Transcript Using CMM Module

Carbon Measurement and Monitoring (CMM)
0.0. Using the RECCCD CMM Module
USAID LEAF
Regional Climate Change Curriculum Development
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Curriculum materials
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EDUCATORS
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A NETWORK of educators and facilitators
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Delivery Systems

Feedback Systems
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Improvement Cycles
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All in service to society and
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STUDENTS
Name
Affiliation
Name
Affiliation
Deborah Lawrence, Co-lead
University of Virginia
Megan McGroddy, Co-lead
University of Virginia
Bui The Doi, Co-lead
Vietnam Forestry University
Ahmad Ainuddin Nuruddin
Universiti Putra Malaysia
Prasit Wang, Co-lead
Chiang Mai University,
Thailand
Mohd Nizam Said
Universiti Kebangsaan Malaysia
Sapit Diloksumpun
Kasetsart University, Thailand
Pimonrat Tiansawat
Chiang Mai University, Thailand
Pasuta Sunthornhao
Kasetsart University, Thailand
Panitnard Tunjai
Chiang Mai University, Thailand
Wathinee Suanpaga
Kasetsart University, Thailand
Lawong Balun
University of Papua New Guinea
Jessada Phattralerphong
Kasetsart University, Thailand
Mex Memisang Peki
PNG University of Technology
Pham Minh Toai
Vietnam Forestry University
Kim Soben
Royal University of Agriculture, Cambodia
Nguyen The Dzung
Vietnam Forestry University
Pheng Sokline
Royal University of Phnom Penh,
Cambodia
Nguyen Hai Hoa
Vietnam Forestry University
Seak Sophat
Royal University of Phnom Penh,
Cambodia
Le Xuan Truong
Vietnam Forestry University
Choeun Kimseng
Royal University of Phnom Penh,
Cambodia
Phan Thi Quynh Nga
Vinh University, Vietnam
Rajendra Shrestha
Asian Institute of Technology, Thailand
Erin Swails
Winrock International
Ismail Parlan
FRIM Malaysia
Sarah Walker
Winrock International
Nur Hajar Zamah Shari
FRIM Malaysia
Sandra Brown
Winrock International
Samsudin Musa
FRIM Malaysia
Karen Vandecar
US Forest Service
Ly Thi Minh Hai
USAID LEAF Vietnam
Geoffrey Blate
US Forest Service
David Ganz
USAID LEAF Bangkok
Chi Pham
USAID LEAF Bangkok
The CMM Module has 5 sections:
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Overview of Climate Change and Terrestrial Carbon
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Terrestrial Carbon stocks and change
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Carbon measurement and monitoring design
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Carbon stock measurement methods
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National Scale Monitoring Systems
I.
OVERVIEW: CLIMATE CHANGE AND FOREST CARBON
1.1.
1.2.
1.3.
1.4.
II.
Overview: Tropical Forests and Climate Change
Tropical Forests, the Global Carbon Cycle and Climate Change
Role of forest carbon and forests in global climate negotiations
Theoretical and practical challenges for forest-based climate mitigation
FOREST CARBON STOCKS AND CHANGE
2.1.
2.2.
2.3.
2.4.
2.5.
2.6.
Overview of forest carbon pools (stocks)
Land use, land use change, and forestry (LULUCF), CO2 emissions and sequestration
Overview of Forest Carbon Measurement and Monitoring
IPCC approach for carbon measurement and monitoring
Reference levels – Monitoring against a baseline (forest area, forest emissions)
Establishing Lam Dong’s Reference Level for Provincial REDD+ Action Plan:
A Case Study
III. CARBON MEASUREMENT AND MONITORING DESIGN
3.1. Considerations in developing a monitoring system
IV. CARBON STOCK MEASUREMENT METHODS
4.1.
4.2.
4.3.
4.4.
4.5.
4.6.
4.7.
4.8.
V.
Forest Carbon Measurement and Monitoring
Design of field sampling framework for carbon stock inventory
Plot Design for Carbon Stock Inventory
Forest Carbon Field Measurement Methods
Carbon Stock Calculations and Available Tools
Creating Activity Data and Emission Factors
Carbon Emission from Selective Logging
Monitoring non-CO2 GHGs
NATIONAL SCALE MONITORING SYSTEMS
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Forests play an important role in regulating the climate of the
Earth
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Deforestation accounts for a substantial minority of global
carbon emissions (about 10 to 18 %).
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Increasing forest area and avoiding deforestation and forest
degradation are key components of climate change mitigation
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The UNFCCC has called for
transparent, reliable and accurate
inventories of carbon emissions
and stocks at regional and
national scales from all signatory
countries as a first step towards
climate mitigation
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National carbon inventories rely
on the integration of field
measurements, remote sensing
data and models
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International efforts such as REDD+ and various carbon
markets are being developed which allow developing
nations to benefit financially from avoided emissions
from deforestation or forest degradation as long as these
can be quantified
By the end of the course, learners will be able to:
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Identify the roles of forests in climate change and that of
international efforts to mitigate climate change
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Explain forest carbon stocks, the geographic and climatic constraints
on forest carbon, and the drivers of change in forest carbon
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Apply the theoretical issues of and practical methods for measuring
and monitoring forest carbon, including statistical approaches,
sampling design, and operational protocols.
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Integrate map and field-based measures to generate forest carbon
stocks and emissions at plot to national scales using an IPCC
framework
The CMM 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 CMM...
Improve the materials ...
Share your improvements.
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The complete CMM module can be used as a semester-long
university course.
However, the CMM module is also designed to be flexible:
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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!
This module is designed to be adapted to a wide range of
educational contexts. The instructor using this module will adapt
the materials and slide decks to fit:
Student characteristics:
 Educational level
 Educational background and
experience in science,
environmental science, weather
and climate
 Major and specialties in college
and professional practice
 Motivations
Class structure:
 Duration
 Frequency
 Class size
 Prerequisites
 Active Learning approaches
 Flipped classroom approaches
 Technology support
A note on priority setting and simplifying the materials for varied students and audiences:
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The CMM Module was developed as a set of materials designed to ultimately be
suitable for a range of learning levels – from undergraduate to more advanced
university students.
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We expect that for some implementations, the materials have an excess of complexity
and depth of treatment.
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This module was designed to provide students with a strong background on carbon
measurement and monitoring using examples from SE Asia and the Asian Pacific.
Instructors are encouraged to add more local examples, data, case studies, and so on to
increase the regional and local relevance of the courses they offer
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We suggest reviewing all the materials and determining the most important and
learnable concepts for any given audience and then revising the PPT decks to logically
present and teach these concepts.
We hope you will take an interest in the CMM module and
consider using some or all of the materials to:
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Create a new course at your university
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Integrate materials as is into an existing course
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Modify materials as needed to fit an existing course
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Recommend to your colleagues and peers for their use
CMM is Yours to Use, Teach, and Customize!!!