manual for social impact assessment of land-based ... - Forest Trends
manual for social impact assessment of land-based ... - Forest Trends
manual for social impact assessment of land-based ... - Forest Trends
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The participants can brainstorm as a group or individually by writing issues or concerns down on cards.<br />
This step can also be done firstly in breakout groups and the results compared in a plenary session.<br />
When the groups have narrowed the issues down to a few key or focal questions, these should be<br />
written on flipchart paper and stuck to the wall. The focal questions should be referred to frequently to<br />
ensure the exercise is ‘on track’.<br />
Step 3: Identify the ‘driving <strong>for</strong>ces’<br />
Driving <strong>for</strong>ces are factors that might influence the future <strong>of</strong> the community. It is best to split into<br />
breakout groups to brainstorm driving <strong>for</strong>ces. The following questions can help kick-start these<br />
brainstorm sessions:<br />
• Given the historical eras that we identified, what do you see as the key drivers <strong>of</strong> these eras? Do<br />
you think these drivers will continue to be important in the future?<br />
• What are the most important changes happening in your community? What is causing these<br />
changes?<br />
• What things have stayed the same in the community, and what is keeping them stable?<br />
• What environmental changes (especially re <strong>for</strong>ests, streams, rivers, animals, etc.) have<br />
happened, and what is causing these changes?<br />
• How are natural resources currently being used in your community?<br />
• Do you expect this to change? Why?<br />
• How is farming undertaken in this area? Has it been changing?<br />
• How has the government <strong>impact</strong>ed on the village?<br />
• How does the village interact with the government?<br />
• How do most people here make a living? Do you expect this to change? How?<br />
• How do you think your children will be different from you? Why?<br />
It is also possible <strong>for</strong> a facilitator to introduce a driving <strong>for</strong>ce which the participants do not seem to be<br />
aware <strong>of</strong>, although s(he) should be careful not to direct the process too heavily.<br />
The driving <strong>for</strong>ces should be classified into ‘certain’ and ‘uncertain’ driving <strong>for</strong>ces. Certain driving <strong>for</strong>ces<br />
have a fairly obvious direction or result, while uncertain driving <strong>for</strong>ces are those with an unclear<br />
direction and where the <strong>impact</strong>s are not obvious. For example, the government might be discussing<br />
building a new road through the region, but whether it will go ahead is uncertain, and if it does go<br />
ahead, the effects on the community are also uncertain. It is also useful to discuss which driving <strong>for</strong>ces<br />
are ‘opportunities’ and which ones are ‘threats’. An example <strong>of</strong> driving <strong>for</strong>ces is presented in Box T7.<br />
Social Impact Assessment <strong>of</strong> Land-Based Carbon Projects (1.0) – Part II | 77
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