1. USAID LEAF Regional Climate Change Curriculum Development S ocial and E nvironmental S oundness 0.0. Using the RECCCD SES Module

2. NameAffiliationNameAffiliation Surin Onprom; Co-Lead Kasetsart University, Thailand Tran Thi Thu HaVietnam Forestry University Penporn Janekarnkij; Co-Lead Kasetsart University, Thailand Nguyen Dinh HaiVietnam Forestry University Rejani Kunjappan; Co-Lead RECOFTC Thailand Vo Mai AnhVietnam Forestry University Claudia Radel; Co-Lead Utah State University Tran Tuan VietVietnam Forestry University Sarah Hines; Co-Lead US Forest Service Cao Tien TrungVinh University, Vietnam Sidthinat Prabudhanitisarn Chiang Mai University, Thailand Nguyen T. Trang ThanhVinh University, Vietnam Sharifah Zarina Syed Zakaria University Kebangsaan Malaysia Nguyen Thu HaUSAID Vietnam Forests & Deltas Mohd Rusli Yacob University Putra Malaysia Maeve NightingaleIUCN MFF Kaisone Phengspha National University of Laos Guada LagradaPACT MPE Phansamai Phengspha National University of Laos Le Van Trung DARD Lam Dong Kethsa Nanthavongduangsy National University of Laos Nguyen Thi Kim Oanh AIT Thailand Freddie Alei University of Papua New Guinea David GanzUSAID LEAF Bangkok Chay Kongkruy Royal University of Agriculture, Cambodia Kalpana GiriUSAID LEAF Bangkok Soreivathanak Reasey Hoy Royal University of Phnom Penh, Cambodia Chi Pham Project Coordinator USAID LEAF Bangkok

3. Part 1 Intro & Background Part 2 SES Issues, Concepts and Ideas in REDD+ context Part 3 SES in Practice

4. I.INTRODUCTION AND BACKGROUND 1.1.Introduction to Climate Change 1.2.The Climate Change Mitigation & Adaptation Context 1.3.Introduction to Social and Environmental Soundness (SES) 1.4.Guiding Frameworks – Sustainable Development & Ethics II.WHAT SOCIAL AND ENVIRONMENTAL ISSUES EXIST: STRENGHENING DESIGN AND IMPLEMENTATION OF REDD+ 2.1.Environmental Co-benefits: Introduction to Biodiversity and Ecosystem Services 2.1.1.Carbon/REDD+ Project Accounting, Carbon Monitoring & MRV 2.2.Governance 2.2.1. Regulatory Framework, Forest Tenure, and Carbon Rights 2.3. Stakeholder Participation 2.3.1.FPIC 2.4. Social Co-benefits 2.5. Gender Equity and Women’s Empowerment 2.5.1. Gender Analysis Tools 2.5.2. Women’s Empowerment in Agriculture Index 2.6. Indigenous Peoples and their Empowerment 2.7. Local Livelihoods: An Introduction 2.7.1 Livelihoods impact Case Study: April Salumei, PNG 2.8. REDD+ Benefits Sharing 2.9. Economic and Financial Viability and Sustainability III.STATE OF THE ART IN ACTION: BRINGING THE PIECES TOGETHER 3.1.Safeguard Mechanisms in REDD+ Programs 3.2.Streamlining of Safeguards and Standards 3.3.Developing National Level Safeguards

5. By the end of the course, learners will be able to:  Interpret social and environmental “soundness” and explain how it fits into larger contexts of climate change, climate change mitigation, and climate justice debates  Analyze conceptual and theoretical frameworks that underlie social and environmental soundness  Apply a variety of relevant tools for addressing soundness  Appraise how gender issues relate to REDD+ and cut across various other concepts

6. By the end of the course, learners will be able to:  Explain how safeguard mechanisms and approaches are being used in practice  Evaluate social, environmental, and economic costs and benefits, risks and opportunities associated with REDD+ and with other PES or conservation programs and projects  Synthesize a range of social, economic, and environmental considerations for application in REDD+ projects and safeguard mechanisms  Assess real-world REDD+ and safeguard design and implementation.

7.  Materials application  University networking  National CCC development in Vietnam

9.  Development initiatives can pose both positive and negative impacts e.g. forest conservation policy  Policy interventions addressing climate change e.g. REDD+ can exacerbate existing inequalities faced by vulnerable groups  Can we save forests by creating economic incentives to keep them intact? What are the potential benefits? What are the unintended consequences or drawbacks?

10.  Policies and tools to mitigate and/or adapt to climate change need to be considered in a broader context; considerations include:  Do no harm  Do good  No regrets  REDD+ policy solutions will result in land-use changes that will affect those who derive their livelihood from the land  Social impacts & potential benefits must be carefully considered  May impact indigenous peoples, women’s empowerment, governance, and more…

11. The SES module is built as a toolbox, for you to take and customize according to your curriculum development needs.

12. YOU As you learn the concepts... Design your courses... Teach SES... Improve the materials... Share your improvements.

13.  The complete SES module can be used as a semester-long university course.  However, the SES module is also designed to be flexible:  Can be used by practitioners as well as professors  Instead of using the entire module, sections can be used independently or in combination with other sections  Some professors or practitioners can choose to take and use several sections to create a mini-course that is related to the Regional Climate Change Curriculum.  Others may use one section as a single lecture within a class that is unrelated to the Regional Climate Change Curriculum.  The material is YOURS – once the modules are finalized, everyone is welcome to use and customize the sections to best fit their needs!

14.  Presenting an overview of SES module  Teaching demo on 1 selected topic  Interactive classroom activities (group work, role-play, peer discussion)  How to integrate SES into university curricula