Draft EMF Report Structure - World Bank · 2016. 7. 14. · Draft EMF Report Based on the review of national standards, field survey and industrial consultations a draft EMF were

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

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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.


Draft EMF Report


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


Draft EMF Report

Map 3.2 Location of selected ITIs


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


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.


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


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

Visha

khap

atnam

Cutta

ckSh

amsh

i(HP)

Solan

(HP)

Durga

pur

Bikan

erKa

rnal

Hissa

rPu

sa (D

elhi)

Guwa

hati

Morig

oan

Pana

ji (Go

a)An

klesh

war

Gand

hinag

arPo

ndich

erry

Coim

bator

eAm

berna

thDa

dar

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.


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

Visha

khap

atnam

Cutta

ckSh

amsh

i(HP)

Solan

(HP)

Durga

pur

Bikan

erKa

rnal

Hissa

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sa (D

elhi)

Guwa

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Morig

oan

Pana

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bator

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berna

thDa

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Perc

enta

ge

No green space– Bikaner

Lack of Parking Space –ITI, Goa


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


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

Sham

shi(H

P)So

lan(H

P)Bik

aner

Ankle

shwa

rGa

ndhin

agar

Karna

lHis

sar

Pusa

(Delh

i)

Visha

khap

atnam

Cutta

ckDu

rgapu

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waha

tiMo

rigoa

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Goa)

Pond

icherr

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tore

Ambe

rnath

Dada

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.


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

Visha

khap

atnam

Cutta

ckSh

amsh

i(HP)

Solan

(HP)

Durga

pur

Bikan

erKa

rnal

Hissa

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sa (D

elhi)

Guwa

hati

Morig

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Pana

ji (Go

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klesh

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Gand

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Coim

bator

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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.


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


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

Visha

khap

atnam

Cutta

ck

Sham

shi(H

P)So

lan(H

P)Du

rgapu

rBik

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naji (

Goa)

Ankle

shwa

r

Gand

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ndich

erry

Coim

bator

eAm

berna

th

Number of Female Students per Toilet

010203040506070

Visha

khap

atnam

Cutta

ck

Sham

shi(H

P)So

lan(H

P)Du

rgapu

rBik

aner

Hissa

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waha

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nPa

naji (

Goa)

Ankle

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r

Gand

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Coim

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berna

th


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


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


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.


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


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


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

Visha

khap

atnam

Cutta

ckSh

amsh

i(HP)

Solan

(HP)

Durga

pur

Bikan

erKa

rnal

Hissa

rPu

sa (D

elhi)

Guwa

hati

Morig

oan

Pana

ji (Go

a)An

klesh

war

Gand

hinag

arPo

ndich

erry

Coim

bator

eAm

berna

thDa

dar

Wh/

Sq.

m


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.


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


Draft EMF Report

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


Draft EMF Report

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


Draft EMF Report

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.


Draft EMF Report

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 ● ●


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


Draft EMF Report

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