CEDRA Capacity Building Workshop Facilitator’s Notes – 5 day workshop
Session
Pre-workshop
Participants
Arrival
Session 1
Registration,
Welcome &
Overview of the
week
Content
1. Meet with host. Check: Field visit. Visiting scientist/ stakeholders; No
cancellations. Rooms allocated; got all necessary equipment & print outs,
name badges, projector.
2. Meet with co facilitators to allocate and prepare sessions
3. Set up room(s) in informal (non-classroom) layout
4. Set up projector, laptop, speakers, internet connection
5. Set up registration, name badges, coffee, networking event questions
6. Set up flipcharts blu-tac ready to go on wall: House Rules, Questions/
Issues, Useful resources, Other climate change tools, Stakeholders, Other
agencies, Expectations & Learning objectives, Action Plan; linkages circles
7. Arrange hand-outs to give to all: CEDRA report, CEDRA questions,
CEDRA checklist, CEDRA Action Plan, Feedback/ evaluation sheets,
Course completion certificates. country map
8. Arrange laminated pictures in sorted piles ready to use
1. Registration – at the door
2. Give name badges to the “wrong” person
3. Give out copes of timetables, CEDRA, CEDRA Rpt, Action Plan,
dissemination plan, Qns, checklist, feedback forms to each participant on
arrival
4. Coffee
1. Welcome: (5 mins)
 Welcome, Introduce self, co-facilitators, thank organisers
Notes
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Registration form
Name badges
Hand outs
Coffee
2. Ice breaker (30 mins):
 As people arrive, give the name badges to the wrong people.
 Ask people to find the real owner of the badge and ask them to explain
something about who they are – family, hobbies then give them their name
badge introduce each other.
 BUT – ask them to be prepared to introduce each other - they need to
present the other person as a “part of the human body” – like 1 Cor 12 v
12-31.
 Ask someone to read out 1 Corinthians 12 v 12-26
 Say that this week isn’t just about the environment, it’s about getting to
know each other, learning what parts of the body each other are, valuing
each others’ differences, building a network
3.
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Housekeeping (5mins)
Reminder re registration - Tick if not wanting to share contact details
Photographs of all to go in workshop files – let us know if prefer not
Resources at end of the week on flashdrives
Accommodation
Location of toilets
Fire/ health and safety notices?
Food and drink
Times of breaks
Copies of CEDRA, EA, ROOTS, Footsteps, etc
Copies of timetable & tables from CEDRA to write on
Participants working groups by agency / country?
Case studies – let us know if you have brought one to share so we
can fit it into the timetable
Biblical reflection at start of each day - volunteers
Feedback at the end of each day - volunteers
Flipchart.
Participants make
the rules.
4. House rules: (5 mins)
 Ask a volunteer to help generate them, e.g.
o Mobiles silent
o Say your name every time you speak up
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Highly participatory – minimal / no powerpoint
Everyone gets a fair chance to speak
Respect each other’s culture and opinion
None of us have all the answers, but huge wealth of experience in the
room – great opportunity to learn from each other
5. Volunteers to show DVDs in the evenings, trainers log, energisers
Overview of the
week
Expectations &
learning
objectives
Ask a scribe to write key words on flipchart
1. Say what going to do in this session:
Quiz prize
Powerpoint inc quiz
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CEDRA Uganda
DVD
Timetable (5 mins)
fast moving week – lots to fit in.
flexible - speak up if want more time on some elements, less on others
go through timetable
any modules to delete, change or move?
check everyone is available for all of it
three volunteers to help me review the day and decide on changes for
tomorrow
Timetable poster?
3. Expectations – Hopes & Fears (20 mins)
Use sticky note to write down 1 Hope and 1 Fear for the week. Ask someone to
collect them, group them whilst you present the Learning Objectives. Then ask
them to feedback and link them to the learning objectives.
Session 2
4.
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Learning objectives (8 mins) (find a scribe to record) e.g.:
Better understanding of CC & ED impacts
Better understanding of science
Explore adaptation
Understand linkages
Understand risk management approaches
How to get in-country climate projections
Understand the CEDRA process
Develop internal and collaborative action plans
5.
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Questions/ Issues chart
For use at any time
Or park stuff I don’t have a clue about
Trainers log – need volunteers to keep the log
Flipchart
Flipchart
1. Climate Change & Environmental Degradation Impacts
Group Exercise:
 Split into different groups
 Hand out laminated slides – quotes from partners/ communities
 Look at pictures, read quotes, discuss
 What impacts are CC & ED having in locations where you work?
 How are these different to traditional poverty issues?
 What’s the diff between CC & ED?
 Feedback to the group (find a scribe to record some words)
 How does it touch us personally?
 Share stories of impacts on our partners
 How urgent to address CC & ED?
 Can we / should we separate CC & ED?
 Define CC & ED impacts
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Laminated slides of
climate impacts
TF Impacts poster
Impacts laminates
and partner quotes
on wall
Ask the group questions – where are the quotes from? When do they think
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we got them?(late 1990s)
Tearfund’s journey – bottom up – responding to partner demand
Explain how we respond: policy, donors, churches & supporters,
sustainable resource management, climate resilience
2. FILM CLIPS?
 Show Youtube DVDs of climate change impacts
3. Partner impacts case study? (If time)
4. Climate change or Environmental Degradation? (CC & ED Impacts)
- What’s the difference?
- Should we and can we separate the two?
- How do we identify the likely impacts in a particular country?
3
Session 3
World view of
the
environment
The Bible is the foundation & guidance for our work.
It is important to root our work deeply in Bible
Group work: In group, each group is given some of the bible verses from
below, but not yet told that Tearfund’s theological basis for engaging in
environmental sustainability is: Stewardship; obedience; as an act of worship;
towards restored relationships (with God, self, each other, the earth); as an act
of Justice for the poor.
Stewardship: Genesis 2:15-20 - Adam as steward; Luke 16; Matthew 25:15-30
- Parable of Talents
Worship: Genesis 1:22-30: God's love and care for what He made:
 God pronounced abundant blessings upon His creation.
 God decreed satisfying purposes for His creation.
 God established faithful provisions for His creation.
 Psalm 19v1: The Heavens declare the glory of God
 Psalm 24v1;
 Job 38 v 4….
 Psalm 96: Let the heavens rejoice, let the earth be glad; let the sea
resound, and all that is in it.12 Let the fields be jubilant, and everything in
them; let all the trees of the forest sing for joy.13 Let all creation rejoice
before the LORD, for he comes, he comes to judge the earth.
Obedience:
6. Romans 12:1 - Offer yourself to God
Restored relationships:
7. Gen 3:17 – ground cursed because of you
8. 1 Cor 12: Members of one body
9. II Corinthians 5:16- 6:2 - Work together
10. Rom 8:22: The whole of creation has been groaning in childbirth
Restored relationships with each other:
 Eph 4:31-32 Stop being mean, bad tempered, angry, quarrelling, harsh
words, dislike of others. Instead be kind to each other, tenderhearted,
forgiving because you belong to Christ
Restored rel with God:
 Matthew 6:14: Your heavenly Father will forgive you if you forgive those
who sin against you.
 1 John 1: 9. But if we confess our sins to him, he can be depended on to
forgive us and to cleanse us from every wrong. (And it is perfectly proper
for God to do this for us because Christ died to wash away our sins.)
 Galatians 5: 22-24. But when the Holy Spirit controls our live he will
produce this kind of fruit in us: love, joy, peace, patience, kindness,
goodness, faithfulness, gentleness and self-control; and here there is no
conflict with Jewish laws. Those who belong to Christ have nailed their
natural evil desires to his cross and crucified them there.
Restored rel with the creation:
Justice:
 Micah 6v8: He has shown you, O man, what is good. And what does the
LORD require of you? To act justly and to love mercy and to walk humbly
with your God.
Session 4
What is Climate
Change
adaptation?
AND
Introduction to
CEDRA
So what is climate change adaptation?
1. What can we do about climate change? Mitigation, adaptation,
2. Hand out adaptation slides
 Discuss whether they are adaptation, DRR or trad dev’t
 Raise the question: What’s the difference between CCA, DRR &
Sustainable livelihoods – look at this in more detail in the afternoon
Hand out
-TF theology of
creation
-Bible and Env
slides
-Roots Bible study
collection
-Craig Sorley book
summary
Themes written on
card for groups to
pick.
TF how can we
respond poster on
wall
Fix Adaptation slides
to the walls & any
case study pictures
3. Group discussion (15 mins) (find a scribe to record)
 Which of these approaches are you already doing?
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What works?
What doesn’t work?
Encourage knowledge exchange between agencies
(Use powerpoint on adaptation tools if needed – same as acetates)
Look at video case studies of CCA after lunch
4. SHARE PARTNER CASE STUDIES
 Question – are they strong against climate change?
5. Energiser – climate speller
Session 4b
Intro to CEDRA
1. Show the CEDRA DVD (10 mins)
2. Go thru CEDRA steps (powerpoint/or use booklets)
It’s flexible/ not a prescribed process
 State where CEDRA piloted, not fully finalised, still in testing
 What other tools are people aware of? Using?
 Hand out CEDRA blank report format. Go through it
 Explain we’ll be doing a mock completion of it
 Reflect on how we can train on this
 Put CEDRA steps – laminates – on the wall
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not community level PCVA tool
not a project level environmental impact assessment
CEDRA developed from: partner request, huge demand, big interest
from other agencies in adopting or adapting it
not perfect, but available.
donor endorsements, INGO and partner requests
Encourage to use it flexibly after training
CEDRA Film
CEDRA ppt intro
CEDRA blank
reports
CEDRA steps
laminates
5
Session 5
Linkages with
natural
disasters, Food
security, Water
stress
Session 6
STEP 1
Mapping where
we work
Review & Close
Evening Film
1. Which priority? - linkages with disasters, food security, water stress,
livelihoods (CCA, ED, DRR, Food, Water linkages)
2 x 3 circle venn diagrams exercise
1. Explore overlap between CC, ED, DRR, food, water
2. Ask the group to help fill in segments. No right answer. The debate is the
point
2. Discussion: How should we respond?
o Adaptive Resilient Development
o CEDRA seeks to integrate these issues - address CC impact on all project
types
3. (Energiser: climate sounds: mime climate linkages with sound only (no
actions)) Prize for the best team
4. What is adaptation? Ask people to keep asking this question through the
sessions and field visit and we’ll come back to it on Thursday morning.
1. How will climate & environmental change impact my country
programme(s)? - Mapping where we work (group exercise)
Group exercise
 Group people by agency, country or sector?
 Refer to this step in the book
 Groups by agency or location
 Create map. Draw on geographical features, towns and villages,
livelihoods, hazards and vulnerabilities (environmental impacts: health,
biodiversity, etc), partner projects
 Note any gaps/ overlaps/ issues/ questions
 Discuss whether programmes currently address CC
 2 Groups share back to the whole group (others share later)
Energiser: climate map: each team at same time draw A climatic zone on
flipchart. First to guess wins
 Key learning from today – share 1 thing each
 Questions/ comments/ clarifications
 Evening film
 Inconvenient Truth / The Truth about climate change
Rope, pictures,
PUT SWEETS OUT
TO KEEP
PEOPLE’S
ENERGY LEVELS
UP
Flipchart paper
Masking tape
Flipchart pens
Blutac
Camera –
photograph map
Flipchart and post it
notes
6
TUESDAY
Learning review
Session 7
STEP 1.3
Identify Causes
& impacts
Devotions / learning review
 In a circle go through what we covered in the previous day
 What did you learn? What surprised you?
 What questions still unanswered?
How will climate & environmental change impact my country
programme(s)? - Identify likely climate & environmental impacts
1. CC ED IMPACT QUIZ
Ask a participant to
lead this
Hand out CEDRA
Impact & Options
table (New version?)
2. GROUPWORK: (Problem tree & checklist)
 Use PROBLEM TREE to record causes, impacts and fruits (caused by,
caused by / so what, so what)
 2 groups presentback to the whole group
 Handout CEDRA Impacts & Options table & CEDRA report format
 Explain how to use the table & transfer your identified impacts to your
CEDRA assessment FINISH BEFORE TOMORROW
 Add impacts to your district map (OR FINISH IN THE EVENING)
3. Ask 1 group to summarise their problem tree back to the whole group & 1
group to discuss how they used the I&O table
Session 8
STEP 1.4
Compile
questions
4. Energiser – climate sounds. Split into groups. Competition, prize, to mime
or sound out a climate impact and guess correctly. Appoint referees.
Who holds the knowledge? Compile Questions & Identify stakeholders
1. Stakeholder Analysis: Small groups exercise – list on flipchart:
 List people and agencies in-country who you can contact e.g. INGOs,
NGOs, ENGOs, universities, airports, Met offices, ministries of envt, water,
health, planning, finance, disaster mgt
 Group discussion on the usefulness of this exercise
 Discussion on how this may be useful to partners
 Discussion on importance of breaking out of isolated approaches
 Try to finish early so there’s enough time for science
Handout CEDRA
questions list
2. What questions do we need answering?
Group work:
 Ask groups to refer back to map, problem tree and I&O table - write list of
questions they want answering
 Adapt questions to suit your sectors and project types
 Add columns to identify which stakeholders each question is forcommunities, scientists, governments etc
 Handout questions form
 This is not a prescriptive list
 Share back top 3 questions per group
 Discuss how to achieve a balance between doing sufficient research to be
useful (rigour), whilst working with our limited resources (people, time,
money
Session 9
STEP 2
Science of
climate change
Climate science - How much do we, can we and should we know?
If possible invite a local climate scientist or someone Disaster Mgt, Met Office,
Red Cross Climate Centre, or Env NGO to run this session.
- Ask them not to overwhelm people with powerpoint slides.
- Warn them that you’d like to make it very participatory and will ask
people to ask questions during the presentation (facilitator should ask
questions to get this going)
CO2 emissions per
sector poster
Flip chart
Chapter 8 of
Inconvenient truth
If no scientist available:
1. Show Chapter 8 of Inconvenient Truth DVD
2. Go through ppt slides
3. Discussion (find a scribe to record)
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What do we know about CC?
- causes; - effects; – duration; - science
 Are people confident in the science?
 Where can we get projections for next 5, 10 , 20 , 50 years?
Scientist can’t agree exact model, but agree the situation is going to get worse.
Session 10
STEP 2
Collect
scientific
information
Energiser – climate science: each group acts out something we’ve learned
about the science – others guess what. Prize for best team)
Internet & other research
1. Brain storm the scientific sources in your own country & internet
Flipchart
2. Internet research
3. Share any literature you’ve printed out
Internet access
Or Screen shoots
ppt
4. Group exercise: Review literature & websites
 Add to the list of the questions you want answering
5. Share back your top 2-3 findings with the whole group – write up
Session 11
STEP 3 Collect
Community
Knowledge
Energiser: Climate buzz
Who holds the knowledge? - Community knowledge, resilience and
coping mechanisms
1. Triangulation – scientists, communities, our observation
Stakeholder
consultation
2. ROLES PLAYS In groups:
 Allocate roles of different stakeholders, NGO field workers, local
government advisor, scientist, community members, observers
 15 mins preparation, then everyone does their role play back to the whole
group
 Other groups give feedback on how they could do it better (introduct
yourself, women ask women questions, allocate roles: questioner,
observer, photographer; take notes, photos, drawings, ask open questions.
 If time: share photos and stories from Uganda, Kenya, Burkina, Niger
community consultations
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3. Energiser
Session 12
Preparing field
visit & PVA
Groupwork: discussion on participatory tools
 Logistics: timings, groupings – allocate roles within groups, food, water,
equipment, vehicles.
 Divvy up and prepare participatory tools (finish in evening?)
 Key learning from today – share 1 thing each
 Questions/ comments/ clarifications
 Truth About Climate Change Part 2? Or The Age of Stupid
Review & Close
Evening Film
Participatory tools
ppt
Role play
instructions
Participatory tools
ppt, case studies,
photos in the folder
Flipchart and post it
notes
8
WEDNESDAY
Reflection
Field visit
Early Morning
Confirm if reflection / devotions possible or travel prevents?
 Divide into groups
 Ask the community members to show you impacts of climate and
environmental change
 Ask them what effect this has had on the community
 Ask how they have coped / adapted
 Refer to your list of community questions – ask these questions
Late Morning or
afternoon
Use participatory assessment tools to record:
 Climate and environmental change
 Climate and environmental impacts
 Community adaptation / coping mechanisms
Afternoon
Field visit feedback – as a whole group, preferably involving some
members of the community.
 Different groups present their findings outlining Impact, Coping methods,
Tools they used, Any other methods they would recommend to the
community (refer to CEDRA adaptation method list)
 In principle, this is an assessment of the community situation using CEDRA
tool.
 Try to give your assessments to the community – ask permission to
photograph them
Review & Close
 Key learning from today – share 1 thing each
 Questions/ comments/ clarifications
 Evening film
The Age of Stupid?
Evening Film
Flipchart and post it
notes
9
THURSDAY
Devotions /
learning review
Session 13
STEP 4 Risk
Assessment
Devotions/ learning review
 In a circle go through what we covered in the previous day
 What did you learn? What surprised you?
 What questions still unanswered?
Identifying the most urgent hazards & vulnerabilities to our programmes.
(Step 2 Risk Assessment)
1. Do the RCCC risk game
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Ask a participant to
lead this
Dice
Instructions
Complete CEDRA table identifying possible impacts (Hazards) if necessary
Don’t select adaptation options from the next column yet – do later
Discuss significance, likelihood, risk, score by consensus
Refer to relevant sections of CEDRA
3. Groups share back top 3 priorities
Energiser
Session 14
STEP 5
Adaptation
options learning from
others
SHARE PARTNER CASE STUDIES
1. Discuss, ask questions, evaluate strengths/ weaknesses
2. What would you do differently next time?
3. Set up exchange visits?
Session 15
STEP 5
Adaptation
Options
Identifying the most resilient Adaptation Options (Step 3)
1. Session Intro:
 Adaptation isn’t new – ask group to suggest different egs from different
sectors/ locations: Coping with drought, flooding, landslides, crop failures,
lack of money, disease, animal loss
 Why do we need to adapt?
 The problem is the rate of change. Science and community research will
have demonstrated the problem is urgent and changing faster than we can
respond to it unless we get substantial help
 DRR community have developed tools and responses. Egs?
 CCA must build on DRR approach, experience, tools
 Build on existing community coping strategies / trad knowledge. Egs?
 Visit/ adapt adjacent community adaptations (exchange visits)
 Adaptation work other NGOs are doing
 Review the National Communication / NAPA
 The websites we looked at
 Soft & hard adaptation
PACE DVD
Flip chart
2. Group work:
 Take time writing up CEDRA assessments and planning your adaptation
options
Session 16
STEP 5
Adaptive
Resilient
Development
7. Energiser - Ask a participant to contribute an energiser
1. Refer back to the 3 circles exercise
2. Draw the 7 adaptation graphs:
1a) No Intervention ing
1b) Development
2a) Disasters
2b) Disaster resilience
3a) Climate change
3b) CCA
Prepare graphs
Prepare pyramid
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4) ARD
3. Adaptation Pyramid: concrete adaptation, community resilience (capacity
building) and Project resilience.
Prepare comparison
matrix
4. Evaluate alternatives – Adaptation Matrix
 Refer to adaptation matrix
 There are likely to be multiple adaptation responses we can take to any
one identified climatic or environmental impact
 How do we choose between them?
 Explain how the matrix above works
 complete in discussion with community and other stakeholders as
between us we’ll spot more advantages and disadvantages of
different options, and gain people’s “buy-in” to the final selection
adaptation
 Encourage ideas from the community that the community can lead
and implement
 Encourage knowledge exchange from other communities/ projects
 Be careful to not create the impression that we will fund any projects.
If funds are required, raising them will have to be included within the
action plan
 Ask people to suggest other column headings/ criteria to evaluate against
 Discussion on how we chose our existing projects
 Group planning & write up
4. Feedback:
 Discussion on adapting your existing projects
Session 17
STEP 6
CEDRA
Assessment &
Action Plan
Go through your CEDRA assessment and work out how you’re going to
complete it.
Go through the action plan and work out how you will complete it at the end of
your CEDRA Assessment
Session 18
STEP 6
Walk of life
Print Walk of Life instructions – explain to several people in advance who can
work as co-facilitators
Ensure got dice, beans etc.
Session 19
STEP 7
Lasting Change
Step 6 – Continual Review
Dice, beans, printed
instructions
Discussion:
 Use powerpoint – facilitators guide notes are on the powerpoint notes slide
 Agree how often you will update / review CEDRA
 Feasibility of updating
 Agree how often you will share updated findings
 Discuss importance of local environmental monitoring
 Keep environmental records to demonstrate change over time – this will
help attract more support (technology, pilot projects, funding) to your area/
community/ project
 What sort of records could we keep? (temp, storms, drought, rainfall, crop
failures, invasive species, loss of species, tree records, water table)
 How far INGOs moved away from scientific verification?
 Discuss use of indicators
 Plan your learning from the start
If time:
 Discussion on how you can keep CEDRA alive and keep learning.
Session 20
STEP 7
Organisational
Where do we go from here? – collaboration & organisational commitments
 When we do CEDRA we will draw up an action plan. But now we’ll do an
organisational action plan – planning how we roll out CEDRA and how we
Complete CEDRA
implementation plan
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Action plans
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respond to this weeks learning.
Joint actions and individual agency actions.
Commitments on how different agencies are going to take this forwards, how
they could/ will collaborate/ support each other
– flipchart – type up,
email round
CEDRA Action Plan
 Discuss/ agree possible ways forward
- agencies want to implement CEDRA
- agencies want to adapt CEDRA
- implement an alternative approach
- need more time to discuss at HQ
 Agree next steps – who, what, when,
 Can we agree which agencies will collaborate and how?
 Can we decide now which agencies will implement CEDRA?
 Can we agree where we will implement CEDRA?
 Can we agree a timeline for completion?
 Can we train each others’ partners/ programmes?
 Can we invite other external agencies? How many?
 Can we ID gaps to fill in to complete CEDRA
 Communities to work with?
 Sectors? Project types?
 Do we believe we have full senior management support?
 Are there any obstacles? E.g. Resources, money, government, senior
management buy-in, other work commitments
 Plans for facilitator or in-country consultant follow up/ ongoing support/
assistance with dissemination
 Who is going to coordinate sharing CEDRA findings?
 Who coordinates updating CEDRA in 12 months time?
 Can any environmental monitoring start now?
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Discussion on how to run CEDRA workshops?. . . Field visits, stakeholder
visits – give people the choice of what to discuss
Energiser?
Session 21
Share Tearfund
resources
Go through Tearfund resources with participants. Policy and practise.
Make sure they know about Tilz website and different language options.
Session 22
Closing session
Close & review
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Thanks
Evaluation
Review trainer’s log – invite senior management, government officials, peer
agencies
Certificates & Resources on flash drives (swap for feedback form). Give
completion certificates randomly to the wrong person. Ask them one at a
time to find the right owner, give them their certificate in front of everyone
else and say one thing they have appreciated about them during the
workshop and one thing they would encourage them to take with them from
the workshop (eg an environmental lifestyle change)
Give copies of the 5 days training course materials
Tearfund resources
ppt in the folder,
resources
documents in the
folder
Evaluation forms
12
Energisers:
 Climate speller: take it in turns spelling out environmental words with parts of your body
 Climate whispers: like Chinese whispers
 Climate rain: everyone clap with 1, then 2, 3, 4, 5 fingers then whole hand
 Endangered species (act): act out endangered species for other teams to guess
 Climate sounds: sounds (not words) of climate or env change
 Climate impacts (mime)
 Climate causes: like Pictionary – draw in teams, first to guess wins
 Climate livelihoods: In teams, find an object related to agriculture, micro-credit, RWH, etc
 Integrated climate adaptation: Suggest an impact, suggest an adaptation
 Climate consequences: put post-its of consequences on a dice. Choose “sing”, “mime”, “draw” or
“make”; Roll the dice to a team, someone from their team has to sing/ mime/ draw or make something
to represent the impact
 Low carbon growth – devise a mime of what would help your community develop without contributing
to climate and environmental degradation
 Climate buzz: discuss something you’ve learned or a question you have with your neighbour in 2 mins.
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