Ecosystem Based Adaptation Learning Framework Focusing our Learning

1. “To learn or not to learnthat is the question!Whether it is nobler in the mind to suffer the slings and pangs of outrageous knowledge lacks,or take up arms against a sea of ignoranceand be aware and knowledgeable”(adapted: Shakespeare, W. 2013)

2. Ecosystem Based AdaptationLearning FrameworkFocusing our Learning Edmund Barrow IUCN

3. National Group DiscussionsWhat are we learning to date?? Fill table on flip charts No need to be exhaustive, as this can continue when you get home You have 30 minutes to do this as a start to this process We will follow-up with you in the coming weeks!!!

4. Example!!!

5. Group WorkWhat are we learning to date?? Within national group – select facilitator Others from outside national groups – divide up between groups Fill table on flip charts No need to be exhaustive, as this can continue when you get home Learning from VIA, no-regrets, activities, other assessments etc.??? How are we using learning to inform and influence (also = learning) Learning as part of monitoring You have 30 minutes to do this as a start to this process We will follow-up with you in the coming weeks!!!

6. EbA What for • Adaptation • Ecosystem based approaches • Making case to reduce CC • Co-Benefits Who for • Global level (CCC etc.) • Regions & Nations • But key – people who bear the costs of climate change – rural But rural people seen as recipient, not owners of such change! International Union for the Conservation of Nature

7. How can “We” learn How • Normal M&E (extractive) • Assessments (good for others, & for action) • Studies (extractive) & research Who should learn • Focus on national, organizations, international, research – which is all very good & important, but • What about sub-national (districts)?, & • What about rural people? But how do we empower rural peoples to learn, & articulate that learning so of use to them & for others International Union for the Conservation of Nature

8. IUCN EbA Learning Framework • About to start to be used Union wide • Focus on “project cycle” & “Theory of change” • Can be applied at multiple scales – with emphasis on usability at the local level (& scaleable upwards) • Uses questions as main means • Simplicity & ease of use Very Briefly IUCN EbA Learning Framework is:-

9. International Union for the Conservation of Nature

10. International Union for the Conservation of nature

11. International Union for the Conservation of Nature

12. Set of 3 Core Learning Questions(& how would we get to answering these questions • How do pressures on ecosystems and their services contribute to diminished human well-being & vice-versa, & how does climate change act as a multiplier? [problem analysis] • How are ecosystem functions & benefits returning (& what are the costs – environmental, social, economic & at what scale), & how are the effects of climate change being mitigated/reduced? [implementation] & how would you get to answering this question?? • How cost effective (in terms of social, economic and environmental costs and benefits) are EbA options related to other types of interventions (e.g. green vs. +/- grey)? [Scaling up]

13. Carousels (10 min per carousel) • Carousel 1: How do pressures on ecosystems and their services contribute to diminished human well-being & vice-versa, & how does climate change act as a multiplier? [problem analysis]? (Rob) • Carousel 2: How are ecosystem functions & benefits returning (& what are the costs – environmental, social, economic & at what scale), & how are the effects of climate change being mitigated/reduced? [implementation] & how would you get to answering this question?? (Ed) • Carousel 3: How cost effective (in terms of social, economic and environmental costs and benefits) are EbA options related to other types of interventions (e.g. green vs. +/- grey)? [Scaling up] (Caroline)