Introductory Course on Reducing Emissions from Deforestation and Forest Degradation (REDD):

A Training Manual
April 2009

Author: Peter Stephen IDSS Pty Ltd

The Climate, Community & Biodiversity Alliance

Introductory Course on Reducing Emissions from Deforestation and Forest Degradation (REDD):

A Training Manual

By Peter Stephen, IDSS Pty Ltd

Copyright 2009. The Nature Conservancy, Conservation International, Deutsche Gesellschaft fr Technische Zusammenarbeit (GTZ), Rainforest Alliance, and World Wildlife Fund, Inc. All rights reserved. Users may reproduce content for noncommercial purposes with a notice that document is copyright of the aforementioned organizations. No other uses are permitted without the express written permission of the aforementioned organizations.

About About

Our Organizations Our Organizations

The Nature Conservancy: Founded in 1951, The Nature Conservancy is a non-profit 501(c)3 organization whose mission is to preserve the plants, animals, and natural communities that represent the diversity of life on Earth by protecting the lands and waters they need to survive. Headquartered in Virginia, the Conservancy employs over 3,500 staff working in chapters and programs in all 50 U.S. states and in more than 30 countries on six continents. To date, the Conservancy has protected more than 117 million acres of land and 5,000 miles of rivers worldwide, and we operate more than 100 marine conservation projects globally. The Climate, Community and Biodiversity Alliance (CCBA) is a partnership between leading companies, NGOs and research institutes seeking to promote integrated solutions to land management around the world. With this goal in mind, the CCBA has developed voluntary standards to help design and identify land management projects that simultaneously minimize climate change, support sustainable development and conserve biodiversity. Conservation International works in over 40 countries throughout Asia, Africa and Latin America, and is dedicated to protecting the Earth's biological diversity (www.conservation.org). CI believes that the Earth's natural heritage must be maintained if future generations are to thrive spiritually, culturally, and economically. Its mission is to conserve the Earth's living heritage our global biodiversity and to demonstrate that human societies are able to live harmoniously with nature.

The Climate, Community & Biodiversity Alliance

GTZ: As an international cooperation enterprise for sustainable development with worldwide operations, the federally owned Deutsche Gesellschaft fr Technische Zusammenarbeit (GTZ) GmbH supports the German Government in achieving its development-policy objectives. It provides viable, forward-looking solutions for political, economic, ecological and social development in a globalised world. Working under difficult conditions, GTZ promotes complex reforms and change processes. Its corporate objective is to improve people's living conditions on a sustainable basis. The Rainforest Alliance works to conserve biodiversity and ensure sustainable livelihoods by transforming land-use practices, business practices and consumer behavior. Based in New York City, with offices throughout the United States and worldwide, the Rainforest Alliance works with people whose livelihoods depend on the land, helping them transform the way they grow food, harvest wood and host travelers. From large multinational corporations to small, community-based cooperatives, the organization involves businesses and consumers worldwide in its efforts to bring responsibly produced goods and services to a global marketplace where the demand for sustainability is growing steadily. The Rainforest Alliance sets standards for sustainability that conserve wildlife and wildlands and promote the well-being of workers and their communities. Farms and forestry enterprises that meet comprehensive criteria receive the Rainforest Alliance Certified seal. The Rainforest Alliance also works with tourism businesses, to help them succeed while leaving a small footprint on the environment and providing a boost to local economies. World Wildlife Fund: Since its incorporation in 1961, World Wildlife Fund's mission has been the conservation of nature. Using the best available scientific knowledge and advancing that knowledge, the World Wildlife Fund works to preserve the diversity and abundance of life on Earth and the health of ecological systems by protecting natural areas and wild populations of plants and animals, including endangered species; promoting sustainable approaches to the use of renewable natural resources; and promoting more efficient use of resources and energy and the maximum reduction of pollution. The World Wildlife Fund is committed to reversing the degradation of our planet's natural environment and to building a future in which human needs are met in harmony with nature.

ACKNOWLEDGEMENTS
This manual is the result of a collaborative effort by experts in some of the leading organizations on conservation and forest carbon to draw upon our field-based knowledge and distill it into an easy-to-use set of training manuals on Reducing Emissions from Deforestation and Forest Degradation (REDD). We would like to thank Peter Stephen of IDSS Pty Ltd for creating this manual. Peter brought an immense amount of energy and creativity to each lesson presented here as well as extensive training expertise. We would also like to acknowledge the following individuals for their contribution to this manual: The Nature Conservancy Rane Cortez, Research Associate Lex Hovani, REDD Advisor Climate, Community and Biodiversity Alliance Steve Panfil, Senior Manager Conservation International Mario Chacon, Training Manager, Climate Change Initiatives German Technical Cooperation (GTZ) Georg Buchholz, Indonesian-German Forests and Climate Change Programme and Principal Advisor Merang REDD Pilot Project Fika Fawzia, Programme Officer on REDD, ASEAN-German Regional Forest Programme (ReFOP) Rainforest Alliance Jeff Hayward, Climate Initiative Manager World Wildlife Fund Steve Ruddell, Director, Forest Carbon Projects and Standards

TABLE OF CONTENTS
USERS GUIDE TO THE TRAINING MANUAL SECTION 1: SETTING THE SCENE FOR THE TRAINING
Session 1.1: GETTING TO KNOW EACH OTHER Session 1.2: SETTING THE TRAINING CONTEXT Session 1.3: PARTICIPANT EXPECTATIONS Session 1.4: DEVELOPING TRAINING NORMS or GROUND RULES
7 13 14 15 16 17 19 20 22 24 27 28 30 33 36 37 39 49 55 63 65 67 70 71 78 80 81 82 84 87 89 93

SECTION 2: THE BACKGROUND TO REDD

Session 2.1: INTRODUCTION TO CLIMATE CHANGE Session 2.2: THE ROLE OF FORESTS IN CLIMATE CHANGE Session 2.3: DRIVERS OF DEFORESTATION Session 2.3a: CASE STUDY - DRIVERS OF DEFORESTATION Session 2.4: STRATEGIES TO R EDUCE DEFORESTATION Session 2.5: INSTITUTIONS and REDD: INSTITUTIONAL PROFILING AND STAKEHOLDER RELATIONSHIPS Session 2.6: INSTITUTIONS and REDD: STAKEHOLDERS RIGHTS, RESPONSIBILITIES AND RETURNS

SECTION 3: UNDERSTAN DING THE INTERNATIONAL CONTEXT

Session 3.1: REDD BASICS Session 3.2: TECHNICAL ELEMENTS OF REDD Session 3.3: INTERNATIONAL REDD POLICY CONTEXT Session 3.4: INTRODUCTION TO CARBON MARKETS Session 3.5: SOCIAL CONSIDERATIONS Session 3.6: BIODIVERSITY AND OTHER ECOSYSTEM SERVICE CONSIDERATIONS Session 3.7: LEGAL ASPECTS OF REDD

SECTION 4: NATIONAL-LEVEL CONSIDERATIONS

Session 4.1: NATIONAL AND PROJECT LINKAGES Session 4.2: NATIONAL-LEVEL REDD PROGRAM GUIDELINES Session 4.3: NATIONAL REDD CASE STUDY

SECTION 5: PROJECT-LEVEL CONSIDERATIONS

Session 5.1: STANDARDS FOR REDD PROJECTS Session 5.2: PROJECT LIFE CYCLE Session 5.3: REDD PROJECT EXAMPLE

ANNEX ONE: MONITORING AND EVALUATION FOR FEEDBACK ANNEX TWO: ENERGIZERS

USER'S GUIDE TO THE TRAINING MANUAL

Introduction
Reducing Emissions from Deforestation and forest Degradation (REDD) is a concept that has been gaining momentum in climate change policy negotiations at both the international and national levels. REDD mechanisms have been included in the Bali Roadmap of the UNFCCC; recent discussions have been held on U.S. climate change legislation that includes funding for REDD; a number of government funds have been established to support REDD activities, such as the Australian Forest & Climate Initiative, the German Climate Protection Program and the Norwegian government's fund; and a number of developing countries have announced initiatives to address emissions from deforestation and degradation. At the same time, conservation organizations, project developers and governments are beginning to implement voluntary market-based REDD pilot activities on the ground in developing countries. Yet despite the increasing levels of interest and activity in REDD, there is a great deal of confusion that still surrounds the concept. The broad range of stakeholders interested and involved in REDD have very different levels of understanding on REDD processes, practices and outcomes. Key stakeholder groups (such as national, provincial, and local governments; the private sector; in-country NGOs, local communities and indigenous peoples' groups) often have widely differing perceptions and expectations of REDD, often based on partial or even incorrect information. As these groups must also be fully engaged in designing and implementing REDD programs, it is vitally important that they are also aware of the opportunities, risks, and challenges inherent in REDD. The confusion surrounding REDD is unfortunately leading to unrealistic expectations (both positive and negative), opportunistic land speculation by investors, and nave assumptions about what it takes to implement a REDD program. Our organizations - Conservation International, the Climate, Community and Biodiversity Alliance, the German Technical Cooperation (GTZ), The Nature Conservancy, Rainforest Alliance and The World Wildlife Fund - are some of the leaders in developing REDD demonstration projects, and we share the objective of seeing robust incentives for forest carbon in climate policy. Because of our work implementing projects on the ground, our field staff interact closely with many of the organizations and individuals that will be key to the success of REDD. We recognize the need for further understanding about this vital issue and are poised to act. This training program designed by CCBA, CI, GTZ, RA, TNC and WWF is aimed at enhancing the capacity and basic understanding of a broad range of stakeholders in REDD processes and practices. From this it is hoped that they will engage more fully in REDD activities based on accurate and up-to-date information. The ability of stakeholders to actively engage with, debate, evaluate and ultimately implement successful REDD programs is a core reason for the development of this training program.

7
Training Manual

How Was This Training Manual Developed?

The combined efforts of CCBA, CI, GTZ, RA, TNC and WWF led to the development of this training program. The reasons for doing this as a collaborative effort were to: l Reduce duplication of effort by working together to create a common and uniform set of training materials; l Disseminate a consistent and high quality message to governments and stakeholders; l Reduce confusion among stakeholders and more effectively influence the way REDD is perceived and implemented in the countries where the consortium partners work. The technical material was developed in mid-2008 and is 'global' in nature. Starting at the 'global' level was a deliberate action by the developers of this program as the current global dialogue and debate will create the ground rules for national and project-led developments in REDD. But equally important for this training program is allowing the many lessons now emerging from pilot activities to feed upwards to inform national and international dialogue, and recognizing that many technical and political issues are still be formulated. There is therefore much to be learned and this training program has been established to facilitate both a dialogue process and a learning process. This material is only a starting point for discussion, not an end point. In order to develop this training program, each of the collaborating organizations was assigned a particular theme or topic for which a background fact sheet and PowerPoint presentation was developed. A training workshop held in Bali between 16 and 18 of September 2008 served as a pilot for the training material, and based on session outcomes, observations and participant feedback, this training manual has been developed. The factsheets have been further developed and revised to form a participant's resource manual. To complement this training package (the training manual plus participant resource manual), online resources have also been developed. These online resources will feature a self-guided training course on REDD that will interactively guide visitors through information modules and an information clearinghouse with current papers and articles on REDD. The online content will be available to the public and the website will also serve as a place to post follow-up information after REDD trainings and other important information resources.

Setting the Objectives of the Training Program

The Bali workshop was based on the following objectives: 1) To instill a basic level of understanding regarding the REDD concept, the current status of policy developments around REDD, and the underlying technical and methodological issues; 2) To enable participants to follow and constructively engage in REDD policy negotiations at the national and international levels; 3) To facilitate the development of credible REDD pilot activities in key countries and the development of national REDD programs; and 4) To create a vehicle for developing national and regional networks of REDD practitioners (conservationists, policy developers, and project implementers) that can share experiences and understandings of REDD. These objectives were developed for the Bali audience, but it is fully expected that the objectives for further training programs will have to be adapted and refined to match the
8
Training Manual

particular needs and requirements of different audiences and a different set of supporting organizations. For future trainings it is vitally important that a needs assessment be conducted from which appropriate training objectives can be set and the training material adapted accordingly.

Approach of the Training Manual

REDD is a quickly expanding and evolving field of practice, based upon complex interactions between financial markets, national and community governance frameworks, scientific and methodological advances and international negotiations. This training package has not been produced to provide 'the answer' or a 'blueprint for project implementation' Therefore, a word of warning: the training package will not provide the skills and knowledge for an inexperienced forester to implement a complex and challenging REDD program. But there are some fundamental 'building blocks' in any REDD activity. The training program seeks to identify and explore these building blocks in a participatory, fun and insightful manner. The session plans presented are based on participatory and adult-centered learning processes. This is not to diminish the importance of the theoretical and technical nature of the material that must also be covered during the training, but to ensure an interactive and participatory learning process is balanced with technical presentations that may be led by specialists and experts. This balance will depend on the trainer or facilitator leading the program and her or his own unique style, but to enhance learning outcomes, participants need to actively contribute to the learning process. To allow for easy adaptation of the material, the training manual sets out a number of standalone modules or sessions and provides an indication of the time each will take if the full session is run. Again it is fully expected that the trainer and facilitator will select, adapt and revise sessions to meet the audience needs and time available. For instance, some sessions could be combined, some of the sessions shortened, or a resource person invited in to provide some detailed knowledge on a particular issue. PowerPoint presentations are provided with this training manual that support many of the sessions. These PowerPoint presentations are provided as a guide only and will need to be adapted to suit the audience needs, geographical location of the training and time available. The training manual and supporting PowerPoint presentations are not meant to be used as a book that starts on page 1 and has to be strictly followed. Understanding the participants' needs and being flexible and adaptable to these needs are the keys to a good training.

COMMENT
While some participants may be completely new to REDD, other participants may be from organizations implementing REDD projects and working through the task of balancing social, economic, environmental and policy issues. The sharing of their experiences and lessons learned should be encouraged and incorporated into all sessions.

9
Training Manual

COMMENT
To encourage a participatory, learner-centered training program, please remember that adults learn best when it: l Is self-directed: Adults can share responsibility for their own learning because they know their own needs. l an immediate need: Motivation to learn is highest when it meets the immediate needs Fills of the learner. l Is participatory: Participation in the learning is active, not passive. l Is experiential: The most effective learning is from shared experience; learners learn from each other, and the trainer often learns from the learners. l Is reflective: Maximum learning from a particular experience occurs when a person takes the time to reflect back upon it, draw conclusions and derive principles for application to similar experiences in the future. l Feedback is provided: Effective learning requires feedback that is corrective but supportive. l Shows respect for the learner: Mutual respect and trust between trainer and learner help the learning process. l Provides a safe atmosphere: A cheerful, relaxed person learns more easily than one who is fearful, embarrassed, nervous, or angry. l Occurs in a comfortable environment: A person who is hungry, tired, cold, ill or otherwise physically uncomfortable cannot learn with maximum effectiveness1 .

Who Will Use the Training Manual?

The training manual is not designed for direct intervention in project development or implementation. The manual has been prepared primarily for trainers and organizations wishing to enhance the knowledge of their staff and partners in REDD mechanisms and processes. It is expected that the trainers or facilitators using these materials will already be knowledgeable and experienced in learner-centered training approaches and adult education principles as well as having some experience in sustainable forest management, climate change or REDD mechanisms. The training manual is also provided to assist trainers to organize their thoughts and actions to meet their learners' needs. This is not a static process, but one of constant planning, action, review and reflection. It is hoped the training manual allows this flexibility and adaptation. The target audience for the 'trial' Bali training was based around the staff and partners of the six collaborating organizations, with most of the participants already exposed to the basics of REDD. It is expected that participants in future trainings will come from a much broader range of organizations and groups, be familiar with the implementation of forest conservation projects and have had some limited exposure to REDD processes and practices (this exposure is, however, expected to be quite variable within each group of participants).

Based on the RECOFTC Training Manual: The ART of Building Training Capacities in Community Forestry Development

10
Training Manual

The audience may be involved in the: l Political negotiation of REDD, whether at the international, national or project level; l Technical assessment or design of REDD projects; l Governance issues surrounding the successful implementation of any REDD project or program; l Provision of realistic advice and assessment on REDD projects and programs within their own organization as well as actively disseminating REDD-related information to partner organizations; and l Assessment of the requirements and consequences for an organization agreeing to be involved in a REDD project. For participants, the training package can be used to review issues, investigate new information and re-examine options. The learning exercises for each session have also been designed to act as learning and analysis tools to help participants dig deeper into the issues with their colleagues and stakeholders. Again, participants are encouraged to use and adapt the learning exercises to help them understand the issues in a participatory and collaborative way. The training should actively support those participants seeking greater knowledge and skills to really drive the successful development and implementation of REDD projects and programs that will achieve broad scale social, economic and environmental successes. What is in this Training Manual? This set of training materials provides a broad overview of the key elements of a REDD activity. The training manual is based on a series of sessions that have been designed to be fully flexible to meet a wide range of audience requirements and needs. Each session plan outlines the: l Session objectives; l Materials required for the implementation of the session; l required to fully complete the session; Time l Preparation required for delivery of the session; l that walk through the session development; and Steps l and areas that the trainer should be aware of before implementing the session. Issues To complement the majority of sessions in this training manual, PowerPoint presentations are provided as a guide. These presentations are included with this training manual. Each session is presented in very simple language with a step-wise guide to session and exercise development. Most sessions are also supported by a background fact sheet (see Participant Resource Manual) that briefly explores the key technical or theoretical issues and this, in turn, is supported by links to further reading resources and key websites. The training material is presented under five broad themes. The intention is to assist trainers new to the field and not to provide a rigid structure. But the trainer will need to carefully select and adapt each of the sessions to meet the needs of her/his audience.

11
Training Manual

Section 1: Setting the Context of the Training: It is important to both set a friendly environment and an environment in which participants understand both the process and content that they will work through during the training. Sessions include: l Getting to know each other l the context and introducing the training program Setting l Exploring expectations l Developing norms Section 2: The Background on REDD: This section allows participants to explore and understand the key contextual issues that have allowed REDD to become such an important forest conservation mechanism. Sessions include: l Introduction to climate change l The role of forests in climate change l of deforestation Drivers l Strategies for reducing deforestation l Institutional arrangements Section 3: International Considerations: International negotiations currently underway are shaping and will continue to shape national and project-level REDD activities. Understanding how international debate and frameworks will impact on such activities is important. Sessions include: l overview REDD l Technical elements of REDD l policy context REDD l Introduction to carbon markets l considerations Social l Considerations for biodiversity and other ecosystem services l aspects of REDD Legal Section 4: National Considerations: Each country has a unique opportunity to design REDD systems that match their own context and circumstances. This presents both challenges and opportunities for those assisting with national processes. Sessions include: l The scale of REDD: national- and project-level activities l National-level REDD program guidelines l National Program Case Study REDD Section 5: Project Considerations: Each REDD project will be unique, but implementation will still need to meet social, economic and environmental criteria if REDD is to live up to its expectations. Sessions include: l standards Project l life-cycle Project l project case study REDD The training manual will be updated and expanded as more and more training programs are implemented. Feedback from trainers and participants on areas for improvement are greatly appreciated. Comments on how to improve the training manual and training exercises should be sent to: Rane Cortez at rcortez@tnc.org

12
Training Manual

Introductory Course on Reducing Emissions from Deforestation and Forest Degradation (REDD)

SECTION 1:
SETTING THE SCENE FOR THE TRAINING 1.1 Getting to Know Each Other 1.2 Setting the Context and Introducing the Training Program 1.3 Exploring Expectations 1.4 Developing Norms

13
Training Manual

Session 1.1: GETTING TO KNOW EACH OTHER

OBJECTIVES At the end of the session the participants: l Will know more about other participants, the trainers and how they are involved in REDD projects and programs. MATERIALS l Flip charts l pens Marker TIME
l 30 minutes (depending on number of participants).

PREPARATION l interview questions on a flip chart or whiteboard so that all participants can clearly Write see. STEPS
1. 2. 3.

4. 5.

Explain that before we start the workshop, it would be nice to know about those participating in this training and how they are involved in REDD processes and practices. Ask each participant to find a partner that she or he does not know. Once pairs have been made, ask each person to interview each other based on three questions: l Name? l Organization? l is she or he involved in REDD? How Allow 3 minutes for each participant to interview their partner and note down the information. Once each participant has finished interviewing their pair, ask them to introduce their partner one by one till all participants and trainers are introduced.

COMMENT
The above is based on a simple pair interview exercise. Interview questions can be adapted to suit training circumstances and time allocated. For instance, instead of asking how participants are involved in REDD: l A more humorous question might be to ask what REDD stands for. (In this case participants are to make up a definition for the acronym REDD that does not stand for Reducing Emissions from Deforestation and Forest Degradation). l Another way to introduce participants might be to get them to draw how they are involved in REDD.

14
Training Manual

Session 1.2: SETTING THE TRAINING CONTEXT

OBJECTIVES At the end of the session the participants will be able to: l the training objectives and understand the importance of these objectives. Explain l the flow and approach to the training program. Explain MATERIALS l PowerPoint presentation l Handout material that illustrates the training objectives and training schedule l Flip chart with all training objectives clearly written down TIME
l 30 minutes

PREPARATION l Develop a PowerPoint presentation that clearly outlines the training objectives, the training schedule and any important logistical issues. STEPS 1. Introduce the session by explaining that the training objectives and training schedule will be reviewed. Encourage participants to ask questions during the presentation so that any misunderstandings on the training objectives, flow, approach and schedule are dealt with early on in the training. 2. Read through each of the training objectives and briefly indicate why the objectives have been set and their importance. l a flip chart with the training objectives in the training room where all Post participants can clearly see them and leave them there during the training. During the presentation, highlight these objectives. 3. Present the training schedule, clearly outlining start and end times as well as key breaks during the day. Get participants to read the schedule and seek questions or comments on the training schedule. 4. Outline the participatory training approach by noting the various learning methods used during the training (these may be 'expert' presentations, small group work, case studies, simulations, field exercises and tours, etc). lparticipants how much adults remember from hearing (20%), seeing and Ask hearing (40%) and from experiencing (80%). l Emphasize that the training will use a range of training approaches, but will focus on interactive learning processes based on the participants' experiences. 5. Outline any logistical issues that participants should be made aware of. This may include food, accommodation, transportation, financial issues, etc. 6. Invite questions or comments from participants to ensure that the training objectives, schedule and approach are clearly understood and that there are no outstanding issues.

15
Training Manual

Session 1.3: PARTICIPANT EXPECTATIONS

OBJECTIVES At the end of the session the participants will: l clearly identified what they expect from the training and what they do not want (or Have do not expect) from the training. MATERIALS l Flip Chart l to five index cards or post-it notes per person Three l pens Marker TIME
l 45 minutes (depending on number of participants)

PREPARATION l Flip chart with 2 key questions: 1. What do you WANT (expect) from the training; and 2. What do you NOT WANT (expect) from the training STEPS: 1. Introduce the session by explaining that the training objectives have been outlined and these are the expectations of the trainers and the supporting organizations. But the participants might have very different expectations and it would be useful to explore these to ensure that the training matches their expectations. 2. Post the flip chart in clear view of all participants and get each participant to freely write down their responses to the following questions: l do you WANT (expect) from the training? and What l do you NOT WANT (expect) from the training? What 3. After five minutes, form groups of 3 to 6 and get the group to cluster and summarize their responses to the two questions. Each group's response is to be clearly outlined on a flip chart. l approximately 15 minutes for this group summary process. Allow 4. Once the groups have finished this process get each group to post their flip chart on the training room walls. 5. Each group is then to report their outcomes back to the plenary. 6. The trainer should briefly respond to each of the expectations to ensure that the training will meet the participants' expectations. Where the training will not meet the participants' expectations, the trainer should outline why and how this expectation could be achieved through other channels.

COMMENT
During the group feedback, it is important for the trainer to clearly link participant expectations to specific sessions. It is therefore useful to have the training schedule clearly outlined during this feedback process so that these connections are made visually. This will illustrate to participants when and where their expectations will be met and will remind the trainer to refer to certain expectations during different sessions throughout the training course.

16
Training Manual

Session 1.4: DEVELOPING TRAINING NORMS or GROUND RULES

OBJECTIVES At the end of the session, participants will: l agreed on guidelines for group functioning during the training. Have MATERIALS l Flip chart l Colored markers PREPARATION: l Prepare a flip chart - Suggested Group Norms (see Session Support Material) l [Optional - prepare a flip chart with participants assigned to working groups for the duration of the training]. TIME
l 30 minutes (depending on number of participants)

STEPS: 1. Explain the purpose of the activity. Indicate that the training will run much better if there are some agreed-upon standards, guidelines or norms on how the group should operate and cooperate. 2. Ask participants to reflect upon other training experiences, and select a positive and a negative experience. 3. Post the 'Suggested norms' on a training room wall (or via a PowerPoint presentation) and ask the participants to think about them for a minute or two. 4. Encourage participants to discuss their past training experiences to help refine the suggested training norms. 5. Revise the training norms as necessary and then post the norms in a prominent place in the room and refer to them throughout the workshop, as necessary.

COMMENT
The session can conclude at this point. But if there is time and the training stretches over a week or more, it is also useful to divide the participants into Working Groups. 6. After introducing the training norms, divide participants into working groups to help with the some of the functions of the training. Suggested groups are: l Enforcement group (set rules and regulations based on norms and small Law penalties when norms/rules are broken). l Reporting and Monitoring group (responsible for conducting a simple Monitoring and Evaluation (M&E) process at the end of the day and in the first session of the next morning, providing feedback an overview of the topics covered. AnnexOne provides some simple M&E tools.) l Entertainment group (responsible for conducting an energizer after lunch or at an appropriate time during the training day. Annex Two provides several simple and fun energizers.)

17
Training Manual

7. Make sure that each working group has a different task assigned to them each day. 8. Seek clarification that the participants understand which group they are in and the responsibilities and activities that they must undertake when assigned a particular working group.

COMMENT
l The allocation of working groups should be prepared before the training commences as

this can be a time consuming and confusing process if done during the session.
l The working groups can work very well, however the trainer needs to work with each of

the groups to ensure they know what their responsibilities are. Prepare a handout on simple M&E tools and energizers to encourage participants in these working groups. Also suggest a small fine if any group norms are broken, i.e. the buying of a bag of sweets.

SESSION SUPPORT MATERIAL

Flip Chart: Suggested Group Norms l Everyone has the right to know (meaning they can ask the trainers at any time why something is being done or said, and how it relates to the overall workshop aims). l Any question is a good question. l Practice what we are learning. l everyone to participate. Allow l responsibility for learning. Share l and finish on time BUT accept flexibility in the schedule. Start l No smoking in the training room l off mobile phones (or turn mobile phones to silent mode). Switch

18
Training Manual

Introductory Course on Reducing Emissions from Deforestation and Forest Degradation (REDD)

SECTION 2:
THE BACKGROUND TO REDD 2.1 Introduction to Climate Change 2.2 The Role of Forests in Climate Change 2.3 Drivers of Deforestation 2.4 Strategies for Reducing Deforestation 2.5 Institutions and REDD (Institutional Profiling and Stakeholder Relationships) 2.6 Institutions and REDD (Stakeholder Rights, Responsibilities and Returns)

19
Training Manual

Session 2.1: INTRODUCTION TO CLIMATE CHANGE

OBJECTIVES At the end of the session participants will be able to: l signs and impacts of climate change. List the l Identify the causes of climate change and which gases are contributing to the greenhouse effect. l Understand the varying projections for the future. MATERIALS l Flip charts l pens Marker l PowerPoint presentation ('Introduction to Climate Change') TIME
l 30 minutes 1 hour

PREPARATION l Flip Chart with two guiding questions for small group work: mare the signs of climate change? What m are the anticipated impacts of climate change on humans, biodiversity and What livelihoods based on natural resources? STEPS 1. Introduce the session by explaining that this session may cover material that some participants already know, but is still an important session to ensure all participants have a similar understanding of the fundamental issues regarding climate change. 2. Using a PowerPoint presentation, provide a brief scene-setting introduction by: m Defining climate change m Suggesting that climate change is happening and will continue to happen m Discussing why our climate is changing m Outlining the key gases that are enhancing the greenhouse effect m Discussing some of the projections for climate change m The above issues are outlined in Parts 1 and 2 of the power point presentation. l the introductory power point presentation and introduce the small group exercise. Finish l For the exercise, participants will be broken into small groups of 4 to 6 and asked to respond to two guiding questions: l are the signs of climate change (for instance temperature increase)? and What l are the anticipated impacts of climate change on humans (such as health, What social systems), biodiversity and livelihoods based on natural resources (rural economies, water availability, etc)? The groups are to discuss and write their responses on a flip chart. The participants should be as specific as possible and give examples if they know any. Each group will have to report their findings to the plenary after the exercise. l break the group into smaller groups and allow approximately 30 minutes for the Now group work. At the end of this period reconvene the group and get each group to read out what they have discussed.

20
Training Manual

l 'snowballing' method (one group reads out their outcomes and subsequent groups Use a l Conclude

only add additional information) to present the outcomes. the session by outlining areas that participants have not covered. The use of the PowerPoint presentation may help this task. m of the presentation illustrates the signs of climate change. Part 3 m of the presentation illustrates the impacts of climate change Part 4

COMMENT
If a PowerPoint presentation is used, try and adapt the presentation so that any examples highlighting the signs or impacts of climate change are specific to the country or region where the training is to be held.

21
Training Manual

Session 2.2: THE ROLE OF FORESTS IN CLIMATE CHANGE

OBJECTIVES At the end of the session participants will be able to: l Understand the importance of forests in the global carbon cycle. l Identify the carbon 'pools' in a forest. l Describe ways that forests can help mitigate climate change. MATERIALS l Flip charts l pens Marker l PowerPoint presentation ('The Role of Forests in Climate Change') l Resource person A specialist in forest sequestration TIME
l 30 minutes 1 hour

PREPARATION l the global carbon cycle on a flip chart that participants can see (see Session Support Draw Material) STEPS 1. Introduce the session with a brief introduction to the role of forests in cycling and storing (sequestering) carbon and the global carbon cycle. Explain that because of the ability for trees to store or sequester carbon, they have become an important tool in climate change mitigation. 2. Introduce the exercise by explaining that the group will now split into small groups and each group is to draw a forest and discuss where forests may store carbon commonly known as carbon 'pools'. Provide participants with a hint: there are 6 commonly recognized carbon 'pools' (see Session Support Material). 3. Break the participants into groups of 4 to 6 and allow 25 minutes for the entire exercise (small group work and discussion). 4. Once groups have completed this task, allow each group to report back their findings. 5. Initiate a discussion based around the following guiding questions: l are the 6 main carbon pools that have been identified? What l is the majority of carbon stored in a forest ecosystem? Where l are the carbon pools that are easily measured, and why? What l are some of the likely disturbances, natural and human-made, that would What affect these carbon pools? l Use the PowerPoint presentation to highlight some of the key issues arising from the discussion. 6. Now explain that forests play an important role in both causing and mitigating climate change. In order to understand the potential for REDD, we must also understand the extent of the problem of the impact of deforestation and forest degradation on greenhouse gas emissions. 7. Ask the resource person to present a short (15 to 20-minute) interactive presentation covering the issues of regional deforestation rates and why forests can act as 'sources' as
22
Training Manual

well as 'sinks' for greenhouse gas emissions. Allow the resource person to conclude the short presentation by outlining the potential for forests to also assist in mitigating against climate change by reducing deforestation and forest degradation rates. 8. During the presentation by the resource person, encourage questions and debate.

SESSION SUPPORT MATERIAL

The cycling of carbon between a tree and the atmosphere: Carbon Pools in Forests:
Autotrophic respiration

Photosynthesis

1. Aboveground live tree biomass - all tree components from stem to tops, leaves, and bark. Typically measured for trees greater than 5-10 cm dbh, calculated using allometric equations based on dbh for tree species densities. 2. Belowground live tree root biomass - coarse and fine roots, often calculated using formula.

Foliage

Fire Stem

Litterfall Heterotrophic respiration

3. Coarse woody debris (CWD) - standing (greater than 510 cm dbh) and downed (greater than 10-15 cm small end diameter, 1.5-3 m length), often measured. 4. Non-tree aboveground live biomass - herbaceous vegetation, regeneration and small diameter trees, and multi-stemmed shrubs.

Root Soil Carbon Nutrient Uptake

Mineralization

5.Organic litter (Oi) and duff (Oe, Oa) - often only measured if affected by management. 6.Inorganic mineral soil (A, E, B layers) - rarely measured because of wide variability.

THE GLOBAL CARBON CYCLE:

23
Training Manual

Session 2.3: DRIVERS OF DEFORESTATION

OBJECTIVES At the end of the session participants will be able to: l Identify and differentiate between the direct (or proximate) causes of deforestation and the underlying (or root) causes of deforestation l Identify and prioritize 'root causes' of deforestation that must be considered when establishing REDD processes l Develop a greater understanding of the interconnected reasons for deforestation MATERIALS l Flip charts l pens Marker l cards Index l or tape Glue l PowerPoint presentation ('Drivers of Deforestation') TIME
l 30 minutes 1 hour

PREPARATION l Photocopy sample Deforestation Root Cause Analysis for each participant (see Session Support Material) STEPS 1. Remind participants that in the previous section we explored the importance of forests in the carbon cycle, the emissions of greenhouse gases through deforestation and forest degradation and the importance of forests in any climate change mitigation strategy. 2. Introduce this session by illustrating the scale of deforestation and explain that we will now focus on the causes of deforestation and implications for any proposed REDD mechanism. l possible use country-specific data. Where 3. Explain that direct or apparent causes of deforestation are often only symptoms of more complex, underlying causes or 'root' causes. 4. Hand out a copy of the sample 'Deforestation Root Cause Analysis' (see Session Support Material) to illustrate a 'root' cause map. Explain that this mapping tool is a very useful and powerful way to explore both immediate and underlying causes of deforestation. 5. Break participants into small groups (small groups based on geographical areas will work best for this exercise) and explain the following small group work: l group is to clearly identify a geographical area that is currently being Each deforested even if not all group members have intimate knowledge of the particular area, they should at least be able to provide input to the discussion. l the deforestation problem or issue on a card and place at the top of the Write flip chart (refer to Session Support Material to illustrate Step 1).

24
Training Manual

6.

7. 8.

9.

is then to brainstorm the direct (or proximate) causes leading to deforestation. Each reason should be written on a card and placed below the deforestation heading on the flip chart (Step 2). l for each of the direct causes identified, the group should work Then, 'downwards' by asking 'why this event or activity is happening'. At each level participants should clearly identify the reason, or cause. These reasons need to be written on a card to help fully explore the 'roots' of the deforestation problem (Steps 3-10). l the first direct cause has been fully explained, participants need to Once explore the second direct cause (Step 11) and so on. l The group members need to continue to ask 'why' until the 'root causes' of the deforestation problem are identified. l The same process needs to be undertaken for each of the immediate causes. l the group members should connect all the index cards with lines that Finally show the linkages between cause and effect. Remind participants to check their logic by repeating the process of asking 'why?' down through the levels of cause. The trainer will need to spend some time with each of the groups to ensure that the groups have understood the task and that their logic in asking 'why?' and responding is correct. When the small-group work is completed, reconvene the participants and get one member from each group to briefly outline their main findings. At the end of the presentations initiate a discussion with the following questions: l were some of the problems in completing the problem tree (confusion What between cause and effect?) l were the common direct and underlying causes of deforestation What between the groups? l were the regional differences between the group outcomes? What l does this activity help us think about the causes of deforestation? How l does this activity help us to think about possible REDD mechanisms to How reduce emissions from deforestation? Conclude that any REDD mechanism must not only consider the obvious or apparent causes of deforestation, but also the underlying causes, which are generally institutionally entrenched in a county's economic and social systems.

l The group

COMMENT
cause analysis tool (or problem tree) is useful for participants to explore and understand the context and interrelationship of the deforestation problem, and the potential impacts when targeting projects and programs toward specific issues. l Be sure to stress to participants that the outcome of the 'problem tree' is never static, and constant review and monitoring of deforestation rates and causes will be required throughout the life of any REDD project. l of the linkages will be based on assumptions. Areas where more information is Many required should be noted as the analysis is being conducted.
lroot The

25
Training Manual

SESSION SUPPORT MATERIAL:

An Example Of A Deforestation 'Root Cause' Analysis
Deforestation by company and outside communities is impacting on forest communities livelihoods

Step 1: Deforestation Issue

Step 2: Direct Causes Damage to spiritually important sites and NTFPs Step 11: Plant operators not aware of spiritual/NFTP sites lack Distant communities lack forest understanding of good forest management Additional deforestation by distant distant communities

Forestry operators break rules of logging agreement

Dispute over legality of agreeDispute over legality of agreement of timber concession ment of timber concession
Wrong tenure holders & Wrong tenure holders & resource users signed logging resource users signed logging concession concession

Step 5: Limited/no understanding of logging operation rules and regulations

26

Step 3: Forest Step 3: Forest agency logging agency logging guidelines guidelines inadequate to inadequate to protect resource protect resource base Sites not marked on logging plan Community did not inform forest agency
Distant community is a farming community close to city Distant community has no customary management rules for timber

Training Manual

Step 4: Forest agency has no access to technical information Community did not see relevance of providing info on spiritual/NTFP sites

Step 6: Inadequate supervision of operators by forest agency

Step 8: Plant operators dont care about damages to resources

Insufficient Insufficient forest forest management management extension (no extension (no education) education)

Local authority Local authority gave wrong gave wrong information to information to forest agency forest agency on tenure on tenure holders

Low level of participation and consultation with forest users before draft of timber agreement

Step 7: No political will to enforce forest agency guidelines

Step 9: Company Step 9: Company has no code of practice no code of practice or education on education on environmental impacts mental impacts

Insufficient funding by Government

Step 10: Step 10: No requirements requirements from forest from forest agency agency

Little Little interest/ interest/ low priority low priority of forest of forest agency agency officers officers

Local authority Local authority with poor knowwith ledgeknowpoor of ledge of traditional traditional authority

Logging company encouraged signatories not to

Inadequate consultation by forest agency

Local authority Local authority composed of composed of young, educated young, educated people from people from outside, not outside, not educated in educated in traditional rights traditional rights

Timber company interested to complete contract quickly and quietly

Session 2.3a: CASE STUDY - DRIVERS OF DEFORESTATION

OBJECTIVES At the end of the session participants will be able to: l lessons learned from a country or region-specific case study. Draw MATERIALS l Resource person l PowerPoint presentation (made specific to country or region where training takes place) TIME
l 30 minutes to one hour, depending on time available

PREPARATION l None STEPS

l Introduce the resource person.

resource person will present a case study of the drivers of deforestation in the country or region where the training is taking place. l Encourage discussion and debate during and after the presentation focus on the drivers of deforestation.

l The

COMMENT
Make sure that the case study is geographically relevant to the majority of participants in the training.

27
Training Manual

Session 2.4: STRATEGIES TO REDUCE DEFORESTATION

OBJECTIVES At the end of the session participants will be able to: l Understand the different strategies to prevent deforestation and the strengths and weaknesses of each of these strategies. MATERIALS l Flip charts l pens Marker TIME
l 30 minutes

PREPARATION lregionally relevant strategies to reduce deforestation by various stakeholders Find l Flip chart with key questions for small group work and the four stakeholder groups (see Session Support Material 1) l Flip chart with examples of strategies to prevent deforestation (see Session Support Material 2). STEPS 1. Introduce the session by explaining that we have just examined the direct and underlying causes of deforestation (Session 2.4), but we also need to think about past and current strategies to stop deforestation and assess if these strategies have or are working. 2. Explain that we will explore these strategies from four different perspectives International Community, National Government, Provincial/District Government and Local Community. 3. Break the participants in four groups of equal numbers and assign each group to one of the above broad stakeholder groups and read out the guiding questions for each group to work on: l strategies are currently in place and being implemented by your What stakeholder group? l other stakeholder groups must work with you to implement these Which strategies? l strategies are working? Why? Which l strategies are failing? Why? Which 4. Allow approximately 40 minutes for the small-group work. At the end of this time reconvene the participants and elect a member from each group to report back their findings. 5. After each group has reported their findings, initiate a discussion around the following: l were some of the common reasons for strategies working? [These What could be thought of the positive forces 'pushing' for change] l Do these strategies overcome some of the root causes or underlying causes of deforestation identified in Session 2.4 on 'The Drivers of Deforestation'? l were some of the common reasons for strategies failing or not What working? [These could be thought of as the negative forces 'pulling' against
28
Training Manual

change] l could be put in place to make these failing strategies more effective in What reducing deforestation rates? l is the general evolution in deforestation strategies in your country (or What 'in your countries') and why is there a change (try to identify if there is any international or civil society pressure forcing change)?

COMMENT
It is important that there is a connection made between this session and the earlier session on Drivers of Deforestation (Session 2.4).

SESSION SUPPORT MATERIAL

Stakeholder groups: l International Community l National Government l Provincial/District Government l Community Local Guiding Questions: l strategies are currently in place and being implemented by your stakeholder What group? l other stakeholder groups must you work with to implement these strategies? Which l strategies are working? Why? Which l strategies are failing? Why? Which

29
Training Manual

Session 2.5: INSTITUTIONS and REDD: INSTITUTIONAL PROFILING AND STAKEHOLDER RELATIONSHIPS
OBJECTIVES At the end of the session participants will be able to: l Understand the institutional setting (the environment and relationships between stakeholders) involved in a REDD project l Identify relationships between stakeholders that need improving, reconsidering or establishing MATERIALS l Flip charts l pens Marker l or tape Glue l Colored paper cut into circles of different sizes (about 25 circles per small group) TIME
l 2 hours

PREPARATION l Flip chart with definitions (see Session Support Material - 1) l Handout with an example of an institutional profile (see Session Support Material 2) STEPS 1. Introduce the session and explain the importance of assessing the 'framework' or context in which any REDD process or project may emerge. Highlight that within this framework there will be many different actors or stakeholders and that their relationships often determine the success or otherwise of any natural resource project. 2. Briefly review the definition of Organization and Institution (see Session Support Material) so that participants are clear on the distinction between these terms. Also clearly indicate that institutions can be formal (statutory [written] laws) or informal (customary [spoken] laws). Institutions can also operate at many different levels and across levels from the international level right down the community household level. 3. Using either a PowerPoint presentation or a flip chart, provide an example of an institutional profile (example provided in Session Support Material 2) so that participants can visually see what might be expected from them during the session. Clearly state that this is only an example and that variations on the format are encouraged. 4. Explain the exercise that will be undertaken: l The participants will be broken into small groups based on a geographical basis. Each group is to select a REDD project or potential REDD project site to analyze the institutional framework. l group will be given a number of colored circles and on each circle they are to list one Each stakeholder that is or will be involved in the REDD project. The size of the circle needs to denote the importance of the stakeholder the bigger the circle the more important/powerful the stakeholder. lflip chart the REDD project (actual or proposed) is to be clearly written in the middle On a and the stakeholders are to be arranged around the REDD project. Stick the circles to the

30
Training Manual

flip chart paper with glue or tape. l Relationships between the stakeholders are then to be drawn. The lines between the stakeholders need to illustrate: m Relationship type this may include communication and reporting lines (who talks to whom?), financial (who pays whom?), operational (who takes orders from whom?) etc. m Relationship strength the thicker the line the stronger the relationship. m Relationship direction shown by an arrow (one way, two way?) m Relationship quality dotted lines indicating poor relationships or conflict. m Each group can invent their own presentation key to illustrate the relationships. 4. Break the participants into small groups based on geographical regions and allow 45 minutes for the small group activity. At the end of the exercise, reconvene the group and ask a spokesperson for each group to summarize their outcomes. 5. Initiate a discussion around the following guiding questions: l useful was this activity for understanding the relations and attitudes of stakeholder How groups and their institutional settings? l are the similarities and differences in the group outcomes and analysis? What l existing institutional relationships are already in place that we could utilize to What implement a REDD project and what new ones may have to be established? l are the implications of this analysis for the introduction of any REDD mechanism? What Are there any obvious blockages or bottlenecks that have become evident? Are there any stakeholders that might be 'emerging threats'? Are there any positive alliances that can be developed to support any REDD mechanism? 6. Conclude the discussion indicating that relationships are extremely dynamic and will change during the establishment and implementation of a REDD project, which may exist for 30 or more years. Also indicate that the institutional map has probably underestimated the diversity of stakeholders, the complexity of their relationships and the potential for conflict or disagreement.

SESSION SUPPORT MATERIAL -1

Organizations: Distinctive bodies set up to achieve a particular purpose. Institutions: Sets of structured behaviors and relationships guided by certain norms of conduct (or rules) and put into practice by organizations. Institutions encompass organizations but also the enabling environment of policy, law and customs within which they operate

31
Training Manual

SESSION SUPPORT MATERIAL -2

Provided is an example of an institutional profile completed by staff involved in the Mamiraua Sustainable Development Reserve in the state of Amazonas, Brazil. It is a 22,000 square mile reserve of mostly Amazon flood forest.
Research
University NPA International Institute WWF DFID MPEG EL National Research Council WCE

Funders
Worldbank

Community/ Private Sector

Illegal Fishermen Fishermen Logging Companies

Trader Tourist

Communities

Mamiraua Project

Ministry Admin. Affairs

GPD Local Radio IDAM Church District Govt. 1

State Govt. National Congress Environ. Agency Military

Church/NGOs

District Local NGO Govt.3

Local Councils District Govt.2

State/National Government

Local Governance

The profile confirmed and clarified for the team that: l well developed institutional setting had developed for the project. Support from A very politicians, central government agencies, funding agencies and research institutions had been built and a high public profile had been established. l new, emerging threat was developing from local councillors, who had been But a inciting non-resident clandestine (some said 'illegal') fishermen to invade the Reserve's protected lakes for political reasons. l the discussions during the institutional profiling exercise, innovative solutions From emerged, such as strengthening project ties with the local fishing community so that greater local support against clandestine fishermen and councillors could be built.

Example adapted from the DFID booklet 'Shaping Forest Management'. Full reference is; DFID (1999), Shaping Forest Management: How Coalitions Manage Forests, DFID London UK.

32
Training Manual

Session 2.6: INSTITUTIONS and REDD: STAKEHOLDERS' RIGHTS, RESPONSIBILITIES AND RETURNS
OBJECTIVES At the end of the session participants will be able to: l Examine the rights, responsibilities and returns (both positive benefits and negative costs) of different stakeholders in relation to the introduction of any REDD mechanism. l Understand the incentives or benefits that each stakeholder would gain from either supporting or rejecting a REDD approach to deforestation. MATERIALS l Flip charts l pens Marker TIME
l 2 hours

PREPARATION l Flip chart with: m Definition of Rights, Responsibilities and Returns (see Session Support Material 1) m Example of a 3R matrix (see Session Support Material 2) STEPS 1. Explain that this activity will build upon the outcomes of Session 2.6 and that participants should continue to explore the issues examined in Session 2.6. l If Session 2.6 has not been conducted, it will not impact on the outcomes of this session, but completing Sessions 2.6 and 2.7 does provide a very good overview of stakeholder relationships, power, rights and benefits. 2. The purpose of this activity is to identify the stakeholders involved in any possible REDD mechanism, what role they are likely to have and incentives (positive and negative) for either supporting or rejecting a REDD proposal. 3. Carefully introduce the terms and definitions for the 3Rs: l Rights: The access and control over a resource or project, as defined legally (statutory) or informally (customary). l Responsibilities: The roles and power that a stakeholder has in the management of a resource or involvement in a project in this case a REDD project. l Returns: The benefits and costs that a stakeholder derives from a resource or involvement in a project, based on rights and responsibilities l the sample 3R matrix and explain the design and process for completing the Show matrix. Confirm with participants that they understand the terms used. 4. Outline the exercise with the participants and expected outcomes. l The participants will be broken into smaller groups based on geographical locations. lmembers of a group should identify an actual, proposed or hypothetical REDD The project. Participants will need to be quite specific about where the project will be implemented. l down all the stakeholders they believe will be involved in the REDD project on Write index cards (this may have been completed in Session 2.6). l they have completed their stakeholder analysis, the participants need to draw up Once
33
Training Manual

their 3R matrix and describe the current and actual rights, responsibilities and returns for each stakeholder. l The groups should complete all columns for each stakeholder before going onto the next stakeholder. l The groups have 45 minutes to complete this activity. 5. Divide the participants into groups based on geographical locations (this may be district or province) and allow each group time to complete the exercise. The trainer should check that each group understands the terms being used. 6. At the end of 45 minutes, reconvene the participants and initiate a discussion around the following guiding questions: l did you learn about the stakeholders from completing the 3Rs matrix? What l different are the stakeholders regarding their rights to, responsibilities for and How returns from the resource? l do differences in these factors affect stakeholders' levels of power or influence over How a REDD project? l could these different factors be changed in order to increase the chances of success How of a REDD project?

COMMENT
l The 3Rs tool is a very useful tool in preparation for any negotiations concerning REDD

activities. It clearly outlines what stakes (or returns) various stakeholders may have in moving forward or resisting any REDD mechanism. l sure that the small groups are very specific about distinguishing stakeholder Make groups. For instance 'government' provides very little information encourage groups to really explore which elements with the 'government' will be involved and how. l a similar exercise can be conducted at a national level, it is generally much easier While for participants to explore the issues through a project-level activity.

SESSION SUPPORT MATERIAL -1

Rights: The access and control over a resource or project, as defined legally (statutory) or informally (customary). Responsibilities: The roles and power that a stakeholder has in the management of a resource or involvement in a project in this case a REDD project. Returns: The benefits and costs that a stakeholder derives from a resource or involvement in a project, based on rights and responsibilities

34
Training Manual

SESSION SUPPORT MATERIAL -2

Example of a 3R Matrix
Stakeholder
National forest agency

Rights
Constitutional mandate to manage the national forest estate

Responsibilities
Administering timber concession Ensuring an annual national cut is achieved Implementing biodiversity strategy to meet international commitments

Returns
+ Royalties and logging income + New road into area - Weakened biodiversity protection in forest site

Logging company Village A

7-year exclusive lease on 50,000 ha of forest Unrecognized customary forest use rights

Road construction Continued role in day-to-day management (fire management, controlling forest entry by migrants)

+ Expected timber sales and profit - No further access to needed forest products

ALTERNATIVE STAKEHOLDER TOOL: As indicated, the 3Rs tool is a very powerful tool that can generate a lot of debate and discussion. Another useful and less time-consuming stakeholder tool is a simple influence/interest matrix that allows stakeholders to be identified and analyzed in terms of their power to influence and interest to be involved. Again stakeholders are indentified and written on index cards, but this time placed within the matrix depending on their power to influence and interest in the project outcomes.
High

A = Stakeholders with a strong influence but less interest. They need to be involved but should be kept in check to that their influence is not out of proportion to their 'stake.' B = Stakeholders with a strong influence and a high stake. They need to be closely involved at all stages. C = Stakeholders with a weak influence, but a high stake. They need to be involved and their involvement supported to overcome their lack of influence. D = Stakeholders with a weak influence and only a weak interest. They could be involved in some steps but this is probably not critical to the overall process.

INFLUENCE

Low

D
Low

C INTEREST
High

35
Training Manual

Introductory Course on Reducing Emissions from Deforestation and Forest Degradation (REDD)

SECTION 3:
UNDERSTANDING THE INTERNATIONAL CONTEXT 3.1: REDD overview 3.2: Technical elements of REDD 3.3: REDD policy context 3.4: Introduction to carbon markets 3.5: Social considerations 3.6: Biodiversity and other ecosystem services considerations 3.7: Legal aspects of REDD

36
Training Manual

Session 3.1: REDD BASICS

OBJECTIVES At the end of the session participants will be able to: l basic 'building blocks' of a REDD program. List the l upon these building blocks throughout the training to present a comprehensive Build framework for all important elements for a REDD program. MATERIALS l Flip charts l pens Marker l PowerPoint presentation ('REDD Basics') TIME
l 30 minutes

PREPARATION l outline of the basic 'building blocks' framework covering 2 or more flip charts and Large posted on a training room wall in a clear and accessible location (see Session Support Material). SESSION NOTE l idea is to follow this session with a project case study during which participants A good are asked to fill in the REDD building blocks. See Session 5.3 for further details. STEPS the session by briefly outlining the possible uncertainty surrounding the introduction of a REDD program or project. But also stress that there is now enough knowledge and experience to clearly identify some basic building blocks of any REDD program. l Ask participants what they consider to be the basic building blocks of a REDD program. Note answers and responses. l is no clear outcome from the question and answer session, introduce the building If there block framework by PowerPoint or the flip chart. l Outline how the blocks are linked and how the policies and actors are linked into the framework. l there are any questions, comments or revisions necessary for the framework. Ask if l Indicate to participants that each of the building blocks and processes will be further elaborated and defined throughout the training. The outcomes of most sessions will also be structured so that participants can fill in the 'blanks' of the framework throughout the training.
l Introduce

COMMENT
If the framework is be more than a simple and bare flip chart on a training room wall, session outcomes must feed directly into framework and participants encouraged to add details to the framework throughout the training.

37
Training Manual

SESSION SUPPORT MATERIAL The Building Blocks of REDD

Buyers Policy
Sale of Credits

Actors

Monitoring and Evaluation

Reduce Emissions

Baselines

Carbon Accounting

38
Training Manual

Session 3.2: TECHNICAL ELEMENTS OF REDD

OBJECTIVES At the end of the session participants will be able to: l Describe and outline the importance the following technical elements of REDD: m Additionality m Baselines m Leakage m Permanence m Measurement m Monitoring MATERIALS l Flip charts l pens Marker l PowerPoint presentation ('Technical Elements of REDD') l Ulu Masen Case Study (or other appropriate case study) and guiding questions l Resource person TIME
l 30 minutes 1 hour

PREPARATION l Flip chart with definitions of Additionality, Baseline, Leakage and Permanence posted around the training room walls (see Session Support Material) STEPS 1. Introduce the session by explaining that there are a number of technical issues and challenges in designing and implementing any REDD project. The main technical issues are additionality, establishing baselines, leakage, permanence, measuring and monitoring. Provide a definition for each of the technical issues and a very brief overview of why each of these issues is important for the successful establishment of any REDD activity. The supporting PowerPoint presentation may assist here. 2. Highlight that a case study will be used to explore each of these technical issues. Participants will be broken into small groups and given a number of guiding questions that they will need to discuss and respond to after reading the case study. Each group will need to write their outcomes on a flip chart l 15 minutes to read the case study and 30 minutes to discuss the guiding Allow questions. 3. Break the participants into groups of 4 to 6 and distribute the case study and the guiding questions. l If time is short, the participants can be broken into 6 groups, each group assigned a technical issue to examine. 4. Once the groups have completed their work, each group should report back their findings. 5. For each of the technical issues, explore with the participants the major challenges they identified. A resource person will be required to support and complement this discussion.
39
Training Manual

SESSION SUPPORT MATERIAL

Additionality1: The principle that only those projects that would not have happened anyway should be counted for carbon credits. Baseline(scenario)1: A scenario that reasonably represents the anthropogenic emissions by sources of greenhouse gases (GHG) that would occur in the absence of the proposed project activity Leakage1: Leakage is defined as the net change of anthropogenic emissions by sources of greenhouse gases (GHG) which occurs outside the project boundary, and which is measurable and attributable to the project activity. Permanence1: Permanence refers to the duration of the additional carbon that is stored as a consequence of the forest project. Some systems define 'permanent' as perpetuity or storage for 100 years. This reference generally incorporates securing, ex ante, a commitment to store additional carbon over time, as well as measures to manage and replace GHG reductions in the event a project's reductions are reversed.

) Definitions taken from the WWF report 'Making Sense of the Voluntary Carbon Market: A Comparison of Carbon Offset Standards,' published in 2008

40
Training Manual

CASE STUDY:
Reducing Carbon Emissions from Deforestation in the Ulu Masen Ecosystem, Aceh, Indonesia ----------------------------------------------------------------------Aceh province has a population of just over four million people and lies at the northern tip of the island of Sumatra in Indonesia. The province retains the largest contiguous area of forest left in Sumatra, of which the Ulu Masen ecosystem forms the northernmost forest ecosystem. The REDD project area in the Ulu Masen ecosystem covers 750,000 hectares. The Ulu Masen mountains are known to support a diversity of forest types due to their complex geology, climate types, soil types and altitudinal range. Forest types consist of lowland broadleaf forest, pine forest, submontane broadleaf forest, montane broadleaf forest, and other lesser forest types. Most of the rich lowland forests that covered the plains along the coast have been converted to agriculture and other uses. In most areas above 500 meters there are still substantial areas of high quality forest. The vast majority of the project site is designated as national forest land (Hutan Negara). The Governor of Aceh, an international conservation organization and a carbon broker joined forces to establish a project to reduce emissions arising from deforestation and forest degradation in the Ulu Masen forest estate. This case study outlines some of the key factors taken to prepare for this project. Estimating Forest Carbon Stocks The most commonly accepted way to estimate forest carbon stocks over larger areas is to apply carbon values to broad forest classes the 'biome-average approach' (which is an approach required by Tier 1 of the IPCC's National Greenhouse Gas Inventories). Total above ground biomass for a moist tropical Asian forest is estimated by the IPCC at 350 tons per hectare or 225 tons per hectare of carbon. The project proponents, however, averaged out four other biome models with the IPCC model and estimated 188 tons of carbon on average per hectare in the Ulu Masen ecosystem, of which 20% is assumed to be below ground (150 tC above ground and 38 tC below ground). Only above ground biomass is considered; understory vegetation, coarse woody debris, and litter are not included as these values are generally less than 10% of total carbon biomass. Further assumptions made to estimate forest carbon stocks were as follows: l Disturbed forests have 75% of the carbon stocks of intact forests; l(558,382 ha) of the forests in Ulu Masen are intact and 26% are degraded (192,146 74% ha); and l Altitude impacts on forest growth and therefore carbon stocks (see table below).

41
Training Manual

Based on the above assumptions and calculations, the project area has an estimated 140 million tons of forest carbon.

Forest Type
Elevation (m) 0-500 500-1000 1000-1500 >1500 TOTAL Condition Intact Disturbed Intact Disturbed Intact Disturbed Intact Disturbed

Hectares
132,547 162,759 220,814 28,078 143,732 1,309 61,289 0 750,528

Total Carbon
27,834,870 26,041,440 44,162,800 4,211,700 27,309,080 183,26 11,028,520 0 140,771,670

Average tC/ha
210 160 200 150 190 140 180 n/a 188

The project proponents consider this to be a conservative figure as it is 15% lower than the IPCC's estimated average for similar forest types. Communities Aceh is typical of many resource-rich regions where resource extraction has not improved the welfare for the majority of the population. Almost 50% of Aceh's population lives below the poverty line down from 20% in 1999. The tsunami caused incomprehensible damage and loss of life to the province and the people and economy have further suffered from civil conflict that has been going on for several decades. Approximately 130,000 people live in communities adjacent to forest areas of the Ulu Masen ecosystem. Dominant agricultural land uses in the lowlands include coconut groves along the coast followed inland by rice paddies, rubber gardens, smallholder coffee and cacao gardens, complex agroforests with fruit trees and nutmeg trees, and to a lesser extent upland fields with annual crops. There is a small timber industry in Aceh processing around 9,000 cubic meters of timber per year. It is estimated that 4,400 people are employed in the timber industry and a further 2,000 to 3,000 villagers participate in small-scale illegal logging operations for highly valuable hardwood species. The lack of mechanization has meant little conversion of forest to other land uses, and the tsunami and conflict have tended to act as further constraints on illegal logging activities. But with the reduction in tsunami funding from donor agencies, illegal logging is expected to increase as some community members act to supplement their cash income. Non-timber forest products extracted from the forest include rattan, honey, birds' nests and a variety of bush meats. Typical boom-bust agricultural trends have occurred at various times, driven by market trends. Wildlife trade has supplemented incomes for several communities, particularly products such as rhinoceros horns, tiger body parts and elephant ivory.

42
Training Manual

Biodiversity The mountain, hill and lowland ecosystems of Aceh support high levels of plant and animal biodiversity including the Sumatran rhinoceros, tiger, orang-utan and elephant. These populations remain the best hope for survival of many of these species in the wild. Some 700 species of vertebrates have been recorded, including 320 birds, 176 mammals, 194 reptiles and amphibians. In the neighboring Leuser ecosystem, 8,500 different species of plants have been recorded. Threats to the forests of Aceh include logging (legal and illegal) and the conversion of forest for new roads, infrastructure and plantation crops. Official government estimates suggest that the forests of Aceh are disappearing at a rate of approximately 21,000 ha per year. Deforestation and fragmentation are major threats to biodiversity. Baseline Projections In the year prior to the tsunami, 47 companies in Aceh were granted logging licenses. This was a rise of more than 150% over previous years. Since the tsunami and the end of the conflict, there has been a dramatic increase in illegal and unsustainable logging, land clearance and applications for land clearance. New threats are also emerging with the ending of the state of emergency and the opening of the economy for much needed investment. Rapidly developing new markets for palm oil and biofuels are driving a surge in demand for land to establish plantations. There are currently six logging licenses in the project area, covering 404,704 hectares. These licenses, though currently inactive due to the conflict and tsunami, could be reactivated by the Ministry of Forestry with support from the local governments. In addition to the concessions already granted, almost 60% of the total forest area can be legally logged, whether the area has been assigned as a logging concession or not. Of Aceh's total forest estate of 739,748 hectares, 310,991 hectares are protected (generally very weakly) and 58% of this area is zoned for logging. A further 428,757 hectares are unprotected forest. Significant logging or forest conversion will occur in the forest estate unless 'dramatic steps are taken'.
Classification Legal Classification Protected natural reserve (federal) Semi-protected forest (watershed) Protected Forest Protected Area (province/district) TOTAL PROTECTED Zoned for Logging Zoned for Logging: Timber and pulp Unprotected Forest Community Development Zone (can be logged) Unprotected Forest (Province/district) TOTAL UNPROTECTED TOTAL FOREST ESTATE Forest (Intact) 13,086 279,727 1,536 294,349 183,949 43,028 3,313 Forest (Disturbed) 147 3,598 197 3,942 76,994 19,532 1,317 Forests not Classified as Forest 2,632 9,316 752 12,7 13,245 4,711 651 TOTAL 15,865 292,641 2,485 310,991 274,188 67,271 5,281

21,634 251,924 546,273

50,032 147,875 151,817

10,351 28,958 41,658

82,017 428,757 739,748

43
Training Manual

There is a lack of technical guidance for establishing credible reference land use scenarios or reference emissions scenarios for REDD baselines. Plus the cost of developing land use scenarios is not cheap or easy. The project proponents therefore considered three deforestation scenarios:
l deforestation scenario with an annual forest lost of 0.86% based on a soon-to-be A low

published study;
l deforestation scenario with an annual forest loss of 2.3% based on historical deforestation A high l A project

rates for Sumatra; and deforestation scenario with an annual forest loss of 1.3% based on 87 unique combinations of elevation, legal class, forest condition and threat.

Using a deforestation rate of 1.3% per annum, an annual loss of 9,630 hectares per year or 289,000 hectares over the project life (30 years) was estimated. This corresponds to 38% of the project area being deforested without preventative action. Based on this and the estimated carbon per unit area, it is estimated that the Ulu Masen project area will contain 108,364,096 tons of carbon in 30 years time (2039 stocks). The project will stop an estimated 85% of legal and illegal logging by using carbon finance to reclassify land and permanently eliminate the legal possibility of land conversion and logging (not all legal and illegal logging can be stopped). Therefore the project expects to generate 27,546,438 tons of avoided carbon credits over 30 years (or 101,095,427 CO2 credits).
2008 - Current Stocks Baseline Project 140,771,670 140,771,670 2038 Stocks 108,364,096 135,910,534 Emissions 32,407,574 4,861,136 Project Emission Reductions N/A 27,546,438

The project baseline studies also considered: l Communities: Under the project, sustainable forestry programs are encouraged and therefore the project does not expected significantly different employment outcomes. The project proponents believe that conservation measures will also deliver greater livelihood benefits to communities over the medium to long term. l Biodiversity: There are no reliable estimates of the biodiversity loss that could be expected from continued deforestation in the project area. But the loss of nearly a third of the forest area over 30 years would have to have a significant negative impact on biodiversity in the project area. l and Soil Resources: Water contamination and soil erosion are likely to increase in a Water 'business as usual' baseline scenario due to increased deforestation and forest degradation. A study carried out in a neighboring protected area concluded that a deforestation scenario similar to one considered for Ulu Masen results in substantially less water supplied to community households. Proposed Project Activities The Governor of Aceh has made a commitment to reduce the area of forest for logging and clearing in return for carbon finance. Immediate activities are to revise provincial and district spatial plans, reduce the forest area classified as conversion forest, and increase the area under a range of formal permanent forest estate categories. The Government of Aceh will establish an institutional framework at provincial, district and community levels to oversee and advise forest classification and project implementation. Carbon finance funds will provide incentives to communities, districts and the province to reclassify lands currently slated for logging.
44
Training Manual

Communities have indicated a strong willingness to participate provided there are financial incentives for conserving forests. The project will help curb illegal logging through support for enhanced enforcement, community agreements, increased employment and income for local people, recruiting forest wardens, conducting forest monitoring and patrols, and improving synergies through law enforcement and other relevant agencies. The project will also provide alternative livelihoods to forest-adjacent communities and provide funding and technical assistance to communities that agree to protect the forest. The government of Aceh has recently hired almost 1,000 new forest wardens (many whom are community-based) and there are plans to expand this initiative with additional project finance. The project will use carbon finance to assist reforestation and restoration of mangroves, fruit tree gardens, coffee plantations and woodlots. These will be developed based on needs and priorities identified in the spatial planning and community outreach process of the project. A project implementation unit, tentatively called the Ulu Masen Implementation Board, will be established at the provincial level for project management and technical assistance. Multistakeholder management boards will also be established within the five participating districts to provide oversight for project implementation at district and village levels. Civil society organizations will also be given a role in independent monitoring of project activities. Timeframe and Project Accounting The project timeframe is 30 years to account for changes in carbon emissions between the baseline and project scenario. However, the project will insure permanence of avoided emissions for a period of 100 years. This allows for: a) A reasonable estimate in the medium term (30 years) for baseline reviews and carbon accounting, while; b) Also ensuring the longevity of carbon credits for a period of time that is relevant for climate change and atmospheric CO2 levels. The project will store a significant amount of carbon credits in a buffer account that will be used after the 30 years of the project period to continue implementing and funding core project activities, notably conservation and restoration of forests. Project Risks and Mitigation Measures Identified project risks have been divided into short and long-term risks: Short term l Baseline risk l Leakage risk l Measurement risk Long term l Project implementation l Sovereign, legal and enforcement risk l Natural risk (fire, disease, pests etc) l Climate change risk (especially increases in fire) l of conflict to Aceh, other political instability Return Risk management arrangements to protect the stored forest carbon have two elements:

45
Training Manual

1. A 'risk management buffer' of reserved credits, proposed to be 10% of the stream of Verified Emission Reductions (VERs). 2. Placement of 20% of the stream of VERs into a revolving fund, which will invest in other sustainable development projects that are expected to generate further emission reductions or sequestration activities. This may include mini and micro hydro projects, reforestation, agroforestry, biomass power generation, and biofuel production and use. These risk management arrangements are designed to give assurance to buyers of VERs and Certified Emission Reductions (CERs) of the long-term integrity of the carbon offset, and to maximize the contribution of the project and subsequent carbon financing to economically, environmentally and socially sustainable development. A global reinsurance company has insured credits for 100 years to address issues of permanence. Estimating and Mitigating Leakage The project proponents believe the two most critical types of leakage caused by the project will be out-migration of illegal loggers (activity-shifting) and possible increases in forest products in the short term (until reforestation and sustainable forest management programs are at sufficient scale). It is estimated that these two types of leakage will occur in the first five years of the project. The project proponents do not believe negative leakage from activity-shifting or markets will exceed 10%. The project will address leakage issues through large-scale and integrated activities such as forest conservation, forest restoration and sustainable community forest management. The Ulu Masen project is large enough to eliminate activity-shifting leakage from one community to another. With more forest resources being sustainably grown and managed, there will be less need for loggers to move their operations to other areas. This project will decrease logging of natural forests, which could theoretically decrease the supply of forest products (price increase). At the same time, planting of trees, orchards, mangroves and fruit farms as well as developing sustainable community forest management practices, including possibly timber production, should increase the supply (price decrease). These counteracting forces should neutralize market leakage. Monitoring of activities that cause leakages will be extended beyond project boundaries through remote sensing and establishment of permanent plots. Specifically, the project will continue to monitor changes in deforestation rates outside the project area. The project will also track the activities of resource users affected by project activities as an effective means of capturing activity-shifting leakage. Monitoring The project will monitor over time: deforestation rates (including legal and illegal logging), biodiversity, livelihoods, leakage (especially offsite climate and community impacts), impacts of climate change on the project area (notably fires), participation of stakeholders and civil society in the evolving project design and implementation, and in-migration (people from surrounding communities coming into the project area to receive carbon finance). The Ulu Masen Implementation Board (UMIB) will develop a monitoring plan for the project.

46
Training Manual

Radar imagery (likely to be available through the Governments of Indonesia and Australia) will be used to monitor illegal logging in the mountains of Aceh and assess changes that have taken place over time as a result of forest felling, road building, or even landslides and natural tree falls. The project will equip and train airborne monitoring teams to fly 'ultralight' aircraft with high resolution photography to assess and monitor carbon stocks, both in the pilot areas and in surrounding forest blocks. Aerial assessment will be supported through ground truthing of carbon stocks. As the project develops and more sophisticated carbon assessment and modeling tools and techniques are developed, greater accuracy in the monitoring outcomes is expected. As noted, a credit reserve comprising 20% of credits generated by the project will be held until reconciliation of the project-level accounts against the national baseline. Project proponents believe this is a responsible way to ensure they can 'cover' any detected leakage as the project matures. The project will also monitor community outcomes of the project, both within and outside the project areas. Emphasis will be placed on benefit-sharing mechanisms to avoid in-migration to the project area. Civil society organizations will be supported to conduct independent monitoring of forest crimes, performance of logging concessions and community logging operations as well as forest protection activities and education and outreach activities. Full camera trapping programs will commence to monitor flora and fauna changes. Water and hydrological studies and soil surveys will be conducted in critical watersheds to see if the project is having a (possible) impact.

_______________________________________________________________ Information adapted from the Project Design Document titled 'Reducing Carbon Emissions from Deforestation in the Ulu Masen Ecosystem, Aceh, Indonesia: A triple-Benefit Project Design Note for CCBA Audit , submitted by the Provincial Government of Nanggroe Aceh Darussalam (Aceh) in collaboration with FFI and Carbon Conservation to CCBA on 29 December 2007.

47
Training Manual

GUIDING QUESTIONS
Additionality: l project legally required? Is the l the project be economically viable without carbon payments? Could l project typical of management practices in the region? Is the Baseline: l is the baseline calculated? How l baseline calculation conservative? Is the l often should the baseline be calculated? How Leakage: l types of leakage (market and activity) are expected from the project? What l are these leakage activities going to be managed? How Permanence: l factors would affect the permanence of the forest and carbon stocks in the What project area? l is permanence dealt with in this project? How Measurement: l factors is the project measuring? What l challenges do you foresee in measuring these factors? What Monitoring: l factors are being monitored by the project? What l are these factors being monitored? How

48
Training Manual

Session 3.3: INTERNATIONAL REDD POLICY CONTEXT

OBJECTIVES At the end of the session the participants will be able to: l Discuss the important historical events that have shaped current REDD discussions l Consider how forests are being treated in current international climate change negotiations l Be aware of the outstanding international issues currently being negotiated and possible impacts for national development of REDD programs and projects MATERIALS l Flip charts l pens Marker l PowerPoint presentation ('REDD Policy Context') l Printed exercise cards l or sticking tape Glue l Resource person who has an excellent knowledge of the international political negotiation processes and outcomes l Handout TIME
l 30 minutes

PREPARATION l Photocopy or write onto sheets of paper or index cards each of the major dates, major events and major outcomes surrounding international negotiation processes. l Photocopy enough handouts for each participant (to be provided to participants at the end of the exercise). STEPS 1. Introduce the session by explaining the importance of the current international negotiations to the development of any national or project-level REDD activity. Also clearly point out that the current negotiations have been influenced by international trends and frameworks since the Rio Treaty in 1992. 2. Explain that a small, fun group exercise will be conducted to explore the major international policy events that are now shaping the current REDD discussions. l group will be given three sets of cards. One set will have a series of dates that Each correspond to major climate change events, the next set will have the names of those major climate events and the third set of cards will have the key outcomes of those events. l group is to place the events and their corresponding outcomes in a historical time Each line (chronological listing). They will need to glue down their outcomes on a flip chart. 3. Break participants into groups of 4 to 6 and allow 20 minutes for the groups to complete the exercise. At the conclusion of the exercise each group should post their completed flip charts onto the training room walls. 4. Once all groups have completed their activity, encourage all participants to walk around reviewing all group outcomes. Allow discussion and debate between participants.

49
Training Manual

5. Reconvene the group and ask if there are any outstanding issues or questions. 6. Conclude the small group session. 7. Introduce the major international policy concepts using the PowerPoint presentation as a guide. A resource person who has specialist knowledge in international climate change agreements and outcomes would be required.

___________________________________________________________________________

EXERCISE MATERIAL:
(Photocopy or print each of the major dates, events and outcomes onto an index card. Print enough sets for each small group) Major Dates:
1992 1994 1997 2001 2005 2007 2008 April 2008 June 2008 July 2008 August 2008 December 2008 December 2009 2012

Major Events:
Rio Treaty is negotiated The United Nations Framework Convention on Climate Change (UNFCCC) enters into force The Kyoto Protocol is negotiated The Marrakesh Accords are negotiated Kyoto Protocol enters into force First Commitment Period of the Kyoto Protocol begins First Commitment Period of the Kyoto Protocol ends The 13th Conference of the Parties (COP-13) in Bali, Indonesia The UNFCCC bodies meet five times during the year to discuss post-2012 agreement The 14th Conference of the Parties (COP-14) in Poznan, Poland The 15th Conference of the Parties (COP-15) in Copenhagen

50
Training Manual

KEY OUTCOMES:
l Created the United Nations Framework Convention on Climate Change (UNFCCC). l The goal of the UNFCCC: 'to stabilize atmospheric concentrations of greenhouse gases at a

level that would prevent human-induced actions from leading to dangerous anthropogenic interference with the global climate system. l The UNFCCC also states that 'such a level should be achieved within a time-frame sufficient to allow ecosystems to adapt naturally to climate change, to ensure food production is not threatened, and to enable economic development to proceed in a sustainable manner.' l Convention also seeks to 'cover all relevant sources, sinks, and reservoirs of The greenhouse gases.'
l UNFCCC is ratified by 192 countries (including the U.S.) l The UNFCCC laid out a process for negotiating specific commitments l to the UNFCCC must: Parties
m and share information on: Gather

l Greenhouse gas emissions l National policies lpractices Best

national strategies for addressing greenhouse gas emissions and adapting to expected impacts m Cooperate on preparing for adaptation to the impacts of climate change l Convention bodies: m Conference of the Parties (COP): is the 'supreme body' of the Convention, that is, its highest decision-making authority. It is an association of all the countries that are Parties to the Convention. m Subsidiary Body on Scientific and Technical Advice (SBSTA): provides the COP with advice on scientific, technological and methodological matters m Subsidiary Body on Implementation (SBI): gives advice to the COP on all matters concerning the implementation of the Convention
l Key elements of the Kyoto Protocol:

m Launch

that developed countries are principally responsible for the current high levels of GHG emissions in the atmosphere, the Protocol places a heavier burden on developed nations m Parties: l I: Industrialized countries Annex l Non-Annex I: Developing countries m targets for Annex I countries for reducing greenhouse gas emissions: Binding 5% below 1990 levels from 2008-2012 m major GHGs included All six m Includes flexible incentive-based implementation mechanisms l Flexible mechanisms: m International Emissions Trading (IET): trading of carbon credits between Annex I countries m Joint Implementation (JI): investing in emission reduction projects in Annex I countries m Development Mechanism (CDM): investing in emissions reduction Clean projects in developing countries

m Recognition

51
Training Manual

l Established

the rules for how the mitigation targets laid out in the Kyoto Protocol will be

achieved. l Including emissions from land use change in developing countries as an eligible mitigation strategy was controversial due to concerns about permanence, leakage, additionality, and the technical capacity to measure and monitor emission reductions. l the mitigation targets had already been set in the Kyoto Protocol, including new Since sources of emissions reductions (i.e. from land use change in developing countries) was seen as an 'offset' rather than an additional reduction in emissions. l Emissions reductions from avoided deforestation in developing countries was not included as an eligible mitigation strategy.
l The Bali decision calls for the inclusion of REDD as part of a post-2012 mitigation strategy. l The 'Bali Road Map' states that the technical capacity to accurately measure and monitor

emissions reductions from reduced deforestation and degradation exists. ldecision acknowledges that degradation also leads to emissions and needs to be The addressed when reducing emissions from deforestation. l The needs of local and indigenous communities have to be considered. l Demonstration activities and capacity building are necessary for countries that may not be ready to engage in the mechanism by 2012.
l All negotiating bodies met to discuss all of the methodological issues related to a post-2012

agreement.
l A negotiating

text for the post-2012 agreement will potentially be tabled for discussion amongst the Parties.

l to solidify a post-2012 global agreement on climate change. Goal:

52
Training Manual

HANDOUT
Rio Treaty (1992)
l the United Nations Framework Convention on Climate Change (UNFCCC) Created l The goal of the UNFCCC: 'to stabilize atmospheric concentrations of greenhouse gases at a level that would

prevent human-induced actions from leading to dangerous anthropogenic interference with the global climate system. l The UNFCCC also states that 'such a level should be achieved within a timeframe sufficient to allow ecosystems to adapt naturally to climate change, to ensure food production is not threatened, and to enable economic development to proceed in a sustainable manner.' l The Convention also seeks to 'cover all relevant sources, sinks, and reservoirs of greenhouse gases.' The United Nations Framework Convention on Climate Change (UNFCCC) enters into force (1994) l The UNFCCC is ratified by 192 countries (including the U.S.). l The UNFCCC did not create commitments for Parties, but laid out a process for negotiating specific commitments. l to the UNFCCC must: Parties mand share information on: Gather n Greenhouse gas emissions n National policies n Best practices m national strategies for addressing greenhouse gas emissions and adapting to Launch expected impacts m Cooperate in preparing for adaptation to the impacts of climate change l Convention bodies: m Conference of the Parties (COP): is the 'supreme body' of the Convention; that is, its highest decision-making authority. It is an association of all the countries that are Parties to the Convention. m Subsidiary Body on Scientific and Technical Advice (SBSTA): provides the COP with advice on scientific, technological and methodological matters. m Subsidiary Body on Implementation (SBI): gives advice to the COP on all matters concerning the implementation of the Convention. The Kyoto Protocol is negotiated (1997) l Key elements of the Kyoto Protocol: m of 'common but differentiated responsibilities' between Parties: Recognizing that Principle developed countries are principally responsible for the current high levels of GHG emissions in the atmosphere as a result of more than 150 years of industrial activity, the Protocol places a heavier burden on developed nations. m Parties: n I: Industrialized countries Annex n Non-Annex I: Developing countries m targets for Annex I countries for reducing greenhouse gas emissions: 5% below 1990 Binding levels from 2008-2012. m All six major GHGs included. Includes flexible incentive-based implementation mechanisms. l mechanisms: Flexible m International Emissions Trading (IET): trading of carbon credits between Annex I countries m Joint Implementation (JI): investing in emission reduction projects in Annex I countries m Clean Development Mechanism (CDM): Investing in emissions reductions projects in developing countries The Marrakesh Accords are negotiated (2001)
l Established the rules for how the mitigation targets laid out in the Kyoto Protocol will be achieved. l Including emissions from land use change in developing countries as an eligible mitigation strategy was

controversial due to concerns about permanence, leakage, additionality, and the technical capacity to measure and monitor emission reductions.

53
Training Manual

Since l the mitigation targets had already been set in the Kyoto Protocol, including new sources of emissions reductions (i.e. from land use change in developing countries) was seen as an 'offset' rather than an additional reduction in emissions l Emissions reductions from avoided deforestation in developing countries was not included as an eligible mitigation strategy Kyoto Protocol enters into force (2005)
l The Kyoto Protocol was ratified by 182 countries (not including the U.S.)

First Commitment Period of the Kyoto Protocol begins (2008) None First Commitment Period of the Kyoto Protocol ends (2012) None The 13th Conference of the Parties (COP-13) in Bali, Indonesia (December 2007) l decision calls for the inclusion of REDD as part of a post-2012 mitigation strategy. The Bali l The 'Bali Road Map' conclusively states that the technical capacity to accurately measure and monitor emissions reductions from reduced deforestation and degradation exists. l The decision includes in its preamble a clear acknowledgement that degradation also leads to emissions and needs to be addressed when reducing emissions from deforestation. l explicitly recognizes that the needs of local and indigenous communities have to be considered. It also l it calls for demonstration activities and capacity building for countries that may not be ready to Finally, engage in the mechanism by 2012. UNFCCC meetings in Bangkok to discuss post-2012 agreement (June 2008)
l program for negotiating a post-2012 agreement was established. A work

The UNFCCC bodies meet five times during the year to discuss post-2012 agreement (2008)
l The Ad-hoc Working Groups (AWG), Subsidiary Body on Scientific and Technical Advice (SBSTA), and the

Subsidiary Body on Implementation (SBI) meet to discuss all of the methodological issues related to a post-2012 agreement. The Ad-hoc Working Groups (AWG) meet in Accra to discuss post-2012 agreement (August 2008)
l Countries presented various proposals for REDD policy incentives and financial mechanisms and moved

closer to agreement on REDD. The 14th Conference of the Parties (COP-14) in Poznan, Poland (December 2004) l A negotiating text for the post-2012 agreement will potentially be tabled for discussion amongst the Parties. The 15th Conference of the Parties (COP-15) in Copenhagen (December 2009) l to solidify a post-2012 global agreement on climate change. Goal:

54
Training Manual

Session 3.4: INTRODUCTION TO CARBON MARKETS

OBJECTIVES At the end of the session participants will be able to: l Understand how a carbon trading market can be an efficient way to distribute the burden of reducing Greenhouse Gas Emissions for a firm or country l Understand how the efficiency of a carbon market can be manipulated by differing regulatory frameworks MATERIALS l Flip charts l pens Marker l scenario sheet 'Firm' l recording sheets 'Firm' l Emission permits l Abatement Cost Cards l Whiteboard or large flip charts to note down market transactions l Facilitator instruction sheets l PowerPoint presentation ('Introduction to Carbon Markets') TIME
l 1 hour

PREPARATION l the facilitator is familiar with game and trading procedures. Ensure l the room so there is space for each 'Firm' to work and that there is a clear area for Set up trading known as the 'trading floor'. l Determine how many 'firms' will be playing the game. A minimum of 6 'firms' with a minimum of 2 participants per firm is required. However the more firms the greater the competition between firms and hence value of the game. l Determine the 'cap' to be set. This is set by the number of firms, i.e. if there are 9 firms, then the 'cap' is 9 tons of CO2 equivalents. l Photocopy 'Firm' scenario sheets 1 copy per participant l Photocopy 'Firm' recording sheet 1 copy per 'firm l Identify a participant or training assistant that can play the role of a 'registry representative'. Their task is to note down the trading prices for the sale of carbon credits and who was involved in the trading (i.e. who sold and who bought). STEPS 1. Introduce the session by indicating that we will play a very simple carbon trading game where various firms are trying to maximize their profit in a carbon regulated environment. Remind participants that the exercise will be an interesting and fun way to explore carbon trading mechanisms and will not examine the more complex underlying economic principles of pollution abatement through free-market mechanisms. 2. Introduce and explain the game process: l Set the scene by saying there is a tiny country called Caroneu whose national economy is based on cement production. Over the years a number of family

55
Training Manual

3. 4. 5.

6. 7.

firms have dominated the cement market, each with their own cost structure and unique history. l But strangely enough, each cement company produces 20 tons of cement per year and for each ton of cement produced a ton of greenhouse gases is emitted. l international protocols, the Environmental Protection Authority (EPA) of Under Caroneu must regulate the greenhouse gas emissions of the country to meet international agreements. The EPA has decided to establish a 'cap and trade' system to efficiently regulate GHG emissions and achieve a socially optimal level of pollution. l But the Caroneu EPA is also experimenting with a number of regulatory rules. Therefore there will be a number of trading rounds as the effects of these regulatory rules are tested. l Participants will work for one of the cement 'firms' and will be required to maximize the profit of her or his company once the Caroneu EPA has put into effect a 'cap' on greenhouse gas emissions from the cement sector. Divide the participants into 6 or more 'firms' (2-4 participants per firm and a minimum of 6 firms). Get participants from each 'firm' to provide a name for their 'firm'. Provide each participant with the 'Firm' scenario sheet and each 'firm' one 'Firm' recording sheet. Allow 10 minutes for each of the participants to read the scenario sheet. Indicate to participants that the EPA is now going to establish its 'Cap and Trade' system and will introduce a number of trading periods (or trading rounds). Each firm will be given a background briefing sheet for each of the trading periods. Before proceeding ask for any questions and seek clarification. Distribute to each 'firm' the No Regulation background briefing note. Read this out loud to ensure that all participants understand the instructions. Ask each 'firm' to calculate their level of production. Check that all firms have maximized their production by producing 20 tons of cement. lis a non-trading period and is designed to assess production levels, GHG emission This levels and profitability in a non-regulated carbon environment.

' 8. Uniform Standard' Round: Before starting the trading period, the facilitator needs to establish a 'cap'. For simplicity, each firm is provided permits to produce 10 tons of CO2 equivalents therefore the cap is equal to 10 X the number of participants. l out loud the 'No Trading' background note and ensure the all Read participants understand. Provide each firm with one emission permit. l 'firms' to calculate their production and profit levels. Allow l outcomes on whiteboard/flip chart and calculate average profit. Note l conclusion collect all emission permits. At the lis to illustrate a 'command and control' approach and the impact of a This uniformly applied standard across a sector or country. 9. Trading Period 1: Explain that this will be the first trading period for each of the firms and that the trading will occur in a 'pit market setting'. Show 'firms' where this trading floor (or 'pit market') will occur in the room. Introduce a 'pit market setting' to the 'firms' by: l Providing each firm with an abatement cost card and one emission permit per firm. l Explain that the firms are to calculate their position or response to the 'cap' that has been set. Firms wishing to trade carbon credits will then be asked to send a representative to the 'trading floor'. The representative from firms

56
Training Manual

wishing to sell should loudly announce at what price they wish to sell.
l a buyer and seller have agreed to a price, they must report the price to Once

the registry representative. l The registry representative must record the price at which the permit was traded and the buyer and seller. l The registry assistant must loudly announce the trading price of the permits and write the price on the trading board so that other traders (buyers and sellers) know what the market price is. l 10 minutes for market transactions. Allow l Remind 'firms' to note down their transactions on their record sheets. lfacilitator should verify with the firms that they have incurred the The abatement cost for emitting GHGs that have not been exempted with a permit. l end of the trading period ask all firms what their profit/return was At the after trading. Note this down and calculate an average profit/return across all firms. 10. Trading Period 2: Redistribute the GHG emission permits to the firms and repeat the exercise for Trading Period 1. The average return or profit should be similar to Trading Period 1. This round can be repeated if required. 11. Trading Period 3: Explain to the firms that the EPA has received complaints that the uniform allocation of permits was considered very unfair by some companies. As a result the EPA will now issue 15 permits per firm to those firms with the highest abatement costs. (The total allocation of permits should remain the same as Trading Periods 1 and 2). l the abatement cost cards, but for the firms with the highest abatement costs Issue provide 15 emission permits. l Tell participants that a 'pit trading setting' will occur again with 10 minutes allowed for trading between firms buying and selling. l Remind participants that they must: 1) register their transactions and that this transaction must be clearly visible to all firms, and 2) note down the transactions and subsequent returns on their Firms Recording Sheet. 12. Trading Period 4: Explain to all firms that an international environmental organization is offering to buy half of the 'cap' permits. But that the environmental organization has not indicated a price at which it will enter the market. l The facilitator, an assistant or a participant will need to act as the international environmental organization representative buying emission permits on the trading floor. The environmental representative will need to buy half the 'cap' permits as cheaply as it can. l The introduction of another buyer into the market should increase the demand and therefore increase the trading price of the emission permits. l Distribute one permit and one abatement cost card to each firm. Allow firms to discuss their positions and then invite them the trading floor. l allow 10 minutes for trading, recording transaction outcomes. Again 13. Trading Period 5: Explain to all firms that emission permits from REDD schemes will now be allowed to be traded on the market. An international conservation organization has been assisting a neighboring country and it is understood that issues of permanence, additionality and leakage have been resolved. The neighboring country is therefore putting carbon credits on the market for sale. lis expected to increase supply and therefore lower trading prices. However, This
57
Training Manual

this may be offset by the demand from the international environmental organization introduced in Trading Period 4 l distribute ten permits and one abatement cost card to each firm. Allow Again firms to discuss their positions and then invite them the trading floor. l allow 10 minutes for trading and recording transaction outcomes. Again 14. Further trading periods and trading scenarios can be introduced if time permits.

COMMENT
l For each of the trading periods, ensure that each firm announces their returns and that an

'average' figure for all firms is calculated. This allows for a comparison between the different trading periods to occur and a discussion on why different outcomes were achieved. l The session is meant to be a fun way to explore the trading process. However a specialist in carbon trading or a person with knowledge of the financial markets could substantially add to the discussion on why different outcomes were achieved when the regulatory framework for the trading periods were changed.

This session has been adapted from Anderson, L. and Stafford, S. (1999), Choosing Winners and Losers in a Permit Trading Game, The College of William and Mary, Williamsburg, VA, USA.

SESSION SUPPORT MATERIAL

'Firm' Scenario Sheet The economy of the tiny country of Caroneu has long been dominated by the cement industry. Your family company is one of several cement companies that has a long and proud history of producing cement in Caroneu. Your cement is sold on a competitive market at a price of $12 per ton and your production over the years has remained constant at 20 tons of cement per year. But production of one ton of cement also results in the emission of one ton of CO2 equivalents. The Caroneu Environmental Protection Authority (EPA) has decided to establish a permit trading ('cap and trade') system to regulate the amount of greenhouse gases being emitted by the cement industry. This is necessary for Caroneu to meet its international obligations. But as the Caroneu EPA is only just establishing the countries 'cap and trade' system, it is also experimenting with a number of regulatory rules. You are required to meet the regulatory demands set by the EPA as well as maximizing the profits of your company by engaging in the carbon market established by the EPA. To maximize your profits and meet the regulations set by the EPA your firm needs to decide how many tons of cement it will produce (for the sake of simplicity, your firm is only allowed to produce 0, 10 or 20 tons of cement).

58
Training Manual

No Regulation In preparing for the 'cap and trade' system your firm needs to calculate your level of production (0, 10 or 20 tons of cement) if there is no 'cap' or limit on GHG emissions from your company or your competitors. Record your outcome on the Firm Recording Sheet disregard columns d, e and f. Trading Period 1 and 2 The EPA 'cap' has been set and a trading period will be allowed for firms to reduce their emissions in a profitable way. A 'pit market setting' will be used for firms to trade emission permits. Each firm must decide on its level of production and abatement costs if emissions exceed the allowable limit set by the permit. Once firms have decided on the most profitable course of action, a representative from the firm should announce that the firm will either buy or sell permits on the trading floor. The firm can negotiate with one or more firms to achieve the most profitable outcome for the firm. Trading Period 3: The EPA has had a number of complaints from cement firms indicating that the uniform allocation of permits was unfair and had a very large impact on those firms with high abatement costs. The EPA has therefore decided to allocate 15 permits to those firms it considers disadvantaged. Those with low abatement costs will not be issued additional permits. Trading Period 4: A large international environmental organization has recently announced that it will buy half the emissions licensed under the EPA 'cap' during this trading period. Your firm is unsure at what price the environmental organization will be buying permits, but expects a much greater demand for emission permits and therefore a sharp increase in emission permit trading prices. A 10-minute trading period will be allowed. Transactions must be recorded by the registry and firms must note down the transactions and returns on their Firm Recording Sheet. Trading Period 5: The EPA has just announced that emission permits from REDD schemes will now allow to be traded on the market. Your firm understands that an international conservation organization has recently been supporting a neighboring state on various REDD projects and programs and that issues of additionality, permanence and leakage have been addressed. Your firm is keen to source these 'green' permits due to your firm's corporate social responsibility (CSR) policy as well as playing an important role in profitability meeting production costs under the current 'cap and trade' system.

59
Training Manual

Firm Recording Sheet

Firm's Trading Name: __________________________________________________________________________________________

(a) Trading Period (cost x production) ------------------------------------------------------------------------------------------------

(b) Number of Tons of Cement Produced

(c) Revenue from Production ($12 x production [b])

(d) Cost of Abatement

(e) $ Spent on Buying Permits

(f) $ Earned from Trading Permits

(g) Earnings [c d e+ f]

No regs

No trade

60

Training Manual

ABATEMENT COST CARDS Abatement Card Your firm has recently upgraded its production plant and has implemented state-of-the-art technology to reduce greenhouse gas emissions. Making additional cuts in emissions will be costly. Cost of Abatement to reduce emissions of 1 ton of CO2 equivalents: $10/ton Abatement Card Your firm has always been run efficiently and cleanly. You have implemented a number of policies over the years to reduce all sources of pollution. But you will need to do still more to meet the new regulations. Cost of Abatement to reduce emissions of 1 ton of CO2 equivalents: $9/ton Abatement Card Two years ago, your factory installed the latest technology to reduce greenhouse gas emissions. However the technology has failed to meet the required targets. You are now in dispute with the company that installed the technology, and the subsequent costs to meet the Environmental Protection Authority's regulations will be quite high. Cost of Abatement to reduce emissions of 1 ton of CO2 equivalents: $7/ton Abatement Card A new factory was built 10 years ago at a time when environmental pollution controls were not important. Over the last 10 years, your firm has been delaying any work to cut emissions and generally clean up its pollution sources. Cost of Abatement to reduce emissions of 1 ton of CO2 equivalents: $6/ton Abatement Card Your firm is surprised by the Environmental Protection Authority's decision but has sourced some excellent, efficient and cost-effective technology to reduce emissions. Cost of Abatement to reduce emissions of 1 ton of CO2 equivalents: $5/ton Abatement Card Your factory is a very old factory and a major upgrade is planned for parts of the factory in the next 5 years. Including technology to reduce greenhouse gas emissions in this upgrade will require some additional cost. Cost of Abetment to reduce emissions of 1 ton of CO2 equivalents: $4/ton

61
Training Manual

Abatement Card Your cement plant is extremely old and some basic upgrades will make a big impact on reducing your emissions. Cost of Abatement to reduce emissions of 1 ton of CO2 equivalents: $2/ton

EMISSION PERMITS (Make sure to print enough permits so that each firm can emit 10 tons in the beginning (and increasing to 15 tons for some firms in subsequent rounds.)

Permit to emit 1 ton of CO 2 equivalents

Permit to emit 1 ton of CO 2 equivalents

Permit to emit 1 ton of CO 2 equivalents

Permit to emit 1 ton of CO 2 equivalents

Permit to emit 1 ton of CO 2 equivalents

Permit to emit 1 ton of CO 2 equivalents

Permit to emit 1 ton of CO 2 equivalents

Permit to emit 1 ton of CO 2 equivalents

Permit to emit 1 ton of CO 2 equivalents

Permit to emit 1 ton of CO 2 equivalents

Permit to emit 1 ton of CO 2 equivalents

Permit to emit 1 ton of CO 2 equivalents

Permit to emit 1 ton of CO 2 equivalents

62
Training Manual

Session 3.5: SOCIAL CONSIDERATIONS

OBJECTIVES At the end of the session participants will be able to: l Understand the potential social and community benefits and risks from REDD activities l Describe activities to maximize benefits and reduce the social and community risks of REDD activities MATERIALS l Flip charts l pens Marker l PowerPoint presentation ('Social Considerations') l or sticking tape Glue l cards Index TIME
l and 30 minutes 1 hour

PREPARATION l Outline the steps of the exercise on a flip chart (see Step 2). l a risk management matrix on a flip chart (see Session Support Material) Draw l Participants will be asked to identify stakeholders for a possible REDD project. This activity can, therefore, build upon Sessions 2.6 and 2.7. STEPS 1. Introduce the session by suggesting that REDD has the potential to deliver many positive benefits to forest-dependent communities. But with the possible high monetary value placed on carbon stocks in forests, there will also be great competition to access this monetary wealth by a range of stakeholders. 2. Explain that this session will use a very simple risk assessment matrix to help identify stakeholders that are likely to be negatively impacted by REDD projects. Introduce the risk assessment matrix and explain that the matrix is a useful way to start considering strategies to assist vulnerable groups in overcoming identified risks. 3. Outline the exercise to participants indicating that 4 steps will be taken to explore the potential social and community benefits and possible risks through REDD activities: Step 1: Participants will be asked to brainstorm all the possible 'groups' that stand to benefit from any REDD project and why. Each group is to be listed on an index card one group and why per card. Step 2: Participants will be asked to brainstorm all the possible 'groups' that are at risk of any REDD project and why. On one index card write the group and the reason why one group, one reason per card. Step 3: For all the groups that are identified as 'at risk', place on the risk assessment matrix. Step 4: For groups identified in the high likelihood, high impact corner, participants need to develop up a strategy to stop, avoid or mitigate the risk. 4. Seek questions or clarifications from participants. Break participants into groups of 4 to 6. Allow 45 minutes for the exercise. 5. At the conclusion of the small group work, get each group to report on their outcomes.
63
Training Manual

6. Initiate a discussion around the following guiding questions: l were the groups that will benefit from REDD and why? What l are the groups that are at risk from any REDD activities and why? What strategies What are there to stop or avoid these risks? l could REDD activities maximize the benefits and minimize or reduce the risks for How forest dependent communities? l (PowerPoint could be used to support this discussion).

SESSION SUPPORT MATERIAL Risk Assessment Matrix

High

Back-Up (Contingency) Plan

Detailed Management

Occasional Review Low

Regular Review

Low

High

Likelihood is the chance of an adverse or very poor outcome. Impact is the scale if things dont go to plan or go wrong.

64
Training Manual

Session 3.4: INTRODUCTION TO CARBON MARKETS Session3.6: BIODIVERSITY AND OTHER ECOSYSTEM SERVICE CONSIDERATIONS
OBJECTIVES At the end of the session participants will be able to: l Understand the environmental benefits and risks from REDD activities l Describe activities to maximize benefits and reduce the risks of REDD activities on biodiversity and other ecosystem services MATERIALS l Flip charts l pens Marker l PowerPoint presentation ('Biodiversity and Ecosystem Considerations') l or tape Glue l cards Index TIME
l and 30 minutes 1 hour

PREPARATION l None STEPS 1. Introduce the session by indicating that at the very center of REDD is a market transaction based around the tradable commodity of carbon. Biodiversity conservation (and for that matter pro-poor development) may be secondary considerations for some firms that buy carbon credits generated from REDD. Therefore certain biologically diverse, low carbon areas might be ignored, or worse, actively degraded in an effort to protected high carbon forests. 2. Outline some of the possible environmental benefits from REDD as well as the possible risks to biodiversity conservation from REDD (the PowerPoint presentation can guide this discussion). 3. Break participants into small groups and get each group to respond to the following questions: l are the major deforestation hotspots currently identified in your country (or What province or region)? l you consider these areas to be biologically rich and important ecosystems to Would conserve? Or are these areas biologically poor? l you consider these areas to be carbon rich or carbon poor? Would l Is there a correlation between biological diversity and carbon potential? l Suggest ways to 'steer' REDD efforts towards areas of biological importance particularly if these areas are considered carbon poor. 4. At the conclusion of the small group work, get each group to report on their outcomes. 5. Initiate a discussion around the following guiding questions: l biological integrity and importance correlate with high carbon stocks? Does l could REDD activities maximize the benefits and minimize or reduce the risks to How biodiversity? l (PowerPoint could be used to support this discussion).

65
Training Manual

6. Conclude the session by noting that risk is not static and a regular risk assessment should be carried out to ensure that any future REDD intervention or activity is not negatively impacting on biodiversity conservation.

COMMENT
lsession can be conducted as a stand-alone session or could be combined with Session This l If combined

3.5 (Social Considerations) if time is limited. with Session 3.5, half the participants could consider the biodiversity issues while the other half could consider the social issues. The risk assessment matrix could be used to assess biodiversity risks in the same way it is used to assess social risks.

66
Training Manual

Session 3.4: INTRODUCTION OF REDD 3.7: LEGAL ASPECTS TO CARBON MARKETS

OBJECTIVES At the end of the session the participants will be able to: l Understand the existing legal framework relevant for carbon a project that may exist in the country and which has to be considered before carbon can be traded. l an overview of which key players have to be involved in drafting carbon-related Have regulations. MATERIALS l Pin board l paper Brown l pens in different colors Marker

TIME
l and 30 minutes 1 hour

PREPARATION l Understand the national legal framework that may exist in the country where the training will be held. m For many countries where REDD is still a very new concept, these may not exist or may not have been considered yet. However there might be regulation for CDM in place and certainly regulations on land tenure, use rights, resource extraction regulations etc., which have to be considered. l Prepare brown paper (glue 2-4 sheets of brown paper together, so that participant are not restricted by space)

STEPS 1. Introduce the session by explaining the importance of the legal framework for the development of carbon projects activities. 2. Explain that a group exercise will be conducted to visualize and explore the legal issues relevant to carbon. 3. Explain the concept of a mind map in a related topic (see Session Support Material 1). 4. In front of all the participants, structure the exercise. Write 'REDD legal framework' in the middle, than branch off in four branches: 1. Carbon-related regulations 2. Benefit sharing mechanism 3. Carbon Rights 4. Involved Stakeholders (see Session Support Material 2 and Session Support Material 3 for an example from Indonesia). 5. Break participants into groups of 4 to 6 and allow 20 minutes for the groups to complete the exercise. At the conclusion of the exercise each group should post their completed mind map on the training room walls. 6. Once all groups have completed their activity, encourage all participants to walk around reviewing all group outcomes. Allow discussion and debate between participants. 7. Reconvene the group and ask if there are any outstanding issues or questions.

67
Training Manual

8. Conclude the small group session. 9. Hand out Session Support Material 4 for further reading on lessons learned from Indonesia.

SESSION SUPPORT MATERIAL

1: Sample Mindmap (S. Genovese www.learningfundamentals.com.au )

SESSION SUPPORT MATERIAL 2

Legal Framework. (Mind mapping is a creative process where new subtopics will be identified and branch off. The results of the working groups might be very different). Benefit Sharing Carbon Related Regulations

REDD Legal Framework

Involved Stakeholders

Carbon Rights

68
Training Manual

SESSION SUPPORT MATERIAL 3

Sample Mindmap: Legal Framework in Indonesia

Ministry of Forestry Decree No. 07.1/Kpts-II/2000 Ministry of Forestry Decree No. 68/Menhut-II/2008

tax or non-tax ?

Government Regulation No.6 Year 2007 as Amended by Government Regulation No.3 Year 2008 on Forest Arrangement, Planning, Management and utilizzation (PP3/2008)

APBD APBN

Funding Mechanism Government

Carbon related regulations Benefit Sharing

need for insurance/risk managementscheme?

Central Government District Government

Investor Local Communities and/or Indigenous People

Government Regulation No.25 Year 2000 on Authority of Central and Provincial Government as an Autonomous Region (PP25/2000"), Article 2 (3)(4)(i). This regulation is revoked by PP 38/2007 Ministry of Forestry Decree No.14/2004 Utilization of Timber and non-timberforest products (with IUPHHK and IUPHHBK license)

District Government Provincial Government

Local Government

69

Training Manual

REDD Legal Framework

Government

Licenses

Utilization of environmental services (with IUPJL license) Utilization of forest areas (with IUPK license) Collection of timber and non-timber forest products (with IPHHK and IPHHBK license)

Land title

Ministry of Forestry Ministry of Environment Ministry of Home Affairs Ministry of Economic Development Central Government Ministry of Finace National Climate Change Council Ministry of Agriculture Ministry of Energy and Mineral Resources

Involved Stakeholders Carbon rights

State Forest Land Customary Forest Land Community Forest Land Private Forest Land responsibility of Ministry of Forestry Conservation Forest Protection Forest Production Forest Forest Area Land Status additional coordination with Ministry of Agriculture, Public Works etc. required Conversion Forest responsibility of district government Non-Forest Area

Certification and Verification Bodies Investors Conservation NGO Non-Government Community NGOs Donors Insurance Companies

Introductory Course on Reducing Emissions from Deforestation and Forest Degradation (REDD)

SECTION 4:
NATIONAL-LEVEL CONSIDERATIONS 4.1. National and Project Linkages 4.2. National-level REDD Program Guidelines 4.3. National REDD Case Study
Please Note: Sessions 2.6, 2.7, 3.5 and 3.6 can all be adapted to explore national implementation issues.

70
Training Manual

Session 3.4: INTRODUCTION PROJECT LINKAGES 4.1: NATIONAL AND TO CARBON MARKETS
OBJECTIVES At the end of the session participants will be able to: l advantages and disadvantages of performing REDD activities at either a national List the scale or at a project scale l Consider linkages that may need to be made between national level approaches and REDD project sites. l Understand that there will be many different approaches possible under the period of REDD-iness, but the international framework currently being negotiated will influence post 2012 national-project linkages. MATERIALS l Flip Charts l pens Marker l point presentation ('National-Project') Power l Handouts TIME
l 30 minutes 1 hour

PREPARATION l Understand the national-project arrangements that may exist in the country were the training will be held. m For many countries where REDD is still a very new concept, these linkages may not exist or may not have been considered. l Prepare a flip chart or power point with definitions of national level REDD programs and REDD project activities (see Session Support Material - 1) l Prepare a flip chart or power point with the REDD spectrum (see Session Support Material - 2) l Photocopy Session Support Material 3a (National Level) to be handed out to half the participants and photocopy Session Support Material 3b (Project Level) to be handed out to the other half of the participants. STEPS 1. Introduce the session by reminding participants of the issues discussed in Sessions 3.1 and 3.2 regarding baselines, leakage, permanence and monitoring and then ask participants, Should REDD be a national-level or project-level mechanism or a combination of both? l indicate that outcomes from current international negotiations on this issue are Clearly still unresolved and that under the period of REDD-iness many options and combinations are being considered and trialled. 2. (If participants are having difficulty in understanding the differences between a national and project response, provide definitions outlined in Support Material 1). 3. Continue to explore and probe this issue by asking participants: l baselines, leakage, and monitoring of deforestation rates occur at the project or Should national level? l the sale or allocation of credits occur at the project or national level? Should
71
Training Manual

l Are there opportunities for a combination of project and national responses?

4. Introduce the exercise and explain that the exercise will help us to think about issues of scale and what, if any, linkages will be required at different scales (ie project, provincial, national levels). 5. Break the participants into two groups and explain that each group has a similar hypothetical REDD case study and that each group is to consider the establishment of: m A registry system? m A baseline or reference emission level? m Systems to deal with leakage and permanence? m Systems to determine who will own the credits and how any financial returns generated through the sale of these credits will be fairly distributed? 6. Break the participants into two groups and hand each group either the 'Caroneu National REDD Program' hypothetical case study or the 'Caroneu REDD project' hypothetical case study. 7. Ask each group to respond to the questions on their handouts and clearly write their response on a flip chart as each group will be asked to present their outcomes. 8. Allow 45 minutes for each group to complete the task and then get a representative. m the presentations draw out similarities and differences between the two During approaches. 9. Initiate a discussion around the following guiding questions: lidentifying linkages a difficult task? Why? Why not? Was l is information and data moving between the various levels? What policies and How strategies could assist this? l financial mechanisms were put in place? Were they adequate? Are they What transparent and accountable? l are the risks of the activities shared between the various levels? How l are the benefits shared? How l owns the carbon? Who 9. Conclude by stating that only two very simple case studies were considered, but there will probably by a range or 'Spectrum' of REDD options. Highlight by showing a flip chart or powerpoint of Session Support Material 2 and the opportunities and combinations of REDD activities and indicate what options the country where the training is being held is currently considering.

SESSION SUPPORT MATERIAL 1

What is a National Level REDD Program: A national government implements a national accounting system based on a national baseline. Credits are allocated to the national government based on performance against this national baseline. A national monitoring system and credit registry would also be part of the program. What is a Project Level REDD Program: All activities implemented by non-governmental entities and project developers (NGOs, communities, etc). Project developers own emission reductions and credits are allocated to the project developer based on performance against the project baseline.

72
Training Manual

SESSION SUPPORT MATERIAL 2

Spectrum of REDD Options
Strictly Projects National Accounting with project implementation National & project National & project Projects Projects (nations could receive a %) National/ 3rd party National Accounting with project & national implementation National & project National & project National & project Strictly National

Accounting/ Registry Project level Baseline/ Reference Project level Emission Level Implementation/ Projects Monitoring Ownership of Credits Project owner Approval/ Verification National/ 3rd party

National National National

Projects and national government National Government National/ 3rd party National/ 3rd party

SESSION SUPPORT MATERIAL 3a

CARONEU'S NATIONAL REDD PROGRAM Your Country: Caroneu is a unique country due to its relatively intact forest estate, and low population density which is still dependent on forest resources to support their livelihoods. It is a federated state but the 3 provinces and 12 districts have a high degree of autonomy. The provinces and districts have been discussing REDD opportunities with private investors and conservation organizations independent of the Central Government. Caroneu comprises 1,000 hectares and has a number of formally recognized protected areas and a relatively large unprotected or multiple use forest estate, both areas are owned and managed by the Caroneu Department of Forestry. While the population pressure is still considered low, there are increasing pressures for conversion of the unprotected forest estate to agricultural land, plantation crops and illegal logging is becoming an increasingly important issue. The national vegetation atlas provides a good overview of the current vegetation status of Caroneu. To summarize: l 50 hectares are protected under law that prevents the conversion of forest into other land uses. l But 10 hectares in the protected area is being illegally cleared or under threat of clearing in the next 50 years. l 5 hectares is protected under the RAMSAR convention. l 200 hectares is not legally protected, but is an inaccessible mountain range and it is reasonably expected that this area will remain under forest for the next 50 years. lhectares is not subject to any formal protection. Most of this land will be 735 increasingly threatened with conversion to agricultural and plantation crops. In a 'business as usual' scenario, most of this forest will be cleared in the next 50 years.

73
Training Manual

Caroneu National Vegetation Atlas

Protected by Law (and enforced). 50 hectares = 2.500 tons CO2e

Unprotected (light green areas). 735 hectares = 38.000 tons CO2e

Should be protected under international treaty 5 hectares = 5.000 tons CO2e

Province 3

Province 1
Protected by Law (but subject and threatened by illegal activity). 10 hectares = 1.000 tons CO2e

Province 2

Protected by geophysical features 200 hectares = 8.000 tons CO2e

Caroneu Carbon Balance

Total Protected by law 50 2,500 Protected Should be protected 5 500 Mountains Tradable Protected Balance by threatened 10 735 1,000 38,000

Hectares Tons CO 2e

1,000 50,000

200 8,000

Under a 'business as usual' scenario it is expected that over a 50 year period: l 255 hectares of forest will not be converted to other land uses - 11,000 tons of CO2e will therefore not be emitted. l 745 hectares will be cleared with 39,000 tons of CO2e being emitted. Caroneu is now deciding if and how it will comply with expected international rules so that it can maintain the 745 hectares of forest and progressively sell the 39,000 CO2e on the international market. For this to occur it must establish a national system. Your Task: You are part of a National team tasked with establishing a national system for the entry of Caroneu into the international trading market. Your team is to consider how, at the national level, you will establish: 1. A registry system 2. A baseline or reference emission level
74
Training Manual

3. Systems to deal with leakage and permanence 4. Who will own the credits and how any financial returns generated through the sale of these credits will be fairly distributed? 5. Importantly your team must consider linkages (if any) between the province and district level AND activities that you think could be most efficiently carried out at these levels. (Links may be information, policy, financial, training etc) You are aware that in each of the 3 Provinces, private investors and conservation organizations are finalizing agreements to set up independent REDD projects with District level support.

The case study of Caroneu has been adapted from the work of the Terrestrial Carbon Group and their excellent example of a proposed national trading system. Full reference is Terrestrial Carbon Group (2008), How to include Terrestrial Carbon in Developing Nations in the Overall Climate Change Solution, Terrestrial Carbon Group July 2008 (http://www.terrestrialcarbon.org/index.html)

SESSION SUPPORT MATERIAL 3b

CARONEU'S REDD PROJECT Your Project: Your project lies within the small (1,000 hectare) country of Caroneu, which is a federated state with 3 provinces and 12 districts, all of which have a high degree of autonomy. Your NGO has been discussing the establishment of a REDD project with a private investor and you have the support from the District Government. The project area is unique due to its relatively intact forest estate, and low population density which is still dependent on forest resources to support their livelihoods. The project area comprises 200 hectares and has a number of formally recognized national protected areas and a relatively large unprotected or multiple use forest estate, both areas are owned and managed by the Caroneu Department of Forestry. While the population pressure is still considered low, there are increasing pressures for conversion of the unprotected forest estate to agricultural land, plantation crops and illegal logging is becoming an increasingly important issue. The project area contains: l 5 hectares is protected under the RAMSAR convention and therefore protected under law that prevents the conversion of forest into other land uses. l 25 hectares is protected by national protected area laws and is also relatively inaccessible due to mountains. While it is reasonably expected that this area will remain under forest for the next 50 years, 5 hectares is considered highly vulnerable to illegal logging. l 170 hectares is not subject to any formal protection. But most of this land will be increasingly threatened with conversion to agricultural and plantation crops. In a 'business as usual' scenario, most of this forest will be cleared in the next 50 years.

75
Training Manual

Project Area (The project area of 200 hectares is within the red-dotted line. The area outside the project boundary is Caroneu land predominately managed by the Department of Forestry)
Should be protected under international treaty 5 hectares = 500 tons CO2e Protected by Law (but subject and threatened by illegal activity). 5 hectares = 650 tons CO2e

Forest protected by National Law

Your Project Area

Unprotected (light green areas). 170 hectares = 8.500 tons CO2e Forest protected by National Law Protected by National Law and geophysical features 20 hectares = 1.250 tons CO2e

Project Carbon Balance

Total Protected Should be Mountains protected 5 500 20 1,250 Tradable Protected Balance but threatened 5 170 650 8,500

Hectares Tons CO 2e

200 10,900

Under a 'business as usual' scenario it is expected that over a 50 year period: l 25 hectares of forest will not be converted to other land uses - 1,750 tons of CO2e will therefore not be emitted. l 175 hectares will be cleared with 9,150 tons of CO2e being emitted. Your project is now deciding if and how it will comply with expected international rules so that it can maintain the 175 hectares of forest and progressively sell the 9,150 CO2e on the international market. For this to occur it must establish a number of project based systems that may or may not be linked into a broader national system. Your Task: Your local NGOs in the small, forested country of Caroneu has been approached by a private investors to establish a REDD project in preparation for the sale of REDD credits in the post 2012 international system (which is expected to accept REDD credits as a valid carbon trading commodity).

76
Training Manual

You are part of the Project team from the district tasked with establishing the project for the sale of carbon credits into the international trading market. Your team is to consider how at the project level you will establish: 1. A registry system 2. A baseline or reference emission level 3. Systems to deal with leakage and permanence 4. Who will own the credits and how any financial returns generated through the sale of these credits will be fairly distributed? 5. Importantly your team must consider linkages (if any) between your project, and district, provincial and national level national government AND activities that you think could be most efficiently carried out at these levels. (Links may be information, policy, financial, training etc) You are aware that the central government is also developing a national response to REDD to prepare for the country to take advantage of a possible trading market for REDD credits.
The case study of Caroneu has been adapted from the work of the Terrestrial Carbon Group and their excellent example of a proposed national trading system. Full reference is Terrestrial Carbon Group (2008), How to include Terrestrial Carbon in Developing Nations in the Overall Climate Change Solution, Terrestrial Carbon Group July 2008 (http://www.terrestrialcarbon.org/index.html)

77
Training Manual

Session 3.4: INTRODUCTION TO CARBON MARKETS 4.2: NATIONAL-LEVEL REDD PROGRAM GUIDELINES
OBJECTIVES At the end of the session participants will be able to: l the principal elements of a national-level REDD program. Name l Consider how these elements are being developed in the country where the training is being held. l Understand the importance of multi-stakeholder processes to develop REDD regulations MATERIALS l Flip charts l pens Marker l PowerPoint presentation ('National-Level REDD Programs') l Resource person familiar with the national REDD context in which the training is being conducted TIME
l 30 minutes 1 hour

PREPARATION l Prepare 5 flip charts for each of the 5 key elements for a national-level REDD program each flip chart needs to have a title that clearly identifies the element and a list of the guiding questions. Post the 5 flip charts around the training room walls (see Session Supporting Material) STEPS
l Introduce the resource person who will support this session.

the resource person to introduce the five key elements of a national-level REDD program: 1. National baseline/Reference emission level 2. Monitoring system 3. Accounting system (carbon registry) 4. Credit allocation 5. Stakeholder consultation process Ensure that specific reference is made to the national context in which the training is being held. l resource person has not already discussed the following points, make sure they are If the clearly highlighted: m The REDD international policy framework is still being debated and few specifics have been confirmed. The requirements of a 'national-level' REDD framework are therefore still uncertain as is the question of whether a national-level framework is required at all. m Nevertheless, it is expected that a national baseline would have to be established, supported by a country-wide carbon accounting system. m would then be given based on performance against the national baseline Credits and registered in a carbon registry (the carbon accounting process). m Implementation within the country could be conducted by either national institutions, or turned over to provincial/state or local agencies.
78
Training Manual

l Allow

l Introduce the exercise by explaining that five key elements of a national REDD system are

posted on the training room walls, each with a series of guiding questions. Participants are to select which of the elements they would like to explore. m Ask participants to move to the flip chart that describes the key element of a national REDD framework that they would like to explore. Give groups 30 minutes to discuss and respond to the guiding questions. m are to write the outcomes of their discussion on a flip chart and elect a Groups spokesperson to provide a summary of the group's outcomes. m Each group reports their findings in the plenary. l Initiate a discussion based on the group outcomes and allow the resource person to complement and add to the discussion.

SESSION SUPPORT MATERIAL

Elements of a National-Level REDD Program:
Elements National baseline/Reference Emission Level Guiding Questions: Is there a national baseline or reference emission point in place? What is it? How was this established? What sectors does this baseline cover? What collaboration is there between government agencies and institutes to collect this data? How is forest cover and land use change monitored and who is responsible for it? Name all institutions that are monitoring forests. What are the constraints of the current monitoring system? How could collaboration between/among institutions be achieved to overcome these constraints? Do you know of any working registries (this can be outside the forestry sector)? Name them and briefly explain how they work. What verification schemes are in place? What lessons can be learnt from these verification schemes for building a carbon accounting and verification system? What payment distribution channels from the central government to the local level exist in the forestry sector? Which ones work best, and why? What is the typical stakeholder consultation process in place in the forestry sector? Is that process effective? Why or why not? Explain the consultation process that should be implemented in the context of REDD: Who should be involved? When? How?

Monitoring system

Accounting system (carbon registry)

Credit allocation

Stakeholder consultation process

79
Training Manual

Session 3.4: INTRODUCTION TO CARBON MARKETS 4.3: NATIONAL REDD CASE STUDY
OBJECTIVES At the end of the session participants will be able to: l Identify lessons learned from the design and implementation of a national-level REDD initiative l Compare and contrast participants' own experiences with the case study/example presented MATERIALS l LCD l A resource person with detailed knowledge of national-level REDD program activities. l supporting documentation on the national-level REDD initiative under Any consideration. l PowerPoint presentation (an example presentation is provided in 'National-Level REDD Programs') TIME
l 2 hours, depending on the resource person and depth of information available on the 1 to

REDD project example PREPARATION l None STEPS 1. Introduce the resource person and encourage discussion and debate on the issues covered in Sessions 4.1 and 4.2.

80
Training Manual

Introductory Course on Reducing Emissions from Deforestation and Forest Degradation (REDD)

SECTION 5:
PROJECT-LEVEL CONSIDERATIONS 5.1: Standards for REDD Projects 5.2: Project Life Cycle 5.3: REDD Project Example

81
Training Manual

Session 3.4: INTRODUCTION TO CARBON MARKETS 5.1: STANDARDS FOR REDD PROJECTS
OBJECTIVES At the end of the session participants will be able to: l the purpose of standards Explain l Describe what standards currently exist for REDD projects MATERIALS l Flip charts l pens Marker l PowerPoint presentation ('REDD Project Standards') l Resource person an expert on standards for carbon trading TIME
l 1 hour

PREPARATION l Flip chart with a definition of a 'Standard' clearly written (see Session Support Material 1) lchart of an example of criteria and supporting indicators (see Session Support Flip Material 2) l Flip chart with working groups (see Session Support Material 3) STEPS 1. Introduce the session by defining what a 'Standard' is (refer to flip chart). Explain how standards would apply to a REDD project, i.e. the criteria and indicators that make up a set of standards allow for the assessment and measurement of key elements of a REDD project such as baseline projections, leakage, net positive climate impacts, community and biodiversity impacts and importantly certified emission reductions. 2. Give an example of criteria and indicators from a set of standards (see Session Support Material 2) 3. Introduce the activity by explaining that standards are important quality control mechanisms for many different actors in a REDD project, and then break the participants into the following groups: l owner Project l developer Project l investor Project l Governments l Brokers l buyer Final 4. Ask each group to write on a flip chart the purpose or importance of standards for their assigned group. Allow 20 minutes for group discussion and reporting. 5. At the conclusion of group activities, get each group to post their flip chart on a training room wall and encourage all participants to circulate and read all group responses. 6. Initiate a discussion around the following guiding questions: l were the common reasons for different groups to use standards? What l there any particular unusual reasons? Where

82
Training Manual

l Are standards able to reduce risk? l standards be able to stimulate the market? Would 7. Invite the resource person to discuss, in some depth, a standard that she/he is familiar with as well as a brief summary of the current standards that can be used for emission reduction programs and projects.

SESSION SUPPORT MATERIAL -1

A 'standard' as defined by the IPCC is: A set of rules or codes mandating or defining product performance (e.g. grades, dimensions, characteristics, test methods, and rules for use).

SESSION SUPPORT MATERIAL -2

Sample Criteria and Indicators taken from Climate, Community and Biodiversity Standards (CCBS): Criteria: Offsite Climate Impacts ('Leakage') Concept: The project proponents must quantify and mitigate negative offsite climate impacts; namely, decreased carbon stocks or increased emissions of non-CO2 GHGs outside the project boundary, resulting from project activities (referred to as 'leakage' in climate change policy). Indicators: The project proponents must: 1. Estimate potential offsite decrease in carbon stocks (increases in emissions or decreases in sequestration) due to project activities 2. Document how negative offsite impacts resulting from project activities will be mitigated, and estimate the extent to which such impacts will be reduced. 3. Subtract any likely project-related unmitigated negative offsite climate impacts from the climate benefits being claimed by the project. The total net effect, equal to the net increase in onsite carbon stocks minus negative offsite climate impacts, must be positive.

SESSION SUPPORT MATERIAL -3

Working Groups: l Project owner The operator and owner of the physical forest or area where the emission reduction project takes place. l Project developer A person or organization with the intention to develop an emission reduction project. It could be the project owner, a consultant or specialized services provider. l Project investor Banks, private equity firms, private investors, non-profit organizations and other organizations may lend or invest equity to fund a project l Governments Governments of the host country where the emission reduction project is taking place. l Brokers In the wholesale market, emission offset buyers and sellers can have a transaction facilitated by a broker. Brokers typically arrange transactions for nonstandardized products, occasionally traded and often in small volumes. l buyer Individuals and organizations who purchase carbon offsets for Final counterbalancing GHG emissions.

83
Training Manual

Session 3.4: INTRODUCTION TO CARBON MARKETS 5.2: PROJECT LIFE CYCLE

OBJECTIVES At the end of the session participants will be able to: l Describe why a forest carbon project is unique from other forest conservation projects l steps in a forest carbon project and the key activities List the MATERIALS l Flip charts l pens Marker l PowerPoint presentation ('REDD Project Life Cycle') l or sticking tape Glue TIME
l 1 hour

PREPARATION l Photocopy each project phase and activity onto an index card (see Session Support Material). Create enough sets for the number of small groups STEPS 1. Introduce the session by explaining why REDD projects are similar to other conservation projects, but also have a number of unique characteristics 2. Outline the key phases of a REDD project and explain that participants will now look at each phase in detail. 3. Introduce the exercise by explaining that the participants will be divided into groups and that each group will be given a series of activities that will need to be matched to each of the key phases of a REDD project. Participants are to simply match activities to key phases, stick onto a flip chart and post their completed flip chart on the wall. 4. Break participants into groups of 4 to 6 and allow 20 minutes for the group activity. 5. At the end of the activity, allow all participants to examine the other group outcomes. 6. Initiate a discussion based around the following guiding questions: l were some of the difficult or challenging issues in designing the project life cycle? What l does marketing and financing start and finish during the project life cycle? Where l often should project verification occur? How l period of time would be required for each of the project design phases? What

84
Training Manual

SESSION SUPPORT MATERIAL

Project Idea Phase Define project scope/concept - Reforestation or REDD? Identify project area - Geographic boundaries of activities? Private or public land? Is land eligible for carbon project? Identify potential partners - Landowners, communities, partner NGOs, etc. Examine legal feasibility - Who owns CO2 credits? Is the project allowed under national law? What are the requirements for implementation? Begin stakeholder engagement - What groups will be affected? Determine preliminary feasibility - Can the project work? Outcome Project Idea Note (PIN) or Concept Note. Project Design Phase Define activities and interventions - How will the project protect standing forests? Which partners will take what roles? Determine expected emissions reductions - How will the project calculate GHG benefits? What carbon pools will be measured? How often? Consult with local communities and stakeholders - What are the social and environmental impacts? How will the project respond to stakeholder concerns? Analyze the financial costs and legal issues - What are the upfront costs and what are the expected financial flows over the life of the project? What agreements must be signed? Outcome Project Design Document. Project Design Validation and Registration Third Party Audit Has the project used an appropriate methodology? Has it been applied correctly? Have the appropriate steps been followed? Have stakeholders been consulted? Have local laws been upheld? Is the project calculating its expected emissions reductions correctly? Has the baseline been determined correctly? Is the number of expected Emission Reductions correct?
Outcome - Project is validated and complies with a certain standard (e.g. CCBS, VCS, CDM)

85
Training Manual

Project Implementation Sign and implement all landowner and partner agreements - Lease land, negotiate site protection or maintenance contracts, governme nt and community agreements, benefit sharing arrangements. Implement project activities - Implement forest protection activities: patrolling or monitoring, fire prevention, conservation incentive agreements, etc. - Design alternative livelihood and community benefit activities Monitor project impacts - Monitor deforestation rates in project site - Monitor and mitigate leakage - Monitor Social and ecological impacts Community Engagement and Education - Capacity building (project basics and activity specific) - Project partners, community groups, and local government. Outcome Trees planted or forest protected. Project Verification Third-party verifier (auditor) will determine: Has the project been implemented according to the project design and methodology? Did the project do what it said it would? Has monitoring occurred as planned? Quantity of real emissions reductions? Leakage monitored and/or mitigated? What social and environmental impacts (expected or unexpected) have occurred mitigated? Have the benefits been realized? Negative impacts mitigated? Outcome Project implemented properly and emission reductions achieved Project is awarded and can sell emission reductions. Fund Raising Marketing

86
Training Manual

Session 5.3: REDD PROJECT EXAMPLE

OBJECTIVES At the end of the session participants will be able to: l lessons learnt from the design and implementation of project-level REDD Identify projects. l Compare and contrast their own experiences with other REDD projects. MATERIALS l LCD l A resource person with detailed knowledge of a REDD project. l The supporting Project Design Document (PDD) for the project under consideration. l PowerPoint presentation: Example presentations are provided ('Mantadia Project' 'Aceh Project' 'Noel Kempff Project') TIME
l2 1 to

hours depending on resource person and depth of information available on the REDD project example

PREPARATION l Photocopy one copy of the REDD Building Block Framework introduced in Session 3.1 (see Session Support Material). l the resource person of the exercise the participants must undertake during their Inform presentation. STEPS 1. Introduce the session by explaining that we will now explore a REDD project in some depth. But as we are coming towards the end of the training, it also a useful time to capture the main insights we have gained during the training. To do this we will utilize our REDD Building Block Framework introduced in Session 3.1. Hand out the Framework to each of the participants if this has not already been done earlier in the training. 2. Explain that a resource person will provide a presentation on a REDD project that they have in-depth knowledge of. During the presentation, participants are to fill out the REDD Building Block Framework, taking particular note of: l carbon is accounted for How l baselines are set How l emissions are reduced How l the project is monitored and evaluated How l credits are sold How l policies are important What l actors are important What l is likely to buy the emission credits. Who 3. Introduce the resource person. 4. Encourage a wide-ranging discussion on the key issues explored during the training program.

87
Training Manual

SESSION SUPPORT MATERIAL The Building Blocks of REDD

Buyers Policy
Sale of Credits

Actors

Monitoring and Evaluation

Reduce Emissions

Baselines

Carbon Accounting

88
Training Manual

ANNEX ONE:
MONITORING AND EVALUATION FOR FEEDBACK Gaining the participants' feedback and insights throughout the training is an excellent way to adjust the training to meet the participants' needs and pace of learning. The following are some short and simple monitoring and evaluation (M&E) tools that are extremely useful in doing this and can be used at the end of the day or after every couple of days in the training room. The M&E tools below rely less on answering direct questions and more on small exercises, artistic expressions, and small games. This is done as many groups and individuals often struggle to answer direct questions and may simply say what the trainer wants to hear. A more indirect way, using creative expression to gain information, usually results in richer, deeper, more honest and complete information. The following monitoring and evaluation tools have been adapted from the Regional Community Forestry Training Centre's (RECOFTC) excellent training manual 'The ART of Building Training Capacities', which can be accessed through the RECOFTC website (www.recoftc.org). Are We On Target? 1. Preparation: l5 concentric circles on a flip chart (similar to a dart board) Draw l several pie-like divisions for the training aspects you wish to evaluate; for example, Make content, methods, facilitators, etc. 2. During feedback time, ask the participants to place their pins or stickers on each pie to reflect their rating (the closer to the center the more impressed or satisfied they are). 3. After all the participants have placed their pin or sticker, invite the participants to take note of the general placement and investigate any pins that fall outside of the general choice of position. 4. Give a summary of the results of the group. Variation: l is a certain hierarchy of learning objectives you can write these objectives in the If there circles, with the highest in the center. Ask participants to draw an arrow from the outside in the direction of the center as far as they feel they reached with their learning. l Ask participants to add post-its to the pins or arrows with an explanation of why they placed the pin or arrow at that point, and/or suggestions for improvement. Words Remembered Ask participants to write down words that, for example: l best describe what you have learned or represent the training experience so far These questions can be followed with questions like: l you choose these words? Or Can you say more about the words chosen? Why did Piggy Bank or Saving Box Prepare enough 10, 25, 50 and 100 cent coins and a saving-box to collect the coins in. Ask the participants to select the coin that represents their satisfaction with the day. If fully satisfied they put in a 100 cent coin, if half satisfied, 50 cents, etc, but they can use only one coin.
89
Training Manual

Using Metaphors to Capture Feelings or Learnings Ask the participants to compare the training with a meal and write down the meal that best represents the training experience so far, and why this meal was chosen. Using Drawings Ask the participants to draw their feelings about the day and ask them why they drew this picture. Feedback Cards Distribute cards or post-its. Ask the participants to write a brief answer to the following: lwas most helpful today? followed by Why? or What lwas most useful, interesting, difficult?, What did you like most? What You can add questions like: lwas least helpful, useful, difficult?, What did you not like? followed by What lcould have been improved? or Any suggestions? What After the cards are collected, there are different ways to go about it. If time, l redistribute and have persons read them aloud; or: shuffle, l cards and ask participants to cluster the cards as they are posted. Discuss after post the all have been posted and clustered; or: l cards, summarize them overnight and give the feedback in the morning. Take the Tossing the Ball Write a number of key questions on one sheet about the aspects that you would like to monitor. Form a ball with the paper and ask the participants to stand in a circle and toss the ball around as long as you have turned your back to them. Turn around and say 'stop'. Ask the person who has the ball to open it up and answer the first question. If necessary you can ask the others to add or help. Repeat the procedure until all questions are answered. As this is a rather direct way of asking for feedback, do not touch on sensitive issues or feelings with your questions; rather, focus on what they learned. Variation: use music to signal when it is time to toss the ball and when to stop. Complete the Sentence Display (or photocopy for each participant) open-ended sentences directed at the aspects of the training that you want to be evaluated, for example: l training effective because... I find the l The training could be improved by.... l The facilitators could be more effective if... You can have the participants answer all the questions displayed or choose the ones they would like to respond to. Mood Meter Prepare a mood meter sheet with a happy, a neutral and a sad face on it. Explain the symbols to the participants and post this sheet at the exit of the room. Ask participants to mark their mood with a sticker or a marker pen.

90
Training Manual

A variation is to use post-its on which the participants write comments to clarify the moods indicated. It can be useful to use different colors for participants from different regions or institutions; this can show up sharp differences in perceptions. Take care not to break anonymity by making groups too small. Another variation is to have a continuous mood meter for the whole length of the training course and measure the moods at the end of each morning and afternoon. Resents and Appreciates Arrange the participants in a circle, so that all have eye contact with each other. In turn, each participant completes the sentence: I didn't like it when... This may refer to anything that happened during the day. Each person may choose to say nothing or complete the sentence as many times as necessary. No one should pass judgment or comment on what others have said. You, as the trainer, should begin the round and be as honest as you expect the participants to be. After everybody has answered this question, the procedure is repeated for what they appreciated. This time complete the sentence: I liked it when... The exercise finishes with the likes, so the participants finish on a positive note.

Mural Using symbols, group members create a mural, which represents their collective feelings or thoughts about the day. The mural should answer only one question. Human Continuum 1. Along a long wall post a sign at one end labeled 'nothing learned' and another labeled 'fully competent' at the other end. 2. Explain the continuum on the wall and ask the participants to think where they were at the beginning of the training in terms of knowledge, comfort and skill level. 3. Then ask them to stand up and place themselves on that continuum. After the participants have stopped moving, ask for three of four to share why they placed themselves on that continuum. 4. Next ask them to think about where they are now, at the end of the training, and to place themselves at the appropriate spot on the continuum. 5. Again ask for a few volunteers to explain why they placed themselves where they did. 6. Ask the group to value the activity, making sure to comment on how graphic their selfassessment is. Poster Exhibition Write at the top of different posters aspects of the day you would like to have feedback on. Put up the posters and ask the participants to take a marker, walk around and write their feedback related to the aspects mentioned on the posters. Fishbowl Part of the group sits in an inner circle facing each other, with the others on the outside. Give them a question related to learning from the day to discuss. For example: what were the most helpful parts of today? And why? Only those in the inner circle can speak. Those in the outer circle listen. After a few minutes, have them change places (inner go to the outer and outer to the inner). You can also change the questions being asked. If the group is large (over fifteen people) use three rounds: one group first, then second, then third.

91
Training Manual

Monitoring Wheel Decide which 8 elements of the day you would like to monitor. Write those aspects on a wheel with 8 spokes and copy this wheel for all participants. Ask them to score each aspect (center is low, outer circle is high) and draw a dot on each spoke accordingly. The dots are then linked, so that a web is created. Post all wheels and if time permits trigger a discussion on the outcome. Review and Rank Learning Objectives Ask individuals or small groups to rank cards containing learning objectives, according to learning, usefulness, etc. Opposite Scales Choose a number of aspects you like to receive feedback on, for example, the degree of difficulty, usefulness etc. For each aspect, draw a scale and assign scores to responses (for example, a positive score could get 5 and a negative 1, with 2, 3, and 4 in the middle). To make the answers more useful you can add why, comments, or suggestions. Dividing a Paper Ask the participants to think about what they have learned today. Ask them to divide a blank page into free-form sections with each section related to an aspect of the day that was useful to them. They should label each section accordingly and explain why. The different sizes of the sections of the page should be proportionate to the usefulness of that aspect of their learning. Faces Distribute this handout and ask participants to indicate HOW they feel at the end of the day and WHY? How Do You Feel Today? Please Mark The Feelings That Apply:

Aggresive

Anxious

Apologetic

Arrogant

Bashful

Happy

Horrified

Hot

Hungover

Hurt

Blissful

Bored

Cautious

Cold

Confident

Hysterical

Indifferent

Interested

Jealous

Lonely

Curious

Determined

Disappointed

Disbelieving

Enraged

Lovestruck

Negative

Regretful

Relieved

Sad

Envious

Exhausted

Frightened

Frustrated

Guilty

Satisfied

Surprised

Suspicious

Undecided

Other

Why do you feel like that? __________________

92
Training Manual

ANNEX TWO:
ENERGIZERS These simple energizers are activities designed to make learning easier and more fun for both the participants and trainers alike. They are very useful to: l the ice and to create opportunities to get to know each other better (icebreakers) break l encourage interaction l stimulate creative thinking l challenge basic assumptions l illustrate new concepts l introduce specific material (warming-up) l groups form l sleepy groups (especially after lunch) enliven l fun! have Good energizers need to be planned for so that they don't look planned: They should: l 30 minutes or less (and often only 5-10 minutes) require l demand little or no advance preparation l be simple to implement l not threaten anybody, or make people uncomfortable (some energizers are less suitable for older participants, men and women in mixed groups (body contact) or in certain cultures). l everybody to participate; including facilitators, observers, trainers etc. But never invite force participants to participate in an activity l maintain an acute awareness of group development

The following energizer tools have been adapted from the Regional Community Forestry Training Centre's (RECOFTC's) excellent training manual 'The ART of Building Training Capacities', which can be accessed through the RECOFTC web site (www.recoftc.org). Other excellent energizers are written up in the booklet '100 Ways to Energise Groups: Games To Use In Workshops, Meetings and the Community' from the HIV/AIDS Alliance (which can be accessed through the HIV/AIDS Alliance web site - http://www.aidsalliance.org/sw1280.asp)

Which energizer to use and when? All energizers are not the same. The list below groups them by their primary function. Getting to Know Each Other Better 1. Name Train l Ask everybody to stand in a circle. Say your name and add the name of the neighbor to your right. l Ask this neighbor to say your name, her/his own name and that of the neighbor to the right. l Continue for all people in the circle, ending with the last person repeating all the names. l Ask people to change places in the circle and challenge a volunteer to repeat all names.

93
Training Manual

2. Ball Game l Ask everybody to stand in a circle and throw a ball to somebody, saying your own name, the name of the person you throw the ball to and the name of the person to whom the receiver should throw the ball next. l The person who receives the ball repeats their own name, the name of the person (s)he was requested to throw the ball to and the name that person should throw the ball to. Variation: This exercise can be done first with the name cards still on, and repeated when the cards have been removed. 3. Name Game l the group in two and ask them to place themselves on either side of a sheet, so Divide that neither group can see the other. l group places one volunteer near the sheet. Each l The facilitators will drop the sheet on the count of three. l The two volunteers who are all of a sudden facing each other have to call out the name of the other. The 'loser' joins the group of the winner. l this procedure until most people have had the chance to guess once. Repeat 4. Group Yourselves According To l participants to stand up and group themselves according to: Ask the l height, size, age, number of children, size of feet, number of trees planted in their lives, etc. l each ordering, give the participants the opportunity to observe the line to get a After feeling for the composition of the group. Variation: include a competition element by dividing the group into sub-groups. Ask each sub-group to order themselves and sit down when ready. The first group to get themselves into the right order wins. 5. Stand Up If. 1. Ask the participants to form a circle with their chairs and explain the purpose and procedure. 2. Ask the first question: stand up if you are a father............ give people time to look around and ask people to sit down again. 3. Ask the next questions in the same way: stand up if you are a mother, like cooking, are a forester, have a girlfriend, like lectures, have been to Thailand before, like sports, like group work, have a boyfriend, do not like Thai food, ...................(add your own course-specific questions) 4. Ask if any of the participants wants to ask a question to the group. Relaxers and Reflectors 1. Three Deep Breaths l Ask everybody to stand up. l Demonstrate how to take one deep breath, reaching out with your arms and standing on your toes. l Ask them to repeat this three times while you count slowly from one to three.

94
Training Manual

2. Shoulder Massage l a fairly tight circle. Form l participants to turn to their right and put their hands on the shoulders of the Ask all person in front of them. lhim/her a good shoulder massage. Give l one minute turn in the other direction and return the massage. After 3. Meditation lthe participants to close their eyes, observe silence and concentrate on their Ask breathing or massage their ears. 4. Worries Aside l Ask the participants to write all their worries on a piece of paper, fold it, and write their name on top. l the papers in a box. Assure participants that these will be kept confidential. Collect l Put the box aside and remind the participants that their task is to give attention and energy to the training. l the box back at the end to return the papers. Bring Variations: l Participants write their worries but keep the paper in their own pocket. l Participants can mentally place their worries in a box until the training session ends. l The box with all the worries may also be ceremoniously burned if all the participants agree. 5. Recalling Learning At the end of the session ask the participants to do the following: l their eyes, take three deep breaths. Close l back in time to the beginning and recall what struck them, what they learned, new Travel insights, etc. After two or three minutes ask volunteers to share their new insights. Openers or Warm-up 1. Visualize l a picture, cartoon, comic, photograph or poster related to the training as a whole Display or a specific topic to be discussed. l participants to reflect on it, either individually or in (buzz)groups. Ask the l Ask volunteers to share their reflections. l on this reflection while introducing the new topic. Build 2. Quote l a quotation, saying, proverb, poem or song related to the training as a whole or a Display specific topic to be discussed l participants to reflect on it, either individually or in (buzz)groups Ask the l Ask volunteers to share their reflections l on this reflection while introducing the new topic. Build 3. Choose your Spot lfour posters in four different corners of the room; each with one face representing Post

95
Training Manual

the following opinions: strongly disagree, disagree, agree, strongly agree. l Explain to the participants that the faces represent these opinions and that when each statement is read out (or displayed) they should choose the face which most closely represents their feelings. l participants to stand in the center of the room as you read the statement, and Ask all then go and stand beside the face that represents how much they agree or disagree with the statement. After they have discussed each statement in their sub-group, they should choose a spokesperson to share key ideas from the sub-group with everyone in the room. l the statements one by one, allowing five to ten minutes for discussion and Read reporting back on each one. 4. If Then l group to sit in a circle and divide them into two groups Ask the l on the whiteboard: if..... then....... Write l Explain that one half of the group will write the end to the 'if' sentence while the other group will write the end for the 'then' sentence. They can fill in anything they want. Give an example for both, such as; if I had time and then I would be very angry l everybody has finished one of the two sentences, say your 'if' sentence and ask After somebody from the other group to continue with a 'then' sentence. This will produce many laughs. l Reflect: ask the following questions: l was so funny? The cause and effect relationship did not exist. What l this also happen in our jobs? Why? Because we make too many assumptions. Does Games Focusing on Team Dynamics 1. Knotty Problem (group own solving skills) l Ask the participants to stand in a tight circle, close their eyes and stretch their arms in front of them. l them to clasp one hand of somebody else in each of their hands. Invite l everybody is holding two other hands, they can open their eyes. When l Tell them to disentangle, without letting go of each other's hands at any cost. Variation: ask one facilitator to unravel the knot within 3 minutes using verbal expressions only. Instruct him or her to keep their hands behind their back to prevent her/him from touching the group or using body language. 2. Find the Leader l participants to stand in a circle shoulder to shoulder. Ask the l Explain that a volunteer will be sent out and that (s)he will have to determine the leader of the group, following these rules: (s)he can fail 2 times and if (s)he finds the leader within three times and/or one minute (s)he will be rewarded. l the volunteer out. Send l the volunteer is out, explain to the group that whatever the leader does the rest While will follow. Choose a leader and start with the first movement (clapping hands, stamping feet, shouting something etc.), changing every 15 seconds. l Ask the volunteer to come back. Invite him/her into the circle while continuing the movements. l volunteer correctly identifies the leader, the group rewards her/him with If the something.
96
Training Manual

3. Sitting on Knees l a very close circle, with each person circle facing the back of the next person. Form l all sit down at the same time on the knees of the person behind you. Try to 4. Hold on to the rope (combining forces) l Provide a strong rope of about 4 meters long. l the group in two and start a pulling competition. Divide l knot the ends together and arrange the rope on the ground in a circle. Then, l Ask everybody to sit down around the circle and take the rope in both hands. l Ask them while holding on to the rope to stand up all at the same time. l on difference between the two exercises. Reflect

Competition 1. Fighting over scarce resources l Explain that the resources are the men and women in this classroom, and put up the following rules of the game: l Women are worth 25 cents l are worth 50 cents Men l Facilitator will call out an amount of money and you will have to form groups which make up that amount l who do not manage to form the right amount in their group or alone drop out People ltrial round to give people a feel for how it works. Do a l calling out different amounts (depending on the number of people): 50 cents, 2.50, Start 1.25, etc. luntil only a few people are left. Stop 2. Turning heads (training reflexes) l participants to sit in a big circle. Ask the l the participants into two groups. Divide l Ask one volunteer from each group to take their place on one of two chairs in the middle of the circle with their backs to each other. l count of three the volunteers have to turn their heads. Explain that one group will On the win if the two volunteers turn their heads to the same side, while the other group will win if they do not face the same side l The volunteer who lost will be replaced by a new member of the same group. l The group that runs out of volunteers first loses. 3. Trees and bushes l Ask everybody to sit in a circle and have them count off 1,2,1,2... l that all the number ones belong to the group of trees and all the number twos to Explain the group of bushes. l that if you call out trees; all the trees have to stand up with their arms up in the air, Explain if you call out bushes the trees sit down and the bushes stand up with their arms spread to the sides. l Call out at random trees, bushes, bushes, trees, trees, trees, bushes etc. l The people who remain standing or seated at the wrong moment have to leave the circle.

97
Training Manual

4. Bottle and pen l Arrange two soft drink bottles and two pieces of string with a pen knotted at the end. l the group in two and attach the string to the belt on the back of a volunteer from Divide each group. l Put the bottles behind the volunteers with the string, ask them to close their eyes while the rest of the team coaches their volunteer to drop the pen inside the bottle. l The team who succeeds first in dropping the pen into the bottle has won. 5. Chasing the robber l Arrange two shawls, one long enough to be knotted once around the neck and the other twice. l Ask the participants to stand in one circle and explain that the person with the short shawl has to knot it once around the neck, being the policeman, and the person receiving the long one has to knot the shawl twice and is the robber. l The shawls are distributed at opposite sides of the circle, are knotted, unknotted and passed around in the same direction. l By the time both shawls meet the robber is identified and this person receives a punishment (like sing a song, tell a joke). Brain teasers or crackers 1. Arm Folding: l participants to fold their arms. Ask the l Ask them to unfold their arms. l Ask them to fold their arms but starting with the other arm (some people can do this immediately, other cannot do it even after trying several times over). l Ask what happened? Why was the second time more difficult? What does this say about our behavior? What kind of implications does this have for our jobs/learning? Variation: shaking yes and nodding no l people that to express 'yes' they should shake their head from right to left and to how express 'no' they nod their head up and down. l that if you say yes or no they have to repeat the appropriate movement. Explain l Ask why this feels so strange. What does this say about our behavior? What kind of implications does this have for our jobs/learning?
2. Join the Dots
lthe following dots the board or flip chart: Draw l the participants to connect the dots with Invite

only 4 straight lines. l If nobody can come up with the solution show how to do it:
l Ask them What did we can learn from this? l does this challenge to think beyond What

existing frameworks mean to our learning or jobs?

98
Training Manual

3. Crossed or uncrossed l everybody to sit in a circle and explain that you will pass a pair of scissors to your Invite neighbor. l Say that you will pass the scissors either crossed or uncrossed. l participants to continue passing the scissors around the group. Invite l this happens you will tell them whether what they say is right or wrong. While l The trick is that the cross and uncrossed does not refer to the scissors but the legs. Reflect. What did we learn from this? Sometimes what we conflict to what we see. By observing we can find the clue. How does this relate to our job? Energy and fun raisers 1. Triple A Ask first: are we alive, alert, awake and enthusiastic? Yeah! Then sing with the following movements Alive: left arm in the air Alert: right arm in the air Awake: make big eyes with your hands and enthusiastic? shake your hips Repeat 3 times. 2. Battle of Sports l the participants in groups, each of them will be assigned a sport including a slogan Divide supported with movement: m football kick soccer: m baseball: baseball shoot m bowling: bowling strike m swimming: swimming jump m cricket batting cricket: m etc. lgroup starts by repeating their slogan and movement 3 times, ending by mentioning One the team that has to proceed. The trick is that the team has to yell and move as one and clearly call out only one other team to follow-up. If the group fails to do so the team is out. l Afterwards reflect on what happened. Why did some teams last longer than others? What does this tell us?

99
Training Manual

The Nature Conservancy Worldwide Office Climate Change Team 4245 North Fairfax Drive Arlington, VA 22203 nature.org