Strengthening The Capacity

School of Business, Economics and Law UNIVERSITY OF GOTHENBURG Department of Economics Environmental Economics Unit

Strengthening the capacity of donor agency staff to face the climate change challenge within the framework of environmentally sustainable development -mapping of donor agency training initiatives on climate change

By Emelie Dahlberg and Olof Drakenberg Sida Helpdesk for Environmental Economics With input from Sida/POLICY/Environment and Climate Change Team

Table of Contents Executive summary .................................................................................................................... 3 Introduction ................................................................................................................................ 4 Multiple forms of training ...................................................................................................... 4 Identifying needs .................................................................................................................... 5 Making hard choices .............................................................................................................. 6 Summary of the survey .............................................................................................................. 6 Target group ........................................................................................................................... 6 Training program and agenda ................................................................................................ 7 Resource persons/trainers ....................................................................................................... 9 Non-climate change specific training sessions ....................................................................... 9 Preliminary sessions 2009 .................................................................................................... 10 Lessons learned .................................................................................................................... 11 Key findings, reflections and next steps ................................................................................... 12 Key findings ......................................................................................................................... 12 Key reflexions/questions ...................................................................................................... 13 Tentative next steps .............................................................................................................. 13 Useful documents and links ..................................................................................................... 15 Annex I Questionnaire: ............................................................................................................ 16 Annex II – extra material from respondents ............................................................................. 17

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

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Executive summary The impacts of climate change are felt around the world and the least developed countries are often the worst affected. There is today a broad acceptance of the need to reduce global CO2 emissions and to increase resilience to climate change. The Swedish International Development Cooperation Agency, Sida, is one of many agencies that seek to strengthen its capacity to respond to climate change challenges. Sida’s point of departure is to include climate change as part of competence development on environment as well as integrating climate change in tools and analysis for environmentally sustainable development. Sida views climate change as a sustainable development issue along with other environmental dimensions of sustainable development. This report focus on strengthening staff capacity to deal with climate change and builds on a survey of a number of donor agencies training activities. The objective of the study was firstly to identify opportunities for sharing of training materials and exchanging experiences and the secondly to look for opportunities for joint training sessions. A questionnaire (see Annex I) was sent out to eleven agencies. Respondents were also asked to share evaluations, training material and useful links and to report as fully as their time allowed. Rather than asking for what all easily could respond to we tried to get as much possible out of all. This has enriched the material but it also made comparisons more difficult. Answers have been received from United Kingdom (DFID), Denmark (Ministry of Foreign Affairs of Denmark Competence Centre), European Commission (DG DEV), Norway (Norad), Ireland (Irish Aid), Switzerland, (Swiss Development Cooperation), Germany (GTZ), Sweden (Sida) and the World Bank. This report starts with a brief introduction to training events and how they fit within a broader framework to increase capacity for addressing climate change. It is followed by a summary of the answers to the questionnaire including examples of lessons learned.1 The report ends with a summary of observations from the survey and reflections on the opportunities for increased cooperation in line with the Paris declaration. Finally, several useful documents and websites are found in annex II. Key observations include Agencies differ in how they position climate change. Some have specific training on climate change whereas others position it as part of environmental training. Concrete case studies, group discussions and opportunities for sharing experiences are critical components of the training sessions Specific training sessions on climate change is just one of many opportunities for strengthening the capacity. Broader aspects of organizational learning, focusing on how to ensure that the organization has sufficient understanding of climate change etc., needs to be looked at. Coaching and other forms of on the job training can generate positive results E-learning provides opportunities for broad outreach and well targeted sessions but are not yet broadly applied 1

We have used the term ”training sessions” although the term “learning sessions” might have given a better picture of the character of the sessions. Although some parts of the training often consists of one way communication (science of climate change etc), large parts of the training sessions often consists of discussions, exchange of experiences and mutual learning. When developing training sessions, the aspects of broader organizational learning must be kept in mind.

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Training events mainly aimed at strengthening internal capacity often create opportunities for dialogue and joint learning with other donors and partners There are opportunities for improved sharing of knowledge and training materials and possibly joint learning events. A concrete initiative to act on these opportunities is proposed by the World Bank – Reciprocal Partner Learning Initiative. Furthermore, the multidonor learning network Train4Dev is about to establish a thematic working group on climate change. Opportunities for harmonization of these initiatives and their relation to the OECD DAC/GPWSP Task teams on Climate change adaptation and development and Task Team on natural resources governance and capacity development should be investigated. Key reflexions/questions include It is important that increased capacity among donor agencies and banks is equalled by increased capacity of partners There is currently a stronger demand for training on climate change than broader environmental issues. How can it be ensured that critical non-climate related environmental aspects are not neglected while building on the interest for climate change? Many training modules can be replicated and used by various groups. Increased cooperation and coordination at head quarter level can create synergies, expand outreach opportunities and avoid duplication. However, it is generally very important that the perception of each target group is that the information targets them directly in terms of content, length and depth. Greater cooperation and up-scaling of joint learning sessions demands good cooperation and strong interest from local donor working groups. The launch of the OECD Guidance on climate change adaptation into development cooperation could provide a concrete opportunity for joint work. As a next step Sida and other interested agencies should consider the World Bank proposal for reciprocal partnership learning initiative, and discuss the links with Train4Development and the two OECD DAC WPGSP Task teams. The various stakeholders could strive for a meeting in June.

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

Multiple forms of training Training is one of many important methods for strengthening the capacity of an organization to deal with a specific question. Policies, tools and other parts of a management system are also needed to respond to political and organisational priorities that guides the actions of a developing cooperation agency.

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The main focus of this report is on specific training on climate change as being one focus area within the broader field of the environmentally sustainable agenda, primarily aimed at strengthening the capacity of agency staff. However, the questionnaire also included questions on other kinds of training, information and their relative importance. The list below illustrates the most important kinds of training opportunities and information channels that can contribute to strengthen the organizations capacity to properly address climate change challenges: specific face to face training sessions on climate change integrated component in other training sessions for broad or specific target groups (governance specialists, ambassadors, economists, water specialists, country teams etc) information packages from management to staff (policies, position papers) e-learning modules information on intranet newsletters to thematic or geographical networks mini-seminars and brown bag lunches on the job-training and coaching sessions peer to peer exchanges/knowledge sharing To a varying degree training events and workshops on a specific issue like climate change often have external participation e.g. other donor agencies, government partners, NGO’s etc. This tends to enrich discussions, create opportunities for joint learning, harmonization and alignment. The downside is about increased transaction costs and risks for wearing local governmental experts out.

Identifying needs There are a many different needs and demands that face to face training can seek to address. The following four questions capture the main capacity needs: What is expected of me? Understanding of organizational requirements/management system How do I do it? Understanding of tools, checklists and specific thematic knowledge What support can I get? Understanding of available support functions Why is it important? Understanding of climate change concepts and implications, links to poverty reduction, economic growth, environment and human rights in a global and local context Focus will vary depending of the target group and the availability of new methods/tools for dealing with climate change. The survey gave little access to needs assessment for training in any detailed form. The World Bank identified the following top priority issues for their staff: the economics of climate change, financing instruments for climate change and practical examples of adaptation.

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Making hard choices Designing the face to face staff training sessions involves a long range of choices. Most of these options are illustrated in the figure below. In reality the choice is often in between the opposites. Learning One-off learning event All staff Headquarter Same program Why issues Adaptation Climate change as stand alone Specialists (network) Together with partners/agencies Smaller part of a broader training event Demand driven Organized in-house (training specialists/topic specialists) Training by in-house (training specialists/topic specialists) Long duration (2-4 days) Coaching part of the training Use of experts via tele/video Large budget

Training Embassy support programme None Field staff Specialized programs How issues Mitigation Environment and Climate Generalists (country team) Internal only Major part of a training event Headquarter driven Organized by externals* Training by externals* Short duration (max 1 day) No coaching Travel Small budget

* consultants/universities or other

Summary of the survey Target group A broad range of target groups can be envisioned ranging from top management and ambassador level to program officers, from experts on climate change to generalists. Different target groups have different needs. It is clear from the responses that there are differences between development agencies with regard to selected target groups. Some agencies focus on providing training sessions for specialists i.e. staff working on climate change issues (United Kingdom). Other agencies have had a focus on broader target group such as all staff at selected embassies (Sweden/Switzerland). The World Bank is developing a range of training materials for various target groups within the program Climate Change for Development Professionals. Main target groups are field office staff, managers across the World Bank Group and operational staff. Different components are tailored for specific project teams and a training of trainers module is being developed.

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In many cases donor agencies invite local donor representatives and to a varying degree partners from government and NGO’s to participate in the training (Denmark, EC). Training offered by Germany typically target both own staff and partners. The World Bank, through the World Bank Institute, also targets decision makers in client countries and government technical staff. Involving more participants from different groups in the training sessions imply more coordination and preparation. However, to include other donors and partners can have several advantages with regard to the Paris agenda – harmonisation and alignment. Furthermore it can enrich the discussion, increase networking among participants and sharing of experiences. Involving local capacity, think tanks and academic institutions, should not only be seen as a way to improve the specific training event. If properly designed it may also be an opportunity to strengthen the knowledge base of the country through joint learning. Several respondents underline that making real progress implies that both donor agencies and partners have a similar understanding/awareness of both challenges and opportunities. Typically there is a need to expand awareness among partners from the relatively small group of highly qualified government staff to broader groups within government and civil society. The extent to which this need can be efficiently addressed in combination with trainings of donor agency staff can be debated. Involving working partners in parts of the training and discussion concrete implications can probably be an area to explore further.

Training program and agenda Duration of the training sessions vary between 1-5 days. Climate change is an important part of each agenda although but some choose to integrate climate change issues into environmental mainstreaming training. EC is progressively integrating climate change into ongoing environmental mainstreaming seminars by increasing emphasis on mitigation and adaptation aspects. Furthermore, Ireland focuses on building its staff’s capacity within environmental issues with climate change being one important component. Switzerland has separate training and capacity development on climate change. The courses are a part of the SDC Climate Network initiative. The climate change course aims to equip participants with knowledge and awareness on basic aspects of the climate change debate. The benefits from this should enable the participants to integrate important climate change elements into SDC projects/programmes. The specific aims of the course were to guide participants to answer two particular questions: What do I need to know about climate change? How do I have to adjust my contribution to poverty reduction in the light of climate change and other major environmental challenges? Learning events on climate change and development for Denmark are organised as informal learning events rather than classroom training. The training sessions are focused on group sessions with the aim of enhancing the exchange of information and experiences among participants – “one of the objectives of the events was increased networking among participants and the organisational units they represented”. The training sessions give some emphasis on the scientific background for climate change and much attention to examples and cases from the countries/region. The use of case studies following the methodology of Harvard Business School provides the core of many of training courses offered by Germany.

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The World Bank Climate Change for Development Professionals program is a response to the demand for climate change-related knowledge generation and sharing and for specific learning opportunities. It includes five program components and the course use of mix of elearning modules, face to face workshops and other iterative learning events. The modular structure provides an opportunity to address the challenge of different needs and understanding. Key components are a) fundamentals of climate change b) adaptation and mitigation (face to face workshop on how to work with climate change) ; c) the economics of climate change; d) climate finance; and f) social dimensions of climate change. Each module will have the opportunity to be delivered as e-learning, face to face or as webinars (online classrooms). The respondents were asked to give a rough indication of how the focus of the face to face training is distributed between the following themes; climate change adaptation, mitigation, environment and natural resources management, disaster risk reduction, mainstreaming issues like gender, human rights, conflict. Summarising the table, Denmark give much attention to climate change adaptation. Norway prioritises mitigation issues and environment and natural resources management. Switzerland gives equally large attention to adaptation, mitigation and environment and natural resources management as well as climate change impacts and causes. Less focus is given by all three countries to disaster risk reduction and mainstreaming issues. Table 1. Rough indication of focus of the training Country

Climate change adaptation (%)

Mitigation (%)

Environment and natural resources management (%)

Disaster risk reduction (%)

Mainstreami ng issues e.g. gender, human rights, conflict (%)

Other

Norway

-

60

30

10

-

-

70

15

5

5

5

-

55

20

10

10

5

-

35

15

30

10

10

Denmark training in West Africa Denmark training in Asia Sweden (selective embassies) Switzerland

20

20

25

10

5

Climate change impacts and causes (%):20

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

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Resource persons/trainers Most of the training sessions are held by a mix of in-house staff and external experts (consultants, universities or research organisations like IIED, IISD and SEI).2 Local experts from government, NGOs or academia are primarily invited to get the national or regional perspective. Ireland relied largely on external capacity whereas experts from headquarters played a larger role in most other agencies training sessions.

Non-climate change specific training sessions Respondents clearly state that the specific training sessions is one of several important ways to strengthen the capacity to respond to climate change, see list on page 5. Other frequently referred to opportunities include on the job training, mini-seminars and shorter briefings to key senior staff. According to Norway, on the job training is probably the most important part whereas the European Community rather sees the different options as complementary. Many respondents explicitly emphasise the importance of on-the-job training (including Norway, Denmark). In Norway, on-the-job training includes technical expertise travelling to embassies to meet embassy staff. They spend a week on working with program officers in order to give concrete advice on how to improve existing development programs with respect to climate change and environment (without additional funds). The on-the-job training starts with a 2 hour meeting for all embassy staff. The technical expertise then work with programme officers during the week and the training is concluded with a debriefing meeting with all staff at the end of the week. This type of on-the-job training was carried out at about 5 embassies in 2008 and 5-6 are scheduled for 2009. Meetings and discussions with partners are included in the programme. Sweden includes a coaching day in their three day training course on environment and climate change for embassy staff in selected countries. The third day is scheduled for individual meetings with resource persons and programme officers where the purpose is to initiate a discussion and advice. The topic is selected according to the interests of the individual member of the country team be it specific programs, processes, dialogue issues, budget support etc. Before the training programme officers were asked to send documentation on specific programmes, thus allowing resource persons to prepare and understand the context. Follow up telephone meetings were planned individually. Denmark prefer “learning” compared to “training”, and consider learning to take place in large measure on the job in an ongoing manner. Hence, information given on the Ministry of Foreign Affairs intranet and internet sites is important, as is ongoing debate and networking among colleagues. Peer-to-peer messages are seen as particularly important, so that learning is operationally relevant. With Denmark being the COP15 host, there is generally a lot of information available to Danida embassy staff and headquarters units on climate change issues, e.g. on the Danida DevForum site.

2

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

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The UK has set up a network of staff working with climate change to improve information sharing. This includes about 60 staff across the organisation, from advisers to programme managers and from 5 to 100% job focus on climate change. There are persons connected to the network in every country office. They receive updates on policy positions, major programmes, case studies etc. They communicate climate change issues to their colleagues, and they are provided with presentations etc to present in-country. Internal communications channels to communicate with a wider audience of staff is used - particularly intranet homepage and through getting climate change into messages from senior management. The UK has also developed guidance and tools on climate change to improve the way that staff integrate climate change into UK's work, including a set of key sheets on climate change. To support staff and increase their understanding of the importance of environment in their respective area Ireland has developed information sheets covering key issues, out of which two cover climate change issues. (For more information please see http://www.irishaid.gov.ie/article.asp?article=1147)

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

Africa

Latin America

Asia

4 day regional seminar in Tanzania, Ghana, Egypt

4 day regional seminar in Nicaragua, Venezuela

4 day regional seminar in Kazakhstan, Vietnam, Bangladesh

Denmark

Learning event in South Africafor Danida embassy staff in Eastern and Southern Africa IUCN environment mainstreaming module in Mozambique On the job training at embassies in Ethiopia, Kenya, Zambia, Madagascar

On the job training Nicaragua. Regional training Latin America

On the job training Sri Lanka, India

Ireland Norway

Sweden

Mali, Burkina Faso (March) Regional Sub Saharan Africa (May)

Switzerland

Training in West Africa with focus on food security and climate change

UK

Not yet considered

Europe

Cambodia, Bangladesh, Regional Asia Training in Peru, Bolivia, Ecuador with focus on water issues Not yet considered

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Training in Nepal with focus on climate change adaptation Not yet considered

Not yet considered

Norway will arrange on the job training in 5-6 embassies during 2009 (India, Madagascar, Zambia, Ethiopia, Kenya and possibly Sri Lanka and Nicaragua). There are ongoing discussions about also including a gender aspect/review of existing programs at the same time. Probably there will also be a regional training in Latin America during 2009. Further, there will also be one or two training sessions for headquarter staff. In-country climate change training is something UK has not yet considered but in the long term they would like to move towards this. UK has planned a series of seminars at headquarter which aims to provide an introduction to key areas on climate change (science, global framework, adaptation, low carbon development). A retreat will be arranged for staff working on climate change during the summer, which will be more in-depth and include practical discussions on what these issues means for their jobs. The EC is planning to arrange six seminars in Brussels and eight regional seminars in Vietnam, Bangladesh, Ghana, Tanzania, Kazakhstan, Egypt, Nicaragua and Venezuela, plus three introductory e-learning sessions.3 (See a schedule for the training in annex II). Ireland plans immediate delivery of the IUCN environment mainstreaming module to its own staff in Mozambique. Denmark held a learning event for staff in Eastern and Southern Africa earlier in May that very similar to the one held in Asia in November 2008. Several donors were invited of which four countries participated. Switzerland will arrange training in West Africa (focus on Food Security and climate change with the support of local consultants), Peru, Bolivia, Ecuador (focus on Water) and Nepal (focus on adaptation to climate change). Sida has undertaken in-country training in Mali and Burkina Faso (March) and will hold a regional workshop for Sub Saharan Africa in Nairobi in May and Cambodia/Regional Asia in the fall of 2009. Germany plans to develop a training on integrating climate change into development (1-4 days) to be ready end of 2009. They also offer a training GTZ Climate Check (1-2 days) on how to apply the Climate Check tool for optimizing mitigation and adaptation impacts of development cooperation. See more information in Annex.

Lessons learned The survey generated some examples of evaluations of specific training events (Norway, Ireland and Sweden). General lessons are summarized below. More information is given in Annex.  Keep down presentations and headquarter speaker time. It is more important to allow a lot of time for discussions and informal exchanges of experience. If external participants are invited let them share their experiences to enrich the discussion.

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

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 Make use of case studies. Try to find context specific case studies that reflect the sectors in focus of the target group.  Give only little time to on general information e.g. climate trends. Get down to business as quickly as possible.  Avoid giving too much attention to future climate. Current climate variability and natural disasters are better entry point for dialogue and change.  Give country specific information and use local expertise. Provide specific instructions to local experts in order to make the most out of their knowledge.  On the job training is the most important component. In many cases there is already a general awareness of the issues of climate change and a willingness to improve but a lack of concrete advice. On the job training is important for making real progress.  Consider creating space during in-country training for donors and partners. Some parts of the training often need to be closed but others can be well suited for joint learning and discussions.  Use of low tech (telephone) or high tech (video link) should be promoted to reduce costs, time and emissions. This could be an important way to leverage the outreach capacity. The symbolic aspects of such an approach are also important.

Key findings, reflections and next steps Key findings Agencies are interested in increasing cooperation around training modules and opportunities for joint learning sessions. A concrete initiative is proposed by the World Bank – Reciprocal Partner Learning Initiative. Furthermore the multidonor learning network Train4Dev is considering action in the area Agencies differ in how they position climate change. Some have specific training on climate change whereas others position it as part of environmental training. Typically, training of staff should answer three questions: What is expected of me? How should I do it (tools and support available)? Why is this important (general awareness, political and organizational priorities, understanding of impacts in the specific country/region)? Concrete case studies, group discussions and opportunities for sharing experiences are critical components of training sessions Specific training sessions on climate change is just one of many opportunities for strengthening the capacity. Broader aspects of organizational learning, focusing on how to ensure that the organization has sufficient understanding of climate change etc., need to be looked at. Coaching and other forms of on the job training can generate positive results E-learning is provides opportunities for broad outreach and well targeted sessions but are not yet broadly applied

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Training events mainly aimed at strengthening internal capacity often create opportunities for dialogue and joint learning with other donors and partners There are opportunities for improved sharing of knowledge and training materials and possibly joint learning events.

Key reflexions/questions It is imperative that increased capacity among donor agencies and banks is equalled by increased capacity of partners. To what extent this need can be addressed in parallel with training of agency staff merits further discussion. There appears to be a stronger demand for training on climate change than broader environmental issues. Many express a fear that the focus on climate change may crowd out necessary attention to issues like water pollution, ecosystem services etc. How can it be ensured that critical non-climate related environmental aspects are not neglected while building on the interest on climate change? Many training modules can be replicated and used by various groups. Increased cooperation and coordination at head quarter level can create synergies, expand outreach opportunities and avoid duplication. However, it is generally very important that the perception of each target group for training is that the information targets them directly in terms of content, length and depth. What is the best balance between agency specific material and shared material? Is there a need for a process for quality assurance of training materials etc. and if so what could it look like? Greater cooperation and up-scaling of joint learning sessions demands good cooperation and strong interest from local donor working groups. The cross cutting character of climate change and environment/natural resources is both a challenge and an opportunity for generating this interest. How can donor groups best be supported and sensitized to the options for joint training? The launch of the OECD Guidance on climate change adaptation into development cooperation could provide a concrete opportunity for joint work. Is this a strategic opportunity? Training and learning events can be more or less carbon efficient – Should training on climate change be climate smart?

Tentative next steps The survey has found that there is great interest for increased joint efforts to improve capacity development within agencies own organizations. This report has gathered information and in so doing identified initiatives that can take the discussion further; Train4Development and the World Bank Reciprocal Partner Learning Initiative that are in close contact with each other. The OECD DAC GPWSP task team on Climate change adaptation in development cooperation has recently launched a new guidance. OECD has asked Germany to provide a training module on the guidance for members to use. In this context it should be noted that the importance of capacity development for climate change also has been raised in the context of the parallel OECD/DAC capacity development good practice exercise. This exercise is preparing operational good practice guidance in relation to the six capacity themes of the Accra Agenda for Action. Environment is considered a relevant sector in this work. It may be useful to discuss the development of a platform on capacity development for climate change adaptation with a clear ownership from partner countries. 13

Sida and other agencies should consider the proposals from the World Bank and from Train4Dev. Equally they need to reflect on how these initiatives link to the OECD DAC WPGSP Task teams on Climate change adaptation in development cooperation and Natural resources governance and capacity development. Possibly a meeting with the various stakeholders could be held in June or August. Share this document with non-respondents, members of the OECD DAC WPGSP Task Team on Climate change adaptation in development cooperation and post it on PEP website (www.povertyenvironment.net).

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Useful links and documents The annex includes a range of documents that were shared by the respondents. They provide useful reading when discussing capacity development initiatives on climate change. EC Detailed info, including seminar materials for downloading can be found at www.environment-integration.eu Ireland A series of environment key sheets designed to clarify the links between the environment and key development sectors and issues. http://www.irishaid.gov.ie/article.asp?article=1147 Denmark Link to Danida development forum http://www.danidadevforum.um.dk/en/menu/Topics/ClimateChange/ClimateChange.h tm Ministry of Foreign Affairs of Denmark Competence Center Training material from regional workshops http://www.umkc.dk/en/menu/DevelopmentCooperation/LinksAndMaterials/Learning EventOnClimateChangeAndDevelopment Link to COP15 webpage http://en.cop15.dk/ issues http://www.landwaterdialogue.um.dk/ World Bank www.worldbank.org/climatechange Annex I Questionnaire Annex II Useful documents World Bank Climate Change for development Professionals (brochure) World Bank Reciprocal Partner Learning Initiative (draft concept note) GTZ Training matrix DFID Human resource section of the climate plan Irish Aid Pretoria workshop report (2008) Sida Experiences from workshops in Mali and Burkina Faso (2009) EU schedule for training 2009

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Annex I Questionnaire: Questionnaire The following questionnaire was sent out to the above mentioned respondents: a) Training material 1. It would be great if you could share information such as agendas, key target groups, description of trainers (e.g. own staff, consultants or other), downloadable presentations etc. 2. Lessons learned, if you have evaluated the training sessions that could also be of great interest. 3. Rough indication of how focus of the training is distributed between the following themes; climate change adaptation (XX%), mitigation (XX%), environment and natural resources management (XX%), disaster risk reduction (XX%), mainstreaming issues like gender, human rights, conflict (XX%).

b) Other than specific training sessions on climate change A range of options other than focused climate change training sessions can be considered as means to strengthen awareness and knowledge about how to integrate climate change in development cooperation. E.g. shorter interventions in other training/information events, written information, elearning etc. Which one’s do you consider to be most important? Which are the key target groups?

c) Planned training sessions for 2009 1. For which countries/regions are there plans (or tentative plans) for training sessions/capacity development initiatives for colleagues within XX? It would also be useful to get information about intended target groups, including partner country representations for the sessions. For you information, in 2009 Sida plans to focus specific training on climate change and environment on the following countries/regions: Africa (Mali, Burkina Faso and on regional level East Africa, West Africa and Southern Africa; Asia (Cambodia, Bangladesh and Regional Asia). We plan to make a simple report and circulate it to the respondents. If there is interest for having a teleconference on the findings we would be happy to host it. Please indicate if you would be interested in participating in such an event. We hope that you will find responding to these questions rewarding and that it in small but concrete ways will create opportunities for joint training.

If you have further questions feel free to contact Ulrika Åkesson, Sida, Advisor on Climate Change and member of the OECD Joint DAC-EPOC Task Team on Adaptation to Climate Change ( +46 8 698 50 30 [email protected]), Olof Drakenberg or Emelie Dahlberg at the Helpdesk for Environmental Economics (+46 31 786 26 87). Please send your reply to [email protected] before February 4th.

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

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Annex II – extra material from respondents World Bank Climate Change for development Professionals (brochure)

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

Background and Context Climate change is increasingly at the center of the World Bank’s analytical, operational and advisory work. It is one of the most important development challenges today and the years to come, as it mainly affects the poorest countries and communities of the world. The Bank has a number of unique strengths to play a leadership role in this area. We are currently one of the most active multilateral organizations in dealing with climate change within our operational and analytical work, and the trustee for a number of global climate change funding facilities. Therefore, WBG staff are expected to have a solid understanding of the implications of climate change on their work, its opportunities and challenges and the WBG’s role, products, policies and services. They must be up to date on international dialogue and agreements as well as their consequences in the regions/countries and localities of Bank Group operations. Most of all, staff are expected to integrate the WBG’s strategic principles on climate change into their day-to-day work. With an increasing demand for climate change-related knowledge-generation and sharing and for specific learning opportunities, the Climate Change for Development Professionals Knowledge, Learning, and Capacity Building Initiative (CCDP), supported by the SDN Vice-Presidency, aims at meeting the demand and bringing both agendas together: strengthening the Bank’s comparative advantage in CC-related lending/advisory services and helping WBG staff to be adequately equipped and prepared for addressing climate change challenges.

Program Description The CCDP Program has a dynamic and flexible approach. It looks within the institution and externally to find examples of frontier knowledge and learning activities that are either already being applied or under development, and bring these usually disparate initiatives under one umbrella. Key characteristics of this initiative are: (a) scalable and replicable, since it is expected to be taken up at the regional/sub-regional and country levels, and replicated by others (NGOs and partners); (b) flexible, in response to the evolving nature of CC, the related international agenda, and the need for avoiding duplications and adjusting CC learning efforts to country and sectoral specific situations, both from Bank and client perspectives; (c) accessible from different countries, by various partners and for different levels of knowledge/expertise; (d) exportable, aimed primarily at Bank staff, but usable also for joint training with development partner agencies and client country staff; and (e) monitorable, both to fit into the result framework of the SFCCD and to help in the reporting for the UNFCCC Bali Action Plan, and post 2012 discussions.

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Main Goals Generate and share cutting-edge knowledge to increase climate change-related awareness; establish and enhance a common understanding of CC- implications at the international, regional and local levels, and across various sectors/systems; Ensure Bank staff is up to date on international trends regarding climate change agreements, economics and financing mechanisms; Apply knowledge acquired and identify the appropriate tools, resources, and financial instruments to address day-to-day work requirements, and to integrate climate change into operations.

Design and Target Audience The program is designed to address the learning, knowledge and performance needs of World Bank Group professional staff by providing a flexible learning and knowledge generation and sharing paths to meet the specific interests of the various sectors, units and regions across the board. Technology and e-learning techniques are central to the CCDP Program, allowing the program to be scalable and accessible to a broad audience locally or globally located. Major target groups are: (i) World Bank Group field office staff; (ii) Managers across WBG; and (iii) Operational Staff. A secondary target group is: (i) IFC Staff; and (ii) partner agencies working on climate change. A further target group through WBI partnership and the regions consist of: (i) decision makers in country clients; (ii) government technical officials and (iii) relevant actors from civil society organizations.

Program Components 1. CCDP Course: A core element of this knowledge and learning initiative is the CCDP Course which guides participants through formal training and learning sessions on climate change through a combination of e-learning modules, face-to-face workshops, and other dynamic and iterative resources. The CCDP course seeks to use best practice learning methodologies to produce and deliver a multi-faceted collaborative program targeted to both operational staff and management. In addition, through a partnership with WBI, most of the materials produced during and for the CCDP will be useful for the client’s capacity building and learning efforts. Given such a diverse audience, the differentiated levels of understanding and practical needs, the CCDP course design includes a modular structure with five differentiated modules: (a) Fundamentals of Climate Change, (b) Adaptation and Mitigation [Hands-on Workshop (HOW)]; (c) The Economics of Climate Change; (d) Climate Finance; and (d) Social Dimensions of Climate Change. Each of these components can be delivered through different mechanisms: (i) E-learning (online modules) allows participants to learn at an individual pace and is easily accessible by field office staff; (ii) Webinars (online classrooms) also make climate change training readily available to field office staff, providing an opportunity for virtual face-to-face interaction with leading experts; and (iii) face-to-face sessions can be customized to meet the needs of a particular audience and foster dynamic interaction and peer learning. The Adaptation and Mitigation Module is the core of the face-to-face mechanisms and will be delivered through hands-on sessions, also called HOW Workshops. They are designed around a Library of WBG Case Studies which can be customized according to regional specific needs and sectoral discussions. They would have three different approaches: country, 18

project/program or sector specific approach. Administered in both Washington and the Regional Hubs, the hands-on sessions will provide an opportunity for participants to apply key concepts from their e-learning or other knowledge sources to their daily work.

2. CCDP Communities of Practice and/or Clinics: These clinics consist of a tailored ontime advice session providing support for specific projects and initiatives posing a challenge to WBG staff tasked with addressing climate change dilemmas/issues in their operational or advisory work. With the guidance from a panel of the relevant leading experts both in the Bank and externally, participant project teams receive just-in-time advice on their climate change-specific challenges. Through this peer-to-peer collaborative exercise teams are expected to further cross-sectoral work, increase their understanding of climate change issues and improve the quality of approaches for their solutions. Appropriate linkages with the Global Expert Teams – GET initiative would be sought for and further explored. 3. CCDP Knowledge Sharing Series: These series allow the e-learning students to continue to complement and expand their CC knowledge, while also informing and reaching out to the entire World Bank Group staff. The CCDP Knowledge Sharing Series include the following components: (i) Knowledge and Dissemination Series; (ii) BBL Series; (iii) Reciprocal Partner Learning; and (iv) High Level Speaker Series. These series aim at further raising awareness, disseminating latest information, present recent findings, and facilitate updates and informational sessions. While these events are mainly delivered face-to-face, they may be recorded or virtual in order to engage field office colleagues and foster more exchanges between HQ and field office staff. 4. CCDP Training-of-Trainers Program (TOT): In line with one of the main characteristics of the program (replicability), the CCDP works with the regions and in support of the operational units across the WBG. One way to scale up and support the learning and knowledge sharing efforts across the WBG is to train the trainer and leader at the regional and field levels. This will not only help the expansion of the pool of expertise across the organization, but also ensure that the necessary skills, knowledge and materials are widely disseminated, and benefit WBG staff at all levels. The TOT design is built around three main objectives: (i) maximize the value added; (ii) provide strategic direction; and (iii) enhance effectiveness and performance. Participants will not only cover the content of a training model, but they will also be exposed to training concepts and methods and will be provided the opportunity for teaching practice specially targeted to WBG audience. Later on, the CCDP plans to cover the client’s demand with a similar approach. The proposed TOT program will start during 2009, once the CCDP initiative is under full implementation. 5. Web-based Knowledge Tools: The CCDP program will support and complement ongoing efforts to develop and maintain climate change-related Bank Group resources and tools under one umbrella, including those that are developed or shared by partner organizations. The CCDP has created a user-friendly workspace that will be linked from the CC website and will serve as a continual resource to CCDP alumni and partners interested in climate change learning, capacity building and knowledge-sharing. Inter-related tools that are complementary to the CCDP Program will be enhanced and widely disseminated as part of this component (e.g. WB Climate Change Portal, the climate risk and adaptation tool (ADAPT), and the overall CC website).

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World Bank Reciprocal Partner Learning Initiative (draft concept note, an updated concept note will be ready in May) RECIPROCAL PARTNER LEARNING INITIATIVE (RPLI) DRAFT CONCEPT NOTE Background The Reciprocal Partner Learning Initiative (RPLI) is part of the Sustainable Development Network’s comprehensive Knowledge, Learning and Capacity Building Program- the Climate Change for Development Professionals (CCDP). The CCDP program aims at serving the learning, performance, capacity building and knowledge needs of a diverse (dispersed) and very demanding audience. It is primarily targeted to WBG staff, but through partnerships with regions, the World Bank Institute and other development practitioners will also reach the client. The various components of the CCDP program are targeted to (i) building the capacity and technical skills of operational staff and managers to access, use and integrate climate change knowledge and information into their day-to-day work, (ii) establishing a basic common knowledge platform for climate change work to ensure some degree of consistency across sectors and units, and across development agencies and academia, and (iii) Objectives of the RPLI The objectives outlined above are likely to apply to a number of development partners, including academic institutions working on analytical or operational areas relevant to climate change. The RPLI seeks to provide a collaborative learning and experience-sharing forum to attain (a) some the common knowledge and learning limitations currently faced in climate change work; (b) the urgency in meeting the increasing demand for climate change related skills; (c) the challenge to integrate climate change and development; and (d) the evolving nature of this topic that requires continuous learning, awareness processes, knowledge sharing and capacity building. The Reciprocal Partner Learning component, as distinctive from other components of the CCDP, will be a forum for internal and external climate change experts and development practitioners to share challenges, cutting-edge knowledge, innovate, build their capacity individually and collectively, and be better equipped to help client countries and others in developing countries. This initiative is also expected to contribute to and enhance in a more structured manner, the ongoing somewhat informal information sharing processes among development agencies- in particular regarding climate finance. The RPLI is another step forward in the harmonization efforts as outlined in the Paris Declaration. Participants External: Selected staff and managers from partner organizations including bilateral agencies, and U.N agencies, and academia (selected external partner representatives per forum) Internal: CC experts, CC Management Group, managers working on CC issues

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Expected Results Collaborative learning forum for development partners addressing climate change issues as part of investment/advisory work. Technical and collaborative capacity enhanced among staff, partners and academia. Increased understanding of different approaches and perspectives presented by development partners in their efforts to build capacity for country clients and civil society organizations dealing with climate change. Relevant cutting-edge knowledge and practices shared, and lessons learnt timely identified. Contributions towards a basic common knowledge platform around climate change work and harmonized approaches. Partnerships to lead learning and innovation for climate change. Basic Design The RPLI is meant to be a forum - collectively owned and maintained by participating partners. It would be complemented by systematic exchanges of information, and joint learning and knowledge sharing efforts. Forum- This learning space is designed in two parts: Part I would address issues related to climate change knowledge, learning and capacity building issues for the partners and their clients/constituencies. Part II constitutes itself a learning opportunity on pre-agreed topics of common interest benefitting from each other’s comparative advantage. The idea is, therefore to combine opportunities for actual learning with opportunities to developing a collaborative approach for learning, capacity building, and knowledge sharing in climate change. Systematic exchanges of Information- The idea behind these is to foster a more systematic exchange of relevant information across participating partners- mainly related, but not restricted to learning, cutting-edge knowledge generation and capacity building efforts. Some of the means to do so utilizing existing mechanisms include corporate news letters and climate change websites. Joint Learning- As agreed during initial discussions with selected partners and academic institutions, actual joint learning and knowledge sharing events are at the center of the RPLI. This could take different shape and form, depending on the demand for learning and the supply of knowledge and expertise in a given topic or area. It is expected; however that joint learning would be one of the peer-to-peer methods to enhance each other’s learning and capacity building efforts. It will also become a forum for networking and information exchange.

The basic format of the forum could be presented as follows: 1. Presentation of climate change knowledge, learning and/or capacity building challenges by selected agencies and academic institutions 2. Identification of common limitations and current efforts to deal with them

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3. Input from three perspectives on key climate issues (e.g. clients: climate finance and additionality; development practitioners/staff: climate change in my day-to-day work; and civil society: climate and development trade-offs). 4. Exploration of knowledge/approaches/applications, potential collaborative initiatives, and other issues as appropriate 5. Development of strategic next steps as appropriate for:  continuing the Reciprocal Partner Learning Initiative (RPLI) collaboration  making learning more accessible to all (including from Academia to us)  creating common core learning products; most useful vehicles for knowledge sharing (e.g. avoiding duplicative efforts)  training activities for export to other organizations  cross- training activities among organizations (e.g. more cost-effective exercises)  greater effectiveness with stakeholders Outputs: For participant agencies and academia: Create common knowledge platform around climate change work among internal and external clients Generate new knowledge and initiatives, and facilitate access to information Enhance partnerships Enhance harmonization Avoid duplications Increase capacity to work effectively on climate change issues both independently and in collaboration with partners Increase understanding of knowledge gaps, needs and resources presented by participants Measures of Success: The RPLI adds value to ongoing independent efforts Generous sharing of challenges and knowledge among participants Generation of new and improved approaches to capacity building and learning on climate change Improved methods for knowledge sharing among partners and within respective organizations Continued interest in participating in workshops Upon successful completion of two pilots, decision to scale up delivery including in client countries.

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GTZ Training matrix

GTZ trainings with contents related to climate change Name of training course

Duration (no. of days)

Environmental Fiscal Reform

From 1 to 4 depending the number of Moduls (General EFR introduction, fossil fuels, transport, energy, water)

Payments for Environmental Services

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

Training materials (titles of available materials or links to documents / presentations) Manual of the training OECD/DAC Guidelines and Reference Series “Environmental Fiscal Reform for Poverty Reduction Documentation of the 8th Global Conference on Environmental Taxation (GCET) on “Environmental Fiscal Reform in Developing, Emerging and Transition Economies EFR Fact Sheet Manual PES (GTZ) Publications CIFOR and IIED on PES Training notes 23

Key target groups

Contact person in GTZ

Colleagues Technical and institutional Partners

Trainers (GTZ staff, consultants, other) Kai Schlegemilch, Jacqeline Cottrell, Axel Olearius, Stefanie Lorek, Marina Kosmus, Edith Kürzinger

Colleagues technical and institutional partners

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

Marina Kosmus

Axel Olearius; Annuschka Hilke; Marina Kosmus

Name of training course

Duration (no. of days)

Training materials (titles of available materials or links to documents / presentations)

Key target groups

biodiversity, carbon).

Harvard University methodology based caseworks PES Fact Sheets PES CD (material trainings, presentations, publications)

GO and NGOs Practitioners

Governance of natural resources

3 days

Manual CD (presentation, publications and material for training including case work

Colleagues Technical and institional partners (GO and NGOs)

Strategic Environmental Assessment

1 - 4 days, depending on the needs of the client

OECD-DAC good practice guidance on SEA Espoo Convention on SEA IAIA principles for SEA Harvard University methodology based caseworks GTZ fact sheets

Policy makers, administration officials and and planners; National SEA consultants; NGO representatives; GTZ staff

Strategic Environmental

4 - 5 days

OECD-DAC good practice guidance on SEA

Policy makers, administration

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Trainers (GTZ staff, consultants, other) Ina Porras, Jan Peter Schemmel, Marina Kosmus

Contact person in GTZ

Barbara Lang, Richard Modley, Claudia Mayer, Jan Peter Schemmel, Christoph Feldkröter, Marina kosmus Alfred Eberhardt, Jiri Dusik, Martin Smutny, Michael Koch, Michel Bouchard, Axel Olearius, Bernhard Frey, Peter Croal Alfred Eberhardt,

Barbara Lang; Marina Kosmus

Bernhard Frey; Axel Olearius

Axel Olearius; Bernhard Frey

Name of training course

Duration (no. of days)

Assessment – train the trainers

Training materials (titles of available materials or links to documents / presentations) Espoo Convention on SEA IAIA principles for SEA Harvard University methodology based caseworks GTZ fact sheets

Shaping the future – key competences for sustainable development

3 days

Fishbanks Ltd. simulation STRATAGEM simulation Action Learning excercice materials (e.g. “islands”)

Stakeholder dialogues for sustainable development

1- 3 days

Seminar reader

Constructive negotiation for sustainable development

1 - 4 days

Seminar reader Harvard University based methodology

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Key target groups

officials and and planners; National SEA consultants; NGO representatives; GTZ staff Policy makers, national and international experts, managers in international cooperation National and international specialists and managers of the international cooperation or in the field of sustainable development National and international specialists and managers of the international

Trainers (GTZ staff, consultants, other) Jiri Dusik, Martin Smutny, Axel Olearius

Contact person in GTZ

Susanne Willner, Susanne Ahrlinghaus, Axel Olearius, Jan Peter Schemmel, Stephan Paulus Susanne Willner, Susanne Ahrlinghaus and collaborators of the consultancy denkmodell

Susanne Willner

Susanne Willner

Susanne Willner, Susanne Susanne Willner Ahrlinghaus, (Axel Olearius) and collaborators

Name of training course

Duration (no. of days)

PREMA (profitable environmental management)

3-5 days

Integrating Adaptation to Climate Change into Development (development just started – planned to be ready end of 2009)

1-4 days depending the number of Moduls

GTZ Climate-Check (training on how to apply the GTZ Climate Check tool for optimizing mitigation and adaptation impacts of development cooperation projects and programmes)

1-2 days

Training materials (titles of available materials or links to documents / presentations)

Many case studies and materials PPT Methodology to apply directly in companies as consultancy OECD-DAC good practice guidance on integrating adaptation Harvard University methodology based caseworks

PPT introducing tool and methodology Examples to be used for case-work Manual on the GTZ Climate Check 2-4 page sector-guidances on typical mitigation and climate change impact patterns in relevant sectors 26

Key target groups

cooperation or in the field of sustainable development Managers and experts in small and medium sized entreprises in developing countries Policy makers, administration officials and planners; National SEA consultants; NGO representatives GTZ staff and consultants

Trainers (GTZ staff, consultants, other) of the consultancy denkmodell

Contact person in GTZ

Edith Kürzinger, Detlef Susanne Schreiber Ahrlinghaus, many consultants

tbc

Ilona Porsché

Michael Scholze, Michael Sally Lacy, Scholze Alexander Fröde, Jan Peter Schemmel, …

Name of training course

Duration (no. of days)

Training materials (titles of available materials or links to documents / presentations)

Key target groups

Trainers (GTZ staff, consultants, other)

Contact person in GTZ

Template for TOR for a climate check Disaster Preparedness (being finalised)

Development cooperation staff

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Sabaß

Human Resources section of DFID climate plan

1. CHALLENGE The strategic workforce plan provides the context within which DFID will develop and sustain its resources for implementing climate change. Collaboration between Divisions, Heads of Profession and HR to meet the demand for staff resources and skills will be key to successfully addressing the main issues: i.

ii. iii. iv.

Understanding fully o the range of roles, responsibilities and deliverables of the posts in central policy teams, country offices, and posted to partner organisations; o the requirements in terms of knowledge, skills and expertise, and how do we build long term capability; Mobilising staff resources to create start-up and sustainable capacity in the immediate to medium term; Creating a coherent network and resource for climate change, avoiding fragmentation; Maximising interchange and opportunities with and in OGDs and donor/partner organisations, including shared funding arrangements.

2. APPROACH 2.1. Building capacity and skills – what do we know already? Three broad types of expert have been identified as a way for organising our climate change resource: 1. Climate change experts, who have both depth and breadth of understanding of climate issues, and can translate this knowledge and apply it to DFID priorities and relate it to the overall development agenda. 2. Experts in other disciplines, who develop an understanding of the implications of climate change for their particular area. 3. Policy experts with the ability to quickly absorb and interpret information for policy briefings/development and external engagement. We are not starting from a zero-base. There are currently approximately 60 staff in a range of cadres who have been actively involved for some time in the climate change agenda, and its policy and programmes. They have built a reasonable level of capability – particularly in the area of climate change adaptation. However, the majority (over 50) of these work in the policy centre and we need to shift the balance to the Regions, where staff numbers of climate change are projected to increase three to four fold in the next 12 to 18 months, particularly in Africa and South Asia. To broaden and deepen expertise and awareness, professional cadres are all including climate change within their retreats and training programmes, and exploring ways to “mainstream” climate change into their resource planning alongside the other priorities set out by the Secretary of State. Awareness raising is also extending to generalist staff working on the climate change agenda who are not members of specialist cadres, through internal communications and opportunities to work with or support policy and technical experts. Our implementation strategy acknowledges that for some partners (particularly MICs) our credibility will depend on deep knowledge of climate change issues, including an understanding of low carbon 28

technologies and financing instruments, and this will require effective identification of the relevant expertise, internally or externally. On skills, we must address the need for a wide range - from deep technical specialists to broader generalists. However, it is also important that we target training for maximum impact (e.g. in pilot countries) and avoid the risk of diluting skills by taking a blanket approach. Specifically, we need: 

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



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



Externally focussed influencing/advocacy generalists, with some basic understanding of climate issues and policy, who can also network, build relationships and alliances to persuade others to deliver our agenda, using sound knowledge of the stakeholder audience and their agenda;



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



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

2.2. How will we build capacity, allocate resources, and enhance skills? The implementation strategy needs to balance the use of internal and external capacity and skills, and where these need to be located geographically and by function to maximise engagement in the regions and Whitehall. Resource requirements need to be business-led and determined by Regional demands, DFID policy teams and our programmes with partners and donors. There are several ways to create the extra capacity needed, all of which will be required to greater or lesser extent to ensure a targeted approach to climate change implementation through planning, resource allocation and management responsibilities: 1. For short-to-medium term start-up capacity: promote the use of resource centres, the planned Climate Change Centre, our partners and other specialist organisations to secure external expertise to complement internal capacity. Terms of reference for these sources of external expertise must stipulate capacity building and knowledge transfer as critical deliverables. For example, the climate change capability statement sets a common benchmark for the three resource centres collaborating to provide a suite of services for climate change. 2. For medium-to-longer term resourcing: reprioritise business objectives and resource allocation so that selected DFID staff with the right potential can be redeployed and equipped with the appropriate levels of skills and expertise for the range of jobs which address climate change. 3. For building new and longer-term sustainable capacity: recruit to new posts, or encourage and collaborate with partners to recruit new staff, who will help deliver climate change objectives. This may in the form of secondments or postings. The allocation of resources for climate change (as for other DFID priorities) will need to be kept under regular review, as part of monitoring business plans with workforce plans and allocations. Consideration needs to be given as to which climate change issues require a dedicated resource, to

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strengthen local capacity for influencing, technical advice and capacity building, and where partial resource (e.g. hybrid posts) would be more suitable and cost-effective. For example, demand for dedicated staff with climate change experience and skills is increasing in the Regions, particularly in Africa and South Asia, where currently climate change is largely covered by staff with responsibility for other related policy areas, such as disaster risk reduction, or water and sanitation. Africa intends to take advantage of developing links with the World Bank, UNDP, UNISDR and EC. Both the FCO and Defra have strong climate change agendas in Africa although their policy and approach is more centralised and less likely to contribute to regional resource. Dedicated start-up capacity in Africa is therefore a high priority for climate change implementation, and advantage taken of secondments and funding for in-house resource. On the other hand, the International Divisions (IFDE, EDRD, UNCHD) and EMAAD have indicated their plans to work through PRD to support climate change implementation, and consequently have not allocated additional resources over the CSR period. This has implications for PRD’s resource allocation for climate change, and for ways of working across DFID. EMAAD has also indicated plans to work through World bank and IFC, as these institutions have extensive human and financial resources dedicated to climate change. In terms of skills, these will be accessed and enhance by outsourcing to external organisations; recruiting in new skills to new DFID posts; developing the climate change skills of existing professionals through a mixture of specialist training and secondment opportunities; raising awareness through learning opportunities aimed at policy experts and project and programme managers.

3. ACTIVITIES HR Division will working with others to develop a work force plan on climate change by November 2008. This will be collaborative, with lead responsibility from PRD, Heads of Profession, HR or the Regions. This will include work to: Work with country offices to identify what collective and individual support countries require for start-up capacity, building longer-term capability and resourcing deep skills, and also raising awareness for generalists. For the proposed 5 pilot mitigation and 5 pilot adaptation countries, terms of reference should lead to some specific resourcing and skills requirements, and to lessonlearning as to what works in practice. [Lead: PRD] Build an information and knowledge source about DFID’s existing climate change skills market and resource: expertise, skills, flexibility/mobility – internal and external, UK and overseas in OGDs/HMG, partner and donor organisations. This will include opportunities for inward/outward secondments and shared funding of posts. Ultimately, this information and knowledge source needs to address the question managers will have, “If I want to recruit someone for a climate change post (specialist or generalist) how will I know what is out there in terms of skills and availability?” [Lead: CEG or Heads of Profession?] Make full and creative use of existing admin, programme and programme funded admin budgets, as well as opportunities for shared funding with OGDs and other donors, e.g. PRD programme funding is already paying for climate change posts in some of the multilateral development banks. [Lead: Regions, PRD and International Divisions] Review contractual arrangements with resource centres to ensure an improved, co-ordinated suite of services that support climate change implementation and specifying new/emerging requirements. [Lead: Heads of Profession]

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Drive a targeted, strategic approach to inward and outward secondments, sharing resources and skills with OGDs, partners, donors and the private sector. [Lead: Human Resources] Alongside their own administrative budgets, divisions will consider the following resources: Existing non-climate related positions. Existing climate related positions. Possible programme-budget supported positions. Possible joint donor positions. Possible programme-budget supported secondments. [Lead: Regions, Policy and International Divisions] Identify new and build on existing approaches (e.g. Tyndall Centre) for training and skills development, internal to DFID (including clarity as to who owns and contract manages training for climate change) and joint programmes with OGDs, private sector, civil society and other organisations in UK and overseas. [Lead: PRD - CEG] Establish a baseline for advisors indicating how many are needed to work on climate change – wholly or partly – and what formal qualifications (if any) should be required, what levels of knowledge and expertise would be appropriate to expect and at what points (milestones) over the CSR period. [Lead: Heads of Profession] Ensure HR expertise and processes support climate change implementation as indicated by the imperatives set out in the Strategic Workforce Plan and resulting objectives in HRD’s business plan. This includes provision of dedicated business partnering and resourcing support in the new HR operating model. [Human Resources]

Irish Aid Pretoria workshop report

Report on Irish Aid / IUCN Environment Mainstreaming Workshop, Pretoria

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Facilitated by Dr Susan Mainka, Senior Co-ordinator, Global Programme, IUCN 31st January 2008 1. Background Following the publication of the Environment Policy for Sustainable Development in April 2007, and the subsequent production of 14 environment mainstreaming key-sheets it was felt that there was a need to develop a training module to highlight the policy and resources available, and to support colleagues in their efforts to mainstream the environment in their work. Within the partnership agreement with the World Conservation Union, (IUCN) provision was made for their support to IA, in our capacity building and mainstreaming efforts. Drawing on their experience and expertise a pilot training workshop was delivered to Civil Society Section, in Limerick on the 2nd November 2007. Taking lessons from this workshop, IUCN, with feedback and input from IA field and environment staff, further developed the training module to: make the content more IA specific ensure that it provided clear practical guidance for IA On the 31st January IUCN delivered training to participants from IA’s missions in Mozambique, Lesotho and Pretoria. Participants had been consulted regarding their needs and expectations prior to the workshop.

2. Objectives The workshop had the following objectives: Improve participants understanding of environment’s role in achieving Irish Aid’s mission and priorities in Southern Africa. Familiarisation with the relevant policies and resources available to support the mainstreaming of the environment across the programmes. Identification of additional resources / supports needed to implement the environment mainstreaming policy Strengthen the partnership with IUCN, and the training module for further use within IA and with partner institutions.

3. Workshop The workshop was facilitated by Dr Susan Mainka, IUCN’s Senior Co-ordinator, Global Programmes. It was divided into 6 sessions. The workshop was very well facilitated with the active engagement and input of all participants. In meeting the objectives outlined above, topics covered included; meeting the challenge of linking the environment to development, the mainstreaming of environment in IA’s work, use of the key sheets and identifying strategic entry points and opportunities for mainstreaming, and monitoring progress. The learning objectives were achieved. Each participant was also asked to identify challenges they faced and tools / supports they needed to further progress their mainstreaming efforts. See picture below: 32

These fell under four broad headings of knowledge management, training and capacity building, enhancing the key sheets and accessing expertise. These were recorded and will be progressed primarily by the environment specialist over the coming months. See below: Knowledge Management Build a database that is accessible to IA team

HQ Aidan

2 pager on HQ level engagement in environment

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Ongoing End

March Quarterly reports should be accessible beyond HQ – via a functioning Intranet ? Email culture that promotes keeping all relevant people in the loop on an issue – eg. distribution lists Cross-cutting issues focal point - Environment focal point – what is the role for these person?

Monthly meetings of MZ RAPID (mainstreaming group) – sharing information more broadly Networking with other development agencies of other governments on environment issues

HQ Aidan Aidan & HQ mainstre aming team Palmira All

Training and Capacity Building Training on climate change (potentially, energy) – use of key sheets; could interest other missions; but these take time to manage and organize so should try regional approaches to increase efficiency and interaction across countries Create a ‘training / capacity building network’ that works together to pull together training opportunities – but this still needs a champion Provide video to offices on relevant issues – eg. An Inconvenient Truth Need for a standard induction programme (as part of continuing professional development programme for advisors) – staff turnover means this should be regularly available Seeking training assistance from UN AIDS, UNEP/UNDP PEI, IUCN, and others… Make use of existing capacity building opportunities being driven by country level advisors – can we piggy back on those / expand content/ expand invitation list/ ?

Aidan

Aidan Aidan HQ Aidan Aidan

Enhancing Key Sheets Do we need more key sheets? Gender, governance etc. also should look at what is already out there and make use of that as well Should be circulated more widely to partners; proactive selection of target audiences Take into account today’s input (and that of relevant networks) when formulating future key sheets Potential value of translations?

Aidan Emer Aidan Palmira

Accessing expertise From HQ – Dr. Tara Shine is one currently available source of expertise – accessible to the field but concerns re: capacity to deal with full demand from all offices Within the regions – can also work with Tara but other resources via WWW, etc.

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Dr Tara Shine All

End March

Ongoing

4. Participants A total of 10 staff participated in the workshop, with participants from Mozambique, Lesotho and South Africa: Palmira Vicente, Alison Milton, Cait Moran, Emer O’Brien, Annalize Fourie, Keratile Thababa, Malcolm White, Tamara Mathebula, Mandla Msimanga, Belindah Maboane. Aidan Fitzpatrick, Development Specialist, HQ, with responsibility for implementation of the environment policy, attended and provided support and input to the workshop.

5. Feedback from Participants At the end of the workshop all participants were requested to provide feedback through completion of a questionnaire. The questionnaire contained four questions, the questions and responses were as follows. 1/ Did the workshop help to clarify the relevance of the environment to your work with Irish Aid? Not really, I already knew about it Somewhat, it expanded what I knew Yes, it will help in my future work Six of the seven participants thought that it would help in their future work and one answered that he/she already knew about it. 2/ 1. 2. 3. 4. 5. 6. 7.

Which sessions of the workshop were most useful: How is the environment relevant to Irish Aid Meeting the challenge of linking environment to development Mainstreaming environment in Irish Aid’s work Identifying linkages across Irish Aid priorities and the environment Beyond key sheets How will we measure success? Closing session and next steps

In this exercise session three was chosen as most useful followed by sessions 4, 2, 5 and 6. 3/ What did you enjoy most about the workshop? Openness, frank discussion, level of discussion, inter-action and experience sharing with other countries, very practical focus and content, opportunity to consider with peers from other programme countries ways to mainstream environment, reaffirmed the importance of mainstreaming the environment in our work, critical analysis and engagement with the key sheets, case studies with classical country related examples, clarification of relevance of the environment to IA’s work and to our daily lives, adequate time for discussion. 4/ Suggestions for improving future workshops Use of case studies is beneficial, develop the case studies to make them more Irish Aid specific. Longer and fewer sessions. Workshop to be held over more than one day to allow internalisation of topic. Involve other missions and advisors and invite senior management to ensure buy-in. Acknowledge that most participants would not have read the mainstreaming strategy, the environmental policy and the key sheets. Introduce these documents at the start of the day as the starting point for progressing mainstreaming. Invite other donors and share and benefit from each others experience. Allow more time. 35

6. Follow Up The general consensus was that the workshop was a useful capacity building exercise, and gave participants relative knowledge and access to resources to improve their mainstreaming capacities. A number of additional supports and needs were identified and these will be progressed over the coming months. The suggestions to improve future workshops will be considered and acted on in the future design and delivery of environment mainstreaming workshops. The buy in and support of senior management in Pretoria, Lesotho and in Mozambique was crucial for the delivery of the training. The participants, both in the feedback and during the various sessions commented on the value of a shared mainstreaming training exercise, with the day to day experiences and challenges in the various priority countries providing a lot of the learning and re-affirming the importance of the priority issues in the implementation of our programmes. There is potential to roll out this training to other priority countries and also to expand the participation to include Government partners, C.S.O.s and other bilateral agencies if deemed useful / appropriate. The potential for the future use of the module will depend on the expertise and availability of IUCN, and the support of Senior Management at HQ and in the Missions.

Sida Experiences from workshops in Mali and Burkina Faso Experiences and lessons learned from Workshops on Environment and Climate Change in Mali and Burkina Faso, 2009. Background The Environment and Climate Change team at Sida had prioritized Mali and Burkina Faso for training during 2009 as both countries had been selected for the Swedish Government’s Climate change initiative and will soon prepare a new cooperation strategy. The country director and the respective heads at country level had indicated interest in the training. The timing of the training was set to back to back with the annual country team planning meetings. Beyond the two major objectives i) to increase the capacity to integrate environment and climate change in Swedish development cooperation, and ii) to assist the preparations needed to respond to supplementary funds allocated through the climate change initiative the workshops had other objectives. These included to lay a foundation for continued support for the cooperation and upcoming strategy processes in Mali and Burkina Faso and to strengthen cooperation between the different policy pillars at Sida headquarter and between the relatively newly established policy pillar and operations. This was the reason for the large representation from Sida Stockholm and Sida’s Environmental Helpdesks (Mali 5 persons and Burkina Faso 6 persons). This should be kept in mind when lessons learned are discussed and future capacity development activities are planned.

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A two day workshop followed by one day of coaching on integration of environment and climate change was held in Bamako and Ouagadougou respectively in mid-March. The target group consisted of all program officers, the heads of aid and the country director. Participants were suggested to go through the e-learning course “Integrating the Environment” prior to the workshop. Lessons learned The experiences are organized under three headings; planning, program and coaching and build on the oral and written workshop evaluations. Furthermore the planning team has been given the opportunity to add their views. A summary of the written evaluation is found in Annex 1. On an overall level, perhaps the most important achievement is that the teams have learned together, share a common understanding of the issues, have generated ideas on how to incorporate climate change aspects in existing programs and learned from both resource persons and other team members. The following lessons can be specific to this experience but could be helpful to bare in mind for future planning processes. Planning A series of contacts were held between the country director and the Environment and Climate Change team at Sida Stockholm. The Helpdesks for Environmental Economics and Environmental Assessments were assigned to coordinate a planning group involving Sida in Stockholm and the field offices. The concept note for the training developed after the pilot training in Bolivia was used as point of departure for the planning. A proposed outline for the programme was prepared by the Helpdesk (building on lessons from Bolivia) and telephone meetings were held between the Helpdesks and the experts (NPOs) on Environment and Natural Resources in Mali and Burkina Faso respectively to adjust the proposal to local needs and preferences. Local resources persons/experts were contracted locally. The planning time was relatively short, less than one month between when the go ahead sign was given and the workshop. -Ensure adequate time for a good planning process -Ensure direct links between the planning group and management -Agree on objectives -Agree early on the outline for the training and delegate responsibilities within the group for specific components -Be flexible to adapt to target group demands and opportunities for using the workshop to increase harmonization and increase capacity of government staff -Give succinct and timely information to participants on objectives, and expectations on how to prepare. The questionnaire (see Annex) where staff is requested to indicate their key interests for coaching and to send relevant documentation is very important. -Provide very specific instructions to local experts in order to make the most out of their knowledge. Ensure time for the facilitator to comment presentations in advance to avoid repetition and respond to needs from the target group. Program

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The program for day one looked at environment and climate change with a focus on Sida’s expectations, tools and methods. Day two was open to other donor agencies and invited experts from government for specific sessions and had more focus on climate change adaptation and opportunities for harmonization. The meetings were held at conference facilities at suitable hotels. The third day was individual coaching and a wrap up session at the Embassies. For practical reasons the program for Burkina Faso had to be adjusted to fit with other obligations of key staff members during day two. See programs in Annex 3. -Ensure that environment and climate change are discussed in relation to impacts on poverty, health and economic growth - Be sure to answer the basic questions what’s expected of me? and How can I do it? The workshop should provide the participants with directions and tools on how to operationalize new knowledge into their ongoing work – the coaching session is key. -Use country expertise for local information -Get personal, provide examples using men, women, girls or boys in rural and urban areas as point of departure -Allow plenty of time for discussions -Use group discussions to bring forward experiences, knowledge and ideas from participants and invited experts -Limit headquarter speaker time and try to adapt case studies etc to the sectors in focus for the target group -If external participants are invited, use them to enrich the discussion by sharing experiences -Climate change is a concept in fashion. Make use of the interest it creates but be sure to show the strong linkages between environment and climate change -Acknowledge that it is impossible to respond to all demands and expectations. However, the individual coaching sessions provides an opportunity to tailor discussions to expressed needs.

Coaching Coaching sessions were held at the office. Most staff had responded to the questionnaire, indicated their interests and sent selected program documents to resource persons. A tentative schedule had been prepared in advance but was fine tuned during the first day of the workshop. The coaching sessions were between 1-4 hours. Some sessions were one to one whereas others involved up to three resource persons and three local staff. One coaching session involved a dialup to a specialist at Sida Stockholm. For the session on budget support in Burkina Faso the economist proposed that all staff and resource persons participated during a one hour session. One coaching session included contacts with a specialist at Sida Stockholm via telephone. -The resource persons should be well prepared which includes having read the documents provided (e.g. assessment memo, previous inputs to environmental assessment), have ideas on key readings/case studies, clarifying questions and if applicable some tentative suggestions (not prescriptions). -The coaching should not be seen as a one-off but build on previous support and result in an understanding or outline of coming steps. - Be explicit of what is the purpose of the coaching, and the time available for future support. This should however be open to some flexibility but be clear about how and by whom decisions on more substantial assistance are made. -Use telephone conference or videolink where an expert at Sida Stockholm, a Helpdesk or similar can participate in the coaching without travelling 38

-Agree on next steps without being overambitious, make brief meeting notes and share with relevant staff (always include the focal point for environment and climate change) -Look for opportunities to share findings, suggestions within networks, not only environment and climate change networks but also within sectors -Follow up according to the meeting minutes -Be careful about expanding the number of people participating in each coaching session. Looking ahead There are three issues that go beyond capacity development and that have large impact on the success of future training and long term effects of environment and climate change integration in Swedish development cooperation. -How can Sida improve clarity of its expectations/requirements for integration of environment and climate change in ongoing and future programs? -How to ensure that Sida’s management systems sufficiently address implementation challenges e.g. through follow-up of environment and climate change integration? -How can Sida promote and disseminate the web tool for integrating environment and climate change in development cooperation that is to be released in the first half of 2009? Key issues for capacity development activities What are the needs? The policy team and operations might have different views of the needs. There is a need to define generic needs and country specific needs. What is clear is that no package can fulfill all needs and that great flexibility is needed. Emphasis should be given to on the job training, for instance via different kinds of coaching. Who should do the training? The policy team’s capacity to participate in training sessions is limited. Could Team Competence play another role? Or the focal points for environment and climate change? Could a train the trainer approach be feasible, where focal points are given training and support material and get some backing by policy teams or Helpdesks? How can resource efficiency of training be improved? Use of low tech (telephone) or high tech (video link) as a way to give access to experts can reduce costs, time and emissions and should be promoted. This could be an important way to leverage the outreach capacity. The symbolic aspects of such an approach are also important although it will likely not completely replace more traditional training when people actually meet. How to best make use of other tools/information channels to inform and help guide integration of environment and climate change integration in Swedish development cooperation? There exist a range of ways/tools to improve the integration of environment and climate change in Swedish development cooperation. These include “mainstreaming” the issues in other training and information activities at various levels e.g. information at ambassador level, heads of aid, economists, introductory courses, helpdesk support for environmental assessment etc, Sida Inside and various other channels of information could also be used. At times written information, supported by power point presentations with speaker points (5-10 slides) can achieve a lot. 39

How to build country capacity and cooperate with other donors? To achieve results, increased capacity within Sida to integrate environment and climate change needs to be matched with capacity development among Sida’s partners (government and civil society) and other donors. There is great potential for making relevant training material easily accessible to partners. Opportunities for joint learning events should also be explored. Could Train4Dev, the OECD DAC/GPWSP Task team on Natural resource governance and capacity development, or the World Bank play a coordinating role?

Annex Key point from evaluations Questionnaire Program Mali Program Burkina

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Annex 1 Key points from the evaluations of the workshops on environment and climate change in Mali and Burkina Faso in March 2009

1. Do you find the objectives of the workshop fulfilled? - Improved understanding of environment and climate change as a thematic priority of the Swedish government and available policies and tools to translate it into action - Improved understanding of natural resources, environment and climate change related development challenges in a sahelian context, - Advancement in understanding and planning of how to work with integration of environment and climate change issues in general and how to make best use of the extra climate initiative funds - Established communication and contact between the Country team and policy staff and helpdesks for future support.

Not at all 1

To a great extent 2

3

4

5

6

Average score: Mali (4), Burkina Faso (5) Comments:  Very interesting sessions with a lot of information. Good, interactive exchanges.  Diminish global policy, increase land focus and best practices.  The starting point should be what we are already doing at the office. If not it is as if this (climate change) is something separate.  Good, more emphasis on individual coaching as this was very interesting  More concrete tools and good examples

What could be improved?  To put more content on local perspective and coaching  More experience of other countries  More info and discussions with government, and lessons learned.  Absolutely necessary to invite more people from local partners and the government. Especially as we work in the context of the Paris Agenda.  More demand-driven from our office. What do we need from this workshop. Other  Too much of a compromise – too many different aims

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Planning input for individual coaching It is important, in order to achieve a tailormade training well suited to your practical needs, that your thoughts and expectations of what you are interested in to discuss are fed into the planning. The programme proposal for day 3 is in fact open – but resource personnel from Sida-Stockholm and Helpdesks will need to prepare themselves and know in advance what programmes or situations you actually would like to discuss. We ask you to take some minutes to think of your needs and expectations and provide background documents (such as programme docs and assessment memos) related to the issues you think would be most helpful to discuss. Sometimes it may be more appropriate to sit in groups with more than one member of your team – suggest as you see fit and we will work out a schedule. Please answer below and indicate approximate time availability for coaching. A. What topic do you feel you would like a deeper understanding of related to environment and climate? B. In your work at present, is there any particular programme or issue you would like to discuss? C. What documents could you send to the resource team so that they can understand your working context for their preparations? D. Would you prefer to sit in a group or individually? E. The more to the point you can be in your defining your expectations the greater the chance of the training being relevant to you. If you can go further in detail please add or delete as you see fit in the table below. 1. I would like to discuss program ________________ and in particular from the point of view of:

Indicate your interests and approximate availability (minutes/hours) for coaching

-mainstreaming of environment, climate change and disaster risk reduction -making an environmental assessment -indicators -dialogue issues -other specific topics, interests : Please send assessment memo and other relevant documents to xx no later than zz! 2. I would like to discuss General Budget Support and in particular from the point of view of:

Indicate your interests and approximate availability (minutes/hours) for coaching

-assessment of PRSP -indicators -opportunities for dialogue -other specific topics, interests Please send assessment memo and other relevant documents to xx no later than zz! 3. I would like to discuss the upcoming cooperation strategy process and in particular from the point of view of: -assessing the new PRSP -opportunities for contributing to analytical background material for the PRSP or the cooperation strategy -opportunities for input from Helpdesks or Policy team to the cooperation strategy process -other Please send relevant documents to xx no later than zz. 4. I would like to get a better understanding of: Indicate any topic that could be useful in your work. Tentative topics include ecosystem services, environmental fiscal reform, carbon funding, REDD, integrated water resources management, gender aspects of environmental degradation, economic impacts of indoor air pollution, donor harmonization on environment) Collectively we can probably respond to most questions. If we have the knowledge and if other requests for individual coaching permits we will try to accommodate your request during or after the mission.

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Indicate your interests and approximate availability (minutes/hours) for coaching

Indicate theme and time (minutes) for coaching

EU schedule for training