Strengthening The Capacity

School of Business, Economics and Law
UNIVERSITY OF GOTHENBURG
Department of Economics
Environmental Economics Unit
Strengthening the capacity of donor agency staff to face

the climate change challenge within the framework of
environmentally sustainable development
-mapping of donor agency training initiatives on climate change
By Emelie Dahlberg and Olof Drakenberg

Sida Helpdesk for Environmental Economics
With input from Sida/POLICY/Environment and Climate Change Team

Table of Contents
Executive summary .................................................................................................................... 3
Introduction ................................................................................................................................ 4
Multiple forms of training ...................................................................................................... 4
Identifying needs .................................................................................................................... 5
Making hard choices .............................................................................................................. 6
Summary of the survey .............................................................................................................. 6
Target group ........................................................................................................................... 6
Training program and agenda ................................................................................................ 7
Resource persons/trainers ....................................................................................................... 9
Non-climate change specific training sessions ....................................................................... 9
Preliminary sessions 2009 .................................................................................................... 10
Lessons learned .................................................................................................................... 11
Key findings, reflections and next steps ................................................................................... 12
Key findings ......................................................................................................................... 12
Key reflexions/questions ...................................................................................................... 13
Tentative next steps .............................................................................................................. 13
Useful documents and links ..................................................................................................... 15
Annex I Questionnaire: ............................................................................................................ 16
Annex II – extra material from respondents ............................................................................. 17
Acknowledgements
We would like to thank the following persons for having contributed to this study by sharing
information and experiences: Gianluca Azzoni (European Commission), Jens Lorentzen
(Denmark), Jan-Peter Schemmel (Germany), Aidan Fitzpatrick (Ireland), Hans Olav Ibrekk
(Norway), Anton Hilber and Jean Gabriel Duzz (Switzerland), Ulrika Åkesson and Annika
Otterstedt (Sweden), Kate Binns (UK), Deena Philage and Isabel Lavadenz (World Bank).
2
Executive summary
The impacts of climate change are felt around the world and the least developed countries are
often the worst affected. There is today a broad acceptance of the need to reduce global CO2
emissions and to increase resilience to climate change. The Swedish International
Development Cooperation Agency, Sida, is one of many agencies that seek to strengthen its
capacity to respond to climate change challenges. Sida’s point of departure is to include
climate change as part of competence development on environment as well as integrating
climate change in tools and analysis for environmentally sustainable development. Sida views
climate change as a sustainable development issue along with other environmental dimensions
of sustainable development. This report focus on strengthening staff capacity to deal with
climate change and builds on a survey of a number of donor agencies training activities.
The objective of the study was firstly to identify opportunities for sharing of training materials
and exchanging experiences and the secondly to look for opportunities for joint training
sessions. A questionnaire (see Annex I) was sent out to eleven agencies. Respondents were
also asked to share evaluations, training material and useful links and to report as fully as their
time allowed. Rather than asking for what all easily could respond to we tried to get as much
possible out of all. This has enriched the material but it also made comparisons more difficult.
Answers have been received from United Kingdom (DFID), Denmark (Ministry of Foreign
Affairs of Denmark Competence Centre), European Commission (DG DEV), Norway
(Norad), Ireland (Irish Aid), Switzerland, (Swiss Development Cooperation), Germany
(GTZ), Sweden (Sida) and the World Bank.
This report starts with a brief introduction to training events and how they fit within a broader
framework to increase capacity for addressing climate change. It is followed by a summary of
the answers to the questionnaire including examples of lessons learned.1 The report ends with
a summary of observations from the survey and reflections on the opportunities for increased
cooperation in line with the Paris declaration. Finally, several useful documents and websites
are found in annex II.
Key observations include

Agencies differ in how they position climate change. Some have specific training on
climate change whereas others position it as part of environmental training.
Concrete case studies, group discussions and opportunities for sharing experiences are
critical components of the training sessions
Specific training sessions on climate change is just one of many opportunities for
strengthening the capacity. Broader aspects of organizational learning, focusing on
how to ensure that the organization has sufficient understanding of climate change
etc., needs to be looked at.
Coaching and other forms of on the job training can generate positive results
E-learning provides opportunities for broad outreach and well targeted sessions but are
not yet broadly applied
1
We have used the term ”training sessions” although the term “learning sessions” might have given a better
picture of the character of the sessions. Although some parts of the training often consists of one way
communication (science of climate change etc), large parts of the training sessions often consists of discussions,
exchange of experiences and mutual learning. When developing training sessions, the aspects of broader
organizational learning must be kept in mind.
3
Training events mainly aimed at strengthening internal capacity often create
opportunities for dialogue and joint learning with other donors and partners
There are opportunities for improved sharing of knowledge and training materials and
possibly joint learning events.
A concrete initiative to act on these opportunities is proposed by the World Bank –
Reciprocal Partner Learning Initiative. Furthermore, the multidonor learning network
Train4Dev is about to establish a thematic working group on climate change.
Opportunities for harmonization of these initiatives and their relation to the OECD
DAC/GPWSP Task teams on Climate change adaptation and development and Task
Team on natural resources governance and capacity development should be
investigated.
Key reflexions/questions include

It is important that increased capacity among donor agencies and banks is equalled by
increased capacity of partners
There is currently a stronger demand for training on climate change than broader
environmental issues. How can it be ensured that critical non-climate related
environmental aspects are not neglected while building on the interest for climate
change?
Many training modules can be replicated and used by various groups. Increased
cooperation and coordination at head quarter level can create synergies, expand
outreach opportunities and avoid duplication. However, it is generally very important
that the perception of each target group is that the information targets them directly in
terms of content, length and depth.
Greater cooperation and up-scaling of joint learning sessions demands good
cooperation and strong interest from local donor working groups.
The launch of the OECD Guidance on climate change adaptation into development
cooperation could provide a concrete opportunity for joint work.
As a next step Sida and other interested agencies should consider the World Bank proposal for
reciprocal partnership learning initiative, and discuss the links with Train4Development and
the two OECD DAC WPGSP Task teams. The various stakeholders could strive for a meeting
in June.
Introduction
This section gives a brief introduction to training, training needs, other forms of
communication channels and a range of necessary choices when planning for training
sessions.
Multiple forms of training

Training is one of many important methods for strengthening the capacity of an organization
to deal with a specific question. Policies, tools and other parts of a management system are
also needed to respond to political and organisational priorities that guides the actions of a
developing cooperation agency.
4
The main focus of this report is on specific training on climate change as being one focus area
within the broader field of the environmentally sustainable agenda, primarily aimed at
strengthening the capacity of agency staff.
However, the questionnaire also included questions on other kinds of training, information
and their relative importance.
The list below illustrates the most important kinds of training opportunities and information
channels that can contribute to strengthen the organizations capacity to properly address
climate change challenges:
specific face to face training sessions on climate change
integrated component in other training sessions for broad or specific target groups
(governance specialists, ambassadors, economists, water specialists, country teams
etc)
information packages from management to staff (policies, position papers)
e-learning modules
information on intranet
newsletters to thematic or geographical networks
mini-seminars and brown bag lunches
on the job-training and coaching sessions
peer to peer exchanges/knowledge sharing
To a varying degree training events and workshops on a specific issue like climate change
often have external participation e.g. other donor agencies, government partners, NGO’s etc.
This tends to enrich discussions, create opportunities for joint learning, harmonization and
alignment. The downside is about increased transaction costs and risks for wearing local
governmental experts out.
Identifying needs
There are a many different needs and demands that face to face training can seek to address.
The following four questions capture the main capacity needs:

What is expected of me? Understanding of organizational
requirements/management system
How do I do it? Understanding of tools, checklists and specific
thematic knowledge
What support can I get? Understanding of available support functions
Why is it important? Understanding of climate change concepts and
implications, links to poverty reduction,
economic growth, environment and human rights
in a global and local context
Focus will vary depending of the target group and the availability of new methods/tools for
dealing with climate change. The survey gave little access to needs assessment for training in
any detailed form. The World Bank identified the following top priority issues for their staff:
the economics of climate change, financing instruments for climate change and practical
examples of adaptation.
5
Making hard choices
Designing the face to face staff training sessions involves a long range of choices. Most of
these options are illustrated in the figure below. In reality the choice is often in between the
opposites.
Learning Training
One-off learning event Embassy support programme
All staff None
Headquarter Field staff
Same program Specialized programs
Why issues How issues
Adaptation Mitigation
Climate change as stand alone Environment and Climate
Specialists (network) Generalists (country team)
Together with partners/agencies Internal only
Smaller part of a broader training event Major part of a training event
Demand driven Headquarter driven
Organized in-house Organized by externals*
(training specialists/topic specialists)
Training by in-house Training by externals*
(training specialists/topic specialists)
Long duration (2-4 days) Short duration (max 1 day)
Coaching part of the training No coaching
Use of experts via tele/video Travel
Large budget Small budget
* consultants/universities or other
Summary of the survey
Target group
A broad range of target groups can be envisioned ranging from top management and
ambassador level to program officers, from experts on climate change to generalists. Different
target groups have different needs. It is clear from the responses that there are differences
between development agencies with regard to selected target groups.
Some agencies focus on providing training sessions for specialists i.e. staff working on
climate change issues (United Kingdom). Other agencies have had a focus on broader target
group such as all staff at selected embassies (Sweden/Switzerland).
The World Bank is developing a range of training materials for various target groups within
the program Climate Change for Development Professionals. Main target groups are field
office staff, managers across the World Bank Group and operational staff. Different
components are tailored for specific project teams and a training of trainers module is being
developed.
6
In many cases donor agencies invite local donor representatives and to a varying degree
partners from government and NGO’s to participate in the training (Denmark, EC). Training
offered by Germany typically target both own staff and partners. The World Bank, through
the World Bank Institute, also targets decision makers in client countries and government
technical staff.
Involving more participants from different groups in the training sessions imply more
coordination and preparation. However, to include other donors and partners can have several
advantages with regard to the Paris agenda – harmonisation and alignment. Furthermore it can
enrich the discussion, increase networking among participants and sharing of experiences.
Involving local capacity, think tanks and academic institutions, should not only be seen as a
way to improve the specific training event. If properly designed it may also be an opportunity
to strengthen the knowledge base of the country through joint learning.
Several respondents underline that making real progress implies that both donor agencies and
partners have a similar understanding/awareness of both challenges and opportunities.
Typically there is a need to expand awareness among partners from the relatively small group
of highly qualified government staff to broader groups within government and civil society.
The extent to which this need can be efficiently addressed in combination with trainings of
donor agency staff can be debated. Involving working partners in parts of the training and
discussion concrete implications can probably be an area to explore further.
Training program and agenda

Duration of the training sessions vary between 1-5 days. Climate change is an important part
of each agenda although but some choose to integrate climate change issues into
environmental mainstreaming training. EC is progressively integrating climate change into
ongoing environmental mainstreaming seminars by increasing emphasis on mitigation and
adaptation aspects. Furthermore, Ireland focuses on building its staff’s capacity within
environmental issues with climate change being one important component.
Switzerland has separate training and capacity development on climate change. The courses
are a part of the SDC Climate Network initiative. The climate change course aims to equip
participants with knowledge and awareness on basic aspects of the climate change debate.
The benefits from this should enable the participants to integrate important climate change
elements into SDC projects/programmes. The specific aims of the course were to guide
participants to answer two particular questions: What do I need to know about climate
change? How do I have to adjust my contribution to poverty reduction in the light of climate
change and other major environmental challenges?
Learning events on climate change and development for Denmark are organised as informal
learning events rather than classroom training. The training sessions are focused on group
sessions with the aim of enhancing the exchange of information and experiences among
participants – “one of the objectives of the events was increased networking among
participants and the organisational units they represented”. The training sessions give some
emphasis on the scientific background for climate change and much attention to examples and
cases from the countries/region. The use of case studies following the methodology of
Harvard Business School provides the core of many of training courses offered by Germany.
7
The World Bank Climate Change for Development Professionals program is a response to the
demand for climate change-related knowledge generation and sharing and for specific
learning opportunities. It includes five program components and the course use of mix of e-
learning modules, face to face workshops and other iterative learning events. The modular
structure provides an opportunity to address the challenge of different needs and
understanding. Key components are a) fundamentals of climate change b) adaptation and
mitigation (face to face workshop on how to work with climate change) ; c) the economics of
climate change; d) climate finance; and f) social dimensions of climate change. Each module
will have the opportunity to be delivered as e-learning, face to face or as webinars (online
classrooms).
The respondents were asked to give a rough indication of how the focus of the face to face
training is distributed between the following themes; climate change adaptation, mitigation,
environment and natural resources management, disaster risk reduction, mainstreaming
issues like gender, human rights, conflict. Summarising the table, Denmark give much
attention to climate change adaptation. Norway prioritises mitigation issues and environment
and natural resources management. Switzerland gives equally large attention to adaptation,
mitigation and environment and natural resources management as well as climate change
impacts and causes. Less focus is given by all three countries to disaster risk reduction and
mainstreaming issues.
Table 1. Rough indication of focus of the training

Country Climate Mitigation Environment Disaster Mainstreami Other
change (%) and natural risk ng issues e.g.
adaptation resources reduction gender,
(%) management (%) human rights,
(%) conflict (%)
Norway - 60 30 10 - -
Denmark
training in 70 15 5 5 5 -
West Africa
Denmark
training in 55 20 10 10 5 -
Asia
Sweden
(selective 35 15 30 10 10
embassies)
Switzerland Climate
change
20 20 25 10 5 impacts and
causes
(%):20
According to the European Community the majority of the training is focused on

Environment and natural resources management and only to a lesser extent on climate change.
The goal is to reinforce general capacities of operational staff to understand and deal with
relevant environmental aspects when handling (non environmental) projects and programmes.
Operational staff refers both to EC staff and local partner institutions involved in the delivery
of EC-aid.
8
Resource persons/trainers
Most of the training sessions are held by a mix of in-house staff and external experts
(consultants, universities or research organisations like IIED, IISD and SEI).2 Local experts
from government, NGOs or academia are primarily invited to get the national or regional
perspective.
Ireland relied largely on external capacity whereas experts from headquarters played a larger
role in most other agencies training sessions.
Non-climate change specific training sessions

Respondents clearly state that the specific training sessions is one of several important ways
to strengthen the capacity to respond to climate change, see list on page 5. Other frequently
referred to opportunities include on the job training, mini-seminars and shorter briefings to
key senior staff. According to Norway, on the job training is probably the most important part
whereas the European Community rather sees the different options as complementary.
Many respondents explicitly emphasise the importance of on-the-job training (including

Norway, Denmark). In Norway, on-the-job training includes technical expertise travelling to
embassies to meet embassy staff. They spend a week on working with program officers in
order to give concrete advice on how to improve existing development programs with respect
to climate change and environment (without additional funds). The on-the-job training starts
with a 2 hour meeting for all embassy staff. The technical expertise then work with
programme officers during the week and the training is concluded with a debriefing meeting
with all staff at the end of the week. This type of on-the-job training was carried out at about 5
embassies in 2008 and 5-6 are scheduled for 2009. Meetings and discussions with partners are
included in the programme.
Sweden includes a coaching day in their three day training course on environment and climate
change for embassy staff in selected countries. The third day is scheduled for individual
meetings with resource persons and programme officers where the purpose is to initiate a
discussion and advice. The topic is selected according to the interests of the individual
member of the country team be it specific programs, processes, dialogue issues, budget
support etc. Before the training programme officers were asked to send documentation on
specific programmes, thus allowing resource persons to prepare and understand the context.
Follow up telephone meetings were planned individually.
Denmark prefer “learning” compared to “training”, and consider learning to take place in
large measure on the job in an ongoing manner. Hence, information given on the Ministry of
Foreign Affairs intranet and internet sites is important, as is ongoing debate and networking
among colleagues. Peer-to-peer messages are seen as particularly important, so that learning
is operationally relevant. With Denmark being the COP15 host, there is generally a lot of
information available to Danida embassy staff and headquarters units on climate change
issues, e.g. on the Danida DevForum site.
2
IISD (International Institute for Sustainable Development), IIED (International Institute for Environment and
Development), SEI (Stockholm Environmental Institute).
9
The UK has set up a network of staff working with climate change to improve information
sharing. This includes about 60 staff across the organisation, from advisers to programme
managers and from 5 to 100% job focus on climate change. There are persons connected to
the network in every country office. They receive updates on policy positions, major
programmes, case studies etc. They communicate climate change issues to their colleagues,
and they are provided with presentations etc to present in-country. Internal communications
channels to communicate with a wider audience of staff is used - particularly intranet
homepage and through getting climate change into messages from senior management. The
UK has also developed guidance and tools on climate change to improve the way that staff
integrate climate change into UK's work, including a set of key sheets on climate change.
To support staff and increase their understanding of the importance of environment in their
respective area Ireland has developed information sheets covering key issues, out of which
two cover climate change issues. (For more information please see
http://www.irishaid.gov.ie/article.asp?article=1147)
Preliminary sessions 2009

Below follows a table of the respondents planned training sessions for 2009.
Planned Africa Latin America Asia Europe

sessions for
2009
EC 4 day regional seminar in 4 day regional 4 day regional
Tanzania, Ghana, Egypt seminar in seminar in
Nicaragua, Kazakhstan,
Venezuela Vietnam,
Bangladesh
Denmark Learning event in South

Africafor Danida embassy
staff in Eastern and
Southern Africa
Ireland IUCN environment
mainstreaming module in
Mozambique
Norway On the job training at On the job On the job training
embassies in Ethiopia, training Sri Lanka, India
Kenya, Zambia, Madagascar Nicaragua.
Regional training
Latin America
Sweden Mali, Burkina Faso (March) Cambodia,
Regional Sub Saharan Bangladesh,
Africa (May) Regional Asia
Switzerland Training in West Africa Training in Peru, Training in Nepal

with focus on food security Bolivia, Ecuador with focus on
and climate change with focus on climate change
water issues adaptation
UK Not yet considered Not yet Not yet considered Not yet
considered considered
10
Norway will arrange on the job training in 5-6 embassies during 2009 (India, Madagascar,
Zambia, Ethiopia, Kenya and possibly Sri Lanka and Nicaragua). There are ongoing
discussions about also including a gender aspect/review of existing programs at the same
time. Probably there will also be a regional training in Latin America during 2009. Further,
there will also be one or two training sessions for headquarter staff.
In-country climate change training is something UK has not yet considered but in the long
term they would like to move towards this. UK has planned a series of seminars at
headquarter which aims to provide an introduction to key areas on climate change (science,
global framework, adaptation, low carbon development). A retreat will be arranged for staff
working on climate change during the summer, which will be more in-depth and include
practical discussions on what these issues means for their jobs.
The EC is planning to arrange six seminars in Brussels and eight regional seminars in
Vietnam, Bangladesh, Ghana, Tanzania, Kazakhstan, Egypt, Nicaragua and Venezuela, plus
three introductory e-learning sessions.3 (See a schedule for the training in annex II).
Ireland plans immediate delivery of the IUCN environment mainstreaming module to its own
staff in Mozambique.
Denmark held a learning event for staff in Eastern and Southern Africa earlier in May that
very similar to the one held in Asia in November 2008. Several donors were invited of which
four countries participated.
Switzerland will arrange training in West Africa (focus on Food Security and climate change
with the support of local consultants), Peru, Bolivia, Ecuador (focus on Water) and Nepal
(focus on adaptation to climate change).
Sida has undertaken in-country training in Mali and Burkina Faso (March) and will hold a
regional workshop for Sub Saharan Africa in Nairobi in May and Cambodia/Regional Asia in
the fall of 2009.
Germany plans to develop a training on integrating climate change into development (1-4
days) to be ready end of 2009. They also offer a training GTZ Climate Check (1-2 days) on
how to apply the Climate Check tool for optimizing mitigation and adaptation impacts of
development cooperation. See more information in Annex.
Lessons learned
The survey generated some examples of evaluations of specific training events (Norway,
Ireland and Sweden). General lessons are summarized below. More information is given in
Annex.
 Keep down presentations and headquarter speaker time. It is more important to allow a
lot of time for discussions and informal exchanges of experience. If external
participants are invited let them share their experiences to enrich the discussion.
3
These do not focus exclusively on climate change but climate change has a high profile within the overarching
focus of environmental integration in the context of sustainable development.
11
 Make use of case studies. Try to find context specific case studies that reflect the
sectors in focus of the target group.
 Give only little time to on general information e.g. climate trends. Get down to business
as quickly as possible.
 Avoid giving too much attention to future climate. Current climate variability and
natural disasters are better entry point for dialogue and change.
 Give country specific information and use local expertise. Provide specific instructions
to local experts in order to make the most out of their knowledge.
 On the job training is the most important component. In many cases there is already a
general awareness of the issues of climate change and a willingness to improve but a
lack of concrete advice. On the job training is important for making real progress.
 Consider creating space during in-country training for donors and partners. Some parts
of the training often need to be closed but others can be well suited for joint learning
and discussions.
 Use of low tech (telephone) or high tech (video link) should be promoted to reduce
costs, time and emissions. This could be an important way to leverage the outreach
capacity. The symbolic aspects of such an approach are also important.
Key findings, reflections and next steps

Key findings
Agencies are interested in increasing cooperation around training modules and
opportunities for joint learning sessions.
A concrete initiative is proposed by the World Bank – Reciprocal Partner Learning
Initiative. Furthermore the multidonor learning network Train4Dev is considering
action in the area
Agencies differ in how they position climate change. Some have specific training on
climate change whereas others position it as part of environmental training.
Typically, training of staff should answer three questions: What is expected of me?
How should I do it (tools and support available)? Why is this important (general
awareness, political and organizational priorities, understanding of impacts in the
specific country/region)?
Concrete case studies, group discussions and opportunities for sharing experiences are
critical components of training sessions
Specific training sessions on climate change is just one of many opportunities for
strengthening the capacity. Broader aspects of organizational learning, focusing on
how to ensure that the organization has sufficient understanding of climate change
etc., need to be looked at.
Coaching and other forms of on the job training can generate positive results
E-learning is provides opportunities for broad outreach and well targeted sessions but
are not yet broadly applied
12
Training events mainly aimed at strengthening internal capacity often create
opportunities for dialogue and joint learning with other donors and partners
There are opportunities for improved sharing of knowledge and training materials and
possibly joint learning events.
Key reflexions/questions
It is imperative that increased capacity among donor agencies and banks is equalled by
increased capacity of partners. To what extent this need can be addressed in parallel
with training of agency staff merits further discussion.
There appears to be a stronger demand for training on climate change than broader
environmental issues. Many express a fear that the focus on climate change may
crowd out necessary attention to issues like water pollution, ecosystem services etc.
How can it be ensured that critical non-climate related environmental aspects are not
neglected while building on the interest on climate change?
Many training modules can be replicated and used by various groups. Increased
cooperation and coordination at head quarter level can create synergies, expand
outreach opportunities and avoid duplication. However, it is generally very important
that the perception of each target group for training is that the information targets them
directly in terms of content, length and depth. What is the best balance between
agency specific material and shared material? Is there a need for a process for quality
assurance of training materials etc. and if so what could it look like?
Greater cooperation and up-scaling of joint learning sessions demands good
cooperation and strong interest from local donor working groups. The cross cutting
character of climate change and environment/natural resources is both a challenge and
an opportunity for generating this interest. How can donor groups best be supported
and sensitized to the options for joint training?
The launch of the OECD Guidance on climate change adaptation into development
cooperation could provide a concrete opportunity for joint work. Is this a strategic
opportunity?
Training and learning events can be more or less carbon efficient – Should training on
climate change be climate smart?
Tentative next steps

The survey has found that there is great interest for increased joint efforts to improve capacity
development within agencies own organizations. This report has gathered information and in
so doing identified initiatives that can take the discussion further; Train4Development and the
World Bank Reciprocal Partner Learning Initiative that are in close contact with each other.
The OECD DAC GPWSP task team on Climate change adaptation in development
cooperation has recently launched a new guidance. OECD has asked Germany to provide a
training module on the guidance for members to use. In this context it should be noted that the
importance of capacity development for climate change also has been raised in the context of
the parallel OECD/DAC capacity development good practice exercise. This exercise is
preparing operational good practice guidance in relation to the six capacity themes of the
Accra Agenda for Action. Environment is considered a relevant sector in this work. It may be
useful to discuss the development of a platform on capacity development for climate change
adaptation with a clear ownership from partner countries.
13
Sida and other agencies should consider the proposals from the World Bank and from
Train4Dev. Equally they need to reflect on how these initiatives link to the OECD
DAC WPGSP Task teams on Climate change adaptation in development cooperation
and Natural resources governance and capacity development. Possibly a meeting with
the various stakeholders could be held in June or August.
Share this document with non-respondents, members of the OECD DAC WPGSP
Task Team on Climate change adaptation in development cooperation and post it on
PEP website (www.povertyenvironment.net).
14
Useful links and documents
The annex includes a range of documents that were shared by the respondents. They provide
useful reading when discussing capacity development initiatives on climate change.
EC
Detailed info, including seminar materials for downloading can be found at
www.environment-integration.eu
Ireland
A series of environment key sheets designed to clarify the links between the
environment and key development sectors and issues.
http://www.irishaid.gov.ie/article.asp?article=1147
Denmark
Link to Danida development forum
http://www.danidadevforum.um.dk/en/menu/Topics/ClimateChange/ClimateChange.h
tm
Ministry of Foreign Affairs of Denmark Competence Center Training material from
regional workshops
http://www.umkc.dk/en/menu/DevelopmentCooperation/LinksAndMaterials/Learning
EventOnClimateChangeAndDevelopment
Link to COP15 webpage http://en.cop15.dk/

issues http://www.landwaterdialogue.um.dk/
World Bank
www.worldbank.org/climatechange
Annex I Questionnaire
Annex II Useful documents

World Bank Climate Change for development Professionals (brochure)
World Bank Reciprocal Partner Learning Initiative (draft concept note)
GTZ Training matrix
DFID Human resource section of the climate plan
Irish Aid Pretoria workshop report (2008)
Sida Experiences from workshops in Mali and Burkina Faso (2009)
EU schedule for training 2009
15
Annex I Questionnaire:
Questionnaire
The following questionnaire was sent out to the above mentioned respondents:
a) Training material
1. It would be great if you could share information such as agendas, key target groups,
description of trainers (e.g. own staff, consultants or other), downloadable presentations etc.
2. Lessons learned, if you have evaluated the training sessions that could also be of great
interest.
3. Rough indication of how focus of the training is distributed between the following themes;
climate change adaptation (XX%), mitigation (XX%), environment and natural resources management
(XX%), disaster risk reduction (XX%), mainstreaming issues like gender, human rights, conflict
(XX%).
b) Other than specific training sessions on climate change

A range of options other than focused climate change training sessions can be considered as means
to strengthen awareness and knowledge about how to integrate climate change in development
cooperation. E.g. shorter interventions in other training/information events, written information, e-
learning etc.
Which one’s do you consider to be most important? Which are the key target groups?
c) Planned training sessions for 2009

1. For which countries/regions are there plans (or tentative plans) for training sessions/capacity
development initiatives for colleagues within XX? It would also be useful to get information about
intended target groups, including partner country representations for the sessions.
For you information, in 2009 Sida plans to focus specific training on climate change and environment
on the following countries/regions: Africa (Mali, Burkina Faso and on regional level East Africa, West
Africa and Southern Africa; Asia (Cambodia, Bangladesh and Regional Asia).
We plan to make a simple report and circulate it to the respondents. If there is interest for having a
teleconference on the findings we would be happy to host it. Please indicate if you would be
interested in participating in such an event.
We hope that you will find responding to these questions rewarding and that it in small but concrete
ways will create opportunities for joint training.
If you have further questions feel free to contact Ulrika Åkesson, Sida, Advisor on Climate Change
and member of the OECD Joint DAC-EPOC Task Team on Adaptation to Climate Change ( +46 8
698 50 30 Ulrika.akesson@sida.se), Olof Drakenberg or Emelie Dahlberg at the Helpdesk for
Environmental Economics (+46 31 786 26 87).
Please send your reply to Emelie.dahlberg@economics.gu.se before February 4th.
Together with the questionnaire respondents was encouraged to send existing documents,
links to web pages with additional material or contact information to persons with specific
knowledge within this area.
16
Annex II – extra material from respondents
World Bank Climate Change for development Professionals (brochure)
Climate Change for Development Professionals (CCDP)

A Knowledge, Learning and Capacity Building Initiative for the World Bank Group
Background and Context
Climate change is increasingly at the center of the World Bank’s analytical, operational and advisory
work. It is one of the most important development challenges today and the years to come, as it
mainly affects the poorest countries and communities of the world. The Bank has a number of
unique strengths to play a leadership role in this area. We are currently one of the most active
multilateral organizations in dealing with climate change within our operational and analytical work,
and the trustee for a number of global climate change funding facilities.
Therefore, WBG staff are expected to have a solid understanding of the implications of climate
change on their work, its opportunities and challenges and the WBG’s role, products, policies and
services. They must be up to date on international dialogue and agreements as well as their
consequences in the regions/countries and localities of Bank Group operations. Most of all, staff are
expected to integrate the WBG’s strategic principles on climate change into their day-to-day work.
With an increasing demand for climate change-related knowledge-generation and sharing and for
specific learning opportunities, the Climate Change for Development Professionals Knowledge,
Learning, and Capacity Building Initiative (CCDP), supported by the SDN Vice-Presidency, aims at
meeting the demand and bringing both agendas together: strengthening the Bank’s comparative
advantage in CC-related lending/advisory services and helping WBG staff to be adequately equipped
and prepared for addressing climate change challenges.
Program Description
The CCDP Program has a dynamic and flexible approach. It looks within the institution and externally
to find examples of frontier knowledge and learning activities that are either already being applied or
under development, and bring these usually disparate initiatives under one umbrella. Key
characteristics of this initiative are: (a) scalable and replicable, since it is expected to be taken up at
the regional/sub-regional and country levels, and replicated by others (NGOs and partners); (b)
flexible, in response to the evolving nature of CC, the related international agenda, and the need for
avoiding duplications and adjusting CC learning efforts to country and sectoral specific situations,
both from Bank and client perspectives; (c) accessible from different countries, by various partners
and for different levels of knowledge/expertise; (d) exportable, aimed primarily at Bank staff, but
usable also for joint training with development partner agencies and client country staff; and (e)
monitorable, both to fit into the result framework of the SFCCD and to help in the reporting for the
UNFCCC Bali Action Plan, and post 2012 discussions.
17
Main Goals
Generate and share cutting-edge knowledge to increase climate change-related awareness;

establish and enhance a common understanding of CC- implications at the international,
regional and local levels, and across various sectors/systems;
Ensure Bank staff is up to date on international trends regarding climate change agreements,
economics and financing mechanisms;
Apply knowledge acquired and identify the appropriate tools, resources, and financial
instruments to address day-to-day work requirements, and to integrate climate change into
operations.
Design and Target Audience
The program is designed to address the learning, knowledge and performance needs of World Bank
Group professional staff by providing a flexible learning and knowledge generation and sharing paths
to meet the specific interests of the various sectors, units and regions across the board. Technology
and e-learning techniques are central to the CCDP Program, allowing the program to be scalable and
accessible to a broad audience locally or globally located.
Major target groups are: (i) World Bank Group field office staff; (ii) Managers across WBG; and (iii)
Operational Staff. A secondary target group is: (i) IFC Staff; and (ii) partner agencies working on
climate change. A further target group through WBI partnership and the regions consist of: (i)
decision makers in country clients; (ii) government technical officials and (iii) relevant actors from
civil society organizations.
Program Components
1. CCDP Course: A core element of this knowledge and learning initiative is the CCDP Course
which guides participants through formal training and learning sessions on climate change
through a combination of e-learning modules, face-to-face workshops, and other dynamic
and iterative resources. The CCDP course seeks to use best practice learning methodologies
to produce and deliver a multi-faceted collaborative program targeted to both operational
staff and management. In addition, through a partnership with WBI, most of the materials
produced during and for the CCDP will be useful for the client’s capacity building and learning
efforts.
Given such a diverse audience, the differentiated levels of understanding and practical
needs, the CCDP course design includes a modular structure with five differentiated
modules: (a) Fundamentals of Climate Change, (b) Adaptation and Mitigation [Hands-on
Workshop (HOW)]; (c) The Economics of Climate Change; (d) Climate Finance; and (d) Social
Dimensions of Climate Change. Each of these components can be delivered through
different mechanisms: (i) E-learning (online modules) allows participants to learn at an
individual pace and is easily accessible by field office staff; (ii) Webinars (online classrooms)
also make climate change training readily available to field office staff, providing an
opportunity for virtual face-to-face interaction with leading experts; and (iii) face-to-face
sessions can be customized to meet the needs of a particular audience and foster dynamic
interaction and peer learning.
The Adaptation and Mitigation Module is the core of the face-to-face mechanisms and will
be delivered through hands-on sessions, also called HOW Workshops. They are designed
around a Library of WBG Case Studies which can be customized according to regional specific
needs and sectoral discussions. They would have three different approaches: country,
18
project/program or sector specific approach. Administered in both Washington and the
Regional Hubs, the hands-on sessions will provide an opportunity for participants to apply
key concepts from their e-learning or other knowledge sources to their daily work.
2. CCDP Communities of Practice and/or Clinics: These clinics consist of a tailored on-
time advice session providing support for specific projects and initiatives posing a challenge
to WBG staff tasked with addressing climate change dilemmas/issues in their operational or
advisory work. With the guidance from a panel of the relevant leading experts both in the
Bank and externally, participant project teams receive just-in-time advice on their climate
change-specific challenges. Through this peer-to-peer collaborative exercise teams are
expected to further cross-sectoral work, increase their understanding of climate change
issues and improve the quality of approaches for their solutions. Appropriate linkages with
the Global Expert Teams – GET initiative would be sought for and further explored.
3. CCDP Knowledge Sharing Series: These series allow the e-learning students to
continue to complement and expand their CC knowledge, while also informing and reaching
out to the entire World Bank Group staff. The CCDP Knowledge Sharing Series include the
following components: (i) Knowledge and Dissemination Series; (ii) BBL Series; (iii) Reciprocal
Partner Learning; and (iv) High Level Speaker Series. These series aim at further raising
awareness, disseminating latest information, present recent findings, and facilitate updates
and informational sessions. While these events are mainly delivered face-to-face, they may
be recorded or virtual in order to engage field office colleagues and foster more exchanges
between HQ and field office staff.
4. CCDP Training-of-Trainers Program (TOT): In line with one of the main

characteristics of the program (replicability), the CCDP works with the regions and in support
of the operational units across the WBG. One way to scale up and support the learning and
knowledge sharing efforts across the WBG is to train the trainer and leader at the regional
and field levels. This will not only help the expansion of the pool of expertise across the
organization, but also ensure that the necessary skills, knowledge and materials are widely
disseminated, and benefit WBG staff at all levels. The TOT design is built around three main
objectives: (i) maximize the value added; (ii) provide strategic direction; and (iii) enhance
effectiveness and performance. Participants will not only cover the content of a training
model, but they will also be exposed to training concepts and methods and will be provided
the opportunity for teaching practice specially targeted to WBG audience. Later on, the CCDP
plans to cover the client’s demand with a similar approach. The proposed TOT program will
start during 2009, once the CCDP initiative is under full implementation.
5. Web-based Knowledge Tools: The CCDP program will support and complement
ongoing efforts to develop and maintain climate change-related Bank Group resources and
tools under one umbrella, including those that are developed or shared by partner
organizations. The CCDP has created a user-friendly workspace that will be linked from the
CC website and will serve as a continual resource to CCDP alumni and partners interested in
climate change learning, capacity building and knowledge-sharing. Inter-related tools that
are complementary to the CCDP Program will be enhanced and widely disseminated as part
of this component (e.g. WB Climate Change Portal, the climate risk and adaptation tool
(ADAPT), and the overall CC website).
19
World Bank Reciprocal Partner Learning Initiative (draft concept note, an
updated concept note will be ready in May)
RECIPROCAL PARTNER LEARNING INITIATIVE (RPLI)

DRAFT CONCEPT NOTE
Background
The Reciprocal Partner Learning Initiative (RPLI) is part of the Sustainable Development
Network’s comprehensive Knowledge, Learning and Capacity Building Program- the
Climate Change for Development Professionals (CCDP). The CCDP program aims at serving
the learning, performance, capacity building and knowledge needs of a diverse (dispersed)
and very demanding audience. It is primarily targeted to WBG staff, but through partnerships
with regions, the World Bank Institute and other development practitioners will also reach the
client. The various components of the CCDP program are targeted to (i) building the capacity
and technical skills of operational staff and managers to access, use and integrate climate
change knowledge and information into their day-to-day work, (ii) establishing a basic
common knowledge platform for climate change work to ensure some degree of consistency
across sectors and units, and across development agencies and academia, and (iii)
Objectives of the RPLI

The objectives outlined above are likely to apply to a number of development partners,
including academic institutions working on analytical or operational areas relevant to climate
change. The RPLI seeks to provide a collaborative learning and experience-sharing forum to
attain (a) some the common knowledge and learning limitations currently faced in climate
change work; (b) the urgency in meeting the increasing demand for climate change related
skills; (c) the challenge to integrate climate change and development; and (d) the evolving
nature of this topic that requires continuous learning, awareness processes, knowledge sharing
and capacity building.
The Reciprocal Partner Learning component, as distinctive from other components of the
CCDP, will be a forum for internal and external climate change experts and development
practitioners to share challenges, cutting-edge knowledge, innovate, build their capacity
individually and collectively, and be better equipped to help client countries and others in
developing countries. This initiative is also expected to contribute to and enhance in a more
structured manner, the ongoing somewhat informal information sharing processes among
development agencies- in particular regarding climate finance. The RPLI is another step
forward in the harmonization efforts as outlined in the Paris Declaration.
Participants
External: Selected staff and managers from partner organizations including bilateral
agencies, and U.N agencies, and academia (selected external partner representatives
per forum)
Internal: CC experts, CC Management Group, managers working on CC issues
20
Expected Results
Collaborative learning forum for development partners addressing climate change
issues as part of investment/advisory work.
Technical and collaborative capacity enhanced among staff, partners and academia.
Increased understanding of different approaches and perspectives presented by
development partners in their efforts to build capacity for country clients and civil
society organizations dealing with climate change.
Relevant cutting-edge knowledge and practices shared, and lessons learnt timely
identified.
Contributions towards a basic common knowledge platform around climate change
work and harmonized approaches.
Partnerships to lead learning and innovation for climate change.
Basic Design
The RPLI is meant to be a forum - collectively owned and maintained by participating

partners. It would be complemented by systematic exchanges of information, and joint
learning and knowledge sharing efforts.
Forum- This learning space is designed in two parts: Part I would address issues
related to climate change knowledge, learning and capacity building issues for the partners
and their clients/constituencies. Part II constitutes itself a learning opportunity on pre-agreed
topics of common interest benefitting from each other’s comparative advantage. The idea is,
therefore to combine opportunities for actual learning with opportunities to developing a
collaborative approach for learning, capacity building, and knowledge sharing in climate
change.
Systematic exchanges of Information- The idea behind these is to foster a more

systematic exchange of relevant information across participating partners- mainly related, but
not restricted to learning, cutting-edge knowledge generation and capacity building efforts.
Some of the means to do so utilizing existing mechanisms include corporate news letters and
climate change websites.
Joint Learning- As agreed during initial discussions with selected partners and
academic institutions, actual joint learning and knowledge sharing events are at the center of
the RPLI. This could take different shape and form, depending on the demand for learning
and the supply of knowledge and expertise in a given topic or area. It is expected; however
that joint learning would be one of the peer-to-peer methods to enhance each other’s learning
and capacity building efforts. It will also become a forum for networking and information
exchange.
The basic format of the forum could be presented as follows:

1. Presentation of climate change knowledge, learning and/or capacity building
challenges by selected agencies and academic institutions
2. Identification of common limitations and current efforts to deal with them
21
3. Input from three perspectives on key climate issues (e.g. clients: climate
finance and additionality; development practitioners/staff: climate change in
my day-to-day work; and civil society: climate and development trade-offs).
4. Exploration of knowledge/approaches/applications, potential collaborative
initiatives, and other issues as appropriate
5. Development of strategic next steps as appropriate for:
 continuing the Reciprocal Partner Learning Initiative (RPLI)
collaboration
 making learning more accessible to all (including from Academia to us)
 creating common core learning products; most useful vehicles for
knowledge sharing (e.g. avoiding duplicative efforts)
 training activities for export to other organizations
 cross- training activities among organizations (e.g. more cost-effective
exercises)
 greater effectiveness with stakeholders
Outputs:
For participant agencies and academia:

Create common knowledge platform around climate change work among internal and
external clients
Generate new knowledge and initiatives, and facilitate access to information
Enhance partnerships
Enhance harmonization
Avoid duplications
Increase capacity to work effectively on climate change issues both independently and
in collaboration with partners
Increase understanding of knowledge gaps, needs and resources presented by
participants
Measures of Success:
The RPLI adds value to ongoing independent efforts
Generous sharing of challenges and knowledge among participants
Generation of new and improved approaches to capacity building and learning on
climate change
Improved methods for knowledge sharing among partners and within respective
organizations
Continued interest in participating in workshops
Upon successful completion of two pilots, decision to scale up delivery including in
client countries.
22
GTZ Training matrix
GTZ trainings with contents related to climate change
Name of training Duration (no. of Training materials (titles of Key target groups Trainers (GTZ Contact person
course days) available materials or links to staff, in GTZ
documents / presentations) consultants,
other)
Environmental Fiscal From 1 to 4 Manual of the training Colleagues Kai Axel Olearius;
Reform depending the OECD/DAC Guidelines and Technical and Schlegemilch, Annuschka
number of Moduls Reference Series institutional Jacqeline Hilke;
(General EFR “Environmental Fiscal Partners Cottrell, Marina
introduction, fossil Reform for Poverty Axel Olearius, Kosmus
fuels, Reduction Stefanie Lorek,
transport, energy, Documentation of the 8th Marina Kosmus,
water) Global Conference on Edith Kürzinger
Environmental Taxation
(GCET) on “Environmental
Fiscal Reform in
Developing, Emerging and
Transition Economies
EFR Fact Sheet
Payments for From 2 until 5 days, Manual PES (GTZ) Colleagues Johannes Scholl, Marina
Environmental depending the Publications CIFOR and technical and Claudia Mayer, Kosmus
Services number of modules IIED on PES institutional Isabel Renner,
(concepts, water, Training notes partners Ingrid Prem,
23
other)
biodiversity, Harvard University GO and NGOs Ina Porras,
carbon). methodology based case- Practitioners Jan Peter
works Schemmel,
PES Fact Sheets Marina Kosmus
PES CD (material trainings,
presentations, publications)
Governance of natural 3 days Manual Colleagues Barbara Lang, Barbara Lang;

resources CD (presentation, Technical and Richard Modley, Marina
publications and material institional partners Claudia Mayer, Kosmus
for training including case (GO and NGOs) Jan Peter
work Schemmel,
Christoph
Feldkröter,
Marina kosmus
Strategic 1 - 4 days, OECD-DAC good practice Policy makers, Alfred Bernhard Frey;
Environmental depending on the guidance on SEA administration Eberhardt, Axel Olearius
Assessment needs of the client Espoo Convention on SEA officials and and Jiri Dusik,
IAIA principles for SEA planners; Martin Smutny,
Harvard University National SEA Michael Koch,
methodology based case- consultants; Michel
works NGO Bouchard,
GTZ fact sheets representatives; Axel Olearius,
GTZ staff Bernhard Frey,
Peter Croal
Strategic 4 - 5 days OECD-DAC good practice Policy makers, Alfred Axel Olearius;
Environmental guidance on SEA administration Eberhardt, Bernhard Frey
24
other)
Assessment – train the Espoo Convention on SEA officials and and Jiri Dusik,
trainers IAIA principles for SEA planners; Martin Smutny,
Harvard University National SEA Axel Olearius
methodology based case- consultants;
works NGO
GTZ fact sheets representatives;
GTZ staff
Shaping the future – 3 days Fishbanks Ltd. simulation Policy makers, Susanne Willner, Susanne
key competences STRATAGEM simulation national and Susanne Willner
for sustainable Action Learning excercice international Ahrlinghaus,
development materials (e.g. “islands”) experts, managers Axel Olearius,
in international Jan Peter
cooperation Schemmel,
Stephan Paulus
Stakeholder dialogues 1- 3 days Seminar reader National and Susanne Willner, Susanne
for sustainable international Susanne Willner
development specialists and Ahrlinghaus and
managers of the collaborators of
international the consultancy
cooperation or in denkmodell
the field of
sustainable
development
Constructive 1 - 4 days Seminar reader National and Susanne Willner, Susanne
negotiation for Harvard University based international Susanne Willner
sustainable methodology specialists and Ahrlinghaus,
development managers of the (Axel Olearius)
international and collaborators
25
other)
cooperation or in of the
the field of consultancy
sustainable denkmodell
development
PREMA (profitable 3-5 days Many case studies and Managers and Edith Kürzinger, Detlef
environmental materials experts in small Susanne Schreiber
management) PPT and medium sized Ahrlinghaus,
Methodology to apply entreprises in many consultants
directly in companies as developing
consultancy countries
Integrating Adaptation 1-4 days depending OECD-DAC good practice Policy makers, tbc Ilona Porsché
to Climate Change into the number of guidance on integrating administration
Development Moduls adaptation officials and
(development just Harvard University planners;
started – planned to be methodology based case- National SEA
ready end of 2009) works consultants;
NGO
representatives
GTZ Climate-Check 1-2 days PPT introducing tool and GTZ staff and Michael Scholze, Michael
(training on how to methodology consultants Sally Lacy, Scholze
apply the GTZ Climate Examples to be used for Alexander
Check tool for case-work Fröde, Jan Peter
optimizing mitigation Manual on the GTZ Climate Schemmel, …
and adaptation impacts Check
of development 2-4 page sector-guidances on
cooperation projects typical mitigation and
and programmes) climate change impact
patterns in relevant sectors
26
other)
Template for TOR for a
climate check
Disaster Preparedness Development Sabaß
(being finalised) cooperation staff
27
Human Resources section of DFID climate plan
1. CHALLENGE
The strategic workforce plan provides the context within which DFID will develop and sustain its
resources for implementing climate change. Collaboration between Divisions, Heads of Profession
and HR to meet the demand for staff resources and skills will be key to successfully addressing the
main issues:
i. Understanding fully
o the range of roles, responsibilities and deliverables of the posts in central policy teams,
country offices, and posted to partner organisations;
o the requirements in terms of knowledge, skills and expertise, and how do we build long
term capability;
ii. Mobilising staff resources to create start-up and sustainable capacity in the immediate to
medium term;
iii. Creating a coherent network and resource for climate change, avoiding fragmentation;
iv. Maximising interchange and opportunities with and in OGDs and donor/partner organisations,
including shared funding arrangements.
2. APPROACH
2.1. Building capacity and skills – what do we know already?
Three broad types of expert have been identified as a way for organising our climate change resource:
1. Climate change experts, who have both depth and breadth of understanding of climate issues, and
can translate this knowledge and apply it to DFID priorities and relate it to the overall
development agenda.
2. Experts in other disciplines, who develop an understanding of the implications of climate change
for their particular area.
3. Policy experts with the ability to quickly absorb and interpret information for policy
briefings/development and external engagement.
We are not starting from a zero-base. There are currently approximately 60 staff in a range of cadres
who have been actively involved for some time in the climate change agenda, and its policy and
programmes. They have built a reasonable level of capability – particularly in the area of climate
change adaptation. However, the majority (over 50) of these work in the policy centre and we need to
shift the balance to the Regions, where staff numbers of climate change are projected to increase three
to four fold in the next 12 to 18 months, particularly in Africa and South Asia.
To broaden and deepen expertise and awareness, professional cadres are all including climate change
within their retreats and training programmes, and exploring ways to “mainstream” climate change
into their resource planning alongside the other priorities set out by the Secretary of State.
Awareness raising is also extending to generalist staff working on the climate change agenda who are
not members of specialist cadres, through internal communications and opportunities to work with or
support policy and technical experts.
Our implementation strategy acknowledges that for some partners (particularly MICs) our credibility
will depend on deep knowledge of climate change issues, including an understanding of low carbon
28
technologies and financing instruments, and this will require effective identification of the relevant
expertise, internally or externally.
On skills, we must address the need for a wide range - from deep technical specialists to broader
generalists. However, it is also important that we target training for maximum impact (e.g. in pilot
countries) and avoid the risk of diluting skills by taking a blanket approach.
Specifically, we need:
 Technical specialists who can “operationalise” analysis and design diagnostic tools – for example
using the skills of our economist, environment, livelihoods, infrastructure and social development
cadres;
 Policy generalists and/or specialists (climate change policy) who combine political
awareness and experience of international negotiations with specialist knowledge;
 Externally focussed influencing/advocacy generalists, with some basic understanding of climate

issues and policy, who can also network, build relationships and alliances to persuade others to
deliver our agenda, using sound knowledge of the stakeholder audience and their agenda;
 Communications specialists with knowledge of PR and the media – ideally in public and
international policy - and with strong oral and written communications skills
 Project management generalists with strong project management and financial management skills.
2.2. How will we build capacity, allocate resources, and enhance skills?
The implementation strategy needs to balance the use of internal and external capacity and skills, and
where these need to be located geographically and by function to maximise engagement in the regions
and Whitehall. Resource requirements need to be business-led and determined by Regional demands,
DFID policy teams and our programmes with partners and donors.
There are several ways to create the extra capacity needed, all of which will be required to greater or
lesser extent to ensure a targeted approach to climate change implementation through planning,
resource allocation and management responsibilities:
1. For short-to-medium term start-up capacity: promote the use of resource centres, the planned
Climate Change Centre, our partners and other specialist organisations to secure external expertise
to complement internal capacity. Terms of reference for these sources of external expertise must
stipulate capacity building and knowledge transfer as critical deliverables. For example, the
climate change capability statement sets a common benchmark for the three resource centres
collaborating to provide a suite of services for climate change.
2. For medium-to-longer term resourcing: reprioritise business objectives and resource allocation so
that selected DFID staff with the right potential can be redeployed and equipped with the
appropriate levels of skills and expertise for the range of jobs which address climate change.
3. For building new and longer-term sustainable capacity: recruit to new posts, or encourage and
collaborate with partners to recruit new staff, who will help deliver climate change objectives.
This may in the form of secondments or postings.
The allocation of resources for climate change (as for other DFID priorities) will need to be kept
under regular review, as part of monitoring business plans with workforce plans and allocations.
Consideration needs to be given as to which climate change issues require a dedicated resource, to
29
strengthen local capacity for influencing, technical advice and capacity building, and where partial
resource (e.g. hybrid posts) would be more suitable and cost-effective.
For example, demand for dedicated staff with climate change experience and skills is increasing in the
Regions, particularly in Africa and South Asia, where currently climate change is largely covered by
staff with responsibility for other related policy areas, such as disaster risk reduction, or water and
sanitation. Africa intends to take advantage of developing links with the World Bank, UNDP,
UNISDR and EC. Both the FCO and Defra have strong climate change agendas in Africa although
their policy and approach is more centralised and less likely to contribute to regional resource.
Dedicated start-up capacity in Africa is therefore a high priority for climate change implementation,
and advantage taken of secondments and funding for in-house resource.
On the other hand, the International Divisions (IFDE, EDRD, UNCHD) and EMAAD have indicated
their plans to work through PRD to support climate change implementation, and consequently have
not allocated additional resources over the CSR period. This has implications for PRD’s resource
allocation for climate change, and for ways of working across DFID. EMAAD has also indicated
plans to work through World bank and IFC, as these institutions have extensive human and financial
resources dedicated to climate change.
In terms of skills, these will be accessed and enhance by outsourcing to external organisations;
recruiting in new skills to new DFID posts; developing the climate change skills of existing
professionals through a mixture of specialist training and secondment opportunities; raising awareness
through learning opportunities aimed at policy experts and project and programme managers.
3. ACTIVITIES
HR Division will working with others to develop a work force plan on climate change by November
2008. This will be collaborative, with lead responsibility from PRD, Heads of Profession, HR or the
Regions. This will include work to:
Work with country offices to identify what collective and individual support countries require for
start-up capacity, building longer-term capability and resourcing deep skills, and also raising
awareness for generalists. For the proposed 5 pilot mitigation and 5 pilot adaptation countries,
terms of reference should lead to some specific resourcing and skills requirements, and to lesson-
learning as to what works in practice. [Lead: PRD]
Build an information and knowledge source about DFID’s existing climate change skills market
and resource: expertise, skills, flexibility/mobility – internal and external, UK and overseas in
OGDs/HMG, partner and donor organisations. This will include opportunities for inward/outward
secondments and shared funding of posts. Ultimately, this information and knowledge source
needs to address the question managers will have, “If I want to recruit someone for a climate
change post (specialist or generalist) how will I know what is out there in terms of skills and
availability?” [Lead: CEG or Heads of Profession?]
Make full and creative use of existing admin, programme and programme funded admin budgets,
as well as opportunities for shared funding with OGDs and other donors, e.g. PRD programme
funding is already paying for climate change posts in some of the multilateral development banks.
[Lead: Regions, PRD and International Divisions]
Review contractual arrangements with resource centres to ensure an improved, co-ordinated suite
of services that support climate change implementation and specifying new/emerging
requirements. [Lead: Heads of Profession]
30
Drive a targeted, strategic approach to inward and outward secondments, sharing resources and
skills with OGDs, partners, donors and the private sector. [Lead: Human Resources]
Alongside their own administrative budgets, divisions will consider the following resources:
Existing non-climate related positions.
Existing climate related positions.
Possible programme-budget supported positions.
Possible joint donor positions.
Possible programme-budget supported secondments.
[Lead: Regions, Policy and International Divisions]
Identify new and build on existing approaches (e.g. Tyndall Centre) for training and skills
development, internal to DFID (including clarity as to who owns and contract manages training
for climate change) and joint programmes with OGDs, private sector, civil society and other
organisations in UK and overseas. [Lead: PRD - CEG]
Establish a baseline for advisors indicating how many are needed to work on climate change –
wholly or partly – and what formal qualifications (if any) should be required, what levels of
knowledge and expertise would be appropriate to expect and at what points (milestones) over the
CSR period. [Lead: Heads of Profession]
Ensure HR expertise and processes support climate change implementation as indicated by the
imperatives set out in the Strategic Workforce Plan and resulting objectives in HRD’s business plan.
This includes provision of dedicated business partnering and resourcing support in the new HR
operating model. [Human Resources]
Irish Aid Pretoria workshop report
Report on Irish Aid / IUCN Environment Mainstreaming

Workshop, Pretoria
31
Facilitated by Dr Susan Mainka, Senior Co-ordinator, Global Programme,
IUCN
31st January 2008
1. Background
Following the publication of the Environment Policy for Sustainable Development in April
2007, and the subsequent production of 14 environment mainstreaming key-sheets it was felt
that there was a need to develop a training module to highlight the policy and resources
available, and to support colleagues in their efforts to mainstream the environment in their
work.
Within the partnership agreement with the World Conservation Union, (IUCN) provision was
made for their support to IA, in our capacity building and mainstreaming efforts. Drawing on
their experience and expertise a pilot training workshop was delivered to Civil Society
Section, in Limerick on the 2nd November 2007. Taking lessons from this workshop, IUCN,
with feedback and input from IA field and environment staff, further developed the training
module to:
make the content more IA specific
ensure that it provided clear practical guidance for IA
On the 31st January IUCN delivered training to participants from IA’s missions in
Mozambique, Lesotho and Pretoria. Participants had been consulted regarding their needs
and expectations prior to the workshop.
2. Objectives
The workshop had the following objectives:
Improve participants understanding of environment’s role in achieving Irish Aid’s
mission and priorities in Southern Africa.
Familiarisation with the relevant policies and resources available to support the
mainstreaming of the environment across the programmes.
Identification of additional resources / supports needed to implement the environment
mainstreaming policy
Strengthen the partnership with IUCN, and the training module for further use within
IA and with partner institutions.
3. Workshop
The workshop was facilitated by Dr Susan Mainka, IUCN’s Senior Co-ordinator, Global
Programmes. It was divided into 6 sessions. The workshop was very well facilitated with the
active engagement and input of all participants.
In meeting the objectives outlined above, topics covered included; meeting the challenge of
linking the environment to development, the mainstreaming of environment in IA’s work, use
of the key sheets and identifying strategic entry points and opportunities for mainstreaming,
and monitoring progress.
The learning objectives were achieved. Each participant was also asked to identify challenges
they faced and tools / supports they needed to further progress their mainstreaming efforts.
See picture below:
32
These fell under four broad headings of knowledge management, training and capacity
building, enhancing the key sheets and accessing expertise. These were recorded and will be
progressed primarily by the environment specialist over the coming months. See below:
Knowledge Management
Build a database that is accessible to IA team HQ Ongoing
2 pager on HQ level engagement in environment Aidan End
33
March
Quarterly reports should be accessible beyond HQ – via a HQ
functioning Intranet ?
Email culture that promotes keeping all relevant people in the Aidan
loop on an issue – eg. distribution lists
Cross-cutting issues focal point - Environment focal point – Aidan & End
what is the role for these person? HQ March
mainstre
aming
team
Monthly meetings of MZ RAPID (mainstreaming group) – Palmira Ongoing
sharing information more broadly
Networking with other development agencies of other All
governments on environment issues
Training and Capacity Building

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

Do we need more key sheets? Gender, governance etc. also Aidan
should look at what is already out there and make use of that
as well
Should be circulated more widely to partners; proactive Emer
selection of target audiences
Take into account today’s input (and that of relevant networks) Aidan
when formulating future key sheets
Potential value of translations? Palmira
Accessing expertise
From HQ – Dr. Tara Shine is one currently available source of Dr Tara
expertise – accessible to the field but concerns re: capacity to Shine
deal with full demand from all offices
Within the regions – can also work with Tara but other All
resources via WWW, etc.
34
4. Participants
A total of 10 staff participated in the workshop, with participants from Mozambique, Lesotho
and South Africa:
Palmira Vicente, Alison Milton, Cait Moran, Emer O’Brien, Annalize Fourie, Keratile
Thababa, Malcolm White, Tamara Mathebula, Mandla Msimanga, Belindah Maboane.
Aidan Fitzpatrick, Development Specialist, HQ, with responsibility for implementation of the
environment policy, attended and provided support and input to the workshop.
5. Feedback from Participants

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

1. How is the environment relevant to Irish Aid
2. Meeting the challenge of linking environment to development
3. Mainstreaming environment in Irish Aid’s work
4. Identifying linkages across Irish Aid priorities and the environment
5. Beyond key sheets
6. How will we measure success?
7. Closing session and next steps
In this exercise session three was chosen as most useful followed by sessions 4, 2, 5 and 6.
3/ What did you enjoy most about the workshop?

Openness, frank discussion, level of discussion, inter-action and experience sharing with
other countries, very practical focus and content, opportunity to consider with peers from
other programme countries ways to mainstream environment, reaffirmed the importance of
mainstreaming the environment in our work, critical analysis and engagement with the key
sheets, case studies with classical country related examples, clarification of relevance of the
environment to IA’s work and to our daily lives, adequate time for discussion.
4/ Suggestions for improving future workshops

Use of case studies is beneficial, develop the case studies to make them more Irish Aid
specific. Longer and fewer sessions. Workshop to be held over more than one day to allow
internalisation of topic. Involve other missions and advisors and invite senior management to
ensure buy-in. Acknowledge that most participants would not have read the mainstreaming
strategy, the environmental policy and the key sheets. Introduce these documents at the start
of the day as the starting point for progressing mainstreaming. Invite other donors and share
and benefit from each others experience. Allow more time.
35
6. Follow Up
The general consensus was that the workshop was a useful capacity building exercise, and
gave participants relative knowledge and access to resources to improve their mainstreaming
capacities. A number of additional supports and needs were identified and these will be
progressed over the coming months. The suggestions to improve future workshops will be
considered and acted on in the future design and delivery of environment mainstreaming
workshops.
The buy in and support of senior management in Pretoria, Lesotho and in Mozambique was
crucial for the delivery of the training. The participants, both in the feedback and during the
various sessions commented on the value of a shared mainstreaming training exercise, with
the day to day experiences and challenges in the various priority countries providing a lot of
the learning and re-affirming the importance of the priority issues in the implementation of
our programmes.
There is potential to roll out this training to other priority countries and also to expand the
participation to include Government partners, C.S.O.s and other bilateral agencies if deemed
useful / appropriate.
The potential for the future use of the module will depend on the expertise and availability of
IUCN, and the support of Senior Management at HQ and in the Missions.
Sida Experiences from workshops in Mali and Burkina Faso
Experiences and lessons learned from Workshops on Environment and Climate Change
in Mali and Burkina Faso, 2009.
Background
The Environment and Climate Change team at Sida had prioritized Mali and Burkina Faso for
training during 2009 as both countries had been selected for the Swedish Government’s
Climate change initiative and will soon prepare a new cooperation strategy. The country
director and the respective heads at country level had indicated interest in the training. The
timing of the training was set to back to back with the annual country team planning
meetings.
Beyond the two major objectives i) to increase the capacity to integrate environment and
climate change in Swedish development cooperation, and ii) to assist the preparations needed
to respond to supplementary funds allocated through the climate change initiative the
workshops had other objectives. These included to lay a foundation for continued support for
the cooperation and upcoming strategy processes in Mali and Burkina Faso and to strengthen
cooperation between the different policy pillars at Sida headquarter and between the relatively
newly established policy pillar and operations. This was the reason for the large
representation from Sida Stockholm and Sida’s Environmental Helpdesks (Mali 5 persons and
Burkina Faso 6 persons). This should be kept in mind when lessons learned are discussed and
future capacity development activities are planned.
36
A two day workshop followed by one day of coaching on integration of environment and
climate change was held in Bamako and Ouagadougou respectively in mid-March. The target
group consisted of all program officers, the heads of aid and the country director. Participants
were suggested to go through the e-learning course “Integrating the Environment” prior to the
workshop.
Lessons learned
The experiences are organized under three headings; planning, program and coaching and
build on the oral and written workshop evaluations. Furthermore the planning team has been
given the opportunity to add their views. A summary of the written evaluation is found in
Annex 1.
On an overall level, perhaps the most important achievement is that the teams have learned
together, share a common understanding of the issues, have generated ideas on how to
incorporate climate change aspects in existing programs and learned from both resource
persons and other team members.
The following lessons can be specific to this experience but could be helpful to bare in mind
for future planning processes.
Planning
A series of contacts were held between the country director and the Environment and Climate
Change team at Sida Stockholm. The Helpdesks for Environmental Economics and
Environmental Assessments were assigned to coordinate a planning group involving Sida in
Stockholm and the field offices. The concept note for the training developed after the pilot
training in Bolivia was used as point of departure for the planning. A proposed outline for the
programme was prepared by the Helpdesk (building on lessons from Bolivia) and telephone
meetings were held between the Helpdesks and the experts (NPOs) on Environment and
Natural Resources in Mali and Burkina Faso respectively to adjust the proposal to local needs
and preferences. Local resources persons/experts were contracted locally. The planning time
was relatively short, less than one month between when the go ahead sign was given and the
workshop.
-Ensure adequate time for a good planning process

-Ensure direct links between the planning group and management
-Agree on objectives
-Agree early on the outline for the training and delegate responsibilities within the group for
specific components
-Be flexible to adapt to target group demands and opportunities for using the workshop to
increase harmonization and increase capacity of government staff
-Give succinct and timely information to participants on objectives, and expectations on how
to prepare. The questionnaire (see Annex) where staff is requested to indicate their key
interests for coaching and to send relevant documentation is very important.
-Provide very specific instructions to local experts in order to make the most out of their
knowledge. Ensure time for the facilitator to comment presentations in advance to avoid
repetition and respond to needs from the target group.
Program
37
The program for day one looked at environment and climate change with a focus on Sida’s
expectations, tools and methods. Day two was open to other donor agencies and invited
experts from government for specific sessions and had more focus on climate change
adaptation and opportunities for harmonization. The meetings were held at conference
facilities at suitable hotels. The third day was individual coaching and a wrap up session at the
Embassies. For practical reasons the program for Burkina Faso had to be adjusted to fit with
other obligations of key staff members during day two. See programs in Annex 3.
-Ensure that environment and climate change are discussed in relation to impacts on poverty,
health and economic growth
- Be sure to answer the basic questions what’s expected of me? and How can I do it? The
workshop should provide the participants with directions and tools on how to operationalize
new knowledge into their ongoing work – the coaching session is key.
-Use country expertise for local information
-Get personal, provide examples using men, women, girls or boys in rural and urban areas as
point of departure
-Allow plenty of time for discussions
-Use group discussions to bring forward experiences, knowledge and ideas from participants
and invited experts
-Limit headquarter speaker time and try to adapt case studies etc to the sectors in focus for the
target group
-If external participants are invited, use them to enrich the discussion by sharing experiences
-Climate change is a concept in fashion. Make use of the interest it creates but be sure to show
the strong linkages between environment and climate change
-Acknowledge that it is impossible to respond to all demands and expectations. However, the
individual coaching sessions provides an opportunity to tailor discussions to expressed needs.
Coaching
Coaching sessions were held at the office. Most staff had responded to the questionnaire,
indicated their interests and sent selected program documents to resource persons. A tentative
schedule had been prepared in advance but was fine tuned during the first day of the
workshop. The coaching sessions were between 1-4 hours. Some sessions were one to one
whereas others involved up to three resource persons and three local staff. One coaching
session involved a dialup to a specialist at Sida Stockholm. For the session on budget support
in Burkina Faso the economist proposed that all staff and resource persons participated during
a one hour session. One coaching session included contacts with a specialist at Sida
Stockholm via telephone.
-The resource persons should be well prepared which includes having read the documents
provided (e.g. assessment memo, previous inputs to environmental assessment), have ideas on
key readings/case studies, clarifying questions and if applicable some tentative suggestions
(not prescriptions).
-The coaching should not be seen as a one-off but build on previous support and result in an
understanding or outline of coming steps.
- Be explicit of what is the purpose of the coaching, and the time available for future support.
This should however be open to some flexibility but be clear about how and by whom
decisions on more substantial assistance are made.
-Use telephone conference or videolink where an expert at Sida Stockholm, a Helpdesk or
similar can participate in the coaching without travelling
38
-Agree on next steps without being overambitious, make brief meeting notes and share with
relevant staff (always include the focal point for environment and climate change)
-Look for opportunities to share findings, suggestions within networks, not only environment
and climate change networks but also within sectors
-Follow up according to the meeting minutes
-Be careful about expanding the number of people participating in each coaching session.
Looking ahead
There are three issues that go beyond capacity development and that have large impact on the
success of future training and long term effects of environment and climate change integration
in Swedish development cooperation.
-How can Sida improve clarity of its expectations/requirements for integration of environment
and climate change in ongoing and future programs?
-How to ensure that Sida’s management systems sufficiently address implementation
challenges e.g. through follow-up of environment and climate change integration?
-How can Sida promote and disseminate the web tool for integrating environment and climate
change in development cooperation that is to be released in the first half of 2009?
Key issues for capacity development activities
What are the needs?

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

The policy team’s capacity to participate in training sessions is limited. Could Team
Competence play another role? Or the focal points for environment and climate change?
Could a train the trainer approach be feasible, where focal points are given training and
support material and get some backing by policy teams or Helpdesks?
How can resource efficiency of training be improved?

Use of low tech (telephone) or high tech (video link) as a way to give access to experts can
reduce costs, time and emissions and should be promoted. This could be an important way to
leverage the outreach capacity. The symbolic aspects of such an approach are also important
although it will likely not completely replace more traditional training when people actually
meet.
How to best make use of other tools/information channels to inform and help guide
integration of environment and climate change integration in Swedish development
cooperation?
There exist a range of ways/tools to improve the integration of environment and climate
change in Swedish development cooperation. These include “mainstreaming” the issues in
other training and information activities at various levels e.g. information at ambassador level,
heads of aid, economists, introductory courses, helpdesk support for environmental
assessment etc, Sida Inside and various other channels of information could also be used. At
times written information, supported by power point presentations with speaker points (5-10
slides) can achieve a lot.
39
How to build country capacity and cooperate with other donors?
To achieve results, increased capacity within Sida to integrate environment and climate
change needs to be matched with capacity development among Sida’s partners (government
and civil society) and other donors. There is great potential for making relevant training
material easily accessible to partners. Opportunities for joint learning events should also be
explored. Could Train4Dev, the OECD DAC/GPWSP Task team on Natural resource
governance and capacity development, or the World Bank play a coordinating role?
Annex
Key point from evaluations
Questionnaire
Program Mali
Program Burkina
40
Annex 1
Key points from the evaluations of the workshops on environment and climate change in
Mali and Burkina Faso in March 2009
1. Do you find the objectives of the workshop fulfilled?

- Improved understanding of environment and climate change as a thematic priority of
the Swedish government and available policies and tools to translate it into action
- Improved understanding of natural resources, environment and climate change related
development challenges in a sahelian context,
- Advancement in understanding and planning of how to work with integration of
environment and climate change issues in general and how to make best use of the
extra climate initiative funds
- Established communication and contact between the Country team and policy staff
and helpdesks for future support.
Not at all To a great extent
1 2 3 4 5 6
Average score: Mali (4), Burkina Faso (5)
Comments:
 Very interesting sessions with a lot of information. Good, interactive exchanges.
 Diminish global policy, increase land focus and best practices.
 The starting point should be what we are already doing at the office. If not it is as if
this (climate change) is something separate.
 Good, more emphasis on individual coaching as this was very interesting
 More concrete tools and good examples
What could be improved?

 To put more content on local perspective and coaching
 More experience of other countries
 More info and discussions with government, and lessons learned.
 Absolutely necessary to invite more people from local partners and the government.
Especially as we work in the context of the Paris Agenda.
 More demand-driven from our office. What do we need from this workshop.
Other
 Too much of a compromise – too many different aims
41
Planning input for individual coaching
It is important, in order to achieve a tailormade training well suited to your practical needs, that your thoughts and
expectations of what you are interested in to discuss are fed into the planning. The programme proposal for day 3 is in fact
open – but resource personnel from Sida-Stockholm and Helpdesks will need to prepare themselves and know in advance
what programmes or situations you actually would like to discuss. We ask you to take some minutes to think of your needs
and expectations and provide background documents (such as programme docs and assessment memos) related to the issues
you think would be most helpful to discuss.
Sometimes it may be more appropriate to sit in groups with more than one member of your team – suggest as you see fit and
we will work out a schedule.
Please answer below and indicate approximate time availability for coaching.
A. What topic do you feel you would like a deeper understanding of related to environment and climate?
B. In your work at present, is there any particular programme or issue you would like to discuss?
C. What documents could you send to the resource team so that they can understand your working context for their
preparations?
D. Would you prefer to sit in a group or individually?
E. The more to the point you can be in your defining your expectations the greater the chance of the training being relevant to
you. If you can go further in detail please add or delete as you see fit in the table below.
1. I would like to discuss program ________________ and in particular from the Indicate your interests and
point of view of: approximate availability
(minutes/hours) for coaching
-mainstreaming of environment, climate change and disaster risk reduction
-making an environmental assessment
-indicators
-dialogue issues
-other specific topics, interests :
Please send assessment memo and other relevant documents to xx no later than zz!
2. I would like to discuss General Budget Support and in particular from the point Indicate your interests and
of view of: approximate availability
-assessment of PRSP
-indicators
-opportunities for dialogue
-other specific topics, interests
Please send assessment memo and other relevant documents to xx no later than zz!
3. I would like to discuss the upcoming cooperation strategy process and in Indicate your interests and
particular from the point of view of: approximate availability
-assessing the new PRSP
-opportunities for contributing to analytical background material for the PRSP or the
cooperation strategy
-opportunities for input from Helpdesks or Policy team to the cooperation strategy
process
-other
Please send relevant documents to xx no later than zz.
4. I would like to get a better understanding of: Indicate theme and time
(minutes) for coaching
Indicate any topic that could be useful in your work. Tentative topics include ecosystem
services, environmental fiscal reform, carbon funding, REDD, integrated water
resources management, gender aspects of environmental degradation, economic impacts
of indoor air pollution, donor harmonization on environment)
Collectively we can probably respond to most questions. If we have the knowledge and
if other requests for individual coaching permits we will try to accommodate your
request during or after the mission.
42
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Strengthening The Capacity

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Strengthening The Capacity

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School of Business, Economics and Law

Strengthening the capacity of donor agency staff to face

By Emelie Dahlberg and Olof Drakenberg

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

Key observations include

Key reflexions/questions include

Multiple forms of training

The following four questions capture the main capacity needs:

Summary of the survey

Training program and agenda

Table 1. Rough indication of focus of the training

According to the European Community the majority of the training is focused on

Non-climate change specific training sessions

Many respondents explicitly emphasise the importance of on-the-job training (including

Preliminary sessions 2009

Planned Africa Latin America Asia Europe

Denmark Learning event in South

Switzerland Training in West Africa Training in Peru, Training in Nepal

Key findings, reflections and next steps

Tentative next steps

Link to COP15 webpage http://en.cop15.dk/

Annex II Useful documents

b) Other than specific training sessions on climate change

c) Planned training sessions for 2009

Please send your reply to Emelie.dahlberg@economics.gu.se before February 4th.

World Bank Climate Change for development Professionals (brochure)

Climate Change for Development Professionals (CCDP)

Background and Context

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

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

RECIPROCAL PARTNER LEARNING INITIATIVE (RPLI)

Objectives of the RPLI

The RPLI is meant to be a forum - collectively owned and maintained by participating

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

The basic format of the forum could be presented as follows:

For participant agencies and academia:

GTZ trainings with contents related to climate change

Governance of natural 3 days Manual Colleagues Barbara Lang, Barbara Lang;

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

Irish Aid Pretoria workshop report

Report on Irish Aid / IUCN Environment Mainstreaming

31st January 2008

Training and Capacity Building

Enhancing Key Sheets

5. Feedback from Participants

2/ Which sessions of the workshop were most useful:

3/ What did you enjoy most about the workshop?

4/ Suggestions for improving future workshops

Sida Experiences from workshops in Mali and Burkina Faso

-Ensure adequate time for a good planning process

Key issues for capacity development activities

What are the needs?

Who should do the training?

How can resource efficiency of training be improved?

1. Do you find the objectives of the workshop fulfilled?

Not at all To a great extent

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

What could be improved?

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

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