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Friday, July 21, 2023

Clean Development Mechanism

From Wikipedia, the free encyclopedia

The Clean Development Mechanism (CDM) is a United Nations-run carbon offset scheme allowing countries to fund greenhouse gas emissions-reducing projects in other countries and claim the saved emissions as part of their own efforts to meet international emissions targets. It is one of the three Flexible Mechanisms defined in the Kyoto Protocol. The CDM, defined in Article 12 of the Protocol, was intended to meet two objectives: (1) to assist non-Annex I countries (predominantly developing nations) achieve sustainable development and reduce their carbon footprints; and (2) to assist Annex I countries (predominantly industrialized nations) in achieving compliance with their emissions reduction commitments (greenhouse gas emission caps).

The CDM addressed the second objective by allowing the Annex I countries to meet part of their emission reduction commitments under the Kyoto Protocol by buying Certified Emission Reduction units from CDM emission reduction projects in developing countries (Carbon Trust, 2009, p. 14). Both the projects and the issue of CERs units are subject to approval to ensure that these emission reductions are real and "additional". The CDM is supervised by the CDM Executive Board (CDM EB) under the guidance of the Conference of the Parties (COP/MOP) of the United Nations Framework Convention on Climate Change (UNFCCC). Certified Emission Reduction units (CERs) are issued for successful projects, which may be traded in emissions trading schemes. The CDM allows industrialized countries to buy CERs and to invest in emission reductions where it is cheapest globally (Grubb, 2003, p. 159). Between 2001, which was the first year CDM projects could be registered and 7 September 2012, the CDM issued 1 billion Certified Emission Reduction units. As of 1 June 2013, 57% of all CERs had been issued for projects based on destroying either HFC-23 (38%) or N2O (19%). Carbon capture and storage (CCS) was included in the CDM carbon offsetting scheme in December 2011.

Because several countries with high emissions, including the United States and China, either were not signatories of the Kyoto Protocol or were not required by it to reduce their emissions, most of the market for CDMs came from European countries. This, together with the recessions brought on by the global financial crisis and the European debt crisis, resulted in very low demand for carbon offsets, causing the value of CERs to plummet. In 2012, a UN-authorized report said governments urgently needed to address the future of the CDM and suggested the CDM was in danger of collapse. By that point, the value of a CERs had dropped to 5 USD per tonne of CO2 (from 20 USD in 2008); the following year the price abruptly crashed to less than 1 USD. As a result, thousands of projects were left with unclaimed credits. The struggle about what to do with the old credits was a major cause for the perceived failure of the 2019 United Nations Climate Change Conference.

History

The clean development mechanism is one of the "flexibility mechanisms" defined in the Kyoto Protocol. The flexibility mechanisms were designed to allow Annex B countries to meet their emission reduction commitments with reduced impact on their economies (IPCC, 2007). The flexibility mechanisms were introduced into the Kyoto Protocol by the US government. Developing countries were highly skeptical and fiercely opposed to the flexibility mechanisms (Carbon Trust, 2009, p. 6). However, the international negotiations over the follow-up to the Kyoto Protocol agreed that the mechanisms will continue.

There were two main concerns about the design of the CDM (Carbon Trust, 2009, pp. 14–15). One was over the additionality of emission reductions produced by the CDM. The other was whether it would allow rich countries and companies to impose projects that were contrary to the development interests of host countries. To alleviate this concern, the CDM requires host countries to confirm that CDM projects contribute to their own sustainable development. International rules also prohibit credits for some kinds of activities, notably nuclear power and avoided deforestation.

The CDM only gained momentum in 2005 when the Kyoto Protocol took effect. The initial years of operation yielded fewer CDM credits than hoped for, which was partially ascribed to the underfunded and understaffed oversight bodies.

Purpose

The purpose of the CDM is to promote clean development in developing countries, i.e., the "non-Annex I" countries (countries that are not listed in Annex I of the Framework Convention). The CDM is one of the Protocol's "project-based" mechanisms, in that the CDM is designed to promote projects that reduce emissions. The CDM is based on the idea of emission reduction "production" (Toth et al., 2001, p. 660). These reductions are "produced" and then subtracted against a hypothetical "baseline" of emissions. The baseline emissions are the emissions that are predicted to occur in the absence of a particular CDM project. CDM projects are "credited" against this baseline, in the sense that developing countries gain credit for producing these emission cuts.

The economic basis for including developing countries in efforts to reduce emissions is that emission cuts are thought to be less expensive in developing countries than developed countries (Goldemberg et al., 1996, p. 30; Grubb, 2003, p. 159). For example, in developing countries, environmental regulation is generally weaker than it is in developed countries (Sathaye et al., 2001, p. 387-389). Thus, it is widely thought that there is greater potential for developing countries to reduce their emissions than developed countries.

Emissions from developing countries are projected to increase substantially over this century (Goldemberg et al., 1996, p. 29). Infrastructure decisions made in developing countries could therefore have a very large influence on future efforts to limit total global emissions (Fisher et al., 2007). The CDM is designed to start developing countries off on a path towards less pollution, with industrialised (Annex B) countries paying for the reductions.

To prevent industrialised countries from making unlimited use of CDM, the framework has a provision that use of CDM be supplemental to domestic actions to reduce emissions.

The Adaptation Fund was established to finance concrete adaptation projects and programmes in developing countries that are parties to the Kyoto Protocol. The Fund is to be financed with a share of proceeds from clean development mechanism (CDM) project activities and receive funds from other sources.

CDM project process

Outline

An industrialised country that wishes to get credits from a CDM project must obtain the consent of the developing country hosting the project and their agreement that the project will contribute to sustainable development. Then, using methodologies approved by the CDM Executive Board, the applicant industrialised country must make the case that the carbon project would not have happened anyway (establishing additionality), and must establish a baseline estimating the future emissions in absence of the registered project. The case is then validated by a third party agency, called a Designated Operational Entity (DOE), to ensure the project results in real, measurable, and long-term emission reductions. The EB then decides whether or not to register (approve) the project. If a project is registered and implemented, the EB issues credits, called Certified Emission Reductions (CERs, commonly known as carbon credits, where each unit is equivalent to the reduction of one tonne of CO2e, e.g. CO2 or its equivalent), to project participants based on the monitored difference between the baseline and the actual emissions, verified by the DOE.

Additionality

To avoid giving credits to projects that would have happened anyway ("freeriders"), specified rules ensure the additionality of the proposed project, that is, ensure the project reduces emissions more than would have occurred in the absence of the intervention created by the CDM. At present, the CDM Executive Board deems a project additional if its proponents can document that realistic alternative scenarios to the proposed project would be more economically attractive or that the project faces barriers that CDM helps it overcome. Current Guidance from the EB is available at the UNFCCC website.

Baseline

The determination of additionality and the calculation of emission reductions depends on the emissions that would have occurred without the project minus the emissions of the project. Accordingly, the CDM process requires an established baseline or comparative emission estimate. The construction of a project baseline often depends on hypothetical scenario modeling, and may be estimated through reference to emissions from similar activities and technologies in the same country or other countries, or to actual emissions prior to project implementation. The partners involved in the project could have an interest in establishing a baseline with high emissions, which would yield a risk of awarding spurious credits. Independent third party verification is meant to avoid this potential problem.

Methodologies

Any proposed CDM project has to use an approved baseline and monitoring methodology to be validated, approved and registered. Baseline Methodology will set steps to determine the baseline within certain applicability conditions whilst monitoring methodology will set specific steps to determine monitoring parameters, quality assurance, equipment to be used, to obtain data to calculate the emission reductions. Those approved methodologies are all coded:

AM - Approved Methodology

ACM - Approved Consolidated Methodology

AMS - Approved Methodology for Small Scale Projects

ARAM - Aforestation and Reforestation Approved Methodologies

All baseline methodologies approved by Executive Board are publicly available along with relevant guidance on the UNFCCC CDM website. If a DOE determines that a proposed project activity intends to use a new baseline methodology, it shall, prior to the submission for registration of this project activity, forward the proposed methodology to the EB for review, i.e. consideration and approval, if appropriate.

Economics

According to Burniaux et al., 2009, p. 37, crediting mechanisms like the CDM could play three important roles in climate change mitigation:

  • Improve the cost-effectiveness of GHG mitigation policies in developed countries
  • Help to reduce "leakage" (carbon leakage) of emissions from developed to developing countries. Leakage is where mitigation actions in one country or economic sector result in another country's or sector's emissions increasing, e.g., through relocation of polluting industries from Annex I to non-Annex I countries (Barker et al., 2007).
  • Boost transfers of clean, less polluting technologies to developing countries.

According to Burniaux et al. (2009, p. 37), the cost-saving potential of a well-functioning crediting mechanism appears to be very large. Compared to baseline costs (i.e., costs where emission reductions only take place in Annex I countries), if the cap on offset use was set at 20%, one estimate suggests mitigation costs could be halved. This cost saving, however, should be viewed as an upper bound: it assumes no transaction costs and no uncertainty on the delivery of emission savings. Annex I countries who stand to gain most from crediting include Australia, New Zealand, and Canada. In this economic model, non-Annex I countries enjoy a slight income gain from exploiting low cost emission reductions. Actual transaction cost in the CDM are rather high, which is problematic for smaller projects. This issue is addressed by the Program of Activities (PoA) modality.

Difficulties with the CDM

Carbon leakage

In theory, leakage may be reduced by crediting mechanisms (Burniaux et al., 2009, p. 38). In practice, the amount of leakage partly depends on the definition of the baseline against which credits are granted. The current CDM approach already incorporates some leakage. Thus, reductions in leakage due to the CDM may, in fact, be small or even non-existent.

Additionality, transaction costs and bottlenecks

To maintain the environmental effectiveness of the Kyoto Protocol, emission savings from the CDM must be additional (World Bank, 2010, p. 265). Without additionality, the CDM amounts to an income transfer to non-Annex I countries (Burniaux et al., 2009, p. 40). Additionality is, however, difficult to prove, the subject of vigorous debate.

Burniaux et al. (2009) commented on the large transaction costs of establishing additionality. Assessing additionality has created delays (bottlenecks) in approving CDM projects. According to the World Bank (2010), there are significant constraints to the continued growth of the CDM to support mitigation in developing countries.

Incentives

The CDM rewards emissions reductions, but does not penalize emission increases (Burniaux et al., 2009, p. 41). It therefore comes close to being an emissions reduction subsidy. This can create a perverse incentive for firms to raise their emissions in the short-term, with the aim of getting credits for reducing emissions in the long-term.

Another difficulty is that the CDM might reduce the incentive for non-Annex I countries to cap their emissions. This is because most developing countries benefit more from a well-functioning crediting mechanism than from a world emissions trading scheme (ETS), where their emissions are capped. This is true except in cases where the allocation of emissions rights (i.e., the amount of emissions that each country is allowed to emit) in the ETS is particularly favourable to developing countries.

Local resistance

Some civil society groups have argued that most CDM projects benefit big industries, while doing harm to excluded people. In New Delhi in 2012, a grassroots movement of wastepickers sprang up resisting a CDM project. In Panama in 2012, a CDM project was an impediment to peace talks between the Panamanian government and the indigenous Ngöbe-Buglé people.

Market deflation

Most of the demand for CERs from the CDM comes from the European Union Emissions Trading Scheme, which is the largest carbon market. In July 2012, the market price for CERs fell to new record low of €2.67 a tonne, a drop in price of about 70% in a year. Analysts attributed the low CER price to lower prices for European Union emissions allowances, oversupply of EU emissions allowances and the slowing European economy.

In September 2012, The Economist described the CDM as a "complete disaster in the making" and "in need of a radical overhaul". Carbon prices, including prices for CERs, had collapsed from $20 a tonne in August 2008 to below $5 in response to the Eurozone debt crisis reducing industrial activity and the over-allocation of emission allowances under the European Union Emissions Trading Scheme. The Guardian reported that the CDM has "essentially collapsed", due to the prolonged downward trend in the price of CERs, which had been traded for as much as $20 (£12.50) a tonne before the global financial crisis to less than $3. With such low CER prices, potential projects were not commercially viable. In October 2012, CER prices fell to a new low of 1.36 euros a tonne on the London ICE Futures Europe exchange. In October 2012 Thomson Reuters Point Carbon calculated that the oversupply of units from the Clean Development Mechanism and Joint Implementation would be 1,400 million units for the period up to 2020 and Point Carbon predicted that Certified Emission Reduction (CER) prices would to drop from €2 to 50 cents. On 12 December 2012 CER prices reached another record low of 31 cents. Bloomberg reported that Certified Emission Reduction prices had declined by 92 percent to 39 each cents in the 2012 year.

Financial issues

With costs of emission reduction typically much lower in developing countries than in industrialised countries, industrialised countries can comply with their emission reduction targets at much lower cost by receiving credits for emissions reduced in developing countries as long as administration costs are low.

The IPCC has projected GDP losses for OECD Europe with full use of CDM and Joint Implementation to between 0.13% and 0.81% of GDP versus 0.31% to 1.50% with only domestic action.

While there would always be some cheap domestic emission reductions available in Europe, the cost of switching from coal to gas could be in the order of €40-50 per tonne CO2 equivalent. Certified Emission Reductions from CDM projects were in 2006 traded on a forward basis for between €5 and €20 per tonne CO2 equivalent. The price depends on the distribution of risk between seller and buyer. The seller could get a very good price if it agrees to bear the risk that the project's baseline and monitoring methodology is rejected; that the host country rejects the project; that the CDM Executive Board rejects the project; that the project for some reason produces fewer credits than planned; or that the buyer does not get CERs at the agreed time if the international transaction log (the technical infrastructure ensuring international transfer of carbon credits) is not in place by then. The seller can usually only take these risks if the counterparty is deemed very reliable, as rated by international rating agencies.

Mitigation finance

The revenues of the CDM constitutes the largest source of mitigation finance to developing countries to date (World Bank, 2010, p. 261-262). Over the 2001 to 2012 period, CDM projects could raise $18 billion ($15 billion to $24 billion) in direct carbon revenues for developing countries. Actual revenues will depend on the price of carbon. It is estimated that some $95 billion in clean energy investment benefitted from the CDM over the 2002-08 period.

Adaptation finance

The CDM is the main source of income for the UNFCCC Adaptation Fund, which was established in 2007 to finance concrete adaptation projects and programmes in developing countries that are parties to the Kyoto Protocol (World Bank, 2010, p. 262-263). The CDM is subject to a 2% levy, which could raise between $300 million and $600 million over the 2008–12 period. The actual amount raised will depend on the carbon price.

CDM projects

Certified emission reduction units (CERs) by country October 2012

Since 2000, the CDM has allowed crediting of project-based emission reductions in developing countries (Gupta et al., 2007). By 1 January 2005, projects submitted to the CDM amounted to less than 100 MtCO2e of projected savings by 2012 (Carbon Trust, 2009, p. 18-19). The EU ETS started in January 2005, and the following month saw the Kyoto Protocol enter into force. The EU ETS allowed firms to comply with their commitments by buying offset credits, and thus created a perceived value to projects. The Kyoto Protocol set the CDM on a firm legal footing.

By the end of 2008, over 4,000 CDM projects had been submitted for validation, and of those, over 1,000 were registered by the CDM Executive Board, and were therefore entitled to be issued CERs (Carbon Trust, 2009, p. 19). In 2010, the World Bank estimated that in 2012, the largest potential for production of CERs would be from China (52% of total CERs) and India (16%) (World Bank, 2010, p. 262). CERs produced in Latin America and the Caribbean would make up 15% of the potential total, with Brazil as the largest producer in the region (7%).

By 14 September 2012, 4626 projects had been registered by the CDM Executive Board as CDM projects. These projects are expected to result in the issue of 648,232,798 certified emissions reductions. By 14 September 2012, the CDM Board had issued 1 billion CERs, 60% of which originated from projects in China. India, the Republic of Korea, and Brazil were issued with 15%, 9% and 7% of the total CERs.

Ultimately, China was the largest source of CERs by a large margin.

The Himachal Pradesh Reforestation Project is claimed to be the world's largest CDM.

Transportation

There are currently 29 transportation projects registered, the last was registered on 26 February 2013 and is hosted in China.

Destruction of HFC-23

Some CDM projects limit or eliminate the industrial emission of greenhouse gases, such as fluoroform (CHF3) and nitrous oxide (N2O). For instance, fluoroform, a potent greenhouse gas, is a byproduct of the production of the refrigerant gas chlorodifluoromethane (HCFC-22). Fluoroform is estimated to have a global warming potential 11,000 times greater than carbon dioxide, so destroying a tonne of HFC-23 earns the refrigerant manufacturer 11,000 certified emissions reduction units.

In 2009, the Carbon Trust estimated that industrial gas projects, such as those limiting HFC-23 emissions, would contribute about 20% of the CERs issued by the CDM in 2012. The Carbon Trust expressed concern that projects for destroying HFC-23 were so profitable that coolant manufacturers might build new factories produce fluoroform "byproduct" to destroy. As a result, the CDM Executive Board began limiting certification to facilities built before 2001. In September 2010, Sandbag estimated that in 2009 59% of the CERs used as offsets in the European Union Emissions Trading Scheme originated from HFC-23 projects.

From 2005 to June 2012, 46% of all the certified emissions reduction units from the CDM were issued to 19 manufacturers of refrigerants, predominantly in China and India. David Hanrahan, the technical director of IDEAcarbon believes each plant would probably have earned an average of $20 million to $40 million a year from the CDM. The payments also incentivise the increased production of the ozone-depleting refrigerant HCFC-22, and discourage substitution of HCFC-22 with less harmful refrigerants.

In 2007 the CDM stopped accepting new refrigerant manufacturers into the CDM. In 2011, the CDM renewed contracts with the nineteen manufacturers on the condition that claims for HFC-23 destruction would be limited to 1 percent of their coolant production. However, in 2012, 18 percent of all CERs issued are expected to go to the 19 coolant plants, compared with 12 percent to 2,372 wind power plants and 0.2 percent to 312 solar projects.

In January 2011, the European Union Climate Change Committee banned the use of HFC-23 CERs in the European Union Emissions Trading Scheme from 1 May 2013. The ban includes nitrous oxide (N2O) from adipic acid production. The reasons given were the perverse incentives, the lack of additionality, the lack of environmental integrity, the under-mining of the Montreal Protocol, costs and ineffectiveness and the distorting effect of a few projects in advanced developing countries getting too many CERs. From 23 December 2011, CERs from HFC-23 and N2O destruction projects were banned from use in the New Zealand Emissions Trading Scheme, unless they had been purchased under future delivery contracts entered into prior to 23 December 2011. The use of the future delivery contracts ends in June 2013.

As of 1 June 2013, the CDM had issued 505,125 CERs, or 38% of all CERs issued, to 23 HFC-23 destruction projects. A further 19% (or 255,666 CERs) had been issued to 108 N2O destruction projects.

Barriers

World Bank (n.d., p. 12) described a number of barriers to the use of the CDM in least developed countries (LDCs).[49] LDCs have experienced lower participation in the CDM to date. Four CDM decisions were highlighted as having a disproportionate negative impact on LDCs:

  • Suppressed demand: Baseline calculations for LDCs are low, meaning that projects cannot generate sufficient carbon finance to have an impact.
  • Treatment of projects that replace non-renewable biomass: A decision taken led to essentially a halving in the emission reduction potential of these projects. This has particularly affected Sub-Saharan Africa and projects in poor communities, where firewood, often from non-renewable sources, is frequently used as a fuel for cooking and heating.
  • Treatment of forestry projects and exclusion of agriculture under the CDM: These sectors are more important for LDCs than for middle-income countries. Credits from forestry projects are penalized under the CDM, leading to depressed demand and price.
  • Transaction costs and CDM process requirements: These are geared more towards the most advanced developing countries, and do not work well for the projects most often found in LDCs.

Views on the CDM

Additionality

Emissions

One of the difficulties of the CDM is in judging whether or not projects truly make additional savings in GHG emissions (Carbon Trust, 2009, p. 54-56). The baseline which is used in making this comparison is not observable. According to the Carbon Trust (2009), some projects have been clearly additional: the fitting of equipment to remove HFCs and N2O. Some low-carbon electricity supply projects were also thought to have displaced coal-powered generation. Carbon Trust (2009) reviewed some approved projects. In their view, some of these projects had debatable points in their additionality assessments. They compared establishing additionality to the balance of evidence in a legal system. Certainty in additionality is rare, and the higher the proof of additionality, the greater the risk of rejecting good projects to reduce emissions.

A 2016 study by the Öko-Institut estimated that only 2% of the studied CDM projects had a high likelihood of ensuring that emission reductions are additional and are not over-estimated.

Types

Additionality is much contested. There are many rival interpretations of additionality:

  1. What is often labelled 'environmental additionality' has that a project is additional if the emissions from the project are lower than the baseline. It generally looks at what would have happened without the project.
  2. Another interpretation, sometimes termed 'project additionality', the project must not have happened without the CDM.

A number of terms for different kinds of additionality have been discussed, leading to some confusion, particularly over the terms 'financial additionality' and 'investment additionality' which are sometimes used as synonyms. 'Investment additionality', however, was a concept discussed and ultimately rejected during negotiation of the Marrakech Accords. Investment additionality carried the idea that any project that surpasses a certain risk-adjusted profitability threshold would automatically be deemed non-additional. 'Financial additionality' is often defined as an economically non-viable project becoming viable as a direct result of CDM revenues.

Many investors argue that the environmental additionality interpretation would make the CDM simpler. Environmental NGOs have argued that this interpretation would open the CDM to free-riders, permitting developed countries to emit more CO2e, while failing to produce emission reductions in the CDM host countries.

Gillenwater (2011) evaluated the various definitions of additionality used within the CDM community and provided a synthesis definition that rejects the notion of there being different types of additionality.

Schneider (2007) produced a report on the CDM for the WWF. The findings of the report were based on a systematic evaluation of 93 randomly chosen registered CDM projects, as well as interviews and a literature survey (p. 5). According to Schneider (2007, p. 72), the additionality of a significant number of projects over the 2004-2007 period seemed to be either unlikely or questionable.

It is never possible to establish with certainty what would have happened without the CDM or in absence of a particular project, which is one common objection to the CDM. Nevertheless, official guidelines have been designed to facilitate uniform assessment, set by the CDM Executive Board for assessing additionality.

Views on additionality

An argument against additionality is based on the fact that developing countries are not subject to emission caps in the Kyoto Protocol (Müller, 2009, pp. iv, 9-10). On these basis, "business-as-usual" (BAU) emissions (i.e., emissions that would occur without any efforts to reduce them) in developing countries should be allowed. By setting a BAU baseline, this can be interpreted as being a target for developing countries. Thus, it is, in effect, a restriction on their right to emit without a cap. This can be used as an argument against having additionality, in the sense that non-additional (i.e., emission reductions that would have taken place under BAU) emission reductions should be credited.

Müller (2009) argued that compromise was necessary between having additionality and not having it. In his view, additionality should sometimes be used, but other times, it should not.

According to World Bank (n.d., pp. 16–17), additionality is crucial in maintaining the environmental integrity of the carbon market. To maintain this integrity, it was suggested that projects meeting or exceeding ambitious policy objectives or technical standards could be deemed additional.

Concerns

Overall efficiency

Pioneering research has suggested that an average of approximately 30% of the money spent on the open market buying CDM credits goes directly to project operating and capital expenditure costs. Other significant costs include the broker's premium (about 30%, understood to represent the risk of a project not delivering) and the project shareholders' dividend (another 30%). The researchers noted that the sample of projects studied was small, the range of figures was wide and that their methodology of estimating values slightly overstated the average broker's premium.

The risk of fraud

One of the main problems concerning CDM-projects is the risk of fraud. The most common practices are covering up the fact that the projects are financially viable by themselves and that the emission reductions acquired through the CDM-project are not additional. Exaggerating the carbon benefits is also a common practice, just as carbon leakage. Sometimes a company even produces more to receive more CERs.

Most of the doubtful projects are Industrial gas projects. Even though only 1.7% of all CDM-projects can be qualified as such, extraordinarily they account for half to 69% of all CERs that have been issued, contributing to a collapse in the global market for all CERs. Since the cost of dismantling these gases is very low compared to the market price of the CERs, very large profits can be made by companies setting up these projects. In this way, the CDM has become a stimulus for carbon leakage, or even to simply produce more.

Hydro-projects are also quite problematic. Barbara Haye calculated that more than a third of all hydro-projects recognized as a CDM-project "were already completed at the time of registration and almost all were already under construction", which means that CERs are issued for projects that are not additional, which again indirectly leads to higher emissions. Moreover, most of the proposed carbon benefits of these projects are exaggerated.

Why are these projects approved by the Clean_Development_Mechanism Executive Board (EB)?, one might wonder. One of the main problems is that the EB is a highly politicized body. People taking a place in the board are not independent technocrats, but are elected as representatives of their respective countries. They face pressure from their own and other countries, the World Bank (that subsidizes certain projects), and other lobbying organisations. This, combined with a lack of transparency regarding the decisions of the board leads to the members favouring political-economical over technical or scientific considerations. It seems clear that the CDM is not governed according to the rules of 'good governance'. Solving this problem might require a genuine democratization in the election of the EB-members and thus a shift in thinking from government to governance. In practice this would mean that all the stakeholders should get a voice in who can have a seat in the EB.

Another important factor in the dysfunctionality of the EB is the lack of time, staff and financial resources it has to fully evaluate a project proposal. Moreover, the verification of a project is often outsourced to companies that also deliver services (such as accounting or consultancy) to enterprises setting up these same projects. In this way, the verifiers have serious incentives to deliver a positive report to the EB. This indicates that implementation is the place where the shoe pinches, as usually happens in environmental issues (mostly due to a lack of funds).

There have been indications in recent years that the EB is becoming more strict in its decisions, due to the huge criticism and the board getting more experience.

Exclusion of forest conservation/avoided deforestation from the CDM

The first commitment period of the Kyoto Protocol excluded forest conservation as well as avoided deforestation from the CDM for a variety of political, practical and ethical reasons. However, carbon emissions from deforestation represent 18-25% of all emissions, and will account for more carbon emissions in the next five years than all emissions from all aircraft since the Wright Brothers until at least 2025. This means that there have been growing calls for the inclusion of forests in CDM schemes for the second commitment period from a variety of sectors, under the leadership of the Coalition for Rainforest Nations, and brought together under the Forests Now Declaration, which has been signed by over 300 NGOs, business leaders, and policy makers. There is so far no international agreement about whether projects avoiding deforestation or conserving forests should be initiated through separate policies and measures or stimulated through the carbon market. One major concern is the enormous monitoring effort needed to make sure projects are indeed leading to increased carbon storage. There is also local opposition. For example, 2 May 2008, at the United Nations Permanent Forum on Indigenous Issues (UNPFII), Indigenous leaders from around the world protested against the Clean Energy Mechanisms, especially against Reducing emissions from deforestation and forest degradation.

Reasons for including avoided deforestation projects in the CDM

Combating global warming has broadly two components: decreasing the release of greenhouse gases and sequestering greenhouse gases from the atmosphere. Greenhouse gas emitters, such as coal-fired power plants, are known as "sources", and places where carbon and other greenhouse gases, such as methane, can be sequestered, i.e. kept out of the atmosphere, are known as "sinks".

The world's forests, particularly rain forests, are important carbon sinks, both because of their uptake of CO2 through photosynthesis and because of the amount of carbon stored in their woody biomass and the soil. When rain forests are logged and burned, not only do we lose the forests' capacity to take up CO2 from the atmosphere, but also the carbon stored in that biomass and soil is released into the atmosphere through release of roots from the soil and the burning of the woody plant matter.

An emerging proposal, Reduced Emissions from Avoided Deforestation and Degradation (REDD), would allow rain forest preservation to qualify for CDM project status. REDD has gained support through recent meetings of the COP, and will be examined at Copenhagen.

Coal thermal power generation in India and China

In July 2011, Reuters reported that a 4,000 MW coal thermal electricity generation plant in Krishnapatnam in Andhra Pradesh had been registered with the CDM. CDM Watch and the Sierra Club criticised the plant's registration and its eligibility for certified emission reduction units as clearly not additional. A CDM spokesperson dismissed these claims. According to information provided to Reuters, there are total of five coal-fired electricity plants registered with the CDM, four in India with a capacity of 10,640 MW and one 2,000 MW plant in China. The five plants are eligible to receive 68.2 million CERs over a 10-year period with an estimated value of 661 million euros ($919 million) at a CER price of 9.70 euros.

In September 2012, the Executive Board of the Clean Development Mechanism adopted rules confirming that new coal thermal power generation plants could be registered as CDM projects and could use the simplified rules called 'Programmes of Activities'. The organisation CDM-Watch described the decision as inconsistent with the objective of the CDM as it subsidised the construction of new coal power plants. CDM-Watch described the CERs that would be issued as "non-additional dirty carbon credits".

Industrial gas projects

Some CERs are produced from CDM projects at refrigerant-producing factories in non-Annex I countries that generate the powerful greenhouse gas HFC 23 as a by-product. These projects dominated the CDM's early growth, and are expected to generate 20% of all credited emission reductions by 2012 (Carbon Trust, 2009, p. 60). Paying for facilities to destroy HFC-23 can cost only 0.2-0.5 €/tCO2. Industrialized countries were, however, paying around 20 €/tCO2 for reductions that cost below 1 €/tCO2. This provoked strong criticism.

The scale of profits generated by HFC-23 projects threatened distortions in competitiveness with plants in industrialized countries that had already cleaned up their emissions (p. 60). In an attempt to address concerns over HFC-23 projects, the CDM Executive Board made changes in how these projects are credited. According to the Carbon Trust (2009, p. 60), these changes effectively ensure that:

  • the potential to capture emissions from these plants is exploited;
  • distortions are reduced;
  • and the risk of perverse incentives is capped.

Carbon Trust (2009, p. 60) argued that criticizing the CDM for finding low-cost reductions seemed perverse. They also argued that addressing the problem with targeted funding was easy with hindsight, and that before the CDM, these emission reduction opportunities were not taken.

Hydropower

Hydropower projects larger than 20 MW must document that they follow World Commission on Dams guidelines or similar guidelines to qualify for the European Union's Emissions Trading Scheme. As of 21 July 2008, CERs from hydropower projects are not listed on European carbon exchanges, because different member states interpret these limitations differently.

Organisation seeking to measure the degree of compliance of individual projects with WCD principles can use the Hydropower Sustainability Assessment Protocol, recommended as the most practical currently available evaluation tool.

NGOs and researchers have criticized the inclusion of large hydropower projects, which they consider unsustainable, as CDM projects. As of 2014, the largest power plant to receive CDM support was the Jirau Hydroelectric Plant in Brazil.

Other concerns

Renewable energy

In the initial phase of the CDM, policy makers and NGOs were concerned about the lack of renewable energy CDM projects. As the new CDM projects are now predominantly renewables and energy efficiency projects, this is now less of an issue.

Sinks

Some NGOs and governments have raised concerns about the inclusion of carbon sinks as CDM projects. The main reasons were fear of oversupply, that such projects cannot guarantee permanent storage of carbon, and that the methods of accounting for carbon storage in biomass are complex and still under development. Consequently, two separate carbon currencies (temporary CERs and long-term CERs) were created for such projects.

Windfarms in Western Sahara

In 2012, it was announced that a windfarm complex is going to be located near Laayoune, the capital city of the disputed territory of Western Sahara. Since this project is to be established under tight collaboration between the UN (which itself recognizes Western Sahara's status of a non-autonomous country) and the Moroccan government, it has been questioned by many parties supporting Western Sahara independence, including the Polisario.

Suggestions

In response to concerns of unsustainable projects or spurious credits, the World Wide Fund for Nature and other NGOs devised a 'Gold Standard' methodology to certify projects that uses much stricter criteria than required, such as allowing only renewable energy projects.

For example, a South African brick kiln was faced with a business decision; replace its depleted energy supply with coal from a new mine, or build a difficult but cleaner natural gas pipeline to another country. They chose to build the pipeline with SASOL. SASOL claimed the difference in GHG emissions as a CDM credit, comparing emissions from the pipeline to the contemplated coal mine. During its approval process, the validators noted that changing the supply from coal to gas met the CDM's 'additionality' criteria and was the least cost-effective option. However, there were unofficial reports that the fuel change was going to take place anyway, although this was later denied by the company's press office.

Successes

Schneider (2007, p. 73) commented on the success of the CDM in reducing emissions from industrial plants and landfills. Schneider (2007) concluded by stating that if concerns over the CDM are properly addressed, it would continue to be an "important instrument in the fight against climate change."

Liberal arts education

From Wikipedia, the free encyclopedia

Liberal arts education (from Latin liberalis "free" and ars "art or principled practice") is the traditional academic course in Western higher education. Liberal arts takes the term art in the sense of a learned skill rather than specifically the fine arts. Liberal arts education can refer to studies in a liberal arts degree course or to a university education more generally. Such a course of study contrasts with those that are principally vocational, professional, or technical, as well as religiously-based courses.

The term "liberal arts" for an educational curriculum dates back to classical antiquity in the West, but has changed its meaning considerably, mostly expanding it. The seven subjects in the ancient and medieval meaning came to be divided into the trivium of rhetoric, grammar, and logic, and the quadrivium of astronomy (often more astrology), mathematics, geometry, and music. The modern sense of the term usually covers all the natural sciences, formal sciences, social sciences, arts, and humanities.

History

Before they became known by their Latin variations (artes liberales, septem artes liberales, studia liberalia), the liberal arts were the continuation of Ancient Greek methods of enquiry that began with a "desire for a universal understanding." Pythagoras argued that there was a mathematical and geometrical harmony to the cosmos or the universe; his followers linked the four arts of astronomy, mathematics, geometry, and music into one area of study to form the "disciplines of the mediaeval quadrivium". In 4th-century-BC Athens, the government of the polis, or city-state, respected the ability of rhetoric or public speaking above almost everything else. Eventually rhetoric, grammar, and dialectic (logic) became the educational programme of the trivium. Together they came to be known as the seven liberal arts. Originally these subjects or skills were held by classical antiquity to be essential for a free person (liberalis, "worthy of a free person") to acquire in order to take an active part in civic life, something that included among other things participating in public debate, defending oneself in court, serving on juries, and participating in military service. While the arts of the quadrivium might have appeared prior to the arts of the trivium, by the middle ages educational programmes taught the trivium (grammar, logic, and rhetoric) first while the quadrivium (arithmetic, geometry, music, astronomy) were the following stage of education.

Allegory of the seven liberal arts, The Phoebus Foundation

Rooted in the basic curriculum – the enkuklios paideia or "well-rounded education" – of late Classical and Hellenistic Greece, the "liberal arts" or "liberal pursuits" (Latin liberalia studia) were already so called in formal education during the Roman Empire. The first recorded use of the term "liberal arts" (artes liberales) occurs in De Inventione by Marcus Tullius Cicero, but it is unclear if he created the term. Seneca the Younger discusses liberal arts in education from a critical Stoic point of view in Moral Epistles. The exact classification of the liberal arts varied however in Roman times, and it was only after Martianus Capella in the 5th century influentially brought the seven liberal arts as bridesmaids to the Marriage of Mercury and Philology, that they took on canonical form.

The four "scientific" artes – music, arithmetic, geometry, and astronomy – were known from the time of Boethius onwards as the quadrivium. After the 9th century, the remaining three arts of the "humanities" – grammar, logic, and rhetoric – were grouped as the trivium. It was in that two-fold form that the seven liberal arts were studied in the medieval Western university. During the Middle Ages, logic gradually came to take predominance over the other parts of the trivium.

In the 12th century the iconic image – Philosophia et septem artes liberales (Philosophy and seven liberal arts) was produced by an Alsatian nun and abbess Herrad of Landsberg with her community of women as part of the Hortus deliciarum. Their encyclopedia compiled ideas drawn from philosophy, theology, literature, music, arts, and sciences and was intended as a teaching tool for women of the abbey. The image Philosophy and seven liberal arts represents the circle of philosophy, and is presented as a rosette of a cathedral: a central circle and a series of semicircles arranged all around. It shows learning and knowledge organised into seven relations, the Septem Artes Liberales or Seven Liberal Arts. Each of these arts find their source in the Greek φιλοσοφία, philosophia, literally “love of wisdom”. St. Albert the Great, a doctor of the Catholic Church, asserted that the seven liberal arts were referred to in Sacred Scripture, saying: "It is written, 'Wisdom hath built herself a house, she hath hewn her out seven pillars' (Proverbs 9:1). This house is the Blessed Virgin; the seven pillars are the seven liberal arts."

Page, with illustration of Music, from Marriage of Mercury and Philology

In the Renaissance, the Italian humanists and their Northern counterparts, despite in many respects continuing the traditions of the Middle Ages, reversed that process. Re-christening the old trivium with a new and more ambitious name: Studia humanitatis, and also increasing its scope, they downplayed logic as opposed to the traditional Latin grammar and rhetoric, and added to them history, Greek, and moral philosophy (ethics), with a new emphasis on poetry as well. The educational curriculum of humanism spread throughout Europe during the sixteenth century and became the educational foundation for the schooling of European elites, the functionaries of political administration, the clergy of the various legally recognized churches, and the learned professions of law and medicine. The ideal of a liberal arts, or humanistic education grounded in classical languages and literature, persisted in Europe until the middle of the twentieth century; in the United States, it had come under increasingly successful attack in the late 19th century by academics interested in reshaping American higher education around the natural and social sciences.

Similarly, Wilhelm von Humboldt's educational model in Prussia (now Germany), which later became the role model for higher education also in North America, went beyond vocational training. In a letter to the Prussian king, he wrote:

There are undeniably certain kinds of knowledge that must be of a general nature and, more importantly, a certain cultivation of the mind and character that nobody can afford to be without. People obviously cannot be good craftworkers, merchants, soldiers or businessmen unless, regardless of their occupation, they are good, upstanding and – according to their condition – well-informed human beings and citizens. If this basis is laid through schooling, vocational skills are easily acquired later on, and a person is always free to move from one occupation to another, as so often happens in life.

The philosopher Julian Nida-Rümelin has criticized discrepancies between Humboldt's ideals and the contemporary European education policy, which narrowly understands education as a preparation for the labor market, arguing that we need to decide between "McKinsey and Humboldt".

Modern usage

The modern use of the term liberal arts consists of four areas: the natural sciences, social sciences, arts, and humanities. Academic areas that are associated with the term liberal arts include:

For example, the core courses for Georgetown University's Doctor of Liberal Studies program cover philosophy, theology, history, art, literature, and the social sciences. Wesleyan University's Master of Arts in Liberal Studies program includes courses in visual arts, art history, creative and professional writing, literature, history, mathematics, film, government, education, biology, psychology, and astronomy.

Secondary school

Liberal arts education at the secondary school level prepares students for higher education at a university.

Curricula differ from school to school, but generally include language, chemistry, biology, geography, art, mathematics, music, history, philosophy, civics, social sciences, and foreign languages.

In the United States

Thompson Library at Vassar College in New York

In the United States, liberal arts colleges are schools emphasizing undergraduate study in the liberal arts. The teaching at liberal arts colleges is often Socratic, typically with small classes; professors are often allowed to concentrate more on their teaching responsibilities than are professors at research universities.

In addition, most four-year colleges are not devoted exclusively or primarily to liberal arts degrees, but offer a liberal arts degree, and allow students not majoring in liberal arts to take courses to satisfy distribution requirements in liberal arts.

Traditionally, a bachelor's degree in one particular area within liberal arts, with substantial study outside that main area, is earned over four years of full-time study. However, some universities such as Saint Leo University, Pennsylvania State University, Florida Institute of Technology, and New England College have begun to offer an associate degree in liberal arts. Colleges like the Thomas More College of Liberal Arts offer a unique program with only one degree offering, a Bachelor of Arts in Liberal Studies, while the Harvard Extension School offers both a Bachelor of Liberal Arts and a Master of Liberal Arts. Additionally, colleges like the University of Oklahoma College of Liberal Studies and the Harvard Extension School offer an online, part-time option for adult and nontraditional students.

Most students earn either a Bachelor of Arts degree or a Bachelor of Science degree; on completing undergraduate study, students might progress to either a liberal arts graduate school or a professional school (public administration, engineering, business, law, medicine, theology).

Great Books movement

In 1937 St. John's College changed its curriculum to focus on the Great Books of the Western World to provide a new sort of education that separated itself from the increasingly specialized nature of higher schooling.

In Europe

Thriumph of S. Tomas & Allegory of the Sciences by Andrea di Bonaluto. Frasco, 1365-68, Basilica di S. Maria Novella.

In most parts of Europe, liberal arts education is deeply rooted. In Germany, Austria and countries influenced by their education system it is called 'humanistische Bildung' (humanistic education). The term is not to be confused with some modern educational concepts that use a similar wording. Educational institutions that see themselves in that tradition are often a Gymnasium (high school, grammar school). They aim at providing their pupils with comprehensive education (Bildung) to form personality with regard to a pupil's own humanity as well as their innate intellectual skills. Going back to the long tradition of the liberal arts in Europe, education in the above sense was freed from scholastic thinking and re-shaped by the theorists of the Enlightenment; in particular, Wilhelm von Humboldt. Since students are considered to have received a comprehensive liberal arts education at gymnasia, very often the role of liberal arts education in undergraduate programs at universities is reduced compared to the US educational system. Students are expected to use their skills received at the gymnasium to further develop their personality in their own responsibility, e.g. in universities' music clubs, theatre groups, language clubs, etc. Universities encourage students to do so and offer respective opportunities but do not make such activities part of the university's curriculum.

Thus, on the level of higher education, despite the European origin of the liberal arts college, the term liberal arts college usually denotes liberal arts colleges in the United States. With the exception of pioneering institutions such as Franklin University Switzerland (formerly known as Franklin College), established as a Europe-based, US-style liberal arts college in 1969, only recently some efforts have been undertaken to systematically "re-import" liberal arts education to continental Europe, as with Leiden University College The Hague, University College Utrecht, University College Maastricht, Amsterdam University College, Roosevelt Academy (now University College Roosevelt), University College Twente (ATLAS), Erasmus University College, the University of Groningen, Bratislava International School of Liberal Arts, Leuphana University of Lüneburg, Central European University, and Bard College Berlin, formerly known as the European College of Liberal Arts. Central European University launched a liberal arts undergraduate degree in Culture, Politics, and Society  in 2020 as part of its move to Vienna and accreditation in Austria. As well as the colleges listed above, some universities in the Netherlands offer bachelors programs in Liberal Arts and Sciences (Tilburg University). Liberal arts (as a degree program) is just beginning to establish itself in Europe. For example, University College Dublin offers the degree, as does St. Marys University College Belfast, both institutions coincidentally on the island of Ireland. In the Netherlands, universities have opened constituent liberal arts colleges under the terminology university college since the late 1990s. The four-year bachelor's degree in Liberal Arts and Sciences at University College Freiburg is the first of its kind in Germany. It started in October 2012 with 78 students. The first Liberal Arts degree program in Sweden was established at Gothenburg University in 2011, followed by a Liberal Arts Bachelor Programme at Uppsala University's Campus Gotland in the autumn of 2013. The first Liberal Arts program in Georgia was introduced in 2005 by American-Georgian Initiative for Liberal Education (AGILE), an NGO. Thanks to their collaboration, Ilia State University became the first higher education institution in Georgia to establish a liberal arts program.

In France, Chavagnes Studium, a Liberal Arts Study Centre in partnership with the Institut Catholique d'études supérieures, and based in a former Catholic seminary, is launching a two-year intensive BA in the Liberal Arts, with a distinctively Catholic outlook. It has been suggested that the liberal arts degree may become part of mainstream education provision in the United Kingdom, Ireland and other European countries. In 1999, the European College of Liberal Arts (now Bard College Berlin) was founded in Berlin and in 2009 it introduced a four-year Bachelor of Arts program in Value Studies taught in English, leading to an interdisciplinary degree in the humanities.

In England, the first institution to retrieve and update a liberal arts education at the undergraduate level was the University of Winchester with their BA (Hons) Modern Liberal Arts programme which launched in 2010. In 2012, University College London began its interdisciplinary Arts and Sciences BASc degree (which has kinship with the liberal arts model) with 80 students. In 2013, the University of Birmingham created the School of Liberal Arts and Natural Sciences, home of a suite of flexible 4-year programmes in which students study a broad range of subjects drawn from across the University, and gain qualifications including both traditional Liberal Arts and Natural Sciences, but also novel thematic combinations linking both areas. King's College London launched the BA Liberal Arts, which has a slant towards arts, humanities and social sciences subjects. The New College of the Humanities also launched a new liberal education programme. Richmond American University London is a private liberal arts university where all undergraduate degrees are taught with a US liberal arts approach over a four year programme. Durham University has both a popular BA Liberal Arts and a BA Combined Honours in Social Sciences programme, both of which allow for interdisciplinary approaches to education. The University of Nottingham also has a Liberal Arts BA with study abroad options and links with its Natural Sciences degrees. In 2016, the University of Warwick launched a three/four-year liberal arts BA degree, which focuses on transdisciplinary approaches and problem-based learning techniques in addition to providing structured disciplinary routes and bespoke pathways. And for 2017 entry UCAS lists 20 providers of liberal arts programmes.

In Scotland, the four-year undergraduate Honours degree, specifically the Master of Arts, has historically demonstrated considerable breadth in focus. In the first two years of Scottish MA and BA degrees students typically study a number of different subjects before specialising in their Honours years (third and fourth year). The University of Dundee and the University of Glasgow (at its Crichton Campus) are the only Scottish universities that currently offer a specifically named 'Liberal Arts' degree.

In Slovakia, the Bratislava International School of Liberal Arts (BISLA) is located in the Old Town of Bratislava. It is the first liberal arts college in Central Europe. A private, accredited three-year degree-granting undergraduate institution, it opened in September 2006.

In Asia

A young man introduced to the seven Liberal Arts by Sandro Boticelli, c. 1484. Fresco in Villa Lemni, Florence.

The Commission on Higher Education of the Philippines mandates a General Education curriculum required of all higher education institutions; it includes a number of liberal arts subjects, including history, art appreciation, and ethics, plus interdisciplinary electives. Many universities have much more robust liberal arts core curricula; most notably, the Jesuit universities such as Ateneo de Manila University have a strong liberal arts core curriculum that includes philosophy, theology, literature, history, and the social sciences. Forman Christian College is a liberal arts university in Lahore, Pakistan. It is one of the oldest institutions in the Indian subcontinent. It is a chartered university recognized by the Higher Education Commission of Pakistan. Habib University in Karachi, Pakistan offers a holistic liberal arts and sciences experience to its students through its uniquely tailored liberal core program which is compulsory for all undergraduate degree students. The Underwood International College of Yonsei University, Korea, has compulsory liberal arts courses for all the student body.

In India, there are many institutions that offer undergraduate UG or bachelor's degree/diploma and postgraduate PG or master's degree/diploma as well as doctoral PhD and postdoctoral studies and research, in this academic discipline. The highly ranked IIT Guwahati offers a "Master's Degree in Liberal Arts". Manipal Academy of Higher Education – MAHE, an Institution of Eminence as recognised by MHRD of Govt of India in 2018, houses a Faculty of Liberal Arts, Humanities and Social Sciences, and also others like Symbiosis & FLAME University in Pune, Ahmedabad University, and Pandit Deendayal Energy University (PDEU)  in Ahmedabad, Ashoka University, and Azim Premji University in Bangalore. Lingnan University, Asian University for Women and University of Liberal Arts- Bangladesh (ULAB) are also a few such liberal arts colleges in Asia. International Christian University in Tokyo is the first and one of the very few liberal arts universities in Japan. Fulbright University Vietnam is the first liberal arts institution in Vietnam.

In Australia

Campion College is a Roman Catholic dedicated liberal arts college, located in the western suburbs of Sydney. Founded in 2006, it is the first tertiary educational liberal arts college of its type in Australia. Campion offers a Bachelor of Arts in the Liberal Arts as its sole undergraduate degree. The key disciplines studied are history, literature, philosophy, and theology.

The Millis Institute is the School of Liberal Arts at Christian Heritage College located in Brisbane. Founded by Dr. Ryan Messmore, former President of Campion College, the Millis Institute offers a Bachelor of Arts in the Liberal Arts in which students can choose to major in Philosophy, Theology, History or Literature. It also endorses a 'Study Abroad' program whereby students can earn credit towards their degree by undertaking two units over a five-week program at the University of Oxford. As of 2022, Elizabeth Hillman is currently the President of the Millis Institute.

A new school of Liberal Arts has been formed in the University of Wollongong; the new Arts course entitled 'Western Civilisation' was first offered in 2020. The interdisciplinary curriculum focuses on the classic intellectual and artistic literature of the Western tradition. Courses in the liberal arts have recently been developed at the University of Sydney and the University of Notre Dame.

Politics of Europe

From Wikipedia, the free encyclopedia ...