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Regional Climate Change Curriculum Development: Training of Trainers Course Bangkok Thailand January 2014 Lowering Emissions in Asia’s Forests (LEAF) Regional Climate Change Curriculum Development: Training of Trainers Course Bangkok Thailand January 20-24, 2014 Prepared by: Geoff Blate, US Forest Service Michael Furniss, US Forest Service Beth Lebow, US Forest Service Phuong Chi Pham, LEAF Program David Saah, University of San Francisco The Lowering Emissions in Asia’s Forests (LEAF) Program, a five-year cooperative agreement, is funded by the United States Agency for International Development’s (USAID) Regional Development Mission for Asia (RDMA). LEAF is being implemented by Winrock International (Winrock), in partnership with SNV – Netherlands Development Organization, Climate Focus and The Center for People and Forests (RECOFTC). The LEAF program began in 2011 and will continue until 2016. Table of Contents Introduction ........................................................................................................................ 1 Background ......................................................................................................................... 1 Regional Climate Change Curriculum Development: TOT Course on Basic Climate Change and Low Emission Land Use Planning .......................................................................................... 2 Module Team Training: Basic Climate Change ...................................................................... 2 Teaching Sessions/Materials Review ............................................................................................ 2 Participant Learning and Feedback ............................................................................................... 3 Materials Status Report at End of TOT.......................................................................................... 3 Observations ................................................................................................................................. 3 Materials Completion Plan and Next Steps .................................................................................. 4 Lessons Learned and Recommendations for May TOT ................................................................. 4 Module Team Training: Low Emission Planning and Climate Change ..................................... 5 Teaching Sessions/Materials Review ............................................................................................ 5 Participant Learning and Feedback ............................................................................................... 6 Materials Status Report at End of TOT.......................................................................................... 6 Observations ................................................................................................................................. 6 Materials Completion Plan and Next Steps .................................................................................. 6 Country Action Plans............................................................................................................ 7 Next Steps and Materials Application................................................................................... 7 Appendix 1: Participant List ................................................................................................. 9 Appendix 2: Agenda ........................................................................................................... 10 Appendix 3: Basic Climate Change Syllabus ........................................................................ 12 Appendix 4: Low Emission Land Use Planning Syllabus ....................................................... 17 Appendix 5: Country Action Plans ...................................................................................... 19 Appendix 6: Materials Application since August 2013 ......................................................... 23 Appendix 7: Final Evaluation by Participants ...................................................................... 25 Introduction In January 2014 the Lowering Emissions in Asia’s Forests (LEAF) program, in collaboration with the U.S. Forest Service (USFS), brought together academics from American and Asian universities that have been collaborating since October 2012 to develop climate change curricula for forestry and natural resources management courses and programs in the four Mekong countries of Thailand, Laos, Cambodia, and Vietnam, and thereafter in Malaysia and Papua New Guinea (PNG). The 5-day Training of Trainers (TOT) on Regional Climate Change Curriculum Development (RECCCD), held in Bangkok, Thailand, focused on the two modules of Basic Climate Change and Low Emission Land Use Planning. During the week the two module teams delivered teaching sessions and refined materials for both modules. Both teams also planned for materials finalization and the next TOT for these modules to be held in August 2014, as well as created action plans by country on how to use and integrate the materials in to their existing university programs. This report summarizes the training, its main outputs, and next steps. Background LEAF, funded by USAID/Regional Development Mission for Asia (RDMA), aims to strengthen the capacity of targeted countries to achieve meaningful and sustained reductions in greenhouse gas emissions from the forestry-land use sector, and allow these countries to benefit from the emerging international Reducing Emissions from Deforestation and Degradation (REDD+) framework. One of LEAF’s objectives is to build and institutionalize technical capacity for economic valuation of forest ecosystem services and monitoring changes in forest carbon stocks at the project and national levels. To meet this objective, LEAF is working with universities in the region on developing curricula in REDD+ and related climate change fields. USFS has provided strategic technical support to LEAF in the these efforts by engaging a team of U.S. forestry education specialists to work with LEAF and Asian universities on developing climate change curricula and conducting training on how to teach and integrate these topics into existing forestry and natural resources management (NRM) degree programs and non-degree training courses. This effort is supporting a direct exchange of ideas between U.S. and Asian academics on climate change science, lesson planning and teaching techniques. This work began with a Scoping Trip as rapid Training Needs Assessment (TNA) in October 2012 followed by the collaborative development of four climate change modules from October 2012 to August 2013: Basic Climate Change (BCC), Social and Environmental Soundness (SES), Low Emission Land Use Planning (LELUP), and Carbon Measurement and Monitoring (CMM). In August 2013, professors from 12 Asian universities came back together with the U.S. team for a two-week training workshop to develop, test and revise the materials of all four modules. Based on the input from the Asian professors at this regional workshop, and in an effort to scale up the overall curriculum development effort, in 2014 LEAF and USFS plan to deliver three Training of Trainers (TOT) to Asian faculty to build familiarity and confidence with module materials. The first two TOTs, in January and May 2014, will focus on two modules each, while the third TOT in August 2014 will be a course on all four modules. Regional Climate Change Curriculum Development 1 Regional Climate Change Curriculum Development: TOT Course on Basic Climate Change and Low Emission Land Use Planning The first of three TOTs planned for 2014 took place in January in Bangkok, Thailand over 5 days and focused on the BCC and LELUP modules. Professors from 12 universities in 6 countries (Cambodia, Laos, Malaysia, Papua New Guinea, Thailand, and Vietnam) came together with LEAF and the U.S. team (Appendix 1: Participant List). The training consisted of some full group work on the first and final day, but the majority of time was spend in module teams where team members presented module materials per topic and received feedback from the group (Appendix 2: Agenda). The key objectives of the training were for module team members to: Gain a better understand of all the presented module materials Deliver 1-2 teaching sessions to their team members Provide constructive feedback to their peers for materials refinement Refine materials and upload to Google Drive Work in country teams to develop action plans for using and integrating RECCCD materials into their curriculum and teaching Share experience and lessons learnt after using RECCCD materials following the August 2013 workshop. Prior to the course, both BCC and LELUP teams held coordinating calls where module team members volunteered to take responsibility for one to two topics. Each team member was then responsible for revising and advancing the existing lecture material for that topic and delivering it during the TOT. Module Team Training: Basic Climate Change Teaching Sessions/Materials Review The primary activity of the training was the delivery of 45-minute versions of each of the 16 topics in the Basic Climate Change Module (Appendix 3: Basic Climate Change Syllabus). The lectures had at least 4 specific objectives: Regional Climate Change Curriculum Development 2 To highlight and illustrate the primary concepts to be taught in the curriculum for this topic To introduce the team to the full topic materials To further develop and refine the materials. To practice delivery of topical lectures Topics have differing durations and some degree of heterogeneity in their completeness. In nearly all topics, additional Asian examples were needed and were added prior to the lectures. During the first two days of the training the team experimented with delivering the materials as formal lectures versus teaching how to deliver the materials to other team members. The team decided that the second approach provided for better learning and therefore during the remaining time all team members adopted this approach during their time slot. The result was positive and all team members got exposed to the vast majority of BCC materials. Participant Learning and Feedback During and following each demonstration, other team members provided feedback on the materials; feedback was recorded in a shared editing document. Feedback and participation were excellent, and in most cases all team members provided input and feedback on each of the topics covered. Following each feedback session there was individual work time for the presenter to work on his or her responsible materials based on the feedback given. Through the process of learning and refining the materials they were responsible for, faculty gained in-depth knowledge of one to two topics of the 16 topics covered in the BCC knowledge. Faculty also gained knowledge of all the remaining materials by observing their team members present and providing feedback. Materials Status Report at End of TOT Most of the slide decks and other materials were revised before and during the TOT. Many Southeast Asian examples and case studies were added. Participating faculty had the opportunity to engage the materials and understand the basic structure and composition of the module. Observations Faculty are willing and able to modify module material for their own applications, and we can expect that this will certainly occur on implementation. Finalizing the modules should bear this in mind, that the product is a dynamic tool we are contributing rather than an endpoint or fixed product. Therefore we can consider the module materials more a toolbox than a building, and more a menu planner than a cookbook. There is an excellent start to a community of practice for climate change education in the region. This can be leveraged by cultivating the community and encouraging ongoing connections and sharing. This can be a long-enduring benefit. Many participants from both modules have mentioned and ratified this opportunity and need. Our shared storage system, Google Drive, basically works adequately. Some difficulties were encountered, but nothing that could not be readily solved. We can advise on lessons learned from this at the completion of the project, to contribute to the efficiency of other team efforts that could benefit from our experience. The use of a shared editing document (wiki) to record feedback during the presentations was effective and allowed a single document to reflect the results, and anyone who wished to see the comments as they were written. Regional Climate Change Curriculum Development 3 Materials Completion Plan and Next Steps At the end of the training most team members uploaded their refined materials to Google Drive, though in most cases it was not possible to finish all refinement during the week of the training. Some team members continue to work on their materials and will provide them to U.S. co-lead Michael Furniss when complete. Furniss, with help from the U.S. coordinator and USFS IP staff, will complete all remaining materials by April 30, 2014. Furniss will use the detailed feedback document that was built during the TOT to ensure that all suggestions for recommended additions, changes, and clarifications are addressed, as well as use the checklist developed during the August 2013 workshop to ensure that everything is in place for the final product. Furniss will also continue to add resources for Assignments—Discussion based on the identified Text and selected videos, and ensure that the Assignments-Discussion products are accurately tagged to the topics in BCC. Finally, a brief overview of the BCC topics will be prepared to introduce this module and provide a coherent “story” to hold the diverse topics in the module together. Lessons Learned and Recommendations for May TOT All BCC faculty agreed that the materials are best if they provide optional resources. All agreed that it is simple to remove slides and groups of slides, and additional resources beyond a core set of materials is desirable, useful, and appreciated. Superfluous slides and subtopics need to be removed in the final product, but there is no need to prune the materials down to some preconceived duration of lecture hours; instructors are fully willing and able to do this based on their own teaching style, amount of active learning exercises and their duration, homework assignments and class discussion, and so on. Establish lecture topics assignments well in advance of the TOT to provide team members plenty of time to prepare and advance the materials and practice their lectures. The BCC team grappled with the question of how best to spend our short time together and how to focus our work to meet the multiple objectives of the TOT to 1) introduce the course structure, concepts, and materials, and 2) refine the curriculum. We settled on this approach and recommend it to the Module teams for the May workshop: Have team members prepare a 45-minute lecture that: Introduces the full materials for each of the topical areas in the module; and Focuses on the primary concepts in each topical area, so that the team is familiarized with the primary concepts. Then, following each lecture, each team member provides feedback on each lecture for improvement, refinement, and regionalization. Keep a detailed listing of the comments. Team members then have time during the training itself to modify the slide decks to reflect the recommended changes, adding any additional refinements and regionalization. Regional Climate Change Curriculum Development 4 Module Team Training: Low Emission Planning and Climate Change Teaching Sessions/Materials Review The LELUP module has a total of 21 lectures that range from 1 to 4 units depending on class exercises and necessary depth of content (Appendix 4: Low Emission Land Use Planning Syllabus). Before the workshop each participant selected two lectures to deliver during the TOT. Participants worked with the U.S. and LEAF team to update their lectures before the TOT and sent in the lectures a few days before the official TOT start for review. The U.S. and LEAF team reviewed the material and updated the content and gave it back to the participants on the first day of the TOT. The LELUP module team decided to review each lecture following the order of the syllabus structure and made live notes to the materials. The goal was not to deliver a lecture but rather to teach the participants how to deliver the materials. They focused on the lecture notes, connectivity between slides, and connectivity between lectures. There also had very high participation in the group in that everyone was eager to express their opinions and give feedback. The room setting was very fun and the team set up a few rules that worked pretty well; the first was a 10 minute break after EVERY lecture. And second, if the participants felt like the group was getting stuck they could call a 5 minute break. The module team also tried to finish the reviews by 6 pm in order to maintain mental sanity. Participants spent the off hours adjusting their lectures based on the previous day’s comments. On the third day the group noticed that time was becoming a bit short so they decided to skip the overview sections given that they spent the previous TOT focused on them. By the last day everyone on the module team participated in reviewing EVERY lecture and the team leads made extensive notes on the necessary refinement. The module team also developed an adoption program focused on how to take the material and use it in their respective institutions. After the end of the TOT some members stayed behind and updated the lectures based on the notes and feedback from the larger team. Regional Climate Change Curriculum Development 5 Participant Learning and Feedback One of the questions that posed to the LELUP team at the beginning and end of the TOT was: “Would you feel comfortable teaching this right now?” Initially we received a full spectrum of feedback from the participants, such as: “This is all new stuff for us.” “I think I can teach the stuff that I prepared but am not sure of the rest.” “Yes I think I can do it but will need some time and help.” On the last day when the question was asked again all the participants were confident that they could do it with little problem. The key seemed that everyone went through all the sequential sections of the course structure on Low Emission Land Use Planning with plenty of time for conversation and feedback. The U.S. co-lead for the team strongly suggests adopting this approach for the next TOT. One last critical request from the participants was a defined need to create a support network to maintain and update the materials. Materials Status Report at End of TOT The lecture materials were almost all completed during the TOT. Observations One week was the perfect amount of time for the TOT (people started to get tired towards the end) Accommodations were excellent and comfortable The level of participation was very high (Most participants spent off hours working on improving the PowerPoint Presentations with better described lecture notes USFS having time before and after the training with the LEAF team was critical to the success of the TOT Participants seemed to react well to structured debate The mix of new and experienced participants helped in the development of the materials Google Drive was problematic to one participant who was not able to access it during the week. However, in the end he succeeded in accessing it before leaving Bangkok. Participants have seemed to form a bond with one another Materials Completion Plan and Next Steps All lecture materials were completed the week following the TOT and are being reviewed by USFS IP before being turned over to LEAF for publication and translation. Regional Climate Change Curriculum Development 6 Country Action Plans On the final day of the workshop participants prepared action plans per country on how they will use the materials and also encourage their colleagues, departments, and universities to adopt some or all of the materials as well (Appendix 5: Country Action Plans). The country action plans were also based on experience sharing on team and individual application of the curriculum materials since the training workshop in August 2013 (Appendix 6: Materials Application since August 2013). Some action plans also included capacity building on module content by developing short courses that can be taught both within the university for other faculty members, or outside the university for government officials. Next Steps and Materials Application May 2014 Training In May 2014 the other two modules- Carbon Measurement and Monitoring, and Social and Environmental Soundness- will have their first TOT. They will follow a similar structure to this TOT, incorporating lessons learned from this TOT in their planning and implementation. August 2014 Training The August 2014 training will be for all four modules and the current plan is to organize it conference-style with simultaneous sessions for each module occurring in different rooms. Asian faculty will deliver all lectures to their peers. Participants can move among concurrent sessions to get exposure to materials from different modules. In finalizing the format and agenda LEAF and USFS will need to consider the priorities and objectives of the training, and how to optimize learning. For example the organizers will need to consider how to introduce the module to those who do not attend enough sessions of that module to understand what is available, how it coheres, and how it can be used. Materials Application Once final materials are provided to LEAF, the plan is for LEAF to package and publish the curriculum, and then translate all materials into the four Lower Mekong languages of Thai, Khmer, Lao, and Vietnamese. USFS will provide input to LEAF on packaging and publishing the curriculum, based on experience in USFS Research and Development and other products produced by USFS. Translators will need to be carefully selected and a review of translations will be needed due to the risk of inaccurate translation of specialized terms in climate science. Having an experienced translator who is knowledgeable in climate science (or a pre-translated glossary) will help avoid serious errors. As an example, during the training one faculty shared that “carbon markets” was translated to “charcoal markets”. Regional Climate Change Curriculum Development 7 During the training participants expressed significant interest in building and cultivating a network for climate change education among the participants. The modern term for such a network is a “community of practice”. Methods to encourage and sustain network development might include team websites, Facebook sites, webinars, meetups, Whatsapp lists, bookmark sharing sites, newsletters, and so on to connect people between rare live meetings, and to encourage and facilitate live meetings in the future, even after LEAF is completed. The USFS has substantial experience in this, and can offer advice and assistance as desired and appropriate. Finally, to assist in more fully “Training the Trainers”, webinars could be hosted as well as archived videos that help with particularly important and/or complex topics, such as Sea Level Rise. The webinars would be live, but would be archived so that they could be reviewed, and viewed by those who could not schedule the time for the webinar or have insufficient Internet bandwidth. Regional Climate Change Curriculum Development 8 Appendix 1: Participant List Name Position Affiliation Country Email Basic Climate Change Michael Furniss Freelance Watershed Management USFS USA [email protected] [email protected] Bunleng Se Lecturer, Dept. of Geography and Land Management RUPP Cambodia [email protected] [email protected] Phi Thi Hai Ninh VFU Vietnam [email protected] Le Hai Yen Lecturer, Faculty of Forestry Lecturer Faculty of Environmental Science DLU Vietnam [email protected] Thaworn Onpraphai Lecturer CMU Thailand [email protected] [email protected] Patthra Pengthamkeerati Associate Professor Dept. of Environmental Technology and Management KU Thailand [email protected] [email protected] Somvang Phimmavong Deputy Director for Academic Affairs Division Faculty of Forestry NUL Laos [email protected] [email protected] Chan Hoy Yen Fellow, Institute for Environment and Development (LESTARI) LESTARI Malaysia [email protected] [email protected] Nicole Kravec Communications Specialist LEAF BKK Thailand [email protected] Managing Principal of SIG Spatial Informatics Group Director, Research Center for Natural Resource and Climate Change Faculty of Forestry Lecturer Faculty of Forestry USF USA [email protected] NUL Laos [email protected] [email protected] NUL Laos [email protected] [email protected] Cao Thuy Anh Lecturer, Faculty of Environmental Science DLU Vietnam [email protected] Hoang Thi Thu Duyen Lecturer Dept. of Soil Sciences VFU Vietnam [email protected] Laddawan Puangchit Professor President Office Lecturer & Researcher, CARSR, Faculty of Agriculture Deputy Dean (Student Affairs and Development), Faculty of Forestry Acting Dean of the Graduate School KU Thailand CMU Thailand [email protected] [email protected] chalermpol.samranpong@gmai l.com UPM Malaysia [email protected] RUA Cambodia [email protected] [email protected] Low Emission Land Use Planning David Saah Khamla Phanvilay Somvilay Chanthalounnavong Chalermpol Samranpong (Benz) Mohd Zaki Hamzah Thavrak Huon Regional Climate Change Curriculum Development 9 Kulala Mulung Post Graduate Coordinator Dept. of Forestry PNG Unitech PNG [email protected] [email protected] Peter Stephen Forest Management and Climate Change Technical Advisor LEAF BKK Thailand [email protected] Pham Thanh Nam Field Coordinator LEAF VN Vietnam Chalita Sriladda Forest carbon advisor USAID-LEAD Thailand [email protected] [email protected] [email protected] Suphasuk Pradubsuk (Bird) Program Development Specialist USAID/RDMA Thailand [email protected] David Ganz Chutamas Phanyapornsuk Chief of Party Logistics and Operations Specialist LEAF BKK LEAF BKK Thailand Thailand [email protected] [email protected] Phuong Chi Pham Adult Learning & Capacity Building Specialist LEAF BKK Thailand [email protected] [email protected] Elizabeth Lebow Asia-Pacific Program Specialist USFS USA [email protected] Geoffrey Blate Asia Regional Forest Advisor USFS Thailand [email protected] USAID/LEAF/USFS Regional Climate Change Curriculum Development 10 Appendix 2: Agenda Basic Climate Change (BCC) DAY 1 MON 20.01 8:30 Plenary Opening 9:00 Objectives and Agenda 9:45 1 Ground rules DAY 2 TUE 21.01 Team Breakouts Session 2: The Causes of Climate Change (Bunleng) Team feedback Materials refinement Plenary 11:30 Module Overviews Session 17: Communication Engagement (Nicole) Session 3: Water Resources: Effects (Yen) Session 7, cont’d: Session 12, cont’d: Session 17, cont’d: Session 8: Introduction to Climate Impacts (Ninh) Session 13: Climate Change and Water Resources: Responses (Thaworn) Materials Status Report per team member Team feedback Materials refinement Team feedback Materials refinement Completion Planning Team feedback Materials refinement Team feedback Materials refinement Coffee break 12:30 Experience sharing on materials application & lessons learned 12:30 13:30 13:30 Lunch Lunch Lunch Lunch Lunch Team Breakouts Session 4: Introduction to Ecosystem Services (Nihn) Session 8, cont’d: Session 13, cont’d): Plenary Session 9: Introduction to REDD+ (Ha ad Yen) Session 14: Climate Change and Food Security (Latsamy) University Planning Application Team feedback Materials refinement Coffee break Team feedback Materials refinement Coffee break Coffee break Session 10: Sea Level Rise (Michael) Session 15: Climate Change and Human Health (Patthra) 14:00 3 15:15 Session 1 : Introduction of BCC Module Team Discussion Agenda Finalization Coffee break 15:15 15:30 15:30 Individual Prep Time 4 17:00 and Coffee break Presentation on Team Components 2 Session 7: Climate Modeling (Somvang) Team feedback Materials refinement DAY 5 FRI 24.01 Team Breakout Session 16: Principles and Practice of Climate Vulnerability Assessment (Michael) Coffee break Team Performance 10:30 10:50 10:50 DAY 4 THU 23.01 Team Breakouts Session 11:Climate Change and Forest Management (Hoy Yen) Team feedback Materials refinement Session 12: Impacts of Climate Change on Vegetation (Geoff) Team feedback Materials refinement Coffee break 10:30 Expectations Coffee break DAY 3 WED 22.01 Team Breakouts Session 6: Climate Intensification: Floods and Droughts (Thaworn) Team feedback Materials refinement Team feedback Materials refinement Coffee break Session 5: Introduction to Climate Science and Climate Change (Bunleng) 17:00 17:30 Regional Climate Change Curriculum Development Team feedback Materials refinement Reflective Journal Team feedback Materials refinement 10 Materials Plenary Planning for TOT course in August Final Evaluation Team feedback Materials refinement on Closing Final Evaluation Low Emission Land Use Planning and Climate Change (LELUP) DAY 1 DAY 2 MON 20.01 9:00 Plenary Opening 1 10:30 10:50 Team Breakouts Session 3: Enabling Environment (Somvilay) Session 7: Historic Data and Methods Compilation (Peter) Session 11: Data and Methods Needs for Scenario Analysis (Thuy Anh) Team feedback Materials refinement Team feedback Materials refinement Coffee break Session 8: Information Production Development (Status and Trend) (Peter) Coffee break Session 12: Baseline Assessment: Historical and BAU emissions (Thuy Anh) Team feedback Materials refinement Session 13: Scenario Assessment (Duyen) Coffee break Session 4: Stakeholders Engagement (Khamla) Presentation on Team Components 2 Experience sharing on application & lessons learned 12:30 13:30 12:20 13:30 Team feedback Materials refinement Module Overview Session 1: Intro to Adaptive LELUP (David S.) Team Discussion Lunch Session 5: Development Responsibilities, Vision (Benz) of Roles, Objectives and Lunch Session 9: Gap Audit (Assess Information Gaps) (Zaki) Team feedback Materials refinement Team feedback Materials refinement 15:00 15:20 Coffee break Session 2: Institutional Framework (Khamla) 4 Team feedback Materials refinement 16:50 17:00 FRI 24.01 Team Breakout 17:30 Regional Climate Change Curriculum Development Coffee break Session 6: Assessment of Current Condition (Defining the Drivers) (Kulala) Team feedback Materials refinement Session 18: M&E (Thravak) Session 19: Establishing Framework (Thravak) M&E Team feedback Materials refinement Coffee break Session 20: Measure (Duyen) Session 21: Adaptive Management (Somvilay) Team feedback Materials refinement Team feedback Materials refinement Lunch Session 14: Negotiate and Prioritize Implementation Plan (Zaki) Lunch Plenary Materials Status Report per team member Session 15: Negotiation of options (Nam) University Planning on Materials Application Team feedback Materials refinement Team agenda: who does what, how much and when 15:00 15:20 THU 23.01 materials Lunch Team Breakouts 3 DAY 5 WED 22.01 Team Breakouts Team feedback Materials refinement Expectations Coffee break Plenary DAY 4 TUE 21.01 Team Breakouts Objectives, Agenda, Ground Rules Team Performance Model 10:30 10:50 DAY 3 Coffee break Session 10: Analysis of Options (Chalita) Coffee break Session 16: Prioritizing activities (Nam) Team feedback Materials refinement Session 17: Implementation needs (Chalita) and sequencing Coffee break Plenary Planning for TOT course in August Individual Preparation Reflective Journal Team feedback Materials refinement 11 Final Evaluation Closing Appendix 3: Basic Climate Change Syllabus REGIONAL CLIMATE CHANGE CURRICULUM DEVELOPMENT Module Rationale Structure Target groups Prerequisite Learning Outcomes Methodology Certification Basic Climate Change (BCC) To provide learners/students necessary KSA (Knowledge, Skills and Attitude) on the broad topic of climate change, covering causes and effects, mitigation and adaptation, application of tools and technology and communications regarding climate change. BCC is the one of the four modules of the Regional Climate Change Curriculum for the universities and training institutions in South East Asia and the Pacific. The process of Curriculum Development is technically supported by the US Forest Service and the LEAF Program funded by USAID. This is an introductory course to climate change that presents and reviews a wide range of climate change topics, including causes, effects, and responses. The level of detail in each of the covered topics is calibrated to current issues in the region. The module is elaborated in English and will be translated into the national language of the LEAF participating countries. The module can be tailored to both degree and non-degree programs; as well as for trainings for natural resources professionals and policy-makers. Important training topics can be selected as short course trainings for practitioners and leaders working on climate change. Undergraduate and postgraduate students Governmental managers, planners, policy makers at different levels NGO practitioners and natural resources professionals in the public and private sectors. Consent of the teachers/trainers/professors/academic department. At the completion of the module, learners/students will be able to: Explain the components, drivers, and interactions of climate, globally and in LEAF countries. Explain the causes and effects of climate change and the relationship between human activities and climate change, with emphasis on forest ecosystems and conservation. Assess the impact of human activities of climate change on forest ecosystem services and socio-economic systems. Propose potential responses and solutions to climate change issues, and be able to assess their feasibility and potential effectiveness. Collect, interpret and present information and current knowledge on climate change. Communicate about strategies to mitigate and adapt to climate change to a variety of audiences. In class, field visits Respective university will award a certificate/degree to those learners/students who successfully complete the module. Regional Climate Change Curriculum Development 12 Module Content Module 1: Basic Climate Change The following section contains the specific content of the curricula organized according to the following format: Learning objectives: A written statement describing what the learners/students will be able to do at the end of each unit. Texts and Primary Teaching References IPCC. 2013. AR5 Climate Change 2013: The Physical Science Basis http://www.ipcc.ch/report/ar5/wg1/ World Bank, 2013. Turn Down the Heat: Why a 4 Degree Warmer World Must be Avoided http://climatechange.worldbank.org/sites/default/files/Turn_Down_the_heat_Why_a_4_degree_centrigrade_warmer_world_must_ be_avoided.pdf Houghton, John. 2009 Global Warming: The Complete Briefing http://www.amazon.com/Global-Warming-The-Complete-Briefing/dp/0521709164 TOPICS LEARNING OBJECTIVES I. HOW AND WHY THE CLIMATE IS CHANGING 1.1 Introduction to Climate Science and Climate Change At the end of this training session, learners will be able to: Differentiate the basic concepts of climate science and management responses Distinguish between climate variability and climate change Explain key aspects of the science of climate dynamics Apply concepts of climate change to daily life. 1.2 The Causes of Climate Change At the end of this training session, learners will be able to: Explain and evaluate past climate investigations and tools to detect its change over time Analyze and evaluate causes and factors (natural and human induced) contributing to climate change Describe past, current, and future concentrations of greenhouse gases (GHG) and their effect on Earth’s climate Explain human induced-GHG emissions Explain major sectors and human activities contributing globally and regionally to GHG emissions. 1.3 Intensification of Climate: Floods and Droughts At the end of this training session, learners will be able to: Explain the basic physics of climate change Distinguish between climate hazards and climate impacts Explain trends and likelihood of change Analyze and evaluate risk and vulnerability to hazards and climate impacts Develop potential adaptation strategies to reduce risk and vulnerability. 1.4 Climate Modeling At the end of this training session, learners will be able to explain: The need for and utility of models and scenarios and their limitations The structure, inputs, and outputs of climate models The components that are included in climate models, including climate Regional Climate Change Curriculum Development 13 feedback mechanisms How model components and resolution have changed over the last few decades The scenarios that have been used by IPCC and others Basic projections of changes to warming and precipitation from global circulation models, and regional or sub-regional downscaling efforts Climate model downscaling and its difficulties Uncertainty of future climate change and the actual impacts of climate change Likelihood and its meaning. II. THE EFFECTS OF CLIMATE CHANGE ON PEOPLE AND THE ENVIRONMENT 2.1 Introduction to Climate Change Impacts At the end of this training session, learners will be able to: Explain the basic physics of climate change 2.2 Sea Level Rise At the end of this training session, learners will be able to describe and evaluate: Global vs. local sea level and factors contributing to both The causes of sea level change How sea level has changed throughout Earth’s history Current observations, projections of future sea levels, and their respective uncertainties Mechanisms underlying potential risks and vulnerabilities and their geographic distribution Potential adaptations to reduce or avoid the impacts to people and ecosystems Dimensions of maladaptation and examples of maladaptation. 2.3 Climate Change and Water Resources: Effects At the end of this training session, learners will be able to describe and assess: The basic values, issue, and threats to water. How climate change is already affecting / and is likely to affect water resources and use Observed changes in and projected impacts on freshwater systems and resources especially in LEAF countries Potential adaptation strategies to reduce or eliminate adverse impacts. 2.4 Climate Change and Food Security At the end of this training session, learners will be able to: Analyze and explain how climate change is affecting agriculture and food security Propose potential adaptation actions to reduce the negative impacts of climate change on agriculture to ensure food security Propose potential improvements in agricultural systems to improve food security while mitigating climate change (i.e., reducing emissions from the agriculture land use sector). 2.5 Climate Change and Human Health At the end of this training session, learners will be able to: Describe and explain the diseases likely to be exacerbated by climate change - from local, regional, and global perspectives Identify the most vulnerable people and populations whose health that could be affected by climate change Propose possible adaptations to climate change-related human health issues, risks, and problems. 2.6 Impacts of Climate At the end of this training session, learners will be able to: Regional Climate Change Curriculum Development 14 Change of Vegetation Explain/describe commonly used models of climate change impacts on vegetation, including: - Dynamic Global Vegetation Models - Climate Envelope Models Analyze strengths and weaknesses of each type of model and the appropriate application of each. III. RESPONSES TO CLIMATE CHANGE 3.1 Climate Change and At the end of this training session, learners will be able to: Forest Management Map the roles and importance of forests in addressing climate change through adaptation and mitigation, locally, regionally and globally Describe and outline the importance of the technical elements of REDD+: additionality, leakage, permanence and conservatism Analyze the implementation of REDD+, challenges and adaptive solutions. 3.2 Climate Change and At the end of this training session, learners will be able to describe and assess: Water Resources: How people and ecosystems can adapt to impacts to water resources Responses and Adaptation induced by climate change and other stressors. How best practices for water resource and watershed protection can be used to effectively adapt to climate change. 3.3 Principles and Practice of Climate Vulnerability Assessment At the end of this unit, learners will be able to: Explain the definitions, principles, and be exposed to the details of some of the current practice in climate vulnerability assessment. Evaluate and apply the most relevant vulnerability assessment framework and develop corresponding adaptation strategies 3.4 Dealing with Uncertainties in Climate Change At the end of this unit, learners will be able to: Analyze and evaluate (or at least explain) the sources of uncertainties associated with: projected climate changes, the sensitivity of natural resources, landscapes and watersheds management in the face of uncertainties. Analyze uncertainties during decision making process and deal with them appropriately. 3.5 Introduction to Ecosystem Services At the end of this unit, learners will be able to: Explain and use the framework of ecosystem services in climate change assessment and response Describe the basic concepts of the emerging ecosystem markets for carbon and watershed services. Describe the role of ecosystem-based adaptation and mitigation solutions. 3.6 Introduction to REDD+ At the end of this unit, learners will be able to explain: What is REDD+ The basics of tropical deforestation and degradation How did REDD+ develop What are the challenges we are solving to make REDD+ work Communications and Engagement This section provides effective communications strategies in climate change. Tips and hints in communicating climate change are integrated throughout the syllabus. Regional Climate Change Curriculum Development 15 IV. CURRICULUM MODULE RESOURCES AND TOOLS Tools Videos Glossary Literature Exercises This is a resource area for instructors and students Apply practical tools, software, instruments, methods related to climate change issues. Be familiar with a wide range of tools and knowledge sources for climate change, and how to find them, and how to keep up on new developments. Regional Climate Change Curriculum Development 16 Appendix 4: Low Emission Land Use Planning Syllabus REGIONAL CLIMATE CHANGE CURRICULUM DEVELOPMENT Module Low Emission Land Use Planning (LELUP) Rationale To provide learners/students necessary KSA (Knowledge, Skills and Attitude) on the integration of low carbon trajectories into land use planning and appropriate decision support tools for implementation in the LEAF participating countries. Structure LELUP is the one of the four modules of the Regional Climate Change Training Curriculum for the universities and training institutions in South East Asia and the Pacific. The process of Curriculum Development is technically supported by the US Forest Service and the LEAF Program funded by USAID. The module is elaborated in English and will be translated into the national language of the LEAF participating countries. The module can be tailored to both degree and non-degree programs; as well as for trainings for natural resources professionals and policy-makers. Important training topics can be selected as short course trainings for practitioners and leaders working on climate change. Target groups Undergraduate and postgraduate students Governmental managers, planners, policy makers at different levels NGO practitioners and natural resources professionals Prerequisite Consent of the teachers/trainers/professors/academic department Learning Outcomes At the end of the module, learners/students will be able to: Develop an adaptive management framework for land use planning under uncertain climate patterns and policy regimes Develop approaches for quantifying drivers of historic land use patterns in a changing climate Develop scenario planning and cost-benefit analysis that takes into consideration climate adaptation and mitigation strategies (environmental, social and economic) Describe a process that leads to a negotiated agreement. Construct a Monitoring and Evaluation framework for land use planning that is tailored to a changing climate Integrate information from multiple disciplines. Methodology Lecture, Class Exercises, Field Work, Computer Laboratory Certification Respective university will award a certificate/degree learners/students who successfully complete the module. Regional Climate Change Curriculum Development to those 17 Module Content Module 3: Low Emission Land Use Planning (LELUP) The following section contains the specific content of the curricula organized according to the following format: Knowledge, Skills or Concepts: Expected performance: What is to be done or learned. A written statement describing what the learners/students will be able to do at the end of each training session. KNOWLEDGE/SKILLS/CONCEPTS LAERNING OPJECTIVES I. Institutional Framework: Low Emission Land Use Planning Frameworks – National level scale down to community initiatives. 1.1.Enabling Environment The learner/student will be able to design and/or describe multi-scaled framework for integrating green 1.2. Stakeholders Engagement growth strategies and low emission development 1.3. Development of Roles, responsibilities, strategies into land use planning using examples. objectives and vision II. Assessment of Current Condition (Defining the Drivers) 2.1. Historic Data and Methods Compilation The learner/student will be able to understand the 2.2. Information Production Development (Status major drivers of land use change and analyze viable and Trend) low carbon development pathways. 2.3. Gap Audit (Assess Information Gaps) III. Analysis of Options 3.1. Data and Methods Needs for Scenario Analysis 3.2. Baseline Assessment: Historical and BAU emissions 3.3 Scenario Assessment: Understanding the Pro's and Con's of Low Emission Pathways The learner/student will be able to identify the major regulatory environment for land use planning and analyze the impact of climate change on existing regulatory systems. IV. Negotiate and Prioritize Implementation Plan 4.1. Negotiation of options (including financing, The learner/student will be able to analyze the economics, environmental, social, and political importance of the adaptive management approach. costs) including existing or needed policy to be able to implement those scenario(s) 4.2. Prioritizing and sequencing activities (must include policy to make it happen) 4.3 Implementation needs (technology, education, capacity building, etc needs) including roles and responsibilities V. Monitoring and Evaluation 5.1. Establishing M&E Framework (Process of The learner/student will be able to analyze the Defining Targets (Thresholds for indicators)) elements of a landscape scale carbon accounting 5.2. Measure framework using an example. 5.3. Adaptive Management (Report / Modify) Regional Climate Change Curriculum Development 18 Appendix 5: Country Action Plans Cambodia: Royal University of Agriculture (RUA), Royal University of Phnom Penh (RUPP) Existing course Integratio n When 1. Global CC BCC 2 semester of Undergraduate and graduate (since 2012) 2. Soil Science BCC & LELUP 1 semester (3 Year) Under-graduate (2014-15) 3. Land Management BCC & LELUP 1 semester (4 Year (2014-15) 4. nd rd st th Who Where Bunleng SE Various Departments (Dept of Geography, of NRM and Development…) & Centre for Biodiversity Conservation (CBC) Bunleng SE Department of Geography Bunnath LONG, Sovannary TUOT & Bunleng SE Department of Geography - Adapt BCC & LELUP materials for technical trainings - Conduct BCC & LELUP case study using LUP framework/guidance - Organize a workshop for a larger group of professors on how to use BCC & LUP materials RUA 5. Adapt materials to create short-training on BCC for informal/formal training for students and provincial and grass-rooted levels (Bunleng SE & colleagues in RUPP & RUA). (Note: this depends on funding). 6. Next August TOT participants: Mr. Bunleng SE, Dr. Thavrak HUON, Mr. Soben KIM, Mr. Sokha KHEAM, Ms. Kalyan LY and others. Regional Climate Change Curriculum Development 19 Laos: National University of Laos (NUL) Activities Share LELUP and BCC materials to other subject matter group of professors Mentoring and coaching subject matter group of professors to properly use the materials (LELUP and BCC ) Teach LELUP and BCC for next month courses of “Water and Land” and “Natural resource economics and modelling” (MSc and BSC) Integrate RECCCD materials into Master and BSc Program Course of “Forest and Climate Change” (ongoing) Organize national workshop sharing RECCCD materials for other universities Organize short course training for governmental officers, field technicians, CSO practitioners on RECCCD Develop LELUP case study with SNV REDD+ and feed it into university curriculum Malaysia: University Putra Malaysia (UPM), National University of Malaysia (UKM) Action Years Responsibilities Remarks Implementation of climate change modules in bachelor degree 3 LEAF Malaysia, University Putra Malaysia (UPM), National University of Malaysia (UKM) 4 modules into 3 courses (UPM) Implementation of climate change for postgraduates 3 LEAF Malaysia, University Putra Malaysia (UPM), National University of Malaysia (UKM) 4 modules into 2 (UPM) Implementation of climate change modules in bachelor degree (2nd semester 2013/14) 3 University Putra Malaysia (UPM) – host National University of Malaysia (UKM) – guess lecturers 4 modules into 3 courses (UPM) Dr. Makmom: from elective to Compulsory subject Dr. Ain: One full course Dr. Zaki: 3hrs lecture Short courses to train stakeholders 2 University Putra Malaysia (UPM), National University of Malaysia (UKM) 3 days workshop – twice a year The whole Leaf Malaysian team and other professors within the universities Regional Climate Change Curriculum Development 20 Papua New Guinea: University of Technology (Uintech), University of PNG (UPNG) Activities University/Inst. Share LELUP materials to other subject matter group of professors Unitech, UPNG Mentoring and coaching subject matter group of professors to properly use the materials Unitech, UPNG Organize national workshop sharing RECCCD materials for other universities Unitech, UPNG Organize short course training for governmental officers, field technicians, CSO practitioners on RECCCD Unitech, UPNG Develop LELUP case study and feed it into university curriculum Unitech, UPNG Thailand: Kasetsart University (KU) , Chiang Mai University (CMU) Activities University/Inst. Country Use BCC&LUP overview materials for undergraduate students CMU, KU Thailand Teach BCC (course: Agriculture and Environment) &LUP materials as elective courses for graduate students CMU, KU Thailand Shared developed materials to a small group of interested colleagues CMU, KU Thailand Develop, collect, apply local case studies CMU, KU Thailand Maintain and enhance RECCCD network among universities All uni regional Regional Climate Change Curriculum Development 21 Vietnam: Vietnam Forestry University (VFU), Vinh University, Da Lat University (DLU) # Activity 1 Share materials with other colleagues (faculty & university) BCC LELUP 2 LELUPP LELUP Translate all teaching materials into Vietnamese BCC LELUP 5 Course Name Where When Ms. Ninh, Ms. Yen Ms. Duyen, Ms. Thuy anh Internal seminar VFU, DLU Mar. 2014 VFU Workshop PES & Market Vietnam by 2015 DLU, VFU Workshop REDD+ Vietnam 2015 DLU Workshop Overview Dalat Jun.14 VFU Workshop Soil Science Vietnam Jun.14 Ms. Ninh Lecture VFU Feb.14 Mr. Tuan Lecture DLU Mar.14 Ms. Thuy anh Lecture Global change Ecology Introduction to Environmental Sciences Water DLU Oct.14 Ms. Duyen Lecture Sustainable Land Management VFU 14.Feb VFU, DLU, VinhU VFU, DLU, VinhU Country Team work Vietnam May.14 Vietnam team Short training courses 8 provinces of pilot REDD+ by Sept. 2014 Vietnam team Short training courses universities by Dec. 2014 VFU, DLU Use materials for next semester courses BCC 4 How Organize some pilot training courses BCC 3 Who Capacity building Develop some courses based on each module for government officers in several provinces which are participating in REDD+ action plan (at least two courses/year) Capacity building for related faculty/instructors of universities (At least one course/ year) Regional Climate Change Curriculum Development 22 Appendix 6: Materials Application since August 2013 BCC: Experience Sharing on Materials Application since Regional Workshop in August 2013 • Difficult to prioritize materials to include in teaching and integrate into existing curriculum • Confusing understanding materials in Google Drive how they are organized • Active participation and discussion is key to learning (not just lectures) • Introducing climate change topics into graduate agriculture courses • Students get to choose topic areas to focus on for term papers • Inquiry/experiment-based approach helps learning and builds curiosity and innovation • Hands-on components are important • Prioritize BCC content to be most useful in existing courses, for instance agriculture • Enhance/expand materials to be most relevant to agriculture, for instance food security • Starting knowledge of CC by students can be very low, making even basic CC lectures difficult for them • Materials in English are difficult for many students • Some materials need to be simplified with terminology better defined • Adding more local examples are important Regional Climate Change Curriculum Development 23 LELUP: Experience Sharing on Materials Application since Regional Workshop in August 2013 Activities University/Inst. Country Adaptation of LUP materials for the Postgraduate Program NUL Laos The Faculty of Forestry explores new concept NUL Laos Used the general framework of low emission land use planning UPM Malaysia Shared the developed curriculum materials with other colleagues to adapt to existing CD Unitech PNG PNG framework sharing and implementation Unitech PNG Translated overview section into Thai language and taught it for undergrad course at Chiang Mai University CMU Thailand Shared developed materials to a small group of interested colleagues CMU Thailand Development of class exercises VFU Vietnam Used all the overview sections CMU, LEAF Thailand, region All team members reviewed and revised LELUP PowerPoint Presentation based on the framework, added more relevant information / examples, developed lesson plan all all Modified and shared materials to other universities and interested partners All univ. , LEAF region Policy brief based on LUP framework LEAF Regional LUP materials have been used for AFOLU working group LEAF Regional Shared the LUP guideline and experiences to SNV LEAF Regional Used 3 slides and translated 1 slide for provincial field work LEAF VN Vietnam Integration of LUP framework into field work in Lam Dong and others LEAF Vietnam Used LUP guidelines to fill the existing LUP gaps in Lam Dong LEAF Vietnam Regional Climate Change Curriculum Development 24 Appendix 7: Final Evaluation by Participants Section 1: Training/Workshop Assessment 1. Were the stated training/workshop objectives accomplished? 2. Did the training/workshop meet your expectation? Percentage (%) Percentage (%) Yes Yes Partially Partially No No 0 20 40 60 80 100 3. How applicable is the training/workshop content to your job? 0 Excellent Adequate Good Insignificant Poor 40 60 60 80 100 Percentage (%) Significant 20 40 4. How effective was (were) the facilitator(s)? Percentage (%) 0 20 80 100 5. How suitable were the materials provided (slides, handouts, soft copies of all materials)? 0 20 40 60 80 100 6. What was the level of difficulty? Percentage (%) Percentage (%) Appropriate Excellent Good Too advanced Poor Too elementary 0 20 40 60 80 100 Regional Climate Change Curriculum Development 0 20 40 60 80 100 25 7. Was the length of the training/workshop appropriate? 8. Was the training/workshop well organized (e.g. smoothness of the training plan, activities, problemsolving of the organizer)? Percentage (%) Percentage (%) Appropriate Well organized Too long Adequate Poorly organized Too short 0 20 40 60 80 0 100 9. Was the training/workshop location convenient? Excellent Good Good Poor Poor 40 60 60 80 100 Percentage (%) Excellent 20 40 10. How were the facilities? Percentage (%) 0 20 80 0 100 20 40 60 80 100 Section 2: Pre and Post Training/Workshop Self-Evaluation Knowledge/Skills/Capabilities self-evaluated by participants before and after the training/workshop (rating from 1 to 5, 1=low and 5=high) 1. Good understanding of the developed curriculum materials 60 50 40 30 20 10 0 1 2 Before (%) Regional Climate Change Curriculum Development 3 4 5 After (%) 26 2. Demonstrating to peers how to teach curriculum materials 80 70 60 50 40 30 20 10 0 1 2 3 Before (%) 4 5 After (%) 3. Applying the developed materials in teaching and/or integrating these materials into the existing curriculum 60 50 40 30 20 10 0 1 2 Before (%) Regional Climate Change Curriculum Development 3 4 5 After (%) 27 Section 3: Comment and Suggestions 1. What do you feel were the strongest points of this TOT course and why? - Well-organized Good materials, skills Clear procedure, all resource persons work as team and participants feel comfortable Exposure to all the materials, inputs on how to teach them and improve them Learned a lot new knowledge Good team building Group work: everyone helped each other to finish the work effectively Discussion among participants Suggestions and comments that are helpful for improving PPT presentations Various information and experiences shared Good participation, materials, discussions and team work environment There are lots of materials. Easy to access and use materials Bringing team together. Having dedicated chance to review all materials. Networking with colleagues Good attendance Sharing materials amongst participants. 2. How can we improve the next TOT course? - Prolong the time for preparation of materials Some fun outside the discussions One week was not enough time to really learn the materials. The focus was more on improving them than understanding and learning them Clearer agenda before the TOT I will apply what I learned from this TOT to develop myself to improve my lecture quality next time in August All great. However session to session is too long Keep BAU scenarios Had some difficulty with Google but this should be improved Perhaps offer some incentives for professors to get more work done before the workshop Need to understand the difference between 60h lecture course and what can be done in TOT Engage more participants. Participants need to prepare in advance. Regional Climate Change Curriculum Development 28 3. Please give some examples of how you will use what you have learned in your work? - Giving a talk on relevant topic I will teach students and share information/teaching materials with other lecturers Use developed PPT in some topics directly to the courses I am teaching One chapter of teaching subject content for MSc Course Incorporate relevant components in our curriculum Develop training program for short term courses for other stakeholders other than students I can organize and use the process learned from TOT to teach my students Draw from materials in presentations in the region Finish PPT Participatory teaching / learning Skills & attitudes. - 4. What additional training topics would be suitable for you? - Skills of looking for and using materials from different sources Food security and agriculture Agriculture and climate change Stakeholder Analysis, framework More case studies Mitigation actions in energy and other sectors Linking adaptation and mitigation More on Sea Level Rise Overview of other module materials 5. What other specific comments or suggestions do you have? - So far so good Could LEAF provide some short-courses for certain skills in LUP implementation Not much, I like this workshop Just awesome Organize a workshop in which lectures share their experiences in applying materials to current work and lessons learned. Regional Climate Change Curriculum Development 29