Transcript Overview of SES Module

Social and Environmental Soundness
0.0. Using the RECCCD SES Module
USAID LEAF
Regional Climate Change Curriculum Development
Name
Affiliation
Kasetsart University,
Thailand
Penporn Janekarnkij; Co-Lead Kasetsart University,
Thailand
Surin Onprom; Co-Lead
Name
Affiliation
Tran Thi Thu Ha
Vietnam Forestry University
Nguyen Dinh Hai
Vietnam Forestry University
Rejani Kunjappan; Co-Lead
RECOFTC
Thailand
Vo Mai Anh
Vietnam Forestry University
Claudia Radel; Co-Lead
Utah State University
Tran Tuan Viet
Vietnam Forestry University
Sarah Hines; Co-Lead
US Forest Service
Cao Tien Trung
Vinh University, Vietnam
Sidthinat Prabudhanitisarn
Chiang Mai University,
Thailand
Nguyen T. Trang Thanh
Vinh University, Vietnam
Sharifah Zarina Syed Zakaria
University Kebangsaan Malaysia
Nguyen Thu Ha
USAID Vietnam Forests &
Deltas
Mohd Rusli Yacob
University Putra Malaysia
Maeve Nightingale
IUCN MFF
Kaisone Phengspha
National University of Laos
Guada Lagrada
PACT MPE
Phansamai Phengspha
National University of Laos
Le Van Trung
DARD Lam Dong
Kethsa Nanthavongduangsy
National University of Laos
Nguyen Thi Kim Oanh
AIT Thailand
Freddie Alei
University of Papua New Guinea
David Ganz
USAID LEAF Bangkok
Chay Kongkruy
Royal University of Agriculture,
Cambodia
Kalpana Giri
USAID LEAF Bangkok
Soreivathanak Reasey Hoy
Royal University of Phnom Penh,
Cambodia
Chi Pham
Project Coordinator
USAID LEAF Bangkok
Part 1
Intro &
Background
Part 2
SES Issues,
Concepts and
Ideas in REDD+
context
Part 3
SES in
Practice
I.
INTRODUCTION AND BACKGROUND
1.1.
1.2.
1.3.
1.4.
Introduction to Climate Change
The Climate Change Mitigation & Adaptation Context
Introduction to Social and Environmental Soundness (SES)
Guiding Frameworks – Sustainable Development & Ethics
II. WHAT SOCIAL AND ENVIRONMENTAL ISSUES EXIST: STRENGHENING
DESIGN AND IMPLEMENTATION OF REDD+
2.1. Environmental Co-benefits: Introduction to Biodiversity and Ecosystem Services
2.1.1. Carbon/REDD+ Project Accounting, Carbon Monitoring & MRV
2.2. Governance
2.2.1. Regulatory Framework, Forest Tenure, and Carbon Rights
2.3. Stakeholder Participation
2.3.1.FPIC
2.4. Social Co-benefits
2.5. Gender Equity and Women’s Empowerment
2.5.1. Gender Analysis Tools
2.5.2. Women’s Empowerment in Agriculture Index
2.6. Indigenous Peoples and their Empowerment
2.7. Local Livelihoods: An Introduction
2.7.1 Livelihoods impact Case Study: April Salumei, PNG
2.8. REDD+ Benefits Sharing
2.9. Economic and Financial Viability and Sustainability
III. STATE OF THE ART IN ACTION: BRINGING THE PIECES TOGETHER
3.1. Safeguard Mechanisms in REDD+ Programs
3.2. Streamlining of Safeguards and Standards
3.3. Developing National Level Safeguards
By the end of the course, learners will be able to:

Interpret social and environmental “soundness” and explain
how it fits into larger contexts of climate change, climate
change mitigation, and climate justice debates

Analyze conceptual and theoretical frameworks that underlie
social and environmental soundness

Apply a variety of relevant tools for addressing soundness

Appraise how gender issues relate to REDD+ and cut across
various other concepts
By the end of the course, learners will be able to:

Explain how safeguard mechanisms and approaches are being
used in practice

Evaluate social, environmental, and economic costs and
benefits, risks and opportunities associated with REDD+ and
with other PES or conservation programs and projects

Synthesize a range of social, economic, and environmental
considerations for application in REDD+ projects and
safeguard mechanisms

Assess real-world REDD+ and safeguard design and
implementation.

Materials application

University networking

National CCC development in Vietnam

Development initiatives can pose both positive and negative
impacts e.g. forest conservation policy

Policy interventions addressing climate change e.g. REDD+ can
exacerbate existing inequalities faced by vulnerable groups

Can we save forests by creating economic incentives to keep
them intact? What are the potential benefits? What are the
unintended consequences or drawbacks?


Policies and tools to mitigate and/or adapt to
climate change need to be considered in a broader
context; considerations include:

Do no harm

Do good

No regrets
REDD+ policy solutions will result in land-use
changes that will affect those who derive their
livelihood from the land

Social impacts & potential benefits must be
carefully considered

May impact indigenous peoples, women’s
empowerment, governance, and more…
The SES module is built as
a toolbox, for you to take
and customize according to
your curriculum
development needs.
YOU
As you learn the concepts ...
Design your courses ...
Teach SES...
Improve the materials ...
Share your improvements.

The complete SES module can be used as a semester-long university
course.

However, the SES module is also designed to be flexible:


Can be used by practitioners as well as professors

Instead of using the entire module, sections can be used independently or
in combination with other sections

Some professors or practitioners can choose to take and use several
sections to create a mini-course that is related to the Regional Climate
Change Curriculum.

Others may use one section as a single lecture within a class that is
unrelated to the Regional Climate Change Curriculum.
The material is YOURS – once the modules are finalized, everyone is
welcome to use and customize the sections to best fit their needs!

Presenting an overview of SES module

Teaching demo on 1 selected topic

Interactive classroom activities (group work, role-play,
peer discussion)

How to integrate SES into university curricula