FOR A BETTER URBAN FUTURE - UN-HABITAT | For A Better ...unhabitat.org.mm/.../10/32_Social-Safeguards-Basic... · raise awareness on social safeguard policies, best practices and

FOR A BETTER URBAN FUTURE

SOCIALSAFEGUARDS(BASIC)

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Content

1. INTRODUCTION TO THE MODULE __________________________________________________ 2

1.1 Training objectives ............................................................................................................................. 2

1.2 Target ................................................................................................................................................. 2

2. OVERALL CONCEPT AND METHODOLOGY ____________________________________________ 3

2.1 Linking cognition with pedagogic elements ...................................................................................... 3

2.2 Steps of the training module ............................................................................................................. 3

2.3 Pedagogic methodology .................................................................................................................... 4

3. MODULE STRUCTURE ____________________________________________________________ 5

4. AIMS OF EACH SESSION __________________________________________________________ 6

5. SESSION DETAILS ________________________________________________________________ 8

Session 1: opening session ........................................................................................................................ 8

Session 2: development induced social issues and impacts ..................................................................... 8

Session 3: concept of social safeguards and existing practices ................................................................. 9

Session 4: identification of social safeguard tools and their relevance ..................................................... 9

Session 5: analysis of social safeguard plans/tools and their relevance ................................................. 10

Session 6: application of social safeguard concept, plans and tools in infrastructure project planning . 10

Session 7: challenges in implementing social safeguard measures infrastructure project planning ...... 11

6. ANNEXURES __________________________________________________________________ 12


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1. INTRODUCTION TO THE MODULE

1.1 TRAINING OBJECTIVES

The primary objective of this basic training module is to enhance the knowledge on development induced

social issues related to the implementation of urban infrastructure projects in the cities and to introduce

the concept of ‘social safeguards’ to address those social issues during the planning, designing,

coordinating, managing and implementing such urban infrastructure projects. The training module will

raise awareness on social safeguard policies, best practices and operational guidelines globally practiced.

The specific objectives of the training module are to raise awareness on social risks/issues and implications

of city infrastructure projects in various sectors; and creating a pathway to establish citywide safeguard

framework/plan and application of tools customizing to local conditions.

1.2 TARGET

Addressing development induced social and environment issues requires multi‐sectoral approach as it

needs institutional framework to bring inputs from the focus areas such as planning, financing, legal and

regulation environment and social welfare. Therefore the target group of the basic training module is not

restricted but priority will be positioned on building the capacity of the target local authorities. Therefore

the priority would be staff of the six local authorities (city managers, urban planners, infrastructure

engineers, urban designers, architects, finance managers/accountants, public health officials, social and

welfare officers, land officers etc.).

Furthermore it is expected to make provision to include officers from state and central government who

are directly involved in planning, designing and implementing city based infrastructure, particularly in the

six target cities. As the module is setting the foundation to understand the concept of social and

environment safeguards, staff involved in planning and decision‐making level would be preferred.


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2. OVERALL CONCEPT AND METHODOLOGY

2.1 LINKING COGNITION WITH PEDAGOGIC ELEMENTS

The training module is an essential part of capacity building which has been articulated by UN‐Habitat as

a strategic approach to share knowledge and experience and develop knowledge products towards

institutional capacity building for city planning and management. In this context, the specific aim of the

training module is to integrate and reproduce the knowledge generated through studies, case evaluations

and researches conducted by various institutions both locally and internationally and to ensure that

safeguard issues are adequately appreciated and addressed in project implementations.

The module will first, introduce concepts (which are globally practiced and accepted) in relation to

environmental and social safeguards which will protect both the environment and the people from adverse

effects of development projects , particularly from citywide infrastructure projects.

The next step of the training module will be to introduce the social safeguard planning, tools and practical

guides in a broader perspective to create a foundation to localize and adopt social safeguard tools and

mechanisms in the process of planning, designing and implementing citywide infrastructure projects.

Finally, this training module will be able to guide the participants to explore and understand in‐depth the

roles, functions and tasks of safeguards in the operational practices. A practical work of identifying and

analysing development induced social issues will be undertaken during the training through group

work/exercise.

The design of the module is framed as an interactive learning environment which facilitates the anchoring

of basic levels of knowledge within the city management and create an appetite for higher level of learning

for the application of best localized social safeguard practices (through the advanced training module).

2.2 STEPS OF THE TRAINING MODULE

The steps of the training module are designed to build the capacity of staff to understand the social

safeguard mechanisms and application modalities.


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Step Theme Key Areas

Step 1 Understanding the concepts of

social safeguards

philosophy behind the development of

the social safeguards

Recognizing development induced social

issues in local context

Step 2 Understanding social safeguard

plans, tools and practice guides.

How do Social safeguards help to

identify, avoid, and minimize harm to

people and the environment

Introduction of process of social

safeguard planning and mechanisms

Step 3 Application / Practice Localizing and testing social safeguard

plans/tools through casework

2.3 PEDAGOGIC METHODOLOGY

Cognitive Element Pedagogic Methods Used in the Module

Knowledge and Understanding Presentations on concepts, and international

standards including ADB

Interactive questions – answer sessions

Presentation on Social safeguard plans

Application Discussion of case studies

Group work 1 ( case study)

Group work 2 ( case study )

Group work 3

Synthesis Practical work on localizing tools

Preparation of social safeguard framework

Evaluation Self‐evaluation

Peer Evaluation


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3. MODULE STRUCTURE

The training module structure is formulated on the basis that each session will lead to enhance the

knowledge in a learning ladder, building on fundamentals to practical application of social safeguards in

planning, designing and implementing citywide infrastructure.

Day 1: Social safeguard principles

Time Session Title of Session

9.00 – 10.30 Session 1 Opening Session

10.30‐11.00 Break

11.00‐12.30 Session 2 Development induced Social issues (related to infrastructure projects)

12.30‐13.30 Lunch

13.30‐15.00 Session 3 Concept of social safeguards and existing practices

15.00‐15.30 Break

15.30‐17.00 Session 4 Identification of social safeguard plans and their relevance

Day 2: Application of social safeguard measures

Time Session Title of Session

9.00 – 10.30 Session 5 Analysis of social safeguard plans and their relevance ( group work)

10.30‐11.00 Break

11.00‐12.30 Session 6 Application of social safeguard concept /plans/tools in infrastructure project planning

12.30‐13.30 Lunch

13.30‐15.00 Session 7 Challenges in implementing social safeguard measures


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4. AIMS OF EACH SESSION

Day 1: Concept of social and environmental safeguards

Session (number and title)

Duration (minutes)

Contents Objectives Nature of Training Activities

Session 1:

Opening Session 90 • Welcome the participants to the course.

• Participants introduce themselves and explain their interest/work experience related to environment and social safeguards.

• Understand participants’ expectations of the training.

• Introduce the background, objectives, content and schedule of the workshop, training methodology employed and reading materials.

To effectively start the session.

To gain an initial understanding of each other.

To make participants aware of the training objectives, programme and methodology.

To make trainer aware of participants’ expectations.

To create a participatory learning environment.

Interactive session:

Trainers’ PowerPoint presentation

Participants’ verbal presentations

Questions and answers

Session 2:

Development induced Social issues (related to infrastructure projects)

90 Session would discuss social issues related to infrastructure development.

Participants to gain knowledge on key social issues due to infrastructure development at city level.

Brief re‐cap of session 1 by the trainer ( 3 to 4 minutes)

Presentation by the trainer

Discussion/group work

Group presentation

Trainer’s inputs through interaction

Session 3:

Concept of social safeguards and existing practices

90 Session would explain the concept of social safeguard, their significance and relevance.

Participants to understand concept of social safeguard.

Participants to gain knowledge to identify social issues through the concept of social safeguards.

Brief re‐cap of session 2 by the trainer (3 to 4 minutes)

PowerPoint presentation


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Session 4:

Identification of social safeguard plans/tools and their relevance

90 Session will introduce widely used social safeguard plans and tools and their relevance.

Participants to gain knowledge on social safeguard plans and tools.



Discussion /group work

Day 2: Application of social and environmental safeguards


Duration (minutes)

Contents Objectives Nature of Training Activities

Session 5: Analysis of social safeguard plans/tools and their relevance ( group work)

90 Participants to analyse the social plans and their relevance to the local context.

Participants understand how relevant and usefulness of social safeguards in protecting people.


Group discussion

Group presentation


Session 6: Application of Social safeguard plans and tools

90 Session aims at providing how to apply

social safeguard measures in

infrastructure planning.

To provide knowledge on application of social safeguard measures in infrastructure planning.


Group work


Day 3: Application of social and environmental safeguards


Duration (minutes)

Contents Objectives

Session 7: Challenges in applying social safeguards

90 Session to allow participants to identify key challenges in applying social safeguards.

To provide knowledge to identify possible challenges in applying social safeguards and how to address those challenges.


Guided Group discussion

Group presentations

Trainer’s inputs

Summary of the module by the trainer.


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5. SESSION DETAILS

DAY ONE

SESSION 1: OPENING SESSION

The opening session is intended to welcome the participants and the trainer and the participants to get to

know each other. The introduction will cover the background, work related to infrastructure development

of the participants. The session also provides a brief overview of the course ‐ the background, objectives,

content and schedule of the course and highlights about the training methodology. The session is

interactive and oriented towards learning from each other. The course handouts and reading material are

disseminated.

Handouts/session PowerPoint presentation

PowerPoint Presentation 1: Overview of the Course

SESSION 2: DEVELOPMENT INDUCED SOCIAL ISSUES AND IMPACTS

This session intents to create an understanding of social impacts of implementation of urban infrastructure

and development projects in cities and their positive and negative implications. It also aims planners and

decision makers to understand how and when to diagnose the social issues in the process of planning and

designing infrastructure projects. The session will assist the participants to distinguished “project

benefitted people” and “project affected people” through discussions based on identified possible social

issues due to urban infrastructure projects based on their experience. During the session, presentations

will be made deriving from international experience to supplement the learning efforts. This session will

be the foundation to understand the concept of “social safeguards” and a high level of active participation

of the trainees is expected.

According to UNESCAP, at least 10 million more people are expected in Myanmar’s large cities by 2030,

which is the equivalent of 2 new cities the size of Yangon or 10 new cities the size of Mandalay. Myanmar

needs around US 320 billion investment for infrastructure development to meet the emerging challenges.

Such an investment drive requires number of readjustments in terms of land use planning, realigning and

expansion of existing infrastructure, system development and new or improved governance structures.

Development induced social issues will be inevitable unless appropriate social safeguards are not included

into such infrastructure development plans. Myanmar has experienced number of negative impacts in

infrastructure development projects due to lack of emphasis on social safeguards.


1. Handout No.1: Development induced social issues and impacts

2. PowerPoint Presentation 2: Development induced social issues and impacts


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Recommended Reading

1. Asian Development Bank 2009, Safeguard Policy Statement, policy paper http://adb.org/sites/default/files/pub/2009/Safeguard‐Policy‐Statement‐June2009.pdf

SESSION 3: CONCEPT OF SOCIAL SAFEGUARDS AND EXISTING PRACTICES

The third session is focused on the concept of social safeguards. Participants will be able to understand the

policies, operation principles, governing factors and existing practices by deferent development partners,

funding agencies including the Asian development Bank. The session will also discuss the social safeguard

measures that Myanmar has applied in infrastructure projects in the recent past. Participants will gain

knowledge on some social safeguard frameworks applied in other countries through case presentations in

order to understand an array of important elements which are to be considered during the development

of social safeguard measures/frameworks for implementing infrastructure projects in deferent sectors.


1. PowerPoint presentation 3 ‐ Concept of social safeguards

2. Handout No.2: Concept of social safeguards and existing practices

Recommended Reading

1. Ministry of Communications and Information Technology (MCIT) Myanmar, 2013, Environmental and Social Management Framework (ESMF) http://www.mcit.gov.mm/sites/default/files/Myanmar%20ESMF%20P145534%20final%20‐

clean%2010%20Dec.pdf

2. UN‐Habitat, 2009, Innovative Approaches for Involuntary Resettlement, http://unhabitat.lk/wp‐content/uploads/2015/01/InnovativeApproaches.pdf

SESSION 4: IDENTIFICATION OF SOCIAL SAFEGUARD TOOLS AND THEIR RELEVANCE

This session intents to provide knowledge on social safeguard plans and tools which are widely used by the

deferent finance institutions including the Asian Development Bank to ensure that social safeguards are

adequately addressed in the urban infrastructure projects. Participants will be able to understand the key

elements in social safeguard plans and the process of applying the plans and tools during the planning,

designing and implementing of infrastructure projects at city level. Furthermore the session will briefly

discuss the existing legal framework governing social safeguards in order to comprehend how the tools can

be optimally applied in local context. (However it is intended that the advanced training module focusses

largely on the legal framework for the social safeguards once the participants clearly understand the

concepts, plans, tools and process of social safeguards.)


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1. PowerPoint presentation 4: Social safeguard plans and key element

Recommended reading



DAY TWO

SESSION 5: ANALYSIS OF SOCIAL SAFEGUARD PLANS/TOOLS AND THEIR RELEVANCE

Session 5 intends to provide an opportunity for participants to analyse widely used safeguard plans/tools

to understand their applicability in the local context. Furthermore, participants will be able to identify

useful elements in formulating social safeguard frameworks for infrastructure projects and how and when

to apply those at deferent stages of project cycle. Analysis of social safeguard plans/tools will be based on

the combination of local experience of the participants and trainers’ expert input. This helps the

participants to acquire knowledge on how to prepare a social safeguard plans using best tools and guides.


1. PowerPoint presentation 5: Analysis of social safeguard plans/tools

Recommended reading



SESSION 6: APPLICATION OF SOCIAL SAFEGUARD CONCEPT, PLANS AND TOOLS IN INFRASTRUCTURE PROJECT PLANNING

The session 6 aims to provide an opportunity for the participants to practice application of social safeguard

plans/tools using “real situation” examples. Group work will be the mode of learning guided by the trainers.

Participants will get the opportunity to test the plans/tools through formulating social safeguard processes.

Group presentations followed by group discussions will provide space for sharing knowledge and will create

a foundation for in‐depth discussions on the application of plans/tools to enhance the level of

understanding on social safeguards.


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1. PowerPoint Presentation 6: Application of Social safeguard plans/tools

2. Handout No. 4: Case study ‐ best practices of social safeguard in urban infrastructure project –

application of involuntary resettlement policy

Recommended reading



2. The World Bank, 2001, Involuntary resettlement instruments http://web.worldbank.org/WBSITE/EXTERNAL/PROJECTS/EXTPOLICIES/EXTOPMANUAL/0,,contentM

DK:20066696~menuPK:4564185~pagePK:64709096~piPK:64709108~theSitePK:502184,00.html#_ftn

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SESSION 7: CHALLENGES IN IMPLEMENTING SOCIAL SAFEGUARD MEASURES INFRASTRUCTURE PROJECT PLANNING

This session aims to discuss implementation challenges of social safeguard measures during the project

cycle. Participants are to identify challenges and cluster them in order to search for the best possible

actions to address those challenges. This session intends to prepare participants and to build confidence

to get involved the process of planning and implementing social safeguard measures during project cycle

of urban infrastructure project in the cities.


1. PowerPoint Presentation 7 : Implementation challenges of social safeguard measures

Recommended reading

1. Asian Development Bank 2015

http://www.adb.org/sites/default/files/publication/161391/safeguard‐implementation.pdf


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6. ANNEXURES

Information and documents to be brought to the course by participants. Participants will need to be

notified of this requirement by the Trainer at least three weeks before the training starts. It should be

coordinated through the Local Field Coordinator to make sure that no duplication will happen and every

participant will be responsible for bringing one item.

1. A list of major infrastructure projects

2. Project briefs of infrastructure projects – Township Field Coordinator to ensure that at least two

projects briefs should be made available. If no such information is available, inform the trainer in

advance in order to replace it with a similar example from another city.

3. Information about the city’s development strategies

Handouts (hard copies)

PowerPoint presentations (refer to all the relevant sessions)

Case studies/ discussion papers (brief)

Colour pens

Sketch papers / flip cart papers

Pen Drive – 64 GB

External Hard Drive (having all the information related to this module stored as a backup)

Evaluation sheets (hard copies)

Handouts (hard copies)

ANNEX 1: Information to be brought to the Course

ANNEX 2: Materials to be prepared by the Trainer


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Course evaluation ‐ How to do the evaluation

The evaluation is in two parts:

Part 1. Overall evaluation of the course

Part 2. Evaluation of sessions

You are required to complete both the parts and submit the completed form to the Course Coordinator

just before the concluding session.

Please use the ranking matrix given below to rank each of the sessions/ exercises.

0 is lowest in value and 5 is the highest. For example, if you found the session extremely useful you can tick

5, and if you did not find it useful at all can tick 0.

Day....... Session..........Session Name.......

0 1 2 3 4 5 Suggestions for Improvement

Useful

Knowledge

New Skills

Interesting

Explanation of the ranking parameters

Useful: Did you find the contents useful in relation to the work you do?

Knowledge: Did the session add to your knowledge?

New skills: Did the session help you to acquire new skills, for example of understanding concepts,

working as a team, etc.?

Interesting: Did you find the presentation, discussions and methods interesting?

The box on the right is for your suggestions for improving the session.

Please refer to the course schedule for the day, date and session name.

ANNEX 3: Course Evaluation by Participants


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Part 1: Overall evaluation of the course

1.1 Were your expectations met by the course? Yes/ No/ Partly.

Please explain your answer briefly.

1.2 Would you recommend this course to others? Yes/ No/ Not sure.

1.3 Was the duration of the course: Too short / Too long/ Sufficient.

1.4 What would you like changed in the course? Explain briefly.


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1.5 List the three sessions you found particularly useful.

1. ..................................................................................

2. ..................................................................................

3. ..................................................................................

Part 2: Evaluation of sessions

Lectures/ Presentations/ Discussions / Practical Group Works

Day 1, Session 2: Development induced Social issues (related to infrastructure projects)


Useful

Knowledge

New Skills

Interesting

Day1, Session 3: Concept of social safeguards and existing practices


Useful

Knowledge

New Skills

Interesting

Day 1, Session 4: Identification of social safeguard tools and their relevance


Useful

Knowledge

New Skills

Interesting


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y ---Session ----

Day 2, Session 5: Analysis of social safeguard tools and their relevance ( group work)


Useful

Knowledge

New Skills

Interesting

Day 2, Session 6: Application of social safeguard concept /tools in infrastructure project planning


Useful

Knowledge

New Skills

Interesting

Day 2, Session 7: Challenges in implementing social safeguard measures


Useful

Knowledge

New Skills

Interesting

Day --

Session

It is expected that the trainer will be able to facilitate the group work to ensure that;

Each participant in the group has contributed

Participants listen to other opinions

Pulling ideas together

Reflecting on what has been learnt in related sessions

Reasons are given for certain ideas

There is active listing

Following matrix provides the role of participant and role of the trainer in the group discussions of this

module.

ANNEX 4: Guide for Group work


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Group formation Commencement Discussion Conclusion

Role of

participants

Appoint moderator

and rapporteur

Read properly

the task

Every participant in the

group must take an active

part

Moderator

should allow each

participant to

provide

conclusive

remarks

Gather required

plans/tools

Agree on

modality

Should focus on tasks and

not personalities

Capture salient

points of

discussion

Every participant needs to

be as knowledgeable as

possible about the subject

matter allowing the group

to consider all sides of a

problem

Agree on the

content of the

group

presentation with

rapporteur

Role of

Trainer

Ensure gender

balance

Guide the group

to use

plans/tools

Guide to stay in focus Support the

group to

conclude with

key points

Ensure

representation of

different sectors

Provide

explanations if

required

Intervene to provide

technical inputs

Support to

prepare the

presentation

Avoid grouping

friends using

simple small group

formation method

time

management

Monitor the timing Collect all group

work material

and presentation


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(i) Purpose – The purpose of the exercise/group work is to make the participants understand the

possible social issues arisen as a result of implementation of infrastructure projects.

(ii) Preparation ‐ The participants should have a reasonable understanding on the impacts of

infrastructure projects. It is expected that the participants have an open mind (out of bureaucratic

restrictions) to discuss both positive and negative effects of infrastructure projects that cities have

implemented. Participants need to read the Handout No. 1 as a foundation for the discussion and

clarifications.

(iii) Steps –

(a) The trainer will provide a background necessary for the understanding of development induced

social issues and provide some real life examples. This allows participants to think out of the box.

(b) The participants should have the Handout No. 1 with them, this provides background information

about development induced social issues and they should refer to it whenever they need to.

(c) Groups will be formed consisting of 6 members maximum, ensuring gender balance and they will

be provided with writing papers, flip charts, colour cards, and colour pens.

First Half

a) Identification of development induced social issues: Each group should appoint a moderator and

a rapporteur. The moderator should lead the discussion while the rapporteur takes down the

discussion notes. Everyone in the group should be given equal opportunity to contribute. During

the first section of the discussion, each member of the group should be given an opportunity to

briefly explain what s/he perceives on some social issues as a result of infrastructure projects. This

allows to build the confidence among the members of the group in order to have an open mind

for free discussion. (10 minutes)

b) Each member of the group is requested to write down 3 social issues they have encountered /

foresee due to infrastructure development projects, using colour cards (provided). One issue for

one card. Cluster the issues and list 3 main issues in agreement with all members of the group. (15

minutes)

ANNEX 5: Group work/Exercise 1 – Development induced Social issues (related to infrastructure projects)


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c) Brainstorm further on the listed 3 social issues to gain adequate understanding of each issue and

prepare a group presentation. Flip charts should be used and members of the group should equally

contribute to prepare the presentation. (10 minutes)

Second Half

a) Each group will give a presentations and allow members of other groups to raise questions. The

aim of this section of the group work is for participants to understand a) types of development

induced social issues, b) magnitudes of those issues, c) reasons and what went wrong. The Trainer

will facilitate all presentations and follow up questions ensuring all presenters have equal timing

and all questions answers. Furthermore, the trainer needs to moderate the Question and Answers

sessions to ensure all questions are within the framework of the subject, stick to the subject

matters and avoid political and cultural sensitivities. (45 minutes)

b) Finally the trainer will summarize, recapturing the outcome of the group work providing the

feedback. Participants are requested to do the evaluation of the group work individually using the

evaluation form. (10 minutes)

Analysis of social safeguard tools and their relevance ( group work)

(i) Purpose – The purpose of the exercise/group work is to let the participants analyse some social safeguard

plans /tools and their relevance to the local context.

(ii) Preparation ‐ The participants should have a reasonable understanding social safeguard plans/tools after attending the sessions 3 and 4. It is expected that participants follow sessions 3 and 4 with a keen interest

to learn. Participants need to read the Handouts No. 3 and 4 as a foundation for the discussion and

clarifications.

(iii) Steps –

a) The trainer will provide a background necessary for the analysis of social safeguard plan/tools and

provide some examples. This allows participants to get familiarized with the plans/tools used in

deferent financial institutions and countries including Myanmar.

b) The participants should have the Handout No. 3 with them, this provides background information

about social safeguard plans/tools. They also need to bring Handout No. 4 on analysis of social

safeguard plans/ tools and they should refer to those whenever they need to.

ANNEX 6: Group work/Exercise 2 – Analysis of social safeguard plans tools and their relevance


20

c) Groups will be formed consisting of 6 members maximum, ensuring gender balance and they will be

provided with writing papers, flip charts, colour cards, and colour pens.

First Half

a) Analysis of social safeguard plans/tools and their relevance: Each group should appoint a

moderator and a rapporteur. The moderator should lead the discussion while the rapporteur takes

down the discussion notes. Everyone in the group should be given equal opportunity to contribute.

During the first section of the discussion, each member of the group should be given an

opportunity to briefly explain their experience/ knowledge on using such plans/tools. This allows

to build the confidence among the members of the group in order to have an open mind for free

discussion. (10 munities)

b) Each group is requested to analyse certain plans/tools (provided by the trainer). (30 minutes)

Second Half

a) Each group will make a group presentation on identifying the key elements of the plans/tools and

how those are applicable to local context. The aim of this section of the group work is for

participants to understand a) the main elements of a social safeguard plan and relevant tools, b)

application of those in a local context. The Trainer will facilitate all presentations and follow up

questions ensuring all presenters have equal timing and all questions answers. Furthermore the

trainer needs to moderate the Question and Answer sessions to ensure all questions are within

the framework of the subject, stick to the subject matters and avoid political and cultural

sensitivities. Flip charts should be used and members of the group should equally contribute to

prepare the presentation. (40 minutes)



evaluation form. (Trainer to provide) (10 minutes)


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(i) Purpose – The purpose of the exercise/group work is to make the participants identify the challenges

in applying social safeguard measures in the local context.

(ii) Preparation ‐ The participants should have a reasonable understanding of social safeguard plans/tools after attending the sessions 5 and 6. It is expected that participants use the key elements identified in

the session 5 and application process learnt in session 6 as a basis for identifying challenges.

Participants need to read the Handouts No. 4 and 5 as a foundation for the discussion and clarifications.

(iii) Steps –

a) The trainer will provide a background necessary for the discussion with appropriate examples. This

allows participants to build confidence, search solutions and learn more on social safeguard

plans/tools used in deferent financial institutions and countries, including Myanmar.

c) The participants should have Handout No. 5 with them which provides background information

and they should refer to it whenever they need to.

d) Groups will be formed consisting of 6 members maximum, ensuring gender balance and they will

be provided with writing papers, flip charts and colour pens.

First Half

a) Discussion on challenges in applying social safeguard plans/tools: Each group should appoint a

moderator and a rapporteur. The moderator should lead the discussion while the rapporteur takes

down the discussion notes. Everyone in the group should be given equal opportunity to contribute.

During the first section of the discussion, each member of the group should be given an

opportunity to briefly explain one possible challenge. This allows to build the confidence among

the members of the group to have an open mind for free discussion. (10 munities)

b) Each member of the group is requested to write down 3 challenges they have foreseen in

implementing social safeguard measures using colour cards (provided). One challenge per one card.

Cluster the challenges and list 3 main challenges in agreement with all members of the group. (15

minutes)

ANNEX 7: Group work/Exercise 2 – Challenges in applying social safeguards


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c) Brainstorm further on the 3 listed challenges to gain adequate understanding of each challenge

and prepare group presentation. Flip charts should be used and members of the group should

equally contribute to prepare the presentation. (15 minutes)

Second Half

a) Each group will make a group presentation on identifying key challenges which are applicable to

the local context. The aim of this section of the group work is for participants to understand the

main challenges cities could encounter in the implementation of social safeguard measures. The

trainer will facilitate all presentations and follow up questions ensuring all presenters have equal

timing and all questions answers. Furthermore the trainer needs to moderate the Question and

Answer sessions to ensure all questions are within the framework of the subject, stick to the

subject matters and avoid political and cultural sensitivities. Flip charts should be used and

members of the group should equally contribute to prepare the presentation. (40 minutes)



evaluation form. (10 minutes)

(This will help the trainer ensure she/he prepares and takes everything she/he needs to the training and

to check that the equipment is present and functioning before the training starts. The local field training

coordinator should do most of this.)

(ONE PAGE)

A checklist of equipment and materials to be used in preparing for the training (e.g. beamer, screen,

coloured cards and marker pens, flip charts, etc.) and a checklist for the venue (e.g. size, furniture, air

conditioning, etc.)

Venue:

a) Air conditioned space to accommodate 40 people. (Check the AC in a good working order)

b) Adequate lights, space for refreshments and lunch, adequate and clean wash rooms.

c) Furniture – chairs (built in facilities for writing), arranged in a semi‐circular way, provide adequate

space for the trainer move through and reach every participant. 7 tables for the use of group work.

d) The venue should be easily accessible.

ANNEX 8: Checklist of Equipment and Materials


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Equipment

a) Laptop or computer

b) Multimedia projector

c) Digital camera

d) Screen

e) Beamer

f) White Board

g) Flip Chart

Consumables

a) Colour pens, pencils, marker pens

b) Butter sheets

c) Note books

d) Sticky tapes

e) Writing papers (half sheets)

f) Flip chart pads (preferably with grid lines)

SOCIALSAFEGUARD(ADVANCED)

2

Contents

1. INTRODUCTIONTOTHEMODULE________________________________________________________________ 4

1.1Trainingobjectives____________________________________________________________________________________________5

1.2Target__________________________________________________________________________________________________________5

2.OVERALLCONCEPTANDMETHODOLOGY _________________________________________________________ 7

2.1Linkingcognitionwithpedagogicelements ________________________________________________________________7

2.2Understandingthestructureofthetrainingmodule_______________________________________________________8

3.MODULESTRUCTURE_______________________________________________________________________________10

4.AIMSOFEACHSESSION_____________________________________________________________________________11

5.SESSIONDETAILS____________________________________________________________________________________14

5.1.DayOne _____________________________________________________________________________________________________14

Session1:Openingsession_____________________________________________________________________________________14

Session2:TheIssueofLandAcquisitioninMyanmar _______________________________________________________15

Session3:TheLegalandInstitutionalFramework__________________________________________________________15

Session4:Identification,AssessmentofSocialImpactsandResettlementPlan___________________________17

5.2.DayTwo_____________________________________________________________________________________________________18

Session5:Avoiding,Minimizing,Mitigating,CompensatingandResettlementPlanImplementation____18

Session6:InformationofPAPParticipationandGrievancesRedressMechanisms________________________18

Session7:VulnerableGroups‐Issues&Recommendations_________________________________________________19

Session8:Evaluation,clarification,andtowardcapitalization______________________________________________20

6.APPENDICES__________________________________________________________________________________________22

APPENDIX1:InformationtobebroughttotheCoursebyparticipants_______________________________22

APPENDIX2:MaterialstobepreparedbytheTrainer___________________________________________________23

APPENDIX3:CourseEvaluationbyParticipants__________________________________________________________23

APPENDIX4:GuideforGroupwork ________________________________________________________________________26

APPENDIX5:Groupwork/Exercise1–TheIssueofLandAcquisitioninMyanmar(Session2)__28

APPENDIX6:GroupWork‐Exercise2:–TheLegalandInstitutionalFramework(Session3)_____29

APPENDIX 7: Group Work‐ Exercise 3: – Identification, Assessment of Project Impacts andResettlementPlan(Session4)_______________________________________________________________________________31

APPENDIX 8: GroupWork‐ Exercise 4: –Avoiding, Minimizing, Mitigating, Compensating andResettlementPlanImplementation(Session5)__________________________________________________________33

APPENDIX9:GroupWork‐Exercise5:–InformationofPAPParticipationandGrievancesRedressMechanisms(Session6)______________________________________________________________________________________34


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APPENDIX 10: Group Work‐ Exercise 6: – Vulnerable Groups ‐ Issues & Recommendations(Session7)______________________________________________________________________________________________________36

APPENDIX11:GroupWorkChecklistofEquipmentandMaterials____________________________________37

APPENDIX12:CommentedBibliographytogofurther(selection)____________________________________38

APPENDIX13:Informationsheetsfor6cities ____________________________________________________________42


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1. INTRODUCTIONTOTHEMODULE

Thismodulefollowsthebasictrainingmodule,whichattemptedtogivetoparticipantsanoverviewofthesocial safeguards (excluding environmental oneswhich are the subject of anothermodule). Comparedwith the basicmodule, this advanced trainingmodule proposes to insist on specific aspects. The fieldencompassedbysocialsafeguardisverylargeand,foranadvancedtrainingmodulelastingonlytwoday,a selection is necessary. Many aspects such asmonitoring of resettlement or financialmechanisms toensurecompensationstoaffectedpeople.CrossexperiencesbetweenMyanmarcities(notonlythe6onestargetedinthismodule)andmorelargelycitiesofGreaterMekongSub‐regionwouldhavemadesenseinanadvancedmodule,butpriorityshouldbegiventomechanismsatthisstageandcomparativeapproachisrecommendedforanotherseriesoftrainingsessions.

This module is intended to prepare courses to participants employed in cities of very different sizes:Yangon, Mandalay, Mawlamyine, Pathein, Lashio, and Monywa. The economic, social, but alsoenvironmental and spatial contexts of areas targeted by training sessions will need to be taken intoaccountbeyondthegeneralmechanismstobemadeunderstoodbyparticipants.The interactivenatureproposedforseveralsessionsshouldhelptheTrainertoadaptanimationtothelocalcontext.Conversely,the approach proposed in this module should encourage participants to show curiosity about otherexperiencesandtoadmitthatthelocalcase(oftheircity)isnotfullyspecificintheworld.

This training module assumes that international donors will abundantly support urban projects inMyanmar.Bothtrainersandparticipantsshouldbeawarethatsomeofthem, inparticulartheADB, theJICA, theAFDand theGIZ, amongothers,plan tobeparticularly involved inurbanprojects. So far, theWorldBankispresumablymoreinvolvedinnationalprojectsinparticularinthepowersectororinlargescalewaterresourcesmanagementsector.Possibly,theAIIB(AsianInfrastructureInvestmentBank)willfollow.ADBhasfinancedprojectsinMandalay(MUSIP)togetherwiththeAFDandinMawlamyine(GMS3). ADB also uses the Japan Fund for Poverty Reductions to finance small projects in Yangon andMandalay.TheJICAismuchpresentinYangonbutalsoandtheAFDshouldfollow.Anassumptionhereisthatinternationaldonorsformulaterelativelysimilarrequirementsregardingsocialsafeguards.Onepointshouldbekept inmind: any failure to securing social safeguards in aproject is potentially a sourceofcancellationoftheprojectiffinancedbyinternationaldonors.

ThistrainingmoduleisalsoshouldalsobeusedbybearinginmindthatMyanmarhasnowengagedinaprocessofreformof themanagementof land,withtherecent landusepolicyapprovedbythenationalgovernment,waitingforaLandUseLawtobepossiblyenactedinthecomingyears.

Socialsafeguardsbeingrequiredbyinternationaldonors(includingloanstotheprivatesector)aslongastheycommit insupportingaproject, thesector‐relatedscopeofthis trainingmodulewillbe inpriorityurbaninfrastructureorientedprojectsfinancedbydonors.Thisscopewillthereforeencompass,althoughnot exclusively: water catchment and supply, waste water and drainage, natural disaster preventioninfrastructures, coastal infrastructure, airports and ports, solid waste management, waste to energy,energygeneration transmissionanddistribution, roadsand transport, housing,public spaceandurbanrehabilitation and heritage conservation, economic and industrial zones etc. However, and hopefully,lessonsof this advanced trainingmodulewill beuseful for application in the caseof project excludinginternationaldonorssupport(e.g.somepublicprivatepartnership).


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1.1 TRAINING OBJECTIVES

Theprimaryobjectiveofthisadvancedtrainingmoduleistoguideparticipantstowardimplementationofthe concept of ‘social safeguards’ to address those social issues during the planning, designing,coordinating,managingandimplementingsuchurbaninfrastructureprojectsandtoenhanceawarenesstomainissuesraisedbysocialsafeguardsinMyanmartofacilitatethisimplementation.Asthebasicmodule,theadvancedtrainingmodulewill raiseawarenessonsocialsafeguardpolicies,bestpractices(handoutsforparticipants)andoperationalguidelinesgloballypracticed.Incomplementwiththisbasicmodule,theadvancedmodulewillgomoreintodetailsbyinsistingonspecificaspectsofmethodstocomplywithsocialsafeguardsrequirements.

One specific objective of the training module is to raise awareness and curiosity on institutional, landacquisition, compensation and communication/participation with/of affected populations socialrisks/issues and implications of city infrastructure projects in the context of Myanmar; and creating apathway to establish citywide safeguard framework/plan and application of tools customizing to localconditions.

Anotherspecificobjectiveistotaketheopportunityofworkinggroupstostrengthenlinksbetweenstaffofproject authorities of the same city, at various levels of administrations (Regional/State administration,Development Committee or Development Affairs, Townships, Wards, etc). Previous experiences inMyanmar suggest these opportunities are not so common at the level of medium‐level staff whereasinternational experiences suggest that inter‐agency cooperation is a key factor of success for urbanprojects.

1.2 TARGET

Addressing development induced social and environment issues at an advanced level requires to comebacktobasicprinciplesaspresentedinbasicleveltrainingmodulewithadoublepriorityi)furtherbridgethese principles with both the context of Myanmar and project management constraints ii) makingparticipantsawareofinstitutionalandorganizationalaspectsofaddressingsocialissuesasaninteractiveprocess.

Itisassumedthatparticipantswillbethesameasthosehavingparticipatedtothebasic‐levelmodule.Intheperspectiveofapplicationofsocialsafeguardsprinciple,andincaseonlyapartofparticipantshavingattended to basic levelmodule sessions can attend the advanced level one, newparticipants shouldbewelcometojoin.

Ideally, a comprehensive groupwill comprise staff of theDevelopment CommitteesOffices (Yangon andMandalay)andTownships(oftheotherfourlocalauthorities)andofficers1andalsoRegion/Stateofficers(e.g. from the Dept from Social Welfare and Resettlement, Planning Department, etc.). Could also be

1 Including urban planners, infrastructure engineers, urban designers, architects, financemanagers/accountants, public health officials, social and welfare officers, land officers, public relationofficers,etc


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included as participants i) Township‐level Committees members2 and possibly heads ofWards ii) GADofficersinparticularatRegionalandDistrictlevelsiii)PossiblystafffromrelevantUnion’slevelministriesinNayPyiTaw(e.g.MinistryofSocialWelfareReliefandResettlement,MinistryofDevelopmentAffairs,Ministryof Construction andDUHD,Ministry ofBorderAffairs… ). Last, anddue their active role in thesocial and economic life in cities, a few participants from community‐based organization will likelystimulatethegroupworksanddiscussions.

Asthemoduleaimsatstrengtheningoperationalunderstandingofsocialsafeguardstomakeparticipantsin a capacity to support implementation of resettlement plans, some of the participants should be in apositiontoweightondecisionmakinglevelwouldbepreferred.

Mostlygovernmentofficers,targetedparticipantsareneithersocialexpertsnordedicatedtoassumesocio‐economic/resettlementexpertiseorconsultingtasks.However,theyneedtounderstandthepurposeandlogics of tools used by experts / consultants to better assume their role of facilitation, control andimplementationofsocialsafeguards.

2 Inparticular FarmlandDevelopmentCommittees,Development Support Committees andPlanning andImplementationCommittees.IfaLandUseCommitteehasbeenestablishedlocally,membersalsocanjoin.


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2.OVERALLCONCEPTANDMETHODOLOGY

2.1 LINKING COGNITION WITH PEDAGOGIC ELEMENTS

ThetrainingmoduleisanessentialpartofcapacitybuildingwhichhasbeenarticulatedbyUN‐HABITATasa strategic approach to share knowledge and experience and develop knowledge products towardsinstitutionalcapacitybuildingforcityplanningandmanagement.However,formertrainingexperiencesintheworldsuggestthatcitiesstaffcannotlikelyassimilateovernightappropriateconcepts,terminologyandmethods presented during sessions. Full understanding is commonly achieved through practice andapplication.Therefore,andtoensurethatsessionspresentedhereafterwillbeadequatelyappropriatedbyparticipantsandcorrectlyusedbythemalongprojectimplementations,thismoduleaimsat:

1. Balancing knowledge of experiences provided by other examples with active exchanges and

discussions between participants focusing on application modalities to plan and implementrequiredbysocialsafeguards,byinsistingoninteractiveprocessesbetweenparticipantsinorderto demonstrate the importance of horizontal and vertical cooperation between institutions(employersoftheseparticipants).

2. Integrating and reproducing the knowledge generated through studies, case evaluations andresearches conducted by various institutions both locally and internationally and ensuring thatsafeguard issues are adequately appreciated and addressed in project implementations. To thisregard,anabundantliteratureisproposedbyalldonoragenciesandsummariessocialsafeguardsafterclearanceoftenavailableonADBorWorldBank’swebsites.

3. Making participants in a position – when they have this opportunity ‐ to clarify and justifyapplicationofprinciplesofsocialsafeguardstotheupperlevelsofdecision‐makingincities,suchas,Ministers(Region/States)directorsofdepartmentsbutalsootherkeylocalgovernanceactors,such as members the multiple committees members which represent at all institutional levels(City, Township, etc.). The perspective to establish Land Use Committees at the differentadministrative levels of the country, as considered by the present Land Use Policy recentlyformulated by the Government of Myanmar this year, will make this ability of participantsparticularlyimportant.

4. Encouraging adaptation to local contexts of knowledge generated through studies and caseevaluations conducted by various institutions both in Myanmar and in comparable Asian DMCcontexts.

Thedesignoftheadvancedmoduleassumesrelevanttoconsidermoredepthseveralconceptsprinciplesandtoolsaspresentedalongthebasic level trainingmodule.Giventhatthescopeofsocialsafeguards isextremelywide, it also assumes that, to gomore in depthwith these concepts and principles, selectiveapproachispreferable.

Anotherassumptionof thismodule is that, in thenear future,projects requiring compliancewith socialsafeguards inmostof the6 citieswill likely rarelyaffecthugenumbersofpeople,with theexceptionof


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publictransportprojectsincitieslikeYangonorMandalay.Themodulewouldhavebeentotallydifferentiftargetedprojectswerelargedamsorrailwaysconstruction,orinternationalairports.

Design of the module is proposed within the framework of interactive learning environment whichfacilitates the anchoring of advanced levels of knowledge within the city management and create anappetiteforhigherleveloflearningfortheapplicationofbestlocalizedsocialsafeguardpractices(throughprojectsplannedlocallyinparticularthosefinancedbydonors).

2.2 UNDERSTANDING THE STRUCTURE OF THE TRAINING MODULE

ThetrainingmoduleisanessentialpartofcapacitybuildingwhichhasbeenarticulatedbyUN‐HABITATasa strategic approach to share knowledge and experience and develop knowledge products towardsinstitutionalcapacitybuildingforcityplanningandmanagement.

The trainingmodule comprises inevitably “Take‐off and Landing” essential phases, namely introductory(Session1)andconclusivesessions(Session8).Session1shouldputthewholemoduleoncorrecttracks.The structure of themodule should bemade clear to participants. Also, the trainer should establish afriendlyandcooperativeatmosphere(forparticipantstobeeagertoaskquestionsandtoformulateideas,evennotrelevant)andmakesuresomeparticipants,womeninparticular,willbecomfortablewithactiveparticipation.Session8islargelydedicatedtoevaluationbutshouldinfactconsidertheaftermathofthemodule, and help participants to continue keeping interest on social safeguards mechanisms, whenpossibleduringtheirdailywork.

Then,sessions2and3arededicatedtotwofundamentalaspectsofsocialsafeguards.Session2relatestothebasicissueoflandacquisitioninMyanmar,estimatedhereasthemajorcontextualfeature/matterofconcern for social safeguards in the country. Session 3 relates to legal and institutional aspects. Bothaspectsrequiresyntheticandclearpresentationandmustbecontextualizedaccordingtothecaseofeachcity.Thecontentofthesetwosessionsalsoarefundamentalonestoguidethepracticeofpublicofficersorpeopleinchargeoftakingappropriatedecisioninthecity.

Theothersessions focusmoreonpracticeandmechanisms thanoncontextualaspects.Thedirectionofsessionswillbetheinteractionswithstakeholders,inparticularaffectedpeople.Sessions4and5willbemoreoriented towardmechanisms todealwitheconomicand financial aspectsof the social safeguards.Sessions6and7willputemphasisontheseinteractionsbutonthebasisoftheknowledgeacquiredalongthetwoprevioussessionsinordertomakethemmoreuseful.

Components of the trainingmodule are designed to build the capacity of staff to understand the socialsafeguard mechanisms and application modalities. All along the training module participants will beencouraged toprogress fromamore “passive”posture (understanding facts, figures, tools, etc.) tomore“active”postures:formulationofproposalswithregardtoi)issuesandchallengesandii)interactionswithpopulationandwithininstitutions.

Step Target KeyAreas

Component1

“Take‐offandLanding”

• Makeparticipantsunderstandingthelogicofthemodule• Makeparticipantscomfortablewithparticipativeprocessalongthemodule


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• Evaluationofthemodule• Aftermath: to consider application of lessons learnt byparticipants

Component2

Selected fundamentalcontextual features tobe contextualizedlocally

• Landacquisition• Legal,regulatoryandinstitutionalchallenges• Demonstratenecessityofinter‐agencyinteractions.

Component3

Mechanisms andprocess orientatedtoward interactionswithstakeholders

• Resettlementtobeseenasaprocess• Communication and interaction with affectedpopulations

Mechanismstodealwithvulnerablepopulationsaffected

Assumingthetrainerwillbethesamepersoninchargeofthetrainingmoduleinallcities,he/shewilltakenoteoflocalsituationsencounteredinothercitiessoaspresentationsanddiscussedcanbeillustratedbyexamplestakenfromtheexperienceoftheothercities.

Thedocumentspreparedforthistrainingmodulehaveaquitesubstantialcontent,althoughverylimitedcomparedwiththesubject.

Theparticipantsshouldbedeliveredthepowerpointpresentationsandthehandbookspreferablyatleastfive days before themodule starts, for them to consult them and for sessions to bemore effective. Thetrainershouldencouragethemtolearnfurtherbyreferringtothedocumentslistedasbibliographyinthisdocument,althoughmostofthemarenotavailableinBurmese.

Althoughappendicesdonotconsiderthispossibility(seebelow),astronglyrecommendedoptionisforthetrainer toestablishgroupsassoonas the listofparticipant isgiven tohim/her.Thus, sometimecanbesparedsincethescheduleofthevarioussessionsistight.Havinggroupssetinadvanceandremainingthesameallalongthemodulewillpavethewayformoreefficientexchanges.


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3.MODULESTRUCTURE

Trainingmodulestructureisformulatedonthebasisthateachsessionwillleadtoenhancetheknowledgeinalearningladderbuildingonfundamentalstopracticalapplicationofsocialsafeguardsintheplanning,designingandimplementingcitywideinfrastructure.

Breaksarerelativelylongandtheirlengthishereindicative.Withtheagreementofparticipants,thetrainershouldnothesitate to shorten themfrom5 to10minutes tomakemorecomfortable forparticipants toevaluate sessionsand forhim/her towrap‐up sessions followedby thesebreaks.Participants shouldbeencouragedtoexchangeaboutsessionsduringbreaktime.

Day1:ContextofSocialSafeguardsandselectedmainissues

Time Session TitleofSession

9.00–10.30 Session1 OpeningSession–Partiallyinteractive

10.30‐11.00 Break

11.00‐12.30 Session2 TheIssueofLandAcquisitioninMyanmar

12.30‐13.30 Lunch

13.30‐15.00 Session3 TheLegalandInstitutionalFramework–Partiallyinteractive

15.00‐15.30 Break

15.30‐17.00 Session4 Identification,AssessmentofSocialImpactsandResettlementPlan

Day2:SupportInteractionswithaffectedpeople

Time Session TitleofSession

9.00–10.30 Session5 Avoiding,Minimizing,Mitigating, Compensating and ResettlementPlanImplementation–Stronglyinteractive

10.30‐11.00 Break

11.00‐12.30 Session6 Information of People Affected by a Project, Participation andGrievancesRedressMechanisms‐Stronglyinteractive

12.30‐13.30 Lunch

13.30‐15.00 Session7 Vulnerable Groups ‐ Issues & Recommendations – Stronglyinteractive

15.00‐15.30 Break

15.30‐17.00 Session8 Evaluation, Clarification, and Toward Capitalization – Stronglyinteractive


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4.AIMSOFEACHSESSION

Day1:ContextofSocialSafeguardsandselectedmainissues

Session (numberandtitle)

Duration(minutes)

Contents Objectives NatureofTrainingActivities

Session1:

OpeningSession

90

• Welcome the participants to thecourse.

•Participants introducethemselvesandexplaintheir

• Understand participants’ expectationsofthetraining.

• Introduce the background, objectives,content and schedule of the module,training methodology employed andreadingmaterials.

•Terminologicalexplanation

•Toeffectivelystartthesession•Togainaninitialunderstandingofeachother• To make participants aware of the trainingobjectives,programmeandmethodology• To make trainer aware of participants’expectations•Toassesstheknowledgelevelofparticipantsas regards social safeguards (results of BasicModule)• To create a participatory learningenvironment

Interactivesession:• Trainers’ Power Point, incl. basicterminologyPresentation•Participants’verbalpresentations•Questionsandanswers

Session2:

The Issue of LandAcquisition inMyanmar

90 Session would discuss land acquisitionissues related to infrastructuredevelopment as a starting basis tounderstand the challenge of capacitystrengthening of government staff withregardtosocialsafeguards

• Participants to understand the deepjustificationforcapacitystrengthening

•Participants tounderstand the linkbetweenland acquisition and project in a countrywhere infrastructure projects are going tomultiply

•Participantstobridgethenationalchallengesof land acquisition with their experience atlocallevel.• Participants to gain knowledge on socialsafeguards aspects with respect to projectcycles as financed by donors, and toassignmentsofexternalconsultants

•Power Point Presentation by theTrainer•Groupwork•Grouppresentation• Trainer’s inputs throughinteraction


12

Session3:

The Legal andInstitutionalFramework

90 Sessionwouldpresentnationalavailableregulation related to social safeguardssubject, explain the detailedorganizationatNationalRegional/State,andCity/Townshiplevelswithregardtosocial safeguards, in particularimplementation of involuntaryresettlementplans.

• Participants to understand legal andregulatoryframework

• Participants to understand institutionalchallenges and challenges raised by decisionprocessandlocalgovernanceinMyanmar

• PowerPoint presentation by theTrainer

•Guidedgroupdiscussion

• Trainer’s inputs throughinteraction

Session4:

Identification,Assessment ofSocial Impacts andResettlementPlan

90 Session will introduce and discussmethodologies and practices with forpurposetomakeadapttheminthecaseoftheirowncity

• Participants to gain knowledge on socio‐economicaspectsof social safeguards,andonknow‐howandprecautionstoperformcensus,identification/inventoryoflosses

•Participantstounderstandthewholecycleofidentification and assessment of projectimpacts and require collaboration betweenpublicagencies.

• Power Point presentation by theTrainer

•Groupwork/Discussion• Trainer’s inputs throughinteraction

Day2:SupportInteractionswithaffectedpeopleSession (numberandtitle)

Duration(minutes)

Contents Objectives NatureofTrainingActivities

Session 5:Avoiding,minimizing,mitigating,compensating andresettlement planimplementation

90 Session will introduce principles andmethodstoavoid,minimizeandmitigatelosses and also compensationmechanisms

•Participants tounderstandmechanisms forcompensationincashornon‐cashforms• Participants to understand the role of localauthorities to perform income restorationschemes

• Power Point presentation by theTrainer•Groupwork/Discussion• Trainer’s inputs throughinteraction

Session6:InformationofPAPParticipation andGrievancesRedressMechanisms

90 Session aims at providing how to dealwith information to PAP, consultationand participatory mechanisms, andgrievanceredressSession to discuss about howmaximizing efficiency of participatoryprocess to limit hurdles to projectimplementation and to make projects

• To provide knowledge onmethods tomakerelation with PAP interactive, equitable tothem and efficient with regard to projects’implementation

• Power Point presentation by theTrainer•GuestPresentation/Paneldiscussion• Trainer’s inputs throughinteraction


13

opportunities for affected people toimprovetheirsituation

Session7:Vulnerable groupsissues andgender/ solutionsinpractice

90 Session to make participants awareabout to grant a specific attention tovulnerable groups and gender aspectsall along the involuntary resettlementplanningandimplementationprocess

•Tomakeparticipantsawareoftheparticularsituation of vulnerable groups, in particularethnicgroups,thepoorandwomen•Participants to formulate solutionsadaptedtothevulnerablegroupslivingintheircity

• Power Point presentation by theTrainer•Groupwork/Discussion• Trainer’s inputs throughinteraction

Session8:Evaluation,clarification, andtowardcapitalization

90 SelfevaluationPeerevaluationTrainer’sbriefassessmentInformaldiscussion

•To evaluate theperformanceof themoduleasawhole•Toidentifysynergiesbetweenlessonslearntfrommodulesinthe6cities

•Evaluationquestionnaire•Groupdiscussion•Trainer’sinputs


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5.SESSIONDETAILS

5.1. DAY ONE

SESSION 1: OPENING SESSION

Theopeningsessionisintendedtowelcometheparticipantsandthetrainertogettoknoweachother.Theintroductionwillcoverthebackground,workrelatedtoinfrastructuredevelopmentoftheparticipants.Abriefreminderofwhatwasdoneatbasiclevelisprovided.Thesessionalsoprovidesbriefcontentsofthecourse‐thebackground,objectives,contentandscheduleofthecourseandhighlightsaboutthetrainingmethodology.Session1isinteractiveandorientedtowardslearningfromeachother.Thecoursehandoutsandreadingmaterialaredisseminated,ifnotdonebefore.Thesessionenablesalsothetrainertoremindterminologyrelatedtosocialsafeguardstogaugetheoveralllevelofknowledgeofparticipants.

Sessionpowerpointpresentation/Handout

1. PowerpointSession1:OpeningSession

2. HandoutforSession1:none

RecommendedReading

References Access

Powerpointsdistributedalongthebasiclevelmodule Providedbyorganizers

UN Habitat, 2016, Guidelines for Urban Planning inMyanmar,38p.

www.unhabitat.org

USAID, 2016, Guidelines on Compulsory DisplacementandResettlementinUSAIDProgramming,22p.

www.usaid.gov

Asian Development Bank, 2013, Safeguards PolicyStatement,OperationsManualBankPolicies,19p

www.adb.org

Asian Development Bank, 2012, Country SafeguardSystems, Regional Workshop Proceedings, TowardCommonApproachesandBetterResults,50p.

Copy / paste the reference as indicated toaccessviaGoogle

JICA, 2012, The Basics of Environmental and SocialConsiderations, Introduction to the Guidelines forEnvironmentalandSocialConsiderations,17p.

www.jica.go.jp

JICA, 2010, Guidelines for Environmental and SocialConsiderations,42p.

www.jica.go.jp

Asian Development Bank, 2009, Safeguards PolicyStatement,97p.

www.adb.org

World Bank, 2001, Operation Manual 4.12 InvoluntaryResettlement,9p.

www.worldbank.org


15

SESSION 2: THE ISSUE OF LAND ACQUISITION IN MYANMAR

Thesecondsessionaimsatenteringstraightthe issuesof landacquisition ina fastgrowingcountry likeMyanmar.Session2shouldmakeparticipantsawareof theseriousnessof thesituationasobserved,andwillhighlight therisks forprojects,citiesandpeople topossiblyresult fromnonrespectof fundamentalrightsofuseofland.Issueswillbeidentifiedonthebasisoflocalcasesofprojectsnotrestrictedtourbaninfrastructure / sectoras longas they relate toareas located inor close to the city. Session2has as itsobjective to understand the overall challenge of social safeguards through the specific issue of landacquisitionaspracticedinMyanmar.Participantwillbeinvitedtoreactbyprovidingtheirexperienceofthesituationintheirownlocalcontext.

Handouts/Sessionpowerpointpresentation/Handout

1. PowerpointSession2:TheIssueofLandAcquisitioninMyanmar

2. HandoutforSession2:TheIssueofLandAcquisitioninMyanmar

RecommendedReading

Reference Access

Displacement Solutions, 2015, Land AcquisitionLaws & Practices in Myanmar: Overview, GapAnalysiswithIFCPS1andPS5,andScopeofDueDiligenceRecommendations.

http://displacementsolutions.org/ds‐initiatives/burma‐hlp‐initiative/

Displacement Solutions, Housing, Land andPropertyRightsinBurma,2009,theCurrentLegalFramework,1244p.


Ministry of Communications and InformationTechnology (MCIT), 2013, Environmental andSocialManagementFramework(ESMF)

Copy/pastethereferenceasindicatedtoaccessviaGoogle

SESSION 3: THE LEGAL AND INSTITUTIONAL FRAMEWORK

This session intends tomake participants aware of i) the importance of the national / local regulatoryframework concerned by social safeguards, ii) grey points or lacks of this framework compared withrequirementsofdonorsrelatingtosocialsafeguardsiii)theopportunity/necessityforinstitutions(atalladministrative levelconcerned) tocooperate tocomplywith thisrequirement.Session3willbealso theopportunitytopresenttheprojectmanagementarrangementwhenfinancedbydonors(ADBschemecanbe used) to understand how social safeguards interact with the implementation of a project and sincecommonly inprojectsPMU,PIUandresettlementunitshave for tasks tocoordinateagencies toperformwithsafeguards‐relatedrequirements.

During the guided group discussion areas where current national / local regulatory framework do notprovide clear in cut response to social safeguards requirements will be identified. Participants willformulateideastofacilitatecooperationbetweenconcernedpublicadministrationsfromlocal(TownshipandWards),regionalandUnion’slevelstoachievethiscompliance.


16


1. PowerPointSession3:TheLegalandInstitutionalFramework

2. HandoutforSession3:TheLegalandInstitutionalFramework

RecommendedReading

Reference Access

Displacement Solutions, 2015, Land AcquisitionLaws & Practices in Myanmar: Overview, GapAnalysiswithIFCPS1andPS5,andScopeofDueDiligenceRecommendations.


United Nations Development Programme, 2015,The State of Local Governance: Trends inMyanmar, the Synthesis of People’s PerspectivesAcrossallStatesandRegions

http://www.mm.undp.org/content/myanmar/en/home/operations/projects/poverty_reduction/LocalGovernancePillar1/local‐governance‐mapping.html

United Nations Development Programme, 2015,The State of Local Governance: Trends inMandalay[forMandalay]


United Nations Development Programme, 2015,TheStateofLocalGovernance:Trends inYangon[forYangon]


United Nations Development Programme, 2015,The State of Local Governance: Trends in ShanState,98p.[forLashio]


United Nations Development Programme, 2015,TheStateofLocalGovernance:TrendsinSagaing,92p.[forMonywa]


United Nations Development Programme, 2014,The State of Local Governance: Trends in MonState[forMawalamyine]


United Nations Development Programme, 2014,The State of Local Governance: Trends inAyeryarwady[forPathein]


MDRI/CESD, Asia Foundation, 2013, State andRegionGovernmentsinMyanmar,98p.


Displacement Solutions, Housing, Land andProperty Rights in Burma, 2009, the CurrentLegalFramework,1244p.



17

SESSION 4: IDENTIFICATION, ASSESSMENT OF SOCIAL IMPACTS AND RESETTLEMENT PLAN

Thissessionaimsatpresentinghowimpactsaregenerallyidentifiedandassessedbyreviewingintodetailsthe6standardized(allprojectsdonotnecessarilyfollowthesamecycleduetoparticularitiesoftheirownlocalcontext)followingsteps:census,socio‐economicsurvey,genderandvulnerabilityanalysis,inventoryanalysis,valuationoflostassets,detailedmeasurementsurveys.

Participantswill be able to understand the challenges represented by the collection of relevant data, inparticular through socio‐economic surveys, mapping of land ownership or cadastre, and the meansnecessarytosuitablyidentifylosses.Alongthissession,participantsshouldbemadeawareofthenecessityto rely on the full collaboration of stakeholders (incl. public agencies, CBOs and residents) to performpropersurveys.

Session4willhaveforindirectpurposetoincreasereadinessoftraineestoactivelyparticipatetofurthersessions


1. PowerPointSession4:Identification,AssessmentofSocialImpactsandResettlementPlan

2. HandoutforSession4:Identification,AssessmentofSocialImpactsandResettlementPlan

Recommendedreading

Reference AccessAsian Development Bank, 2016, ResettlementPlan, GMS‐Flood and Drought RiskManagementandMitigationProjectSubproject: Irrigation Development inVientianeCapital,70p.

https://www.adb.org/projects/documents/gms‐flood‐drought‐risk‐management‐mitigation‐lao‐irrigation‐dev‐vientiane‐capital‐mar‐2016‐rp

Asian Development Bank, 2015, ResettlementPlan, Myanmar, Mandalay Urban ServicesImprovementProject,122p

Copy / paste the reference as indicated to access viaGoogle

AsianDevelopmentBank,2007,Compensationand Valuation in Resettlement, Cambodia,People’sRepublicofChinaandIndia,70p.


Asian Development Bank 2009, SafeguardPolicyStatement,policypaper,97p.

http://adb.org/sites/default/files/pub/2009/Safeguard‐Policy‐Statement‐June2009.pdf


18

5.2. DAY TWO

SESSION 5: AVOIDING, MINIMIZING, MITIGATING, COMPENSATING AND RESETTLEMENT PLAN IMPLEMENTATION

Session5aimsatprovidinganoverallunderstandingofthesenseofresettlement(inparticularplanning)with for expected result to limit the adversedirect social effects of projects on life and revenueof localpeople. The construction of the entitlementmatrixwill be used as a pedagogicmeans to facilitate thisunderstandingandtoguideexchangesbetweentrainerandparticipants.Thecaseoftheresettlementplanasestablished forMandalayUrbanServices ImprovementProject (financedby theADB)willbeusedassupportforgroupwork.


1. Power Point Session 5: Avoiding,Minimizing,Mitigating, Compensating and Resettlement PlanImplementation

2. Handout for Session 5: Avoiding, Minimizing, Mitigating, Compensating and Resettlement PlanImplementation

Recommendedreading

Reference Access

Asian Development Bank, 2015, ResettlementPlan, Myanmar, Mandalay Urban ServicesImprovementProject,122p.


Displacement Solutions, 2015, LandAcquisition Laws & Practices in Myanmar:Overview,GapAnalysiswithIFCPS1andPS5,andScopeofDueDiligenceRecommendations


Asian Development Bank 2009, SafeguardPolicyStatement,policypaper,97p.

http://adb.org/sites/default/files/pub/2009/Safeguard‐Policy‐Statement‐June2009.pdf

SESSION 6: INFORMATION OF PAP PARTICIPATION AND GRIEVANCES REDRESS MECHANISMS

The session 6 will be partially an information session and partially a participatory session involvingexternal guests (see Appendix 9). In Myanmar, information disclosure and consultation/participationmechanismsrelatedtolargeprojectsarestillamatterofimprovement(seeSession2).Nevertheless,theirpotential efficiency for social safeguards is highdue to the very active role of CBOsandNGOs locally inmanywardsandvillagetracts,inparticularfollowingorientationsoftherecentlandusepolicyoftheGOM.Expectedly,themultiplicationofprojectsfinancedbydonorsinMyanmarcitieswillgiveCBOsacriticalroleintheprocessofcompliancewithsocialsafeguardsrequirements.Participantsshouldunderstandwhyitisimportanttoperforminformationtoaffectedpeopleallalongtheresettlementprocess,howitispossibletodoitand,inparticular,howinformationandparticipationmechanismsshouldminimizegrievancesandcomplaintsatimplementationstage.Session6willfocusonmechanismsandonconcreteaspectssuchas


19

scheduling of information to be delivered to affected people in order to avoid any adverse effects oncompensationmechanismsandoninter‐agencyaspects


1. PowerPointSession6:InformationofPAPParticipationandGrievancesRedressMechanisms

2. HandoutforSession6:InformationofPAPParticipationandGrievancesRedressMechanisms

Recommendedreading

Reference Access

AsianDevelopmentBank,2015,ResettlementPlan,Myanmar, Mandalay Urban Services ImprovementProject,122p.


Asian Development Bank, 2014, ADB Cooperationwith Civil SocietyBiennial Report 2011 and 2012,70p.


Asian Development Bank, 2013, Safeguards PolicyStatement,OperationsManualBankPolicies,19p.

www.adb.org


www.adb.org

Asian Development Bank, 1998, Handbook onResettlement,aGuidetoGoodPractice,114p.


World Bank, 2001, Operation Manual 4.12InvoluntaryResettlement,9p.

www.worldbank.org

UN Habitat, 2009, Innovative Approaches forInvoluntaryResettlement–LunawaEnvironmentalImprovement & Community and DevelopmentProject[SriLanka],45p.

www.unhabitat.org

AsianDevelopmentBank,2008,AsianDevelopmentBank’sInvoluntaryResettlementSafeguards,56p.


SESSION 7: VULNERABLE GROUPS ‐ ISSUES & RECOMMENDATIONS

Although this aspectwill inevitablybe consideredalongprevious sessions, session7has forpurpose toclarifytheirstatusofvulnerablegroupsandtheattentiontheyshouldbegivenintheresettlementprocess.Vulnerablegroupsencompass coversnotonlyethnicminorities/indigenousgroups, elderlypeople,poorandreligiousminorities,butalsowomen.Session7willbetheopportunitytopresentinparticularaspectsofsocialsafeguardsdealingwithethnicminorities,andtorecapitulateparticulararrangementsrelatedtothem to comply with donors’ requirement, in particular the ADB. Session 7 will also provide theopportunity to consider specifically the context of each 6 citieswhich differ as regards the presence ofvulnerablegroups. Thesessionwillbeorientedtowardpracticeandformulationandsolutionsproposedbyparticipantsthemselves,againtailoredforeachcity,withtheassistanceofthetrainer.Positionedalmost


20

at the end of the module, session 7 should benefit from knowledge and active discussions stimulatedprevioussessions.


1. PowerPointSession7:Vulnerablegroups‐Issues&Recommendations

2. HandoutforSession7:Vulnerablegroups‐Issues&Recommendations

Recommendedreading

Reference Access

Ministry of Agriculture, Livestock and Agriculture,2016, Myanmar Irrigated Inclusive AgricultureDevelopmentProject,ResettlementofEthnicGroupFramework,87p.

https://www.adb.org/projects/documents/mya‐irrigated‐agriculture‐inclusive‐development‐jul‐2016‐remdf

AsianDevelopmentBank,2015,ResettlementPlan,Myanmar, Mandalay Urban Services ImprovementProject,122p.


Asian Development Bank, 2013, Safeguards PolicyStatement,OperationsManualBankPolicies,19p.

www.adb.org

AsianDevelopmentBank,2013,IndigenousPeoplesSafeguards, A Planning and Implementation GoodPracticeSourcebook,draftworkingdocument,145p.

Essential document providing extensive definitionofconceptsinuseinADBprojects

AsianDevelopmentBank,2013, IndigenousPeopleSafeguards, a Planning and ImplementationSourcebook,Draftworkingdocument,148p.


Asian Development Bank, 2012, InvoluntaryResettlement Safeguards. A Planning andImplementation Good Practice Sourcebook, DraftWorkingDocument,101p.



www.adb.org

Asian Development Bank, 2003, Gender ChecklistResettlement,38p.


SESSION 8: EVALUATION, CLARIFICATION, AND TOWARD CAPITALIZATION

Final session will address self evaluation and peer evaluation of the module by participants. For selfevaluation, participantswill fulfill the evaluation form (used for each session and to be adapted by thetrainer)duringabout15minutesandremitittothetrainer.Peerevaluationwilltaketheformofanopendiscussion (at least 45minutes) following the same steps than the self evaluation. In complement, thetrainerwillprovideorallyitsownassessmentoftheparticipants(possiblyhe/shecanmakereferencetotrainingmoduleasexperiencedbyhim/herintheothercitiesortohis/herassessmentoftheparticipants


21

as experienced during the basicmodule). Last, amore informal discussion should enable the trainer tohighlight the interest forparticipants tobridge lessons learntduring themodulewith those learnt fromothermodules,inparticularenvironmentalsafeguards.


1. PowerPointSession8:Evaluation,Clarification,andTowardCapitalization

2. HandoutforSession8:none


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6.APPENDICES

APPENDIX1:InformationtobebroughttotheCoursebyparticipants

Information and documents to be brought to the course by participants (Participants will need to benotified of this requirement by the Trainer at least threeweeks before the training starts. It should becoordinatedthroughtheLocalFieldCoordinatortomakesurethatnoduplicationwillhappenandeveryparticipantwillberesponsibleforbringingoneitem).

Manyoftheseinformationanddocumentshavenormallybeenpreparedforthebasictrainingmodule

Aboutthecity

Maps,photographs,videosrelatedtolandacquisitioninthecity.City development plan and / or plan for the development of social and economic and urbaninfrastructurefieldsPopulation,includingstatisticrelatedtoethnicalandreligiousaspectsMaineconomicactivitiesMonthlyaverageincomeofalowincomefamilyinUS$Brief description of the two infrastructure projects in the city presumed as having impact onpeople (asunderstood frombasic level trainingmodule).Thoseusedduringbasic‐level trainingmodulewillberelevantListofprojectssupportedbydonororganizationsIdentification of key problems holding back better infrastructure development (this should beaboutsocialsafeguards)Listoftheinstitutionsordepartmentsresponsibleforurbanplanning,urbanmanagementandtheareaofworkcoveredbythemodule

Abouturbanpoliciesandinstitutions

Briefdescriptionofhowtheparticipants’owndepartment fits into theCDC’s/TADC’sactivitieswithrespecttosocialsafeguards.Briefdescriptionof themainnational, regional andcitygovernmentpoliciesaffecting the socialsafeguardsOutlineoftheregulatoryframeworkgoverningsocialsafeguards(landandstrategicplanning).RegulationandpropertyrightsininformallydevelopedareasAbouttheparticipants’ownworkAsummaryofparticipants’ownworkrelatedtosocialsafeguards.


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APPENDIX2:MaterialstobepreparedbytheTrainer

Handouts(Hardcopies)Powerpointpresentations(refertoalltherelevantsessions)Casestudies/discussionpapers(brief)Markerpensforusewithflipchartsandnon‐permanentforusewithwhiteboardSketchpapers/flipcartpapers,PenDrive–64GBExternalHardDrive(havingalltheinformationrelatedtothismodulestoredasabackup)Evaluationsheets(Hardcopies)HardcopiesofHandouts

APPENDIX3:CourseEvaluationbyParticipants

Courseevaluation‐Howtodotheevaluation

Theevaluationiscomposedoftwoparts:

Part1. Overallevaluationofthecourse

Part2. Evaluationofsessions

YouarerequiredtocompleteboththepartsandsubmitthecompletedformtotheCourseCoordinatorjustbeforetheconcludingsession.

Pleaseusetherankingmatrixgivenbelowtorankeachofthesessions/exercises.

0islowestinvalueand5isthehighest.Forexample,ifyoufoundthesessionextremelyusefulyoucantick5,andifyoudidnotfinditusefulatallcantick0.

Day.......Session..........SessionName.......

0 1 2 3 4 5 SuggestionsforImprovement

Useful

Knowledge

NewSkills

Interesting


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Explanationoftherankingparameters

Useful: Didyoufindthecontentsusefulinrelationtotheworkyoudo?

Knowledge: Didthesessionaddtoyourknowledge?

Newskills: Did the session help you to acquire new skills, for example of understanding concepts,workingasateam,etc?

Interesting: Didyoufindthepresentation,discussionsandmethodsinteresting?

Theboxontherightisforyoursuggestionsforimprovingthesession.

Pleaserefertothecourseschedulefortheday,dateandsessionname

Part1:Overallevaluationofthecourse

1.1 Wereyourexpectationsmetbythecourse?Yes/No/Partly

Pleaseexplainyouranswerbrieflyfor

1.2 Wouldyourecommendthiscoursetoothers?Yes/No/Notsure

1.3 Wasthedurationofthecourse:Tooshort/toolong/sufficient

1.4 Whatwouldyoulikechangedinthecourse?Explainbriefly


25

1.5 Listthethreesessionsyoufoundparticularlyuseful.

1 ..................................................................................

2. ..................................................................................

3. ..................................................................................

Part2:Evaluationofsessions

Lectures/Presentations/Discussions/PracticalGroupWorks

Day1,Session1:OpeningSession


Useful

Knowledge

NewSkills

Interesting

Day1,Session2:TheIssueofLandAcquisitioninMyanmar


Useful

Knowledge

NewSkills

Interesting

Day1,Session3:Policy,Regulatory,InstitutionalFrameworks


Useful

Knowledge

NewSkills

Interesting

Day1,Session4:IdentificationofProjectLossesCensusandInventoryofLosses


Useful

Knowledge

NewSkills

Interesting


26

Day2,Session5:Avoiding,minimizing,mitigatingandcompensating


Useful

Knowledge

NewSkills

Interesting

Day2,Session6:InformationofPAPParticipationmechanismsandgrievancesredress


Useful

Knowledge

NewSkills

Interesting

Day2,Session7:Vulnerablegroupsissuesandgender/solutionsinpractice


Useful

Knowledge

NewSkills

Interesting

Day2,Session8:Evaluation,clarification,andtowardcapitalization


Useful

Knowledge

NewSkills

Interesting

APPENDIX4:GuideforGroupwork

Itisexpectedthattrainerwillbeablefacilitatethegroupworktoensurethat;

EachparticipantinthegroupiscontributedParticipantslistentoothersopinionIdeasarepulledtogethertoarriveatconclusionsorrecommendationsWhathasbeenlearntinrelatedsessionsisreflectedonReasonsaregivenforideaspresented


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Attentivelisteningofpresentationsandotherparticipants

Followingmatrixprovidestheroleofparticipantandroleofthetrainerinthegroupdiscussionsunderthismodule

Groupformation Commencement Discussion Conclusion

Role ofparticipants

Appointmoderatorandrapporteur

Readproperlythetask Everyparticipantinthegroupmusttake

anactivepart

Moderatorshouldalloweach

participanttoprovideconclusiveremarks

Gather requiredplans/tools

Agreeonmodality Shouldfocusontasksandnotpersonalities

Capture salientpoints ofdiscussion

Every participantneeds to be asknowledgeable aspossible about thesubject matterallowingthegrouptoconsiderallsidesofaproblem.

Agree on thecontent of thegrouppresentation withrapporteur

Role ofTrainer

Ensure genderbalance

Guidethegrouptouseplans/tools

Guidetostayinfocus Supportthegroupto conclude withkeypoints

Ensurerepresentation ofdifferentsectors

Provideexplanationsifrequired

Intervene to providetechnicalinputs

Support toprepare thepresentation

Avoid groupingfriends usingsimple small groupformationmethod

Timemanagement Monitorthetiming Collect all groupwork materialandpresentation


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APPENDIX5:Groupwork/Exercise1–TheIssueofLandAcquisitioninMyanmar(Session2)

Purpose–Thepurposeoftheexercise/groupworkistomaketheparticipantstounderstandthespecific issue of land acquisition as happening in their city as a result of implementation ofinfrastructureprojects.Preparation ‐ The participants should have a reasonable understanding of land acquisition asprepared and implemented in their own city and knowledge of major local projects raisingproblems of land acquisition. It is expected that participant have an open mind (out ofbureaucratic restrictions) to discuss mechanisms to prepare and implement land acquisitionlocally or in their State/Region. Particular attention will be given to land registration, recordkeeping landdisputesettlements.Althoughfocusshouldbeurbanprojects,otherprojects intheagriculture processing, hydropower, mining, etc. sector can be considered as long as they takeplace in or close toTownships coveringurban areas. Participants need to read theHandout forSession 2 as a foundation for the discussion and clarifications if any should bemade from thetrainer.StepsPowerPointpresentation(15mn)Trainerwillprovideabackgroundnecessary for theunderstandingof landacquisition issues inMyanmar. This presentationwill also enable delineating the subjects ofmatters for thework tofollow.Arrangementforgroupwork(5mn)The participants should have the Hand out for Session 2with them that provides backgroundinformationaboutlandacquisitionissuesandshouldrefertoitwhenevertheyneed.Groupswillbeformedconsistingof8membersmaximumineachgroupensuringgenderbalanceandwillbeprovidedwithwritingpapers,flipcharts,colorcards,andcolorpens.GroupWork(45minutes)Identification of land acquisition issues locally: Each group should appoint moderator and arapporteur. The moderator should lead the discussion while the rapporteur takes down thediscussionnotes.Everyoneinthegroupshouldbegivenequalopportunitytocontribute.Duringthe first sectionof thediscussion,eachmemberof thegroupshouldbegivenanopportunity tobriefly explain what s/he perceives some land acquisition issues as a result of infrastructure


29

project. Thisallowsbuildingtheconfidenceamongmembersofthegrouptohaveanopenmindforfreediscussion.(20minutes)Eachmemberofthegroupisrequestedtowrite3landacquisitionissuestheyhaveencountered/foresee due to local development projects which are familiar to them using colour cards(provided).Oneissueforonecard.Clustertheissuesandlist3mainissuesinagreementwithallmembersofthegroup.(15minutes)Brainstormedfurtheron listed3 landacquisition issues togainadequateunderstandingofeachissueandpreparegrouppresentation.Flipchartshouldbeusedandmembersofthegroupshouldequallycontributetopreparethepresentation.(10minutes)Grouppresentationandwrap‐up(35minutes)Each groupwillmake thepresentations and allowmembers of other groups to raise questions.Theaimofthissectionofthegroupworkisforparticipantstounderstanda)typesofdevelopmentinduced landacquisition issues,b)magnitudesof those issuesc)reasonsandwhatwentwrong.TheTrainerwill facilitateallpresentationsandfollowupquestionsensuringallpresentershaveequaltimingandallquestionsanswers.FurthermorethetrainerneedstomoderatetheQuestionandAnswerstoensureallquestionsarewithintheframeworkofthesubject,sticktothesubjectmattersandavoidpoliticalandculturalsensitivities.Wrap‐up(10minutes)Finally the trainer will summarize, recapturing the outcome of the group work providing thefeedback.Participantsarerequestedtodotheevaluationofthegroupworkindividuallyusingtheevaluationform.

APPENDIX6:GroupWork‐Exercise2:–TheLegalandInstitutionalFramework(Session3)

Purpose–Thepurposeoftheguidedgroupdiscussionistomaketheparticipantsunderstandinglegalandregulatoryframework,institutionalchallengesandthoseraisedbydecisionprocessandinteractions with respect to compliance with social safeguards of international donors duringprojectimplementationstage.ThebackgroundofthediscussionwillbeCategoryAproject‐types,whichdefined as following (ADB,OperationsManualBankPolicies, SafeguardPolicy Statement,2013, pp.2 & 3): Category A. A proposed project is classified as category A if it is likely to havesignificant adverse environmental impacts that are irreversible, diverse, or unprecedented. Theseimpactsmayaffectanarealargerthanthesitesorfacilitiessubjecttophysicalworks(…).AproposedprojectisclassifiedascategoryAifitislikelytohavesignificantinvoluntaryresettlementimpacts.Aresettlementplan,includingassessmentofsocialimpacts,isrequired.

Preparation ‐ The participants should have a good general understanding of the regulatoryinstitutionalframeworkintheircityandofmaterialsusedduringthebasicleveltrainingmodule.


30

It isexpectedthatparticipantstousethekeyissuesidentifiedinthesession2andasabasisforidentifyingregulatoryandinstitutionalchallenges.Steps–PowerPointpresentation(20mn)Trainer will provide a background necessary for the understanding of legal/ regulatory andinstitutional framework in Myanmar. This presentation will also include institutionalarrangementsofprojectpreparationandimplementation;thecaseofADBcommonarrangementofresettlementunitswillbeconsidered.Thispresentationwillenabledelineatingthesubjectsofmattersfortheworktofollow.GuidedGroupDiscussion(60mn)Theguidedgroupdiscussionwill require fromparticipantsaminimalknowledgeof thegeneralprocessofcompliancewithsocialsafeguardsasrequiredbytheADB.Itwillbedividedintothreesuccessiveparts:

‐ Partone(20minutes)willfocusonlegalandregulatoryframeworkinMyanmarandlocallyandonthegapsexistingbetweenthisframeworkandthegeneralrequirementofsocialsafeguards.

‐ Part two (20 minutes) will focus on interactions between administrations at the

implementationstageofresettlementplan,asexistinginthecityofparticipants.Thethree following levels will be considered: Union’s administrations at local levels,Region and Development Committees and Townships (in the cases of Yangon andMandalay) andUnion’s administrations at local levels, Region/State and Townships(inthecaseofothercities)

‐ Partthree(20minutes)willfocusoninteractionsbetweenTownshipandCommunity‐

basedorganizationsattheimplementationstageofresettlementplan.TheTrainerwillguidethediscussionbyprovidinginputs.He/Shewillmakesureparticipantshaveacorrectgeneralunderstandingofcommonarrangementforprojectimplementation,inparticulargeneralfunctionsattributedcommonlytoPMU,PIUandresettlementunits.He/Shewillalsomakesure questions / answers are not monopolized by a few participants and that all agenciesrepresentedcanexpresstheirviews.Wrap‐up(10minutes)Finally the trainer will summarize, recapturing the outcome of the group work providing thefeedback.Participantsarerequestedtodotheevaluationofthegroupworkindividuallyusingtheevaluationform.


31

APPENDIX7:GroupWork‐Exercise3:–Identification,AssessmentofProjectImpactsandResettlementPlan(Session4)

Purpose–Thepurposeoftheexercise/groupworkistomaketheparticipantsfamiliarwithhowimpactsaregenerallyidentifiedandassessedbyreviewingintodetailsthe5steps:census,socio‐economicsurvey,inventoryoflosses,valuationoflostassets,detailedmeasurementsurveysPreparation‐Theparticipantsshouldhaveagoodunderstandingofwhathasbeendiscussedinprevious sessions, in particular session 3 and a good visual knowledge of their own city, inparticularofareaswhereurban infrastructurewillbepossiblyconstructed (e.g. a zonewherealandfillisplanned,areaswhereroadwideningtoeaseaccesstoindustrialzone,etc.)Itisexpectedthat participant have an open mind (out of bureaucratic restrictions) to discuss. Particularattentionwillbegiventolandregistration,recordkeepinglanddisputesettlements.ParticipantsneedtoreadtheHandoutforSession4asafoundationforthediscussionandclarificationsifanyshouldbemadefromthetrainer.StepsPowerPointpresentation(15mn)Trainer will provide a background necessary for the understanding of the way impacts aregenerally identified and assessed. This presentationwill also enable delineating the subjects ofmattersfortheworktofollow.Arrangementforgroupwork(10mn)TheparticipantsshouldhaveforSession4withthemthatprovidesbackgroundinformationaboutlandacquisitionissuesandshouldrefertoitwhenevertheyneed.Participantswill be divided into 5Groups eachwith similar number ofmembers, and ensuringgenderbalance.Eachgroupwillbeprovidedwithwritingpapers,flipcharts,colorcards,andcolorpens.Thefollowingtaskswillbeassignedastopicfordiscussiontoeachgroup:i)census,ii)socio‐economic survey, iii) inventory analysis, iv) valuation of lost assets, v) detailed measurementsurveys.Beforestartingthegroupwork,thetrainerwillremindoverallpictureanddefinitionofeachtopic,aspresentedinthepowerpointinordertomakesureparticipantsareawareofthelinkbetweentasks. The trainerwill also give indication about a text book caseproject (to bedetailedby thetrainer)onthebasisofthefollowingindications:

‐ Sectorof theproject:watersupply(incl.reservoir,wastewater,solidwasteor floodcontrol)


32

‐ CategoryBprojectaccordingtoADBclassification‐ EncompassingatleasttwoTownshipsinthecasesofMandalayandYangon‐ Preferably encompassing urban and semi‐urban areas with significant land

acquisitionproblem‐ Locationinthesuburbofthecity(semiruralwards)‐ FundedbyADBloan‐ Preferablytheapproximatelocationofthe(textbookcase)projectwillbesuggested

onamapofthecityandindicatedtoparticipantsGroupwork(35minutes)Eachgroupshouldappointmoderatorandarapporteur.Themoderatorshouldleadthediscussionwhile the rapporteur takes down the discussion notes. Everyone in the group should be givenequalopportunitytocontribute.Thetextbookcaseprojectwillbethebackground.Duringthefirstsection of the discussion, eachmember of the group should be given an opportunity to brieflyexplain how she/he perceives “obstacles estimated / solution proposed” to perform the taskassignedtoher/hisgroup‐andassumingtheprevioustaskhasbeenperformedwelltoavoidatthisstagetolinkobstaclestothelackofperformanceofprevioustasks.Each group is requested to agree with 3 pairs “obstacles estimated / solution proposed” toperformthetaskusingcolorcards(provided).Onepairforonecard.Clustertheissuesandlist3pairsinagreementwithallmembersofthegroup.Brainstormedfurtheronlisted3pairs“obstaclesestimated/solutionproposed”togainadequateunderstanding of each pair and prepare group presentation. Flip chart should be used andmembersofthegroupshouldequallycontributetopreparethepresentation.Grouppresentationandwrap‐up(25minutes)Eachgroupwillmakeabriefpresentationfollowedbyquestionsofothergroups.Theaimofthissection of the group work is for participants to become aware of the necessity to give strongimportance to the quality of impacts identification and assessment process and, owing to thediscussion,tobeawareofthenecessitytounderstandhoweachstepdependsonthequalityofthepreviousones.TheTrainerwillfacilitateallpresentationsandfollowupquestionsbyintroducingand emphasizing in the exchanges interdependency between each task and support of publicagenciestoensuresuccessofthecycleasawhole(e.g.surveying).FurthermorethetrainerneedstomoderateQuestionsandAnswerstoensuretheyremainwithinthe frameworkof thesubject,sticktothesubjectmattersandavoidpoliticalandculturalsensitivitiesWrap‐up(5minutes)Wrap‐up ‐ Finally the trainer will summarize, recapturing the outcome of the group workproviding the feedback. Participants are requested to do the evaluation of the group workindividuallyusingtheevaluationform.


33

APPENDIX8:GroupWork‐Exercise4:–Avoiding,Minimizing,Mitigating,CompensatingandResettlementPlanImplementation(Session5)

Purpose–Thepurposeoftheexercise/groupworkistomaketheparticipantsunderstandingthemechanisms bounding avoidance, minimization, mitigation and compensations of losses in thecase of urban projects. This will be achieved by taking as for example the case of the urbaninfrastructure project in Mandalay Urban Infrastructure Project (MUSIP), financed by the ADB(andtheAFD).Preparation ‐ The participants should have a reasonable understanding of former sessions, inparticularSession2andSession4.ParticipantsneedtoreadHandoutsforSessions2,4and5asfoundations for the discussion and clarifications if any should be made from the trainer. Toanimatethegroupworks,thetrainerwillusetheresettlementactionplandocumentpublishedbythe ADB and available on line, related to the MUSIP (2015). From this document, he/she willextractandestablishseparatedocuments(inBurmese) i)thesection1whichprovidesthemainproject’sfeatureandmapsandii)the11theentitlementmatrixinwordformat.Inhis/herpowerpoint presentation, the trainer should take the necessary time to explain the principle of theentitlementmatrix.StepsPowerPointpresentation(15mn)Trainer will provide a background necessary for the understanding of mechanisms boundingavoidance, minimization, mitigation and compensations of losses. This presentation will alsoenabledelineatingthesubjectsofmattersfortheworktofollow.Arrangementforgroupwork(5mn)The participants should have the Handouts for Sessions 2, 4 and 5 with them that providesbackground informationabout thesubject (incl. thebasic featuresrelatedtotheprojectandtheentitlementmatrix as presented in ADB document) and should refer to itwhenever they need.TheywillalsobedistributedtranslatedbasicfeaturesrelatedMUSIP.Groupswillbeformedconsistingof8membersmaximumineachgroupensuringgenderbalanceandwillbeprovidedwithwritingpapers,flipcharts,cards,andcolorpens.GroupWork(25minutes)Eachgroupshouldappointmoderatorandarapporteur.Themoderatorshouldleadthediscussionwhile the rapporteur takes down the discussion notes. Everyone in the group should be givenequal opportunity to contribute. During the first section of the discussion, eachmember of the


34

group should be given an opportunity to briefly give its opinion about how avoidance,minimizationandmitigationhavebeenapproachedbyresettlementconsultants.Eachmemberofthegroupisrequestedtowritedownprocessused5bulletpoints(infewwords)toachievetheconstructionofentitlementmatrixbyusingcolorcards(provided).Thegroupwillbrainstorm on this basis and a prepare group presentation. Flip chart should be used andmembersofthegroupshouldequallycontributetopreparethepresentation.Grouppresentation,assessmentofgroupproposalsandwrap‐up(45minutes)Eachgroupwillmakethepresentationandallowmembersofothergroupstoraisequestions(25minutes).TheTrainerwill facilitateallgrouppresentationsandfollowupquestionsensuringallpresentershaveequaltimingandallquestionsanswers.AllalonggrouppresentationsthetrainerneedstomoderatetheQuestionandAnswerstoensureallquestionsarewithintheframeworkofthesubject,sticktothesubjectmattersandavoidpoliticalandculturalsensitivities.Thenthetrainerwilldisclosewhichprocesswaseffectivelyfollowedbyconsultantstoconstructtheentitlementmatrix.Thetrainerwillthenwrap‐upbyoutliningrelevanceandshortcomingsofeachgrouppresentation comparedwith the approachdevelopedby resettlement consultants toachievetheentitlementmatrix(15minutes).Wrap‐up(5minutes)Thetrainerwillmakeaverybriefwrap‐up.Finallyparticipantsarerequestedtodotheevaluationofthesessionindividuallyusingtheevaluationform.

APPENDIX9:GroupWork‐Exercise5:–InformationofPAPParticipationandGrievancesRedressMechanisms(Session6)

Purpose–Thepurposeoftheexercise/groupworkistomaketheparticipantsfamiliarwiththechainof information / consultation /participation related toaffectedpeople andwithpracticalmechanisms related to grievances redress and complaints management. Information /participationprocessinvolvesnotonlyaffectedpeoplebutalsoCBOs.Thewaystheseaspectsaretreatedonthefielddependlargelyontypeofcountry,locationoftheprojectetc.Preparation.ParticipantsareproposedtogatherageneralviewofthevariousCBOs(andNGOs)involvedintheircityinlocalprojects(basicutilities,education,health,environmentorsocial).TheunderstandingofthegeneralroleandorganizationoflocalCBOsactiveinurbanprojectsormicroprojectsisdesirable.Asfaraspossible,participantsshouldhavevisited(justviewingandpossiblytakepictures)afewareasoftheircitiesbeforethetrainingmodule,especiallythoseareaswhichare inhabited by informal settlers and also regarded as future development areas (economicactivitiesandinfrastructure,residentialandrealestateprojectsconsideredthere,etc.).


35

StepsPowerPointpresentation(20minutes)Trainerwillprovideabackgroundnecessaryfortheunderstandingofthemaininteractiveprocesstobeimplementedwithaffectedpeople.Thispresentationwillalsoenabledelineatingthesubjectsofmattersfortheworktofollow.Guestspeakersandpreparationofpaneldiscussion(25minutes)Trainerwill introduceveryrapidly theguests, linkwith the topicof thesessionandpresent theprincipleofworkforthepaneldiscussion(5minutes)OnerepresentativeoflocalCBOswillbeinvitedtoattendthesessionforthemtopresenthis/herexperienceinconsultation/participatoryprocessand/orgrievance/complaintsmechanisms.Theoralpresentation(10minutes)willnotnecessitatepowerpointrequiredbutpapermaterialssuchas leafletsorbrochureinMyanmarlanguagecouldbedistributed,andphotos/mapcanalsobeshown.Activitiesof theCBOshouldcopewithsocial issues inrelationwith landoccupationandgenerationof revenues and involve contactswith adult residents, preferably inpoor areas. CBOshouldhaveexperienceofcommunicationwithresidentsaboutprojectsdevelopedinthecityorsurroundingvillage tractsconcerned,possiblywithgrievancesandcomplaints.Presentationwillbeconcrete.One national consultant experienced in resettlement planning and if possible resettlementimplementationwillbeinvited.He/ShewillbeexperiencedofprojectsfundedbyJICA,ADB,WorldBank/IFC,AFDorGIZ,andpreferablyinurbanprojectsintheStateorRegion.Theconsultantwillintroducehis/herexperienceinonespecificprojectin10minutes,possiblybyusingpowerpointpresentation.Presentationwillbeconcrete.Paneldiscussion(35minutes)Paneldiscussionwillhavefortopichowinformationandparticipationprocesscancontributetolimit redress grievances and complaints and how institutional arrangement at the local level(Wards,Villages)aremobilizedtoredressofgrievancesandrecordandfollow‐upcomplaints.Itisimportant that the topic focus on local projects, including those not financed by internationaldonors(e.g.privateinvestments)The Panelists will comprise the two guest speakers and one voluntary participant, preferablyexperienced in information/consultation/participationprocess in the city (possibly anofficerofRedress Grievance Committee if any). The Trainer will guide the discussion and stimulateparticipantstoraisequestionstopanelists.If(notpreferablecase)theprojectdiscusseddid/doesnotfollowrequirementsofdonors,thetrainerwillhaveforresponsibilitytoguidethediscussiontotheadaptationofarrangementsdiscussedtotheserequirements.


36

Synthesisandwrap‐up(10minutes)Participantswill individually take note of Q&A and deliver them to the Trainer, whowillmake(after the session) a synthesis to be used during Session 7. He/she will wrap‐up the session.Evaluationofthetrainingsessionbyparticipants.

APPENDIX10:GroupWork‐Exercise6:–VulnerableGroups‐Issues&Recommendations(Session7)

Purpose – The purpose of the exercise/group work is to make the participants aware of themechanismsrequiredbysocialsafeguardstodealwith thespecificcaseofvulnerablegroups, inparticularethnicminorities,thepoor,andwomen.Theexerciseshouldbetheopportunitytoputemphasis on the particularities of each city as regard a part of vulnerable groups, in particularethnicminorities. Aspecificattentionshouldbegiven to the issuesofgender.Theexercisewillalso be the opportunity for participants to demonstrate their understanding of concepts andmethodsdiscussedalongprevioussessions.Preparation.Participantsshouldhavereadythepreviousmaterialsdistributedsincethissessionisofrelativecrosscuttingnature.PowerpointsrelatedtoSession4,5and6willbeparticularlyuseful.BeforeSession7,thetrainerwillhaveconsultedofficialdatarelatedtothedemographyofethnicgroupsinthecityconcerned.StepsPowerPointpresentation(20minutes)Trainerwillprovideacomprehensivebackgroundnecessaryfortheunderstandingofthestatusofvulnerablegroupsintheresettlementprocess.Particularattentionwillbegiventoethnicgroupsinthispresentation.Thispresentationwillalsoenabledelineatingthesubjectsofmattersfortheworktofollow.

Arrangementforgroupwork(5mn)TheparticipantsshouldhavetheHandoutNo:7withthemthatprovidesbackgroundinformationaboutVulnerableGroupsIssuesandRecommendationsandshouldrefertoitwhenevertheyneed.Participantswill be divided into 3Groups eachwith similar number ofmembers, and ensuringgenderbalance.Eachgroupwillbeprovidedwithwritingpapers,flipcharts,colorcards,andcolorpens.GuidedGroupDiscussion(60mn)


37

Theguidedgroupdiscussionwill require fromparticipantsaminimalknowledgeof thegeneralprocessofcompliancewithsocialsafeguardsasrequiredbytheADB.Itwillbedividedintothreesuccessiveparts:

‐ Partone(20minutes)willfocusonIdentificationandAssessmentofProjectImpacts.This aspectwill be treatedby highlighting possiblemeasures to be taken locally toensure protection of interest and improvement of the specific situation of ethnicminorities/groupsinthelocalurbanarea.

‐ Part two (20 minutes) will focus on avoiding, minimizing, mitigating andcompensating. This aspect will be treated by highlighting possible measures to betaken locally to ensure protection of interest and improvement of the specificsituationofpoorhouseholdsinthelocalurbanarea.

‐ Part three (20minutes)will focuson informationofPAPparticipationmechanisms

andgrievancesredress.Thisaspectwillbetreatedbyhighlightingpossiblemeasurestobe taken locally toensureprotectionof interest and improvementof the specificsituation ofwomen as long as they belong to vulnerable groups in the local urbanarea.

Trainer will guide the discussion by providing inputs. He/She will alsomake sure questions /answersarenotmonopolizedbyafewparticipantsandthatallagenciesrepresentedcanexpresstheir views. He/she will take the opportunity of this role to correct misunderstandings ofparticipantsregardingsessions4,5and6.Synthesisandwrap‐up(10minutes)Finally the trainer will summarize, recapturing the outcome of the group work providing thefeedback.Participantsarerequestedtodotheevaluationofthegroupworkindividuallyusingtheevaluationform.

APPENDIX11:GroupWorkChecklistofEquipmentandMaterials

Thiswillhelpthetrainerensureshe/hepreparesandtakeseverythingshe/heneedstothetrainingandtocheck that the equipment is present and functioning before the training starts. The local field trainingcoordinatorshoulddomostofthis.

Achecklistofequipmentandmaterialstobeusedinpreparingforthetraining(e.g.beamer,screen,coloredcardsandmarkerpens,flipcharts,etc)andachecklistforthevenue(e.g.size,furniture,airconditioning,etc.)


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Venue:

‐ Airconditionedspacetoaccommodate40people.(ChecktheACinagoodworkingorder)‐ Adequatelights,spaceforrefreshmentsandlunch,adequateandcleanwashrooms.‐ Furniture–chairs(builtinfacilitiesforwriting),arrangedinasemicircularway,provideadequate

spaceforthetrainermovethroughandreacheveryparticipant.7tablesfortheuseofgroupwork.‐ Thevenueshouldbeeasilyaccessible.

Equipment

‐ Laptopcomputer‐ Multimediaprojector‐ Digitalcamera‐ Screen‐ Beamer‐ WhiteBoard‐ FlipChart‐ Room, tables/ chairs shouldbearrangedsoasgroupsof8‐10personscanbe formed towork in

circle.

Consumables

‐ 40Colorpens,40pencils,10markerpens‐ Buttersheets(tracingpaper)‐ Notebooks‐ Stickytapes‐ Writingpapers(HalfSheets)‐ Flipchartpads(preferablywithgridlines)

APPENDIX12:Bibliography(selection)

The bibliography here proposed is a selectionof relatively recently published documents, unfortunatelyrarely translated into Burmese. A great importance is given to ADB publications, since this donor isparticularlyactiveintheurbansectorinMyanmar.ManyotherrelevantdocumentsarenotindicatedhereforpracticalreasonsbutreaderswillusefulrefertofurtherpublicationssuchasthoseoftheWorldBank,theIFC(private/businessorientedprojectssectorprojects),OECD(internationalcomparisonrelatedtosocial safeguards), international NGOs and Foundations, research institutes, and of course donors asregardsprojectcasestudies.AmongdonorsnotmentionedhereandpotentiallyactiveinMyanmar,somehave also requirement and policies with respect to safeguards: DFAT (Australia), GIZ (Germany), AFD(France),DFID(UnitedKingdom),SIDA(Sweden),SDC(Switzerland).AllthesedocumentsareavailableinEnglishandonInternet.


39

Tolearnfurther,participantscanvisitmanywebsiterelatedtothesubject.Apartfromthosequotedinthisdocument,theywillusefulvisitthewebsiteofInternationalNetworkonDisplacementandResettlementat:http://indr.org/

Referenceslistedbelowareclassifiedbyreleasingorganizations

Reference ReadingAsian Development Bank, 2016, Resettlement Plan,GMS‐Flood and Drought Risk Management andMitigation Project Subproject: Irrigation DevelopmentinVientianeCapital,70p.

CasestudyinLaoPDR,butnoturban.

Asian Development Bank, 2015, Resettlement Plan,Myanmar, Mandalay Urban Services ImprovementProject,122p

Essentialdocument.CasestudyinMyanmar

AsianDevelopmentBank,2014,ADBCooperationwithCivilSocietyBiennialReport2011and2012,70p.

Interesting document but social safeguards isnotthemainfocus.Casestudies(brief).

Asian Development Bank, 2013, Indigenous PeoplesSafeguards, A Planning and Implementation GoodPracticeSourcebook,draftworkingdocument,145p.

Essential document providing extensivedefinitionofconceptsinuseinADBprojects

Asian Development Bank, 2013, Safeguards PolicyStatement,OperationsManualBankPolicies,19p

EssentialdocumenttoguiderequirementoftheADBregardingsocialsafeguards

Asian Development Bank, 2012, Country SafeguardSystems, Regional Workshop Proceedings, TowardCommonApproachesandBetterResults,50p.

Case studies in Asia. Concerns alsoenvironmentalsafeguards.

Asian Development Bank, 2012, InvoluntaryResettlement Safeguards, A Planning andImplementation Good Practice Sourcebook, draftworkingdocument,102p.

Essential document providing extensivedefinitionofconceptsinuseinADBprojects


EssentialdocumenttoguiderequirementoftheADBregardingsocialsafeguards

Asian Development Bank, 2007, Compensation andValuationinResettlement,Cambodia,People’sRepublicofChinaandIndia,70p.

CaseStudiesinthreeAsiancountries

Asian Development Bank, 2003, Gender ChecklistResettlement,38p.

Important document for a practicalintroduction to gender‐related aspects inprojectspreparation

Asian Development Bank, 1998, Handbook onResettlement,aGuidetoGoodPractice,114p.

Essential document to consult although notmuch recent. Oriented toward principles andmethodsforpractice

DisplacementSolutions,2015,LandAcquisitionLaws&PracticesinMyanmar:Overview,GapAnalysiswithIFCPS 1 and PS 5, and Scope of Due DiligenceRecommendations.

Essential study to understand the regulatoryframework, although remaining essentiallyrelatedtonationallevel


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Displacement Solutions, Housing, Land and PropertyRights in Burma,2009, theCurrentLegalFramework,1244p.

Essential study to understand the regulatoryframework, although remaining essentiallyrelatedtonationallevel

IFC, Handbook for Preparing a Resettlement ActionPlan, Environment and Social DevelopmentDepartment,79p.

Useful to deal with business oriented projectsin cities (industrial zones and projects, realestateprojects,etc.)

JICA, 2012, The Basics of Environmental and SocialConsiderations, Introduction to the Guidelines forEnvironmentalandSocialConsiderations,17p.

EssentialdocumenttoguiderequirementoftheJICAregardingsocialsafeguards

JICA, 2010, Guidelines for Environmental and SocialConsiderations,42p.

EssentialdocumenttoguiderequirementoftheJICAregardingsocialsafeguards

Ministry of Agriculture, Livestock and Agriculture,2016, Myanmar Irrigated Inclusive AgricultureDevelopment Project, Resettlement of Ethnic GroupFramework,87p.

Important for an up to date description andregulatoryframeworkrelatedtoethnicgroups.ConcernsmainlyEasternMagwayandSouthernMandalayregions>.

Ministry of Communications and InformationTechnology (MCIT), 2013, Environmental and SocialManagementFramework(ESMF)

Importantstudytoprovidegeneralinformationon social safeguards in Myanmar. Used in thebasic‐leveltrainingmodule.

UNDP,2015,TheStateofLocalGovernance:Trends inMyanmar,theSynthesisofPeople’sPerspectivesAcrossallStatesandRegions

Study useful for the understanding of role ofinstitutions and in particular Committees andparticipatory process – to be adapted to thecase of each city. But remains general. Notprojectoriented

UNDP,2015,TheStateofLocalGovernance:Trends inMandalay[forMandalay]

Study useful for the understanding of role ofinstitutions and in particular Committees andparticipatoryprocess.Notprojectoriented

UNDP,2015,TheStateofLocalGovernance:Trends inYangon[forYangon]

Study useful for the understanding of role ofinstitutions and in particular Committees andparticipatoryprocess.Notprojectoriented.

UNDP,2015,TheStateofLocalGovernance:Trends inShanState,98p.[forLashio]


UNDP,2015,TheStateofLocalGovernance:Trends inSagaing,92p.[forMonywa]


UNDP,2014,TheStateofLocalGovernance:Trends inMonState[forMawalamyine]


UNDP,2014,TheStateofLocalGovernance:Trends inAyeryarwady[forPathein]



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UN Habitat, 2016, Guidelines for Urban Planning inMyanmar,38p.

Important to understand how urban planningcan develop in Myanmar and to identifyimpactsonsocialsafeguards.

UN Habitat, 2009, Innovative Approaches forInvoluntary Resettlement – Lunawa EnvironmentalImprovement & Community and Development Project[SriLanka],45p.

Case study in Sri Lanka, interesting as regardparticipatoryandcompensationmechanisms.

USAID, 2016, Guidelines on CompulsoryDisplacementandResettlementinUSAIDProgramming,22p.

EssentialdocumenttoguiderequirementoftheUSAIDregardingsocialsafeguards

World Bank, 2004, Involuntary ResettlementSourcebook, Planning and Implementation inDevelopmentProjects,433p.

Essential document to consult although notmuch recent. Oriented toward principles andmethodsforpractice

WorldBank,2001,OperationManual4.12 InvoluntaryResettlement,9p.

EssentialdocumenttoguiderequirementoftheWorldBankregardingsocialsafeguards


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APPENDIX13:Informationsheetsfor6cities

State:YangonAdministrative body: Yangon City DevelopmentCommittee(YCDC)Location: in Lower Burma (Myanmar) at theconvergenceof theYangonandBagoRiversabout30kmawayfromtheGulfofMartabanPopulation(2013census):•MetropolitanCity:5,209,541•Urban:5,998,000• Ethnicities: various with 9 ethnics (Bamar,ChineseBurmese,Chin,Rakhine,Mon,Karen,Shan,Kaya,Kachin)• Religions: Buddhism, Christianity, Hinduism,Islam

MajorProjects:‐ Yangon‐MandalayRailwayImprovement

ProjectPhaseI–JICA‐ NationalPowerTransmissionNetwork

DevelopmentProjectPhaseII–JICA‐ GreaterYangonWaterSupplyImprovement

Project–JICA‐ YangonUrbanRenewalandDistrictCooling

Project–ADB‐ PowerTransmissionImprovementProject–

ADB‐ TransformationofUrbanManagement–ADB


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State:MandalayAdministrativebody:MandalayCityDevelopmentCommittee(YCDC)Location: located 716 km (445 mi) north ofYangonontheeastbankoftheIrrawaddyRiverPopulation(2013census):‐ City:1,225,133‐ Density:7,500/km2(19,000/sqmi)‐ Metro :1,022,487‐ Ethnicgroups: Bamars,Indian,Chinese,Shan

EconomicFactor‐ Agriculture‐ Tradingandlogistics‐ Mineralsandmining‐ Woodandforestry

MajorProjects:‐ ProjectfordevelopmentofwatersavingagriculturetechnologyinCentralDryZone–JICA

‐ ProjectonCapacityImprovementofRecoveryandReintegrationAssistanceforTraffickedPersons–JICA

‐ TheProjectforImprovementofWaterSupplySysteminMandalayCity–JICA

‐ ProjectforEnhancementofEngineeringHigherEducationinMyanmar–JICA

‐ TheProjectforEnhancingTechnologicalUniversitiesinMyanmar–JICA

‐ MandalayUrbanServicesImprovementProject–ADB

‐ TransformationofUrbanManagement–ADB‐ AgriculturalDevelopmentSupportProject–WB


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City:MalawmyineState:MonCity’s administrative body: MalawmyineTownshipDevelopmentCommitteeLocation: situated 300 km south east of Yangonand 70 km south of Thaton, at the mouth ofThanlwin(Salween)river.Population(2010Census)‐ Total325,927‐ Ethnicities Mons,Burmans,Chinese,Indians,Karens

‐ Religions: TheravadaBuddhism,Christianity,Islam,Hinduism

Economicfactor:‐ MawlamyineIndustrialZone(170acresor69ha)startedoperationin2002.Asof2012,159industrieswith972workersarelocatedinthezone

‐ Agriculturalproduct:rice‐ Woodandforestry:teak

MajorProjects:‐ NewPowerPlantProjectinMawlamyaing,Myanmar–2014–Myanmar’seMinistryofEconomy,TradeandIndustry

‐ Myanmar:ThirdGreaterMekongSubregionCorridorTownsDevelopmentProject–2014–ADB

‐ Myanmar:EconomicEmpowermentofthePoorandWomenintheEast‐WestEconomicCorridor–ADB–2015

‐ RehabilitationoftheRoadfromMyawaddytoMawlamyineinMyanmar–ADB

‐ MawlamyineDeep‐SeaPort‐2015ADB


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City:PatheinState:AyeyarwadyAdministrative body: Pathein TownshipDevelopmentCommitteeLocation:onthePatheinRiver(Bassein),whichisawestern branch of the Irrawaddy River. Pathein isthe fourth largest city of Burma (Myanmar),situated190kilometres(120mi)westofYangonPopulation(2004Census)‐ Total315,600‐ Ethnicities Bamar,BurmeseIndians,Kayin‐ Religions BuddhismEconomicfactor:‐ Agricultureproduct:rice,oilandsaltmills.‐ Functioningport‐ Strongroadandwater‐waynetwork.

MajorProjects:‐ TheProjectforImprovementofRoadTechnologyinDisasterAffectedAreainMyanmar(AyeyawardyState)–ADB

‐ WaterSupplyImprovementProjectStudyforYangonCityandPatheinCity–Myanmar’sMinistryofHealth,LaborandWelfare,2013

“PreparatoryStudyforCooperationintheWaterSupplyImprovementProgram(JICAMasterPlan2013)


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City:LashioState:ShanAdministrative body: Lashio TownshipDevelopmentCommitteeLocation: about 200 kilometres (120 mi) north‐eastofMandalay. It issituatedona lowmountainspuroverlookingthevalleyoftheNamYaoriver.Population(2004Census)‐ Total130,000‐ Ethnicities Shan,ChineseandBurmans‐ Religions BuddhismEconomicfactor:‐ Teakresources‐ Mineralsmines‐ StrongeconomicandsocialconnectionstoChina.

MajorProjects:‐ Foodsecurity:FoodandNutritionSecurityin

ShanState–2015–GIZ‐ Agriculture:Adaptingagriculturalvaluechains

toclimatechangeinShanState,Myanmar–2015–GIZ

‐ Health:ProjectforImprovingLashioGeneralHospitalinShanState–JICA–2015

‐ Infrastructure:Muse‐KyaukphuRailTransportationSystem‐2011‐ChinaRailwayEngineeringCorporation‐CRECandMyanmar’sMinistryofRailTransportation


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City:MonywaState:SagaingCity’s administrative body: Monywa TownshipDevelopmentCommitteeLocation: located 136 km north‐west ofMandalayon the eastern bank of the RiverChindwinPopulation(2004Census)‐ Total270,000‐ Ethnicities Karen,Shan,Kachin‐ Religions BuddhismEconomicfactor:‐ Coppermines‐ Agriculturalproduct:beans,orange,pulsesandjaggery(palmsugar)

‐ AmajorcentreoftradewithIndia

MajorProjects:‐ Myanmar:PowerDistributionImprovementProject–ADB–2014

‐ Watersupplyproject(Frenchdecentralizedcooperation,2014)

‐ Tamu‐Kalay‐Segyi‐MonywaMandalayRailLineproject–IndianLoan‐2013

Documents

FOR A BETTER URBAN FUTURE - UN-HABITAT | For A Better ...unhabitat.org.mm/.../10/32_Social-Safeguards-Basic... · raise awareness on social safeguard policies, best practices and