strengthening the capacity

8/14/2019 Strengthening the Capacity

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School of Business, Economics and LawUNIVERSITY OF GOTHENBURGDepartment of EconomicsEnvironmental Economics Unit

Strengthening the capacity of donor agency staff to facethe climate change challenge within the framework of

environmentally sustainable development -mapping of donor agency training initiatives on climate change

By Emelie Dahlberg and Olof Drakenberg

Sida Helpdesk for Environmental Economics

With input from Sida/POLICY/Environment and Climate Change Team



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Table of Contents

Executive summary .................................................................................................................... 3

Introduction ................................................................................................................................ 4

Multiple forms of training ...................................................................................................... 4

Identifying needs .................................................................................................................... 5

Making hard choices .............................................................................................................. 6

Summary of the survey .............................................................................................................. 6

Target group ........................................................................................................................... 6

Training program and agenda ................................................................................................ 7

Resource persons/trainers ....................................................................................................... 9

Non-climate change specific training sessions ....................................................................... 9

Preliminary sessions 2009 .................................................................................................... 10

Lessons learned .................................................................................................................... 11

Key findings, reflections and next steps ................................................................................... 12

Key findings ......................................................................................................................... 12

Key reflexions/questions ...................................................................................................... 13

Tentative next steps .............................................................................................................. 13

Useful documents and links ..................................................................................................... 15

Annex I Questionnaire: ............................................................................................................ 16

Annex II – extra material from respondents ............................................................................. 17

Acknowledgements

We would like to thank the following persons for having contributed to this study by sharinginformation and experiences: Gianluca Azzoni (European Commission), Jens Lorentzen(Denmark), Jan-Peter Schemmel (Germany), Aidan Fitzpatrick (Ireland), Hans Olav Ibrekk(Norway), Anton Hilber and Jean Gabriel Duzz (Switzerland), Ulrika Åkesson and AnnikaOtterstedt (Sweden), Kate Binns (UK), Deena Philage and Isabel Lavadenz (World Bank).



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Executive summaryThe impacts of climate change are felt around the world and the least developed countries areoften the worst affected. There is today a broad acceptance of the need to reduce global CO2

emissions and to increase resilience to climate change. The Swedish InternationalDevelopment Cooperation Agency, Sida, is one of many agencies that seek to strengthen itscapacity to respond to climate change challenges. Sida’s point of departure is to includeclimate change as part of competence development on environment as well as integratingclimate change in tools and analysis for environmentally sustainable development. Sida viewsclimate change as a sustainable development issue along with other environmental dimensionsof sustainable development. This report focus on strengthening staff capacity to deal withclimate change and builds on a survey of a number of donor agencies training activities.

The objective of the study was firstly to identify opportunities for sharing of training materialsand exchanging experiences and the secondly to look for opportunities for joint training

sessions. A questionnaire (see Annex I) was sent out to eleven agencies. Respondents werealso asked to share evaluations, training material and useful links and to report as fully as theirtime allowed. Rather than asking for what all easily could respond to we tried to get as muchpossible out of all. This has enriched the material but it also made comparisons more difficult.Answers have been received from United Kingdom (DFID), Denmark (Ministry of ForeignAffairs of Denmark Competence Centre), European Commission (DG DEV), Norway(Norad), Ireland (Irish Aid), Switzerland, (Swiss Development Cooperation), Germany(GTZ), Sweden (Sida) and the World Bank.

This report starts with a brief introduction to training events and how they fit within a broaderframework to increase capacity for addressing climate change. It is followed by a summary of

the answers to the questionnaire including examples of lessons learned.1

The report ends witha summary of observations from the survey and reflections on the opportunities for increasedcooperation in line with the Paris declaration. Finally, several useful documents and websitesare found in annex II.

Key observations include

Agencies differ in how they position climate change. Some have specific training onclimate change whereas others position it as part of environmental training.Concrete case studies, group discussions and opportunities for sharing experiences arecritical components of the training sessionsSpecific training sessions on climate change is just one of many opportunities for

strengthening the capacity. Broader aspects of organizational learning, focusing onhow to ensure that the organization has sufficient understanding of climate changeetc., needs to be looked at.Coaching and other forms of on the job training can generate positive resultsE-learning provides opportunities for broad outreach and well targeted sessions but arenot yet broadly applied

1 We have used the term ”training sessions” although the term “learning sessions” might have given a better

picture of the character of the sessions. Although some parts of the training often consists of one waycommunication (science of climate change etc), large parts of the training sessions often consists of discussions,

exchange of experiences and mutual learning. When developing training sessions, the aspects of broaderorganizational learning must be kept in mind.



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Training events mainly aimed at strengthening internal capacity often createopportunities for dialogue and joint learning with other donors and partnersThere are opportunities for improved sharing of knowledge and training materials andpossibly joint learning events.A concrete initiative to act on these opportunities is proposed by the World Bank –

Reciprocal Partner Learning Initiative. Furthermore, the multidonor learning networkTrain4Dev is about to establish a thematic working group on climate change.Opportunities for harmonization of these initiatives and their relation to the OECDDAC/GPWSP Task teams on Climate change adaptation and development and TaskTeam on natural resources governance and capacity development should beinvestigated.

Key reflexions/questions include

It is important that increased capacity among donor agencies and banks is equalled byincreased capacity of partnersThere is currently a stronger demand for training on climate change than broaderenvironmental issues. How can it be ensured that critical non-climate relatedenvironmental aspects are not neglected while building on the interest for climatechange?Many training modules can be replicated and used by various groups. Increasedcooperation and coordination at head quarter level can create synergies, expandoutreach opportunities and avoid duplication. However, it is generally very importantthat the perception of each target group is that the information targets them directly interms of content, length and depth.Greater cooperation and up-scaling of joint learning sessions demands goodcooperation and strong interest from local donor working groups.

The launch of the OECD Guidance on climate change adaptation into developmentcooperation could provide a concrete opportunity for joint work.

As a next step Sida and other interested agencies should consider the World Bank proposal forreciprocal partnership learning initiative, and discuss the links with Train4Development andthe two OECD DAC WPGSP Task teams. The various stakeholders could strive for a meetingin June.

IntroductionThis section gives a brief introduction to training, training needs, other forms of communication channels and a range of necessary choices when planning for trainingsessions.

Multiple forms of training

Training is one of many important methods for strengthening the capacity of an organizationto deal with a specific question. Policies, tools and other parts of a management system arealso needed to respond to political and organisational priorities that guides the actions of adeveloping cooperation agency.



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The main focus of this report is on specific training on climate change as being one focus areawithin the broader field of the environmentally sustainable agenda, primarily aimed atstrengthening the capacity of agency staff.

However, the questionnaire also included questions on other kinds of training, information

and their relative importance.The list below illustrates the most important kinds of training opportunities and informationchannels that can contribute to strengthen the organizations capacity to properly addressclimate change challenges:

specific face to face training sessions on climate changeintegrated component in other training sessions for broad or specific target groups(governance specialists, ambassadors, economists, water specialists, country teamsetc)information packages from management to staff (policies, position papers)e-learning modules

information on intranetnewsletters to thematic or geographical networksmini-seminars and brown bag luncheson the job-training and coaching sessionspeer to peer exchanges/knowledge sharing

To a varying degree training events and workshops on a specific issue like climate changeoften have external participation e.g. other donor agencies, government partners, NGO’s etc.

This tends to enrich discussions, create opportunities for joint learning, harmonization andalignment. The downside is about increased transaction costs and risks for wearing local

governmental experts out.

Identifying needs

There are a many different needs and demands that face to face training can seek to address.

The following four questions capture the main capacity needs:What is expected of me? Understanding of organizational

requirements/management systemHow do I do it? Understanding of tools, checklists and specific

thematic knowledge

What support can I get? Understanding of available support functionsWhy is it important? Understanding of climate change concepts and

implications, links to poverty reduction,economic growth, environment and human rightsin a global and local context

Focus will vary depending of the target group and the availability of new methods/tools fordealing with climate change. The survey gave little access to needs assessment for training inany detailed form. The World Bank identified the following top priority issues for their staff:the economics of climate change, financing instruments for climate change and practicalexamples of adaptation.



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Making hard choices

Designing the face to face staff training sessions involves a long range of choices. Most of these options are illustrated in the figure below. In reality the choice is often in between theopposites.

Learning TrainingOne-off learning event Embassy support programmeAll staff NoneHeadquarter Field staff Same program Specialized programsWhy issues How issuesAdaptation MitigationClimate change as stand alone Environment and ClimateSpecialists (network) Generalists (country team)Together with partners/agencies Internal onlySmaller part of a broader training event Major part of a training eventDemand driven Headquarter drivenOrganized in-house Organized by externals*(training specialists/topic specialists)Training by in-house Training by externals*(training specialists/topic specialists)Long duration (2-4 days) Short duration (max 1 day)Coaching part of the training No coachingUse of experts via tele/video TravelLarge budget Small budget

* consultants/universities or other

Summary of the survey

Target group

A broad range of target groups can be envisioned ranging from top management andambassador level to program officers, from experts on climate change to generalists. Differenttarget groups have different needs. It is clear from the responses that there are differences

between development agencies with regard to selected target groups.Some agencies focus on providing training sessions for specialists i.e. staff working onclimate change issues (United Kingdom). Other agencies have had a focus on broader targetgroup such as all staff at selected embassies (Sweden/Switzerland).

The World Bank is developing a range of training materials for various target groups withinthe program Climate Change for Development Professionals. Main target groups are fieldoffice staff, managers across the World Bank Group and operational staff. Differentcomponents are tailored for specific project teams and a training of trainers module is beingdeveloped.



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In many cases donor agencies invite local donor representatives and to a varying degreepartners from government and NGO’s to participate in the training (Denmark, EC). Training

offered by Germany typically target both own staff and partners. The World Bank, throughthe World Bank Institute, also targets decision makers in client countries and governmenttechnical staff.

Involving more participants from different groups in the training sessions imply morecoordination and preparation. However, to include other donors and partners can have severaladvantages with regard to the Paris agenda – harmonisation and alignment. Furthermore it canenrich the discussion, increase networking among participants and sharing of experiences.Involving local capacity, think tanks and academic institutions, should not only be seen as away to improve the specific training event. If properly designed it may also be an opportunityto strengthen the knowledge base of the country through joint learning.

Several respondents underline that making real progress implies that both donor agencies andpartners have a similar understanding/awareness of both challenges and opportunities.

Typically there is a need to expand awareness among partners from the relatively small groupof highly qualified government staff to broader groups within government and civil society.

The extent to which this need can be efficiently addressed in combination with trainings of donor agency staff can be debated. Involving working partners in parts of the training anddiscussion concrete implications can probably be an area to explore further.

Training program and agenda

Duration of the training sessions vary between 1-5 days. Climate change is an important part

of each agenda although but some choose to integrate climate change issues intoenvironmental mainstreaming training. EC is progressively integrating climate change intoongoing environmental mainstreaming seminars by increasing emphasis on mitigation andadaptation aspects. Furthermore, Ireland focuses on building its staff’s capacity within

environmental issues with climate change being one important component.

Switzerland has separate training and capacity development on climate change. The coursesare a part of the SDC Climate Network initiative. The climate change course aims to equipparticipants with knowledge and awareness on basic aspects of the climate change debate.The benefits from this should enable the participants to integrate important climate changeelements into SDC projects/programmes. The specific aims of the course were to guide

participants to answer two particular questions: What do I need to know about climatechange? How do I have to adjust my contribution to poverty reduction in the light of climatechange and other major environmental challenges?

Learning events on climate change and development for Denmark are organised as informal

learning events rather than classroom training. The training sessions are focused on groupsessions with the aim of enhancing the exchange of information and experiences amongparticipants – “one of the objectives of the events was increased networking among

participants and the organisational units they represented ”. The training sessions give someemphasis on the scientific background for climate change and much attention to examples andcases from the countries/region. The use of case studies following the methodology of

Harvard Business School provides the core of many of training courses offered by Germany.



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The World Bank Climate Change for Development Professionals program is a response to thedemand for climate change-related knowledge generation and sharing and for specificlearning opportunities. It includes five program components and the course use of mix of e-learning modules, face to face workshops and other iterative learning events. The modularstructure provides an opportunity to address the challenge of different needs and

understanding. Key components are a) fundamentals of climate change b) adaptation andmitigation (face to face workshop on how to work with climate change) ; c) the economics of climate change; d) climate finance; and f) social dimensions of climate change. Each modulewill have the opportunity to be delivered as e-learning, face to face or as webinars (onlineclassrooms).

The respondents were asked to give a rough indication of how the focus of the face to facetraining is distributed between the following themes; climate change adaptation, mitigation,environment and natural resources management, disaster risk reduction, mainstreamingissues like gender, human rights, conflict. Summarising the table, Denmark give muchattention to climate change adaptation. Norway prioritises mitigation issues and environment

and natural resources management. Switzerland gives equally large attention to adaptation,mitigation and environment and natural resources management as well as climate changeimpacts and causes. Less focus is given by all three countries to disaster risk reduction andmainstreaming issues.

Table 1. Rough indication of focus of the trainingCountry Climate

change

adaptation

(%)

Mitigation

(%)

Environment

and natural

resources

management

(%)

Disaster

risk

reduction

(%)

Mainstreami

ng issues e.g.

gender,

human rights,

conflict (%)

Other

Norway

- 60 30 10 - -Denmark

training in

West Africa70 15 5 5 5 -

Denmark

training in

Asia55 20 10 10 5 -

Sweden

(selective

embassies)35 15 30 10 10

Switzerland

20 20 25 10 5

Climatechange

impacts andcauses(%):20

According to the European Community the majority of the training is focused onEnvironment and natural resources management and only to a lesser extent on climate change.The goal is to reinforce general capacities of operational staff to understand and deal withrelevant environmental aspects when handling (non environmental) projects and programmes.Operational staff refers both to EC staff and local partner institutions involved in the deliveryof EC-aid.



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Resource persons/trainers

Most of the training sessions are held by a mix of in-house staff and external experts(consultants, universities or research organisations like IIED, IISD and SEI).2 Local expertsfrom government, NGOs or academia are primarily invited to get the national or regionalperspective.

Ireland relied largely on external capacity whereas experts from headquarters played a largerrole in most other agencies training sessions.

Non-climate change specific training sessions

Respondents clearly state that the specific training sessions is one of several important waysto strengthen the capacity to respond to climate change, see list on page 5. Other frequentlyreferred to opportunities include on the job training, mini-seminars and shorter briefings tokey senior staff. According to Norway, on the job training is probably the most important part

whereas the European Community rather sees the different options as complementary.

Many respondents explicitly emphasise the importance of on-the-job training (includingNorway, Denmark). In Norway, on-the-job training includes technical expertise travelling toembassies to meet embassy staff. They spend a week on working with program officers inorder to give concrete advice on how to improve existing development programs with respectto climate change and environment (without additional funds). The on-the-job training startswith a 2 hour meeting for all embassy staff. The technical expertise then work withprogramme officers during the week and the training is concluded with a debriefing meetingwith all staff at the end of the week. This type of on-the-job training was carried out at about 5embassies in 2008 and 5-6 are scheduled for 2009. Meetings and discussions with partners are

included in the programme.

Sweden includes a coaching day in their three day training course on environment and climatechange for embassy staff in selected countries. The third day is scheduled for individualmeetings with resource persons and programme officers where the purpose is to initiate adiscussion and advice. The topic is selected according to the interests of the individualmember of the country team be it specific programs, processes, dialogue issues, budgetsupport etc. Before the training programme officers were asked to send documentation onspecific programmes, thus allowing resource persons to prepare and understand the context.Follow up telephone meetings were planned individually.

Denmark prefer “learning” compared to “training”, and consider learning to take place inlarge measure on the job in an ongoing manner. Hence, information given on the Ministry of Foreign Affairs intranet and internet sites is important, as is ongoing debate and networkingamong colleagues. Peer-to-peer messages are seen as particularly important, so that learningis operationally relevant. With Denmark being the COP15 host, there is generally a lot of information available to Danida embassy staff and headquarters units on climate changeissues, e.g. on the Danida DevForum site.

2

IISD (International Institute for Sustainable Development), IIED (International Institute for Environment andDevelopment), SEI (Stockholm Environmental Institute).



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The UK has set up a network of staff working with climate change to improve informationsharing. This includes about 60 staff across the organisation, from advisers to programmemanagers and from 5 to 100% job focus on climate change. There are persons connected tothe network in every country office. They receive updates on policy positions, majorprogrammes, case studies etc. They communicate climate change issues to their colleagues,

and they are provided with presentations etc to present in-country. Internal communicationschannels to communicate with a wider audience of staff is used - particularly intranethomepage and through getting climate change into messages from senior management. TheUK has also developed guidance and tools on climate change to improve the way that staff integrate climate change into UK's work, including a set of key sheets on climate change.

To support staff and increase their understanding of the importance of environment in theirrespective area Ireland has developed information sheets covering key issues, out of whichtwo cover climate change issues. (For more information please seehttp://www.irishaid.gov.ie/article.asp?article=1147)

Preliminary sessions 2009Below follows a table of the respondents planned training sessions for 2009.

Planned

sessions for

2009

Africa Latin America Asia Europe

EC 4 day regional seminar inTanzania, Ghana, Egypt

4 day regionalseminar inNicaragua,Venezuela

4 day regionalseminar inKazakhstan,Vietnam,Bangladesh

Denmark Learning event in SouthAfricafor Danida embassystaff in Eastern andSouthern Africa

Ireland IUCN environmentmainstreaming module inMozambique

Norway On the job training atembassies in Ethiopia,Kenya, Zambia, Madagascar

On the jobtrainingNicaragua.Regional trainingLatin America

On the job trainingSri Lanka, India

Sweden Mali, Burkina Faso (March)Regional Sub SaharanAfrica (May)

Cambodia,Bangladesh,Regional Asia

Switzerland Training in West Africawith focus on food securityand climate change

Training in Peru,Bolivia, Ecuadorwith focus onwater issues

Training in Nepalwith focus onclimate changeadaptation

UK Not yet considered Not yetconsidered

Not yet considered Not yetconsidered

http://www.irishaid.gov.ie/article.asp?article=1147





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Norway will arrange on the job training in 5-6 embassies during 2009 (India, Madagascar,Zambia, Ethiopia, Kenya and possibly Sri Lanka and Nicaragua). There are ongoingdiscussions about also including a gender aspect/review of existing programs at the sametime. Probably there will also be a regional training in Latin America during 2009. Further,there will also be one or two training sessions for headquarter staff.

In-country climate change training is something UK has not yet considered but in the longterm they would like to move towards this. UK has planned a series of seminars atheadquarter which aims to provide an introduction to key areas on climate change (science,global framework, adaptation, low carbon development). A retreat will be arranged for staff working on climate change during the summer, which will be more in-depth and includepractical discussions on what these issues means for their jobs.

The EC is planning to arrange six seminars in Brussels and eight regional seminars inVietnam, Bangladesh, Ghana, Tanzania, Kazakhstan, Egypt, Nicaragua and Venezuela, plusthree introductory e-learning sessions.3 (See a schedule for the training in annex II).

Ireland plans immediate delivery of the IUCN environment mainstreaming module to its ownstaff in Mozambique.

Denmark held a learning event for staff in Eastern and Southern Africa earlier in May thatvery similar to the one held in Asia in November 2008. Several donors were invited of whichfour countries participated.

Switzerland will arrange training in West Africa (focus on Food Security and climate changewith the support of local consultants), Peru, Bolivia, Ecuador (focus on Water) and Nepal(focus on adaptation to climate change).

Sida has undertaken in-country training in Mali and Burkina Faso (March) and will hold aregional workshop for Sub Saharan Africa in Nairobi in May and Cambodia/Regional Asia inthe fall of 2009.

Germany plans to develop a training on integrating climate change into development (1-4days) to be ready end of 2009. They also offer a training GTZ Climate Check (1-2 days) onhow to apply the Climate Check tool for optimizing mitigation and adaptation impacts of development cooperation. See more information in Annex.

Lessons learned

The survey generated some examples of evaluations of specific training events (Norway,Ireland and Sweden). General lessons are summarized below. More information is given inAnnex.

Keep down presentations and headquarter speaker time. It is more important to allow alot of time for discussions and informal exchanges of experience. If externalparticipants are invited let them share their experiences to enrich the discussion.

3 These do not focus exclusively on climate change but climate change has a high profile within the overarchingfocus of environmental integration in the context of sustainable development.



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Make use of case studies. Try to find context specific case studies that reflect thesectors in focus of the target group.

Give only little time to on general information e.g. climate trends. Get down to businessas quickly as possible.

Avoid giving too much attention to future climate. Current climate variability andnatural disasters are better entry point for dialogue and change.

Give country specific information and use local expertise. Provide specific instructionsto local experts in order to make the most out of their knowledge.

On the job training is the most important component. In many cases there is already ageneral awareness of the issues of climate change and a willingness to improve but alack of concrete advice. On the job training is important for making real progress.

Consider creating space during in-country training for donors and partners. Some partsof the training often need to be closed but others can be well suited for joint learningand discussions.

Use of low tech (telephone) or high tech (video link) should be promoted to reducecosts, time and emissions. This could be an important way to leverage the outreachcapacity. The symbolic aspects of such an approach are also important.

Key findings, reflections and next steps

Key findings

Agencies are interested in increasing cooperation around training modules andopportunities for joint learning sessions.A concrete initiative is proposed by the World Bank – Reciprocal Partner LearningInitiative. Furthermore the multidonor learning network Train4Dev is consideringaction in the areaAgencies differ in how they position climate change. Some have specific training onclimate change whereas others position it as part of environmental training.Typically, training of staff should answer three questions: What is expected of me?How should I do it (tools and support available)? Why is this important (generalawareness, political and organizational priorities, understanding of impacts in thespecific country/region)?Concrete case studies, group discussions and opportunities for sharing experiences arecritical components of training sessionsSpecific training sessions on climate change is just one of many opportunities forstrengthening the capacity. Broader aspects of organizational learning, focusing onhow to ensure that the organization has sufficient understanding of climate changeetc., need to be looked at.Coaching and other forms of on the job training can generate positive resultsE-learning is provides opportunities for broad outreach and well targeted sessions but

are not yet broadly applied



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Training events mainly aimed at strengthening internal capacity often createopportunities for dialogue and joint learning with other donors and partnersThere are opportunities for improved sharing of knowledge and training materials andpossibly joint learning events.

Key reflexions/questions

It is imperative that increased capacity among donor agencies and banks is equalled byincreased capacity of partners. To what extent this need can be addressed in parallelwith training of agency staff merits further discussion.There appears to be a stronger demand for training on climate change than broaderenvironmental issues. Many express a fear that the focus on climate change maycrowd out necessary attention to issues like water pollution, ecosystem services etc.How can it be ensured that critical non-climate related environmental aspects are notneglected while building on the interest on climate change?

Many training modules can be replicated and used by various groups. Increasedcooperation and coordination at head quarter level can create synergies, expandoutreach opportunities and avoid duplication. However, it is generally very importantthat the perception of each target group for training is that the information targets themdirectly in terms of content, length and depth. What is the best balance betweenagency specific material and shared material? Is there a need for a process for qualityassurance of training materials etc. and if so what could it look like?Greater cooperation and up-scaling of joint learning sessions demands goodcooperation and strong interest from local donor working groups. The cross cuttingcharacter of climate change and environment/natural resources is both a challenge andan opportunity for generating this interest. How can donor groups best be supported

and sensitized to the options for joint training?The launch of the OECD Guidance on climate change adaptation into developmentcooperation could provide a concrete opportunity for joint work. Is this a strategicopportunity?Training and learning events can be more or less carbon efficient – Should training onclimate change be climate smart?

Tentative next steps

The survey has found that there is great interest for increased joint efforts to improve capacity

development within agencies own organizations. This report has gathered information and inso doing identified initiatives that can take the discussion further; Train4Development and theWorld Bank Reciprocal Partner Learning Initiative that are in close contact with each other.

The OECD DAC GPWSP task team on Climate change adaptation in developmentcooperation has recently launched a new guidance. OECD has asked Germany to provide atraining module on the guidance for members to use. In this context it should be noted that theimportance of capacity development for climate change also has been raised in the context of the parallel OECD/DAC capacity development good practice exercise. This exercise ispreparing operational good practice guidance in relation to the six capacity themes of theAccra Agenda for Action. Environment is considered a relevant sector in this work. It may be

useful to discuss the development of a platform on capacity development for climate changeadaptation with a clear ownership from partner countries.



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Sida and other agencies should consider the proposals from the World Bank and fromTrain4Dev. Equally they need to reflect on how these initiatives link to the OECDDAC WPGSP Task teams on Climate change adaptation in development cooperation and Natural resources governance and capacity development . Possibly a meeting with

the various stakeholders could be held in June or August.Share this document with non-respondents, members of the OECD DAC WPGSPTask Team on Climate change adaptation in development cooperation and post it onPEP website (www.povertyenvironment.net).

http://www.povertyenvironment.net/






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Useful links and documents

The annex includes a range of documents that were shared by the respondents. They provideuseful reading when discussing capacity development initiatives on climate change.

ECDetailed info, including seminar materials for downloading can be found at

www.environment-integration.eu

IrelandA series of environment key sheets designed to clarify the links between the

environment and key development sectors and issues.

http://www.irishaid.gov.ie/article.asp?article=1147 Denmark

Link to Danida development forumhttp://www.danidadevforum.um.dk/en/menu/Topics/ClimateChange/ClimateChange.htm

Ministry of Foreign Affairs of Denmark Competence Center Training material fromregional workshopshttp://www.umkc.dk/en/menu/DevelopmentCooperation/LinksAndMaterials/LearningEventOnClimateChangeAndDevelopment

Link to COP15 webpage http://en.cop15.dk/ issues http://www.landwaterdialogue.um.dk/

World Bankwww.worldbank.org/climatechange

Annex I Questionnaire

Annex II Useful documentsWorld Bank Climate Change for development Professionals (brochure)World Bank Reciprocal Partner Learning Initiative (draft concept note)GTZ Training matrixDFID Human resource section of the climate planIrish Aid Pretoria workshop report (2008)Sida Experiences from workshops in Mali and Burkina Faso (2009)EU schedule for training 2009

http://www.environment-integration.eu/




http://www.danidadevforum.um.dk/en/menu/Topics/ClimateChange/ClimateChange.htm



http://www.umkc.dk/en/menu/DevelopmentCooperation/LinksAndMaterials/LearningEventOnClimateChangeAndDevelopment



http://en.cop15.dk/

http://en.cop15.dk/

http://en.cop15.dk/

http://www.landwaterdialogue.um.dk/



http://www.worldbank.org/climatechange




http://en.cop15.dk/









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Annex I Questionnaire:

QuestionnaireThe following questionnaire was sent out to the above mentioned respondents:

a) Training material1. It would be great if you could share information such as agendas, key target groups,description of trainers (e.g. own staff, consultants or other), downloadable presentations etc.2. Lessons learned, if you have evaluated the training sessions that could also be of greatinterest.3. Rough indication of how focus of the training is distributed between the following themes;climate change adaptation (XX%), mitigation (XX%), environment and natural resources management(XX%), disaster risk reduction (XX%), mainstreaming issues like gender, human rights, conflict(XX%).

b) Other than specific training sessions on climate changeA range of options other than focused climate change training sessions can be considered as meansto strengthen awareness and knowledge about how to integrate climate change in developmentcooperation. E.g. shorter interventions in other training/information events, written information, e-learning etc.

Which one’s do you consider to be most important? Which are the key target groups?

c) Planned training sessions for 2009 1. For which countries/regions are there plans (or tentative plans) for training sessions/capacity

development initiatives for colleagues within XX? It would also be useful to get information aboutintended target groups, including partner country representations for the sessions.

For you information, in 2009 Sida plans to focus specific training on climate change and environmenton the following countries/regions: Africa (Mali, Burkina Faso and on regional level East Africa, WestAfrica and Southern Africa; Asia (Cambodia, Bangladesh and Regional Asia).

We plan to make a simple report and circulate it to the respondents. If there is interest for having ateleconference on the findings we would be happy to host it. Please indicate if you would beinterested in participating in such an event.

We hope that you will find responding to these questions rewarding and that it in small but concreteways will create opportunities for joint training.

If you have further questions feel free to contact Ulrika Åkesson, Sida, Advisor on Climate Changeand member of the OECD Joint DAC-EPOC Task Team on Adaptation to Climate Change ( +46 8698 50 30 [email protected]), Olof Drakenberg or Emelie Dahlberg at the Helpdesk forEnvironmental Economics (+46 31 786 26 87).

Please send your reply to [email protected] before February 4th.

Together with the questionnaire respondents was encouraged to send existing documents,links to web pages with additional material or contact information to persons with specific

knowledge within this area.

mailto:[email protected]










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Annex II – extra material from respondents

World Bank Climate Change for development Professionals (brochure)

Climate Change for Development Professionals (CCDP) A Knowledge, Learning and Capacity Building Initiative for the World Bank Group

Background and Context

Climate change is increasingly at the center of the World Bank’s analytical, operational and advisory

work. It is one of the most important development challenges today and the years to come, as it

mainly affects the poorest countries and communities of the world. The Bank has a number of

unique strengths to play a leadership role in this area. We are currently one of the most active

multilateral organizations in dealing with climate change within our operational and analytical work,and the trustee for a number of global climate change funding facilities.

Therefore, WBG staff are expected to have a solid understanding of the implications of climate

change on their work, its opportunities and challenges and the WBG’s role, products, policies and

services. They must be up to date on international dialogue and agreements as well as their

consequences in the regions/countries and localities of Bank Group operations. Most of all, staff are

expected to integrate the WBG’s strategic principles on climate change into their day-to-day work.

With an increasing demand for climate change-related knowledge-generation and sharing and for

specific learning opportunities, the Climate Change for Development Professionals Knowledge,

Learning, and Capacity Building Initiative (CCDP), supported by the SDN Vice-Presidency, aims at

meeting the demand and bringing both agendas together: strengthening the Bank’s comparativeadvantage in CC-related lending/advisory services and helping WBG staff to be adequately equipped

and prepared for addressing climate change challenges.

Program Description

The CCDP Program has a dynamic and flexible approach. It looks within the institution and externally

to find examples of frontier knowledge and learning activities that are either already being applied or

under development, and bring these usually disparate initiatives under one umbrella. Key

characteristics of this initiative are: (a) scalable and replicable, since it is expected to be taken up at

the regional/sub-regional and country levels, and replicated by others (NGOs and partners); (b) flexible, in response to the evolving nature of CC, the related international agenda, and the need for

avoiding duplications and adjusting CC learning efforts to country and sectoral specific situations,

both from Bank and client perspectives; (c) accessible from different countries, by various partners

and for different levels of knowledge/expertise; (d) exportable, aimed primarily at Bank staff, but

usable also for joint training with development partner agencies and client country staff; and (e)

monitorable, both to fit into the result framework of the SFCCD and to help in the reporting for the

UNFCCC Bali Action Plan, and post 2012 discussions.



18

Main Goals

Generate and share cutting-edge knowledge to increase climate change-related awareness;

establish and enhance a common understanding of CC- implications at the international,

regional and local levels, and across various sectors/systems;

Ensure Bank staff is up to date on international trends regarding climate change agreements,economics and financing mechanisms;

Apply knowledge acquired and identify the appropriate tools, resources, and financial

instruments to address day-to-day work requirements, and to integrate climate change into

operations.

Design and Target Audience

The program is designed to address the learning, knowledge and performance needs of World Bank

Group professional staff by providing a flexible learning and knowledge generation and sharing paths

to meet the specific interests of the various sectors, units and regions across the board. Technology

and e-learning techniques are central to the CCDP Program, allowing the program to be scalable and

accessible to a broad audience locally or globally located.

Major target groups are: (i) World Bank Group field office staff; (ii) Managers across WBG; and (iii)

Operational Staff. A secondary target group is: (i) IFC Staff; and (ii) partner agencies working on

climate change. A further target group through WBI partnership and the regions consist of: (i)

decision makers in country clients; (ii) government technical officials and (iii) relevant actors from

civil society organizations.

Program Components

1. CCDP Course: A core element of this knowledge and learning initiative is the CCDP Course

which guides participants through formal training and learning sessions on climate change

through a combination of e-learning modules, face-to-face workshops, and other dynamic

and iterative resources. The CCDP course seeks to use best practice learning methodologies

to produce and deliver a multi-faceted collaborative program targeted to both operational

staff and management. In addition, through a partnership with WBI, most of the materials

produced during and for the CCDP will be useful for the client’s capacity building and learning

efforts.

Given such a diverse audience, the differentiated levels of understanding and practical

needs, the CCDP course design includes a modular structure with five differentiated

modules: (a) Fundamentals of Climate Change, (b) Adaptation and Mitigation [Hands-on

Workshop (HOW)]; (c) The Economics of Climate Change; (d) Climate Finance; and (d) Social

Dimensions of Climate Change. Each of these components can be delivered through

different mechanisms: (i) E-learning (online modules) allows participants to learn at an

individual pace and is easily accessible by field office staff; (ii) Webinars (online classrooms)

also make climate change training readily available to field office staff, providing an

opportunity for virtual face-to-face interaction with leading experts; and (iii) face-to-face

sessions can be customized to meet the needs of a particular audience and foster dynamic

interaction and peer learning.

The Adaptation and Mitigation Module is the core of the face-to-face mechanisms and will

be delivered through hands-on sessions, also called HOW Workshops. They are designed

around a Library of WBG Case Studies which can be customized according to regional specific

needs and sectoral discussions. They would have three different approaches: country,



19

project/program or sector specific approach. Administered in both Washington and the

Regional Hubs, the hands-on sessions will provide an opportunity for participants to apply

key concepts from their e-learning or other knowledge sources to their daily work.

2. CCDP Communities of Practice and/or Clinics: These clinics consist of a tailored on-time advice session providing support for specific projects and initiatives posing a challenge

to WBG staff tasked with addressing climate change dilemmas/issues in their operational or

advisory work. With the guidance from a panel of the relevant leading experts both in the

Bank and externally, participant project teams receive just-in-time advice on their climate

change-specific challenges. Through this peer-to-peer collaborative exercise teams are

expected to further cross-sectoral work, increase their understanding of climate change

issues and improve the quality of approaches for their solutions. Appropriate linkages with

the Global Expert Teams – GET initiative would be sought for and further explored.

3. CCDP Knowledge Sharing Series: These series allow the e-learning students tocontinue to complement and expand their CC knowledge, while also informing and reaching

out to the entire World Bank Group staff. The CCDP Knowledge Sharing Series include the

following components: (i) Knowledge and Dissemination Series; (ii) BBL Series; (iii) Reciprocal

Partner Learning; and (iv) High Level Speaker Series. These series aim at further raising

awareness, disseminating latest information, present recent findings, and facilitate updates

and informational sessions. While these events are mainly delivered face-to-face, they may

be recorded or virtual in order to engage field office colleagues and foster more exchanges

between HQ and field office staff.

4. CCDP Training-of-Trainers Program (TOT): In line with one of the main

characteristics of the program (replicability), the CCDP works with the regions and in supportof the operational units across the WBG. One way to scale up and support the learning and

knowledge sharing efforts across the WBG is to train the trainer and leader at the regional

and field levels. This will not only help the expansion of the pool of expertise across the

organization, but also ensure that the necessary skills, knowledge and materials are widely

disseminated, and benefit WBG staff at all levels. The TOT design is built around three main

objectives: (i) maximize the value added; (ii) provide strategic direction; and (iii) enhance

effectiveness and performance. Participants will not only cover the content of a training

model, but they will also be exposed to training concepts and methods and will be provided

the opportunity for teaching practice specially targeted to WBG audience. Later on, the CCDP

plans to cover the client’s demand with a similar approach. The proposed TOT program will

start during 2009, once the CCDP initiative is under full implementation.

5. Web-based Knowledge Tools: The CCDP program will support and complement

ongoing efforts to develop and maintain climate change-related Bank Group resources and

tools under one umbrella, including those that are developed or shared by partner

organizations. The CCDP has created a user-friendly workspace that will be linked from the

CC website and will serve as a continual resource to CCDP alumni and partners interested in

climate change learning, capacity building and knowledge-sharing. Inter-related tools that

are complementary to the CCDP Program will be enhanced and widely disseminated as part

of this component (e.g. WB Climate Change Portal, the climate risk and adaptation tool

(ADAPT), and the overall CC website).



20

World Bank Reciprocal Partner Learning Initiative (draft concept note, anupdated concept note will be ready in May)

RECIPROCAL PARTNER LEARNING INITIATIVE (RPLI)

DRAFT CONCEPT NOTE

Background The Reciprocal Partner Learning Initiative (RPLI) is part of the Sustainable Development

Network’s comprehensive Knowledge, Learning and Capacity Building Program- theClimate Change for Development Professionals (CCDP). The CCDP program aims at servingthe learning, performance, capacity building and knowledge needs of a diverse (dispersed)and very demanding audience. It is primarily targeted to WBG staff, but through partnershipswith regions, the World Bank Institute and other development practitioners will also reach theclient. The various components of the CCDP program are targeted to (i) building the capacityand technical skills of operational staff and managers to access, use and integrate climatechange knowledge and information into their day-to-day work, (ii) establishing a basiccommon knowledge platform for climate change work to ensure some degree of consistencyacross sectors and units, and across development agencies and academia, and (iii)

Objectives of the RPLI The objectives outlined above are likely to apply to a number of development partners,including academic institutions working on analytical or operational areas relevant to climatechange. The RPLI seeks to provide a collaborative learning and experience-sharing forum toattain (a) some the common knowledge and learning limitations currently faced in climatechange work; (b) the urgency in meeting the increasing demand for climate change related

skills; (c) the challenge to integrate climate change and development; and (d) the evolvingnature of this topic that requires continuous learning, awareness processes, knowledge sharingand capacity building.

The Reciprocal Partner Learning component, as distinctive from other components of theCCDP, will be a forum for internal and external climate change experts and developmentpractitioners to share challenges, cutting-edge knowledge, innovate, build their capacityindividually and collectively, and be better equipped to help client countries and others indeveloping countries. This initiative is also expected to contribute to and enhance in a morestructured manner, the ongoing somewhat informal information sharing processes amongdevelopment agencies- in particular regarding climate finance. The RPLI is another step

forward in the harmonization efforts as outlined in the Paris Declaration.

Participants

External: Selected staff and managers from partner organizations including bilateralagencies, and U.N agencies, and academia (selected external partner representativesper forum)Internal: CC experts, CC Management Group, managers working on CC issues



21

Expected Results

Collaborative learning forum for development partners addressing climate changeissues as part of investment/advisory work.Technical and collaborative capacity enhanced among staff, partners and academia.

Increased understanding of different approaches and perspectives presented bydevelopment partners in their efforts to build capacity for country clients and civilsociety organizations dealing with climate change.Relevant cutting-edge knowledge and practices shared, and lessons learnt timelyidentified.Contributions towards a basic common knowledge platform around climate changework and harmonized approaches.Partnerships to lead learning and innovation for climate change.

Basic Design

The RPLI is meant to be a forum - collectively owned and maintained by participatingpartners. It would be complemented by systematic exchanges of information, and jointlearning and knowledge sharing efforts.

Forum- This learning space is designed in two parts: Part I would address issuesrelated to climate change knowledge, learning and capacity building issues for the partnersand their clients/constituencies. Part II constitutes itself a learning opportunity on pre-agreedtopics of common interest benefitting from each other’s comparative advantage. The idea is,

therefore to combine opportunities for actual learning with opportunities to developing acollaborative approach for learning, capacity building, and knowledge sharing in climate

change.Systematic exchanges of Information- The idea behind these is to foster a more

systematic exchange of relevant information across participating partners- mainly related, butnot restricted to learning, cutting-edge knowledge generation and capacity building efforts.Some of the means to do so utilizing existing mechanisms include corporate news letters andclimate change websites.

Joint Learning- As agreed during initial discussions with selected partners andacademic institutions, actual joint learning and knowledge sharing events are at the center of the RPLI. This could take different shape and form, depending on the demand for learning

and the supply of knowledge and expertise in a given topic or area. It is expected; howeverthat joint learning would be one of the peer-to- peer methods to enhance each other’s learning

and capacity building efforts. It will also become a forum for networking and informationexchange.

The basic format of the forum could be presented as follows: 1. Presentation of climate change knowledge, learning and/or capacity building

challenges by selected agencies and academic institutions

2. Identification of common limitations and current efforts to deal with them



22

3. Input from three perspectives on key climate issues (e.g. clients: climatefinance and additionality; development practitioners/staff: climate change inmy day-to-day work; and civil society: climate and development trade-offs).

4. Exploration of knowledge/approaches/applications, potential collaborativeinitiatives, and other issues as appropriate

5. Development of strategic next steps as appropriate for: continuing the Reciprocal Partner Learning Initiative (RPLI)

collaboration making learning more accessible to all (including from Academia to us) creating common core learning products; most useful vehicles for

knowledge sharing (e.g. avoiding duplicative efforts) training activities for export to other organizations cross- training activities among organizations (e.g. more cost-effective

exercises) greater effectiveness with stakeholders

Outputs:

For participant agencies and academia:

Create common knowledge platform around climate change work among internal andexternal clientsGenerate new knowledge and initiatives, and facilitate access to informationEnhance partnershipsEnhance harmonizationAvoid duplicationsIncrease capacity to work effectively on climate change issues both independently andin collaboration with partners

Increase understanding of knowledge gaps, needs and resources presented byparticipants

Measures of Success:

The RPLI adds value to ongoing independent effortsGenerous sharing of challenges and knowledge among participantsGeneration of new and improved approaches to capacity building and learning onclimate changeImproved methods for knowledge sharing among partners and within respectiveorganizationsContinued interest in participating in workshopsUpon successful completion of two pilots, decision to scale up delivery including inclient countries.



23

GTZ Training matrix

GTZ trainings with contents related to climate change

Name of trainingcourse

Duration (no. of days)

Training materials (titles of available materials or links todocuments / presentations)

Key target groups Trainers (GTZstaff,consultants,other)

Contact personin GTZ

Environmental FiscalReform

From 1 to 4depending thenumber of Moduls(General EFRintroduction, fossilfuels,transport, energy,water)

Manual of the trainingOECD/DAC Guidelines andReference Series“Environmental Fiscal

Reform for PovertyReductionDocumentation of the 8thGlobal Conference onEnvironmental Taxation(GCET) on “Environmental

Fiscal Reform inDeveloping, Emerging andTransition EconomiesEFR Fact Sheet

ColleaguesTechnical andinstitutionalPartners

KaiSchlegemilch,JacqelineCottrell,Axel Olearius,Stefanie Lorek,Marina Kosmus,Edith Kürzinger

Axel Olearius;AnnuschkaHilke;MarinaKosmus

Payments forEnvironmentalServices

From 2 until 5 days,depending thenumber of modules(concepts, water,

Manual PES (GTZ)Publications CIFOR andIIED on PESTraining notes

Colleaguestechnical andinstitutionalpartners

Johannes Scholl,Claudia Mayer,Isabel Renner,Ingrid Prem,

MarinaKosmus



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biodiversity,carbon).

Harvard Universitymethodology based case-worksPES Fact SheetsPES CD (material trainings,

presentations, publications)

GO and NGOsPractitioners

Ina Porras,Jan PeterSchemmel,Marina Kosmus

Governance of naturalresources

3 days ManualCD (presentation,publications and materialfor training including casework

ColleaguesTechnical andinstitional partners(GO and NGOs)

Barbara Lang,Richard Modley,Claudia Mayer,Jan PeterSchemmel,ChristophFeldkröter,Marina kosmus

Barbara Lang;MarinaKosmus

StrategicEnvironmentalAssessment

1 - 4 days,depending on theneeds of the client

OECD-DAC good practiceguidance on SEAEspoo Convention on SEAIAIA principles for SEA

Harvard Universitymethodology based case-worksGTZ fact sheets

Policy makers,administrationofficials and andplanners;

National SEAconsultants;NGOrepresentatives;GTZ staff

AlfredEberhardt,Jiri Dusik,Martin Smutny,

Michael Koch,MichelBouchard,Axel Olearius,Bernhard Frey,Peter Croal

Bernhard Frey;Axel Olearius

StrategicEnvironmental

4 - 5 days OECD-DAC good practiceguidance on SEA

Policy makers,administration

AlfredEberhardt,

Axel Olearius;Bernhard Frey



25






Assessment – train thetrainers

Espoo Convention on SEAIAIA principles for SEAHarvard Universitymethodology based case-works

GTZ fact sheets

officials and andplanners;National SEAconsultants;NGOrepresentatives;GTZ staff

Jiri Dusik,Martin Smutny,Axel Olearius

Shaping the future – key competencesfor sustainabledevelopment

3 days Fishbanks Ltd. simulationSTRATAGEM simulationAction Learning excercicematerials (e.g. “islands”)

Policy makers,national andinternationalexperts, managersin internationalcooperation

Susanne Willner,SusanneAhrlinghaus,Axel Olearius,Jan PeterSchemmel,Stephan Paulus

SusanneWillner

Stakeholder dialoguesfor sustainabledevelopment

1- 3 days Seminar reader National andinternationalspecialists andmanagers of theinternationalcooperation or inthe field of sustainabledevelopment

Susanne Willner,SusanneAhrlinghaus andcollaborators of the consultancydenkmodell

SusanneWillner

Constructivenegotiation forsustainabledevelopment

1 - 4 days Seminar readerHarvard University basedmethodology

National andinternationalspecialists andmanagers of theinternational

Susanne Willner,SusanneAhrlinghaus,(Axel Olearius)and collaborators

SusanneWillner



26






cooperation or inthe field of sustainabledevelopment

of theconsultancydenkmodell

PREMA (profitable

environmentalmanagement)

3-5 days Many case studies and

materialsPPTMethodology to applydirectly in companies asconsultancy

Managers and

experts in smalland medium sizedentreprises indevelopingcountries

Edith Kürzinger,

SusanneAhrlinghaus,many consultants

Detlef

Schreiber

Integrating Adaptationto Climate Change intoDevelopment(development juststarted – planned to beready end of 2009)

1-4 days dependingthe number of Moduls

OECD-DAC good practiceguidance on integratingadaptationHarvard Universitymethodology based case-works

Policy makers,administrationofficials andplanners;National SEAconsultants;NGOrepresentatives

tbc Ilona Porsché

GTZ Climate-Check(training on how to

apply the GTZ ClimateCheck tool foroptimizing mitigationand adaptation impactsof developmentcooperation projectsand programmes)

1-2 days PPT introducing tool andmethodology

Examples to be used forcase-workManual on the GTZ ClimateCheck2-4 page sector-guidances ontypical mitigation andclimate change impactpatterns in relevant sectors

GTZ staff andconsultants

Michael Scholze,Sally Lacy,

AlexanderFröde, Jan PeterSchemmel, …

MichaelScholze



27






Template for TOR for aclimate check

Disaster Preparedness(being finalised)

Developmentcooperation staff

Sabaß



28

Human Resources section of DFID climate plan

1. CHALLENGEThe strategic workforce plan provides the context within which DFID will develop and sustain itsresources for implementing climate change. Collaboration between Divisions, Heads of Professionand HR to meet the demand for staff resources and skills will be key to successfully addressing themain issues:

i. Understanding fullyo the range of roles, responsibilities and deliverables of the posts in central policy teams,

country offices, and posted to partner organisations;o the requirements in terms of knowledge, skills and expertise, and how do we build long

term capability;

ii. Mobilising staff resources to create start-up and sustainable capacity in the immediate tomedium term;

iii. Creating a coherent network and resource for climate change, avoiding fragmentation;iv. Maximising interchange and opportunities with and in OGDs and donor/partner organisations,

including shared funding arrangements.

2. APPROACH

2.1. Building capacity and skills – what do we know already?

Three broad types of expert have been identified as a way for organising our climate change resource:

1. Climate change experts, who have both depth and breadth of understanding of climate issues, andcan translate this knowledge and apply it to DFID priorities and relate it to the overalldevelopment agenda.

2. Experts in other disciplines, who develop an understanding of the implications of climate changefor their particular area.

3. Policy experts with the ability to quickly absorb and interpret information for policybriefings/development and external engagement.

We are not starting from a zero-base. There are currently approximately 60 staff in a range of cadreswho have been actively involved for some time in the climate change agenda, and its policy andprogrammes. They have built a reasonable level of capability – particularly in the area of climate

change adaptation. However, the majority (over 50) of these work in the policy centre and we need toshift the balance to the Regions, where staff numbers of climate change are projected to increase threeto four fold in the next 12 to 18 months, particularly in Africa and South Asia.

To broaden and deepen expertise and awareness, professional cadres are all including climate changewithin their retreats and training programmes, and exploring ways to “mainstream” climate changeinto their resource planning alongside the other priorities set out by the Secretary of State.

Awareness raising is also extending to generalist staff working on the climate change agenda who arenot members of specialist cadres, through internal communications and opportunities to work with orsupport policy and technical experts.

Our implementation strategy acknowledges that for some partners (particularly MICs) our credibilitywill depend on deep knowledge of climate change issues, including an understanding of low carbon



29

technologies and financing instruments, and this will require effective identification of the relevantexpertise, internally or externally.

On skills, we must address the need for a wide range - from deep technical specialists to broadergeneralists. However, it is also important that we target training for maximum impact (e.g. in pilotcountries) and avoid the risk of diluting skills by taking a blanket approach.

Specifically, we need:

Technical specialists who can “operationalise” analysis and design diagnostic tools – for exampleusing the skills of our economist, environment, livelihoods, infrastructure and social developmentcadres;

Policy generalists and/or specialists (climate change policy) who combine politicalawareness and experience of international negotiations with specialist knowledge;

Externally focussed influencing/advocacy generalists, with some basic understanding of climate

issues and policy, who can also network, build relationships and alliances to persuade others todeliver our agenda, using sound knowledge of the stakeholder audience and their agenda;

Communications specialists with knowledge of PR and the media – ideally in public andinternational policy - and with strong oral and written communications skills

Project management generalists with strong project management and financial management skills.

2.2. How will we build capacity, allocate resources, and enhance skills?

The implementation strategy needs to balance the use of internal and external capacity and skills, andwhere these need to be located geographically and by function to maximise engagement in the regions

and Whitehall. Resource requirements need to be business-led and determined by Regional demands,DFID policy teams and our programmes with partners and donors.

There are several ways to create the extra capacity needed, all of which will be required to greater orlesser extent to ensure a targeted approach to climate change implementation through planning,resource allocation and management responsibilities:

1. For short-to-medium term start-up capacity: promote the use of resource centres , the plannedClimate Change Centre, our partners and other specialist organisations to secure external expertiseto complement internal capacity. Terms of reference for these sources of external expertise muststipulate capacity building and knowledge transfer as critical deliverables. For example, theclimate change capability statement sets a common benchmark for the three resource centres

collaborating to provide a suite of services for climate change.

2. For medium-to-longer term resourcing: reprioritise business objectives and resource allocation sothat selected DFID staff with the right potential can be redeployed and equipped with theappropriate levels of skills and expertise for the range of jobs which address climate change.

3. For building new and longer-term sustainable capacity: recruit to new posts, or encourage andcollaborate with partners to recruit new staff, who will help deliver climate change objectives.This may in the form of secondments or postings.

The allocation of resources for climate change (as for other DFID priorities) will need to be keptunder regular review, as part of monitoring business plans with workforce plans and allocations.Consideration needs to be given as to which climate change issues require a dedicated resource, to



30

strengthen local capacity for influencing, technical advice and capacity building, and where partialresource (e.g. hybrid posts) would be more suitable and cost-effective.

For example, demand for dedicated staff with climate change experience and skills is increasing in theRegions, particularly in Africa and South Asia, where currently climate change is largely covered bystaff with responsibility for other related policy areas, such as disaster risk reduction, or water andsanitation. Africa intends to take advantage of developing links with the World Bank, UNDP,UNISDR and EC. Both the FCO and Defra have strong climate change agendas in Africa althoughtheir policy and approach is more centralised and less likely to contribute to regional resource.Dedicated start-up capacity in Africa is therefore a high priority for climate change implementation,and advantage taken of secondments and funding for in-house resource.

On the other hand, the International Divisions (IFDE, EDRD, UNCHD) and EMAAD have indicatedtheir plans to work through PRD to support climate change implementation, and consequently havenot allocated additional resources over the CSR period. This has implications for PRD’s resourceallocation for climate change, and for ways of working across DFID. EMAAD has also indicatedplans to work through World bank and IFC, as these institutions have extensive human and financial

resources dedicated to climate change.In terms of skills, these will be accessed and enhance by outsourcing to external organisations;recruiting in new skills to new DFID posts; developing the climate change skills of existingprofessionals through a mixture of specialist training and secondment opportunities; raising awarenessthrough learning opportunities aimed at policy experts and project and programme managers.

3. ACTIVITIES

HR Division will working with others to develop a work force plan on climate change by November2008. This will be collaborative, with lead responsibility from PRD, Heads of Profession, HR or theRegions. This will include work to:

Work with country offices to identify what collective and individual support countries require forstart-up capacity, building longer-term capability and resourcing deep skills, and also raisingawareness for generalists. For the proposed 5 pilot mitigation and 5 pilot adaptation countries,terms of reference should lead to some specific resourcing and skills requirements, and to lesson-learning as to what works in practice. [Lead: PRD]

Build an information and knowledge source about DFID’s existing climate change skills marketand resource: expertise, skills, flexibility/mobility – internal and external, UK and overseas inOGDs/HMG, partner and donor organisations. This will include opportunities for inward/outwardsecondments and shared funding of posts. Ultimately, this information and knowledge source

needs to address the question managers will have, “If I want to recruit someone for a climatechange post (specialist or generalist) how will I know what is out there in terms of skills andavailability?” [Lead: CEG or Heads of Profession?]

Make full and creative use of existing admin, programme and programme funded admin budgets,as well as opportunities for shared funding with OGDs and other donors, e.g. PRD programmefunding is already paying for climate change posts in some of the multilateral development banks.

[Lead: Regions, PRD and International Divisions]

Review contractual arrangements with resource centres to ensure an improved, co-ordinated suiteof services that support climate change implementation and specifying new/emergingrequirements. [Lead: Heads of Profession]



31

Drive a targeted, strategic approach to inward and outward secondments, sharing resources andskills with OGDs, partners, donors and the private sector. [Lead: Human Resources]

Alongside their own administrative budgets, divisions will consider the following resources:Existing non-climate related positions.

Existing climate related positions.Possible programme-budget supported positions.Possible joint donor positions.Possible programme-budget supported secondments.

[Lead: Regions, Policy and International Divisions]

Identify new and build on existing approaches (e.g. Tyndall Centre) for training and skillsdevelopment, internal to DFID (including clarity as to who owns and contract manages trainingfor climate change) and joint programmes with OGDs, private sector, civil society and otherorganisations in UK and overseas. [Lead: PRD - CEG]

Establish a baseline for advisors indicating how many are needed to work on climate change –

wholly or partly – and what formal qualifications (if any) should be required, what levels of knowledge and expertise would be appropriate to expect and at what points (milestones) over theCSR period. [Lead: Heads of Profession]

Ensure HR expertise and processes support climate change implementation as indicated by theimperatives set out in the Strategic Workforce Plan and resulting objectives in HRD’s business plan.This includes provision of dedicated business partnering and resourcing support in the new HRoperating model. [Human Resources]

Irish Aid Pretoria workshop report

Report on Irish Aid / IUCN Environment Mainstreaming

Workshop, Pretoria



32

Facilitated by Dr Susan Mainka, Senior Co-ordinator, Global Programme,

IUCN

31st

January 2008

1. BackgroundFollowing the publication of the Environment Policy for Sustainable Development in April2007, and the subsequent production of 14 environment mainstreaming key-sheets it was feltthat there was a need to develop a training module to highlight the policy and resourcesavailable, and to support colleagues in their efforts to mainstream the environment in theirwork.

Within the partnership agreement with the World Conservation Union, (IUCN) provision wasmade for their support to IA, in our capacity building and mainstreaming efforts. Drawing ontheir experience and expertise a pilot training workshop was delivered to Civil Society

Section, in Limerick on the 2nd

November 2007. Taking lessons from this workshop, IUCN,with feedback and input from IA field and environment staff, further developed the trainingmodule to:

make the content more IA specificensure that it provided clear practical guidance for IA

On the 31st January IUCN delivered training to participants from IA’s missions in

Mozambique, Lesotho and Pretoria. Participants had been consulted regarding their needsand expectations prior to the workshop.

2. ObjectivesThe workshop had the following objectives:

Improve participants understanding of environment’s role in achieving Irish Aid’s

mission and priorities in Southern Africa.Familiarisation with the relevant policies and resources available to support themainstreaming of the environment across the programmes.Identification of additional resources / supports needed to implement the environmentmainstreaming policyStrengthen the partnership with IUCN, and the training module for further use withinIA and with partner institutions.

3. WorkshopThe workshop was facilitated by Dr Susan Mainka, IUCN’s Senior Co-ordinator, GlobalProgrammes. It was divided into 6 sessions. The workshop was very well facilitated with theactive engagement and input of all participants.

In meeting the objectives outlined above, topics covered included; meeting the challenge of linking the environment to development, the mainstreaming of environment in IA’s work, use

of the key sheets and identifying strategic entry points and opportunities for mainstreaming,and monitoring progress.

The learning objectives were achieved. Each participant was also asked to identify challengesthey faced and tools / supports they needed to further progress their mainstreaming efforts.See picture below:



33

These fell under four broad headings of knowledge management, training and capacitybuilding, enhancing the key sheets and accessing expertise. These were recorded and will beprogressed primarily by the environment specialist over the coming months. See below:

Knowledge Management

Build a database that is accessible to IA team HQOngoing2 pager on HQ level engagement in environment Aidan End



34

MarchQuarterly reports should be accessible beyond HQ – via afunctioning Intranet ?

HQ

Email culture that promotes keeping all relevant people in theloop on an issue – eg. distribution lists

Aidan

Cross-cutting issues focal point - Environment focal point – what is the role for these person?

Aidan &HQmainstreamingteam

EndMarch

Monthly meetings of MZ RAPID (mainstreaming group) – sharing information more broadly

Palmira OngoingNetworking with other development agencies of othergovernments on environment issues

All

Training and Capacity Building

Training on climate change (potentially, energy) – use of keysheets; could interest other missions; but these take time tomanage and organize so should try regional approaches toincrease efficiency and interaction across countries

Aidan

Create a ‘training / capacity building network’ that workstogether to pull together training opportunities – but this stillneeds a champion

Aidan

Provide video to offices on relevant issues – eg. AnInconvenient Truth

Aidan

Need for a standard induction programme (as part of continuingprofessional development programme for advisors) – staffturnover means this should be regularly available

HQ

Seeking training assistance from UN AIDS, UNEP/UNDP PEI,

IUCN, and others…

Aidan

Make use of existing capacity building opportunities beingdriven by country level advisors – can we piggy back on those /expand content/ expand invitation list/ ?

Aidan

Enhancing Key Sheets

Do we need more key sheets? Gender, governance etc. alsoshould look at what is already out there and make use of thatas well

Aidan

Should be circulated more widely to partners; proactiveselection of target audiences

Emer

Take into account today’s input (and that of relevant networks)

when formulating future key sheets

Aidan

Potential value of translations? Palmira

Accessing expertise

From HQ – Dr. Tara Shine is one currently available source ofexpertise – accessible to the field but concerns re: capacity todeal with full demand from all offices

Dr TaraShine

Within the regions – can also work with Tara but otherresources via WWW, etc.

All



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4. ParticipantsA total of 10 staff participated in the workshop, with participants from Mozambique, Lesothoand South Africa:Palmira Vicente, Alison Milton, Cait Moran, Emer O’Brien, Annalize Fourie, KeratileThababa, Malcolm White, Tamara Mathebula, Mandla Msimanga, Belindah Maboane.

Aidan Fitzpatrick, Development Specialist, HQ, with responsibility for implementation of theenvironment policy, attended and provided support and input to the workshop.

5. Feedback from ParticipantsAt the end of the workshop all participants were requested to provide feedback throughcompletion of a questionnaire. The questionnaire contained four questions, the questions andresponses were as follows.

1/ Did the workshop help to clarify the relevance of the environment to your

work with Irish Aid?Not really, I already knew about itSomewhat, it expanded what I knewYes, it will help in my future work

Six of the seven participants thought that it would help in their future work and one answered

that he/she already knew about it.

2/ Which sessions of the workshop were most useful: 1. How is the environment relevant to Irish Aid2. Meeting the challenge of linking environment to development3. Mainstreaming environment in Irish Aid’s work

4. Identifying linkages across Irish Aid priorities and the environment5. Beyond key sheets6. How will we measure success?7. Closing session and next steps

In this exercise session three was chosen as most useful followed by sessions 4, 2, 5 and 6.

3/ What did you enjoy most about the workshop? Openness, frank discussion, level of discussion, inter-action and experience sharing with

other countries, very practical focus and content, opportunity to consider with peers from

other programme countries ways to mainstream environment, reaffirmed the importance of

mainstreaming the environment in our work, critical analysis and engagement with the keysheets, case studies with classical country related examples, clarification of relevance of the

environment to IA’s work and to our daily lives, adequate time for discussion.

4/ Suggestions for improving future workshops Use of case studies is beneficial, develop the case studies to make them more Irish Aid

specific. Longer and fewer sessions. Workshop to be held over more than one day to allow

internalisation of topic. Involve other missions and advisors and invite senior management to

ensure buy-in. Acknowledge that most participants would not have read the mainstreaming

strategy, the environmental policy and the key sheets. Introduce these documents at the start

of the day as the starting point for progressing mainstreaming. Invite other donors and share

and benefit from each others experience. Allow more time.



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6. Follow UpThe general consensus was that the workshop was a useful capacity building exercise, andgave participants relative knowledge and access to resources to improve their mainstreamingcapacities. A number of additional supports and needs were identified and these will be

progressed over the coming months. The suggestions to improve future workshops will beconsidered and acted on in the future design and delivery of environment mainstreamingworkshops.

The buy in and support of senior management in Pretoria, Lesotho and in Mozambique wascrucial for the delivery of the training. The participants, both in the feedback and during thevarious sessions commented on the value of a shared mainstreaming training exercise, withthe day to day experiences and challenges in the various priority countries providing a lot of the learning and re-affirming the importance of the priority issues in the implementation of our programmes.

There is potential to roll out this training to other priority countries and also to expand theparticipation to include Government partners, C.S.O.s and other bilateral agencies if deemeduseful / appropriate.

The potential for the future use of the module will depend on the expertise and availability of IUCN, and the support of Senior Management at HQ and in the Missions.

Sida Experiences from workshops in Mali and Burkina Faso

Experiences and lessons learned from Workshops on Environment and Climate Change

in Mali and Burkina Faso, 2009.

Background

The Environment and Climate Change team at Sida had prioritized Mali and Burkina Faso fortraining during 2009 as both countries had been selected for the Swedish Government’s

Climate change initiative and will soon prepare a new cooperation strategy. The countrydirector and the respective heads at country level had indicated interest in the training. Thetiming of the training was set to back to back with the annual country team planningmeetings.

Beyond the two major objectives i) to increase the capacity to integrate environment andclimate change in Swedish development cooperation, and ii) to assist the preparations neededto respond to supplementary funds allocated through the climate change initiative theworkshops had other objectives. These included to lay a foundation for continued support forthe cooperation and upcoming strategy processes in Mali and Burkina Faso and to strengthencooperation between the different policy pillars at Sida headquarter and between the relativelynewly established policy pillar and operations. This was the reason for the largerepresentation from Sida Stockholm and Sida’s Environmental Helpdesks (Mali 5 persons and

Burkina Faso 6 persons). This should be kept in mind when lessons learned are discussed and

future capacity development activities are planned.



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A two day workshop followed by one day of coaching on integration of environment andclimate change was held in Bamako and Ouagadougou respectively in mid-March. The targetgroup consisted of all program officers, the heads of aid and the country director. Participantswere suggested to go through the e-learning course “Integrating the Environment” prior to the

workshop.

Lessons learned

The experiences are organized under three headings; planning, program and coaching andbuild on the oral and written workshop evaluations. Furthermore the planning team has beengiven the opportunity to add their views. A summary of the written evaluation is found inAnnex 1.

On an overall level, perhaps the most important achievement is that the teams have learnedtogether, share a common understanding of the issues, have generated ideas on how toincorporate climate change aspects in existing programs and learned from both resourcepersons and other team members.

The following lessons can be specific to this experience but could be helpful to bare in mindfor future planning processes.

Planning

A series of contacts were held between the country director and the Environment and ClimateChange team at Sida Stockholm. The Helpdesks for Environmental Economics andEnvironmental Assessments were assigned to coordinate a planning group involving Sida inStockholm and the field offices. The concept note for the training developed after the pilottraining in Bolivia was used as point of departure for the planning. A proposed outline for theprogramme was prepared by the Helpdesk (building on lessons from Bolivia) and telephonemeetings were held between the Helpdesks and the experts (NPOs) on Environment andNatural Resources in Mali and Burkina Faso respectively to adjust the proposal to local needsand preferences. Local resources persons/experts were contracted locally. The planning timewas relatively short, less than one month between when the go ahead sign was given and theworkshop.

-Ensure adequate time for a good planning process-Ensure direct links between the planning group and management-Agree on objectives-Agree early on the outline for the training and delegate responsibilities within the group for

specific components-Be flexible to adapt to target group demands and opportunities for using the workshop toincrease harmonization and increase capacity of government staff -Give succinct and timely information to participants on objectives, and expectations on howto prepare. The questionnaire (see Annex) where staff is requested to indicate their keyinterests for coaching and to send relevant documentation is very important.

-Provide very specific instructions to local experts in order to make the most out of theirknowledge. Ensure time for the facilitator to comment presentations in advance to avoidrepetition and respond to needs from the target group.

Program



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The program for day one looked at environment and climate change with a focus on Sida’s

expectations, tools and methods. Day two was open to other donor agencies and invitedexperts from government for specific sessions and had more focus on climate changeadaptation and opportunities for harmonization. The meetings were held at conferencefacilities at suitable hotels. The third day was individual coaching and a wrap up session at the

Embassies. For practical reasons the program for Burkina Faso had to be adjusted to fit withother obligations of key staff members during day two. See programs in Annex 3.

-Ensure that environment and climate change are discussed in relation to impacts on poverty,health and economic growth- Be sure to answer the basic questions what’s expected of me? and How can I do it? The

workshop should provide the participants with directions and tools on how to operationalizenew knowledge into their ongoing work – the coaching session is key.-Use country expertise for local information-Get personal, provide examples using men, women, girls or boys in rural and urban areas aspoint of departure

-Allow plenty of time for discussions-Use group discussions to bring forward experiences, knowledge and ideas from participantsand invited experts-Limit headquarter speaker time and try to adapt case studies etc to the sectors in focus for thetarget group-If external participants are invited, use them to enrich the discussion by sharing experiences-Climate change is a concept in fashion. Make use of the interest it creates but be sure to showthe strong linkages between environment and climate change-Acknowledge that it is impossible to respond to all demands and expectations. However, theindividual coaching sessions provides an opportunity to tailor discussions to expressed needs.

Coaching

Coaching sessions were held at the office. Most staff had responded to the questionnaire,indicated their interests and sent selected program documents to resource persons. A tentativeschedule had been prepared in advance but was fine tuned during the first day of theworkshop. The coaching sessions were between 1-4 hours. Some sessions were one to onewhereas others involved up to three resource persons and three local staff. One coachingsession involved a dialup to a specialist at Sida Stockholm. For the session on budget supportin Burkina Faso the economist proposed that all staff and resource persons participated duringa one hour session. One coaching session included contacts with a specialist at Sida

Stockholm via telephone.-The resource persons should be well prepared which includes having read the documentsprovided (e.g. assessment memo, previous inputs to environmental assessment), have ideas onkey readings/case studies, clarifying questions and if applicable some tentative suggestions(not prescriptions).-The coaching should not be seen as a one-off but build on previous support and result in anunderstanding or outline of coming steps.- Be explicit of what is the purpose of the coaching, and the time available for future support.This should however be open to some flexibility but be clear about how and by whomdecisions on more substantial assistance are made.

-Use telephone conference or videolink where an expert at Sida Stockholm, a Helpdesk orsimilar can participate in the coaching without travelling



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-Agree on next steps without being overambitious, make brief meeting notes and share withrelevant staff (always include the focal point for environment and climate change)-Look for opportunities to share findings, suggestions within networks, not only environmentand climate change networks but also within sectors-Follow up according to the meeting minutes

-Be careful about expanding the number of people participating in each coaching session.

Looking ahead

There are three issues that go beyond capacity development and that have large impact on thesuccess of future training and long term effects of environment and climate change integrationin Swedish development cooperation.-How can Sida improve clarity of its expectations/requirements for integration of environmentand climate change in ongoing and future programs?-How to ensure that Sida’s management systems sufficiently address implementation

challenges e.g. through follow-up of environment and climate change integration?

-How can Sida promote and disseminate the web tool for integrating environment and climatechange in development cooperation that is to be released in the first half of 2009?

Key issues for capacity development activities

What are the needs?

The policy team and operations might have different views of the needs. There is a need todefine generic needs and country specific needs. What is clear is that no package can fulfill allneeds and that great flexibility is needed. Emphasis should be given to on the job training, forinstance via different kinds of coaching.

Who should do the training?

The policy team’s capacity to participate in training sessions is limited. Could Team

Competence play another role? Or the focal points for environment and climate change?Could a train the trainer approach be feasible, where focal points are given training andsupport material and get some backing by policy teams or Helpdesks?

How can resource efficiency of training be improved?

Use of low tech (telephone) or high tech (video link) as a way to give access to experts canreduce costs, time and emissions and should be promoted. This could be an important way toleverage the outreach capacity. The symbolic aspects of such an approach are also important

although it will likely not completely replace more traditional training when people actuallymeet.

How to best make use of other tools/information channels to inform and help guide

integration of environment and climate change integration in Swedish development

cooperation?

There exist a range of ways/tools to improve the integration of environment and climatechange in Swedish development cooperation. These include “mainstreaming” the issues in

other training and information activities at various levels e.g. information at ambassador level,heads of aid, economists, introductory courses, helpdesk support for environmentalassessment etc, Sida Inside and various other channels of information could also be used. At

times written information, supported by power point presentations with speaker points (5-10slides) can achieve a lot.



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How to build country capacity and cooperate with other donors?

To achieve results, increased capacity within Sida to integrate environment and climatechange needs to be matched with capacity develo pment among Sida’s partners (government

and civil society) and other donors. There is great potential for making relevant training

material easily accessible to partners. Opportunities for joint learning events should also beexplored. Could Train4Dev, the OECD DAC/GPWSP Task team on Natural resourcegovernance and capacity development, or the World Bank play a coordinating role?

Annex

Key point from evaluationsQuestionnaireProgram MaliProgram Burkina



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Annex 1

Key points from the evaluations of the workshops on environment and climate change in

Mali and Burkina Faso in March 2009

1. Do you find the objectives of the workshop fulfilled?- Improved understanding of environment and climate change as a thematic priority of the Swedish government and available policies and tools to translate it into action

- Improved understanding of natural resources, environment and climate change relateddevelopment challenges in a sahelian context,

- Advancement in understanding and planning of how to work with integration of environment and climate change issues in general and how to make best use of theextra climate initiative funds

- Established communication and contact between the Country team and policy staff and helpdesks for future support.

Not at all To a great extent

1 2 3 4 5 6

Average score: Mali (4), Burkina Faso (5)

Comments: Very interesting sessions with a lot of information. Good, interactive exchanges.

Diminish global policy, increase land focus and best practices.

The starting point should be what we are already doing at the office. If not it is as if

this (climate change) is something separate.

Good, more emphasis on individual coaching as this was very interesting

More concrete tools and good examples

What could be improved? To put more content on local perspective and coaching

More experience of other countries

More info and discussions with government, and lessons learned.

Absolutely necessary to invite more people from local partners and the government.

Especially as we work in the context of the Paris Agenda. More demand-driven from our office. What do we need from this workshop.

Other Too much of a compromise – too many different aims



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Planning input for individual coaching

It is important, in order to achieve a tailormade training well suited to your practical needs, that your thoughts andexpectations of what you are interested in to discuss are fed into the planning. The programme proposal for day 3 is in factopen – but resource personnel from Sida-Stockholm and Helpdesks will need to prepare themselves and know in advancewhat programmes or situations you actually would like to discuss. We ask you to take some minutes to think of your needsand expectations and provide background documents (such as programme docs and assessment memos) related to the issuesyou think would be most helpful to discuss.

Sometimes it may be more appropriate to sit in groups with more than one member of your team – suggest as you see fit andwe will work out a schedule.

Please answer below and indicate approximate time availability for coaching.

A. What topic do you feel you would like a deeper understanding of related to environment and climate?

B. In your work at present, is there any particular programme or issue you would like to discuss?

C. What documents could you send to the resource team so that they can understand your working context for theirpreparations?

D. Would you prefer to sit in a group or individually?

E. The more to the point you can be in your defining your expectations the greater the chance of the training being relevant toyou. If you can go further in detail please add or delete as you see fit in the table below.

1. I would like to discuss program ________________ and in particular from the

point of view of: Indicate your interests andapproximate availability(minutes/hours) for coaching

-mainstreaming of environment, climate change and disaster risk reduction-making an environmental assessment-indicators-dialogue issues-other specific topics, interests :

Please send assessment memo and other relevant documents to xx no later than zz! 2. I would like to discuss General Budget Support and in particular from the point

of view of:

Indicate your interests andapproximate availability(minutes/hours) for coaching

-assessment of PRSP-indicators-opportunities for dialogue-other specific topics, interests

Please send assessment memo and other relevant documents to xx no later than zz!

3. I would like to discuss the upcoming cooperation strategy process and in

particular from the point of view of:

Indicate your interests andapproximate availability(minutes/hours) for coaching

-assessing the new PRSP

-opportunities for contributing to analytical background material for the PRSP or thecooperation strategy-opportunities for input from Helpdesks or Policy team to the cooperation strategyprocess-otherPlease send relevant documents to xx no later than zz.

4. I would like to get a better understanding of : Indicate theme and time(minutes) for coaching

Indicate any topic that could be useful in your work. Tentative topics include ecosystemservices, environmental fiscal reform, carbon funding, REDD, integrated waterresources management, gender aspects of environmental degradation, economic impactsof indoor air pollution, donor harmonization on environment)

Collectively we can probably respond to most questions. If we have the knowledge andif other requests for individual coaching permits we will try to accommodate your

request during or after the mission.



EU schedule for training

strengthening the capacity

Documents