Comprehensive Option Assesment - UNEP

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Introduction Purpose Of This Manual The training programme has as its core a number of these key sources (especially WCD, 2000; UNEP, 2007; ESMAP & BNWPP, 2003). The value added by this manual comes from: structuring the material into logical training modules and sessions; providing training aids; broadening the focus and examples beyond dams to cover other types of infrastructure; adding some material, mainly for adding context to the training; and providing focused additional reading lists of readily available material for the trainee that wishes to pursue a topic. Target audience Development planning is generally driven along sectoral lines and led by central government technocrats. Energy planning is usually led by the responsible ministry, as is planning for water, roads, housing and other infrastructural services. This training manual primarily targets government officials who must manage and guide sector policy, strategy and operations. It is not an advanced technical manual that provides skills in the detail of preparing or implementing projects. It is rather a guiding framework that highlights key issues, considerations and principles in the evolving concept of COA without being prescriptive. Within these parameters, the manual is intended to cater for three groups of trainees: Policy-makers will typically be politicians at the national, provincial or local level concerned with the broad direction and performance of their sector. They are driven by the needs of the population. They provide direction to the decision-makers and professionals. Most have an interest and informed understanding of the sector. They do not need to have technical knowledge but must fully understand the local, national and international dimensions and importance of COA and how it can help them. Their prime need from the course is awareness of the historical development of the topic, the international trends and practices that influence the selection of options, and the internationally accepted principles that should guide policy. Decision-makers will typically head a ministry or department or be in the top management of a regulatory body or other semiautonomous public body (such as River Basin Authority, Sector Regulator). They provide policy-makers with information and recommendations and they guide and supervise the professionals who implement policy. The decision-makers may have technical skills but their function is mainly the management of human and financial resources. Their prime need from the course is a thorough understanding of the principles that underpin practice in the topic and sufficient knowledge of the topic of COA itself to make informed decisions and guide others. Professionals (or 'administrators') will typically be in the operational or middle management of a ministry or department. They will have extensive experience in one of the disciplines important in their sector. They originate development proposals and define, procure and manage the services of consultants commissioned to undertake the detailed technical work. Professionals prepare the multi-criteria decision frameworks for decision-makers and policy-makers. Their prime need from the course is detailed knowledge of international best practice and sufficient skills in COA to be able to guide the work of consultants and to determine its quality. Comprehensive Options Assessment for sustainable development of infrastructure Training Manual 3
Introduction These categories are indicative rather than absolute. The following example illustrates the roles of each category in the project cycle of a largescale infrastructure project: The policy-makers express the priorities of government (ideally based on the needs of the people) and develop these into policy, implementation programmes, specific projects and budgetary provisions. Ultimately, a large-scale infrastructure project may be selected to meet these needs. The decision-makers assist with these tasks by managing financial and human resources and interpreting technical information into \ policy and strategy. They decide on the steps needed for implementation and prepare plans. As far as COA is concerned, they decide on responsibilities and budgets, and may have regulatory responsibilities in the final recommendations or decisions about selected options. The professionals do the calculations, provide technical solutions, procure consultants and manage the quantity and quality of the consultants' work. They specify the extent and complexity of the options that will be assessed. Training objectives The training and learning objectives of the three categories are: On completing the training programme, policy-makers will: have learned about the history and context of COA; have learned about the issues and their international importance; be able to place policy proposals in the broader context; be able to relate community needs and aspirations to the technical process of COA; be able to guide the policy tradeoffs that must inevitably be made. On completing the training programme, decision-makers will: have learned about the history and context of COA; have learned about important principles and criteria that underlie decisions in the field; have learned about the relationship of COA to other issues in the relevant sector and of intersectoral linkages; be able to take more informed decisions at a high level based on a greater understanding of the issues. On completing the training programme, professionals will: have learned about the history and context of COA; have learned about the important principles and practices that underlie decisions in COA; have learned about international case studies on COA; be able to formulate alternatives, oversee their appraisal, and understand the consequences of trade-offs that must be made by the decisionmakers and policy-makers; be able to take new initiatives in COA and effectively direct the operational work of other professionals. Ultimately, full professional skill and competency in a COA comes with in-depth study of the topic and experiential learning. The purpose of a training manual is to provide readily available material and a learning structure that can be completed in a relatively short time. Photos Courtesy of Wikimedia Commons Comprehensive Options Assessment for sustainable development of infrastructure Training Manual 4
Page 1 and 2: Cahora Bassa Dam by Ryan Hoover, co
Page 3 and 4: Foreword Comprehensive Options Asse
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Case Studies CASE STUDY: BERG WATER
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Case Studies Stakeholder participat
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Case Studies Although approval to p
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BIBLIOGRAPHY AND FURTHER RESOURCES
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BIBLIOGRAPHY AND FURTHER RESOURCES
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ISBN: 978-92-807-3442-9 Job Number:
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