Skip to Main Navigation

Bangladesh - College Education Development Project (CEDP) : environmental assessment (Vol. 2) : Social management framework (English)

The objective of the College Education Development Project (CEDP) for Bangladesh is to strengthen the strategic planning and management capacity of the college education subsector and to improve the teaching and learning environment of selected colleges. Some of the negative impacts and mitigation measures include: make sure all containers, drums, and tanks that are used for storage are in good condition and are labeled with expiry date. Any container, drum, or tank that is dented, cracked, or rusted might eventually leak. Check for leakage regularly to identify potential problems before they occur; sit containers and drums in temporary storages in clearly marked areas, where they will not be run-over by vehicles or heavy machinery. The area shall preferably drain to a safe collection area in the event of a spill; take all precautionary measures when handling and storing fuels and lubricants, avoiding environmental pollution; all machinery is to be stored and away from any water body, drainage inlets or natural drainage area, where practical; oil and chemical spills and washouts shall be cleaned up and collected immediately. Materials shall be transported by an approved and licensed transporter. Contaminated Material to be removed from site as soon as reasonably practical after the incident; and provide appropriate personal protective equipment (protective clothing, safety boots, helmets, masks, gloves, goggles, etc.) to the construction personnel, depending on the materials handled.


  • Author

    Alborta,Sandra X.

  • Document Date


  • Document Type

    Environmental Assessment

  • Report Number


  • Volume No


  • Total Volume(s)


  • Country


  • Region

    South Asia,

  • Disclosure Date


  • Disclosure Status


  • Doc Name

    Social management framework

  • Keywords

    access to common property;private tertiary education institution;access to tertiary education;Primary and Secondary Education;teaching and management;gross domestic product;displacement of communities;person with disability;participation of female;places of worship;social safeguard policy;social and gender;income earning capacity;human development indicator;disparities in access;fields of study;physical cultural resources;international good practice;number of beneficiaries;capacity for implementation;sense of ownership;capacity of institutions;court of law;community of practice;grievance redress mechanism;displacement of people;awareness raising campaign;technical vocational education;tertiary education sector;number of women;net primary enrollment;per capita income;stock of migrant;opportunities for girl;Access to Education;demand for graduate;quality and relevance;incidence of poverty;higher education system;human development outcome;cost of education;good quality education;quality of teaching;codes of practice;negative social impacts;loss of livelihood;tertiary education development;higher education outcome;online training;access to training;Indigenous Peoples;college education;learning environment;land acquisition;private land;management capacity;vulnerable communities;Safeguard Policies;soft skills;college sector;girl student;civil works;legal right;burial grounds;pass rate;female student;vulnerable people;cultural property;household use;subject area;discriminatory criterion;safeguard screen;involuntary resettlement;religious significance;cultural tradition;community activity;cultural significance;marital status;social issue;positive outcome;cultural value;productive resource;secondary student;bank finance;resettlement assistance;management personnel;train activity;partnership arrangement;mass communication;national training;online platform;Distance Learning;analytical study;information dissemination;specific capacity;local trainer;international standard;college management;sustainable community;overseas training;skilled professional;language barrier;Gender Inequality;tribal community;cultural elements;gender inequalities;gender discrimination;institutional framework;community interaction;ethnic language;language skill;active participation;local school;local teacher;tribal people;field visits;development work;gender issue;gender concern;gender equity;traditional rights;Displaced Population;consultation meeting;general literature;regression analysis;basic teaching;urban region;college teacher;national budget;indigenous community;indigenous communities;cognitive skill;middle-income household;job placement;poverty status;Continuing Education;rural area;Public Spending;increased investment;expanding enrollment;local circumstance;equitable access;Teacher Recruitment;teacher selection;future market;educational qualification;cumulative effect;social outcome;national legislation;governance mechanism;Population Growth;academic innovation;eligibility criterion;high remittance;student enrollment;competitive grant;tracer study;legal provision;secondary level;gender parity;procedural irregularities;inspection panel;gender action;project financing;computer laboratory;teaching staff;Quality Enhancement;societal norms;independent body;educational institution;assessment system;moral value;mitigation measure;equal right;legal framework;supply side;college level;social requirement;rapid assessment;cultural activities;open meeting;social guidelines;



Official version of document (may contain signatures, etc)


Alborta,Sandra X.

Bangladesh - College Education Development Project (CEDP) : environmental assessment (Vol. 2) : Social management framework (English). Washington, D.C. : World Bank Group.