text:
Home > Documents > National Adaptation Plan (NAP) country-level training · Abbreviations AF Adaptation Fund AR4...
National Adaptation Plan (NAP) country-level training · Abbreviations AF Adaptation Fund AR4...
Date post: 17-Jun-2020
Participants' Manual June 2016 In cooperation with Published by National Adaptation Plan (NAP) country-level training
Participants' Manual June 2016
In cooperation with Published by
National Adaptation Plan (NAP)
country-level training
The training course and associated materials are based on the Technical Guidelines 'National Adapta-tion Plans', published by UNFCCC / LDC Expert Group in December 2012. The training course was generously funded by the German Federal Ministry for Economic Cooperation and Development (BMZ) and developed by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH in close cooperation with UNFCCC/LEG and NAP-GSP. The authors gratefully acknowledge the valuable feedback contributed by reviewers and training participants.
GIZ's Climate Policy Support Programme aims at developing and mainstreaming innova-
tive approaches to tackle the challenges of climate change in the context of German Devel-
opment Cooperation. On behalf of BMZ, it supports developing countries in their efforts to
mitigate climate change and to adapt efficiently to its impacts.
In the pursuit of this goal, the Climate Policy Support Programme advises and supports BMZ
in the realm of the international climate negotiations, gives technical advice in matters of cli-
mate change mitigation, adaptation and climate finance, and implements practical solutions
through pilot projects in developing countries. Collaborating with national and international
partners, its work builds on networks of development cooperation and contributes with inno-
vative approaches to global climate change research and practical implementation experi-
ence.
Through these conceptual and practical activities, the Climate Policy Support Programme
actively contributes to the implementation of the Paris Agreement and the UN Sustainable
Development Goals.
Have you carried out or participated in the training? If yes, we would appreciate hear-
ing from you! Please send your feedback (Who organised the training? Who partici-
pated in the training? How did you find it? What worked and what did not?) to cli-
mailto:[email protected]:[email protected]
Introduction to the course ............................................................................................... 1 Background .................................................................................................................... 1 Objectives of the training ................................................................................................ 2 Target group ................................................................................................................... 2 Structure of the training .................................................................................................. 3 Duration of the training ................................................................................................... 3 Tailoring to country context ............................................................................................ 3 Training Methodology ..................................................................................................... 3 Training Package ........................................................................................................... 4
Module I.1: Essentials of adaptation to climate change ............................................... 5 Context ........................................................................................................................... 6 Instruction for the exercise ............................................................................................. 6
Module I.2: Conceptual understanding of the NAP process ........................................ 8 Context ........................................................................................................................... 9 Instruction for the exercise ............................................................................................. 9
Module I.3: Process overview on NAP ......................................................................... 11 Context ......................................................................................................................... 12 Instructions for the exercises ........................................................................................ 13
Module I.4: NAP Chat ..................................................................................................... 16 Context ......................................................................................................................... 16 Instruction for the exercise ........................................................................................... 17
Module I.5: Getting to Yes: Negotiating agreement without giving in ....................... 23 Context ......................................................................................................................... 24 Instructions for the exercise .......................................................................................... 26
Module I.6: Gender and NAP ......................................................................................... 27 Context ........................................................................... Error! Bookmark not defined. Instruction for the exercise ............................................. Error! Bookmark not defined.
Module II.1: Stocktaking ................................................................................................ 27 Context ......................................................................................................................... 43 Instruction for the exercise ........................................................................................... 44
Module II.2: Institutions for National Adaptation Planning ........................................ 49 Context ......................................................................................................................... 50 Instructions for the exercises ........................................................................................ 50
Module III.1: Climate information for risk & vulnerability assessments ................... 58 Context ......................................................................................................................... 58 Instructions for the exercises ........................................................................................ 59
Module III.2: Develop and select adaptation options .................................................. 65 Context ......................................................................................................................... 65 Instruction for the exercise ........................................................................................... 66
Module III.3: Appraising adaptation options ................................................................ 70 Context ......................................................................................................................... 70 Instruction for the exercise ........................................................................................... 71
Module III.4: Mainstream adaptation into development planning .............................. 74
Context ......................................................................................................................... 74 Instruction for the exercise ........................................................................................... 75
Module IV.1: Developing capacities for National Adaptation Planning ..................... 79 Context ......................................................................................................................... 79 Instruction for the exercise ........................................................................................... 80
Module IV.2: Financing adaptation ............................................................................... 83 Context ......................................................................................................................... 83 Instruction for the exercise ........................................................................................... 84
Module IV.3: NAP implementation ................................................................................ 86 Context ......................................................................................................................... 86 Instructions for the exercise .......................................................................................... 88
Module V.1: M&E of climate change adaptation in the NAP process ........................ 90 Context ......................................................................................................................... 90 Instruction for the exercise ........................................................................................... 94
Module V.2: NAP as a living document ........................................................................ 97 Context ......................................................................................................................... 97 Instruction for the exercise ........................................................................................... 98
Module VI.1: Roadmap development ........................................................................... 99 Context ....................................................................................................................... 100 Instructions for exercise.............................................................................................. 100
Module VI.2: Transfer into daily work ........................................................................ 103 Context ....................................................................................................................... 103 Instruction for exercise ............................................................................................... 103
Annex ............................................................................................................................ 107 Annex I: Supplementary material and support for the NAP process ................................107 Annex II: Resource Material for Module I.5: Getting to Yes..............................................108 Annex III: Climate change information sources ................................................................111 Annex IV: Handout for Module III.4: Mainstream adaptation into development planning .113 Annex V: Handouts for Module IV.2: Financing Adaptation .............................................115 Annex VI: UNDP Back To Office Report (resource material for M IV.3) ...........................118
Glossary........................................................................................................................ 123
References .................................................................................................................... 106
AF Adaptation Fund
AR4 Fourth Assessment Report (IPCC)
AR5 Fifth Assessment Report (IPCC)
BTOR Back to Office Report
CBA Cost-benefit analysis
CC Climate change
CEA Cost-efficiency analysis
COP Conference of the Parties (UNFCCC)
DDC Data Distribution Centre
FV Future Value
GCF Green Climate Fund
GEF Global Environment Facility
GHG Greenhouse gas
GIZ Deutsche Gesellschaft für Internationale Zusammenarbeit
INDC Intended Nationally Determined Contribution
IPCC Intergovernmental Panel on Climate Change
LDC Least Developed Country
LDCF Least Developed Country Fund
LEG Least Developed Countries Expert Group
MCA Multi-criteria analysis
MOE Ministry of Environment
MOF Ministry of Finance
MOP Ministry of Planning
M&E Monitoring and Evaluation
NAP National Adaptation Plan
NAPA National adaptation programme of action
NAP-GSP National Adaptation Plan Global Support Programme
NDP National Development Plan
NGO Non-governmental organization
OECD Organisation for Economic Cooperation and Development
PPCR Pilot Program for Climate Resilience
PV Present Value
SCCF Special Climate Change Fund
SIDS Small Island Developing State
SNAP Stocktaking for NAP
SPCR Strategic Program for Climate Resilience
UNDP United Nations Development Programme
UNEP United Nations Environment Programme
UNFCCC United Nations Framework Convention on Climate Change
UNITAR United Nations Institute for Training and Research
NAP Country-level training
The National Adaptation Plan (NAP) process was established in 2010 as part of the Cancun Ad-
aptation Framework to complement the existing short-term orientation of national adaptation pro-
grammes of action (NAPAs). The NAP process is designed to support all developing countries,
especially the least developed countries (LDCs), in satisfying their medium- and long-term adap-
tation needs. It is meant to reduce vulnerability, build adaptive capacity and mainstream adapta-
tion into all sector-specific and general development planning.
At the United Nations Framework Convention on Climate Change (UNFCCC) Conference of Par-
ties in Durban (COP 17) in December 2011, bilateral and multilateral agencies were invited to
support the NAP process and to establish support programmes. This support can take the shape
of, inter alia, technical guidelines, workshops, trainings and regional exchange. The Least Devel-
oped Countries Expert Group (LEG) has published the NAP Technical Guidelines, which specify
the process from laying the groundwork for a NAP process to monitoring its implementation.
In response to this, the Deutsche Gesellschaft für Internationale Zusammenarbeit GmbH (GIZ)
has started its NAP process support in 2012 by developing approaches and tools for operational-
izing the NAP Technical Guidelines and by initiating support for the NAP planning process in
partner countries. Even before the NAP process was introduced, GIZ developed a practice-
oriented training based on the Organisation for Economic Cooperation and Development (OECD)
policy guidance "Integrating climate change adaptation into development planning"1, which might
be useful as an additional resource for trainers. GIZ has also developed the "Recommendations
for aligning National Adaptation Plan (NAP) processes to development and budget planning (NAP
Align)". This document helps to analyse NAP-related planning and budgeting procedures and
elaborates the inter-linkages between the two areas and their respective institutional arrange-
ments. In addition, GIZ has developed a tool that provides a snapshot of current planning capaci-
ties available in a country: The Stocktaking for National Adaptation Planning (SNAP) tool identi-
fies adaptation capacities and needs based on seven success factors that are derived from the
NAP Technical Guidelines and GIZ's experiences in adaptation. The result of this assessment
serves as a point of departure for initiating the NAP process and for developing a roadmap with
concrete steps and activities.
As a further contribution GIZ supported the development of a country-level training on NAP pro-
cesses, which resulted in this training course2. The development of the training took place in close
cooperation with the NAP Global Support Programme (NAP-GSP) and United Nations Institute for
Training and Research (UNITAR) and was aligned with the activities of the LEG.
The Least Developed Country Fund (LDCF) -financed joint United Nations Development Pro-
gramme (UNDP) and United Nations Environment Programme (UNEP) NAP-Global Support Pro-
1 http://www.oecd.org/dac/environment-development/integratingclimatechangeadaptationintodevelopmentplanningapractice-orientedtrainingbasedontheoecdpolicyguidance.htm 2 The concept of the training was originally developed by Till Below ([email protected]) and Nele Bünner ([email protected]).
gramme, initiated in 2013, responds directly to the decision from COP 17 inviting agencies to
support countries in their NAP processes. The NAP-GSP's main objective is to assist LDCs with
regional and national technical support, institutional support and knowledge exchange. As part of
its work programme, the NAP-GSP is engaged in providing NAP training and capacity building
opportunities on a regional level in Asia, Africa and the Pacific to country teams composed of min-
istries of environment, finance and planning. A country-specific component includes support to
governments to initiate the NAP process by supporting activities such stocktaking of the institu-
tional frameworks and relevant adaptation activities related to the NAP, as well as national con-
sultations and training in-country to enhance the understanding of the NAP process and to pro-
vide tools to advance the NAP process at the country-level. The support provided by UNDP and
UNEP through the NAP-GSP draws from over 20 years of experience and technical expertise in
assisting countries, especially LDCs, to foster an enabling environment for pursuing sustainable
climate resilient development and making sure that adaptation measures are environmentally
sound and sustainable in the long term. The NAP-GSP is a support programme that builds on
synergies and leverages expertise and resources from its eight partners and collaborators, of
which GIZ is a part.
It is within this framework that the NAP-GSP, in particular UNDP and UNITAR, have cooperated
with GIZ to develop this training course as part of the country-specific component. The three
agencies used their respective expertise and experience in climate adaptation, policy and institu-
tional support, economics of adaptation, as well as capacity building to provide input into the ele-
ments of the training package and its methodology.
Objectives of the training
The main goals of the training are defined as follows:
• Improve understanding and raise awareness for the NAP process.
• Strengthen the capacities of country teams to realize key NAP tasks.
• Familiarize with NAP elements, NAP Technical Guidelines, support channels and links to other
national processes.
In line with this goal definition, the training will strengthen overall sensitization and orientation for
the NAP process and provide specific knowledge on necessary framework conditions and select-
ed key tasks. It will not convey detailed technical skills for all steps and tasks connected with NAP
development and implementation.
Target group for the course include:
• Decision-makers and politicians challenged with the overall launch and steering of the NAP
process;
• Experts and officials involved in tasks of planning and implementation of the NAP process from
sectors and institutions focusing on planning, financing, environment, infrastructure develop-
ment, economic development, agriculture, meteorology and many others;
• Non-governmental organizations (NGOs) and stakeholder groups potentially involved in the
NAP process;
• If applicable, technical experts from government entities responsible for capacity development
of administrative staff.
The training does not focus on participants from environmental / climate change institutions only
but also from sector ministries and ministries with coordinating power as mentioned above. Since
the NAP process is especially relevant for LDCs, the target groups will mainly come from these
An optimal size for training classes would be around 20 to 25 participants. Larger groups would
not allow effective application of the interactive training methods. If larger target groups have to
be coped with, it is recommended to conduct several trainings.
Structure of the training
The comparably diverging target groups addressed by the training advocate a flexible structure,
which allows tailoring the training elements to the concrete target group of a specific training
event. This can be achieved through a modular design which can be selected and composed in
different ways. Trainings for high-level decision-makers would comprise only modules on general
strategic understanding and process orientation, whereas technical experts, e.g. from sector min-
istries, would be also involved into more detailed issues of NAP elaboration.
Duration of the training
The flexible structure implies that the training duration is flexible ranging from ½ day for high-level
decision-makers and up to four days for technical experts.
Tailoring to country context
This training wants to focus directly on the situation of the country of application because a NAP
process is highly context specific. In most of the modules, the exercises are designed in a way
that they refer already to the situation of the country of application. In some modules, the trainer
will tailor the content to the country situation. This refers, e.g., to the selection of adaptation op-
tions in module III.2, which the participants have to rank according to feasibility criteria in their
country. For tailoring, the trainer will consult country documents such as the National Communi-
cation to the UNFCCC, Intended Nationally Determined Contributions (INDCs), NAPA docu-
ments, planning documents, adaptation strategies and the like. Any suggestions by participants
on how the training might be even stronger related to their country situation will be highly appreci-
ated.
The training course applies a 'hands-on' approach, i.e. practice-oriented and interactive learning
methods. A teaching method well-tested and proven in many comparable trainings is the Harvard
Case Method, which conveys teaching messages mainly through interactive practical work done
by the participants.
In line with the Harvard Case Method most of the modules follow the same sequence of elements
• A brief introductory presentation of approximately 15 min., given by the trainer, provides the
necessary theoretical background and familiarizes the participants with their task in the exer-
cise.
• The exercise of approximately 30 min. gives participants the opportunity to work practically on
certain NAP process challenges and tasks in sub-groups.
• The plenary/wrap-up discussion reflects experiences made during group work and deducts
key issues and lessons learnt through group discussion of approximately 30 – 45 min. The
trainer guides through questions and offers alternatives as well as corrections when neces-
Complementing the Harvard Case Method, other interactive training methods are being applied
such as
• Action Learning exercises;
• Structured group discussions (e.g. corner game);
• Role play formats (e.g. continuum walk).
Guidance for effective group work
• Each working group will organize its own discussion process. It is essential that the group se-
lects a visualizer, who documents all findings on pin-walls and might also facilitate the group
• Take your time, follow the trainer's instructions and see if everybody is on board.
• The trainer is around and can be asked if questions arise.
• The main learning objective of the group work is to make practical experiences on tasks in the
NAP process not to be comprehensive in the task
In module VI.1 a roadmap for the participants' specific country situations is developed, which
condenses key findings from many previous modules. To support this process, key findings to be
considered during the roadmap development are compiled in the respective 'parking lot' boxes of
each relevant module. The step-wise development of the roadmap thus is of importance for the
whole training concept.
Training Package
• The participants' manual provides background information, explains the exercises tasks per
module and includes all necessary supporting information for completing the exercises.
• The trainer's handbook consists of three parts. Part I presents basics on participatory training
methodologies in general and the Harvard Case Method in particular. Part II provides specific
information for conducting all modules. Part III contains general instructions for successful
adult learning and for methods applied.
• A library of PowerPoint slides supports the input sessions.
Module I.1: Essentials of adaptation to climate change
I.1 Essentials of adaptation to climate change I.2 Conceptual understanding of the NAP process I.3 Process overview on NAP I.4 NAP Chat I.5 Getting to Yes: Negotiating agreement without giving in
I.6 Gender and NAP
II.1 Element A: Stocktaking II.2 Element A: Institutions for National Adaptation Planning III.1 Element B: Climate information for risk & vulnerability assessments III.2 Element B: Develop and select adaptation options III.3 Element B: Appraising adaptation options
III.4 Element B: Mainstream adaptation into development planning IV.1 Element C: Developing capacities for National Adaptation Planning IV.2 Element C: Financing adaptation IV.3 Element C: NAP implementation
V.1 Element D: M&E of climate change adaptation in the NAP process V.2 Element D: NAP as a living document VI.1 Roadmap development VI.2 Transfer into daily work
Reference to NAP Technical Guidelines
The NAP Technical Guidelines provide a definition of adaptation, which reflects its integrative,
process oriented character. Further explanation about the general concept of adaptation is given
in the section 1.1.2 of the NAP Technical Guidelines. In all steps of the NAP process, this system-
like approach to adaptation has to be taken in mind. Successful adaptation usually requires a
hand-tailored process design, flexibly adjusted to concrete conditions in the country of application.
It reflects different dimensions such as political, socio-economic and technical.
However, the NAP Technical Guidelines do not engage in in-depth development of adaptation
concepts. If required, information can be drawn from other documents such as the 5th IPCC As-
sessment Report3 (AR5) or the OECD Policy Guidance 'Integrating Climate Change Adaptation
into Development Co-operation'4. In respect to concrete adaptation technologies relevant for the
particular country, GIZ factsheet 'Coming to grips with adaptation' might provide orientation5.
Learning objective of the module
• Ensure common understanding of all participants regarding basics of climate change and ad-
aptation.
• Analyze the inter-linkages between adaptation and development.
• Reflect challenges and benefits of adaptation.
3 IPCC: Weblink: http://www.ipcc.ch/report/ar5/ 4 OECD: Weblink: http://www.oecd.org/env/cc/integratingclimatechangeadaptationintodevelopmentco-operationpolicyguidance.htm 5 https://gc21.giz.de/ibt/var/app/wp342deP/1443/wp-content/uploads/filebase/ms/mainstreaming-guides-manuals-reports/GIZ_Adaptation_Technologies_Factsheet_2014.pdf
The Least Developed Countries Expert Group as responsible author of the NAP Technical Guide-
lines has provided the following definition for adaptation:
Adaptation to climate change is defined as human-driven adjustments in eco-
logical, social or economic systems or policy processes, in response to actu-
al or expected climate stimuli and their effects or impacts.
This formulation might sound trivial at first glance, but it reveals that adaptation goes far beyond a
separated approach. Rather, adaptation needs to be integrated into policy processes and sectors
and addresses systems of economic development, social interaction, participatory decision-
making and many others. It will operate in iterative structures rather than in linear motion.
This explains why adaptation is challenging in practice. Quite common challenges in adaptation
related planning, decision-making and implementation refer to
• Policy / institutional issues: Are politicians willing to promote adaptation? Are administra-
tions willing and able to implement adaptation measures?
• Economic / financial issues: Is it possible to provide the funds required for effective adapta-
tion action? How does adaptation interfere with economic goals?
• Social issues: Is there broad acceptance for adaptation? Can citizens be adequately involved
in adaptation planning and implementation? How can men and women be equitably involved
in, and benefit from, adaptation planning and implementation?
• Technical issues: Are well-proven technologies for adaptation known and accessible in a
particular country?
Instruction for the exercise
You are invited to reflect, which of the four mentioned challenges of adaptation is especially dom-
inant in the concrete context in your country. Each corner of the room represents one of the four
categories. You should go into that corner that best reflects your opinion. The moderator will ar-
range a discussion among the four groups and invite you to justify your choice. If wished you
might visualise the arguments later in matrix I.1.1.
Matrix I.1.1: Challenges for effective adaptation processes
Political / institution-
al challenges
Economic / financial
Social challenges Technical challenges
Module I.2: Conceptual understanding of the NAP process
The guiding principles at the beginning of the NAP Technical Guidelines make clear that a rigid
obedience to given process steps would be counterproductive. Rather, countries should select
which steps and activities make sense for them in order to move forward taking into consideration
their concrete level of progress with adaptation thus far. Chapter 1.2.3 of the Technical Guidelines
explains the Guiding Principles in detail.
• Familiarize with the general concept and character of the NAP process.
• Reflect on the relation to other national processes.
• Get a first overview about existing support channels for NAP.
The Conference of the Parties of the UNFCCC defined the objectives of the NAP process as fol-
lows:
(a) To reduce vulnerability to the impacts of climate change, by building adaptive capacity and
resilience; and
(b) to facilitate the integration of climate change adaptation, in a coherent manner, into rele-
vant new and existing policies, programmes and activities, in particular development plan-
ning processes and strategies, within all relevant sectors and at different levels, as appro-
priate.
The NAP Technical Guidelines develop in chapter 1.2.3 (page 16) five principles for the NAP pro-
cess, which help to achieve the objectives as defined:
• Non prescriptive: The NAP Technical Guidelines propose sequences and steps of action.
Each country should flexibly select, which of these make sense to ensure effective adaptation,
taking into consideration its level of progress within adaptation thus far as well as concrete
framework conditions;
• Country-owned, country-driven action: It is important that the process is totally country-
driven and owned, to ensure full compatibility with national planning processes and to ensure a
high degree of political buy-in. The NAP process seeks to harness and build upon national-
level capacity, with support from various partners, as appropriate;
• Coherence of adaptation and development planning: Integrating adaptation becomes a
key issue, rather than duplicate efforts and establishing parallel structures. Integration includes
also the reflection of adaptation needs in all relevant budgeting sources.
• Improved climate risk management: The NAP process should identify a pipeline of interven-
tions to reduce climate risks, identify entry points into existing national processes and align
funding from public, private, national and international finance sources.
• Regular monitoring and review in the respective country: Systematic learning processes
should support updating the NAP in an iterative manner.
You are invited to reflect the concrete situation of development and adaptation processes in your
country. Please, delineate which opportunities and which challenges you expect from the NAP
process in respect to the five principles as mentioned above. Also consider concrete approaches
you see for making use of opportunities and coping with challenges. You will work in sub-groups
defined by the moderator. Document your findings on a flipchart when you have an open discus-
sion or in matrix I.2.1 when you discuss structured according to the given questions.
This exercise intends to clarify what the NAP principles mean for your country and does not un-
dertake a SWOT analysis. A SWOT analysis will be conducted in module II.1, which is on stock-
taking.
You might revisit your first reflections on the five principles at the end of the training course when
elaborating a roadmap for the NAP process.
Matrix I.2.1: General Opportunities and Challenges of the NAP process for your country
Opportunities for the NAP process to create
added value and promote mainstreaming,
ownership and learning
Ways to make use of opportunities
Challenges for the NAP process to create
Ways to cope with challenges
Module I.3: Process overview on NAP
The NAP Technical Guidelines define four process elements with various steps, activities and
outputs. A general overview on the elements and steps provides table 1 on p. 23 of the NAP
Technical Guidelines, the specified description of each step is shown in table 2 on p. 24. The in-
tegrative and added value approaches as pursued by the NAP Technical Guidelines imply further
that each NAP process is not understood as a stand-alone process but has to be seen in its rela-
tionship to other existing processes of planning, financing, implementation and monitoring. Many
steps as envisaged in the NAP Technical Guidelines reflect on how they can build on or be main-
streamed into these existing processes.
The guiding principles at the beginning of the Guidelines as reflected in module I.2 make clear
that a rigid obedience to these steps would be counterproductive. Rather, countries should select
their concrete level of progress with adaptation thus far. The NAP Technical Guidelines provide
'workstreams' in Chapter 8.2.3 that select steps with a view to overarching themes such as 'Gap
and needs analysis', 'Monitoring and Evaluation' or 'Reporting'.
• Get introduced to the main elements and basic structure of the NAP Technical Guidelines.
• Reflect which parts of the Technical Guidelines can help to move your NAP process forward
and how they can best be used.
• Understand what supplementary materials and support resources are available upon coun-
tries request.
• Know how this training covers the Technical Guidelines.
The NAP Technical Guidelines provide a framework for individual country processes consisting of four Elements (A,B,C,D) with various steps as illustrated in figure I.3.1. Figure I.3.1: Potential elements and steps within a NAP process
(Source: Adapted from UNFCCC - LEG (2012), NAP Technical Guideline)
Module I.2 analysed already that these steps should be applied with a high degree of flexibility
considering the concrete conditions in the country and that NAP should not be understood as a
new or parallel process from scratch but that it should be integrated and linked to existing pro-
cesses wherever possible.
This concept implies that the relationship between NAP process elements and existing frame-works of planning, implementation, financing and monitoring are of utmost importance. The fol-lowing exercises will provide orientation among the NAP steps and explore the concrete catego-ries of inter-relationship among NAP and existing processes and structures. For further supple-mentary material and support for the NAP process please see Annex I.
Instructions for the exercises
Part A: Navigating within the element scheme of the NAP Technical Guidelines
Usually, you will not work through the 4 elements and 17 steps of the NAP Technical Guidelines
one by one but rather select steps of relevance to your country and to certain tasks which emerge
during the NAP process. The NAP Technical Guidelines provide orientation for a targeted applica-
tion through so called 'workstreams'. The activities and steps of the NAP process can be clus-
tered into these workstreams that would be managed by different stakeholders and focus on
specified challenges and thematic fields in the country of application. Selected workstreams
would together build 'the NAP process'. Chapter 8.2.3 of the NAP Technical Guidelines offers the
following sample workstreams:
• Gap and needs analysis
• Interfacing with policy and decision-makers
• Integrating climate change adaptation into national planning
• Vulnerability and adaptation assessment
• Education, training, communication and awareness-raising
You are invited to define relevant activities for the sample workstream 'Gap and needs analy-
sis', which will usually be conducted towards the beginning of the NAP process. The left column
lists the elements and steps as proposed by the NAP Technical Guidelines for the workstream
'Gap and needs analysis'. You will work in sub-groups on defining activities on cards (write big,
not more than 3 lines per card, 1 item per card only), which are relevant for the workstream with a
view to your concrete country situation. The trainer will place the card on the pin-wall matrix.
Please, select the activities from figure I.3.1of the overview version of the NAP Technical Guide-
lines, which condenses all activities of the long version.
Matrix I.3.1: Selected activities for the workstream 'Gaps and needs analysis'
Steps as given in the NAP
Activities selected from the NAP Technical Guidelines
for each step, which will be relevant to your country
Element A. Lay the groundwork and address gaps
1. Initiating and launching of the
NAP process
2. Stocktaking: identifying available
information on climate change im-
pacts, vulnerability and adaptation
and assessing gaps and needs of
the enabling environment for the
3. Addressing capacity gaps and
weaknesses in undertaking the
Element B. Preparatory elements
5. Integrating climate change ad-
aptation into national and sub-
national development and sectoral
Element C. Implementation strategies
3. Enhancing capacity for planning
and implementing adaptation
Part B: Interfacing with various existing country processes under the NAP process
Figure I.3.2 exhibits the NAP process surrounded by various planning, implementation, financing
and monitoring processes, which are partly related to general development or sector policy, partly
to climate change adaptation. The moderator will guide you through an Action Learning exercise,
where you will analyse the relationship of NAP to these other processes. Various categories of
relationship might be relevant, which are shown through cards within a scheme prepared for you
on a pin-wall:
Figure I.3.2: NAP process within various other planning and implementation processes
(Source: Adapted from UNFCCC - LEG (2012), NAP Technical Guidelines)
Mainstream CC into plan / process Ensure climate financing
Harmonize / ensure consistency Joint implementation
Install parallel mechanism
Conduct project appraisals Build on existing results
Jointly use data / information
Module I.4: NAP Chat
The NAP process requires briefings and sensitization of policy makers and decision-makers. This
is specified in Element A, Step 1.A. The chat focuses especially on these issues.
Contents wise, the chat reflects potential barriers to the NAP process and how to overcome them.
These issues will be analysed in Element A, Step 2.D of the NAP Technical Guidelines (assess
potential barriers to the planning, design and implementation of adaptation activities).
• Playfully reflect key characteristics, challenges and approaches of the NAP process in general
from the perspective of different government stakeholders.
• Identify ways to overcome barriers and to find ways to move forward in the interaction of gov-
ernment institutions.
The NAP process will involve various stakeholders and decision-makers from different sectors
and depends on the support by the general public. Therefore, Element A, Step 1.A invites the
UNFCCC climate change focal point to undertake a targeted awareness campaign. The chat as
performed in this Module could be one means of awareness raising.
Stakes and interests involved in the NAP process will be analysed in the more playful format of a chat.
4 volunteers among the participants are invited to play the following roles within the chat:
• Representative from Ministry of Finance (MOF)
• Representative from Ministry of Planning (MOP)
• Representative from Ministry of Environment (MOE)
• TV Moderator
Ensure there is a good mix of women and men (if present in the training) and that at least one of
the characters is a woman.
The chat plays around a situation in an airport waiting hall: Three delegates from the fictitious
developing country Adaptania meet by co-incidence on the way back to their home country. They
came from different international conferences and use the opportunity to exchange on their fresh
impressions from the negotiations. This scene framed as a short TV film, announced by the TV
Moderator at the beginning.
The four actors come together on the 'Stage' and perform the play by reading out their role from
the script as shown in the box below. You are not prevented from exposing your talent in playing
act! For the remaining participants: Relax and follow the story line of the chat.
After the chat, the audience might jointly discuss whether and how playful forms of awareness
raising like the chat would be applicable to their country context.
Script of the Chat
TV Moderator Good morning ladies and gentlemen,
What does the NAP process mean for developing countries? In order to help you
all reach a better understanding of the National Adaptation Plan process, the so
called "NAP process", we have prepared something special for you: The world´s
first reality TV production on the subject: (with a theatrical flourish…) The 'NAP
Chat' (Show first PP slide).
To give you an idea of the background of this story: Delegate 1 (name) (indicate
the person) is working at the Ministry of Environment of a developing country we
will call Adaptania. He or she is a member of the Adaptanian delegation to the
international climate negotiations and has just participated in a UNFCCC work-
shop on National Adaptation Plans. Now (indicate name) is on the way back to
Adaptania, waiting in the airport lobby for a flight (flight noise). Here, (insert
name) suddenly bumps into colleagues from Adaptania's Ministries of Planning
and of Finance (mention names and indicate persons). They are just coming
back from a UN conference on Sustainable Development Goals. They start to
chat. Delegate 1 sees this as a unique opportunity to explain to colleagues the
need for taking action – engaging in the NAP process in Adaptania…
And… action!!!
MOE What a coincidence! Good to see you here! I hope you remember me! We met at
the launching event of the new development and growth strategy last year. My
name is XX (hands shaking, presentation to each other).
MOF Ah, hello XX, of course I remember you. You gave that very interesting presenta-
tion on economics of adaptation. What have you been up to?
MOE I am just coming back from a UNFCCC workshop on the National Adaptation
Plan process, the so called NAP process. Maybe you have heard of this process
MOF (not enthusiastic): Oh well yes…I believe I have.
MOE We have been dealing with this issue for quite a while. I am so glad to meet you
here – I think we really should exchange our views on that! (very excited) The
relevance and benefits of the NAP process are clearly totally underestimated.
MOF Oh….are they?
MOE (eagerly): Let me explain it to you: The NAP process will help us to integrate
climate change adaptation into our development planning. In doing so, we will be
able to address our most pressing adaptation needs more strategically.
MOP Really? How…?
MOE Think of the last heavy drought we had for several weeks: We knew for a long
time that it would come up, but we didn´t do anything in advance. We could have
planned it better and acted more strategically upon it. For instance, investing in
better water storage systems would have helped us to capture more water for
longer time periods. If we had done that, that would have been better for
Adaptania.
MOF Ah, there are so many things which we could have done better in the past! But
this is how it goes! NAPAs, NAPs – we heard about all these kind of things, and
nothing worked out yet.
MOE Yes, but –
MOF (impatiently): Why do we always have to waste money and time on supposedly
new and important processes again and again? And doesn´t this NAP process
imply new international obligations for us? We have no time to produce more
reports or anything else to donors than we already do!
MOE Excuse me, but I think that this is a misunderstanding. NAP is a completely vol-
untary process. It considers our efforts for a NAPA, and it complements them,
instead of duplicating them!
MOP So what's the difference between the two?
MOE In comparison to a NAPA, the NAP process focuses more on medium- and long-
term adaptation needs. This is exactly what I tried to explain with my example:
We need to plan and invest along our identified vulnerabilities from the very be-
ginning and with a long-term perspective! The National Adaptation Plan for
Adaptania would be the basis for this. A NAP would help Adaptania to cope bet-
ter with climate change risks in the future.
MOP But haven´t we developed enough strategies to this day? Why do we need such
a strategy - next to our present development and growth strategy? We spent so
much time and resources on this development plan! I don´t see the need for un-
dertaking these efforts again.
MOE But this is exactly what the NAP process is aiming at! It is not intended to devel-
op a detached National Adaptation Plan document, but rather to link this adapta-
tion roadmap to our development goals and budget priorities. National adapta-
tion planning is a matter of bringing things together! Here lies untapped poten-
tial!
MOP But what should a roadmap for adaptation to climate change for Adaptania look
like!? Climate change is not predictable! New scenarios and complex projections
are frequently produced at international level with totally different results! And on
the contrary, country-specific information for Adaptania is only available to a
VERY limited extent. Too many factors are playing into adaptation processes so
that reasonable planning at national level would not be possible at all.
MOE Okay, I have to confess: The planning of adaptation to a changing climate is
complex, especially in terms of remaining uncertainties with regard to climate
data, but we can work on that! Generating climate information for Adaptania is
essential. We need to know which regions, social groups or sectors are really at
risk in our country due to climate change – only then can we start planning how
to protect them and how to enhance the resilience of our citizens. The NAP pro-
cess explicitly seeks to improve climate information and to strengthen respective
capacities.
MOF Very well – but who is supposed to pay for that?
MOE We won´t be left alone with that, we can get support from the international com-
munity.
MOF Well, I am wondering: if this process is that complex and if we cannot even be
sure that climate change really takes place – at least that´s my point of view -
why do we try to cope with climate change at all? Reducing poverty in our coun-
try is much more important. We can attend to climate change once we have
sorted out the more important issues. And we haven´t even caused this problem
in the past!
MOE But climate change is already reality in our country! We have to take it seriously!
Otherwise, we will have to bear uncontrollably high costs in the future. For in-
stance we will face extremely high losses in the agricultural sector – the most
important pillar of our economy as it contributes 28% to our GDP.
MOF That is true.
MOE We recently conducted a study together with the Ministry of Agriculture that con-
firmed these assumptions with alarming numbers: The crop yields will decrease
due to water scarcity, high temperatures and extreme weather events and will
cause production losses up to 50%. Over 60% of our population is employed in
the agricultural sector and over 50% of them live below the poverty line! Imagine
what these production losses would mean for Adaptania´s people!! Here you see
that climate change hampers our development and that it has an extremely high
relevance for poverty reduction and food security in our country!
MOF It´s always the same. Every Ministry is telling us how important their own sector-
specific issues are – confirmed by studies and numbers in order to receive more
money from our side!
MOE But climate change is not an issue that only concerns the Ministry of the Envi-
ronment, it affects all sectors and governmental ministries in many different re-
spects! Here lies the mistake! That is the reason why we have to plan adaptation
to climate change together in a strategic way. This is exactly what adaptation
planning is about!
MOF I am still not convinced. Even if we really want to do something about the issue,
this will include investments for climate change adaptation – as an LDC with very
little financial resources we don´t have any money for this – neither for financing
adaptation measures, nor for an expensive planning process!
MOE But we have to think ahead! Investing in adaptation to climate change has such
a great potential for savings in the long term. Economic growth and climate resil-
ient development complement each other instead of being mutually exclusive!
MOF OK, that sounds plausible. But it might just be an assumption. Do you have any
data to prove this?
MOE We found out that only by investing in adapted irrigation systems the agricultural
production would increase from the current 3 % to up to 6% per year. That
means: if we position ourselves now accordingly, we will accomplish a climate
resilient and more competitive economy in Adaptania! That will allow us to even
benefit from climate change and to receive additional international financial sup-
port for adaptation!
MOP Okay. Little by little I see that there are some reasons to give it a try. Or at least I
recognize some good reasons to have a closer look at this process.
MOE Thank you (looks relieved), it's already one step in the right direction if I can
raise awareness and clarify the positive spill-over effects that adaptation can
have on other development issues.
MOP I do have to say though, even if we want to engage in the NAP process this is a
cross-sectoral issue which needs to be addressed at inter-ministerial level and
with different stakeholders. How should we coordinate such a complex process
among ourselves? Even in case of the smallest organizational issues, we al-
ready have great difficulties in coordinating ourselves – I am thinking of how dif-
ficult it was only to bring all ministries together for the economic and growth
strategy´s launching event that you mentioned at the beginning.
MOF And in addition to that: What should we do if we get contradictory political in-
structions from our governmental authority? We have the government breathing
down our necks. If there is no political will for a NAP process we won´t be able to
assure sustainable financing and implementation – even if we would like to. And
so far, I have never heard of a political priority called "NAP process".
MOE Yes, that´s true. A clear mandate for the NAP process is needed in our short-
lived daily politics to get all ministries together and to ensure implementation and
financing of a National Adaptation Plan.
MOP Yeah, that is a problem.
MOE Okay, even if you still might be skeptical: I think we can agree on at least giving
it a try to further discuss the NAP process step by step in a larger group. We
need everyone on board! Especially some high-level government representa-
tives that have the authority to coordinate such a process and that have the po-
litical influence to put this topic on the agenda!
MOP Okay. But then it would be my Ministry´s role to arrange such a meeting. Let me
discuss this further with my colleagues when I am back home in Adaptania…
Director CUT! (Address the public)
Will the MOP really arrange this meeting?
And if so, what will happen after it?
Will Adaptania´s government take the NAP process up as a political priority?
And the overall and most pressing questions…
Will Adaptania really engage in the NAP process?
And if so, what will be the results?
The only way to be up to date on the further NAP developments in Adaptania is
to follow us here - live on television - when the first NAP Chat goes into its sec-
ond round.
Thank you all a lot! I hope that you enjoyed our new TV production, if so, our
actors would welcome a round of applause!
Before we proceed, we would be interested in hearing from you: What messag-
es do you take with you from this NAP Chat? What are the main challenges and
benefits of the NAP process?
Why is it important to include stakeholders such as the Ministry of Women's Af-
fairs (or similarly named ministry or gender focal point from ministries)? What do
they offer to the process?
Module I.5: Getting to Yes: Negotiating agreement without giving in
The NAP Technical Guidelines embody elements of negotiation at each step: from achieving a
common and shared definition of adaptation at national level (Element A), to agreeing on the ad-
aptation options to be implemented (Element B); from establishing a national cross-sectoral coor-
dination mechanism (Element C), to choosing the principles that should guide the assessment
and review of adaptation projects (Element D). This is a cross-cutting module which applies to all
the four elements of the NAP Technical Guidelines.
• Understand the importance and role of effective negotiation in national adaptation planning.
• Understand the four-principle approach to overcome obstacles to negotiation processes.
• Engage in a practical exercise on how to reach consensus-based agreements through princi-
pled negotiation.
Achieving consensus-based agreements is one of the most important and visible outcomes of a negotiation process. Many aspects that characterize our lives are the result of processes of nego-tiation which may have begun centuries ago, such as the values and norms upon which our so-cieties are based (Note: Values and norms are dynamic and can change over time).
National adaptation planning is a dynamic process and embodies elements of negotiation at each step (see the NAP Technical Guidelines): from achieving a common and shared definition of ad-aptation, to the priorities that national adaptation plans should address; from human resources recruitment criteria in sectoral departments, to the management principles that guide the imple-mentation of adaptation projects.
It might not be so easy to reach an agreement on how to plan for adaptation at national or sub-national levels. Adaptation is in fact context specific. It could be intended as an adjustment, pro-cess or outcome, determined by geography, history and socio-cultural setting.
What is accepted by one person or a community as an objective and evident truth is not neces-sarily accepted as such by others, given the diversity in values, situation, gender, and culture.
Negotiation in that sense provides the opportunity to incorporate many viewpoints into decision-making processes. Inclusive and transparent negotiation processes should produce more equita-ble and fair results.
In order to be effective, national adaptation planning processes require action by disparate actors at multiple levels, both within and outside of government. Coordination, for example, may begin as a process of establishing relationships, sharing information and raising awareness, but may move towards the management of joint decision-making and action. It may be horizontal (e.g. among ministries), vertical (e.g. among national, global and sub-national actors) or among stake-holders (e.g. between government and business).
Effective coordination therefore demands a strong base of shared values, goals, organizational principles and management practices that can only be reached through negotiation processes and consensus-based agreements.
Enhanced cross-sectoral coordination on climate change at the national level is an example of successful negotiation processes which imply a fundamental agreement on national development and adaptation priorities between institutions.
Negotiation is not only crucial for effective coordination, but throughout the whole NAP process – from initiation and launch (Element A) to the review and assessment of progress, effectiveness and gaps (Element D). Table 1 provides specific examples of where and how negotiation matters in the NAP process, highlighting how agreement is crucial if significant results want to be achieved.
Table 1 – Where negotiation matters most in national adaptation planning
Main consensus-based activities under the NAP process
Initiating and launching of the NAP process – agreement on the importance of climate change adap-tation as a key development priority
Addressing capacity gaps and weaknesses in undertaking the NAP process – agreement on where skills development efforts are required
Assessing climate vulnerabilities at the sector, sub-national and national levels – agreement on where and on whom to focus impact, vulnerability and adaptation assessments
Appraising adaptation options – agreement on what criteria to apply for the selection of specific ad-aptation options
Integrating climate change adaptation into development planning – agreement on how to integrate climate change adaptation into planning (through on-going development efforts; through a better man-agement of natural resources; through disaster risk reduction plans; etc.)
Prioritizing climate change adaptation in national planning – agreement on the key climate change adaptation priorities for the country
Developing a long-term national adaptation implementation strategy – agreement on a medium- to long-term planning horizon for adaptation at national level
Promoting coordination and synergy at the regional, national and sub-national level – agreement on national development and adaptation priorities between institutions
Element D. Reporting, Monitoring and Review
Monitoring the NAP process - agreement on specific milestones, objectives and measurable indica-tors
Reviewing the NAP process to assess progress, effectiveness and gaps – agreement on what les-sons learned and good practices to focus
Instructions for the exercise
Step 1 – Setting the scene The exercise is based on a role game. You will firstly need to understand the assumptions at the basis of the role game. You live in the fictitious developing country of Adaptania where there are two regions (Region 1 and Region 2) equally vulnerable to climate change risks. There are limited funds to support the implementation of a detailed risk and vulnerability assessment that will inform the identification of suitable adaptation options.
Step 2 – Choosing your role and developing negotiation strategy You will have to split up into 3 groups each representing one of the following parties: climate change district officers from Region 1, climate change district officers from Region 2, and the Min-istry of Environment and Climate Change. Each group is tasked to negotiate its interests (not po-sitions!). If your group represents one of the vulnerable regions, you should try to get a resource allocation to undertake the risk and vulnerability assessment. If you are in the group representing the Ministry of Environment and Climate Change, you should decide how to best use the funds either with one or the two regions in question.
Step 3 – Negotiating with other groups and coming to an agreement You can now write on a card the main points of your negotiation strategy (for further details on key negotiations concepts and terminology refer to Annex II) that should try to achieve a fair and equitable agreement between regions by using the four principles of negotiation. Step 4 – Wrap-up You finally present and describe your negotiation strategy to the audience and respond to the trainer's guiding questions.
Module I.6: Gender and NAP
I.1 Essentials of adaptation to climate change
I.2 Conceptual understanding of the NAP process
I.3 Process overview on NAP
I.4 NAP Chat
I.5 Getting to Yes: Negotiating agreement without giving in
II.1 Element A: Stocktaking
II.2 Element A: Institutions for National Adaptation Planning
III.1 Element B: Climate information for risk & vulnerability assessments
III.2 Element B: Develop and select adaptation options
III.3 Element B: Appraising adaptation options
III.4 Element B: Mainstream adaptation into development planning
IV.1 Element C: Developing capacities for National Adaptation Planning
IV.2 Element C: Financing adaptation
IV.3 Element C: NAP implementation
V.1 Element D: M&E of climate change adaptation in the NAP process
V.2 Element D: NAP as a living document
VI.1 Roadmap development
VI.2 Transfer into daily work
The NAP Technical Guidelines (LDC Expert Group, 2012) recognize the importance of integrating
a gender perspective in the NAP process to help ensure that: there is equal participation of men
and women in decision-making processes and implementation of adaptation activities; the NAP
process and activities will not exacerbate gender inequalities; and the process leads to better
adaptation and more resilient communities.
The NAP Technical Guidelines also suggest a number of ways to integrate gender considerations
into the NAP process along the following lines:
• Assess the information available in the country regarding different vulnerable groups and con-
duct any required further research on this topic;
• Engage women and men as agents of change within their communities, and invest in this po-
tential as part of the NAP process;
• Tailor and implement NAP activities (e.g. introduction of adaptive technologies, practices such
as Climate Smart Agriculture, etc.) based on an understanding of gender dynamics and the
potentially different impacts of climate change on women and men;
• Ensure the participation of the most vulnerable groups in the NAP process (Note: This is con-
text specific, but could include for example, internally displaced persons (IDPs), unemployed
youth, women and men living with disabilities, etc.);
• Incorporate the perspectives and local adaptation knowledge and coping strategies of women
and men when formulating the NAP (Note: Women and men have different roles and respon-
sibilities and therefore potentially different experiences and knowledge of their environment);
• Undertake outreach with different stakeholders on the gender dynamics of climate change
(e.g. policy-makers, planners, extension workers, etc.);
• Use sex-disaggregated data in vulnerability and adaptation assessments (to highlight potential
differences. This should include other variables such as age, socio-economic levels also);
• Monitor and report on the integration of gender considerations into the NAP process;
• Evaluate the integration of gender considerations into adaptation and make improvements if
• Develop a basic understanding of gender-related concepts relevant to adaptation planning
and the NAP process.
• Become familiar with approaches, tools, and resources to gender integration/mainstreaming.
• Identify support networks, organizations, gender experts to strengthen the process.
Climate change can make gaps in inequality worse, increasing the vulnerability of certain groups or individuals. In some contexts, for example, this might include unemployed young women and men in rural areas and internally displaced persons. In other contexts, this might include illiterate older rural women, unemployed young men, girls married at a young age, etc. Women and men can be affected differently by climate change, in part because of structural/systemic factors such as social norms, practices, legislation, and policy that may differentially impact, for example: (i) women's and men's access and control over natural resources, assets, information and services; (ii) their voice and representation in decision-making; (iii) their mobility, and (iv) economic and other opportunities (e.g. training, education). Women and men feel these impacts differently de-pending on factors such as age, socio-economic status, location (rural/urban), etc. (UNDP, 2015a). Women and men may also have different knowledge and experiences of resources and the envi-ronment that can contribute to the identification, selection, and implementation of effective adap-tation options. It is therefore important to understand how women and men are differentially im-pacted and how their risk factors differ. It is also important to understand the ways in which wom-en and men can work together to change social, political and structural norms and inequitable power relations to strengthen individual, household, and community resilience and build on these efforts (UNDP, 2015a). This understanding of the structural challenges and power dynamics in relations should, therefore, inform adaptation planning and the NAP process. The Conference of Parties (COP) has agreed that action on adaptation should follow a country-driven, gender-sensitive, participatory and fully transparent approach, taking into consideration vulnerable groups, communities, and ecosystems. Gender-sensitive adaptation responds to the different constraints and needs of individuals based on their gender to ensure: (i) inequality is not
exacerbated and new inequality is avoided as the specific needs of men and women are men; (ii) capacity for resilience is developed equally; and (iii) the equal participation of a range of people in decision-making and implementation (LDC Expert Group, 2015). Good practices NAPs that consider the implications (at all stages of the NAP process) of gender discriminatory norms and practices on women's and men's lives can lead to adaptation options that are more relevant and responsive to the needs and challenges of a broader group of beneficiaries, and in turn lead to more resilient communities (See Figure1).6 It is important to consider the broader socio-economic, political, and cultural systems or structures that can differentially affect women's and men's opportunities and capacities to engage with deci-sion-makers working on national adaptation planning. Unequal participation in decision-making processes compounds gender inequalities and creates barriers to women contributing to and benefiting from climate adaptation efforts (LDC Expert Group, 2012).
Figure 1: Where to address gender in the NAP process
6 The entry points outlined in Figure 1 have been developed as part of the development and testing of Gender Main-streaming/Training Materials for FAO/UNDP's Integrating Agriculture in National Adaptation Plans (NAP-Ag) Pro-gramme in 2016/2017.
http://www.fao.org/in-action/naps/en/
How to mainstream gender in adaptation planning at different levels NAP activities can span all the way from a national policy to community-based activities and can also include addressing different organizational dynamics necessary for meeting adaptation challenges. At all levels, gender analysis is fundamental for informing gender-responsive adaptation planning. Possible issues for a gender analysis include: gender-differentiated climate related vulnerabilities and impacts; gender-differentiated knowledge, experience, needs, challenges, roles, and responsibilities (including labour/time costs and benefits) related to adaptation options; and the social/gender relations, and political, cultural, and economic (systemic) issues that affect development outcomes. Gender analysis is a fundamental component of mainstreaming gender in the NAP process and is used to fully consider: the gender-differentiated vulnerabilities and impacts related to climate change; the gender-differentiated knowledge, experience, needs, challenges, roles, and responsibilities (including labour/time costs and benefits) related to adapation options; and the social/gender relations, and institutions that affect development outcomes. Gender analysis explores decision-making dynamics and resource control and access (including considerations of intersecting categories of identity such as age, social status, ethnicity, marital status, etc.). It is important to understand gender issues at different levels where adaptation options are considered -- from the national policy context to regional or local levels. The following outlines some good practices for gender responsive adaptation planning at policy, operational, and organizational levels. The practices draw on the work of the LDG Expert Group (2015), UNDP (2016a, 2016b, 2015a) and CARE (2015, 2010). Gender-responsive policy
1. Undertake a gender analysis to identify the underlying gender norms, social relations
and political, economic, cultural systems/structures and their impact on women and men,
particularly in the context of climate change. This might include, for example, impact on
access to and control over resources (across age, socio-economic level, etc.), labour,
time-use, mental stress, etc. The analysis should identify the specific needs and challeng-
es of women and men. For example, in a post conflict context, internally displaced per-
sons (IDPs), particularly young men, may face challenges in terms of economic opportuni-
ties and livelihoods, limiting their resilience. Women and men living with disabilities may
also have particular challenges including facing stigma and marginalization from their
communities; having opportunities for economic, social, and political empowerment can
strengthen their resilience against climate shocks and stressors.
Information sources: Government gender strategies and policies; government bodies, NGOs with experience on women's affairs/gender; gender studies (policy, sectoral, related to climate change impacts, etc.). Websites included in the resources section at the end of this module, e.g. Human Development Index, World Bank Databank, etc. all include indicators and data that can support information gathering.
2. Compare with conventions the country has signed/ratified (e.g. Convention on the Elim-
ination of All Forms of Discrimination Against Women (CEDAW), etc. and international
goals (e.g. Sustainable Development Goals, etc.) to see how proposed or existing policy
aligns with these. Also refer to other national gender policies and strategies.
http://www.un.org/womenwatch/daw/cedaw/http://www.un.org/womenwatch/daw/cedaw/http://www.un.org/sustainabledevelopment/sustainable-development-goals/
3. Inform the policy with the findings and ensure these translate into adaptation plans and
budgets. For example, Uganda has a gender equity certification program in place to en-
sure different government programs/budgets address gender. Policies can question
norms and support acceptance of "non-conforming" gender roles, e.g. support men in tak-
ing on more childcare responsibilities or support women and men in new areas of em-
ployment. Doing so can help individuals, households, and communities build diverse live-
lihood strategies, reduce their risk, and strengthen resilience against shocks and stress-
ors, including those brought on by climate change.
4. Monitor implementation of the policy to ensure it is done in a gender-responsive way.
Examples of outcomes of gender-responsive adaptation policy
• Adaptation options more relevant to greater numbers, groups of people.
• Greater likelihood of adoption of adaptation options.
• Individuals, households, and communities more climate resilient.
• Reduced gender/social inequality.
Example of gender responsive policy support: Under the project, Strengthening communities' capacity of resilience to the adverse effects of climate change with emphasis on food security, UN Women provided technical assistance and inputs for the Government of Ecuador's draft climate change policy which emphasised adaptation. The aim was to strengthen the reflection of a gender perspective in the policy. Initially, this action was intended to guide one national programme, but from the work undertaken, the government then considered developing a gender and climate change national policy (UNWomen, 2016). Challenges at the policy level
• Lack of political will for gender-responsive adaptation policies and plans.
• Misconception about gender equality and perception that gender is a women's issue only.
• Gender may be included in policy, but not translated into practice.
• Limited resources, including finance, technical and institutional capacities.
• NGOs or other stakeholders working on women's empowerment or gender equality with
specific mandates may lack the experience or confidence to engage on climate issues.
• Lack of understanding of the benefits of gender-sensitive adaptation actions.
• Lack of gender-sensitive approaches in monitoring and evaluation (LDC Expert Group,
2015; UNDP 2015a).
Gender-responsive programming (operational level) UNDP (2016a) highlights six factors for enabling gender-responsive adaptation programming (project cycle). This includes:
1. Undertake gender analysis to generate evidence about the complexities of gender rela-
tions at different levels, to identify concrete ways of integrating gender into all programmes
and activities, and to identify barriers to gender equality that will require special attention.
2. Incorporate participatory approaches to promote mutual learning. These should also be
gender-responsive and allow for mutual learning from participants from different back-
grounds.
3. Incorporate gender strategies, plans, and budgets. These may include: gender as-
sessments of communities involved; gender guiding principles to shape activities; refer-
ences to gender in trainings, partnerships and projects component (policy development,
research projects, pilot projects and communication/outreach); and monitoring and evalua-
tion using sex-disaggregated and gender-sensitive indicators.
4. Include gender-responsive indicators to monitor how gender considerations are inte-
grated into adaptation programmes.
5. Incorporate specific empowerment approaches for women (leadership, voice in deci-
sion-making, productive opportunities, communication, workloads, etc.) as well as en-
gagement strategies for working with men, boys in support of gender equality (e.g.
MenEngage, HeForShe, etc.).
6. Use gender expertise. Identifying existing skills and resources and 'tapping into' them
can be an important step in developing capacity for gender responsive adaptation.
Examples of outcomes of gender-responsive adaptation programming
• More relevant adaptation programs and projects.
• Strengthened resilience of individuals, households, and communities.
• Greater adoption of relevant, sustainable adoption strategies.
Example of gender-responsive programming In Garissa, northern Kenya, livestock herding communities live increasingly with droughts. CARE's Adaptation Learning Programme (ALP) works on community-based adapation. Gender norms strictly inform labour divisions and decision-making power in the region. Women and younger men tend to have a very limited say in planning decisions at household and community level. Women's mobility is restricted; they are expected to live primarily within the domestic sphere. Men prepare land, plant seeds, and take care of animals. ALP activities in the project villages have contributed to a loosening of rigid norms, resulting in men and women interacting more on production and other activities, and women being consulted more on seasonal planning and more involved in income-generating activities and decision-making. The project found that these changes also led to changes in community-based adaptation planning. For example, while climate information guides planting and input use, it also now informs women's investment and savings choices. Communities are also analysing climate risk for production and post-harvest processing to reduce and spread climatic risks for everyone involved. The project recognizes that social change takes years and values these transformations along the way (Otzelberger, 2014).
http://menengage.org/http://www.heforshe.org/enhttp://careclimatechange.org/our-work/alp/
Challenges at programming level
• Social norms and perceptions held by staff, partners, and communities.
• Lack of management commitment for gender-sensitive programming.
• Limited gender expertise and/or gender capacity strengthening of staff, partners.
• Lack of comprehensive and consistent application throughout the programme/project cy-
cle (lack of comprehensive gender strategy).
• Lack of understanding of the benefits of ge
Climate Change Adaptation in Urban Systems: Strategies for ......addressing climate change impacts (IPCC, 2007; Stern, 2006). Adaptation to climate change refers to efforts to develop
N°04/15 JUNE 2015 | CLIMATE National adaptation is also a ... · IPCC Fifth Assessment Report (AR5) comprises three chapters on adaptation, all within Working Group II (Klein et
IPCC TGICA Guidlines Scenario Climate Impact & Adaptation 2007
Current challenges in the impacts and adaptation to climate change: Introduction to IPCC WG2 and IPCC WG3 (BC3 Summer School _July 2015)arkandya
IPCC Climate Change 2014: Impacts, Adaptation, and Vulnerability
Asia IPCC Fifth Assessment Report Climate Change 2014 Impacts, Adaptation, and Vulnerability Chapter 24
The IPCC Special Report on Managing the Risks of Extreme ... · The IPCC Special Report on Managing the Risks of Extreme Events and Disasters to Advance Climate Change Adaptation
IPCC Climate Change: adaptation, mitigation and the statistical system The IPCC Fourth Assessment Report Peter Bosch TSU IPCC WG III.
IPCC: From climate change adaptation assessment to …csa2015.cirad.fr/var/csa2015/storage/fckeditor/file/P2_3_Howden... · IPCC: From climate change adaptation assessment to action
Ipcc Wg2ar5 Spm Approved - Climate Change 2014: Impacts, Adaptation, and Vulnerability
CHAPTER 5: CLIMATE CHANGE STRATEGY - ADAPTATION · 2020-01-24 · 90 CHAPTER 5: CLIMATE CHANGE STRATEGY - ADAPTATION Adaptation in human systems is defined by the IPCC as "the process
Climate Change, the IPCC, and Opportunities and Limits of ...€¦ · Climate Change, the IPCC, and Opportunities and Limits of Adaptation Jean-Pascal van Ypersele IPCC Vice-Chair,
EXPERT REVIEW DRAFT IPCC SREX Chapter 8 1 Chapter …hcl.harvard.edu/collections/ipcc/docs/AR5_WG2_n... · Disaster Risk Reduction as Adaptation: Relationship to Sustainable Development
IPCC Fifth Assessment Report Climate Change Impacts and ... · IPCC Fifth Assessment Report Climate Change Impacts and Adaptation: Present and Future Benjamin L. Preston Climate Change
IPCC Fifth Assessment Report Synthesis Report · IPCC AR5 Synthesis Report Adaptation to climate change Adaptation can reduce the risks of climate change impacts, but there are limits
UNPACKING THE IPCC FIFTH ASSESSMENT REPORT - Climate … · 2017-10-17 · UNPACKING THE IPCC FIFTH ASSESSMENT REPORT: IMPACTS, ADAPTATION, AND VULNERABILITY (WORKING GROUP II) The
Managing the Risks of Climate Change Adaptation Special Report of the Intergovernmental Panel on Climate Change IPCC
IPCC Overview Highlights from the AR5 WG I Report · Impacts, Adaptation and Vulnerability IPCC Working Group II(Yokohama, Japan): 25-29 March 2014 Mitigation of Climate Change IPCC


Your car can develop small or large problems at any time, but you might not have room in your budget to make every repair right away. That's why it's crucial to know which maintenance and repair issues to address immediately—because they can affect the safety of your vehicle or lead to much worse problems—and those you can delay because they're less critical.
Strange sounds in your engine. Clunking or knocking sounds in the engine—especially when the cadence of the noise picks up as you accelerate—should be checked out quickly. Among other problems, these sounds might indicate that the mix of air and fuel in your cylinders is off, causing your pistons to fire incorrectly. Because your engine is the most expensive system in your car, you want to get problems such as these fixed immediately. When left unresolved, they can create a domino effect of failing systems.
Oil changes. It's critical to get your oil changed at the prescribed intervals for your car's make and model, which you can find in your owner's manual. Many cars now can go longer than the old 3,000-mile rule of thumb, and some higher-end cars even have sophisticated monitoring systems that signal the need for an oil change based on your driving habits. Clean oil protects your engine, helping to head off problems down the road. Regular oil changes performed by your trusted mechanic also provide an opportunity for him to check on your car's overall condition, learn more about it and detect unknown problems. For this reason, although quick-lube shops can do a competent oil change, it's better to have "your" mechanic change your oil.
Coolant leaks. Leaking coolant should be addressed immediately because it can cause your engine to overheat—potentially leaving you broken down on the road and facing costly repairs. A dashboard warning light might indicate when you need to check your coolant level, or you might see coolant that's dripped to the ground where your car is parked.
Important: Many cars have plastic shielding under them that catches dripping fluids, making it hard for you to detect leaks. Check your coolant level once a month to help spot these hidden leaks.
Worn-out or damaged tires. Blowing out a tire on the road is a danger for you and those around you. If you notice a bubble on your tire or that your tread is low, change your tires right away. You can check your treads yourself. Many tires have wear bars that show the legal depth for your tread. Look for up to six rubber indicators in a row that are recessed in the tread of the tire. When the tread is flush with wear bars, it's time to replace your tire. Or, you can use the penny test—insert a penny with Lincoln's head pointing down into your tire's tread. If any of Lincoln's head is covered by the tread, your tread still is deep enough. If the top of Lincoln's head is completely exposed, you should replace that tire. While it's best to replace all the tires at the same time, if just your front or rear tires appear worn, you might be able to replace just the pair of tires that share an axle.
Exception: Owners of all-wheel-drive vehicles typically should replace all four tires simultaneously.
Brakes that don't sound or feel right. If you step on your brake pedal and it feels different from usual—such as being difficult to press or so soft that your foot nearly reaches the floor—a brake component, such as the brake cylinder, may be leaking. These problems must be fixed immediately by your mechanic because they can make it difficult to stop your car. Also, stay alert for grinding sounds, which might indicate problems with brake pads or wheel bearings. These, too, can be harbingers of bigger issues with those systems.
Even better: Proactively changing brake pads when they're thin can help make your brake rotors last longer, saving you money. You can ask your mechanic to inspect your brake pads at each oil change so that you know when to replace them.
Steering problems. A power-steering belt can crack and break, causing your power steering to fail and put you ask risk for an accident due to reduced handling ability. Ask your mechanic to check that belt at each oil change, and if he spots a frayed or cracking belt, replace the belt immediately. Also, power-steering fluid can leak, putting strain on the fluid pump—a potentially costly fix down the line if that pump fails. Ask your mechanic to check your power-steering fluid level at each oil change.
Noisy ball joints. Ball joints connect your car's wheels to the steering controls of the car—and if one fails, a wheel can fall off. Unfortunately, ball joints deteriorate as your car ages. Signs that a ball joint may be failing include clunking or scraping noises coming from the front end of your car when you turn or steering that feels unstable. If you or your mechanic suspects a problem, your mechanic can raise the car to see whether there is too much movement in the ball joint, requiring an immediate replacement.
Minor oil leaks: Although oil is critical to your engine's health, you can wait to fix minor oil leaks. For example, if you're losing less than one-half quart of oil every 3,000 miles and you aren't seeing oil on the ground, you're not in immediate danger of damaging your engine. Regularly check your oil level by looking at your dipstick. If the level is below the bottom line, you need to add oil. Keep your oil level full, and monitor the amount that you need to add. Normally, it's a good idea to check your oil level monthly. But with a slow leak, check it more frequently.
Certain belts and hoses: Typically, car manufacturers recommend changing belts and hoses at regular intervals, such as every five years. But if those parts aren't cracked, splitting or bulging when they reach their recommended replacement dates, you probably can wait longer.
Exception: Your car's timing belt is critical to the proper operation of the engine, but it is not clearly visible and can't be inspected for wear. As a result, it should be replaced at the recommended interval—typically about every 100,000 miles, depending on your car make and model—because if your belt snaps, your engine could be severely damaged.
Belts that are solely for vehicle systems that aren't critical, such as air-conditioning, can wait indefinitely. Have your belts and hoses checked every six months or with your regular oil change to monitor their condition.
Dents in your bumper. You might think it's obvious that dents are largely cosmetic and don't have to be fixed immediately. However, there are shock absorbers behind the bumper cover and sensitive systems built into them (such as air bag sensors behind your front bumper or parking sensors behind your rear and your front bumper) that may be damaged in minor collisions. So while it's not an emergency, ask your mechanic to check that these systems still are working properly after sustaining damage to a bumper. If internal components are sound, you can wait to fix the cosmetic damage.
Scratches. The urgency of this repair depends on where you live. If you're in a climate where there is little rain and, in the winter, little or no salt used on the roads, you don't have to fix a scratch immediately. But if you're in a region with a lot of rain and especially one that uses road salt, you should fix scratches sooner rather than later so that they don't lead to rust. You can buy touch-up paint from the dealer and fix all scratches yourself.
Exception: A surface scratch that doesn't expose bare metal under the paint doesn't need to be fixed immediately even in areas with harsh winters.


Choose from general interest, health and business magazines, journals and newspapers. If you are interested in research, select Academic Search Premier for journal articles. If you are looking for something else, there is much more for you to explore brought to you by BCCLS and the Leonia Public Library!
Research any topic from A to Z with access to Britannica Digital Learning.
Research Biographies of celebrities, politicians, and historical figures with Gale, Biography in Context.
Full-text coverage of the Leonia Life from (8/29/09 -11/11/16). Other years for the Leonia Life in our collection are currently in the process of being digitized. We hope to have those available online ASAP. However, please send any inquiries for other years to Assistant Director Elizabeth Bender (elizabeth.bender@leonia.bccls.org) and we will do our best to provide digital copies of articles for you.
Full-text coverage of the Record (1985-Current). Search the archives for information on current and past events.
Leonia Public Library's New York Times digital subscription provides ongoing access to NYTimes.com from any computer or device within the library, as well as access to the NYT app on portable devices with your Leonia Public Library Card. This includes access to articles from 1851 to present day.
Now available exclusively on Leonia Library's public internet computers, Ancestry.com is available for in-library use only. Come by the library to search the extensive database. You may be surprised at what you learn about members of your family tree!
To access Consumer Reports through BCCLS, click the link and select Masterfile Elite. On the left, limit your search to Publications - Consumer Reports. Click on the first link that appears, and look to the Source: Consumer Reports Buying Guide. Click on the CR, and then it will show you the archive of current and past CR. You have to follow the other steps to get to this page, the direct link will not work. For help, feel free to ask a reference librarian!
LearningExpress Job & Career Accelerator gives job seekers the most comprehensive collection of job and career resources anywhere — all in one place and always available online. It includes resume and letter builders with targeted samples and tips, millions of job and internship postings, interviewing advice and a personal dashboard to track users' work.
To access, click the link below and "Select your library" when prompted. You will be re-directed to the database.
The SBTDC is committed to providing knowledge, education and other supportive resources that enable existing small and mid-sized businesses, emerging entrepreneurs and local/state leaders to innovate and succeed.
The most trusted language solution for 25 years is now accessible online!
(Rosetta Stone Library Solution), and you will be able to create your Rosetta Stone account.


CHIANG RAI, Thailand — The Thai and foreign rescuers of the youth soccer team trapped in a cave for 18 days began heading home Thursday, as doctors said the boys they saved have so far not shown any significant ill effects from their ordeal.
Members of the Thai navy SEAL team, who were among the first searchers to penetrate the watery depth of Tham Luang Nang Non cave and the last divers out, flew to their base at Sattahip on the Gulf of Thailand, where they received a heroes' welcome. The ceremony was capped with their commander leading a rousing round of the navy cheer 'Hooyah!' that became a trademark of their never-say-die effort to extricate the boys.
Foreign helpers, including some of the world's best cave divers, also began travelling home.
Thai officials have been generous with their praise of foreign volunteers who were essential in the complicated search and rescue operation, including the two British divers who were the first to discover where the members of the Wild Boar soccer club were sheltering.
One of them, John Volanthen, and another British diver, Jason Mallison, met before they departed with Thai Prime Minister Prayuth Chan-ocha, who presented each of them with a souvenir medal, a polo shirt and a lacquered wooden box marked with an official emblem.
The boys were described as generally being in normal condition in a Chiang Rai hospital Thursday, though their levels of recuperation varied because they were removed from the cave over three days.
Their relatives are being allowed to visit with them while wearing hospital gowns and masks after earlier being kept away from the boys for fear one group might spread infections to the other.
The four boys rescued Sunday have normal heart rates and no fever, and the two of them with lung infections are improving, said Jedsada Chokdumrongsuk, permanent secretary of the Public Health Ministry.
Two of the four rescued Monday have mild fevers, the secretary said in a statement. Three of the five in the last group have fevers that are easing, and three have middle ear infections.
All of the group are receiving antibiotics. Jessada also said a psychiatrist was attending to the boys, who are sleeping well and are not showing symptoms of stress.
The 12 Wild Boars players and their coach had entered the cave to go exploring June 23 but monsoon rains filled the tight passageways, blocking their escape. They were found 10 days later, huddled on a small, dry shelf just above the water, and divers and other international rescuers plotted the complex mission to rescue the team before more rain came.
Highlighting the dangers, a former Thai navy SEAL volunteering to work on the rescue died on July 7 during a supply mission inside the cave.
Chiang Rai province acting Gov. Narongsak Osatanakorn lauded the cooperation between Thai and international rescuers.


WHY DCT ? WHY DCT ?
In certain industries, a traditional education may have its shortcomings, potentially focusing too much on theory while ignoring its implications in the real world.
The fast-paced tourism industry is one such example, so DCT has tailored its education to meet the needs of both our students and their future employers. As a vocational college, we deliver the knowledge, skills, and competencies required through both theoretical teaching and practical experience.
All of our courses include working internships and continuous industry feedback. This practical focus ensures that our students prepare dynamically for specific careers in their chosen field.
By 2020, the tourism industry will be bigger than Finance, Oil and Construction industry combined*. Dubai also plans to attract 20 million visitors and become the most visited city in the world**. With tourism so central to Dubai's current and future plans, a career in this industry is an exciting and rewarding one.
DCT has been established in order to meet the huge demand in Dubai's tourism, hospitality, events, retail and culinary industries. All DCT programmes have been developed in collaboration with highly respected industry professionals so that graduates enter the industry with the knowledge and practical skills required to succeed in their chosen career.
DCT is where students build resumes with related work experiences and expand their network of industry contacts. Many of our industry partners will support our students through practical work experience while they are studying, while industry partners are well positioned to hire standout students once they have graduated.
Our Advisory Council consists of representatives from Dubai Tourism and various tourism industry partners. Our Career Planning advisors will collaborate with these and other partners in an effort to place students before and after graduation. The close support that we receive from the Dubai Government is especially significant as we are best placed to engage with industry partners and ensure industry input in our programmes. This ensures that our programmes are truly relevant to today's market and its future employment requirements.
Our curriculums have been designed and developed in collaboration with TAFE SA - Australia's leading Vocational Education provider - to have a Dubai focus. TAFE SA is accredited by the Australian National Higher Education Regulators, Australian Skills Quality Authority (ASQA) and the Tertiary Education Quality and Standards Agency (TEQSA). The college is also in the process of seeking accreditation for all of its courses from KHDA. DCT also enjoys a close working relationship with the Government of Dubai as well as a number of respected local and global industry partners.


Why Sirtex Medical Limited edged lower?
Confirms Receipt of Balance of Deposit: Sirtex Medical Limited's (ASX: SRX) stock fell 0.095% on June 28, 2018 after the company as per the with the terms of the Scheme Implementation Deed between Sirtex and CDH Genetech Limited and China Grand Pharmaceutical and Healthcare Holdings Limited (the Bidders), has confirmed that the balance of the deposit of approximately $49 million, has been paid by the Bidders to the bank account in Australia into which it had paid an initial deposit of approximately $171 million (which is an account opened by a major Australian bank as escrow agent for Sirtex and the Bidders). As per the Scheme, the $220 million on deposit is a part payment of the scheme consideration paid to Sirtex shareholders. If the Scheme does not proceed due to certain events given in the Scheme Implementation Deed, SRX will be entitled to retain $200 million (plus GST). However, if the Scheme does not proceed due to other events, the deposit will be returned to the Bidders. Meanwhile, SRX stock has risen 13.57% in three months as on June 27, 2018.
Next Next post: Why Lynas Corporation Ltd gained slight momentum?


This delicious tasting cocktail is surprisingly potent! Courtesy of Mix That Drink, you won't want to stop drinking this Betsie Temple!
This rum-based cocktail is surprisingly strong, and it tastes delicious to boot!
Fill a collins glass with ice cubes. Pour the pineapple juice and coconut rum into the glass. Drizzle grenadine on top. Float the cherries on top for garnish.