The document discusses monitoring and evaluation of GEF International Waters projects. It outlines indicators for tracking projects' coverage, results, implementation progress, and catalytic impacts. These will be compiled in an annual scorecard to assess progress toward replenishment targets. Project agencies are asked to annually report results and implementation progress. IW:LEARN also outlines its activities, outputs, disbursement rates, and co-financing to be monitored annually. Partners are requested to provide monitoring data to support tracking across projects.
This document provides guidance on annual monitoring and self-assessment of GEF International Waters projects. It outlines a framework for projects to submit annual scorecards including Part A on annual results and Part B on cumulative results. It also describes two tracking tools that will be used to monitor coverage and results indicators for replenishment purposes. Examples are provided of what the scorecard and tracking tools will look like. The document emphasizes that IW:LEARN needs partner organizations to provide data annually on catalytic impacts, implementation progress, disbursement, and co-financing.
Providing remote workplace services in emergency situations (staff support)EADTU
This document discusses the University Oberta de Catalunya's (UOC) response to providing remote work for staff during the COVID-19 pandemic. Prior to the crisis, the UOC allowed partial and voluntary telework. When the state of emergency was declared, all staff suddenly had to work remotely. The UOC reinforced remote access to applications, provided workplace equipment to staff for home use, and will continue remote work until at least July 2021. The future of work is uncertain, but many companies plan to incorporate more long-term remote options. The UOC recommends designing a smart telework model that considers technology, workspace, and culture.
E-SLP teaching staff event 20 May 2021: models for collaboration by Frederik ...EADTU
This document summarizes a stakeholder event about microcredentials and short learning programs held by the Erasmus+ project. It discusses pilots conducted in topics like climate change, digital transformation, and online learning. Lessons from the pilots included the need for clear agreements between partner institutions, frameworks defining short learning programs, and considerations around program size and organization. The presentation outlines components needed for successful international collaboration on short learning programs, such as a joint curriculum, qualifications, quality assurance, and business and recruitment plans.
Presentation by Henry Neufeldt at the UN Paris COP21 side event hosted by the World Agroforestry Centre titled "Implementing INDC in data and tool scarce countries: Steps to success in Africa"
The document discusses knowledge transfer networks and accelerating business innovation through a Technology Strategy Board programme. Specifically, it discusses efforts to commercialize graphene applications by establishing a graphene value chain network. This network aims to connect all relevant players, including graphene raw material suppliers, capability and input enablers, and those developing and commercializing graphene-enabled applications, to help speed the journey of graphene from research to commercialization.
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
This document summarizes the activities of the Connacht Ulster Alliance (CUA) iNOTE project from 2019-2022, which is aimed at building digital teaching and learning capabilities across 8 institutions. It discusses the following key steps:
1) Conducting a digital capabilities audit and needs analysis in 2019.
2) Developing an online digital education platform and certificate program with courses in digital teaching and learning.
3) Creating an online digital resources directory and knowledge platform.
4) Delivering webinar and workshop series on digital skills that had over 5,500 registrations.
5) Establishing a network of digital champions at the institutions to support digital skills development.
E-SLP teaching staff stakeholder event 20 May 2021 by Tom Melai (OUNL)EADTU
More flexibility in the form of education, allowing students to choose where and when to study, was deemed the most desirable development in higher education after the pandemic. The document discusses microcredentials and short learning programmes in European higher education, which offer smaller certifiable learning units of 5-30 ECTS credits that focus on specific skills. Recognition, accreditation, and legal frameworks are challenges, but these programmes have potential if quality assurance is emphasized and connections are made to formal education. Uniform terminology and clear reporting of level and size are advised to support stackability and recognition.
E-SLP final policy forum by alessandro caforio and nicola paravati (uninettuno)EADTU
The document discusses three cases of collaboration on continuing professional development courses between UNINETTUNO University and other organizations. Case 1 involves designing an inclusive education master's program between UNINETTUNO and three other universities. Case 2 involves co-creating aviation workforce training programs between UNINETTUNO and industry partners. Case 3 involves modularizing existing university degree programs for a corporate partner to upskill mid-career workers.
This document provides guidance on annual monitoring and self-assessment of GEF International Waters projects. It outlines a framework for projects to submit annual scorecards including Part A on annual results and Part B on cumulative results. It also describes two tracking tools that will be used to monitor coverage and results indicators for replenishment purposes. Examples are provided of what the scorecard and tracking tools will look like. The document emphasizes that IW:LEARN needs partner organizations to provide data annually on catalytic impacts, implementation progress, disbursement, and co-financing.
Providing remote workplace services in emergency situations (staff support)EADTU
This document discusses the University Oberta de Catalunya's (UOC) response to providing remote work for staff during the COVID-19 pandemic. Prior to the crisis, the UOC allowed partial and voluntary telework. When the state of emergency was declared, all staff suddenly had to work remotely. The UOC reinforced remote access to applications, provided workplace equipment to staff for home use, and will continue remote work until at least July 2021. The future of work is uncertain, but many companies plan to incorporate more long-term remote options. The UOC recommends designing a smart telework model that considers technology, workspace, and culture.
E-SLP teaching staff event 20 May 2021: models for collaboration by Frederik ...EADTU
This document summarizes a stakeholder event about microcredentials and short learning programs held by the Erasmus+ project. It discusses pilots conducted in topics like climate change, digital transformation, and online learning. Lessons from the pilots included the need for clear agreements between partner institutions, frameworks defining short learning programs, and considerations around program size and organization. The presentation outlines components needed for successful international collaboration on short learning programs, such as a joint curriculum, qualifications, quality assurance, and business and recruitment plans.
Presentation by Henry Neufeldt at the UN Paris COP21 side event hosted by the World Agroforestry Centre titled "Implementing INDC in data and tool scarce countries: Steps to success in Africa"
The document discusses knowledge transfer networks and accelerating business innovation through a Technology Strategy Board programme. Specifically, it discusses efforts to commercialize graphene applications by establishing a graphene value chain network. This network aims to connect all relevant players, including graphene raw material suppliers, capability and input enablers, and those developing and commercializing graphene-enabled applications, to help speed the journey of graphene from research to commercialization.
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
This document summarizes the activities of the Connacht Ulster Alliance (CUA) iNOTE project from 2019-2022, which is aimed at building digital teaching and learning capabilities across 8 institutions. It discusses the following key steps:
1) Conducting a digital capabilities audit and needs analysis in 2019.
2) Developing an online digital education platform and certificate program with courses in digital teaching and learning.
3) Creating an online digital resources directory and knowledge platform.
4) Delivering webinar and workshop series on digital skills that had over 5,500 registrations.
5) Establishing a network of digital champions at the institutions to support digital skills development.
E-SLP teaching staff stakeholder event 20 May 2021 by Tom Melai (OUNL)EADTU
More flexibility in the form of education, allowing students to choose where and when to study, was deemed the most desirable development in higher education after the pandemic. The document discusses microcredentials and short learning programmes in European higher education, which offer smaller certifiable learning units of 5-30 ECTS credits that focus on specific skills. Recognition, accreditation, and legal frameworks are challenges, but these programmes have potential if quality assurance is emphasized and connections are made to formal education. Uniform terminology and clear reporting of level and size are advised to support stackability and recognition.
E-SLP final policy forum by alessandro caforio and nicola paravati (uninettuno)EADTU
The document discusses three cases of collaboration on continuing professional development courses between UNINETTUNO University and other organizations. Case 1 involves designing an inclusive education master's program between UNINETTUNO and three other universities. Case 2 involves co-creating aviation workforce training programs between UNINETTUNO and industry partners. Case 3 involves modularizing existing university degree programs for a corporate partner to upskill mid-career workers.
The document describes the development of the ESTIEM Lean Six Sigma Green Belt training program from 2014-2018. It began with conversations between Jukkis and Greg in 2014 about creating an online Green Belt course for ESTIEM students. Over the following years, a small core team worked to map guidelines, create video content, test initial pilots, and expand the program. They secured funding, presented the idea across ESTIEM, and collaborated with Aalto University to host the first course. Through continuous refinement and expanding their instructor network, the program grew from training a few dozen students to over 500 graduates across 30 universities by 2018.
This document summarizes a presentation on evaluating tools and functions for rapid rollout in the VLE. It recommends prioritizing tools that align with strategic priorities and quick wins. A staged rollout plan over one academic year is proposed, with 50% of tools released by Christmas and full evaluation at the end of the year. Key roles for various groups are identified in the tool implementation process.
Coventry University has several strategic pillars focused on innovation and digital fluency. This includes exposing students to the latest learning technologies through blended and distance learning. The university has a Digital Leaders Project where students develop peer-to-peer digital competencies and receive accreditation. Staff also receive training through programs like a Postgraduate Certificate in Academic Practice to support embedding technology-enhanced learning. Various roles support digital education, including Learning Technologists, Librarians, and Digital Champions.
The document provides guidance for writing final reports for JISC-funded projects. It discusses the different audiences and requirements for final reports versus completion reports. It emphasizes including evidence of deliverables, outcomes and impact in the final report and highlights what program managers want to see, such as real-life examples of benefit realization and information on sustainability. The document also cautions against including unnecessary details and sections just for the sake of it without clear relevance.
Conferene Paper - A blended learning approach to lean six sigma green belt ed...ESTIEM
The paper: A blended learning approach to lean six sigma green belt education for European students is written by Mikko Rajala, Henri Jarrett, and Jukka-Matti Turtiainen. This paper was presented during the 61st Congress of the European Organization for Quality (EOQ) in Bled, Slovenia from 11-12 October 2017
HELCOM - on the way to nutrient load reduction Iwl Pcu
Agriculture is the main source of nitrogen input into the Baltic Sea, especially in current EU countries. While point sources of nutrients have significantly decreased, reductions in diffuse sources from agriculture have been smaller. The Helsinki Commission coordinates international cooperation for protection of the Baltic Sea through the Helsinki Convention. The Baltic Sea Regional Project can help implement measures to further reduce nutrient loads by supporting capacity building, developing tools to assess policy scenarios, and modeling changes in nutrient inputs from agriculture. Effective implementation of HELCOM regulations and EU directives is still needed to achieve nutrient reduction targets and ensure sustainability of the Baltic Sea ecosystem.
LME's and Climate: The Downward Spiral (IWC5 Presentation)Iwl Pcu
Kenneth Sherman, NOAA, NMFS,NEFSC
Presentation given during the 5th GEF Biennial International Waters Conference in Cairns, Australia during the small table dialogues discussing the effects of climate variability and change on large marine ecosystems.
With more than two or three countries Government endorsement of a SAP is difficult, if not impossible. SAP documents are often adopted at solely at the Ministry level and do not go through an inter-sectoral consultation procedure.
This document provides examples of indicators that could be used to measure outcomes of projects focused on international waters. It includes over 30 examples of specific process, stress reduction, environmental/water resources, and socioeconomic status indicators that were used to measure outcomes in various international water basins around the world. The indicators cover topics like water quality improvements, policy changes, institutional collaborations, and environmental and resource management impacts.
SWIOFP Achievements, Best Practices and ChallengesIwl Pcu
The document summarizes the South West Indian Ocean Fisheries Project (SWIOFP). The project aims to promote sustainable fisheries management in the Agulhas and Somali Large Marine Ecosystems through an ecosystem approach. Key results include developing regional fisheries databases, assessing fish stocks, and mainstreaming biodiversity into national fisheries policies. Challenges include sharing scientists across countries due to piracy risks and limited regional capacity. Lessons highlight the importance of national project coordinators and partnering with regional management bodies.
ENVIRONMENTAL PROTECTION OF THE RIO DE LA PLATA AND ITS MARITIME FRONT.pptIwl Pcu
The task of both commissions is to adopt and coordinate plans and measures aimed at protecting the aquatic environments and their fauna, promoting research.
BCLME: UNDP Portfolio Discussion: Where Do We See Ourselves in 10 Years?Iwl Pcu
Institutional Setting: Establishment of Interim Benguela Current Commission
Phased approach building up to formal BCC within 5 years
Primary area: management of transboundary fish stocks between three countries i.e. hake (Nam/RSA); pilchard (Ang/Nam), horse-mackerel (Ang/Nam), rock-lobster (Nam/RSA); Crab (Ang/Nam), bronze whaler shark (Ang/Nam): Joint surveys and scientific working groups.
Co-operative research and training (virtual institute)
Regional scientific advisory panel
Regional co-operation on setting of TAC’s for shared stocks.
Romania Agricultural Pollution Control Project PresentationIwl Pcu
The document discusses Romania's Agricultural Pollution Control Project which aims to reduce nutrient discharge into the Danube River and Black Sea by promoting environmentally-friendly agricultural practices. The project will provide grants to communes for investments like manure storage facilities, household manure bunkers, and tree planting. Communes must commit to providing land, equipment, collection services, and ensuring proper operation and maintenance of facilities. The overall goal is to improve manure management and reduce agricultural pollution in the project area.
Christian Severin, Global Environment Facility
Presentation given during the 5th GEF Biennial International Waters Conference in Cairns, Australia during the results-based management session.
The document describes the development of the ESTIEM Lean Six Sigma Green Belt training program from 2014-2018. It began with conversations between Jukkis and Greg in 2014 about creating an online Green Belt course for ESTIEM students. Over the following years, a small core team worked to map guidelines, create video content, test initial pilots, and expand the program. They secured funding, presented the idea across ESTIEM, and collaborated with Aalto University to host the first course. Through continuous refinement and expanding their instructor network, the program grew from training a few dozen students to over 500 graduates across 30 universities by 2018.
This document summarizes a presentation on evaluating tools and functions for rapid rollout in the VLE. It recommends prioritizing tools that align with strategic priorities and quick wins. A staged rollout plan over one academic year is proposed, with 50% of tools released by Christmas and full evaluation at the end of the year. Key roles for various groups are identified in the tool implementation process.
Coventry University has several strategic pillars focused on innovation and digital fluency. This includes exposing students to the latest learning technologies through blended and distance learning. The university has a Digital Leaders Project where students develop peer-to-peer digital competencies and receive accreditation. Staff also receive training through programs like a Postgraduate Certificate in Academic Practice to support embedding technology-enhanced learning. Various roles support digital education, including Learning Technologists, Librarians, and Digital Champions.
The document provides guidance for writing final reports for JISC-funded projects. It discusses the different audiences and requirements for final reports versus completion reports. It emphasizes including evidence of deliverables, outcomes and impact in the final report and highlights what program managers want to see, such as real-life examples of benefit realization and information on sustainability. The document also cautions against including unnecessary details and sections just for the sake of it without clear relevance.
Conferene Paper - A blended learning approach to lean six sigma green belt ed...ESTIEM
The paper: A blended learning approach to lean six sigma green belt education for European students is written by Mikko Rajala, Henri Jarrett, and Jukka-Matti Turtiainen. This paper was presented during the 61st Congress of the European Organization for Quality (EOQ) in Bled, Slovenia from 11-12 October 2017
HELCOM - on the way to nutrient load reduction Iwl Pcu
Agriculture is the main source of nitrogen input into the Baltic Sea, especially in current EU countries. While point sources of nutrients have significantly decreased, reductions in diffuse sources from agriculture have been smaller. The Helsinki Commission coordinates international cooperation for protection of the Baltic Sea through the Helsinki Convention. The Baltic Sea Regional Project can help implement measures to further reduce nutrient loads by supporting capacity building, developing tools to assess policy scenarios, and modeling changes in nutrient inputs from agriculture. Effective implementation of HELCOM regulations and EU directives is still needed to achieve nutrient reduction targets and ensure sustainability of the Baltic Sea ecosystem.
LME's and Climate: The Downward Spiral (IWC5 Presentation)Iwl Pcu
Kenneth Sherman, NOAA, NMFS,NEFSC
Presentation given during the 5th GEF Biennial International Waters Conference in Cairns, Australia during the small table dialogues discussing the effects of climate variability and change on large marine ecosystems.
With more than two or three countries Government endorsement of a SAP is difficult, if not impossible. SAP documents are often adopted at solely at the Ministry level and do not go through an inter-sectoral consultation procedure.
This document provides examples of indicators that could be used to measure outcomes of projects focused on international waters. It includes over 30 examples of specific process, stress reduction, environmental/water resources, and socioeconomic status indicators that were used to measure outcomes in various international water basins around the world. The indicators cover topics like water quality improvements, policy changes, institutional collaborations, and environmental and resource management impacts.
SWIOFP Achievements, Best Practices and ChallengesIwl Pcu
The document summarizes the South West Indian Ocean Fisheries Project (SWIOFP). The project aims to promote sustainable fisheries management in the Agulhas and Somali Large Marine Ecosystems through an ecosystem approach. Key results include developing regional fisheries databases, assessing fish stocks, and mainstreaming biodiversity into national fisheries policies. Challenges include sharing scientists across countries due to piracy risks and limited regional capacity. Lessons highlight the importance of national project coordinators and partnering with regional management bodies.
ENVIRONMENTAL PROTECTION OF THE RIO DE LA PLATA AND ITS MARITIME FRONT.pptIwl Pcu
The task of both commissions is to adopt and coordinate plans and measures aimed at protecting the aquatic environments and their fauna, promoting research.
BCLME: UNDP Portfolio Discussion: Where Do We See Ourselves in 10 Years?Iwl Pcu
Institutional Setting: Establishment of Interim Benguela Current Commission
Phased approach building up to formal BCC within 5 years
Primary area: management of transboundary fish stocks between three countries i.e. hake (Nam/RSA); pilchard (Ang/Nam), horse-mackerel (Ang/Nam), rock-lobster (Nam/RSA); Crab (Ang/Nam), bronze whaler shark (Ang/Nam): Joint surveys and scientific working groups.
Co-operative research and training (virtual institute)
Regional scientific advisory panel
Regional co-operation on setting of TAC’s for shared stocks.
Romania Agricultural Pollution Control Project PresentationIwl Pcu
The document discusses Romania's Agricultural Pollution Control Project which aims to reduce nutrient discharge into the Danube River and Black Sea by promoting environmentally-friendly agricultural practices. The project will provide grants to communes for investments like manure storage facilities, household manure bunkers, and tree planting. Communes must commit to providing land, equipment, collection services, and ensuring proper operation and maintenance of facilities. The overall goal is to improve manure management and reduce agricultural pollution in the project area.
Christian Severin, Global Environment Facility
Presentation given during the 5th GEF Biennial International Waters Conference in Cairns, Australia during the results-based management session.
This document summarizes a presentation on wastewater treatment and nutrient reduction given at a regional conference. It discusses the increase in tertiary wastewater treatment across Europe since the 1980s, with over 80% reductions in phosphorus and nitrogen in northwestern Europe where more than 60% of the population is connected to tertiary treatment. Southern Europe and new EU member countries have lower levels of tertiary treatment, under 50% of the population connected. The presentation also describes challenges around compliance with wastewater treatment directives and increasing sludge quantities, and provides a case study on a Hungary project that aims to reduce nutrient discharge into the Danube and Black Sea through wastewater treatment upgrades and wetland enhancement.
This document summarizes progress and outcomes of the GEF IW Projects annual monitoring from 1998 to mid-2007. It reports on numbers of people participating in structured learning activities, conferences, and who receive newsletters. Outcomes are reported as satisfactory according to a 2006 evaluation. Outputs and progress are outlined for each component of information sharing, structured learning, conferences, testing innovative approaches, and partnerships to sustain benefits. Recent partner contributions and disbursements are summarized.
This document summarizes progress and outcomes of the GEF IW Projects annual monitoring from 1998 to mid-2007. It reports on numbers of people participating in structured learning activities, conferences, and who receive newsletters. Outcomes are reported as satisfactory according to a 2006 evaluation. Outputs and progress are outlined for each component of information sharing, structured learning, conferences, testing innovative approaches, and partnerships to sustain benefits. Recent partner contributions and disbursements are summarized.
This document summarizes progress and outcomes of the GEF IW Projects annual monitoring from 1998 to mid-2007. It reports on numbers of people participating in structured learning activities, conferences, and who receive newsletters. It also provides anecdotes of catalytic impacts and outcomes of project components. Charts show UNOPS progress on outputs and disbursements. It lists co-financing partners and amounts contributed. In summary, it evaluates progress in sharing information and lessons learned between GEF projects toward the goal of improving transboundary water management.
This document summarizes progress and outcomes of the GEF IW Projects annual monitoring from 1998 to mid-2007. It reports on numbers of people participating in structured learning activities, conferences, and who receive newsletters. Outcomes are reported as satisfactory according to a 2006 evaluation. Outputs and progress are outlined for each component of information sharing, structured learning, conferences, testing innovative approaches, and partnerships to sustain benefits. Recent partner contributions and disbursements by component are also summarized.
This document provides guidance on annual monitoring and self-assessment of GEF International Waters projects. It outlines a framework for projects to submit annual scorecards reporting on results and implementation progress. It also describes two tracking tools - a coverage indicator tool and results indicator tool - that will be used to monitor results at the portfolio level for replenishment purposes. Examples of scorecard templates are provided.
The GEF IW Learning Portfolio of Projects: Combined Presentation at the IWC5Iwl Pcu
Combined presentation of the GEF International Waters Learning portfolio during the 5th GEF Biennial International Waters Conference in Cairns, Australia (during the host region project results and expectations session).
Including:
Legal and Institutional Frameworks project in Transboundary Waters Management
Presenter: Richard Paisley, University of British Columbia
Science-Based Understanding
Presenter: Dansie Andrew, United Nations University-INWEH
Nutrient Reduction Best Practices in Central/Eastern Europe
Presenter: Chuck Chaitovitz, Global Environment and Technology Foundation
Transboundary Waters Assessment Programme
Presenter: Elina Rautalahti, UN Environment Programme
ICPDR-CTI IW:LEARN Learning Exchange Program
Presenter: Phillip Weller, Executive Secretary, International Commission for the Protection of the Danube River
GEF IW:LEARN
Presenters: Sean Khan, UN Enironment Programme and Mish Hamid (CTI IW:LEARN)
The IW:LEARN4 project has 5 components aimed at strengthening knowledge management for transboundary waters management. It will support harvesting and disseminating project results, facilitate knowledge sharing between projects, expand communities of practice, promote results to non-GEF actors, and launch tools to improve portfolio performance. Key activities include improving the IW:LEARN website, project twinning, training workshops, economic valuation guidance, and online courses. The $4.9 million project will be implemented from 2014-2018 by CI, GWP, IUCN, TNC, UNEP, UNESCO, UNIDO, and WWF.
The summative evaluation report by Josélia Neves presents the final results of the project, assessing its overall evolution. It considers the totality and legacy of the project, its overall success and failures, the results of its transnational application and its final deliverables and dissemination.
Objective: To facilitate the integration, exchange and accessibility of data and information across GEF IW project sites to IW projects, their partners and stakeholders.
Objective: To facilitate the integration, exchange and accessibility of data and information across GEF IW project sites to IW projects, their partners and stakeholders.
MCE Learning and Teaching Version 2.0 Page 1 of 6 CourAbramMartino96
MCE | Learning and Teaching Version 2.0 | Page 1 of 6
Coursework Specification
1 Module Information
1.1 Module Title Procurement and Supply Chain Management
1.2 Module Code Number KB7035
1.3 Module Level and Credit Points Level 7, 20 credits
1.4 Module Leader Dr. Victor Samwinga
1.5 Coursework Title Procurement Report
1.6 Coursework Specification Author Dr. Victor Samwinga
1.7 Academic Year and Semester(s)
SEM1 2021-22
2 Coursework Submission and Feedback
2.1 Release Date of Coursework Specification to Students
17:00 BST on 1 October 2021
2.2 Mechanism Used to Disseminate Coursework Specification to Students
Assessment and Submission folder on Blackboard module
2.3 Date and Time of Submission of Coursework by Students
11:59 PM on 13 December 2021
2.4 The mechanism for Submission of Coursework by Students
Turnitin digital submission portal in Assessment and Submission folder on Blackboard module
2.5 Return Date of Unconfirmed Internally Moderated Mark(s) and Feedback to Students
11:59 PM on 31 January 2022
2.6 The mechanism for Return of Unconfirmed Internally Moderated Mark(s) and Feedback to
Students
Turnitin digital submission portal and/or My Grades on Blackboard module
MCE | Learning and Teaching Version 2.0 | Page 2 of 6
3 Assessment Details
3.1 Module Learning Outcomes (MLOs) Assessed by Coursework
1. MLO 1 - Establish a conceptual understanding of procurement and supply chain strategies within
the built environment projects.
2. MLO 2 - Implement and critically evaluate appropriate procurement processes by which
construction projects and services are acquired from internal and/or external sources.
3. MLO 3 - Identify and critically evaluate appropriate client requirements to develop respective
procurement and supply chain strategies that enable project success, business benefits and overall
sustainable operations.
4. MLO 4 - Embrace professionalism, demonstrate multi-disciplinary skills and apply expert and
specialised knowledge in the field of construction project management.
5. MLO 5 - Embrace intercultural cooperation through consciousness, responsible and professional
ethical conduct in a reflexive way.
3.2 Coursework Overview
Context Statement:
The construction sector continues to face many project delivery challenges such as time and cost
predictability. The need to identify and critically evaluate client requirements to develop appropriate
procurement processes has never been more important for project managers, clients and the industry at
large.
This assessment requires the submission of an individual piece of coursework. It requires the production
of a procurement report that engages with the knowledge base as well as the project and client-specific
characteristics.
It is to be written from the perspective of an inhouse procurement specialist who is making a theoretically-
, and evidence-, informed pro ...
This document outlines an engagement plan to increase collaboration between EGI, National Grid Initiatives (NGIs), Research Infrastructures (RIs), and other stakeholders. The plan details 11 actions over the next few months focusing on launching new services, supporting demonstrators and workshops, engaging with RIs and NGIs, and establishing regular communication channels between EGI and national liaisons. The overall goals are to turn opportunities into production use, serve researchers and innovators, and engage NGIs and other communities to ensure they are aware of and able to access relevant EGI services.
This document summarizes the agenda and key discussion points from a kickoff meeting for the Interoperable Geographic Information for Biosphere Study (IGIBS) project. The agenda included introductions and presentations on the project context from various stakeholders. Discussion focused on aligning objectives, prioritizing deliverables, and planning the project workflow, including stakeholder engagement, application development, and access control using Shibboleth authentication. The goal is to improve interoperability between public and academic sector geospatial data and services.
The document provides an update on dissemination activities for the VALS WP7 project. It describes that dissemination tools like websites and flyers have been created and dissemination activities have occurred. These include presentations at universities and industry events in Cyprus to engage academics and students. An interim dissemination report has also been prepared, and next steps include finalizing the dissemination plan and report and continuing outreach and publication efforts.
The document discusses the GEF International Waters Learning Exchange and Resource Network (IW:LEARN), which facilitates knowledge sharing and learning among GEF International Waters projects. IW:LEARN provides services like knowledge management through its online platform, targeted training, project exchanges, and support for communities of practice. It also coordinates activities like international waters conferences. The goal is to strengthen the effectiveness of GEF projects in delivering environmental results.
Improving educational program and practice within approved early childhood ed...CandKAus
This document outlines an educational project aimed at improving early childhood programs and practices through reflective practice. It provides an overview of the project goals and components, which included developing online training videos, delivering professional development sessions, and evaluating the project's effectiveness. The evaluation found that participants gained knowledge around reflective practice and critical theories, and reported changes to their understanding and practices as a result. Recommendations focused on continuing to build skills in reflection across organizational levels to support an ongoing culture of learning.
The document provides an agenda and overview for a masterclass training on the IPA Project Routemap methodology. The training aims to help participants understand how Routemap can be applied to identify capability needs for complex infrastructure projects. It discusses the Routemap modules, case studies of international applications, and the multi-step process for conducting a Routemap assessment. The document also outlines the roles involved and how Routemap fits within the overall project lifecycle and setup tools.
Work Package 8 aims to strengthen the network facilitating the Water, Climate and Development Program and ensure its long-term sustainability through three main objectives: 1) Capacitating the network to effectively deliver programs; 2) Monitoring, learning and improving implementation; and 3) Enhancing fundraising for water security and climate resilience programs. Key activities include fundraising, monitoring and evaluation, financial management, stakeholder engagement, and strengthening governance. Progress will be measured by indicators such as the amount of locally raised funding leveraged and implementation of a results framework and monitoring & evaluation system across the network.
Pecha Kucha format presentation about innovative tools being developed by the GEF-UNEP Flood and Drought Management Tools project, by Raul Glotzbach in the 8th GEF Biennial International Waters Conference.
Pecha Kucha format presentation about innovative solutions being deployed by the Caribbean Wastewater Project (Revolving Fund) GEF-IADB/UNEP, by Alfredo Coelloin the 8th GEF Biennial International Waters Conference.
Large Marine Ecosystems: Megaregional Best Practices for LME Assessment and M...Iwl Pcu
This document provides an overview of large marine ecosystems (LMEs) and efforts to implement ecosystem-based management (EBM) of LMEs. It notes that LMEs produce 80% of global fisheries catches and contribute $12.6 trillion annually to the global economy. The document outlines the five module assessment approach used for LMEs, including productivity, fish/fisheries, pollution, socioeconomics, and governance. It discusses how the Global Environment Facility has provided $6.01 billion since 1994 to support EBM planning and implementation projects in 22 LMEs. The LME approach is now the cornerstone of the GEF's ocean management strategy.
Slides used during the science to communication workshop in the 8th GEF Biennial International Waters Conference, to explain how to understand and communicate with an audience better when presenting.
Presentation by Chris O'Brien, of the Food and Agricultural Organization of the United Nations (Bay of Bengal LME project) during the science to communication workshop in the 8th GEF Biennial International Waters Conference. The presentations focuses on how to create effective powerpoint slides.
How to communicate science effectively (IWC8 Presentation)Iwl Pcu
Presentation by Professor Sevvandi Jajakody, of the Wayamba University(Bay of Bengal LME project) during the science to communication workshop in the 8th GEF Biennial International Waters Conference.
Presentation by Chris O'Brien, of the Food and Agricultural Organization of the United Nations (Bay of Bengal LME project) during the science to communication workshop in the 8th GEF Biennial International Waters Conference.
Presentation by Peter Whalley, International Nitrogen Management System GEF- UNEP project providing an introduction to the nitrogen roundtable at the 8th GEF Biennial International Waters conference
Presentation by Hugh Walton of the GEF-UNDP Pacific Fisheries project 4746 at the 8th GEF Biennial International Waters Conference.
GEF Pillar 1.2 Promoting Transformational Change in Major Global Industries
Hugh Walton – Pacific Islands Forum Fisheries Agency
PRESENTATION OVERVIEW
Background - The FFA region
GEF OFMP – 2001 – 2004 & 2005 – 2011
Evaluation in the context of transformational change
OFMP 2 – 2015 – 2019 – Setting the stage for institutional change
TDA/SAP Methodology Training Course Module 2 Section 1Iwl Pcu
This document discusses the development of a Transboundary Diagnostic Analysis (TDA). It outlines the steps to develop the TDA, including defining system boundaries, collecting and analyzing data, identifying and prioritizing transboundary problems, determining the impacts of priority problems, analyzing causes of problems, and developing thematic reports. It also discusses that the TDA provides factual basis for the strategic planning component and should involve engagement with stakeholders throughout the process. Finally, it notes that the TDA development team should be representative of participating countries and stakeholders.
TDA/SAP Methodology Training Course Module 2 Section 10Iwl Pcu
This document provides information about governance analysis as part of the TDA/SAP process. It defines governance as the process of decision-making and implementation. Governance analysis examines the key aspects of political, economic, and civil society processes. It focuses on the dynamics of these relationships. There is no agreed approach, and the type of analysis will depend on the cultural, political, and social structures of the countries involved. The governance analysis should consider the decision-making, institutional, policy, and civil society arrangements that influence economic and political decisions affecting the issues being analyzed. The document provides advice to go beyond formal structures and understand informal dynamics and relationships.
TDA/SAP Methodology Training Course Module 2 Section 10Iwl Pcu
This document provides information about governance analysis as part of the TDA/SAP process. It defines governance as the process of decision-making and implementation. Governance analysis examines the key aspects of political, economic, and civil society processes. It focuses on the dynamics of these relationships. There is no agreed approach, and the type of analysis will depend on the cultural, political, and social structures of the countries involved. The governance analysis should consider decision-making processes, institutional structures, policy frameworks, economic arrangements, and civil society arrangements. Advice is given to use existing assessments, go beyond formal structures, attend coordination meetings, and interview long-time staff to understand informal dynamics.
TDA/SAP Methodology Training Course Module 2 Section 9Iwl Pcu
This document provides guidance on drafting a Transboundary Diagnostic Analysis (TDA). It discusses integrating various parts of the TDA, such as thematic reports, studies, and stakeholder analyses. It recommends that a TDA should be concise and easy to understand, with an executive summary, main text, supporting data/figures, maps, a content list, and acknowledgements. Technical reports can be annexed. The TDA size typically ranges from 80-150 pages. Preliminary recommendations for the Strategic Action Program can be included. The TDA should be reviewed by stakeholders and adopted by the steering committee, though government acceptance is also often required.
TDA/SAP Methodology Training Course Module 2 Section 5Iwl Pcu
1) This training module covers developing the Transboundary Diagnostic Analysis (TDA), which involves determining the environmental and socio-economic impacts of priority transboundary problems.
2) Environmental impacts are effects on ecosystem integrity, while socio-economic impacts are changes in human welfare from environmental problems.
3) A two-step process is used to determine impacts: 1) Identifying impacts of each problem through a workshop, and 2) Qualitatively or quantitatively describing key impacts through available data and information.
TDA/SAP Methodology Training Course Module 2 Section 5Iwl Pcu
1) This training module covers developing the Transboundary Diagnostic Analysis (TDA), which involves determining the environmental and socio-economic impacts of priority transboundary problems.
2) Environmental impacts are effects on ecosystem integrity, while socio-economic impacts are changes in human welfare from environmental impacts or problems.
3) A process for determining impacts involves identifying them for each problem, and qualitatively or quantitatively describing key impacts.
TDA/SAP Methodology Training Course Module 2 Section 5Iwl Pcu
1) This training module covers developing the Transboundary Diagnostic Analysis (TDA), which involves determining the environmental and socio-economic impacts of priority transboundary problems.
2) Environmental impacts are effects on ecosystem integrity, while socio-economic impacts are changes in human welfare from environmental impacts or problems.
3) A two-step process is outlined for determining impacts: 1) Identifying impacts of each problem through a workshop, and 2) Qualitatively or quantitatively describing key impacts through available data and information.
TDA/SAP Methodology Training Course Module 2 Section 7Iwl Pcu
This document provides guidance on developing thematic reports for a Transboundary Diagnostic Analysis (TDA). Thematic reports are the main source of supporting information for the TDA and are drafted by national experts. The document outlines a two-step process for developing the reports: 1) key areas and national experts are identified based on prioritized transboundary problems, and 2) reports are drafted and reviewed by the TDA development team. Examples of thematic reports from previous TDAs are provided. Advice is given to allow sufficient time for reports, ensure appropriate expertise, and develop clear terms of reference.
TDA/SAP Methodology Training Course Module 2 Section 5Iwl Pcu
1) This training module covers developing the Transboundary Diagnostic Analysis (TDA), which involves determining the environmental and socio-economic impacts of priority transboundary problems.
2) Environmental impacts are effects on ecosystem integrity, while socio-economic impacts are changes in human welfare from environmental problems.
3) A two-step process is outlined for determining impacts: 1) Identifying impacts of each problem through a workshop, and 2) Qualitatively or quantitatively describing key impacts through available data and information.
TDA/SAP Methodology Training Course Module 2 Section 6Iwl Pcu
This document provides an overview of causal chain analysis (CCA) as part of the Transboundary Diagnostic Analysis (TDA) process. It defines CCA as examining the linear cause and effect relationships between the causes of a problem and its impacts. The key components of a causal chain are described as the immediate, underlying, and root causes. A stepwise process for developing causal chains is outlined, including identifying the chain components and further developing the chains with data. Examples of completed causal chains for different regions are also presented.
TDA/SAP Methodology Training Course Module 2 Section 5Iwl Pcu
1) This training module covers developing the Transboundary Diagnostic Analysis (TDA), which involves determining the environmental and socio-economic impacts of priority transboundary problems.
2) Environmental impacts are effects on ecosystem integrity, while socio-economic impacts are changes in human welfare from environmental problems.
3) A two-step process is outlined for determining impacts: 1) Identifying impacts of each problem through a workshop, and 2) Qualitatively or quantitatively describing key impacts through available data and information.
2. GEF-4 Strategic Objectives for IWGEF-4 Strategic Objectives for IW
• IW-2: Expand foundational capacity building to a limited
number of new transboundary waters through integrated
approaches and undertake targeted learning
Percentage Resources: 20%
Outcomes/Results: ministerially agreed strategic action
programs reforms/investments; inter-ministry
committees; capacity developed
3. Annual
Monitoring of
GEF IW Projects Technical Support and Structured Learning Projects
Thematic or global projects to help share experiences, promote participation,
increase awareness, catalyze actions and partnerships – OP 10 / SO IW-2
Catalytic Impact Indicators
Number of hits at project website
Number of downloads from project
website
Effectiveness of structured learning -
exchange activities as it emerges from
evaluation questionnaires filled by
participants (0-3)
Effectiveness of IWC (IW Portfolio
Conference) and face to face meetings held,
as it emerges from evaluation
questionnaires (0-3)
Partnerships solidified or new ones/ new
activities & cofinancing (0-3)
Outcome of international events reflect
GEF experience and approaches(0-3)
4. •In order to utilize the framework as a tracking tool for
Replenishment results/targets, an Annual Scorecard for each
project will submitted. Part A: annual results (last 12 months) and
Part B: cumulative results (since beginning of project).
•For all projects, agencies would also annually report on
implementation progress (% of scheduled disbursement;
delivery of outputs in line with original schedule; co-financing
on schedule) to contribute to a portfolio characterization.
•Two tracking tools will be maintained for results reporting for
Replenishment purposes by the IW Task Force: a Coverage
Indicator Tracking Tool, and a Results Indicator Tracking Tool
(with annual and cumulative tables – see attached example).
5. IW:LEARN’s Coverage
• #Z1# “waterbody” projects established Web sites using
IW:LEARN tools, #Z2# now connected with iwlearn.net via IW-IMS
• #X# unique visits from #Y# countries to iwlearn.net.
• #X# helpdesk requests fielded from #Y# countries & #Z# projects.
• #X# people from #Y# GEF-beneficiary countries across #Z# GEF
IW projects participated in Structured Learning activities, including
#A# women and #B# men.
• #X# national representatives from #Y# GEF-beneficiary countries
across #Z# GEF IW projects participated in GEF IW Conferences,
including #A# women and #B# men.
• #X# people across #Y# countries & #Z# projects receive GEF IW
Bridges newsletter; signed G&W exhibit guestbook; etc.…
UNDER CONSTRUCTION
6. GEF IW Scorecard Template--Annual Report ofGEF IW Scorecard Template--Annual Report of
Results to Contribute to the Tracking ToolsResults to Contribute to the Tracking Tools
Part A: Annual Results Report
quantitative; or 0-1 / 0-3 rating
I. Process Indicators:
______: _____; ______;
II. Stress Reduction Indicators:
______; ______; ______;
III. Catalytic Impact Indicators:
______; _____: ______:
IV. Implementation progress:
outputs; % disbursement; co-fin.
Part B: Cumulative Results Report
Roll ups of progress toward the
different types of indicators listed in
Part A / logframe on a cumulative
basis for the life of the project.
I. _____; ______; ______;
II. _____; ______; _____;
III. _____; ______; _____;
IV. _____; ______; _____;
Subcommittee formed to develop the
Template for the Scorecard
8. III. IW:LEARN Outcomes
(Catalytic Impacts)
Across 5 Project Components:
A. Information Sharing: >75% projects use IW-IMS and >50% of users
obtain needed info by 2008.
B. Structured Learning: 30+ projects apply lessons from IW:LEARN
structured learning to improve TWM in the basins by 2008.
C. IW Conferences: Representatives from all GEF IW projects participate in
2 portfolio-wide review, replication and partnership events.
D. Testing Innovative Approaches: GEF IW projects and partners benefit
from a set of demonstration activities integrating TWM information sharing
and structured learning.
E. Partnerships to Sustain Benefits: TWM structured learning and
information sharing institutionalized.
IN PROGRESS
9. III. Other “Catalytic Impacts”
2005 Anecdotes
– 50 useful, measurable actions planned by St. Petersburg workshop participants
– UNECE Water Convention contributes to Petersberg/Athens Process to improve
IWRM
– IWC3 participants felt learning would improve their projects' design,
implementation, communications, inter-project linkages and integration.
– Gender, Water and Climate exhibit deployed (via co-finance)
– Jobs@iwlearn.net helping to link projects with professional personnel
2006 Anecdotes
– IW Communications Manual drafted by and for GEF IW projects
– 21 Newport workshop participants provide recommendations to 10 LMEs to
improve governance and socioeconomics.
– ELI obtained external finance to deliver P2 for water mgmt. training in LAC and
WWF4 session on P2 in IW mgmt.
– LME governance workshop participants carry over XXXX recommendations back
to their home projects.
– G&WA partners foster and sustain Gender & Water exhibit tour in LAC region
10. IV(a) IW:LEARN Outputs
(Progress by Component)
• Based on Project Timeline in IW:LEARN Project Document
• Need for each PAL and partners to provide quarterly updates
regarding progress relative to these indicators.
• Accomplished (in full) by end of target year
• Partially accomplished by end of target year
• Not accomplished by end of target year
11. Year 1 Year 2 Year 3 Year 4
A. Information Sharing: >75% projects use IW-IMS and >50% of users obtain
needed info by 2008.
A1. IW
Info. Mgmt. System
(IW-IMS)
IW-IMS protocols
established, prototype in
place; 1 new module (Africa)
IW-IMS populated; Helpdesk
operational,
proactive & responsive;
1 new module (aquifers)
Helpdesk responds
to 24 requests/yr; 1
new module (TBD)
Helpdesk fielding
48+ requests/yr;
1 new module
(TBD)
A2. ICT Technical
Assistance
1 ICT Training Workshop;
25% of projects’ Websites
linked to IW-IMS
50% of projects’ Websites
linked to IW-IMS
1 ICT Workshop;
75% of projects’
Websites linked to
IW-IMS
95% of projects’
Websites linked to
IW-IMS
12. Year 1 Year 2 Year 3 Year 4
B. Structured Learning: 30+ projects apply lessons from IW:LEARN
structured learning to improve TWM in the basins by 2008.
B1. Regional Multi-
Project Exchanges
At least 1 regional exchange
launched (Europe)
At least 2 regional
exchanges launched
(Caribbean)
At least 3 regional
exchanges launched
(Africa); Present
regional exchange
findings at IWC4
Learning products on
IW-IMS
B2. Learning for
Portfolio Subsets
Freshwater &/or LMEs
exchanges launched
Freshwater & LME
exchanges both launched
(or continuing)
Coral reef exchange
launched; other
exchanges present
findings at IWC4
Learning products on
IW-IMS
B3. Inter-Project
Exchange Missions
1-4 multi-week
inter-project exchanges
1-4 multi-week
inter-project exchanges
1-4 multi-week
inter-project
exchanges
1-4 multi-week
inter-project
exchanges
B4. Public
Participation
Training
Training materials developed 1st
workshop; training
materials revised
2nd
workshop;
training materials
augmented
3rd
workshop;
training materials on
IW-IMS
13. Year 1 Year 2 Year 3 Year 4
C. IW Conferences: Representatives from all GEF IW projects participate
in 2 portfolio-wide review, replication and partnership events.
C1. IWC3 (Rio de
Janeiro, Brazil)
IWC3 held; IW portfolio
recommendations to CSD
Proceedings disseminated
via IW-IMS
C2. IWC4 (Cape
Town, South Africa)
IWC4 host, location and co-
finance secured; agenda set
IWC4 held Proceedings
disseminated
via IW-IMS
14. Year 1 Year 2 Year 3 Year 4
D. Testing Innovative Approaches: GEF IW projects and partners benefit from a set of
demonstration activities integrating TWM information sharing and structured learning.
D1. S.E. Asia
Regional Learning
Center
(SEA-RLC)
SEA-RLC established to
address projects TWM
needs; Web site launched
and linked to IW-IMS
Regional GEF IW GIS on-
line, connected to IW-IMS
Roster of >100
experts addresses
projects’ needs; 3
GIS DSS modules
featured
>1000 IW resources
added to IW-IMS;
SEA IW project
applying GIS
modules
D2. Southeastern
Europe/Mediterrane
an
3 roundtables for senior
officials and experts;
regional TWM information
exchange network launched
via Internet
3 roundtables for senior
officials and experts;
network sustained via
regional partners
Network and learning products accessible via
IW-IMS
D3. CSD/GEF
Roundtable with
CSD
Global roundtable, in follow-
up to CSD-12 (and leading
up to CSD-13)
Learning products accessible via IW-IMS
15. Year 1 Year 2 Year 3 Year 4
E. Partnerships to Sustain Benefits: TWM structured learning and
information sharing institutionalized.
E1. Partnerships
and Strategic Plan
Initial sustainability plan
finalized and approved by
IW:LEARN SC; role for
partners in sustainability
plan finalized, approved
Partners recruited and
aligned to sustain
IW:LEARN benefits for all
activities per plan.
Sustainability plan
revised per mid-term
review
Sustainability plan
realized through
partners strategic
plans.
E2. IW
Contributions to
Global TWM
2-3 projects receive cost
share to participate each of
in 2 GEF IW side events; 1-2
outreach &/or learning
products disseminated,
including LME video (co-
produced by IW:LEARN)
2-3 projects receive cost
share to participate in each
of 2 GEF IW side events; 1-
2 outreach &/or learning
products disseminated,
including Gender and Water
exhibit
2-3 projects receive
cost share to
participate in 1-2
GEF IW side
events; 1-2 outreach
&/or learning
products
disseminated
2-3 projects receive
cost share to
participate in each of
2 GEF IW side
events; 1-2 outreach
&/or learning
products
disseminated
16. IV(b) IW:LEARN Disbursement
• Based on annual budgets, contracts and periodic invoicing
• Need for each PAL to invoice according to contractual schedules or
else negotiate with PCU for contractual modifications to
accommodate shifting delivery dates.
• Need for UNEP to provide disbursement data for its activities
17. % Disbursement, by IA
0
200000
400000
600000
800000
1000000
1200000
1400000
1600000
2004 2005 2006
est.
2007
est.
2008
est.
UNEP (2004 only)
UNDP
18. IV(c) IW:LEARN Co-Finance
• Based on co-finance commitments in IW:LEARN Project Document
• Need for each PAL and partner with commitment to provide annual
co-finance estimates (distinguishing cash and in-kind)
• Need to track unanticipated co-finance (cash &/or in-kind) as
provided
19. Name of Co-
financier (source)
Classification Type Amount
(US$)
Status*
IBRD-WBI Multi-Laterals Cash 100,000
IBRD-WBI Multi-Laterals In-Kind 410,000
UNDP Cap-Net UN Agency In-Kind 1,400,000
UNEP-DEWA**
UN Agency In-Kind
and/or
Cash
1,207,400
UNDP-EEG UN Agency In-Kind 230,000
USA-NOAA Government In-Kind 200,000
ELI NGO In-Kind 300,000
IUCN-WANI NGO In-Kind $350,000
IUCN-GMP NGO In-Kind $300,000
GWP NGO In-Kind $100,000
GWP NGO In-Kind $90,000
Co-finance1
COMINGSOON!
20. Co-finance2
Name of Co-
financier (source)
Classification Type Amount
(US$)
Status*
GETF NGO Cash &
In-Kind
$355,000
SEA-START RC
Chulalongkorn U.**
NGO In-Kind 290,400
UNECE UN Agency In-Kind 225,000
UNESCO-IHP
ISARM/IGRAC
UN Agency In-Kind 30,000
Germany-MoE Government In-Kind
150,000
Greece-MoFA Government In-Kind
150,000
GWP-Med NGO In-Kind 20,000
LakeNET NGO In-Kind 48,000
EcoAfrica NGO In-Kind 170,000
THISPARTTOO!
21. Take Home Message
• IW:LEARN revving up for new M&E framework;
Self-assessment ETA: Spring SC meeting (2006)
• IW:LEARN needs PALs and other partners to help
collate data to support indicators tracking IW:LEARN’s:
– Coverage
• By activity; across projects, geography, gender
– Results
• Catalytic Impacts (annually)
• Progress (quarterly)
• Disbursement (quarterly)
• Co-finance (annually)
Thank you for your ongoing help!
Editor's Notes
Integrates real values from UNDP-IW:LEARN with ProDoc estimates for UNEP-IW:LEARN