manual for social impact assessment of land-based ... - Forest Trends

More documents

Recommendations

Info

Social Principles Social Criteria SP1. Social groups SP2. Social Impacts SP3. Social Processes Social groups involved by the project shall be characterized Interactions among key social groups shall be identified Alliances and conflicts between social groups should be considered Benefits shall be maximized Lack of benefits should not be perceived as negative impacts Negative impacts shall be minimized Risks should be reduced Institutional Principles Institutional Criteria IP1. National Level IP2. Project Level Social groups involved by the project should be informed in advance Social groups involved by the project should be able to promote their interests Participatory decision- making mechanisms should be in place Requirements of the national DNA shall be fulfilled Legal regime on land tenure and land use rights shall be respected Other national legislation on natural resources should be considered Regional and/or local legislation should be considered (at Province, Municipality and Parish level), including customary rights Changes in ownership of and access to land and carbon pools shall be documented Ownership of the CERs shall be clarified Contract conditions and obligations between project proponents and landowners should be socialized -also ERPA Association forms that facilitate project implementation shall be promoted Sharing mechanisms shall be institutionalized Source: Robledo C. 2007. Manual for addressing social and institutional issues. Environment and community based framework for designing afforestation/reforestation projects in the CDM: methodology development and case studies. www.joanneum.at/encofor Social Impact Assessment of Land-Based Carbon Projects (1.0) – Part II | 121
T10.3 Social Indicators Derived from Poverty-Focused Programs CARE Household Livelihood Security-Based Indicators Livelihood Security Outcomes Indicators Nutrition Nutritional status Food Access to food Income Financial status Education Access to education Health Access to health, sanitation, water, etc.; disease levels Habitat Housing materials, access to water Social Network Social Network participation Personal Safety Physical safety Environment Environmental protection Life skills Life skill capacities status Source: CARE. 2002. Household Livelihood Security Assessments. A Toolkit for Practitioners, Prepared for the PHLS Unit by: TANGO International Inc., Tucson, Arizona 2002, US www.proventionconsortium.org/themes/default/pdfs/CRA/HLSA2002_meth.pdf It should be noted that an indicator may relate to more than one livelihood security outcome, for example, nutritional status can reflect access to food, healthcare and education. The indicators should be evaluated against baseline levels, and be complemented by community defined criteria and indicators. World Bank Core Welfare Indicators Questionnaire (CWIQ) The CWIQ process represents a standardized, low cost (estimated cost US $30-60 per household) and ‘off the shelf’ approach to basic poverty indicators. It uses a standardized data collection and analysis process which can be implemented by non-specialists with limited training. Using a standardized multiple choice questionnaire, it covers household assets, employment, health, education, water, etc., and focuses particularly on access, use and satisfaction levels. The welfare indicators include: • percentage reporting diminishing or increasing assets (land and livestock); • employment rates of men and women; • literacy levels; • access, enrolment and satisfaction with primary and secondary schools; • access to and satisfaction with medical services • child nutrition (percentage stunted, wasted and overweight) • access (distance) to safe water sources; • housing (quality and mean number of persons per room). Source: http://www4.worldbank.org/afr/stats/cwiq.cfm Social Impact Assessment of Land-Based Carbon Projects (1.0) – Part II | 122
Page 1 and 2:
MANUAL FOR SOCIAL IMPACT ASSESSMENT
Page 3 and 4:
Table of Contents T1 Introduction t
Page 5 and 6:
List of Boxes Box T1. General Data
Page 7 and 8:
Forest Trends’ mission is to main
Page 9 and 10:
List of Acronyms (Core Guidance and
Page 11 and 12:
Sections T5 and T6 present a range
Page 13 and 14:
Figure T1: The Main Stages and Step
Page 15 and 16:
Figure T2: Example of a Conceptual
Page 17 and 18:
Figure T4: Generic Conceptual Model
Page 19 and 20:
Stages 3-5 of Open Standards The re
Page 21 and 22:
Figure T7: Diagram of the ROtI Anal
Page 23 and 24:
table so they can be read, discusse
Page 25 and 26:
Table T1: Theory of Change for Seyc
Page 27 and 28:
T2.4 Participatory Impact Pathways
Page 29 and 30:
Table T4: The PIPA Outcomes Logic M
Page 31 and 32:
Main Sources and Further Guidance h
Page 33 and 34:
T3 Sustainability Framework Approac
Page 35 and 36:
Figure T12: SAPA Initiative Modifie
Page 37 and 38:
1. Identify a small group of key in
Page 39 and 40:
Table T6: Example of LOAM Livelihoo
Page 41 and 42:
T4 Matching Methods T4.1 Introducti
Page 43 and 44:
Advantages and Disadvantages of ‘
Page 45 and 46:
Box T1. General Data Collection and
Page 47 and 48:
Box T3. Data Collection Methods Pro
Page 49 and 50:
T6 Specific Data Collection Methods
Page 51 and 52:
Table T8: Example of a Household BN
Page 53 and 54:
The poverty index can range from 0%
Page 55 and 56:
The PIA guide proposes the followin
Page 57 and 58:
day. The ‘before project’ score
Page 59 and 60:
Figure T15: “Before and After”
Page 61 and 62:
Table T10: Pair-Wise Ranking Showin
Page 63 and 64:
Impact calendars Impact calendars c
Page 65 and 66:
A large sample is needed to be conf
Page 67 and 68:
Table T15: Scoring of Changes in Ag
Page 69 and 70:
Table T17: QPA Scoring of Social Eq
Page 71 and 72:
T6.4 Participatory Economic Valuati
Page 73 and 74:
Advantages and Disadvantages of Par
Page 75 and 76:
The stories are collected from thos
Page 77 and 78:
Main Sources and Further Guidance D
Page 79 and 80: Table T19: Stakeholder Analysis Pro
Page 81 and 82: Figure T18. Venn Diagram with Stake
Page 83 and 84: T7.2 Problem Trees Assuming it is p
Page 85 and 86: T7.3 Scenario Analysis Scenarios ar
Page 87 and 88: Box T7. Driving Forces in a Communi
Page 89 and 90: Maack, J.N. 2001. Scenario analysis
Page 91 and 92: In terms of non-monetary benefits,
Page 93 and 94: and duration of employment, the sta
Page 95 and 96: Physical Capital Positive changes i
Page 97 and 98: these strategic resource off-limits
Page 99 and 100: einforce existing institutions or n
Page 101 and 102: PROJECT: PROFAFOR TYPE: Plantations
Page 103 and 104: their occurrence will depend in lar
Page 105 and 106: HUMAN CAPITAL Increase in perceptio
Page 107 and 108: Table T26: Potential Mid- to Long-T
Page 109 and 110: Figure T20: Example of Relationship
Page 111 and 112: Figure T22: Additional Potential So
Page 113 and 114: T9 Further Guidance on Indicator Se
Page 115 and 116: Box T9. Goals and Indicators Defini
Page 117 and 118: When selecting indicators, it is be
Page 119 and 120: Table T27: Indicator Quality Assess
Page 121 and 122: Box T10. Indicators Derived from th
Page 123 and 124: T9.5 Disaggregating Indicators Mult
Page 125 and 126: Mayoux, L. 2001. What Do We Want to
Page 127 and 128: Landscape Outcomes Assessment Metho
Page 129: • Access to essential services (w
Page 133 and 134: Empowerment of women indicators:
Page 135 and 136: CCBA, 2008. Climate, Community & Bi
Page 137 and 138: James A., Pangtey V., Singh P. & Vi
Page 139: SEEP Network. 2006. Social Performa
show all

manual for social impact assessment of land-based ... - Forest Trends

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?