Terrestrial Carbon Accounting International Academic Partnership (TCAICP)
As of: June 2018
Objective and activities
The Terrestrial Carbon Accounting International Academic Partnership (TCAIAP) catalyzes, coordinates, and supports academic programs in developing countries to teach terrestrial carbon accounting (TCA) professional development courses. TCAIAP will support global academic partners by promoting international best practices in TCA instruction. TCAIAP will facilitate North-South and South-South academic cooperation, including sharing teaching modules and coordinating joint faculty appointments. TCAIAP implementing partners are independent universities that are supporting their governments’ work on GHG inventories, REDD+ reference levels, and forest carbon MRV systems. The project will learn from pre-existing academic programs, coordinate efforts to ensure high quality impactful TCA program delivery, develop synergies with ongoing capacity building, and build sustained country capacity to teach TCA to inform and enable emerging REDD+ and related policies.
State of implementation/results
- Project in implementation.
- Enhanced carbon accounting capacity will help countries achieve land-use mitigation pledges in their Nationally Determined Contributions (China: increase forest stock volume by 4.5 billion cubic meters above 2005 levels by 2030, Indonesia: performance against REDD+ reference level).
- This project is relevant to the forthcoming Chinese national emissions trading scheme (ETS). Enhanced LULUCF carbon accounting capacity will generate additional mitigation credits in the land-use sector. At present, these are most prominent in the Fujian and Beijing city pilot ETS systems.
- The Terrestrial Carbon Accounting (TCA) certificate programs being designed now and launched first in 2018 are to train government staff in land-use carbon accounting and MRV. Specifically, the target audience in Indonesia and China are primarily province-level and other subnational government employees. This will allow governments in these countries to track and report on land-use emissions, removals, and mitigation actions with a high level of quality under the Enhanced Transparency Framework. By the end of the year, these courses will be marketing to and enrolling participants.
- Substantial subational implementation capacity will be built for REDD+ in China and Indonesia, at politically key moments in these countries where subnational implementation faces real carbon accounting tests and needs.
- The second study, focused on current needs for TCA instruction in China and Indonesia involved outreach and discussion with government, as well as academic, stakeholders at numerous levels.
- COP23 presentations are anticipated at the Indonesia pavilion, as well as a potential additional UNFCCC side event.
- TCA Certificate programs launching soon: The advanced Terrestrial Carbon Accounting certificate programs will be running for the first time in Indonesia and China in 2018. The programs are nearing completion, and will soon be marketing to and enrolling potential students.
- Scoping studies published: Completed and published TCA program proposals for China and Indonesia (third scoping studies). Dissemination of previously published scoping studies on academic gaps and government needs for TCA in China and Indonesia. Publication of scoping studies executive summaries.
- MOUs signed: Memorandum of Understanding signed with key institutions in China and Indonesia to begin running The Carbon Institute Terrestrial Carbon Accounting certificate programs in 2018.
- TCA tool books developed and published: Developed the TCA tool books for China and Indonesia to support administrative aspects of the TCA academic program. This includes the development of an online interactive “toolbox,” with support resources integrated into GHGMI’s Learner Management System. This toolbox, as well as the tool book, are being iteratively updated to support in-country partner needs.
- Curriculum being adapted to national circumstances: In-country partners are tailoring the six curriculum to national context and for their specific programs.