Download Regional Climate Change Curriculum Development ToT Report

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
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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
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



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
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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.
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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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)
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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
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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
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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
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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)
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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
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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
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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
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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 (%)
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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
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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
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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.
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