Work Order 10 - Draft - Global Climate Change Alliance+ ... · Web viewIdentify the needs of the University on climate change teaching. Assess the constraints, gaps and opportunities

Technical Assistance to the GCCA Climate Support Facilityunder the 10th EDF Intra-ACP Financial Framework

Work Order 51Developing a Green Strategy and Three Climate Change course

modules for Makerere University, Uganda (DEGS_MAK)

Mission Report for ACP Secretariat and European Commission

Field Mission from 3rd October, 2015 to 17th October, 2015 And from 09th to 16th January, 2016

Michel Midré (Eco Consult)Mario Donga (freelance consultant)

Quality control: Manuel Harchies

Consortium SAFEGE-Prospect-ADETEF-Eco – Gulledelle 92, 1200 Brussels, BELGIUM

Climate Support Facility - WO51 – Modules on CC Vulnerability/Adaptation – Mission Report

Table of contents

Mission data...........................................................................................................................................1

Objectives...............................................................................................................................................1

Activities.................................................................................................................................................1

Workplan................................................................................................................................................6

Outputs..................................................................................................................................................8

Problems encountered...........................................................................................................................9

Follow-up required...............................................................................................................................10

List of people consulted.......................................................................................................................10

ANNEXES..............................................................................................................................................12

ANNEX 1: Needs assessment report.....................................................................................................12

Key findings....................................................................................................................................12

Overall situation...........................................................................................................................12

Human capacities.........................................................................................................................13

Institutional Structures and Resources:........................................................................................13

Cooperation and network:...........................................................................................................14

Framework conditions:.................................................................................................................14

Recommendations regarding the development of new course modules.....................................15

Staff Training Needs......................................................................................................................15

ANNEX 2: Proposed course outlines for “climate change adaptation programming”..........................16

Proposal 1 - Adaptation to climate change................................................................................16

Proposal 2 - Climate change adaptation programming............................................................19

Proposal 3 - Ecosystem-based Adaptation................................................................................21

ANNEX 3: Resources available in DEM.................................................................................................22

Staff.................................................................................................................................................22

Physical Facilities and Equipment...............................................................................................24

ANNEX 4: Course Outlines....................................................................................................................25

(1) Climate Risk Assessment and Monitoring............................................................................25

(2) Ecosystem-based Adaptation................................................................................................28

ANNEX 5: Teaching plans......................................................................................................................31

(1) Climate Risk Assessment and Monitoring......................................................................31

(2) Ecosystem-based Adaptation...........................................................................................38

ANNEX 6: Evaluation Form...................................................................................................................43

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ANNEX 7 : Concept Note of the Training of Trainers (ToT) event.........................................................46

ANNEX 8: ToT list of participants..........................................................................................................51

ANNEX 9: ToT evaluation......................................................................................................................52

AbbreviationsCAES College of Agricultural and Environmental Sciences

DEM Department of Environmental Management (SFEGS)

DGGCS Department of Geography and Geo-Informatics and Climatic Sciences (SFEGS)

ENR MSc. Environment and Natural Resources

FBT Forestry, Biodiversity and Tourism (SFEGS)

FEMD MSc. in Fragile Ecosystems Management and Development

IPCC Intergovernmental Panel on Climate Change

MAK Makerere University

SFEGS School of Forestry, Environment and Geography Studies

ToR Terms of Reference

ToT Training of trainers

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Mission dataCountry UGANDAPeriod Field Mission from

3rd October to 17th October, 2015, and from

09th to 16th January, 2016

Local coordinator

Assoc. Prof. James Okot-Okumu

Chair, Department of Environmental Management

School of Forestry, Environmental and Geographical Studies

(SFEGS)

College of Agricultural and Environmental Sciences (CAES)

Acronyms DEGS_MAK

ObjectivesAs specified in the ToR, Task 2, the specific objective of this assignment was to develop two “interdisciplinary course modules on climate analysis within the existing MSc. ENR and proposed MSc. FEMD Programme curricula”. The targeted course module were

a. Vulnerability assessment and monitoring, which has been rephrased according to the latest IPCC terminology into “Climate Risk Assessment and Monitoring” (approved by the beneficiary on June 16th, 2015)

b. Climate change adaptation programming.

ActivitiesAs specified in the ToR:

Task 1:Identify the needs of the University on climate change teaching. Assess the constraints, gaps and opportunities within the existing courses on climate change and adaptation and the existing MSc. ENR and proposed MSc. FEMD Programme curricula.

Description of how it was carried out:The experts got acquainted with the information provided by Makerere University (esp. the prospectus 2014 of the Makerere University College of Agricultural and Environmental Sciences (CAES), and the existing MSc. ENR and proposed MSc. FEMD Programme curricula) and reviewed them with regards to climate change adaptation. Additionally, the national coordinator was asked to specify their needs and expected consultants’ inputs in a format that was sent to him. Possible topics of the modules were compiled and background information screened. During the first field mission the experts met with various stakeholders from inside and outside the university (see the list of people consulted hereafter) in order to determine the competencies students should develop through the course modules, to assess the needs of the University on climate change teaching and to identify the constraints, gaps and opportunities. Additionally, the

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consultants were in contact with climate change practitioners and key players in higher education climate change discourse in the East African region and beyond (see Annex 1 for the results).

Key findings:The competencies that are needed to tackle the challenge of climate change cover various topics – climate (change) science, adaptation, mitigation as well as financing and policy mainstreaming. Corresponding knowledge and skills have to be spread over the different levels (BSc, MSc or PhD) and according to the focus of the CAES (agriculture, water, meteorology, environment, forestry and socio-economy). The MSc. ENR (developed in 2009) does not yet include course modules on climate change. The actual course modules “ENR 7107 - Environmental Impact Assessments & Monitoring” and “ENR 7109- Ecosystems and Livelihoods” are those where course sessions on climate change could be integrated. The planned new master programme MSc. FEMD includes two relevant modules: “FEM 7103 - Climate risks and disasters in ecosystems” and “FEM 7108 - Ecosystems based adaptation and management”. While the first one remains below what could be expected for such course at graduate level, the second one is far too ambitious for the time allocated and could be split into several parts: ecosystem management approach, climate change (ecosystem-based) adaptation and modelling / tools. In both M.Sc. the developed course modules and sessions could be easily integrated – either as stand-alone courses or as integral sessions in the existing course modules. Nevertheless for the preparation of Bachelor of Environmental Science, there is already a course dealing with the basics of climate change (ENR 3211: Climate change). It has been argued that most students at degree level are persons who are already professionally active and have not received this course, hence there is the necessity to refresh or develop this knowledge at master level.It is important to note the good collaboration between the DEM and the DGGCS, exchanging lecturers. Currently, the Dept. of Geography has proposed three relevant Masters Studies: (i) Risk and Disaster Management, (ii) Climate Change and Sustainability, and (iii) Applied Meteorology. The first one being already presented for approval to the University Senate.

Task 2:Examine the teaching methods, tools and equipment of the courses on climate change and adaptation, the existing MSc. ENR and proposed MSc. FEMD Programme curricula.

Description of how it was carried out:This task was executed by scrutinising the documents submitted by DEM, and by examining the current teaching methods, infrastructure and equipment of the DEM during meetings and visits in MAK.

Key findings:Teaching is done in several buildings on the university campus; the Department of Environmental Management (DEM) has only one lecture room for 60 to 80 students where the digital white board is out of service and only used for projections. However, other lecture rooms in the School of Forestry, Environment and Geography Studies can also be used. The standard equipment of a lecture room is a white board, a projector and several pin boards. Hence teaching is mainly done in a teacher-centred way using power-points presentations. At under-graduate level 200 students might attend a course and at graduate level up to 40 students. Lecturers are willing to apply more interactive teaching methods with smaller groups but often lack the knowledge on participatory, interactive teaching techniques. The DEM has a computer / GIS laboratory, which unfortunately is underused, mainly because of the poor internet access at DEM. The Department has its own library. The Department dispose of very good lecturers. Some of them are currently abroad to

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finish their dissertation. This is an asset as those young lecturers are mostly very motivated and have been in contact with new teaching methods.

Task 3:Discuss the findings above with the national coordinator and propose a course outline for the following course modules on climate analysis: Vulnerability assessment and monitoring; climate change adaptation programming, within the specialised existing MSc. ENR and proposed MSc. FEMD Programme curricula.

Description of how it was carried out:In a meeting with the national coordinator, recommendations for the content and delivery of the new courses and their integration into the M.Sc. courses were discussed and a format of the teaching material (course outline and teaching plan) was agreed upon. The course module “Vulnerability assessment and monitoring” has been rephrased according to the latest IPCC terminology into “Climate Risk Assessment and Monitoring” (approved by the beneficiary on June 16th, 2015). Based on the identified and discussed needs and expectations, the consultants developed the course outline “Climate Risk Assessment and Monitoring” (see Annex 4). In order to define more precisely the expectations of the beneficiary, three slightly different course outlines for “climate change adaptation programming” have been developed (see Annexes 2 & 4):

Proposal 1 - Adaptation to climate change (Annex 2) Proposal 2 - Climate change adaptation programming (Annex 2) Proposal 3 - Ecosystem-based Adaptation (Annex 4)

Key findingsDuring the debriefing meeting at the end of the first field mission, the beneficiary expressed his interest for the course outline: “Ecosystem-based Adaptation” and accepted the course outline “Climate Risk Assessment and Monitoring” (see Annex 4).Considering that the Dept. of Geography is developing two course modules on climate change (see Key findings – task 1 above), the decision of DEM to develop a module on Ecosystem-based Adaptation avoids duplication and fits well into the portfolio of the Department.

Task 4:Propose a teaching plan, including a relevant list of reading resources; practical activities and their outcomes; and a method for course evaluation for the new course modules. Present and discuss this with the national coordinator. Develop a final teaching plan to accompany the new courses within the designated Master’s programmes.

Description of how it was carried out:The consultants scanned through risk management and climate change curricula being taught in other training concepts (e.g. GIZ) and in universities around the globe (esp. Cologne University) and developed proposals of the teaching plans for the two course modules. Those proposals were accompanied with a list of reading resources, practical activities and their outcomes, and a method for course evaluation. Feedback on the proposed materials was provided to the consultants in a debriefing meeting at the end of mission one. Additionally, the process of integrating the new study course modules into the M.Sc. courses was discussed. The further development and finalization of training material took place home-based. The documents were uploaded on a dropbox folder which allowed all involved stakeholders to comment on it.

Key findingsThe following documents were uploaded on a dropbox folder and later on handed over to the beneficiary on a USB flash drive (3 copies):

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Course outlines (Annex 4) Teaching plans (Annex 5) A method and practical tool for course evaluation for the new course modules

(Annex 6) Power point presentations (for both modules: 20 presentations with a total of 478

slides) A relevant list of reading resources (more than 100 references) Teaching guidance for the course modules with case work material, practical

facilitation tips and hints, recommendations for excursions and external speakers.

Task 5:Undertake training of trainer’s i.e. particular academic staff selected by the department in consultation with the national coordinator, on climate change modelling, vulnerability assessment and climate change adaptation programming. Their names and any other relevant details will be provided by the national coordinator.andTask 6:In close consultation with the national coordinator and in collaboration with the trained trainers, deliver lectures/tutorials on the newly developed course modules: (i) Climate change modelling; (ii) Vulnerability assessment and monitoring; (iii) climate change adaptation programming, within the context of the above-mentioned Master’s degree programme

Description of how it was carried out:Due to the extended semester break (as for the national elections in mid-February 2016) and the scarce time resources of the assignment, it was agreed with the national coordinator to combine the two tasks (5 and 6) and to only hold one event for both target groups (lecturers and students). The challenge to motivate lecturers to participate in such a ToT (without per diems) was already discussed in the debriefing meeting of mission one. Until mid-December the consultants prepared a concept note for the ToT specifying the objectives, target group and the agenda of the ToT. Due to budgetary constraints of the DEM the ToT had to be limited to 4 days only. During the training, the most relevant sessions of the prepared teaching material of the three new course modules were presented and discussed with the participants. The delivery of the sessions was done applying various teaching techniques, thus, stimulating the participation and motivation of participants. In the reflection after each session, the appropriateness and applicability of the content and the teaching techniques were discussed. At the end of each day, the ToT material was send per email to the participants. The DEM not only arranged for a lecture room and equipment but also for tea breaks and lunch for all participants.

Key findings:The concept note for the ToT (see annex 7) allowed for a smooth organization of the ToT event, despite the various challenges (lack of funds for per diems, for room rent and other logistics). The programme of the event allowed for a smooth integration and sequencing of the most relevant sessions of the three new modules. The ToT was attended by 12 participants, lecturers and students whose names and positions are presented in Annex 8. The DEM did not want to involve external persons and organisations (NGOs) before the approval of the new courses by the university senate. Lecturers came from different departments of the SFEGS which insured a good exchange of knowledge. Their interest in such training is demonstrated by their permanent attendance to the ToT. The ToT was highly appreciated by the participants. This is confirmed by the feedback they made in the evaluation (see evaluation of the ToT, Annex 9).

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Task 7:Undertake development of relevant information and integration of the new course modules: Vulnerability assessment and monitoring; climate change adaptation programming, into the existing MSc. ENR and proposed MSc. FEMD Programme curricular.

Description of how it was carried out:This task was accomplished through in-depth discussions and sharing of information with the Head of the DEM based on the debate during the ToT on options for integrating the new sessions and courses into the master programmes and into the existing courses.

Key findings:The lecturers who participated to the ToT have indicated their will to immediately take up several sessions of the course modules in their teaching. With the support of the consultants the DEM has established a core group to fast-track the integration of the new course modules at school, at College and then at university senate level.

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Workplan

Date WD ActivityPreparatory phase (2)1 Oct. 2015 2 Clarification of objectives with beneficiary, preparation of a

questionnaire for the needs and capacity assessment2 Oct. 2015 2Travel (1)3 Oct. 2015 0.5 Departure to Uganda4 Oct. 2015 0.5 Arrival in UgandaField work (12)5 Oct. 2015 1 Makerere University: Discussion of the ToR

Meeting with the Dept. of Environmental ManagementMeeting with the Dept. of Geography

6 Oct. 2015 1 Preparation of course outlines7 Oct. 2015 1 Visit the Mountain Resource Centre at the Dept. of Geography

Submission of course outlines8 Oct. 2015 1 Meeting with M. Till Serafimov -GIZ Energy Programme Uganda

(PREEEP): Rural Electrification Promotion / Carbon Market Promotion / E-AIM

9 Oct. 2015 1 Preparation of teaching plans, revision of course outlines, diffusion of questionnaires10 Oct. 2015 1

11 Oct. 2015 112 Oct. 2015 1 Meeting with the EUD: ASIIMWE Paul (EEAS-KAMPALA),

KOBUSINGE Julia (EEAS-KAMPALA), Kennedy Igbokwe, (FAO - UG) 13 Oct. 2015 1 Meeting with M. Paul Nteza, UNDP

Meeting with M. Daniel Opwonya - GIZ Programme Reform of the Urban Water and Sanitation Sector

14 Oct. 2015 1 Debriefing with the Dept. of Environmental Management 15 Oct. 2015 1 Meeting with M. Solomon Mangeni, Uganda National Meteorological

Authority. Presentation of Mrs Laurence Jassogne (IITA)Travel (1)16 Oct. 2015 1 Departure to Germany17 Oct. 2015 0.5 Arrival in GermanyHome-based Work (5)

7 Dec. 2015 1

Preparation of final versions of the course outlines and teaching plans and development of the course presentations

8 Dec. 2015 19 Dec. 2015 110 Dec. 2015 111 Dec. 2015 1

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Travel (1)9 Jan. 2016 0.5 Departure to Uganda10 Jan. 2016 0.5 Arrival in UgandaField Work: Train the Trainers Workshop (5)11 Jan. 2016 1 Briefing at DEM, Start of the Workshop, Topics:

(i) The basis of climate change (MD + MM)(ii) The international and national climate change framework (MM)(iii) Linkages between climate change and development (MD)

12 Jan. 2016 1 Workshop topics:(i) General concept of risks assessment (MD)(ii) Tools for risks assessment (MD)(iii) Application of CC-modelling to planning in Mt Elgon Area (MD)(iv) Climate change adaptation (MM)

13 Jan. 2016 1 Workshop topics:(i) The use of climate change assessment (MD)(ii) Climate change modelling (CS)(iii) Barriers to climate change communication (CS)(iv) Ecosystems and Ecosystem-based adaptation (MM)

14 Jan. 2016 1 Workshop topics(i) Mainstreaming climate change (MD)(ii) Climate change finance (MM)(iii) Relevance of the IPCC 5th assessment report for Africa (CS)(iv) Evaluation and closure

15 Jan. 2016 1 Debriefing with DEM Team meeting and coordination Collation of the information given during the workshopDeparture from Uganda

Travel (1)16 Jan. 2016 0.5 Arrival in GermanyReport writing & debriefing (3)18 Jan. 2016 1 Report writing & debriefing19 Jan. 2016 1 Report writing & debriefing20 Jan. 2016 1 Report writing & debriefing

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Outputs As specified in the ToR:

Output 1:

Well-structured course modules developed, Teaching plan for the new course modules, including power point presentations, Training of trainers on climate analysis on the newly developed course modules undertaken (see Annexes 4 & 5 & 7).

Description of how it was carried out:Final course outlines (Climate Risk Assessment and Monitoring & Ecosystem-based Adaptation) are presented in Annex 4; the other course outlines (Adaptation to climate change and Climate change adaptation programming) developed during the first mission are presented in Annex 2. The final teaching plans are given in Annex 5.

The PowerPoint presentations (for both modules: 20 presentations with a total of 478 slides) as well as a list of relevant reading resources (more than 100 references) and a teaching guidance for the course module “Climate Risk Assessment and Monitoring” with case work material, practical facilitation tips and hints were handed over on a USB flash drive to the beneficiary in three copies.

The material used for the ToT was distributed to all participants per email on a daily basis. The ToT included an evaluation exercise which is presented in Annex 9.

Output 2:

Concepts and modules of the new climate analysis courses are integrated into the MSc. ENR and MSc. FEMD programmes.

Description of how it was carried out:

The local coordinator invited the lecturers who participated to the ToT to form the “core group” for further refining and defending the new developed course modules to the university bodies. The approval process of such new course modules has to undergo several steps. The first is the presentation of the new course modules to the School board (SFEGS). Once accepted at this level, the School presents the demand to the College Board which has to introduce it to the University Senate. After this, the final approval is given by the National Council for Higher Education. Besides the formal approval process of the new courses, the participants of the ToT indicated their interest to introduce the presented contents and teaching techniques into the existing courses that they are currently teaching. Additionally to that, the Head of the DEM indicated the possibility of developing short courses with the material prepared in the frame of continuing education. This activity is usually developed “on demand” as the university has no specific strategy to develop further trainings.

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Output 3:

Mission report to the beneficiary and to the ACP Secretariat, including the above deliverables as annexes. The Outputs should be delivered in a form and structure that can be easily shared on a web-platform with other users of the Programme.

Description of how it was carried out:

Next to this report, the course outlines, teaching plans and relevant literature for the three course modules are available on a USB flash drive.

Problems encounteredIn general, the assignment proceeded well. This allowed the development of well adapted material of the new course modules and the conduction of a successful ToT event.

However, especially during the first mission, a problem that the consultants encountered was the limited availability of lecturers for the needs assessment. Their heavy workload made it difficult to get an appointment with them. Thus, for the needs assessment a questionnaire was developed by the consultants that was circulated around by the national coordinator via email. Besides the limited availability of university staff, also external interview partners were hard to get. In October 2015 quite a number of national institutions and international organizations involved in the climate change topic were preparing their inputs for the COP 21 in Paris. Additionally, practitioners in Climate Change Adaptation projects were hardly available in Kampala or Entebbe. Due to time constraints and security issues it was impossible to travel to their project areas and directly exchange with those experts involved in project implementation (e.g. the GIZ project on Climate Change Adaptation in Karamoja or the IUCN/ UNDP project on ecosystem-based Adaptation on Mt. Elgon). Thus, communication with them was limited to skype talks and email communication.

The heavy workload of the lecturers of the DEM and beyond also limited their contribution to the development of the course module material (PowerPoint presentations, case work exercises, etc.) which was shared on a dropbox folder. For the same reason there were only eight lecturers that took in the ToT event in January 2016. Funds for per diems that could have stimulated a more active participation were not available for the ToT. Additionally, it became evident that the four days allocated for the ToT event to train lecturers in the three course modules were not enough to make them fully acquainted with the new topics and with modern facilitation skills. However, a thorough documentation and adjacent explanations for the use (methodology) and content (topic) of the course material will support a proper replication / application of the courses sessions.

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Follow-up requiredIn general there are three options for the further use of the elaborated material:

1. Integration of course module sessions in the existing courses: Following this mission, there is a strong likelihood that the lecturers of the DEM and the Dep. of Geography that took part in the ToT will integrate several sessions of the course module material into their existing courses. It would be ideal if the lessons learnt during implementation of the new course contents (sessions) would be shared and discussed among them. Additionally, it is suggested that the trained lecturers organize an event to share the new knowledge and the material (handed over to the Head of the DEM) with their colleagues that had no time to participate in the ToT event.

2. Stand-alone course modules: For making it happen that the new courses are integrated into the master programmes ENR and FMED a thorough and steady follow-up is necessary as the approval process of such new course modules has to undergo several steps on school board level, College board level and university senate level. The final approval is given by the National Council for Higher Education. Due to the scarce timewise and human resources in the DEM this process will take a while. After the final approval of the new course modules a further and intensive ToT event needs to be organized to train a wide range of lecturers in the new contents.

3. Further development of the material into “short courses” for external participants (NGOs, governmental agencies, etc.). This activity is usually developed “on demand” as the university has no specific strategy to develop further trainings. This option would require partnering with existing institutions/ organizations in the area of climate change adaptation (e.g. GIZ training branch) in order to cover a wide range of topics and to have some practical hands-on expertise. However, before starting activities in this field a thorough market analysis needs to be done or a sponsor identified.

List of people consulted

Name Institution Email Tel.

Okot-Okumu, Prof. James

SFEGS; DEM / Head of Dept.

[email protected]@muienr.mak.ac.ug/

0772411460

Egeru, Dr. Anthony

SFEGS; DEM [email protected] 0759 744 900, / 0782 616879

Tumusiime, David

SFEGS; DEM [email protected]

Patrick Byakagaba

SFEGS; DEM [email protected] 0414-543647, 078-2563709

Bamutaze, Dr. Yazidhi

SFEGS, DGGCS [email protected] 0772 696 751, / 0702 696 751

Mukwaya, Dr. Paul

SFEGS, DGGCS [email protected] 0712 345 103

Mfitumukiza Makerere University [email protected] 0312 266406, /

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mailto:[email protected]






mailto:[email protected]/



Dr. David Centre for Climate Change Research &

Innovations (MUCCRI)

[email protected] 0782 450920

Solomon W.Mangeni

Uganda National Meteorological

Authority (UNMA)

[email protected] 0414-231-261, / 0772-475-097

Kennedy Igbokwe

FAO UgandaGCCA Programme

[email protected] 0772 200 8900414 340 324

ASIIMWE Paul

EEAS-KAMPALA [email protected] 0312 701 0150312 701 000

KOBUSINGE Jalia

EEAS-KAMPALA [email protected] 0312 701 0320312 701 000

Till Serafimov GIZ Energy Programme Uganda

(PREEEP)

[email protected] 0417 104 116

Daniel Opwonya

GIZ - Reform of the Urban Water and Sanitation Sector

[email protected] 0772 – 6101640312 - 263 069

Paul Nteza UNDPNational Programme

Coordinator Ecosystem Based

Adaptation to Climate Change

[email protected] 0772 592352

Laurence Jassogne

IITA-Uganda [email protected] 0414 285 060

Prof. Dr. Alexander

Fekete

TH Cologne, Crisis and Risk Management

[email protected] +49 221-8275-2604

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ANNEXES

ANNEX 1: Needs assessment report

Key findings

Overall situation

Uganda is seriously vulnerable to the impacts of climate change. The annual losses caused by extreme weather events and creeping phenomena related to Climate Change (e.g. reduction in yields, declining quality of agricultural products) are ever increasing1. Thus, the government2 has set clear objectives for adaptation to, and mitigation of climate change, besides disaster risk management (which is primarily focused on disaster preparedness and relief). As integral part of an overall adaptation strategy the Ecosystem-based Adaptation (EbA) approach is getting more and more attention3. The advantages of EbA measures compared to structural adaptation measures are increasingly realized as these cost-efficient measures based on biodiversity and intact ecosystems not only support the population to adapt to climate change, but also contribute to mitigate greenhouse gases through carbon storage and provide the population with other goods and services (clean air, food, etc). Nevertheless, the capacities within the country to adequately assess the climate risks and to address the issue strategically by climate change adaptation risk reduction measures are very limited4. The already existing scarcity of expertise will drastically increase in future as adaptation funds will become operative. Job opportunities exist in the consulting sector, the banking and insurance sector, in research and in education, agricultural extension as well as in public and private service sectors – ministries of water, livestock, agriculture, environment, etc., and in NGOs. In order to address those needs for capacity development practically and strategically and at the same time make use of the potentials and strengths of the Makerere University the aim of this assignment is to integrate the topics Climate Risk Assessment and Ecosystem-based Adaptation as stand-alone course modules and integral parts into the existing MSc. ENR and proposed MSc. FEMD Programme curricula of the DEM. Thus, besides the general capacity needs in Uganda (based on interviews with organizations and literature) the consultants examined the teaching methods, tools and equipment of the given courses in DEM on climate change and environmental management in general. The capacity and needs assessment process was carried out by the hired consultants of this work order 51 during their first field mission to Uganda in October 2015. Based on this assessment entry points for capacity development (contents, facilitation skills, etc.) are identified, and the two new university course modules developed accordingly. The assessment was conducted between

1 See the reports of the „Mountain Ecosystem-based Adaptation in Uganda” Project -http://www.undp-alm.org/projects/mountain-ecosystem-based-adaptation-uganda 2 See amongst others the „Uganda National Climate Change Policy” – http://ccd.go.ug/index.php/resources-publications 3 see NatureUganda. (2015). Ecosystem-based approaches to Climate Change Adaptation -

National guidance. Kampala, Uganda. 4 See “A review of Uganda’s national policies relevant to climate change adaptation and mitigation: Insights from Mount Elgon” - http://www.cifor.org/library/5333/a-review-of-ugandas-national-policies-relevant-to-climate-change-adaptation-and-mitigation-insights-from-mount-elgon/

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http://www.cifor.org/library/5333/a-review-of-ugandas-national-policies-relevant-to-climate-change-adaptation-and-mitigation-insights-from-mount-elgon/

http://www.cifor.org/library/5333/a-review-of-ugandas-national-policies-relevant-to-climate-change-adaptation-and-mitigation-insights-from-mount-elgon/

http://ccd.go.ug/index.php/resources-publications

http://www.undp-alm.org/projects/mountain-ecosystem-based-adaptation-uganda


03rd and 16th of October, 2015, in Kampala with representatives of different organizations (see list of person consulted, see last chapter of this report).In the needs assessment the four dimensions of capacities existing inside and outside the university were analysed: (1) human resources, (2) organizations, (3) networks and cooperation, and (4) framework conditions. For each of those factors strength and challenges were identified.

Human capacities

Within the university there is a general awareness and knowledge regarding CCA and also some scattered knowledge on EbA ; and some practical experiences on Ecosystem Services and Functions already known (e.g. Mt. Elgon project by IUCN and UNDP). The EbA approach, especially the nexus between floods/ erosion control and retention capacities of forest is quite well understood but not yet recognized and utilized as a formal adaptation approach. However, there is a conceptual uncertainty about which measures qualify as EbA; e.g. often the measures are not derived from climate risk assessments or tackle more the issue of Adaptation of Ecosystems (often without knowing the actual level of risk these ecosystems are exposed to). This uncertainty is also due to the fact that institutions and organizations still disagree on the definition of EbA, e.g. some institutions seem to generally recognize healthy ecosystems as providers of adaptation services per se. In this study, we refer to EbA according to the definition of the Convention on Biological Diversity (2009)5. Moreover, the economic and social importance of CCA is not yet fully understood. CCA and EbA are still recognized as environmental topics and are only seen as an economic burden and not as a future investment. Another challenge is the limited understanding of climate change adaptation as a systematic assessment process to finally come up with adaptation activities/measures. CCA is seen as an activity (CCA measure) rather than a systematic process. Additionally, it seems that there is a lack of knowledge on the concepts and methodological tools for assessing climate risks and mainstreaming CCA. Besides the topic wise knowledge, facilitation and teaching skills are still very much focused on the academic, conceptual approach. Practical, hands-on teaching (so called action-oriented teaching) is too seldom practiced. This reflects in the teaching practice which is still very much focused on lecturing, rather than on facilitating learning processes through action-oriented case work or other interactive teaching situations.

Institutional Structures and Resources:

The MAK, and especially the DEM, recognize their responsibility to contribute to capacity development in climate change adaptation. They are aware about the general climate vulnerabilities and adaptation potential of the environmental sector, and they are eager to enhance the department’s capacities to strengthen their profile as knowledge hub for climate change adaptation. The DEM possesses motivated personnel that is eager to work on CCA and EbA. However, the department’s capacities to teach climate change adaptation and EbA comprehensively are limited due to personnel and knowledge constraints. Practical examples, methodologies and tools for the CCA and EbA are only partly known. Additionally, there is limited knowledge on how theoretical concepts can be translated into practical concrete action on the ground.

5 CBD. (2009). Connecting biodiversity and climate change mitigation and adaptation: Report of the second Ad Hoc Technical Expert Group on Biodiversity and Climate Change (CBD technical series). Montréal, Québec, Canada, Beaconsfield, Quebec, p. 41.

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Cooperation and network:

There are cooperation and coordination structures in place on school level. Lecturers’ capacities are shared between departments (e.g. the DEM and the Department of Geography). However, coordination, cooperation and network structures between the departments are rather weak. Interdepartmental capacities remain isolated and are not spread any further (besides the MUCCRI initiative). Even within departments knowledge remains mainly on the individual level and is not systematically and periodically shared with other colleagues. There is also a lack of documentation of knowledge. Co-teaching is a very new method, which however is barely practiced due to limited resources. On the other hand, alumni of Makerere University have a strong link with this institution. It is not only due to the dominant position of the university but also to the number of professional taking courses at the M.Sc. level. Hence, the university has a strong network of former students working in different fields, ready to support or to use the resources dealing with climate change.

Framework conditions:

In the University Research Agenda (2013-2018)6 the Makerere University Senate states research on climate change as one out of five top priorities. This mandates the Department of Environmental Management (DEM) to undertake research, training and outreach and thus, to strengthen adaptation to climate change capacities and build resilience of communities and ecosystems to the vagaries of climate and socio-economic change. It is within this framework that the DEM decided to undertake curriculum development in the integration of climate modelling, risk assessment and adaptation programming into the existing and upcoming programs in the university. This development in the Makerere University is in line with the national policies and strategies of Uganda where capacity development is mentioned as a major need that needs special and urgent attention7. However, funds for the roll-out of the newly developed courses are a major challenge. Additionally, the process of getting the new course modules approved by the university senate is rather burocratic and will take a long time and needs a steady follow-up. The above elaborated findings of the capacity and needs assessment depict a situation of heterogeneous needs. Training alone, defined as capacity development measure to acquire competencies at individual (lecturer) level, will not be sufficient to sustainably integrate the newly developed courses into the curricula of the DEM and beyond. Effective capacity development will have to frame individual capacity building efforts by appropriate measures at institutional (university and departmental level). Thus, this assignment - focusing on the individual level - can only provide support to an overall capacity development for the new topics.

6 http://policies.mak.ac.ug/sites/default/files/policies/Research Agenda 2013-2018 - Approved by Senate Dec 9%2C 2013.pdf7 See Uganda Vision 2040. - http://npa.ug/uganda-vision-2040/

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Recommendations regarding the development of new course modules

The recommendations regarding the development of new course modules and their institutionalization in the master programs are as follows:

focus the new course modules on the main and currently debated contents, instead of overburdening the students with lots of new concepts and tools

make sure that the course sessions follow a coherent sequence/ structure: each session should work as a stand-alone session that can be integrated in other courses or as integral part of the new courses

stress the social and political aspects of climate change adaptation; making sure that students understand CCA as social and political topic rather than solely a scientific and physical issue

strengthen the following skills/competencies in students: o Confidence in dealing with complexity and uncertainty, o Problem solving skills and attitudes, o Ability to aid decision making (e.g., policy & farm level), o Ability to apply knowledge and skills.

apply a diversified teaching methodology, using various techniques: lectures, seminars, case studies, field studies, etc.

Staff Training NeedsKey informants produced the following points for each of the questions considered.

Training needs of academic staff in the Makerere University Most academic staff will need refresher courses to ‘retool’ - in the form of short courses,

seminars, workshops on aspects of climate change (e.g. climate science, climate change modelling, vulnerability, risk and impact assessments, social science for natural scientists – sustainable livelihoods). These refresher courses should also address aspects of pedagogy.

Academic staff that will be teaching the specific climate change modules will need training on climate change at the graduate level to teach the unit effectively. These qualified staff can act as a resource to train other members of the Faculty.

Practically, to meet the needs of most academics that need a short course, the following possibilities could be pursued:

Training at home university – bringing in the experts/ trainers Develop an e-learning course (variable course duration) with a 3-day face-to-face

consultation. .

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ANNEX 2: Proposed course outlines for “climate change adaptation programming”

In order to define more precisely the wishes of the Beneficiary, three slightly different course outlines for “climate change adaptation programming” have been developed. The beneficiary expressed his interest during the debriefing at the end of the first field visit for the course outline: “Ecosystem-based Adaptation” presented in ANNEX 4. The two other course outlines are provided here after.

Proposal 1 - Adaptation to climate changeCourse description

Following the successive IPCC Reports, Africa will be and already is severely hit by the climate change. Climate change and other stressors will definitively have an impact on the sociological and economic development of the region. Efforts in adapting to the new and changing conditions at short, medium and long term is needed.

This course will prepare the students to tackle the different aspects linked with increasing the adaptive capacity and resilience of the different actors in different sectors of activity, with a special focus on agriculture and natural resources management. A practical orientation will be given to the course in order for the students to be able to be set in near real situations through case studies, videos and project works.

The course will not only look at adaptation needs but to the constraints and risks of maladaptation. A special attention will be given to planning of adaptation activities and governance, including aspects of financing. This course will build up on the course “climate risk assessment”.

The course introduces students to the various aspects of taking measures of “climate change adaptation” but also to the various aspect of adaptation economics and financing.

Course objectives

The purpose of the course it to enable students to identify adaptation opportunities, to define and plan meaningful and ecologically and socially worthwhile adaptation measures as well as to identify the sources of funding for them.

More specifically, the modules will have a look at the different challenges of adaptation for different sectors, introduce to the opportunities and constraints as well as risks of maladaptation. Adaptation strategies and planning will play a major role without leaving outside the aspects of governance as well as economic and social impacts.

Learning outcomes

By the end of the course, the students will be able to:

i. understand the main challenge of climate change adaptation (social, economic, technical, of governance)

ii. understand the discourses and strategies on climate change adaptation

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iii. analyse a given climate change situation and its impacts with a critical mindiv. identify the different options given for adaptation in a context of economic and social

developmentv. be able to engage themselves in formulating adaptation measures;vi. know the different financing mechanisms of adaptation financingvii. gain familiarity with the strategies and tools used in Uganda for mainstreaming

adaptation

Course outline

The course outline is divided in 15 individual topics on the assumption that each topic would be covered in 1 LH. These 15 topics are presented in a chronological order, each topic is built on the previous.

This outline is presenting adaptation in a general and neutral way. It is considering adaptation from the point of view of the last IPCC (2014) report, particularly the chapters on adaptation from the Working Group II. This approach is seeking to integrate adaptation measures into development and in a cross-sectoral way.

1. Introduction and definitions2. Key issues and factors influencing climate change adaptation3. Adaptation options

1.1. Structural and physical options (incl. Ecosystem-based adaptation)1.2. Social options1.3. Institutional options1.4. Enabling conditions for adaptation

4. Constraints and limits to adaptation5. Maladaptation6. Adaptation planning

6.1. Adaptation assessment6.2. Measuring adaptation6.3. Strategies and approaches to adaptation6.4. Tools for adaptation planning6.5. Governance for adaptation measures, including effects of mitigation

7. Economics and financing adaptation8. Adaptation activities in Uganda, in East Africa and Africa

Method of teaching Lectures Video presentations Group/project work based on real or fictitious cases 1 Excursion to case study sites / project Discussions Seminar presentations Guest lecturers

Mode of assessmentAssessment and Evaluation will be conducted through: written assignments, seminar presentation and participation; and examinations.

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Reading material

IPCC Climate Change 2007: Impacts, Adaptation and Vulnerability. Contribution of Working Group II to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change, M.L. Parry, O.F. Canziani, J.P. Palutikof, P.J. van der Linden and C.E. Hanson, Eds., Cambridge University Press, Cambridge, UK, 976 pp

IPCC 2014: Climate Change 2014: Synthesis Report. Contribution of Working Groups I, II and III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, R.K. Pachauri and L.A. Meyer (eds.)]. IPCC, Geneva, Switzerland.

IPCC 2014: Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part A: Global and Sectoral Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Field, C.B., V.R. Barros, D.J. Dokken, K.J. Mach, M.D. Mastrandrea, T.E. Bilir, M. Chatterjee, K.L. Ebi, Y.O. Estrada, R.C. Genova, B. Girma, E.S. Kissel, A.N. Levy, S. MacCracken, P.R. Mastrandrea, and L.L. White (eds.)]. Cambridge University Press, Cambridge, United Kingdom.

IPCC 2014: Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part B: Regional Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Barros, V.R., C.B. Field, D.J. Dokken, M.D. Mastrandrea, K.J. Mach, T.E. Bilir, M. Chatterjee, K.L. Ebi, Y.O. Estrada, R.C. Genova, B. Girma, E.S. Kissel, A.N. Levy, S. MacCracken, P.R. Mastrandrea, and L.L. White (eds.)]. Cambridge University Press, Cambridge, United Kingdom.

Uganda 2007, Climate Change: Uganda National Adaptation Programmes of Action, 92 pp.

Uganda 2013, Ecosystem Based Adapation in Mount Elgon Ecosystem: Vulnerability Impact Assessment (VIA) for the Mt Elgon Ecosystem, 76 pp.

Uganda 2014, Uganda Second National Communication to the UNFCCC, Ministry of Water and Environment, Kampala, 213 pp.

Uganda 2014, Banana AY, Byakagaba P, Russell AJM, Waiswa D and Bomuhangi A. 2014. A review of Uganda’s national policies relevant to climate change adaptation and mitigation: Insights from Mount Elgon. Working Paper 157. Bogor, Indonesia: CIFOR.

UNEP 2013, Africa Adaptation Gap, Technical Report: climate change impacts, adaptation challenges and costs for Africa, 44 pp.

UNEP 2015, Africa Adaptation Gap 2, Technical Report: Bridging the gap – mobilizing resources, 54 pp.

UNFCCC 2012, National Adaptation Plans. Technical guidelines for the national adaptation plan process, UNFCCC Least Developed Countries Expert Group. UNFCCC secretariat. Bonn, Germany. 152 pp.

World Bank, 2010, World Development report 2010: Development and Climate Change, World Bank, Washington, 444 pp.

World Bank, 2013, Turn Down the Heat; Climate extremes, Regional Impacts and the Case for Resilience, World Bank, Washington, 252 pp.

19


Proposal 2 - Climate change adaptation programming Course description

Following the successive IPCC Reports, Africa will be and already is severely hit by the climate change. Climate change and other stressors will definitively have an impact on the sociological and economic development of the region. Efforts in adapting to the new and changing conditions at short, medium and long term is needed.

This course will prepare the students to tackle the different aspects linked with increasing the adaptive capacity and resilience of the different actors in different sectors of activity, with a special focus on agriculture and natural resources management. A practical orientation will be given to the course in order to the students to be able to be set in near real situations through case studies, videos and project works.

The course will not only look at adaptation needs but to the constraints and risks of maladaptation. A special attention will be given to planning of adaptation activities and governance, including aspects of financing. This course will build up on the course “climate risk assessment”.

The course introduces students to the various aspects of taking measures of “climate change adaptation” but also to the various aspect of adaptation economics and financing.

Course objectives

The purpose of the course it to enable students to identify adaptation opportunities, to define and plan meaningful and ecologically and socially worthwhile adaptation measures as well as to identify the sources of funding for them.

More specifically, the modules will have a look at the different challenges of adaptation for different sectors, introduce to the opportunities and constraints as well as risks of maladaptation. Adaptation strategies and planning will play a major role without leaving outside the aspects of governance as well as economic and social impacts.

Learning outcomes


i. understand the main challenge of climate change adaptation (social, economic, technical, of governance)

ii. understand the discourses and strategies on climate change adaptationiii. analyze a given climate change situation and its impacts with a critical mindiv. identify the different options given for adaptation in a context of economic and social

developmentv. be able to engage themselves in formulating adaptation measures;vi. know the different financing mechanisms of adaptation financingvii. gain familiarity with the strategies and tools used in Uganda for mainstreaming

adaptation

20


Course outline

The course outline is divided in 15 individual topics on the assumption that each topic would be covered in 1 LH. These 15 topics are presented in a chronological order, each topic is built on the previous.

This proposal address specifically the aspects of programming following an approach similar to the project planning. The following outlines is strongly inspired from OECD (2009) and UNFCCC (2012) guidelines.

1. Introduction and definitions2. The climate lens / Stocktaking

2.1. Climate information2.2. Institutions involved in climate change2.3. Relevant policies 2.4. Governance for adaptation measures, including effects of mitigation

3. Assess vulnerability3.1. Stakeholders, pressures & drivers 3.2. Communicating & dealing with climate uncertainty

4. Develop and select adaptation options4.1. Strategies and approaches to adaptation4.2. Tools for adaptation planning 4.3. Identifying adaptations options4.4. Appraising and selecting adaptation options

5. Implementing5.1. Mainstreaming adaptation into development plans5.2. Financing adaptation

6. Monitoring and Evaluating adaptation measures6.1. Measuring adaptation6.2. Monitoring and Evaluation

7. Adaptation activities in Uganda, in East Africa and Africa


Mode of assessmentAssessment and Evaluation will be conducted through: written assignments, seminar presentation and participation; and examinations.

Reading materials

IPCC Climate Change 2007: Impacts, Adaptation and Vulnerability. Contribution of Working Group II to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change, M.L. Parry, O.F. Canziani, J.P. Palutikof, P.J. van der Linden and C.E. Hanson, Eds., Cambridge University Press, Cambridge, UK, 976 pp

IPCC 2014: Climate Change 2014: Synthesis Report. Contribution of Working Groups I, II and III to the Fifth Assessment Report of the Intergovernmental Panel on Climate

21


Change [Core Writing Team, R.K. Pachauri and L.A. Meyer (eds.)]. IPCC, Geneva, Switzerland.

IPCC 2014: Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part A: Global and Sectoral Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Field, C.B., V.R. Barros, D.J. Dokken, K.J. Mach, M.D. Mastrandrea, T.E. Bilir, M. Chatterjee, K.L. Ebi, Y.O. Estrada, R.C. Genova, B. Girma, E.S. Kissel, A.N. Levy, S. MacCracken, P.R. Mastrandrea, and L.L. White (eds.)]. Cambridge University Press, Cambridge, United Kingdom.

IPCC 2014: Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part B: Regional Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Barros, V.R., C.B. Field, D.J. Dokken, M.D. Mastrandrea, K.J. Mach, T.E. Bilir, M. Chatterjee, K.L. Ebi, Y.O. Estrada, R.C. Genova, B. Girma, E.S. Kissel, A.N. Levy, S. MacCracken, P.R. Mastrandrea, and L.L. White (eds.)]. Cambridge University Press, Cambridge, United Kingdom.

OECD (2009), Integrating Climate Change Adaptation into Development Co-operation: Policy Guidance, OECD Publishing, Paris

Uganda 2007, Climate Change: Uganda National Adaptation Programmes of Action, 92 pp.

Uganda 2013, Ecosystem Based Adaptation in Mountain Elgon Ecosystem: Vulnerability Impact Assessment (VIA) for the Mt Elgon Ecosystem, 76 pp.

Uganda 2014, Uganda Second National Communication to the UNFCCC, Ministry of Water and Environment, Kampala, 213 pp.

Uganda 2014, Banana AY, Byakagaba P, Russell AJM, Waiswa D and Bomuhangi A. 2014. A review of Uganda’s national policies relevant to climate change adaptation and mitigation: Insights from Mount Elgon. Working Paper 157. Bogor, Indonesia: CIFOR.

UNEP 2013, Africa Adaptation Gap, Technical Report: climate change impacts, adaptation challenges and costs for Africa, 44 pp.

UNEP 2015, Africa Adaptation Gap 2, Technical Report: Bridging the gap – mobilizing resources, 54 pp.

UNFCCC 2012, National Adaptation Plans. Technical guidelines for the national adaptation plan process, UNFCCC Least Developed Countries Expert Group. UNFCCC secretariat. Bonn, Germany. 152 pp.

World Bank, 2010, World Development report 2010: Development and Climate Change, World Bank, Washington, 444 pp.

World Bank, 2013, Turn Down the Heat; Climate extremes, Regional Impacts and the Case for Resilience, World Bank, Washington, 252 pp.

Proposal 3 - Ecosystem-based AdaptationSee ANNEX 4

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ANNEX 3: Resources available in DEM

StaffA number of staff members in the DEM have undergone specialised training in areas of environment

and natural resources management and are competent to teach, supervise and carry out research in

different aspects of environment. However, climate science training is a glaring gap in all the staff CVs.

Because of the multi-disciplinary nature of the programmes, the Department has formed links with

many members of staff within the College of Agricultural and Environmental Sciences and other

Colleges and Faculties of Makerere University (Tables 3.1a, b & c).

Table 3.1a: Staff members based at DEM

STAFF AREA OF SPECIALIZATION

HIGHEST QUALIFICATION

Department TEACHINGLOAD

(Hr/Week)

Kansiime Frank Environmental

Ecotechnology

PhD, Professor DEM 3

Kateyo Eliezer Hydrobiology/Biostatistics PhD, Senior

Lecturer

DEM 3

Muwanika Vincent Conservation Biology/

Genetics

PhD, Senior

Lecturer

DEM 3

Okot-Okumu

James

Water Resources & EIA PhD, Senior

Lecturer

DEM 4

Tabuti John Ethanobotany, Plant

Resources

PhD, Professor DEM 3

Mfitumukiza David GIS&RS/Environmental

Systems Analysis

Msc, Assistant

Lecturer

DEM 4

Erima Godwin Geological Resources Msc, Assistant

Lecturer

DEM 4

Lwanga Jeremiah Biodiversity PhD, Lecturer DEM

Natumanya Ezra Water Resources

Management

BVS, Teaching

Assistant*

DEM 2

Kayandeke Ellen Ecological Modelling BVS,Teaching

Assistant*

DEM 2

Majaliwa

Mwanjololo

Soil Science PhD, Associate

Professor

DEM 3

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Table 3.1b: Staff members from other departments

STAFF AREA OF SPECIALIZATION

HIGHEST QUALIFICATION

FACULTY TEACHINGLOAD

(Hr/Week)Katerega Eseza Resource Economics PhD, Senior

LecturerFEMA 3

Kasimbazi Emmanuel

Environmental Ethics & law

PhD, Associate Professor

LAW 3

Kasenene John

Mary

Plant Resources PhD, Associate

Professor

Botany 2

Mugisha Samuel GIS & RS/Project Planning

PhD, Senior Lecturer

Science, Zoology

Kabumbuli Robert Conflict Resolution PhD, Lecturer Social Sciences 3

Kyambadde Joseph

Environmental Biotechnology

PhD, Senior Lecturer

Science, Biochemistry

3

Juliet Natabi Zoology MSc, Assistant Lecturer

Science, Zoology

2

Ezra Twesigomwe Environmental Physics PhD, Senior Lecturer

Science, Physics 3

Muyodi Fredrick Microbiology PhD, Senior Lecturer

Science, Zoology

3

Ssegawa Paul Human Ecology PhD Science, Botany 3

Tebandeke Emmanuel

Environmental Chemistry

MSc Science, Chemistry

3

Wasswa, John Environmental Chemistry

PhD Science, Chemistry

3

Khayangayanga Dave

Urban Environment MSc Technology 3

Basamba Twaha Soil Science PhD, Lecturer Agricultural Production, Soil

Science

4

Hasan Ddumba Bio-statistics PhD, Lecturer Mathematics 4

Isabirye Basuta Vertebrates PhD, Associate Professor

Science, Zoology

2

Nyakaana

Sylvester

Conservation Genetics PhD, Associate

Professor

Botany, Science 3

Table 3.1c: Staff members from outside the university

STAFF AREA OF SPECIALIZATION HIGHESTQUALIFICATION

TEACHINGLOAD

(Hr/Week)Azza Nicholas Wetlands Ecology and Integrated

Water Resources ManagementPhD 4

Byamukama Denis Environmental Health PhD, Lecturer 3Ssemwogerere Patrick Environmental Communication MSc 3

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Physical Facilities and EquipmentDEM has a lecture theatre with a sitting capacity of 80 students and has a Smart Interactive White Board and a ceiling LCD projector. The existing facilities in the other Schools in the College of Agricultural and Environmental Sciences and College of Natural Sciences - lecture rooms, laboratories will continue to be used. In addition, the Department has two well equipped computer laboratories with 60 functional computers equipped with a wide range of analytical software including Geographical Information Systems. One of the Computer Labs will also be equipped with Smart Interactive white board and a ceiling LCD projector. The DEM has several other teaching equipment including: 3 LCD (PowerPoint) projectors, and 4 laptops dedicated to teaching. The whole DEM building is connected to a Local Area Network with about 80 connection points. In addition, the DEM building has two wireless hotspots. It also has a modern Molecular genetics laboratory, water and wetlands laboratory, a well-stocked Library and Makerere University Biological Field Station Kibale capable of handling 200 research students and staff. Makerere University Biological Field Station is being used for field courses in ecology, biodiversity conservation, rural land use, and community conservation. Students and staff also have access to the University herbarium and museum both located in the College of Natural Sciences.

Library

DEM has a collection of about 10,000 recent textbooks, “grey” literature and journals on environmental issues. Some other books can be obtained from the Main Library. The Departments Library also has computers 6 computers connected to a LAN to enable students access online journals. The Department library currently provides excellent reading services to students from all faculties and Departments within the University. The library also serves as a reference to people from outside the University. Other reference material can be obtained from Departmental libraries and book banks in the Faculty of Science, Wetlands Management Department (WID) and the National Environmental Management Authority (NEMA) libraries. Electronic journals in the Main Library are additional resources.

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ANNEX 4: Course Outlines

(1) Climate Risk Assessment and Monitoring

Course description

Students in the course will investigate climate change risks to systems of interest (e.g. agriculture, water resources), with an emphasis on Africa and Uganda, and explore methods and tools for assessing underlying causes (hazards, exposure and vulnerability) to come up with an overall assessment of risk based on which suitable adaptation options can be identified to reduce risk.Course topics include the concept of climate change risk and climate risk assessment, methods and tools for climate risk assessment, the presentation and discussion of risk assessment applications, and the identification of suitable climate risk reduction measures (adaptation measures). Working in teams, the course participants will develop and present climate risk assessments for selected case studies.

Course objectives

The overall aim of the course is to enable students to assess risks of climate change by generating a deeper understanding of the concept, approaches and tools of climate risk assessment as a prerequisite for climate change adaptation. The specific objectives are to develop capacities to:

outline the concept of climate risks and climate risk assessment; apply and compare approaches and tools for assessing climate change risks; demonstrate the use and usage of climate risk assessments for appropriate climate

risk reduction; and analyse pitfalls and experiences in climate risk assessment.

Learning outcomes

Upon completion of this course, students will be able to:

i. categorize the main components of climate change risk (hazard, exposure, vulnerability, sensitivity, adaptive capacity, climate impact and probability);

ii. describe the key climate change risks and underlying causes for Africa and Uganda;iii. outline the concept of climate risk assessment; iv. identify climate change risks as one of multiple, interacting pressures on certain

systems of interest (e.g. agriculture) but one that exerts unique pressures that are expected to grow in the coming decades;

v. apply different approaches and tools for conducting a climate risk assessment;vi. apply and justify certain approaches, methods and tools for conducting climate risk

assessment;vii. propose suitable risk reduction measures (adaptation measures) based on the risk

assessment;viii. judge examples and experiences in the applications of climate risk assessments in

Africa and Uganda.

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Course outline

1. Climate Change Risks1.5. Climate Risk Management Approach1.6. Climate Change as one of multiple, interacting dynamic pressures1.7. Terminology and peculiarities of different types of climate risk1.8. Climate Change Risks and underlying causes in Africa and Uganda

2. Climate Risk Assessment2.1. The concept of Climate Risk Assessment2.2. Different approaches and tools for conducting climate risk assessments

2.2.1. Spatial vs. Mainstreaming approach2.2.2. Bottom-up vs. top down approach2.2.3. Tools: ‘Climate Impact Chain’ and ‘Problem Tree Analysis’

2.3. Application of Risk Assessment approaches and tools in case work examples2.4. Comparison of methodology with examples of climate risk assessment in Uganda

3. The use of climate risk assessment results3.1. Identification of suitable risk reduction measures (adaptation measures) 3.2. Monitoring of climate risks over time

Method of teaching Lectures Group/project work based on real or fictitious cases (Scenario based simulations) Peer to peer learning events/sessions Seminar presentations Video presentations Excursion Discussions Guest lecturers

Mode of assessment Course work consisting of one researched presentation (40%) Final written exam (60%)

Reading materials

Bollin C., Fritzsche K., Ruzima S., Scheiderbauer S., Becker D., Pedoth L. and Liersch S. (2014): Analyse intégrée de la vulnerabilité au Burundi. Volume I – Introduction et Analyse Integrée de Vulnerabilité face au changement climatique au niveau national. Bonn et Eschborn: Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH.

Bollin C., Fritzsche K., Ruzima S., Scheiderbauer S., Becker D., Pedoth L. and Liersch S. (2014): Analyse de vulnerabilité au niveau local. Bonn et Eschborn: Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH.

CDKN/UNDP Central Asia Climate Risk Management Program (2013): Climate Risk Assessment Guide – Central Asia. Almaty, Kazakhstan.

Fritzsche K., Schneiderbauer S., Bubeck P., Kienberger S., Buth M., Zebisch M., and Kahlenborn W. (2014): The Vulnerability Sourcebook: Concept and guidelines for standardised vulnerability assessments. Bonn and Eschborn: Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH.

Hewitson, B., Crane R., and Tadross M. (2007). Regional climate scenarios for impact assessment. In: L. Otter, D. Olago, and I. Niang, eds., Global Change Processes and

27


Impacts in Africa - A Synthesis. Nairobi: East African Educational Publishers, pp. 56-71.

Hulme, M., Doherty R., Ngara T. and New M. (2005). Global Warming and African climate change - A reassessment. In: Low, P.S (ed), Climate Change and Africa. Cambridge: Cambridge University Press, pp. 29-40.

IPCC (2014): Climate Change: Synthesis Report. Contribution of Working Groups I, II and III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, R.K. Pachauri and L.A. Meyer (eds.)]. Geneva: IPCC.

IPCC (2014): Climate Change: Impacts, Adaptation, and Vulnerability. Part A: Global and Sectoral Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Field, C.B., V.R. Barros, D.J. Dokken, K.J. Mach, M.D. Mastrandrea, T.E. Bilir, M. Chatterjee, K.L. Ebi, Y.O. Estrada, R.C. Genova, B. Girma, E.S. Kissel, A.N. Levy, S. MacCracken, P.R. Mastrandrea, and L.L. White (eds.)]. Cambridge: Cambridge University Press.

IPCC (2014): Climate Change: Impacts, Adaptation, and Vulnerability. Part B: Regional Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Barros, V.R., C.B. Field, D.J. Dokken, M.D. Mastrandrea, K.J. Mach, T.E. Bilir, M. Chatterjee, K.L. Ebi, Y.O. Estrada, R.C. Genova, B. Girma, E.S. Kissel, A.N. Levy, S. MacCracken, P.R. Mastrandrea, and L.L. White (eds.)]. Cambridge: Cambridge University Press.

Micronesia Conservation Trust and US Coral Triangle Initiative Support Program (2012): Climate Change Adaptation Toolkit for Coastal Communities in the Coral Triangle. Tool 4 Guide to Vulnerability Assessment and Local Early Action Planning (VA-LEAP). Bangkok.

Morinière, L.C., Zimmerman, L.S. (2015): ACP Compendium of Risk Knowledge. Brussels: Africa, Caribbean and Pacific Group of States Secretaria (ACP).

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(2) Ecosystem-based Adaptation

Course description

People worldwide depend on functioning ecosystems and the services they provide, such as soil fertility, clean water and food. This is especially true for poor people in developing countries, whose livelihoods are closely linked to natural resources. Climate change is one of the major causes of changes and deterioration in ecosystem services and its impact will most likely increase in the future. At the same time, functioning ecosystems help people to mitigate and more importantly to adapt to climate change – this is referred to as “ecosystem-based adaptation” (EbA). The concept of EbA is fairly new, but the idea of using “natural solutions to climate change” has evolved into an important link between the three Rio Conventions: the United Nations Framework Convention on Climate Change (UNFCCC), the Convention on Biological Diversity (CBD) and the United Nations Convention to Combat Desertification (UNCCD). After several years of discussion on definitions and content, current efforts strive to provide information on the implementation and financing of EbA measures and to fill knowledge gaps on the links between climate change and biodiversity. A large number of actors have taken up EbA in their measures and approaches and their numbers are steadily growing as awareness for EbA is increasing.

The teachings of this course provide an introduction to the theory and practical starting points to take action on adaptation to the effects of climate change.

Course objectives

The overall aim of this course is to develop capacities to:

evaluate the official framework at international, regional (Africa) and Uganda level for adaptation, in particularly for ecosystem-based adaptation;

successfully take action on climate change adaptation at national as well as local level, with emphasis on East Africa and Uganda;

design and select EbA measures as part of an overall adaptation strategy, and

Learning outcomes


i. interpret climate change impacts and how they are interlinked with development;ii. assess development interventions through a climate lens and integrate adaptation

into the planning process (climate proofing);iii. carry out systematic steps to define concrete adaptation options at national, sector,

local, and project levels;iv. apply the concept of EbA and relevant definitions and know its advantages and

challenges.v. evaluate the different financing mechanisms of adaptation financingvi. compare and apply the strategies and tools used in Uganda for mainstreaming

adaptation, esp. EbA.

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Courses outlines

This proposal addresses specifically the aspects of mainstreaming climate change adaptation, and specifically EbA, into development planning (strategies, policies, plans and programmes).

I. Introductiona. Generalities on climate changeb. Adaptation to climate change,c. Interlinkages between adaptation and development d. The international framework to climate change and adaptatione. The adaptation framework in Uganda and East Africa

II. Ecosystem-based adaptation – the basicsa. Introduction to Ecosystem services and EbAb. Stakeholder & institutions involvedc. Climate adaptation terminologyd. Information, communicating & dealing with climate uncertaintye. Strategies and approaches to adaptation

III. Ecosystem-based adaptation programminga. Climate Proofing approach: The climate lensb. Tools for adaptation planning c. Identify and select adaptations optionsd. Adaptation activities carried out in different ecosystems

IV. Ecosystem-based adaptation & developmenta. Mainstreaming adaptation into development plansb. Financing adaptationc. Monitoring and evaluating adaptation measures


Mode of assessmentAssessment and Evaluation will be conducted through:

Written assignments, seminar presentation and participation (40%) Examinations (60%).

Reading materials (all are available in digital)

Banana AY, Byakagaba P, Russell AJM, Waiswa D and Bomuhangi A. (2014): A review of Uganda’s national policies relevant to climate change adaptation and mitigation: Insights from Mount Elgon. Bogor, Indonesia (Working Paper, 157).

CNRD, PEDRR (2013): Master’s Module Disasters, Environment Risk Reduction (Eco-DRR). Instructor’s Manual. Version 2013. Cologne.

Colls, A.; Ash, Neville; Ikkala, N. (2009): Ecosystem-based adaptation. A natural response to climate change. Gland, Switzerland: IUCN.

Daniela Göhler, Flora Müller, Carolin Mytanz, Julia Olivier, Isabel Renner, Klemens Riha, Karen Tscherning (2013): Ecosystem-based Adaptation (EbA). GIZ.

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Dudley, Nigel (2010): Natural solutions. Protected areas helping people cope with climate change. Gland, Switzerland: IUCN-WCPA, TNC, UNDP, WCS, The World Bank and WWF.

GIZ (2012): Understanding the interactions between biodiversity, threats and climate change. Vulnerability analysis and strategies for climate change adaptation at conservation sites: the MARISCO methodology. GIZ.

Ministry of Water & Environment, Climate Change Dept. (2007): Climate Change: Uganda National Adaptation Programmes of Action (NAPA). Kampala, Uganda.

Ministry of Water & Environment, Climate Change Dept. (2014): Uganda Second National Communication to the United Nations Framework Convention on Climate Change.

Ministry of Water & Environment, Directorate of Environment Affairs. (2013): ECOSYSTEM BASED ADAPTATION IN MOUNTAIN ELGON ECOSYSTEM. Vulnerability Impact Assessment (VIA) for the Mt Elgon Ecosystem. Kampala, Uganda.

Munang R, Mgendi R, Alverson K, O’Brien-Onyeka M, Ochieng C, Molua E, Ottichilo W Mugerwa K, Bunch R, Bogale A, Bekele W (2015): Ecosystem Based Adaptation (EBA) for food security in Africa –Towards a comprehensive Strategic Framework to Upscale and Out-scale EbA-driven agriculture in Africa. United Nations Environment Programme (UNEP),. Nairobi.

Munang, Richard; Andrews, Jesica; Alverson, Keith; Mebratu, Desta (2013): Harnessing Ecosystem-based Adaptation To Address the Social Dimensions of Climate Change. In: Environment Magazine 56 (1), S. 18–24. DOI: 10.1080/00139157.2014.861676.

NEMA, UNDP, UNEP (2008): Pilot Integrated Ecosystem Assessment of the Lake Kyoga Catchment Area.

Ortiz-Montemayor, Claudia (2012): Operational Guidelines on EbA. GEF. Wasington D.C. (GEF/LDCF.SCCF.13/Inf.06).

Sandra Naumann, McKenna Davis, Richard Munang, Jesica Andrews, Ibrahim Thiaw, Keith Alverson, Musonda Mumba, Levis Kavagi, Zhen Han (2013): The Social Dimension of Ecosystem-based Adaptation. UNEP (POLICY BRIEF 12 - 2013).

The World Bank (2013): Turn down the heat. Climate extremes, regional impacts, and the case for resilience. Unter Mitarbeit von Potsdam-Institut für Klimafolgenforschung und Weltbank. Washington, DC: World Bank.

UNEP: AFRICA’S Adaptation Gap 2. Bridging the gap – mobilising sources. Technical Report (2015).

UNEP (2013): Africa’s Adaptation Gap. Climate-change impacts, adaptation challenges and costs for Africa. Technical report.

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ANNEX 5: Teaching plans

(1) Climate Risk Assessment and Monitoring

Objective:

The overall aim of the course is to enable students to assess risks of climate change by generating a deeper understanding of the concept, approaches and tools of climate risk assessment as a prerequisite for climate change adaptation. The specific objectives are to develop capacities to:

outline the concept of climate risks and climate risk assessment; apply and compare approaches and tools for assessing climate change risks; demonstrate the use and usage of climate risk assessments for appropriate climate

risk reduction; and analyse pitfalls and experiences in climate risk assessment.

Learning outcomes

Upon completion of this course, students will be able to:

i. categorize the main components of climate change risk (hazard, exposure, vulnerability, sensitivity, adaptive capacity, climate impact and probability);

ii. describe the key climate change risks and underlying causes for Africa and Uganda;iii. outline the concept of climate risk assessment; iv. evaluate climate change risks as one of multiple, interacting pressures on certain

systems of interest (e.g. agriculture) but one that exerts unique pressures that are expected to grow in the coming decades;

v. apply different approaches and tools for conducting a climate risk assessment;vi. apply and justify certain approaches, methods and tools for conducting climate risk

assessment;vii. propose suitable risk reduction measures (adaptation measures) based on the risk

assessment;viii. judge examples and experiences in the applications of climate risk assessments in

Africa and Uganda.

Target Group: Staff involved in CCA programmes and projects eager to learn more about risk assessment, CCA consultants, students of MSc. of ENR, of FEMS, of DRM and of Climate Change and Sustainability, etc.

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Duration and mode of delivery:

According to the target group and due to the modular structure of the course, the teaching can be done in 2 ways:

Semester master course: LH 45OR

Open course/seminar: Duration of 7 days approx. (including students seminar/ excursion)

Methodology: Mix of lectures and presentations, interactive learning (group work, case work, excursions, discussions, seminar presentations) and external expert lectures as well as individual learning (literature review / videos review / own analysis).

Facilitators/ Lecturers: Lecturers of the School of Forestry, Environmental and Geographical Sciences, particularly of the Department of Environmental Management.

Course sequence :

Session 1. Framing Climate Risk Management

1.1 Climate Risk Management Approach

1.2 Climate projections

Session 2. Climate Change – one of multiple pressures

2.1 Risk terminology illustrated on example and glossary

2.2 Linkages between climate change, poverty and development issuesSession 3. Climate Risks – globally & locally

3.1 Creeping climate change impacts vs. disastrous impacts

3.2 Current and future projections of risk distribution in the world and in East Africa, per hazard

Session 4. Concept and Approaches of Risk Assessment

4.1 Clarification of general concept, with reference to risk terminology (see session 2) 4.2 Presentation of two approaches: 1. Top-down approach; 2. Bottom-up approachSession 5. Tools for Risk Assessment I (Climate Impact Chain)

5.1 “Climate Impact Chain”: A scientific RA tool modelling the pressures on a system of interest5.2 Risk assessment exercise

Session 6. Tools for Risk Assessment II (Problem Tree Analysis)

6.1 “Problem Tree Analysis”: A participatory RA tool based on the knowledge of local stakeholders

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6.2 Risk assessment exercise

Session 7. Risk Assessment in Climate Proofing/ Mainstreaming Processes

7.1 Presentation of approach and tools

7.2 Risk assessment exercise

Session 8. Application of Risk Assessment (case work) I

8.1 Presentation of the Case / Climate Risk Assessment workshop8.2 Case work instructions (either scientific OR participatory approach/ tools)8.3 Students analyze the risk of the given caseSession 9. Application of Risk Analysis (case work) II

9.1 Students analyze the risk of the given case 9.2 Students prepare their presentation Session 10. Presentation and discussion of case work results

10.1 Presentation of case work results by students according to predefined criteria 10.2 Pros& cons and lessons learnt on approaches and tools10.3 Reflection on case work methodologySession 11. The use of Risk Assessment results

11.1 Risk Assessment as basis for proper climate risk reduction: Identification and prioritization of adaptation measures

11.2 Monitoring of climate risk development

Session 12. Excursion

Exploration of hazards, exposure and vulnerabilities of specific livelihood aspects of an area

Session 13. Expert Lecture

Presentation of 2-3 case studies of external expert (practitioner) on Climate Risk Assessment Process, results, lessons learnt and recommendationsSession 14. Wrap-up and evaluation of course module

14.1 Recapitulation of the main issues, clarification of questions

14.2 Evaluation of the course (content and teaching)

Session 15. Exam

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Teaching Plan/ Course sessions:

No. and Title of Session

Objective Content Methodology Comment

1. Framing Climate Risk Management

Getting to know the 2 approaches of global climate risk management: Mitigation and Adaptation

Illustrate climate projections

Climate Risk Management Approaches

Climate projections

(Pin) Board:

Interactive teaching/ learning involving the students

ppt


2. Climate Change – one of multiple pressures

Apply risk terminology properly

Illustrate that climate risk depends on climatic, but esp. on many non-climatic pressures

Risk terminology illustrated on example and glossary Linkages between climate change, poverty and development issuesSectors vulnerable to CC

(Pin) Board:


PPT, videos

CC is a development issues

3. Climate Risk – globally & locally

Getting to know the differences and similarities between Disaster and Climate Risk

Getting to know spatial distribution and temporal development of risk

Creeping climate change impacts vs. disastrous impacts

Future projections of risk distribution in the world and in East Africa, per

PPT Highlight that DRM and CCA complement each other

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hazard PPT

4. Concept and approaches of Risk Assessment

Under the general concept and approaches of Risk Assessment

Clarification of general concept, with reference to risk terminology (session 2) Presentation of two approaches: 1. Scientific, generic approach; 2. Participatory approach

PPT

5. Tools for Risk Assessment I (Climate Impact Chain)

Getting to know two tools for Risk Assessment: “Climate Impact Chain” and “Problem Tree Analysis”

“Climate Impact Chain”: A scientific RA tool modelling the pressures on a system of interestApplicability, advantages and preconditions of application of the tool

PPT; (Pin) Board: Interactive teaching/ learning involving the students; Discussion

6. Tools for Risk Assessment II (Problem Tree)

“Problem Tree Analysis”: A participatory RA tool based on the knowledge of local stakeholdersApplicability, advantages and preconditions of application of the tool

PPT, (Pin) Board: Interactive teaching/ learning involving the students; Discussion

7. Risk Assessment in Climate Proofing/ mainstreaming Processes

Understand the concept, approach and get to know the tools of Risk Assessment

Basic concepts on the risk assessment in climate proofing processesApplicability, advantages and preconditions of application of the tools

PPT, (Pin) Board: Interactive teaching/ learning involving the students; Discussion

8. Application of Risk Analysis (case work) I

Learn to apply the approaches and tools (students seminar)

Introduction to the case workReading time of case ZanaduImplementation of the risk assessment (either scientific OR participatory approach/ tools)

PPT; Interactive teaching/ learning putting students in the position of experts

Case and case work instructions need to be prepared OR need to be based on excursion in a

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climate risk prone area in Uganda (see session 12)

9. Application of Risk Analysis (case work) II

Cont.

Preparation of presentation

Interactive teaching/ learning putting students in the position of experts

10. Presentation and discussion of case work results

Critical reflection on learned approaches and tools

Presentation of case work results by studentsPros& cons and lessons learnt on approaches and toolsReflection on case work methodology

Role play; Discussion of the approaches and tools; Discussion of the interactive methodology

11. The use of Risk Assessment results

Understand Risk Assessment as basis for proper focused climate risk reduction

Use of RA for:

Identification and prioritization of adaptation measures

Monitoring of climate risk development

PPT

12. Excursion Getting to know a risk prone area Participants get to know hazards, exposure and vulnerabilities of specific livelihood aspects of an area

Scientific information AND participatory workshop/ site visit

Excursion needs to be well prepared

13. Expert Lecture: Case studies on Risk Assessment

Getting to know a practical example of Climate Risk Assessment (CRA) in Uganda & Africa

Presentation of external expert (practitioner) of: CRA Process, results, lessons learnt and recommendations

PPT Provide lecturer with guiding questions for preparation

14. Wrap-up and evaluation of

Taught aspects clarified and Recapitulation of the main issues, Based on course outline and questions

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course module consolidated

Feedback is provided to lecturer by students

clarification of questions

Evaluation of the course (content and teaching)

by lecturer and students

Written feedback inquiry

15. Exam Learnings are tested N/A

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(2) Ecosystem-based Adaptation

Objective:

This proposal addresses specifically the aspects of mainstreaming climate change adaptation, and specifically EbA, into development planning (strategies, policies, plans and programmes).

Learning outcomes:


i. interpret climate change impacts and how they are interlinked with development;ii. assess development interventions through a climate lens and integrate adaptation

into the planning process (climate proofing);iii. carry out systematic steps to define concrete adaptation options at national, sector,

local, and project levels;iv. apply the concept of EbA and relevant definitions and know its advantages and

challenges.v. evaluate the different financing mechanisms of adaptation financingvi. compare and apply the strategies and tools used in Uganda for mainstreaming

adaptation, esp. EbA.

Target Group:

The course module is divided in sub-modules which can be adapted to different recipients:

Staff involved in CCA programmes and projects eager to learn more about risk assessment,

CCA consultants and personal of different institutions and NGOs Students of MSc. Environment, Disaster Risk Management, Climate Change and

Sustainability, etc.

Duration and way of delivery:

According the target group and the modular structure of the course, the teaching can be done in 2 ways:

Semester master course: 2 to 3 CH per week Seminar: with a duration up to 10 days

Methodology: Mix of lectures and presentations, interactive learning (group work, case work, excursions, discussions, seminar presentations) and external expert lectures as well as student self-work (literature / videos review / analysis).Prerequisite:Having successfully followed the module about risk assessment or having the knowledge of it.

Facilitators/ Lecturers:

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Lecturers of the School of Forestry, Environmental and Geographical Sciences, particularly of the Department of Environmental Management.Teaching plan:

No. and Title of Sub-module

Objective Content Methodology Comment

I INTRODUCTION

a. Generalities on climate change

Evaluate the basics of climate changeAnalyse interlinkages between adaptation and development

GHGScenarios & ModelsResponse to climate changePressures & driversInterrelations with development and adaptationDynamical character of the influential factors

PPTInterrogative pedagogyVideo

According to the knowledge of students

b. Adaptation to climate change

Develop a consciousness for climate change threats and adaptation for Africa

Threats and opportunitiesAdaptation vs. MitigationProjected impacts in Africa

BrainstormingPPT

Can be used as introduction

c. Interlinkage between adaptation and development

Illustrate that adaptation is part of development

SDGBAUAnticipative vs reactive adaptation

PPT Stress the interaction between sectors (no silo thinking)

d. International Framework

Assess the leading organisations on Adaptation & EbA

Legally binding instruments,Process, results, lessons learnt from CBD, UNFCCC, IPCC

PPT, documents,Video

Note the evolution of the concept

e. Adaptation framework in Uganda & East Africa

Evaluate the overall framework for adaptation & the general concept and approachesAssess the various kind of policies and commitmentsAnalyse any intervention from the point of view of the CC

Reg./ National policies & strategiesEACVision 2040NDP IIUganda INCDsNational Climate Change PolicyUganda NAPA

Brainstorming

Could be replaced by an excursion

Highlight that climate risk depends on climatic, but esp. on many non-climatic pressures CC is a development issues

II ECOSYSTEM-BASED ADAPTATION – the basics

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a. Introduction to Ecosystem services and EbA

Use the EbA concept

Interpret the challenges and opportunities for EbA

Scope of EbA

Terminology illustrated on example and glossary

Interactive teaching/ learning involving the students and their knowledge

Event. the 4 corners method

Indicate the difference between creeping and. disastrous climate change impacts

b. Stakeholder & institutions involved

Analyse the role of the institutions and identify potential barriers to EbA

Different actors involvedInstitutional set-up

Brainstorming,PPTStakeholder mapping

See NAP processincl. participa-tory approach

c. Climate adaptation terminology

Understand & apply adaptation terminology properly

Terminology illustrated on example and glossary

PPTECO GlossaryDiscussion

Buffer sub-module, can be given as homeworkCould be substituted by an external guest speaker

d. Information, communicating & dealing with climate uncertainty

Be able of communicating properly

Different sources of information (scientific / local knowledge)Difficulties in communicating CC informationApproaches to deal with uncertaintiesImportance of the knowledge of local stakeholders and empowering them.

List of information sources DiscussionExamplesPTT

Need to be well prepared

e. Strategies and approaches to adaptation

Justify the different strategies and approaches to adaptation

CBA, CSA, Applicability, advantages and disadvantages of the strategies and approaches

PPT

III Ecosystem-based adaptation programming

a. Climate Proofing approach: The climate lens

Carry out the systemic steps of developing EbA measures

Introduction to the climate proofing circle

Interrogative teachingPPT

Parallel with the project cycle

b. Tools for adaptation planning

Apply three tools for EbA

Pros& cons and lessons learnt on approaches and toolse.g. DPSIR, cristal, marisco

Interactive teaching/ learning putting students in the position of experts

Differentiate local, regional & national levels

c. Identify and Design or evaluate Available PPT No regret / low

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select adaptations options

concrete adaptation options Evaluate the need to prioritizeCarry out a decision-making process

methodologies to select EbA measures

Discussion of the methodologies

regret,Long term perspectiveCEA Matrix

IV Ecosystem-based adaptation & development

a. Mainstreaming adaptation into development plans

Outline the importance of mainstreaming EbA

Mainstreaming vertically and horizontallySynergies

PPT Discussion

No silo thinking, Unity makes strength

b. Financing adaptation

Assess the different financing mechanismsOrient on realistic financing options

Formal international financing mechanism,Fund raising

BrainstormingPPT

Look for info post-COP21 (Paris)

c. Monitoring and evaluating adaptation measures

Develop a M&E for adaptationDifferentiate between outcomes & impacts

Monitoring in general,Monitoring and evaluation by the stakeholders Measuring adaptation Monitoring plan

PPTExercise

See IPCC AR5 WGII Can be replaced by an excursion or an experienced speaker

Mode of assessmentAssessment and Evaluation will be conducted through:

Written assignments, seminar presentation and participation (40%) Examinations (60%).

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Abbreviations:

BAU – Business-as-usual

CBA – Community-based Adaptation

CC – Climate change

CCA – Climate Change Adaptation

CEA – Cost Effectiveness Analysis

CH – contact hour

COP – Conference of Parties

CSA – Climate smart agriculture

EAC – East African Communities

EbA – Ecosystem-based adaptation

IPCC AR5 WGII – Intergovernmental panel on climate change, Assessment report 5, Working Group II

NAPA – National Adaptation Programme of Action

NDP – National Development Plan

PPT – PowerPoint

SDG – Sustainable Development Goals

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ANNEX 6: Evaluation Form

Evaluation Form

Dear Student,

In order to better organize and facilitate a similar course and understand how satisfied you were with it and whether your expectations were met, we would like to request you to complete this survey. Please answer the following questions to the best of your knowledge. Your answers are very important to us. Thank you very much.

1) Evaluation of the Course

Please rate the following items based on your opinion (tick one box for each question).

STATEMENTS Not at all

Slightly Very Extremely

1. To what extent did you find this course useful for your master program?

2. To what extent did the course focus on issues you expected to be addressed?

3. To what extent did the course allocate sufficient time for discussions/questions?

4. Overall, to what extent were you satisfied with the lecturer?

5. Of the information presented to you in the course, how much do you think is usable to you?

0 – 20% 21 – 40% 41 – 60% 61 – 80%81 – 100%

6. To what extent do you think the course was useful to you?

Not at all Somewhat useful Useful Very useful

Please elaborate your answer here:

7. How applicable are the course contents and methods for your own working context?

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Not at all Somewhat applicable Applicable Very applicable

Please elaborate your answer here:

2) Improvement of knowledge on Climate Risk Management OR/AND Ecosystem- based Adaptation/Climate Change Adaptation

My knowledge on Climate Risk Assessment and Climate Change Adaptation has improved ….

Very little little more or less much very much

3) Your Learning & Planning (A) What are the most important learning points you have gained from the course?

(B) Please describe briefly how you plan to apply the knowledge and learning points in your work.

(C) What further input (courses, training, etc) do you need to improve your knowledge and skills on climate risk assessment/ Ecosystem-based Adaptation?

…..

4) Overall evaluation Overall, how do you rank this course” (1 being the worst & 10 being the best)?

1 2 3 4 5 6 7 8 9 10

5) Suggested improvements of the Course

I suggest that the following aspects shall be improved:

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• ……………………………………………………, because …..…………………………………….…………

• ……………………………………………………, because ………………………………………………...…

6) Personal data

You are: Male Female

This is the end of the Evaluation Form. Thank you for your time!

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ANNEX 7 : Concept Note of the Training of Trainers (ToT) event

on the developed

Three Climate Change course modules for Makerere University, Uganda

within the assignment

Work Order 51 - Developing a Green Strategy and Three Climate Change course modules for Makerere University, Uganda (DEGS_MAK)

11th -15th January 2016, Makerere University/Kampala

Background on the Project

In 2013, Makerere University Senate approved the University Research Agenda (2013-2018); that clearly identifies five key research thrusts for the university that include: Research in health, indigenous knowledge and health systems; Environment, Natural Resources Management and Climate Change; Agricultural production and productivity (crop and livestock) nutrition, Food security and value addition; Technology and basic sciences; and Governance, human rights and economic management.

Academic units through the respective colleges are therefore expected to initiate and operationalization innovations and projects that seek to advance the university research agenda. It is within this framework that the Department of Environmental Management (DEM) is mandated to undertake research, training and outreach in environment and natural resources management. Thus, the department’s research and training activities are aimed at integrating biophysical and social sciences to promote development and application of knowledge and skills that enhance ethical and sustainable use and management of natural resources that strengthen adaptation to climate change and build resilience of communities and ecosystems to the vagaries of climate and socio-economic change.

Over the years, there has been a growing interest among stakeholders; particularly among graduate students for skills in climate change studies and lately ecosystems based management to be integrated into environmental management studies. The department took proactive steps by developing a course in climate change and adaptation for graduate and undergraduate levels. The growing need for integration of ecosystems based management has not yet been fully addressed.

In order to provide cutting edge research, training and outreach that encompasses climate change analysis and adaptation programming the department wishes to undertake curriculum development in the integration of climate modelling, vulnerability assessment and adaptation programming into the existing and upcoming programmes in the university.

47


Needs assessment and consultation missions were carried out in June and October 2015 by the commissioned consultants MrChris Shisanya (PhD), Mr Michel Midre and Mr Mario Donga.

Objectives of the ToT event

A sound base of qualified lecturers in the DEM and beyond is crucial to the proliferation of the new course modules, ergo the objective of project. In addition, it is envisioned to institutionalize the new courses in the existing curricula; therefore the lecturers of the existing courses of the DEM have been selected for the ToT.

The ToT therefore aims to:

train lecturers who can pass on their knowledge to studentson the three subjects; build facilitation capacities according to new adults’ learning techniques:

o Know the principles for the Harvard case method and modern participant-centred adult learning.

o Select appropriate training tools to activate participants in casework.o Practise Socratic method (a form of inquiry and discussion between individuals) for

reflection sessions.o Prepare and conduct selected training sessions.

Encourage participating teachers to take the course modules or selected parts into their portfolio.

Participants

Next to the lecturers and students from the Dep. of Environmental Management (DEM), participants from the following departments could be invited:

Dep. of Geography MUCCRI

Additionally, the following organizations could be invited:

UNDP IUCN UNMA IITA

Draft programme

The following programme will be adapted during the preparation of the ToT event and during its realisation according to the interests and the progress of the participants.

DAY 1

Agenda for Monday – 11th January2016

08:30 Opening Head of the DEM Mr Okot-Okumo

08:30-12:00 Presentation and discussion of the final structure and rough content of the three course modules

Consultants

12:00-13:30 Lunch

13:30-14:15 The Climate Risk Management Approach: Basics on Climate and Climate Change

Mario Donga (Consultant)

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14:15-15:30 Reflection on the session Plenary

15:30-15:45 Coffee Break

15:45-16:30 The international and Ugandan framework for climate change and adaptation

Michel Midré (Consultant)


DAY 2

Agenda for Tuesday – 12th January 2016


08:30-09:15 Introduction to the Climate Proofing approach and adaptation

Michel Midre (Consultant)



09:45-10:30 The climate lens / Stocktaking Michel Midre (Consultant)


10:45-12:00 Application of climate modeling to planning: The example of Mt. Elgon area

Chris Shisanya (Consultant)

12:00-13:30 Lunch

13:30-15:15 Need for localized climate projections (dynamic models/ modelling)




15:45-16:30 Climate and climate projections for East Africa Chris Shisanya (Consultant)


DAY 3

Agenda for Wednesday – 13th January 2016


08:30-09:15 Risk terminology illustrated on example and glossary




09:45-10:30 General concept of risk assessment, and presentation of two approaches: 1. Scientific, generic approach; 2. Participatory approach


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10:45-11:45 Tools for Risk Assessment I (Climate Impact Chain)



12:00-13:30 Lunch

13:30-14:15 Tools for Risk Assessment II (Problem Tree) Mario Donga (Consultant)


14:30-15:15 The climate change issue: Characteristics, barriers and guidelines for communication information




15:45-16:30 Develop adaptation options Michel Midre (Consultant)


DAY 4

Agenda for Thursday – 14th January 2016


08:30-09:15 Selecting and mainstreaming adaptations measures

Michel Midre (Consultant)



09:45-10:30 Introduction to Ecosystem services and EbA Michel Midre (Consultant)


10:45-11:45 Financing EbA/ CCA Michel Midre (Consultant)


12:00-13:30 Lunch

13:30-14:15 Climate projections Chris Shisanya (Consultant)


14:30-15:15 Application of the downscaling model PRECIS Chris Shisanya (Consultant)



15:45-16:30 The IPCC's Fifth Assessment Report (AR5): What's in it for Africa



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DAY 5

Agenda for Friday – 15th January 2016


08:30-09:15 General feedback on the course modules/ sessions Plenary

09:15-10:00 Discussion on the adaptation and integration into the existing (and new curricula)

Plenary


10:15-11:00 Next steps to foster the institutionalization of the new course modules

Plenary

11:00-12:00 ToT Evaluation Plenary

12:00-13:30 Lunch

13:30 Multiplication and distribution of support documents Consultants

14:30 Departure of two consultants to Entebbe Airport

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ANNEX 8: ToT list of participants

No. of participant

Name Institution Email Tel.

# 1 Biira Jenipher Salamula

SFEGS / Student Msc

[email protected] 07053048210776728244

# 2 Nakirya Doreen SFEGS / Student Msc

[email protected]

0782909627

# 3 John Bosco Lamino Okullo

SFEGS, FBT / Assoc. Prof

[email protected]@caes.mak.ac.ug

07740586870756059868

# 4 Bob Nakileza SFEGS; DEM / Sen. Lecturer

[email protected]

0782470344

# 5 Aboda Caroline SFEGS; DEM / Assist. Lecturer

[email protected]

0773881778

# 6 Edward Mwavu SFEGS, FBT / Sen. Lecturer

[email protected]

0772510831

# 7 Michael Mgobba SFEGS, FBT / Lecturer

[email protected]

0772483723

# 8 Alex Nimusiima SFEGS; DGGCS / Assist. Lecturer

[email protected] 0772393435

# 9 Watsemba Victor Doreen

SFEGS / Student Msc

[email protected]

0779356595

# 10 James Okot-Okumu

SFEGS; DEM / Head of Dept.

[email protected] 0772411460

# 11 Saul Daniel Ddumba

SFEGS, DGGCS / Assist. Lecturer

[email protected]

0780505331

# 12 Justine Mumba SFEGS; DEM / Sen. Lecturer

[email protected]@gmail.com

0772962877

SFEGS = School of Forestry, Environment and Geography StudiesDEM = Department of Environmental Management FBT = Forestry, Biodiversity and TourismDGGCS = Department of Geography and Geo-Informatics and Climatic Sciences

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ANNEX 9: ToT evaluation

Figure 1 : Evaluation of ToT event by participants

What are the most important aspects/lessons that you have learnt from the ToT?

The most important aspect I had never thought about is sharing videos to deliver a message or teaching students. I think for pertinent, hard to explain aspects like climate change I would rate it very high.

A lecturer needs to teach students in the most simplified way. (Also should be based on the category of students he or she is teaching).

When teaching & training about CCA, practical methods are important because they are interactive, easy and a lot of ideas can be generated, e.g. problem tree analysis.

Good planning and diversified materials and engagement of learners ensures better delivery. I liked the issue regarding problem tree analysis and how to use it to identify possible

adaptation options. Lesson structuring Participatory delivery of contents Opportunities for participants to integrate their ideas. Time keeping & feedback.

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The ToT could have used groups of 2-3 to exhaust certain issues and more clarifications made.

CCA should be a holistic approach hence it is good to look at all sectors. There are many adaptation approaches. Choosing whichever depends on the objective. Climate change requires understanding and tackling different aspects. Understanding the science CC, the impacts for which adaptation is necessary and integrating

adaptation measures in development aspects. I have also learnt Climate Risk Assessment options. It was my favorite topic in the ToT, the

link between hazard, exposure and vulnerability, alsoincorporatingthe sensitivity element. I learnt the methodology for assessing risk. That is the process for identifying the different

components in risk assessment, the tools involved – either top down or bottom-up tools and how to identify and rank adaptation options. That was my major take-away from this ToT.

Application of climate risk assessment tools & approaches. Climate risk assessment and climate risk management. Climate risk assessment & how to determine the adaptation measures at various levels/

scales. Understanding very well the differences between hazard, exposure and vulnerability in

relation to risk and risk management. Risk assessment skills (one need to be careful) Always include as many stakeholders as possible in the climate risk assessment and

identification and prioritization. It is good to select adaptation measures which address multiple causes. Importance of climate modeling in every aspect (need to apply modeling skills) Climate modelling. Financing climate adaptation.

Was the content delivered during the ToT relevant to your academic expectations? Why?

Yes, this has enriched my understanding of climate change, adaptation options design & climate risk assessment.

The content was 100% relevant to my academic expectations. First, as a lecturer, most of the presented content will be relevant to the meteorological courses I teach in the BSc. Meteorology and the post graduate programs at MAK. Second, as a person involved in consulting work, the content will boost my competitiveness in the consulting work that I do. Third, as a climate scientist, some content was more of a refresher value and was very helpful in helping me to re-evaluate and refocus my climate knowledge.

As a student, my knowledge was narrow, esp. on the tools and expectations of IPCC. The knowledge gaps have to a big extent been addressed and also (increased or) inspired me to learn more and acquire more to help students and communities benefit more.

It sharpened my understanding on various aspects relevant to my teaching, esp. risk assessment methodologies/ approaches, adaptation options.

Content a bit OK only that the time was short for me to internalize the content and make more use of it.

I expected to have a hands experience as regards CC modeling, future scenarios and predictions.

The content delivered was indeed relevant to my academic expectations. This is because I have profound interest in CC aspects with bias to helping communities adapt to CC impacts through research. Knowing these aspects places me at an advantage to do this. My career goal is also to join the academic field and impart the knowledge I have obtained to my students using the best training material and skills I have received.

Esp. issues of CC modelling which I intend to employ in my PhD studies. However, I needed/ expected to learn more on health issues as regards to CC and to know more about world view as far as health and diseases is concerned.

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It tackled the global warming issues from different perspectives than it’s been known. It’s more detailed but simplified.

Climate Science, Scenarios & IPCC Reports are highly appreciable for Meteorology; others like Risk Assessment will help me in designing and implementing various projects.

Which aspects of the content would you require more information/ capacity building?

Risk reduction planning, climate models, determining risk levels. More on the practical aspect of working with the risk assessment tools presented. Of even

much importance is on how to access the documentation of the assessment tools presented. As a trainer who would like to work with communities I need tools to be used at grass-root

level, esp. with monitoring, follow-up on adaptation strategies or options and how to evaluate on-going adaptation strategies/options.

Identifying adaptation options & mainstreaming CCA in development Modeling & scenario building & simulation CC modeling, hands-on practical aspects, rationale CC modeling, why models, how to model and different models that exist and how to interpret

the information collected. Know more about how to measure resilience to climate shocks. (student)

Require more material on aspects of modeling. Modeling, esp. try to simplify this for people from the non-scientific background Formula and basis for projections.

Will you apply the content of the ToT in your teaching? Where? Please specify?

I will apply the content in teaching the meteorological courses for the undergraduate students and also in teaching in our short courses we are designing in the Dep of Geography, Geo-Informatics and Climatic Sciences. The content will also be applied in the workshops and short courses we run mainly for graduate students and lecturers.

In Dryland Ecology and Management, Integrated Watershed Management and Forestry Ecology teaching, and in Natural Resources Conservation research.

Teaching in Disaster Risk Assessment Courses, in Arid & Semi-Arid Land Management Mainstreaming CC in organizational/ institutional visions/ missions and in devtl. projects;

Climate Risk Assessment; participatory approaches to teaching/ learning Community training about CC and CCA esp. using problem tree analysis; students training

when I join the academic field Esp. in the introductory: distinction between weather, climate variation, and climate change,

causes, effects, strategies; Integrating adaptation into health issues In the module on Introduction to Climate Change (course unit), in Forestry and CC (course

unit), in Tree Improvement and Ecophysiology (MSc Course module); in Dryland Agroforestry and Ecosystem Mngt.

In my teaching, most esp. guiding scholars prior to field work and during research as they interact with communities

Need to integrate issues of CC in all courses since climate change issues are cross-cutting.

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The mood of the participants was well captured in the following email from one participant to the supervisor:

"I want to say thank you so much for such a great learning opportunity. I've hard a lot to learn and to carry home. I will give you a highlight of new information as we continue to interact. The past four days have changed my attitude to learning, am motivated and inspired to learn more. I can now embark on my dissertation and try to finish the chapter. Thanks and hope to share more when you get back. Looking forward to attending more workshops on climate change".

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Documents

Work Order 10 - Draft - Global Climate Change Alliance+ ... · Web viewIdentify the needs of the University on climate change teaching. Assess the constraints, gaps and opportunities