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Description of Method Stage 1. ‘Conceptualize’ Step 1A. Selection of the initial project team Step 1B. Definition of scope, vision and targets • Scope: this refers to a general description (or ‘broad parameters’) of what the project is trying to achieve and over what area. • Vision: this refers to a description of the desired state or ultimate condition the project is working to achieve. A brief vision statement is recommended. • Targets: this refers to the specific targets of the project, e.g., achievement of net positive community benefits. The current status of each target should be described. Step 1C. Identification of critical threats For each target, the direct threats to achieving the target should be identified. These threats come mainly from human activities; physical or natural phenomena; local power, governance or political pressures; and wider policy, legal or institutional factors. These threats should be ranked in terms of the extent of the threat and its likely severity on the targets. Step 1D. Situation analysis This step involves a holistic analysis and description of the project context, including the biological, environmental, social, economic, political and institutional systems that could affect the project targets. This understanding gives the project developer a better chance of designing activities that will achieve the desired impacts. Part of the situation analysis involves identifying the factors driving the threats identified in Step 1C. These factors can include indirect threats (also known as ‘root causes’ and ‘drivers’), ‘opportunities’ and ‘enabling conditions’. An opportunity (the opposite of a threat) is “a factor identified in an analysis of the project situation that potentially has a positive effect on one or more targets, either directly or indirectly” (e.g., developing nurseries provides an opportunity for enhancing female employment); and an enabling condition is a “a broad or high-level opportunity”, e.g., a change in the national legal or policy framework. These opportunities and enabling conditions can range from local to global factors. Each 'factor' is then linked to one or more stakeholders (individuals, groups or institutions with an interest in or likely to be affected by the project activities). Stakeholder analysis should be used to consider potentially positively and negatively influenced stakeholders. As part of the situation analysis, a ‘conceptual model’ should be developed. This is “a tool that visually portrays the relationships among the visual factors in your situation analysis.” This should illustrate the cause and effect relationships in the project area. It needs to be built up in a team exercise, and ground-truthed via discussion with key project stakeholders and partners. Figure T2 presents an example of a conceptual model for a watershed site. Finally, the conceptual model should be peer reviewed. Social Impact Assessment of Land-Based Carbon Projects (1.0) – Part II | 5
Figure T2: Example of a Conceptual Model for a Watershed Project Indirect Threat or Opportunity Traditions & consumer preferences Limited gov’t capacity for land use planning Gov’t policies favorable to urban dev. Failure of rural economy KEY Direct Threat Need to generate income Rapid urbanization Population growth Target Demand for caviar Inadequate zoning regulations Cheap land High price for caviar Need for electricity Demand for second homes Harvesting for caviar Dams Pollution from domestic sewage Global warming Clearing for new home construction Scope: Blue River watershed Sturgeon Blue River & tributaries Riparian forest Forest corridors Source: Reproduced with permission from Conservation Measures Partnership, 2007. Open Standards for the Practice of Conservation. Version 2.0. October 2007. The Conservation Measures Partnership. www.conservationmeasures.org/CMP/products.cfm Stage 2. Planning and Monitoring Step 2A. Development of Project Action Plan In this stage the project logic, linkages, etc., are developed by project stakeholders, by placing colored cards on a sticky tarpaulin sheet. This step involves the development of an Action Plan (with goals, strategies and objectives), a Monitoring Plan, and an Operational Plan. These combine to form the Strategic Plan for the project. The Goals refer to the desired state of the targets over the longterm and should be SMART. Strategic planning means deciding where to intervene. This means prioritizing the factors in the causal model where action is needed – these are the key intervention points. Interventions may aim to directly counter the direct threats, but it may be wiser to target points in the chain of factors leading to the threat. After selecting the key intervention point, there should be a brainstorm and prioritization of strategies, which are composed of multiple activities. Social Impact Assessment of Land-Based Carbon Projects (1.0) – Part II | 6
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: Figure T1: The Main Stages and Step
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
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A large sample is needed to be conf
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Table T15: Scoring of Changes in Ag
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Table T17: QPA Scoring of Social Eq
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T6.4 Participatory Economic Valuati
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Advantages and Disadvantages of Par
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The stories are collected from thos
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Main Sources and Further Guidance D
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Table T19: Stakeholder Analysis Pro
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Figure T18. Venn Diagram with Stake
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T7.2 Problem Trees Assuming it is p
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T7.3 Scenario Analysis Scenarios ar
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Box T7. Driving Forces in a Communi
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Maack, J.N. 2001. Scenario analysis
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In terms of non-monetary benefits,
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and duration of employment, the sta
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Physical Capital Positive changes i
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these strategic resource off-limits
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einforce existing institutions or n
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PROJECT: PROFAFOR TYPE: Plantations
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their occurrence will depend in lar
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HUMAN CAPITAL Increase in perceptio
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Table T26: Potential Mid- to Long-T
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Figure T20: Example of Relationship
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Figure T22: Additional Potential So
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T9 Further Guidance on Indicator Se
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Box T9. Goals and Indicators Defini
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When selecting indicators, it is be
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Table T27: Indicator Quality Assess
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Box T10. Indicators Derived from th
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T9.5 Disaggregating Indicators Mult
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Mayoux, L. 2001. What Do We Want to
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Landscape Outcomes Assessment Metho
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• Access to essential services (w
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T10.3 Social Indicators Derived fro
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Empowerment of women indicators:
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CCBA, 2008. Climate, Community & Bi
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James A., Pangtey V., Singh P. & Vi
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SEEP Network. 2006. Social Performa
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