. Activity Unit Cost Total Number/ Required

Total Remarks/Assumptions

spaces/workshops

c. Safety Infrastructure

Goggles – Rs. 500

Ear plugs – Rs. 50 – 100

Gloves – Rs. 200 – 700

Helmets – Rs. 175

Safety Shoes – Rs. 500

Air masks with filter – Rs. 700

First Aid Box Rs. 2000

As per the number of students

6. Public Disclosure

Brochure/Pamphlets

Sign Boards/Notice Boards

Website Development

100

5000

15000

100

02

01

10000

10000

15000

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6.4 Summary of Important Actions: The following actions are recommended in the context of the present environmental assessment: Suggested Short Term Actions:

6. Public Consultation of the draft EMF 7. Pilot Field Testing of the EMF at varied geographic locations ( at least 1 ITI/region) 8. National Level Training & Capacity Building Plan on Environmental Awareness 9. Development Trade Specific EHS course content 10. Set –up environment management cell at DGE&T level

Suggested Long Terms Actions:

3. Restructuring of the IMC with participation of the NGOs 4. Set-up an Environmental Challenge Fund for the ITIs to be upgraded 5. Initiation of “ITI- Green” Newsletter for experience sharing

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References: Byahut, S. et al, (2004): Design Manual for a Barrier Free Built Environment, UNNATI Organization for Development Education

and Handicap International Team, Ahmedabad, December 2004

GoI, (1980): The Forest Conservation Act, 1980, Ministry of Environment and Forest, Government of India GoI, (2002): The Wildlife Protection Act, 2002, Ministry of Environment and Forest, Government of India GoI, (2002): CRZ Notification, Ministry of Environment and Forest, Government of India GoI, (2006): EIA Notification, Ministry of Environment and Forest, Government of India GoI, (1974):Water (Prevention & Control of Pollution) Act, 1974, Ministry of Environment and Forest, Government of India GoI, (1981): Air (Prevention & Control of Pollution) Act, 1981, Ministry of Environment and Forest, Government of India GoI, (1986): Environment (Protection) Act, 1986, Ministry of Environment and Forest, Government of India GoI, (1986): The Environment (Protection) Rules, 1986, Ministry of Environment and Forest, Government of India GoI, (2000):The Noise Pollution (Regulation and Control) Rules, 2000, Ministry of Environment and Forest, Government of India GoI, (2000):The Municipal Solid Waste (Management & Handling) Rules, 2000, Ministry of Environment and Forest, Government

of India GoI, (1989):Hazardous Wastes (Management & Handling) Rules, 1989, Ministry of Environment and Forest, Government of India GoI, (1986):Child Labour (Prohibition and Regulation) Act, 1986 and Rules, Government of India GoI, (1979):Interstate Migrant Workmen’s (Regulation of Employment & Condition of Service) Act, 1979, Government of India GoI, (1958):The Ancient Monuments & Archeological Sites & Remains Act, 1958, Government of India GoI, (1979):The Building & Other Construction Workers (Regulation of Employment & Condition of Service) Act, 1979,

Government of India GoI, (1948):The Factories Act, 1948, Government of India GoI, (2005): National Building Code of India, Bureau of Indian Standards, Government of India USAID, (2006): Eco-Housing Assessment Criteria, International Institute For Energy Conservation, Mumbai, India

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ITPI, (1996): Urban Development Plans Formulation and Implementation Guidelines, Institute of Town Planners India, Ministry of Urban Affairs an Employment, Government of India

BIS, ( ): IS Codes for Earthquake Resistant Design and Construction of BuildingsCode of Practice, Government of India CIDC, (2006), Report of First National Convention on Green and Intelligent Design and Construction, CEPT University,

Ahmedabad Krishan, Arvind et al, ( 2001), Climate Responsive Architecture: A Design Handbook for Energy Efficient Building, Tata McGraw

Hill Publishing Company Ltd, New Delhi MNES, (2003): Solar Architecture: Sustainable Design for Comfortable Space, Urja Bharati, Ministry of Non-conventional Energy

Sources GoI, (1998): Guidelines & Space Standards For Barrier- Free Built Environment For Disabled & Elderly Persons, CPWD, Ministry

of Urban Affairs & Employment, and Government of India

GoI, (2001): Planning and Barrier Free Environment, Office of the Chief Commissioner for the Persons with Disabilities, Govt. of India

GoI, (1995): The PWD Act, 1995

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Energy Efficient Design and Construction Recommendations Building design and construction should address the following objectives for design, construction, commissioning, operation and maintenance for better energy efficiency

Building Structure Mechanical Systems Occupant Considerations

• Thermal transmission through heat loss and heat gains should be reduced by the specification and installation, with proper attention to detail and quality assurance, of increased levels of thermal insulation.

• Insulation systems should be installed such

that they reduce convective, conductive and radiative heat losses and gains.

• Moisture gain resulting in decreased thermal

and structural performance should be controlled.

• Fenestration systems should be selected

according to climate, building orientation, interior comfort, day lighting, ventilation, furnishing durability and egress requirements.

• Indoor air quality should be facilitated by the installation of a

controlled mechanical ventilation system. Heat recovery is recommended in severe heating climate zones.

• Only sealed combustion or power vented direct combustion

appliances should be installed in occupied spaces.

• Thermal and peak load reductions derived from improving levels of insulation, air tightness and fenestration performance of the building envelope should be evaluated in the sizing of equipment.

• The domestic hot water system should meet high efficiency

standards. Options for reducing water consumption are recommended.

• Solar energy for hot water heating should be considered.

• Efficient illumination design and lighting systems should be

used. Natural lighting of spaces should be considered prior to specifying electric illumination systems.

• Other lighting fixtures should use compact fluorescent lamps.

• Major appliances should meet high-energy efficiency

standards using current appliance ratings.

• A comprehensive

operations manual should be provided to occupants, which includes necessary operating, maintenance and repair information so that the performance of the building can be maximized.

• Systems that provide control over space conditioning, hot water or lighting energy use should be clearly marked. Information relating to the operation and maintenance of such systems should be provided to occupants.

Based on Energy and Environmental Building Association, Bloomington, 2006

Design and Construction Recommendations for Occupant Safety, Health and Comfort

In no case should the application of energy efficient or resource efficient design or construction strategies, materials, equipment or appliances violate safety codes and standards. The construction should provide a healthy living and working environment. It should also provide a comfortable living and working environment.

Building Structure Mechanical Systems Occupant Considerations

• Recognized structural design shall be

employed to resist live, static and wind loads.

• Selection of construction materials that

have low emission rates of toxic materials; foundations designed to exclude entry of soil gas; and implementation of moisture control measures are recommended.

• The building envelope should facilitate the

comfort of occupants

• Mechanical systems shall be designed and

constructed to facilitate occupant safety. • A controlled mechanical ventilation system

should be provided to facilitate occupant health.

• The mechanical systems should facilitate the

comfort of occupants.

• Information relating to the safe operation of

the building and mechanical systems shall be provided to occupants. Information relating to safe maintenance of installed mechanical systems shall also be provided.

• Information relating to the healthy operation

of the building and its mechanical systems should be provided to the occupants.

• Information relating to the comfortable

operation of the building and its mechanical systems should be provided to the occupants


Design and Construction Recommendations for Indoor Environment

Energy efficient and resource efficient construction should provide comfortable indoor conditions.

Building Structure Mechanical Systems Occupant Considerations • The building and site should provide effective

drainage measures to control rainfall runoff and to prevent entry into the building.

• The building foundation should be designed

and constructed to prevent the entry of moisture and other soil gases.

• Building assemblies should be designed and

constructed to permit drying of interstitial spaces.

• Building assemblies should be designed and

constructed to prevent airflow into insulation systems from both the interior and exterior.

• Materials, adhesives and finishes with tested

low emission rates should be selected.

• Controlled mechanical ventilation systems

shall be installed. • Where combustion appliances are used,

only sealed direct combustion or power vented systems should be installed in habitable spaces. Gas cooktops and gas ovens should only be installed in conjunction with exhaust fans.

• Forced air systems should be designed to

provide balanced airflow to all conditioned spaces and zones.

• Filtration systems should be provided for

forced air systems which provide a minimum atmospheric dust spot efficiency

• Indoor humidity should be maintained

• Occupants should be provided with an

operator’s manual containing specific operating instructions on how to maintain a healthy indoor environment.

• Control systems should include advisory

display or indicative modes to alert occupants to "trouble" or "failure" conditions.


India Vocational Training Improvement Project (2006-2009)

CHECKLIST FOR COMPLIANCE MONITORING TA Consultant can use this form to document EMF conformance of the ITI GENERAL INFORMATION Name of ITI: Address: Contact Numbers: Name of Principal:

Prepared by: Certified By Name:____________________________ Name: ______________________________ Designation:_______________________ Designation:_________________________

CHECKLIST FOR CONFORMANCE / NON-CONFORMANCE OF ITI BUILDING DURING UP GRADATION / REPAIR Conforming Not Conforming

1. SITE LAYOUT 1.1 Layout as per local building bye laws 1.2 Climate responsive orientation of Building 1.3 Landscaping of open areas and Plantation of trees

1.4 Reuse of removed top soil for landscaping 1.5 Conservation of local flora and fauna 1.6 Barrier Free Planning of Campus 1.7 Environmental graphics and signages 1.8 Boundary wall / Fencing of Campus premises 1.9 Provision for site drainage following natural drainage pattern 1.10 Provision for water harvesting and conservation Suggested corrective actions: ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

2. DESIGN OF BUILDING Conforming Not Conforming 2.1 Building Design as per local building bye laws 2.2 Provision for natural light and ventilation in class rooms and workshops 2.3 Barrier free design considerations 2.3 Incorporation of principles of energy efficiency 2.4 Conformance to Green Building Codes 2.5 Use of locally available building materials 2.6 Use of eco-friendly building materials Suggested corrective actions: ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

Conforming Not Conforming

3 SITE DEVELOPMENT AND CONSTRUCTION 3.1 Management of construction activities to prevent air pollution 3.2 Management of construction activities to prevent water pollution 3.3 Management of construction activities to prevent noise pollution 3.4 Management of materials to prevent soil pollution

3.5 Efficient material use for waste reduction

3.6 Scheduling of construction activities considering various factors

3.7 Provision of Health and Safety measures / signages on site

3.8 Conformance to labour laws

3.9 Provision of facilities for labour camps Suggested corrective actions: ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

Conforming Not Conforming 4 BUILDING SERVICES 4.1 Electrical A Use of energy efficient electrical fittings and devices B Use of renewable sources of energy 4.2 Plumbing A Installation of Water harvesting structures B Water saving fittings and fixtures C Proper Location and number of drinking water faucets D Proper Location and number of WC / urinals / wash basins E Recycling of grey water 4.3 Out door lighting A Use of renewable energy sources B Use of energy efficient fixtures Suggested corrective actions: ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

CHECKLIST FOR CONFORMANCE / NON-CONFORMANCE OF CAMPUS ENVIRONMENT MANAGEMENT ITI CAMPUS 1 ENVIRONMENT MANAGEMENT CELL

Conforming Not Conforming1.1 Formation of Campus Environment Management cell 1.2 Appointment of EMS manager 1.3 Framing of Environmental Policy and Objectives 1.4 Assigning of roles and responsibilities among staff / student and administration 1.5 Communication of EMS information 1.6 Reviewing of existing practices and gap analysis 2 ENVIRONMENTAL HEALTH AND SAFETY 2.1 Delivery of EHS norms and standards as a part of curriculum 2.2 Provision of safety equipments in workshop / laboratory 2.3 Provision of safety signage / poster / stickers 2.4 Provision of information and training to students about OHSAS standards

Suggested corrective actions: ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

3 CAMPUS WASTE MANAGEMENT Conforming Not Conforming 3.1

Solid waste segregation / composting/ incineration 3.2 Hazardous waste management A Regulation of use and minimization of production of hazardous waste B Proper labeling and storage and transport of hazardous waste C Awareness building for use of alternative safer materials 3.3 GOOD HOUSE KEEPING A Regular sweeping of classrooms / corridor / workshops and labs B Routine maintenance plan for building services C Maintenance of landscaping D Prevention and control of spillages and leakages in workshop and labs E Environment friendly techniques for pest control Suggested corrective actions: ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

India Vocational Training Improvement Project (2006-2009)

CERTIFICATE OF COMPLIANCE

(State Directorate of E&T can use this form to certify EMF conformance of the ITIs) Name of ITI: Address: This is to certify that as per the compliance report submitted by the TA Consultant, _____________

___________________ during the monitoring period of __________________________________, The ITI

of ______________________________has Conformed with the environmental guidelines of DGE&T,

Ministry of Labour and Employment.

Certified By Name:_______________________________

Designation:____________________

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