Capacity building needs assessment by Green Growth Program

Capacity Building Needs Assessment: Final Report June 2014

GoI-GGGI Green Growth Program

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Table of Contents 1

BACKGROUND .................................................................................................................................. 6

THE CBNA PROCESS AND METHODOLOGY ...................................................................................... 8

2.1

STEP 1 - PRE-IDENTIFICATION OF CHANNEL AND LEARNING POPULATION .......................................... 8

2.2

STEP 2 - CHAMPION IDENTIFICATION .......................................................................................... 9

2.3

STEP 3 – DATA COLLECTION AND DATA ASSESSMENT .................................................................... 9

GENERAL FINDINGS........................................................................................................................ 11 3.1

PRE-IDENTIFICATION OF CHANNEL AND LEARNING POPULATION ..................................................... 11

3.2

CHAMPION IDENTIFICATION .................................................................................................... 12 3.2.1

National Level Champion Identification .............................................................. 12

3.2.2

Provincial Level Champion Identification (East Kalimantan) ............................... 12

3.2.3 District Level Champion Identification (Murung Raya District, Central Kalimantan) ....................................................................................................................... 12 3.3

DATA COLLECTION AND DATA ASSESSMENT ............................................................................... 13 3.3.1

National Level Data Collection and Data Assessment ......................................... 13

3.3.2

Provincial Level Data Collection and Data Assessment (East Kalimantan) .......... 13

3.3.3 District Level Data Collection and Data Assessment (Murung Raya District, Central Kalimantan) .......................................................................................................... 15 3.4

KEY FINDINGS ....................................................................................................................... 15 3.4.1

National Level Key Findings ................................................................................. 15

3.4.2

Provincial Level Key Findings (East Kalimantan) .................................................. 17

3.4.3

District Level Key Findings (Murung Raya District, Central Kalimantan) ............. 18

RECOMMENDATIONS .................................................................................................................... 21 4.1

NATIONAL LEVEL RECOMMENDATIONS ..................................................................................... 21

4.2

PROVINCIAL LEVEL RECOMMENDATIONS (EAST KALIMANTAN) ...................................................... 22

4.3

DISTRICT LEVEL RECOMMENDATIONS (MURUNG RAYA DISTRICT, CENTRAL KALIMANTAN) ................ 24

CONCLUSION.................................................................................................................................. 26

ANNEXES ..................................................................................................................................................... 27 ANNEX 1: CBNA QUESTIONNAIRE FOR EAST KALIMANTAN ....................................................................... 28 ANNEX 2: INTERVIEW NOTES IN EAST KALIMANTAN ................................................................................. 30 ANNEX 3: CBNA QUESTIONNAIRE FOR MURUNG RAYA DISTRICT.............................................................. 32 ANNEX 4 RESPONSES OF CBNA QUESTIONNAIRE FOR MURUNG RAYA DISTRICT...................................... 37

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Abbreviations and Acronyms Bandiklat

Badan Pendidikan dan Pelatihan Education and Training Agency

Bappeda

Badan Perencanaan Pembangunan Daerah Regional Development Planning Agency

Bappenas

Badan Perencanaan Pembangunan Nasional National Development Planning Agency

Capacity Building

CBA

Cost-Benefit Analysis

CBNA

Capacity Building Needs Assessment

eCBA

Extended Cost Benefit Analysis

East Kalimantan

GGGI

Global Green Growth Institute

GGAP

Green Growth Assessment Process

GGF

Green Growth Framework

GGT

Green Growth Tools

KLHS

Kajian Lingkungan Hidup Strategis Strategic Environmental Impact Assessments

LAN

Lembaga Aparatur Negara State Apparatus Agency

MoE

Ministry of the Environment

NGO

Non-Governmental Organization

PANRB

Kementrian Pendayagunaan Aparatur Negara dan Reformasi Birokrasi Ministry of Public Administration and Bureaucracy Reform

PES

Payment for Environmental Services

Pusbindiklatren

Pusat Pembinaan Pendidikan dan Pelatihan Perencana Center of Superivision, Education and Training for Development Planner

Pusdiklat

Pusat Pendidikan dan Pelatihan Training and Education Center

PwC

PricewaterhouseCoopers

PwC Alliance

or We: An alliance comprises PwC Indonesia Advisory, PwC UK LLP, Daemeter Consulting, Forest Carbon, GreenworksAsia, Wacana Mulia, and Darwina Widjajanti, provides consultancy services to GGGI to Page 3 of 41

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support its Indonesia country program 2013 â&#x20AC;&#x201C; 2014 RAD GRK

Rencana Aksi Daerah Penurunan Emisi Gas Rumah Kaca Provincial Greenhouse Gas Emissions Reductions Action Plan

REDD/REDD+

Reducing Emissions from Deforestation and Forest Degradation

Renstra KPH

Strategi Provinsi Kesatuan Pengelolaan Hutan Provincial Strategy for Landscape Forest Management Units

RPJMD

Rencana Pembangunan Jangka Menengah Daerah Regional Mid-term Development Plan

RPJMN

Rencana Pembangunan Jangka Menengah Mid-term Development Plan

SKPD

Satuan Kerja Perangkat Daerah Regional Work Force

SME

Small and Medium Enterprises

Strada REDD+

Strategi Daerah untuk REDD+ Regional Strategic Plan for REDD+

WWF

World Wide Fund for Nature

PwC Alliance

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Disclaimers:

In line with our contract dated 18 March 2013, PT PricewaterhouseCoopers Indonesia Advisory (“PwC”, “we”) have now completed Output 3-8. Capacity Building Needs Assessment in East Kalimantan and Output 3-13 Capacity Building Needs Assessment in Central Kalimantan and Related Agencies. Our final draft report on Output 3-8. Capacity Building Needs Assessment in East Kalimantan and Output 3-13 Capacity Building Needs Assessment in Central Kalimantan and Related Agencies is provided hereafter. For the purposes of preparing this final draft report, reliance has been placed on the representations, information and instructions provided to us. We have not sought to verify the accuracy or completeness of the information made available to us. As noted in our contract, the final draft report is now yours to take forward. However, the final draft report has been prepared subject to the provisions and qualifications stated within our contract with you. PwC, its partners, its agents and servants specifically deny any liability whatsoever to any other party who may use or reply on the whole, or any part, of this final draft report, or to the parties to whom it is addressed for the use, whether in whole or in part, for any purpose than that herein set out. This final draft report should not be used for any other purpose without PwC's prior written consent. We do not accept any duty of care (whether in contract, tort (including negligence) or otherwise) to any person other than you, and will not be responsible for any loss suffered by any third party who relies upon this final draft report. This final draft report is prepared based on information made available to us up to the date of this final draft report, and we reserve the right to amend our findings, if necessary, based on factual information that comes to our attention after that date.

© 2014 PT PricewaterhouseCoopers Indonesia Advisory. All rights reserved. PwC refers to the Indonesia member firm, and may sometimes refer to the PwC network. Each member firm is a separate legal entity. Please see www.pwc.com/structure for further details.

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1 Background This is the internal report on Capacity Building Needs Assessment (CBNA) for Global Green Growth Institute (GGGI) prepared by the PwC Alliance in support of the Government of Indonesia (GoI) Global Green Growth Institute (GGGI) Green Growth Program Phase 1 (2013-2014). This report presents the CBNA activity at three geographical target groups i.e. national level, provincial level (represented by East Kalimantan) and district level (represented by Murung Raya district in Central Kalimantan) and covers the CBNA process, findings and next steps. The overall vision of the GGGI Indonesia Program is to support Indonesia to transition towards a Green Growth development paradigm. The Program has three core objectives, which are being pursued through three parallel tracks that have been designed to provide an integrated and holistic approach to Green Growth planning. These three components are: 1) greening the planning process; 2) Reducing Emissions from Deforestation and Forest Degradation (REDD+) for green growth; and 3) regional engagement, achieved by prioritizing and implementing Green Growth at national and sub-national levels.

Figure 1 Indonesia Program Objectives At the heart of achieving the three objectives is GGGI’s modus operandi of working alongside and being embedded in the GoIand its key organisations relevant to green growth planning. This method of working facilitates continual stakeholder engagement and capacity-building (CB). CB as an element of communication strategy is a fundamental part of the mission because together with stakeholder engagement they help to deliver a successful program with sustainable outcomes. PwC Alliance’s strategy has been to support and enhance this way of working. The CBNA process is a tool used in CB programs with the objective to understand the current capacity of government officials as an input to designing and executing CB. In doing so, we can channel GGGI’s limited resources to the right target audiences. We conducted the CBNA process according to the objectives of a communication strategy based on three stages concerning raising awareness, shifting attitudes, and modifying behaviors of stakeholders. The three stages determine Page 6 of 41

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the different levels of CB for different target groups, in which the CB is designed with the intention that raising awareness and shifting attitudes be the focus of the communication’s near term strategy, and then followed by focusing on creating behavioural change within stakeholders towards the Program’s outcome. This is due to the need to raise the stakeholder awareness and shifting attitude to a certain level before behavioural change can be achieved. The CB program can be designed as a communication tool to achieve communications objectives1.

For further details of communications objectives, please refer to stand alone report of “GoI-GGGI Green Growth Program: Phase 1 – Communications Strategy”

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2 The CBNA Process and Methodology In conducting the CBNA, the PwC Alliance developed a be spoke methodological approach. The first step was to conduct a pre-identification of the appropriate channels to reach the targeted learning population. Channel is described as an individual, division/department within the targeted learning population which can provide access to the learning group. Example: A train the trainer NGO is a channel to a learning group. Teachers are channel to education. Learning population is defined as groups of individuals who will receive training on a specific subject. Example: Managers are a learning population of a leadership course in an organisation

Based on the identified channel and learning population we identify the champion based on specific pre-defined criteria. Once the champions are identified we can start to collect data from targeted institutions and conduct data assessment. Lastly, we describe the findings from the assessment and provide recommendations on how to proceed with the CB afterwards. Below is the conceptual diagram setting out the key steps of our methodology:

Figure 2 CBNA Process and Methodology

2.1

Step 1 - Pre-identification of channel and learning population

As we described briefly in the first chapter, there are three stages to the objectives of a communication strategy, namely to raising awareness, shifting attitude, and modifying behaviour of stakeholders. With these three stages in mind, we sought to identify the targeted learning population for CB and the channel through which we can reach the targeted learning population. We started by mapping the potential learning population and identified the groups outlined in Figure 2.

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Although we recognize the importance of outreaching all the groups outlined in Figure 2, in this CBNA we focused our target on civil servants. Within this group, we analysed the various government counterparts that can serve as channels to the targeted learning population.

Figure 2 Targeted Learning Population

2.2

Step 2 - Champion Identification

Once the channel and target population for CBNA are determined, it is possible to identify the champion for each “geographical group”, referring to the national level, provincial level (represented by East Kalimantan) and district level (represented by Murung Raya district in Central Kalimantan). Champion is described as an individual who has knowledge on the competency of a learning population and can provide valuable inputs during the CBNA process to assess the capacity of learning population and to make strategic decisions and implement Green Growth development in relation to their works.

The champions are selected to drive CBNA in their respective institutions. To identify the champions within each geographical group we used the following criteria:  Holds a key position within the national or provincial governments, and in particular is involved in national and provincial development planning  Has experience of working with external institutions such as donor agencies, non-governmental organizations (NGOs) and academic institutions  Has a strong interest in GGGI’s mission and programs in Indonesia, recognizes the importance of the values of Green Growth Framework (GGF) and Green Growth Tools (GGT) for development planning in Indonesia , and is willing to support GGGI's partnership with the national and provincial governments  Will make a positive contribution by allocating their time, thought and energy to the preparation process during meetings, workshops, discussions, and focus-group sessions with GGGI, and will provide meaningful contributions and feedback  Will take the lead in supporting the partnership between GGGI and the national and provincial government.

2.3

Step 3 – Data Collection and Data Assessment

Once the champions are identified for each geographical group, we conducted data collection and assessment. In doing so we followed a number of methods that included interview, visioning Page 9 of 41

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workshop, desktop study and questionnaire distribution among the targeted audiences. Due to the timeframe, resource availability from PwC Alliance and GGGI, and the maturity of relationship between GGGI and the learning population, different methods of data collection had been used for each targeted geographical group. Therefore, the resulting level of details of the data assessment and the degree of confidence behind the recommendations are expected to vary for each geographical group. However, the end results are comparable as demonstrated in Chapters 3 and 4.

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3 General Findings This chapter describes general findings throughout the CBNA process that apply to all geographical groups.

3.1

Pre-identification of channel and learning population

In this CBNA we focused our national channels on three institutions: LAN; Bappenas' Centre for Planners’ Development, Education and Training (Pusat Pembinaan, Pendidikan, dan Pelatihan Perencana Pembangunan Bappenas or Pusbindiklatren); and Ministry of Environment’s Training and Education Centre (Pusat Pendidikan dan Pelatihan or Pusdiklat). For East Kalimantan, we focused our channel on the Education and Training Agency (Badan Pendidikan dan Pelatihan or Bandiklat) of East Kalimantan Regional Development Planning Agency (Badan Perencanaan Pembangunan Daerah or Bappeda), and for Murung Raya district in Central Kalimantan we chose the regional government office. Furthermore, within each of these channels we identified the key learning population relevant to the three stages of communication strategy. The amount of time and budget required will increase with respect to the level of ambition i.e. the objective of “raise awareness” requires more compared to the objectives of “shift attitude” and “modify behaviour”. Figure 3 describes an example of mapping the three levels of objectives, their respective channels, learning population, and training example. The horizontal axis reflect the type of learning population for each level of objective, in which raising awareness is targeted at the largest number of people, changing attitude is mainly targeted at the leadership levels of the respective institutions, and changing behaviour is targeted at functional units who provide technical work in the respective institutions.

Figure 3 Mapping of the Levels of Objectives, Channel, Targeted Learning Population, and Training Example

For CBNA on the awareness stage we recommend LAN as the channel to reach all civil servants (including the new recruits). As the institution responsible for the curriculum of the government’s civil servants, LAN holds a key position to enhance their awareness of the Green Growth development paradigm. For the attitude stage, at national level we recommend Pusbindiklatren Bappenas and Pusdiklat MoE as the channel to reach the functional units in Bappenas and MoE, whereas at the provincial level we suggest Bandiklat Bappeda East Kalimantan and Bappeda Central Page 11 of 41

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Kalimantan to reach the Bappeda functional units of province and district. The same channels on the attitude stage together with the functional units could take this role at the behaviour stage.

3.2 3.2.1

Champion Identification National Level Champion Identification

The CBNA at national level involved three primary government institutions, i.e. LAN, Bappenas and MoE, all of which are based in the capital city of Jakarta. Champions were identified by considering the criteria mentioned above. Endah Murniningtyas (Deputy of Natural Resources and Environment) and Monty Girianna (Director of Energy Resources, Mineral and Mining) as the persons in charge of the GoI – GGGI Green Growth Program in Bappenas, Heru Waluyo as the Head of the Education and Training Centre (Pusdiklat) in MoE, and Agus Widyanto as the head of LAN, are the identified champions. They were supportive during the CBNA process and could later identify the target learning group for a future CB program.

3.2.2

Provincial Level Champion Identification (East Kalimantan)

As GGGI's CB program is intended to support the East Kalimantan government's policy planning process, it is essential that Bappeda be involved in the CBNA process. To this end, the CBNA involved obtaining the advice and knowledge of a champion, Ujang Rachmad, a Bappeda staff member who has a strong interest in GGGI’s mission, acknowledges the value of GGF and GGT, and has shown a strong will and ability to mobilize government employees and utilize GGGI's expertise. Ujang Rachmad, Head of Economic and Natural Resources Divison at Bappeda, met the champion criteria mentioned above. He is resourceful and has offered his help to the GGGI representative in East Kalimantan, Dyah Catur. Mr. Rachmad was able to identify key government officials who hold strategic positions within the policy planning arena, and who have shown the necessary capacity, performance, and commitment to support GGGI’s programs in the province. His advice to GGGI was supported by information provided by GGGI's representative in East Kalimantan, who was involved in intensive work with the East Kalimantan provincial office. With Mr. Rachmad’s initiative and assistance, the presence of GGGI in East Kalimantan has become more visible to various stakeholders, and GGGI has been able to start work on the application of GGT in the Maloy International Port Industrial Zone (Kawasan Industri Pelabuhan Internasional, or KIPI Maloy). During the work plan agreement workshop, which established the basis of GGGI's partnership with the East Kalimantan government, Mr. Rachmad recommended that GGGI be involved in the RPJMD 2014-2018 finalization process by providing input regarding Green Growth indicators. He recommended that GGGI share its expertise in Green Growth Assessment Process (GGAP) and Extended Cost Benefit Analysis (eCBA) during the research and analysis that formed part of the project assessment for KIPI Maloy. Mr Rachmad stressed the importance of building awareness among the key staff at the office of the provincial government.

3.2.3

District Level Champion Identification (Murung Raya District, Central Kalimantan)

Mr. Langen Budiharjo is identified as the champion for Central Kalimantan province. He is the head of the economic division in Bappeda of Central Kalimantan. He has provided valuable input to the GGGI program and is working together with GGGI representative in Central Kalimantan, Hendrik Segah, to carry out the GoI – GGGI Green Growth Program in Central Kalimantan.

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Data Collection and Data Assessment National Level Data Collection and Data Assessment

CBNA was conducted through the general stakeholder engagement process e.g. meetings, workshops and discussions with the key people at each institution, and through the use of secondary data (i.e. publications and official websites). Regular stakeholder engagement through workshops, focus-group discussions and meetings with key government officials was pursued as part of the CBNA process at national level. The three primary institutions (LAN, Pusbindiklatren Bappenas, and Pusdiklat MoE) play crucial roles in building the skillsets needed among government officials to embed Green Growth into the planning process. Considering the available resources, the CBNA activity at national level focused on building relationships with the key institutions and understanding the potential for CB institutionalization in each institution.

LAN A meeting with the Vice Minister of Ministry of Public Administration and Bureaucracy Reform (Kementrian Pendayagunaan Aparatur Negara dan Reformasi Birokrasi or PANRB), Eko Prasojo, took place on 21 February 2014 to discuss the potential role of GGGI in integrating GGF and GGT into existing training curricula, and the opportunity to collaborate with PANRB and LAN. Following that, on 4 March 2014, a meeting with the head of LAN, Agus Widyanto, was held, with an objective similar to the earlier meeting with PANRB. It was found that LAN has been restructuring its training materials and approach, from in-class one-way communication training to in-class and out-of-class communication training with active participation (experiential learning).

Bappenas Since the response from the Pusbindiklatren Bappenas on CB institutionalization was obtained late in Program Phase 1 (after the program update meeting on 12 February 2014), detailed discussions to explore collaboration on CB did not take place. This needs to be followed up as soon as Phase 2 starts. Our main contact is Yahya Rachmana Hidayat, the Head of the Supervision Center of Pusbindiklatren Bappenas.

MoE Discussions with Heru Waluyo (the head of Pusdiklat MoE) were held a number of times to explore the relevant MoE training to embed Green Growth curricula into it. MoE sent positive a response to collaborate with GGGI.

3.3.2

Provincial Level Data Collection and Data Assessment (East Kalimantan)

In East Kalimantan, CBNA data collection took place on 25 â&#x20AC;&#x201C; 27 September 2013. It involved government officials stationed in the provincial capital, Samarinda, who are responsible for regional development planning and human resources development (Bandiklat Bappeda); academics and experts who have actively contributed to regional planning in East Kalimantan; GGGI's regional representative in East Kalimantan; and consultants responsible for reviewing the RPJMD of the province for 2014-2018 and has experience of working with East Kalimantan government officials on various projects. This provided insights into the following areas: Page 13 of 41

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  

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The overall competence of government officials The level of knowledge relating to sustainable development and the GGF Professional development challenges that are part of the career path of a civil servant

A set of questionnaires was developed to facilitate data collection. The original questionnaires for government and non-government counterparts covered personal data, work performance, education and training background, and expectations of the CB program (see Annex 1 for the Key Questions template). Initially, it proved difficult to carry out long interviews, as a close relationship had not yet been established. Therefore, only key questions were asked, and these were followed by more in-depth interviews at a later date. The CBNA process made use of information on existing CB programs from Bandiklat, which is the agency in charge of the professional development program for government officials in the province. Bandiklat is key in developing the Green Growth skillsets of government officials. GGGI may therefore wish to seek to incorporate the CB program into this institution’s agenda, so that knowledge and skills relating to sustainable development and the Green Growth Framework can be disseminated by this institution to current and future policymakers. The interviews conducted with government officials related to the official's knowledge of sustainable development, their experience in dealing with sustainable development projects, and the challenges they faced in the course of dealing with these projects. The interviews also covered the training that is available for government officials, in order to identify the opportunities for embedding GGF and GGT at Bandiklat. We also obtained information from external parties (e.g. academics, experts, consultants) who have extensive experience of working with government officials, and/or have been involved in government work/projects for some years. The external parties were invited to explain the nuances of working arrangements within the government and provide information on challenges within government institutions. These insights increased our understanding of the context in which the government officials work, as well as the current capacity within the policy planning arena of those officials, and where there was a need to improve that capacity. With respect to discussions with external parties, we interviewed academics from the Faculty of Forestry at Mulawarman University. The two persons interviewed (Mustofa Agung Sardjono and Dr. Fadjar Pambudi) have extensive experience of working on local government projects, and of being assigned by the local government as consultants on a number of projects. They have knowledge of the government bureaucracy's capacity and culture. One of the academics had worked on the REDD project and has a strong understanding of issues among others relating to climate change, the National Action Plan for Reducing Greenhouse Gas Emissions, the monitoring, reporting and verification of greenhouse gas emissions. The other individual has been involved during the last three years in reviewing and providing feedback on the RPJMD document. These two persons provided valuable feedback in relation to government officials’ overall competency and the implications for conducting training and for the CB program for government officials, and the problems of the working environment. Another external party interviewed was Panthom Priyandoko, an independent consultant who was recruited to provide feedback on the RPJMD 2014-2018, and was involved in the process of finalizing the document to include Green Growth indicators. Information provided by the government officials and external parties was discussed with Dyah Catur, who carried out intensive work on East Kalimantan's REDD project (March 2010 – June 2013) with various stakeholders, and who is stationed in the office of the Climate Change Regional Board (Dewan Daerah Perubahan Iklim or DDPI), as the Coordinator of the East Kalimantan REDD+ Working Group Secretariat. During those years, Catur built close relationships with key government officials at many levels, including strategic relationships. Page 14 of 41

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As a result of her experience with government officials, Catur is familiar with the government system, and knows the reliable officials with high competency. The key questions we asked Catur related to:     

Potential candidates for the CB programs to be involved in the process of developing the RPJMD who had authority within the government and the capabilities to understand the substance of GGF and GGT, and whom the CB programs would help in their work Her view of the working environment and the policy context The challenges in promoting GGF and GGT in East Kalimantan Areas in which GGGI could contribute at the planning stage Any examples of a partnership approach that has led to more effective work and which has had a proven impact.

Further details of the list of interviewees and their feedback can be seen in Annex 2.

3.3.3

District Level Data Collection and Data Assessment (Murung Raya District, Central Kalimantan)

The CBNA activity in Central Kalimantan was combined with the visioning workshop2 in Murung Raya on 18-19 March 2014. This was done at the end of the Phase 1 program, due to the late start of the district engagement in Central Kalimantan, and following the provincial launch workshop on 10 December 2013 in Palangkaraya. On the second day of the event, CBNA’s questionnaire was distributed to 23 government officials from echelons3 two, three, and four who attended the visioning workshop. This was to gather input on current Green Growth capacity and the CB needs in Murung Raya. We also built our CBNA findings and recommendations from the output of the visioning workshop. The visioning workshop report prepared by the workshop facilitation team provides a summary of recommendations for GGGI on district-level engagement in Murung Raya. The CBNA questionnaire (see Annex 3) was divided into sections as follows: 1. Basic knowledge of and familiarity with the terms of sustainable development, green growth, and green economy 2. The application of sustainable development indicators in day-to-day work 3. Knowledge and skills required to achieve the Murung Raya Vision 2030 4. Suggestions for CB programs in Murung Raya

3.4 3.4.1

Key Findings National Level Key Findings

At the national level, CB programs would be integrated into systemic human resources development activities at the national training center (LAN, Pusdiklat MoE, and Pusbindiklatren Bappenas). The CB programs will become part of the permanent curricula of these organizations and will be delivered on a regular basis as part of the requirements for all policymakers. This scheme will ensure that future policymakers will have the capacity to apply GGF and related skills to policy, planning and implementation.

A 1.5 day workshop, a participatory visioning methodology for engaging district level governments in the challenges and opportunities for development planning based on Green Growth. 3

Echelon rank is a structural position in the government bureaucracy. Echelon 1 is the highest structural position and Echelon 4 is the lowest. The higher the position the higher the authority of the person in making decisions the higher their responsibilities and the more complex their tasks.

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LAN LAN is the government institution that carries out education and training for civil servants. It is a division within PANRB. PANRB coordinates education and training activities within the ministries. LAN coordinates regular training (mandatory and optional) for all levels of civil servant (from newcomers to the highest level of government officials) including those needed for promotions, targeting cross-sectoral topics.

Bappenas As Bappenas plays a strategic role in the planning process and is a primary stakeholder for GGGI, it is important to identify the current capacity of its officials and the extent to which this needs to be built up to allow the integration of Green Growth into the planning process. Pusbindiklatren provides education and training for planners in Bappenas and other planning ministries based on functional positions (i.e. beginner, junior, intermediate and senior planner). Green Growth education and training could be funded from the government budget, bilateral funds, or international grants. There are four training topics at Pusbindiklatren relevant for Green Growth: Public Policy, Public Management, Development Economics, and Sustainable Development.

MoE Pusdiklat MoE offers training on environmental economic valuation. It discusses environmental economics and sustainable development, various ecosystem functions from an economic perspective, the basic concept of environmental economics, and the application of environmental economics. Its training uses tools to measure environmental services and the feasibility of businesses using natural resources assets, such as cost-benefits analysis (CBA), multi-criteria analysis, cost effectiveness and multiplier process analysis. Besides environmental economic valuation, training on strategic environmental assessment and environmental impact assessment are topics relevant to Green Growth. Therefore, GGGIâ&#x20AC;&#x2122;s investment in building relationships with MoE and collaborating with them to deliver CB programs could potentially have a high impact. Our main contact in MoE is Heru Waluyo, the Head of the Education and Training Centre of MoE.

LAN/PANRB drive the mainstreaming of Green Growth in the training curricula LAN is responsible for improving the quality and competence of the national leadership. Integrating Green Growth into their core training curricula could drive the mainstreaming of Green Growth at all levels â&#x20AC;&#x201C; creating a paradigm shift in the understanding and use of Green Growth analysis and tools. Institutional CB is a recommended option for the near term at national level. LAN and PANRB are the key counterparts in this respect. They develop professional policymakers and work in close coordination across sectors and ministries/deputies/divisions. During a meeting the Vice Minister of PANRB welcomed the institutionalization idea and suggested collaborating with LAN, which drives the regular training of government officials.

Linking Training at the National and Sub-national Levels Bappenas has given a positive response to the idea of adopting GGF and GGT into its training curricula for development planners. A similar response also came from MoE, which suggested including the topics in new curricula, i.e. Sustainable Development or Green Economy. Page 16 of 41

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The CB program at national level could be extended to sub-national level. These curricula are usually interlinked, for example through connections between Bappenas and Bappeda, or MoE and Badan Lingkungan Hidup (the regional environmental authority or BLH), and echelons 1 and 2 at national and sub-national level under regular leadership training at LAN. The national group that has received the training could later deliver it at sub-national levels.

3.4.2

Provincial Level Key Findings (East Kalimantan)

Limited Knowledge and Experience of Issues Relating to Sustainability The interviews are mainly related to the competency level of government officials. From these interviews, it was understood that the interviewees (refer to Annex 2 for a list of interviewees) did not believe that East Kalimantan government officials had sufficient knowledge of the sustainable development conceptual framework (the economic, social and environmental aspects of a holistic approach) or of GGF. Although the term sustainable development is well known, it is not yet fully applied in the planning system. The term may be partially understood: officials may understand that planting trees is a way of mitigating CO2 emissions and preventing floods which can harm villages, or they may understand that burning coal is not good for the environment. The most recent government activities that can be described as relevant to Green Growth were those of the REDD+ project. The REDD+ project provides an understanding of the impact of climate change and its potential threat to human life both in the present and the future.

A Discouraging Atmosphere for Learning and Skills Development At Bandiklat, the current training program focuses on administration skills and bureaucracy standards (such as financial management, computer skills, and public speaking) rather than on policy formulation. In addition, the career paths within the provincial government are currently not clear enough to motivate government officials to plan their personal development by gaining new knowledge and developing their technical skills. There is as yet no differentiated professional training, in line with the increasing level of work responsibilities along career paths.

High Reliance on the Work of Consultants in Developing the RPJMD Document An external party stated that the RPJMD document is descriptive and lacks analytical substance. This has led to a lack of strategic direction and a failure to provide substantial solutions. Consultants have played an important role in developing the document, and the government officials in charge have relied almost entirely on the consultants for the quality of the document. Officials provided almost no critical responses to the work of the consultants. As a result, the capacity, experience, knowledge and data relating to the RPJMD document have stayed with the consultants, while the government officials have missed the opportunity to improve their capacity - they are not capable of using the data outputs for policy formulation and in their planning processes.

No Institutionalization of Green Vision 2030 From a CB perspective, the interviews indicated that the level of Green Growth capacity is still at a very basic stage. Government officials need to understand that GGF requires a holistic approach that identifies long-term benefits. This should be reflected in development policy, planning, and program implementation. At the national level, Bappenas has integrated the sustainable development framework into its policies and programs, while the East Kalimantan government has its Green Page 17 of 41

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Vision 2030. However, Green Vision 2030 needs to be transformed into an operational scheme; otherwise the greening process will remain only a conceptual one and will not actually be implemented. The feedback from the consultants suggests that change has happened only at a conceptual level, with the governor of East Kalimantan launching Green Vision 2030. The government officials may understand the vision at a macro level, but they do not necessarily understand how to translate the vision into RPJMD 2014-2018 and how to apply it in practical strategic planning and annual work plans. There is a risk that the work at the SKPD level will not adapt to the wider vision. At Bandiklat, the curricula have not changed in response to the new vision, and still deal primarily with technical CB and administrative work, instead of providing a better understanding of cross-sector impact analysis and promoting stronger collaborations across SKPDs. As Green Vision 2030 is in the process of being applied but is still relatively new to the provincial offices, this is the right moment for GGGI to assist Bappeda in greening RPJMD 2014-2018 so that it reflects sustainable development concerns, and to assist the SKPDs in transforming their strategic plans (over five years) in accordance with the Green Vision.

Missing Links between Green Vision 2030, RPJMD and Annual Strategic Plan In many cases there are inconsistencies across the planning documents (the RPJMD document itself, the Five-year Strategic Plan and the Annual Work Plan). Green development visions in the Green Vision 2030 and RPJMD, which are development planning documents or macro-picture documents, have not been related to or translated into individual tasks and roles. Most officials still focus on performing daily or routine work and meeting administrative standards. To educate government officials in understanding Green Vision 2030 as a GGF, the CB program will have to be developed in a systematic and strategic way, so that the green vision will be reflected in the RPJMD and the working documents (Strategic Plan and Annual Work Plan). In addition, strong leadership within the government is needed to create synergy between the planning documents and the process of transformation towards a green RPJMD, a green Strategic Plan, and a green Annual Work Plan.

3.4.3

District Level Key Findings (Murung Raya District, Central Kalimantan)

Initial buy-in from the Bupati of Murung Raya The Bupati of Murung Raya has welcomed GGGI and specifically asked it to be actively involved in the district's development priorities. These include the following:    

The development of local smallholders’ rubber cultivation, which has been a tradition among Murung Raya people for years, instead of establishing a new rubber plantation in the district Ecotourism that will promote and publicize the beauty of Murung Raya while protecting its natural assets from exploitation The expansion of micro-hydro-power generation and inland fisheries that are environmentally friendly, to support economic development Responsible mining by companies that have operating licenses, to ensure minimum environmental impact

This is an opportunity for GGGI to support Murung Raya District at the planning and the implementation stages in adapting the Green Growth approach to the current development planning and programs. Presented below are the key findings from CBNA in the Murung Raya district. These are summarized answers from the questionnaire distributed to 23 attendees at the visioning workshop in Murung Raya (see Annex 4 for charts of CBNA findings for the Murung Raya district). Page 18 of 41

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Feedback from the Bupati of Murung Raya The Bupati of Murung Raya suggested that the CB program should be practical and focus on village development through adequate infrastructure, helping poor farmers, empowering people with skills and education for employment, creating opportunities for ecotourism, and providing basic facilities such as water, electricity, health and education services. This message should be taken into consideration for district strategy formulation.

Recommendations from the Murung Raya Visioning Process The visioning workshop report prepared by the workshop facilitation team provides a summary of recommendations for GGGI on district-level engagement in Murung Raya. This incorporates the Bupati’s preferences regarding areas where GGGI is expected to play a role: •

Village Development Planning: mainstreaming Green Growth in development planning at village level. This could include assessing the best alternative energy sources (e.g. solar, micro-hydro power generation), providing clean water, developing “green” schools, and developing alternative livelihoods for the local community e.g. rubber plantations and ecotourism.

•

Rubber: providing technical support for the development of a plan to expand and optimize rubber plantations in the province, including finding financing mechanisms (for the planned rubber plant) and improving market access, supply and the value chain.

•

Ecotourism: providing technical support to assess the district’s ecotourism potential, the utilization of the area’s natural beauty and cultural heritage, obstacles hampering such development, and feasible business models (particularly for community-based ecotourism) including conservation financing.

•

Mining: providing technical support to inform the local government of best management practice in mine closure (particularly gold) and rehabilitation (coal) to minimize the negative effects of mining activities. This could include CB and the development of studies specific to Murung Raya’s landscape and characteristics.

•

Other recommendations: Participants also mentioned the need to review district regulations and other regulations and the need for strategic environmental assessment.

The recommendations from the visioning process indicate that the government officials in Murung Raya need to have skills to apply the Green Growth approach at the development policy and planning stage, and the GGT in the project assessment process.

Basic Knowledge All participants of the visioning workshop were familiar with the term sustainable development while the term Green Growth was only known to around three-quarters of the participants. The term sustainable development has been used in planning documents over the last few years, and its use has been strengthened in the last couple of years. All participants acknowledged that economic development should not cause pollution and that natural resources had to be used in efficient ways, while nearly all participants believed that social justice and poverty alleviation were covered by the sustainable development framework.

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The Application of Sustainable Development Indicators 70% of the respondents stated that they used measureable indicators of economic and environmental impact for project assessment, while 10% stated that they measured social impacts through various indicators (e.g. education, health, tolerant relationships, gender equity, and vibrant culture).

CB Needs to Support the Murung Raya Vision 2030 (a welfare community with dignity based on village development) According to the participants, the following capacities are needed to contribute to the Murung Raya Vision 2030: 1. Capacities relating to values and management e.g. leadership skills, development strategy and initiatives, and management systems. 2. Capacities relating to basic knowledge of sustainable development/Green Growth. More than 80% of the participants were enthusiastic about the importance of sustainable development/Green Growth, the examples of policies/projects/programs reflecting sustainable development and how these could create benefits in Murung Raya. Other basic knowledge relevant to Green Growth that is needed relates to natural resources management, reforestation, carbon trading, strategic environmental assessment, environmental management, and community-based small-scale mining 3. Capacities relating to Green Growth skills and GGT such as CBA for project planning and monitoring, and redesigning ongoing projects were perceived as important by a large number of participants. An intensive technical coaching approach was seen as an effective delivery method.

The CBNA has revealed a picture of existing capacity (knowledge and skills) among government officials in relation to sustainable development and Green Growth. From the visioning session and the findings from the questionnaire it can be concluded that: 

The current capacity relating to the Green Growth approach is at a basic level

The government officials’ current understanding of the value of the sustainable development and Green Growth is at a basic level. Almost all government officials would like to have training in the Green Growth approach, starting from why it is important, what the benefits are, and how it is different from “business as usual” and extending to the skills needed for measuring the impacts of development and analyzing the findings. 

Good leadership and good public policy are needed as drivers of change

The government officials realize that leadership, communication and management skills are as important as good public policy and that these apply at the conceptual level and being practical at the implementation level. This kind of training could be included in basic-level training curricula.

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4 Recommendations 4.1

National Level Recommendations

Gaining Stakeholder Buy-in Gaining stakeholder buy-in involves building a consensus amongst government training organizations that incorporating Green Growth thinking will deliver significant tangible benefits for the GoI. It is clear that an agreement with LAN to embed Green Growth curricula into the national training curricula is a high-impact quick win. High quality training and institutional support will play a key role in this change in mindset, backed up by robust and transformative tools and methodologies that are intuitive to use. The initial focus will be on LAN. As the organization responsible for improving the quality and competence of the national leadership, building Green Growth into their core curricula could drive the mainstreaming of Green Growth ‘from the top down’ – creating a paradigm shift in the understanding and use of Green Growth analysis and tools. Nevertheless, obtaining sufficient access to such a large and centralized organization may not be straightforward, and therefore the institutionalization approach should encompass alternatives to engage Bappenas and/or MoE concurrently with LAN.

Embedding GGF and GGT into Regular Government Training Through various discussions and literature studies, we identified programs that could potentially be used to embed GGF and GGT into government training.

Table 1 Potential Training Programs to Embed GGF and GGT Strategic Training Institution LAN

Type of Training (potential to embed GGF and GGT) Leadership Training Echelons I to IV

All government officials

Reform of the leader academy for key leaders as agents of change

Appointed government officials

Pre-service Training Bappenas

Pusdiklat MoE

Target Participants

Newly recruited government officials

Substantial Study (non-degree training): Regional Development Training.

Bappeda staff

Topical Issues (non-degree training):

Government officials in charge of the following tasks: development planning, budgeting, poverty alleviation, investment/economic development, and environmental management.



RPJMD



Pro-poor Budgeting



Public Private Partnership



Green Economy

Environmental Economic Valuation

Development planning and technical

This training is coordinated by each Ministry of State institution, Center for Education and Training. Eko Prasojo believes that mainstreaming the sustainable development paradigm is the key to building the skills and knowledge of the future policymakers.

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Strategic Environmental Assessment Environmental Impact Assessment

4.2

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Staff of the environment units (BLH) of government agencies at national and sub-national levels.

Provincial Level Recommendations (East Kalimantan)

The preliminary CBNA for East Kalimantan, as presented in this report, provides an overall picture of government officials’ knowledge of sustainable development and the integration of that aspect within regional planning. The CBNA did not, as was originally planned, provide a detailed learning population profile for each CB program, for several reasons: 1) Training participants will be selected based on their position, which reflects their level of authority, regardless of their competency level. Thus, GGGI will not have the prerogative to choose the candidates for training. 2) Significant efforts to obtain more detailed information regarding the profile of each participant were not made because it was revealed at the beginning of the CBNA activity that the government officials did not generally have a complete picture of the sustainable development framework as it related to their position.

The recommended CB program, based on the current political situation in East Kalimantan is elaborated below. High-level potential participants have been identified for each activity, based on their work responsibilities and CB needs.

Building Awareness The training curricula within the government of East Kalimantan does not yet provide a process for building awareness among government officials on the shift of the development strategy towards Green Vision 2030. There is a gap between the Governor’s macro-conceptual framework and how this is translated into operational schemes at the level of strategic planning and annual program planning. This offers GGGI an opportunity to build awareness among the bureaucrats. It is very important to build the same vision, and to institutionalize Green Vision 2030 and GGF at all government agencies. The target group could be key government officials at the SKPDs and the Head of Districts in East Kalimantan. Regardless of their personal profile, the person in charge needs to comprehend Green Vision 2030 and GGF to support their implementation by providing new development strategic directions. Up to the date of this report, we have carried out the following workshops to build Green Growth awareness:   

GGGI program launch workshop in East Kalimantan, on 18 July 2013, where the general audience included government officials, NGOs, academics, and private sector representatives Focus-group discussion on the workplan for the partnership between GGGI and the East Kalimantan government, on 24 September 2013, where the Green Growth concept (including the five dimensions of Green Growth) was presented Focus-group discussion on the KIPI Maloy project analysis, on 2 October 2013, where more training was provided with respect to Green Growth tool-sharing

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ď&#x201A;ˇ

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Meeting to review REDD+ matrix approach in East Kalimantan, on 16 â&#x20AC;&#x201C; 17 February 2014, where GGGI and DDPI discussed how to strengthen the matrix before finalizing and socializing it amongst key stakeholders in the province.

Future workshops should involve more substantive content to build awareness of the importance and benefits of GGF in East Kalimantan's development and encourage commitment to Green Vision 2030. The GGF should be presented using attractive visual media. The presentations should also be simple and encourage critical thinking, using local context examples to make the workshops relevant and useful for the participants. The endorsement of the East Kalimantan governor and representatives of Bappenas and the Ministry of Home Affairs will be essential. This will ensure an effective training approach and encourage a strong commitment on the part of government officials to applying their newly gained knowledge and skills to their daily work.

Project Assessment Training Tools and methodologies that can be used to analyze the impact of a project in terms of economic, social and environmental aspects are useful for technical government officials at the planning stage or when redesigning a project. In Phase 1, we carried out introductory training on project assessment on 15-16 January 2014, in conjunction with the validation process with respect to the KIPI Maloy CBA analysis. The morning session of Day 1 included the validation workshop. The afternoon session of Day 1 and the whole of Day 2 included introductory training on project assessment, with the following topics: 1. 2. 3. 4.

Understanding of the concepts of Green Growth and sustainable development Formulation of Green Growth indicators Project impact pathways eCBA

The participants were selected from among East Kalimantan government officials whose positions related to sectors in which GGGI has expertise (infrastructure development, renewable energy, land use or waste management). The participants were chosen because they also had experience of project selection as a result of their positions. The project assessment training participants initially selected were: 1. 2. 3. 4. 5. 6.

Hafidz Lahiya, SE., M.Si (Head of Infrastructure and Regional Development Section, Bappeda) Ahmad Muzakkir,ST (Head of Regional Infrastructure Section, Bappeda) Stella Sinaga (staff member at Regional Infrastructure Section, Bappeda) Hidayat (GIS specialist at the Regional Infrastructure Section, Bappeda) Ujang Rachmad (Head of Economic Section, Bappeda) Saur Pangsaoran (Head of Business Development, Tourism and Culture, and Economy, Bappeda) 7. Rudianto (Head of Maritime Transportation Section, Division of Transportation, Bappeda) 8. Nanang Hayani, S. Hut (Forestry Division, Bappeda) 9. Representative of the Ministry of Public Works All participants listed above and some additional participants were present at the training, except Saur Pangsaoran, who had been reassigned to a different position. For the validation process itself, the participants from the KIPI Maloy focus-group discussion were invited, particularly those in decision-making positions.

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At this introductory training, 79% of the participants believed that they had the capacity to use eCBA tools without the help of experts. More advanced project assessment training is requested to be conducted in Phase 2. GGGI can continue training on GGT for the technical team who joined the introductory training. Ideally, the approach to delivering the training will be coaching or on-the-job training, to enable each participant to use the tools independently in their own work. If this approach is not possible, the training should provide a manual for the application of the tools, with adequate exercises to test the capability of the participants, and provide a project or case study to which to apply the tools. Some considerations for future training include:    

Translate all materials into Bahasa Indonesia Provide an introductory slide with highlights of GGT application within the planning and evaluation process and explaining how they are different from other evaluation tools Set adequate time for exercises and discussions Divide participants into groups and assign a facilitator to each group

Institutionalizing CB To ensure that there will be a systemic CB program to equip future policymakers with an understanding of the importance of sustainable development, it is crucial to incorporate GGF and GGT into Bandiklat's regular training for government officials. The participants for the training will depend on the requirements within Bandiklat. The existing training curricula into which GGF could potentially be incorporated are Strategic Planning and Leadership training and Program Planning training. The institutionalization process could be similar to the one at national level. The critical part is to gain government buy-in.

4.3

District Level Recommendations (Murung Raya District, Central Kalimantan)

Based on the recommendations of the Bupati of Murung Raya, the visioning session and findings from the questionnaire, and the Murung Raya District Vision 2030, the suggested CB program in Murung Raya is as follows:

Basic Knowledge and Training Although the terms sustainable development and Green Growth are not new for government officials, increasing awareness is needed to embed the Green Growth approach within the planning framework of Bappeda, the SKPDs, and other key government staff. This would ensure that policy, planning and program development take a holistic approach to integrating economic growth, social justice and environmental sustainability. The suggested basic training would cover the following aspects:  Sustainable development trends  The GGF and its benefits  Green Growth project assessment  Leadership skills to shift the mind-set toward sustainable development

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Greening the Village Development Plan Village development planning is the core development strategy of Murung Raya District. GGGI could contribute to the development of a green roadmap for village planning and reviewing policy and program formulation at the planning stage. Some activities to contribute to greening the village plan are: ď&#x201A;ˇ

Training on GGF and GGT

The eCBA tool could assess the Green Growth performance of investments and measure their value to the economy, society and the environment. Project selection could take into consideration the aspects outlined in the recommendations from the Murung Raya visioning process described in Section 3.3.3. Delivering training on project assessment to government officials in charge of prioritized projects will be beneficial to the greening process. Once the government officials are able to adopt GGF and GGT in village development planning, a similar model can be applied in other villages, with adjustments for the local context. ď&#x201A;ˇ

Review of the current Peraturan Daerah (local government regulations, Perda)

This activity was suggested during the visioning session. The government of Murung Raya invited GGGI to review the current Perda on natural resources, the environment, and economic development.

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5 Conclusion The CBNAâ&#x20AC;&#x2122;s output has suggested future CB programs for GGGI at national and sub-national levels. The timeframe for program delivery will depend on the resources available within GGGI e.g. time, budget, experts, etc. This will determine which key counterparts GGGI should focus on in the near term, and the approach to CB i.e. either in the form of workshops, focus-group discussion, or on-thejob training. The institutionalization of CB is seen as a strategic scheme to embed Green Growth curricula into government training curricula. Designing training curricula should be done in collaboration with relevant key agencies. The training modules and delivery approach as much as possible need to follow government standards. The introductory training on project assessment in East Kalimantan needs to be continued to a more advanced level in Phase 2. This can be combined with scoping during the eCBA exercise. There is clear evidence from the engagement process of initial Government buy-in to GGGIâ&#x20AC;&#x2122;s CB concept. Managing the expectations of Government counterparts and keeping the communication at a low level and not overpromising should be maintained until GGGI has clear resource allocation for the CB programs.

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Annexes Annex 1: CBNA Questionnaire for East Kalimantan Annex 2: List of Interviewees in East Kalimantan and Feedback Annex 3: CBNA Questionnaire for Murung Raya District Annex 4: Diagram of the RPJMD Process Annex 5: Example of Training Schedule 2013 at Bandiklat

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Annex 1: CBNA Questionnaire for East Kalimantan Key Questions for the Local Government Officials 1. Available training related to Green Growth Framework and tools  

What kinds of training/capacity building program related to green economy/green growth/sustainable development are available for government officials Explore/Probe: If “yes” what are the benefits for the participants? If “not” why it was not useful? (follow-up questions based on the answer)

2. Available mechanism for Capacity Building Program to support local government agencies   



What are the available mechanism to deliver Green Economy/Green Growth/Sustainable Development framework in government institutions? How to make it effective? Do you have ideas to help the participants take the matter seriously and apply it in their job? Do you have suggestions as to how to adapt Green Economy/Green Growth/Sustainable Development, so it can be applied effectively? Do you think it is possible to integrate into the existing training curricula? How to start doing that? Who is the right person to discuss (and has the authority to make decisions)? Explore/Probe based on the answers

3. The challenges of the CB Program for government officials   

What are the challenges to making training/CB programs attractive and useful? Do you have suggestions as to how to make it work better? Explore/Probe based on the answers

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Key Questions for Non-Government Officials Who Have Intensive Work with the Local Government 1. Type of work with the GoI, please mention (project/program, length of time) What kinds of involvement did you have with the local government? Please mention your engagements in the last three years. Explore in order to gauge the level of engagement. 2. The judgment of the governmentâ&#x20AC;&#x2122;s existing capacity related to the Green Economy/Green Growth/Sustainable Development framework How do you find the understanding of local government officials related to Green Vision of EK? Do they understand it and adapt it into their daily job? How do you find the performance of the government officials in general in relation to the implementation of the Green Economy/Green Growth/Sustainable Development framework? 3. The opportunities for the CB Program What kinds of CB Program can support the development of Green Economy/Green Growth/Sustainable Development framework understanding and implementation? What are the best approaches to deliver CB Program? Do you have any examples what makes CB Program works well? 4. The challenges of CB Program If CB Program related to Green Economy/Green Growth/Sustainable Development framework and tools will be delivered to government officials, what are the challenges? How to make the CB Program effective?

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Annex 2: Interview Notes in East Kalimantan No 1.

Name Institution Government Officials Anton Bandiklat Progro

Enggar Setiabudi

External Party Mustofa Agung Sardjono

Dr. Fadjar Pambudi, MSc

Position Head of Division, Study and Development of Education and Training

Bandiklat

Technical Staff under Sub Division of Technical Implementation

Mulawarman University

Lecturer, Faculty of Forestry Consultant to East Kalimantan Provincial Government

Center for Social Forestry (UPT Perhutanan

Researcher at Center for Social Forestry, Mulawarman University

Specific Feedback Entry Point for Capacity Building: 1. Integrate in Strategic Planning Training (April, May, June, each involving 30 participants) Need to work with Head of Technical Function of the Implementation to include Green Growth training in Strategic Planning. 2. Endorsement by the Governor should be obtained before training takes place. Having Bappenas and MoHA involved in the training will bring greater legitimacy. 1. Green Growth training can be integrated into Strategic Planning Training or Local Content (GGF and GGT adjusted to local context) 2. Endorsement of high level government officials with extensive experience is key. 3. Training of Trainers from external party is usually welcome, and Bandiklat has the budget in this regard. 4. Training at the Public Administration Institution (Lembaga Administrasi Negara, or LAN) is appropriate for Echelons 1 and 2, while training should be at Bandiklat East Kalimantan for Echelons 3 and 4.

RPJMD document does not reflect people’s aspiration, but is more a document designed to meet the requirements of the MoHA (Permendagri No. 54/2010). Consultants play an important role in developing RPJMD document, without substantial input from government officials. Overall, the document is more descriptive than substantive. The slogan “Pro Growth, Pro Job, Pro Poor, Pro Environment” has to be translated into a vision, mission, strategy and program in a logical sequence. RPJMD needs approval from the provincial legislature, which needs to be educated. The staff of the Regional Working Unit (Satuan Kerja Perangkat Daerah, or SKPD) do not have the capacity to translate the RPJMD conceptual document into a strategic plan that can lead to the implementation of activities. At the end, the RPJMD is only translated into an Annual Program/Project. Government officials are trapped in administrative work, perceive new projects as meaning additional work, and may not be interested in training as they do not perceive a clear career path (the training may not be seen as relevant). As a conceptual framework, the Strategic Planning document is usually developed by a consultant and not by SKPD; the capacity to design, collect and analyse the data lies with the consultants (from academic institutions or the private sector). The Capacity Building Program has to be delivered in a more intensive way to make it effective, like the GIZ Capacity Building Program. Recommends having donor and NGO mapping in order to best position GGGI and to consider potential collaboration. The Head of SKPD is supposed to formulate a substantial Strategic Plan, but instead they ask a consultant to do the work. They usually accept the consultant’s work with almost

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Name

Institution Sosial, Mulawarman University)

Position

Panthom Priyandoko

Consultant

Hired by Daemeter

Dyah Catur

GGGI Office East Kalimantan

Representative of GGGI

Specific Feedback no critique. For administrative work, the Head of SKPD assigns most of the work to staff. The staff's concerns are usually not taken into consideration by the Head of SKPD, as the Head does not understand the on-the-ground reality. Career paths are not clear in the government, so staff members are reluctant to learn more as they do not see the benefits of capacity building/training. New projects/ programs are seen as bringing additional work, and there are no incentives to carry out work beyond routine tasks. Green Vision 2030 needs a specific mandate from the Governor to SKPD so it can be translated from a macro conceptual framework into an implementation scheme. Otherwise, it is perceived as only jargon. Designing policy based on research findings is key. At present, the East Kalimantan government lacks research capacity and quality data. Existing data is available at various institutions/held by various consultants. Academics and NGO activists have been contributing to local development and have a higher capacity than government officials. SKPD needs to have knowledge of issues beyond only poverty (the environment, land, etc.).

Internal Sources Although there is a lack of capacity within government agencies, there are certain people who have a strong commitment to their work, try to resolve problems, make breakthroughs/changes, and are willing to learn. Catur identified government officials who would be good candidates for Capacity Building activities at the following planning stage: 1. For RPJMD 2014-2016 Learning the Green Growth Indicators 2. For Project Assessment in relation to KIPI Maloy using Green Growth Tools 3. Green Growth Awareness â&#x20AC;&#x201C; future candidates from selected SKPDs (to be identified) GGGI would play a useful role if it facilitated the integration of various institutions who work in East Kalimantan in order to make them more complementary to each other. Each organization can be a support to every other organization. GGGI should use measurable indicators as monitoring tools. GGGI should develop a hybrid team at Bappeda to make the work more effective. If intensive coaching for the Capacity Building program is applied in to long term planning, the program will be more likely to be a success

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Annex 3: CBNA Questionnaire for Murung Raya District PENGETAHUAN DASAR / BASIC KNOWLEDGE

1. Apakah pernah mendengar istilah berikut? 1.1. pembangunan berkelanjutan

Tidak

1.2. ekonomi hijau

Tidak

1.3. pertumbuhan hijau

Tidak

Yes

2. Apakah hal yang anda pikir masuk dalam arti/definisi pembangunan berkelanjutan dilihat dari kalimat di bawah ini?

2.1. pembangunan ekonomi yang tidak Ya mencemari lingkungan

Tidak

Tidak Tahu

2.2. pembangunan ekonomi yang hemat Ya pemakaian sumber alam

Tidak

2.3. pembangunan ekonomi yang peduli Ya pengentasan kemiskinan

Tidak

2.4. pembangunan ekonomi yang memberi Ya keadilan sosial (catatan: menghormati hak Yes asasi manusia, kesetaraan gender, mendukung komunitas marjinal, dsb)

Tidak

2.5. pembangunan ekonomi yang Ya memperhatikan keadilan sosial dan kelestarian lingkungan (catatan: termasuk penggunaan sumber alam secara berkelanjutan)

Tidak

2.6. pembangunan ekonomi, berkeadilan, Ya melestarikan lingkungan untuk sekarang dan Yes jangka panjang (masa depan)

Tidak

Tidak Tahu

Tidak menjawab

Tidak menjawab Tidak Tahu Tidak menjawab Tidak Tahu Tidak menjawab Tidak Tahu Tidak menjawab

Tidak Tahu Tidak menjawab

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PENERAPAN INDIKATOR PEMBANGUNAN BERKELANJUTAN The Application of Sustainable Development Indicators

3. Apakah tugas anda memperhitungkan dampak berikut secara terukur?

3.1. dampak ekonomi yang terukur sepserti Ya terbukanya lapangan kerja, meningkatnya pendapatan, terbukanya pasar baru.

Tidak

3.2. dampak sosial yang terukur mencakup Ya perkembangan/kemajuan dalam hal berikut:

Tidak

Tidak Tahu Tidak menjawab

: 3.2.a. perbaikan pendidikan 3.2.b. perbaikan kesehatan 3.2.c.hubungan harmonis/toleransi 3.2.d.kesetaraan gender 3.2.e.kegiatan budaya yang berkembang

3.3. dampak lingkungan seperti Ya penghematan pemakaian sumber alam, pengurangan pencemaran yang dapat terjadi, karbon dioksida yang dihasilkan dari kegiatan tertentu, pengembangan sumber alam lokal untuk melestarikan pemanfaatan sumber alam (termasuk kesehatan linkungan)

Tidak

Tidak Tahu Tidak menjawab

Pertanyaan saringan untuk mengecek jawaban di bawah ini, yang tercermin dari tugas sehari-hari (memastikan jawaban di atas bukan sekedar menjawab) dan untuk mengetahui kedalaman tugas yang diemban, terlihat dari beban kerja dan tanggung jawab pelaksanaan tugas.

4.a/ Sebutkan judul kebijakan/proyek/program dimana bapak/ibu bertanggung jawab (3 prioritas/yang utama) selama 5 tahun terakhir:

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4.b/Sebutkan judul kebijakan/proyek/program dimana bapak/ibu bertanggung jawab (3 prioritas/yang uatama) dalam RPJMD:

5/ Apakah pencapaian utama yang terjadi dari kebijakan/proyek/program dimana bapak/ibu terlibat dari no 4, sebutkan 3 hal pencapaian utama

KEBUTUHAN PENGEMBANGAN KAPASITAS UNTUK MENCAPAI VISI MURUNG RAYA 2030 (Masyarakat sejahtera dan bermartabat berbasi pembangunan desa)

Sesuai tugas saya, saya memerlukan tambahan pengetahuan dan/ atau kecakapan sebagai berikut untuk membantu mencapai misi Murung Raya:

6. Pengantar Pemahamam Pembangunan Ya Berkelanjutan termasuk pertumbuhan hijau: mengapa dianggap penting, perjalanan konsep pembangunan berkelanjutan, munculnya pendekatan pertumbuhan hijau, dan mengapa relevan untuk wilayah ini.

Tidak

Tidak Ada Jawaban

7. Manfaat pendekatan Pembangunan Berkelanjutan/ Pertumbuhan Hijau

Tidak

Tidak Ada Jawaban

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8. Contoh proyek yang tidak menggunakan kerangka pembangunan berkelanjutan/pertumbuhan hijau dan proyek yang menggunakan kerangka pembangunan berkelanjutan/pertumbuhan hijau (untung dan ruginya/benefits and costs)

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Tidak

Tidak Ada Jawaban

9. Contoh kebijakan dan projek/program Ya yang mencerminkan kerangka pembangunan berkelanjutan/pertumbuhan hijau

Tidak

Tidak Ada Jawaban

10. Cara menghitung untung dan rugi (cost benefit analysis) dari kebijakan/proyek/program yang direncanakan (tingkat perencanaan)

Tidak

Tidak Ada Jawaban

11. Cara menghitung untung dan rugi (cost Ya benefit analysis) dari kebijakan/proyek/program pada proyek/program yang sedang berjalan/sudah diimplementasikan agar dapat dirancang ulang sehingga mengurangi dampak negatif dan meningkatkan keuntungan?

Tidak

Tidak Ada Jawaban

12. Kapasitas/kemampuan melakukan Ya analisa terhadap perhitungan untung rugi kebijakan/proyek/program sebagai pertimbangan pengambilan keputusan?

Tidak

Tidak Ada Jawaban

13. Kapasitas melakukan monitoring Ya evaluasi dari kebijakan/proyek/program dengan indikator dampak ekonomi, sosial, lingkungan (5 dimensi pertumbuhan hijau) yang dilaksanakan

Tidak

Tidak Ada Jawaban

sehingga dampak ekonomi, sosial dan lingkungan (dalam 5 dimensi pertumbuhan hijau) dapat diketahui sebelumnya pelaksanaan?

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14. Pelatihan apa lagi yang diperlukan untuk mencapai visi kabupaten Murung Raya yang dapat mendorong pertumbuhan hijau (pertumbuhan ekonomi yang berkeadlilan secara dan lestari secara lingkungan, serta membangun ketahanan sosial, ekonomi, lingkungan)? Sebutkan dan mengapa diperlukan (mohon dijelaskan)

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Annex 4 Responses of CBNA Questionnaire for Murung Raya District I

Do you know the terms below? Per

I.1

I.2

I.3

sons

Yes

100%

Yes

65%

35%

Yes

74%

26%

Yes

100%

Sustainable Development

Green Economy

Green Growth

Do the following statements reflect the definition of sustainable development?

2.1

Economic development which does not pollute the environment

Don't Know/ No Answer

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2.2

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Economic development which uses natural resources efficiently Yes

100%

Don't Know/ No Answer 2.3

Economic development which includes poverty alleviation Yes

96%

Don't Know/ No Answer 2.4

Economic development which brings social justice Yes

96%

Don't Know/ No Answer 2.5

2.6

Economic development which brings social justice and environmental sustainability Yes

Don't Know/No Answer

100%

Economic development which brings social justice and environmental sustainability

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for the current generation and future generation Yes

100%

Don't Know/ No Answer

Does your job measure the following impacts? 3.1

Measure economic impacts such as job creation, increasing income, new markets Yes

70%

26%

Don't Know

Yes

83%

13%

Don't Know

Yes

83%

13%

No Answer

3.2

Measure social impacts with improvement/increasing progress in the areas of: Education

No Answer

Health

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Don't Know

Yes

83%

13%

Don't Know

Yes

83%

13%

Donâ&#x20AC;&#x2122;t know

Yes

83%

13%

Don't Know

Yes

70%

Don't Know

26%

No Answer

Gender equality

No Answer

Harmonious relationships

No Answer Vibrant cultural activities

No Answer

3.3

Environmental impacts such as natural resource use efficiency, pollution rate, CO2 produced from certain activities, and the development of local resources, for the sustainable use of natural resources

No Answer

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