9-10Th April 2019

REGIONAL WORKSHOP Capacity Building to Strengthen Sustainable Implementation of Renewable Energy Technologies for Rural Energy Access

Regional Project Launch and Planning Workshop Workshop Report 9-10th April 2019 Holiday Inn, Suva, Fiji

Acronyms and Abbreviations

ACSE Adapting to Climate Change and Sustainable Energy ADB Asian Development Bank BRANTV Barrier Removal for Achieving the National Energy Road Map Targets of Vanuatu CCDA Climate Change and Development Authority (PNG) EE Energy Efficiency EU European Union FREAGER Facilitating Renewable Energy and Energy Efficiency Applications for Greenhouse Gas Emissions Reduction FREF Fiji Rural Electrification Fund GE Green Economy GEF Global Environment Facility GGGI Global Green Growth Institute IFC International Finance Corporation IUCN International Union for Conservation of Nature KOICA Korean International Cooperation Agency LDC Least Developed Countries LLG Local Level Government M&E Monitoring and Evaluation NAMA Nationally Appropriate Mitigation Action O&M Operation and Maintenance PICs Pacific Island Countries PIDF Pacific Islands development Forum PNG Papua New Guinea PSC Project Steering Committee RE Renewable Energy RESCO Renewable Energy Service Company SDGs Sustainable Development Goals SIDS Small Island Developing States SREP Scaling Up Renewable Energy Programme TVET Technical and Vocational Education and Training UNDP United Nations Development Programme VREP Vanuatu Rural Electrification Project

Contents Acronyms and Abbreviations ...... 3 1 Introduction ...... 6 1.1 Objectives of the Workshop ...... 6 1.2 Participants ...... 7 2 Workshop Opening ...... 8 3 Participant expectations and contributions ...... 12 4 Session Highlights...... 13 4.1 Project Overview and Details...... 13 4.2 Presentation of Country Needs Assessment Summaries ...... 14

4.2.1 Fiji ...... 14 4.2.2 Papua New Guinea ...... 15 4.2.3 Vanuatu ...... 17

4.2.4 Solomon Islands ...... 18 4.3 Knowledge Platform introductory presentation ...... 20 4.4 Monitoring and Evaluation ...... 22 4.4.1 M&E Exercise ...... 22 5 Country Breakout Session 1: Target Locations and Communities ...... 24 5.1 Vanuatu ...... 24 5.2 Papua New Guinea ...... 26 5.3 Fiji ...... 30 5.4 Solomon Islands ...... 33 6 Country Breakout Session 2: Training Module Planning ...... 38 6.1 Vanuatu ...... 38 6.2 Papua New Guinea ...... 39 6.3 Fiji ...... 40 6.4 Solomon Islands ...... 41 8 Country Breakout Session 3: Learning Objectives ...... 43

8.1.1 Green Economy General Principles ...... 43

8.1.2 Energy Efficiency Principles ...... 43

8.1.3 Green Business Basics ...... 44

8.1.4 Inclusive Development ...... 44 8.1.5 Renewable Energy General Principles ...... 44

8.1.6 Solar in the Community ...... 45 8.1.7 Pico hydro systems in the community ...... 46 8.1.8 Solar Operation and Maintenance (O&M) basics ...... 46

8.1.9 Pico hydro systems O&M basics ...... 47 8.1.10 Financial Management of Renewable Energy Systems...... 47

8.1.11 Considerations for delivery of the training ...... 48 9 Participants’ reflections on the Workshop and Close ...... 49 Annex 1: Workshop Evaluation ...... 50 Annex 2: Participants List...... 51 Annex 3: Logical Framework ...... 52

1 Introduction

To strengthen informed and inclusive decision-making by resource owners and local government officials for integration of green economy (GE) and renewable energy (RE) into local level planning and to strengthen implementation of renewable energy (RE) infrastructure for rural electrification, the Global Green Growth Institute (GGGI) and the Pacific Islands Development Forum (PIDF), with funding from the Korea International Cooperation Agency (KOICA), have partnered to implement the project titled Capacity Building to Strengthen Sustainable Implementation of Renewable Energy Technologies for Rural Energy Access (referred to as ‘the project’).

The project started in January 2019 and has a duration of three years. Fiji, Vanuatu, Solomon Islands and Papua New Guinea (PNG) are the countries targeted for the implementation of the project activities, while experiences and lessons learnt will be shared across all Pacific Island Countries (PICs) and other Small Island Developing States (SIDS).

The official launch of the project was completed through the regional inception and planning workshop from 9-10th April 2019, which is the subject of this report. The regional workshop delivered an important pre-implementation planning session with key stakeholders from the four target countries, including planning a knowledge platform and information sharing, dialogue on previous and current experiences from capacity building projects, reviewing the needs assessment and identifying the target sites in each country.

The implementation phase of this project will involve first developing materials for 10 training modules on various renewable energy, energy efficiency and green economy topics, then organizing and conducting training sessions in rural areas of Fiji, Solomon Islands, Vanuatu and Papua New Guinea (Melanesia) for local government officials, traditional/community leaders, women and vulnerable groups, youth, and local technicians. Different modules will be targeted to different audiences according to priorities. The project will take a train-the-trainers approach with the trainers being centrally trained in the capital city of each country and then travelling to rural areas to deliver the training to the localities and communities. The project has a goal of training 3,000 people across the four countries to strengthen leadership for green economy and renewable energy initiatives and to achieve a wider rippling effect of indirectly benefiting 300,000 men and women through improved, green and inclusive development.

1.1 Objectives of the Workshop

In the context of the overall project, the workshop had two main objectives:

1. Presenting the project, its objectives and work done to date o As the project is still in its early stages, the objective was to make sure all participants at the workshop are on the same page, well-informed of what the project is trying to achieve and aware of the activities completed up till the workshop date.

2. Planning the implementation of the project together, including: o Planning for knowledge sharing o Planning for monitoring and evaluation and knowing where and how to gather information o Identifying and confirming project sites and target populations/groups to receive the training o Discussing, receiving feedback on and confirming the training modules and learning objectives

More generally, an additional benefit identified by the participants was the opportunity to exchange information, knowledge and experiences between the four countries regarding renewable energy implementation and training for rural electrification projects.

1.2 Participants

The workshop was attended by 24 participants on the first day, which included the official launch of the project, while the second day which was the technical working group part of the workshop was attended by 16 participants. A smaller attendance on the second day was as expected, as the workshop focused on the technical parts of the project. The participants were invitees from the four countries where the project will be implemented, Fiji, Solomon Islands, Vanuatu and Papua New Guinea.

Of the total 14 men and 11 women who attended the workshop over the two days, 18 participants were from Fiji including from the Ministry of Climate Change, the Department of Energy and the Ministry of Rural Maritime Development. From PNG, Vanuatu and the Solomon Islands there were two participants each. For PNG, the participants were from the Climate Change and Development Authority (CCDA) and the Central Province Administration. For Solomon Islands, the participants were from the Ministry of Mines, Energy and Rural Electrification and for Vanuatu, the participants were from the Department of Energy and the Department of Local Government.

The full list of participants from the two days of the workshop is attached as Annex 1.

2 Workshop Opening

The Capacity Building to Strengthen Sustainable Implementation of Renewable Energy Technologies for Rural Energy Access Project regional workshop was opened by a brief welcome address by Katerina Syngellakis, Pacific Regional Representative of the Global Green Growth Institute. Then the project was officially launched by H.E Shin-Hee Cho, Korean Ambassador to Fiji. Mr. François Martel, Secretary General of the Pacific Islands Development Forum (PIDF) also addressed the audience in the opening session of the first day. Further details of their remarks are given below.

Welcome Address by Katerina Syngellakis, Pacific Regional Representative, Global Green Growth Institute

Citing Fiji as the first country to ratify the Paris Agreement on Climate Change and the Fijian Presidency of the COP 23 in 2017 at Bonn, Ms. Syngellakis stated in her welcome address that Fiji reflects the depth to which the Pacific is embarking to bring about a holistic, inclusive change to the world, to engage all partners in climate action and that apart from the imperative of climate action, the need to enhance energy security and energy access in the Pacific cannot be over-emphasized and even more so for rural and remote communities where electricity is expensive to generate. Her remarks further emphasized the importance of promoting and facilitating greater participation from all levels of society to enable sustainable development in rural communities, including in the implementation of renewable energy for rural electrification. In this regard, strengthening inclusive informed decision-making for resource owners and local government officials for integration of renewable energy and the green economy into local-level planning and rural electrification implementation is vital. Stating that the work and discussions over the next two days would include how a knowledge platform would be built to share information and experiences, identifying skills needed to plan for a greener economy and sustainable, clean and affordable renewable energy-based electrification at the sub-national level, Ms. Syngellakis emphasized that at sub-national levels, leaders and community groups can play a key role influencing change and further embracing renewable energy technologies. At the same time, sharing of knowledge and ideas with sub-national actors will enable them to implement the necessary actions moving forward. Ms. Syngellakis concluded that the workshop will enable a robust capacity building partnership between all for improved, sustainable rural energy access and development of green rural economies.

Opening remarks and launch of the Regional Project from Her Excellency Shin-Hee Cho, Korean Ambassador to Fiji

In her opening remarks, H.E Shin-Hee Cho, Korean Ambassador to Fiji, informed the participants that KOICA and GGGI had been developing the project for more than two years, and for the Korean government, this is the first KOICA regional cooperation programme in the Pacific, involving four Melanesian countries. She went on to state that this is a very meaningful project, because in coping with transnational issues such as climate change, mutual understanding and cooperation amongst nations are crucial. Ambassador Cho also emphasized that climate change impact in the Pacific region is not just a word written in the textbook, but it is a matter of real survival of residents. Therefore, actions responding to the crises caused from climate change are essential, not optional. This is evidenced by the significant amounts of overseas development assistance being provided to the Pacific by Korea, Australia, the European Union (EU), Japan, China, and others. Ambassador Cho stated that Korea currently provides and develops several overseas development assistance projects in the climate change sector through KOICA considering its strategic significance and priority and have selected this project as a representative project that shows the sincere effort of Korea to support adapting to climate change impact in the Pacific. Ambassador Cho affirmed that Korea will contribute to mitigation and adaption to climate change in Pacific by providing capacity building programs together with new infrastructure such as solar power plants and in the future, will try to promote participation of international climate change funds such as the Green Climate Fund and work with UN agencies, NGOs, private organizations and other partners to achieve effective and visible results from projects.

Remarks from Mr. François Martel, Secretary General of the Pacific Islands Development Forum

In his speech, Mr. François Martel, Secretary General of the Pacific Islands Development Forum (PIDF) emphasized that the Sustainable Development Goals (SDGs), can only be realized with a strong commitment to national, regional and global partnerships and cooperation. He highlighted a recent study published in the Journal: Energy, Sustainability and Society, where researchers looked at development aid for energy in Small Island Developing States (SIDS) and did a comparative assessment across SIDS including Melanesian countries that have the lowest average energy access proportion among SIDS. In conclusion, he quoted: “While the trend towards more funding for renewables is positive, low disbursement levels and limited support for strengthening local human and institutional capacities may be limiting its effectiveness”. The Secretary General stated that this is what this project is all about, relying in its design on genuine partnerships, with emphasis on increasing and developing national partnerships required to increase support for capacity development in green economy and renewable energy. He informed the audience that PIDF being a regional organization is fully dedicated to sustainable development and poverty eradication in the Pacific Islands through building green and blue economies and inclusivity, through effective partnerships in a “whole of society” approach and that this project exemplifies what PIDF as an organization was designed for. In thanking project partners, GGGI and funder KOICA for their confidence, the Secretary General stated that SDG17 is, part of the organization’s mantra, not on paper only, but in true fashion, genuine and meant to be on-the-ground and this is the first PIDF project on the ground since its inception.

In keeping with the Pacific theme, the workshop opening session was concluded with the participants of the project launch workshop being entertained by a Panpipe performance by the University of the South Pacific Solomon Islands Student Association.

Picture 1. University of the South Pacific Solomon Islands Student Association

3 Participant expectations and contributions

The next session was an exercise for participants to express their expectations from and contributions to the workshop. This exercise generated the following information:

Table 1. Participant Expectations and Contributions

Expectations Contributions • Discuss possible list of sites for the training / • Refine the National Needs Assessment workshops findings. • Learn more about rural electrification experiences in • Provide explanations about the project. the four Melanesian countries. • Share experiences and ideas. • Establishing network, sharing knowledge and • Presenting on the work done so this far in getting to know each other. regard to the project. • Agree on content of training material, best training • Experiences from rural/maritime areas. objectives, what kind of training needed • To see what the project can offer to rural • Agree on lists of targeted sites and target communities. populations/participants to be trained • Provide information on strategies in place in • Hear directly from country participants about what local communities. the project can do. • Possible list of project sites. • Get clarity on implementation of the project in the • Experiences of gaps in GE and RE. Solomon Islands. • Share Fiji’s rural electrification experiences. • Find out what are the best training objectives. • Sharing and recommending on project sites. • Find out more about what kind of training is needed. • Help identify the most suitable and • Getting to know this project / getting more sustainable measures/ways that can help information on how it will be implemented in each GGGI successfully implement this capacity country building project in the Central Province of PNG and contribute ideas to implement such • Needs assessment / capacity development for each projects in other Pacific Island Countries. country • Share experiences and lessons learnt, • Understand project risks and limitations particularly in RE implementations for rural • Project timeline and milestones created access. • Knowledge sharing on rural electrification and • Share ideas on project implementation. renewable energy • Understanding sustainability mechanism/approaches at the community level

4 Session Highlights

4.1 Project Overview and Details

In December 2018, GGGI signed an agreement with KOICA to implement in partnership with PIDF the project titled “Capacity Building to Strengthen Sustainable Implementation of Renewable Energy Technologies for Rural Energy Access Project.” The project is targeted at the four Melanesian countries: Fiji, Vanuatu, Solomon Islands and PNG. GGGI is managing the overall project implementation and leading implementation in Fiji, Vanuatu and PNG. PIDF is lead implementation in the Solomon Islands and also managing the knowledge platform component of the project.

The project aims to strengthen informed and inclusive decision-making by local government officials and community leaders, in order to facilitate integration of green economy and renewable energy principles into local level planning. The project also aims to strengthen implementation of renewable energy infrastructure for rural electrification. The project is targeting to train 3000 people across the four countries with indirect benefits for up to 300,000 people.

To accomplish this, training sessions will be conducted in rural areas of all four Melanesian countries for local government officials, traditional/community leaders, women and vulnerable groups, youth, and local technicians. Trainers will be centrally trained using a train-the-trainer approach and then will travel to rural areas to deliver the training. The training content will include general green economy principles, energy efficiency basics, green business basics, inclusive development, renewable energy general principles, operation and maintenance (O&M) for solar and pico-hydro, and financial management for renewable energy projects. In the long term, the project is intended to increase sustainable energy access while reducing carbon dioxide emissions in the four countries.

Implementation of the project began in January 2019 with a key first step being consultations with government representatives in each country, followed by a Needs Assessment. Project teams from GGGI and PIDF undertook missions to each country during the first quarter of 2019 and gathered information to plan the project in a way that is specifically tailored to each country’s needs. The missions also collected information which fed into a Needs Assessment and identified a preliminary list of potential project sites for each country for further discussion with national stakeholders.

After the initial in-country discussions, the proposed target locations for the Fiji Project are Beqa, Yasawa, Kadavu, Gau, Vitilevu Highlands, Vanaulevu, and Taveuni. For PNG, the identified locations were Central Province, Rigo District and Hiri District. For Solomon Islands, the target locations are Guadalcanal Province and Central Province. Identified Vanuatu locations are Malekula, Santo, Pentecost and Ambrym.

For the purpose of providing recommendations and advice for project planning and implementation, assist with M&E and provide high-level guidance and oversight of the project as well as ensure smooth internal communication, a Project Steering Committee (PSC) has been set up, which will have a composition of a high-level government representative from each country, and representatives from GGGI, PIDF, and KOICA. Representatives from other government entities and project partner agencies will be invited as

13 observers to the PSC as needed. The PSC will meet once a year, with the first meeting planned for the 11th of April 2019.

To gain the maximum benefits in terms of capacity building the project will initiate a database on Green Education making training materials widely available. Once set up, a web-based Knowledge Platform on Green Education will be available to a broad audience around the Pacific and to other SIDS. The Knowledge Platform will virtually host training materials suitable for local government and communities of the Pacific region.

4.2 Presentation of Country Needs Assessment Summaries 4.2.1 Fiji Mr. Ulaiasi Butukoro, Fiji Program Officer for GGGI and Coordinator for the project in Fiji presented an overview of the Needs Assessment done for Fiji regarding this project. Fiji has a total population of 884,887 as per the 2017 census which is an increase of 47,616 (5.7%) compared to 2007 census1. 44.1% of the population reside in rural areas, a decrease by 5.2% compared to 2007 census and 55.9% populate the urban areas. Fiji’s economy is mainly driven by tourism, agriculture, mining, manufacturing, and telecommunication. Three national planning documents which integrate green growth and resilience have been recently developed by the Fijian Government, these are: 1) The 2017-2036 Fiji National Development Plan (NDP), 2) The 2017 Fiji Nationally Determined Contribution (NDC) Roadmap, and 3) The 2018 Fiji Low Emissions Development Strategy (LEDS). Currently 97% of the total population have access to electricity, including 93.8% of rural dwellers. Fiji aims to provide access to electricity for all Fijians by 2021 and have 100% electricity generation from renewable energy sources by 2036.

There were a range of stakeholders that have been consulted during Q1 2019 regarding this project in Fiji which includes government agencies, academics, provincial offices, non-government agencies and civil society. To identify potential target locations for the project, a set of criteria was developed and based on discussion with stakeholders using these criteria, seven (7) target locations was identified: Beqa, Yasawa, Kadavu, Gau, Vitilevu Highlands, Vanualevu and Taveuni.

Ten (10) projects have been identified so far that potentially will be linked to this work: Rukua Solar Hybrid, Nacula Solar Hybrid, Daku and Dravuwalu Solar Hybrid, Navukailagi2 and Qarani Solar Hybrid, Vunisea Solar Hybrid Micro Grid system, Namara Solar Hybrid, Bukuya Mini Hydro, Buca Mini Hydro, and the Somosomo Hydro on Taveuni.

The criteria that were used for selecting the potential sites were: o Locations where a renewable energy (solar, hydro) project or initiative has recently been developed or is planned for in 2019/2020; o Rural electrification projects (infrastructure/equipment) that are either already underway or due to start in 2019 or where there are grid extension plans for rural areas; o Number of communities in an area (at least 2 communities);

1 https://www.fiji.gov.fj/Media-Centre/News/Fiji-Bureau-of-Statistics-Releases-2017-Census-Res 2 Nacula, Daku, Dravuwalu and Navukailagi solar hybrids (to be developed in 2019/20) are part of the Fiji Rural Electrification Fund (FREF) initiative.

o Ease of access/safety/security for facilitators; o Physical location/proximity to other targeted communities - limited to one province/one district/ one island within the province (depending on size of country); o Whether there is a health centre / school / church or other public buildings; o Indication of local income-generating activities (agriculture/fisheries cooperative, tourism activities, etc.); and o Numbers of people that can be trained - assuming ~150 people in a community/district assume ~10- 20 leaders. Some of the constraints identified regarding existing RE projects in Fijian rural communities are: o Lack of proper management (O&M and financial) of community-based systems projects. o Limited skills and knowledge of local communities to operate and maintain electrification systems in rural communities. o Urban migration of trained technicians entrusted to operate and maintain and/or manage community-based rural electrification projects. o Limited budget and resource in government agencies i.e. DOE to main stream capacity building on operation and maintenance of rural electrification projects on an annual basis. o Response time of RESCOs to the communities and vice versa to repair/replace parts is very weak and often too much of a delayed issue. o Unavailability of replacement/spare parts in the communities or district o Insufficient information on where to access spare parts and linking communities to suppliers o High costs and lack of spare parts available o High cost of transportation and logistics of parts, etc. o Distance from main market centres. Some of the knowledge gaps identified in the Needs Assessment are: o Most provincial government officials have limited knowledge on O&M and financial management of systems; o Small businesses in rural communities have limited knowledge on GE, RE and EE, as well as suppliers and access to markets; o Technicians serving rural RE projects are only provided adhoc trainings (many have not received training in the last 5 years). They also have limited knowledge on modern RE technologies and available suppliers in the market. 4.2.2 Papua New Guinea

Dr. Kristin Deason of GGGI presented an overview of the Needs Assessment completed so far on Papua New Guinea (PNG). Relative to the other countries in the project, PNG has a large population and size – a land area of 462,840 km2 and a population of over 8 million. The country is extremely diverse, with over 820 languages spoken. The economy is largely based on the extractive sector, including oil, gold, copper, silver, and natural gas. 80% of the population lives in rural areas with minimal services and infrastructure, and only 10-15% of the population have access to grid electricity. PNG’s Strategic Development Plan 2010-2030 sets out a goal of 70% electrification by 2030.

During the project kickoff mission held from 11th - 15th March 2019, the project team met with a number of project stakeholders, including the Climate Change Development Authority (CCDA), the PNG Department of Energy, the Central Province Authority, University of PNG, Don Bosco Technical Institute,

15 and UNDP. Current target areas for the project are the Rigo District and Hiri District, both in the Central Province and relatively easily accessible from the capital of Port Moresby. The same criteria as mentioned above for Fiji were used to discuss and select potential sites with the stakeholders.

Currently proposed potential project sites include the following: • ACSE3 solar water pumping project locations: Imaguro, Keapura, and Kalo in Rigo district • Planned grid extensions in Rigo and Hiri Districts • Existing areas with solar household systems in Central Province • Off-grid solar projects funded by New Zealand (if within Central Province)

Further, the project plans to work together with the Facilitating Renewable Energy & Energy Efficiency Applications for Greenhouse Gas Emission Reduction (FREAGER) project4 on possible training content. The FRAEGER project involves solar and mini-hydro systems as well as training on energy efficiency, policy and planning, standards, and technical capacity building, but does not have any project sites in the Central Province. Therefore, the new capacity building project will complement the geographic reach of the existing project.

Some of the constraints on the sustainability of current renewable energy project identified during the kickoff mission include: • Legislation and regulations relating to renewable energy are not up to date • Design of projects vis-a-vis climate resilience • More community ownership of projects is needed but must be accompanied by ability to carry out operation and maintenance (O&M) tasks • Vandalism • Low quality products available for sale

Existing training relevant to this project include: • FREAGER project (mentioned above) • IFC “Lighting Up PNG” program • TVET RE/EE courses developed by the PacTVET project5

Gaps and content suggested by stakeholders to be included in the project for PNG include: • Literacy on basic electricity principles • Link to tourism and local priorities • Safety training • Training on how to buy good quality appliances and correct use of technology • Consumer knowledge and how to determine quality of products

3 The Adapting to Climate Change and Sustainable Energy (ACSE) project is funded by the European Union and implemented by GIZ in PNG. 4 The FRAEGER project is funded by the Global Environment Facility and implemented by UNDP. 5 The Pacific Technical and Vocational Education and Training in Sustainable Energy and Climate Change Adaptation (PacTVET) project is funded by the European Union and implemented by SPC and USP. Further information is available here: http://prdrse4all.spc.int/node/4/content/pactvet-pacific-technical-and-vocational-education-and- training-sustainable-energy

• Standard business model and how a family/community would operate a solar kit • Cost of systems and financial management • Troubleshooting and O&M 4.2.3 Vanuatu The Vanuatu need assessment summary was presented by Mr. Paul Kaun, the GGGI Senior Program Officer for Vanuatu who also assumes the role of Vanuatu Country Coordinator for this project. The presentation overview briefly highlighted a few national statistics of relevance, including the national population of 272,459 and total national household figure of 55,527, based on the 2016 mini census report. Over 83% of urban population have access to electricity, while in rural areas less than 10% of its population have access to a reliable source of electricity, noting that over 80% of population live outside of the main urban centers. The mini census report also noted that more than 96% of rural population use portable solar lighting systems.

The Vanuatu kick-off mission took place from 10th – 13th February 2019. Additional consultation meetings with local project stakeholders were undertaken after the mission by the Vanuatu Coordinator. The kickoff mission and additional consultations discussed the objectives of the project, project timelines and activities, potential project sites and role of local stakeholders in the project. The stakeholders consulted included national government and provincial government officials, the Department of Energy, the Department of Local Government and representatives of some of the locally registered training institutions.

Using the same criteria as the other countries in the project, the preliminary assessment has identified four islands in Vanuatu as potential rural sites for implementing this project. These are the islands of Santo, Malekula, Ambrym and Pentecost and they have been prioritized based on current and pipeline RE projects earmarked for implementation. These RE related projects include the Vanuatu Rural Electrification Project (VREP), the Barrier Removal to Achieve National Energy Road Map Targets of Vanuatu (BRANTV) Project, and the Solar Water Pumping Project, administered by the World Bank, UNDP and GGGI respectively. While the VREP focusses on whole of Vanuatu, BRANTV mainly focusses on Pentecost and Santo and the Solar Water Pumping Project concentrates on the islands of Santo, Malekula and Ambrym.

The kickoff mission also highlighted some challenges to implementing RE projects in rural areas of Vanuatu, some of which are common to other Pacific Island countries. These include: • Insufficient personnel with basic skills and knowledge to operate and maintain electrification systems in rural communities; • Lack of proper management of systems in place to take care of the systems; • Inadequate funding allocations for maintenance of the system; • Community disputes; • High cost of replacement parts; • Insufficient information on where to access spare parts; • Lack of spare parts (weak supply chain); • High logistics costs for shipping parts; • Distance from main market centers.

A few of the current and pipeline RE projects identified within the preselected sites include;

• Vanuatu Rural Electrification Project (VREP), administered by World Bank (mainly solar, SHS and mini-grids in whole Vanuatu); • BRANTV Project, administered by UNDP (involves both solar and mini-hydro, in selected sites in Vanuatu); • Vanuatu Solar Water Pumping Project, funded by the Government of Luxembourg and implemented by GGGI in partnership with Department of Water Resources and Department of Energy in selected sites in Vanuatu; • Talise Hydro Project, Maevo Island funded through IUCN.

Some of the training gaps identified for these selected sites are; • There is high GE, RE and EE knowledge gap between main urban and sub-national levels and the rural communities; • Literacy level in rural communities; • Most knowledge enhancement trainings are conducted in main urban centers thus out of reach for many people; • Inadequate rural training centers, and no GE, RE and EE courses offered in their training modules; • Even at the main centers GE, RE and EE courses offered are very limited. 4.2.4 Solomon Islands Mr. Mark Borg, PIDF’s Team Leader Programme Management, presented an overview of the findings of a project mission that visited the Solomon Islands from 19th – 22nd February 2019 and the preliminary summary of the needs assessment for Solomon Islands. The Solomon Islands is an archipelago of with a population of about 600,000 people on a land area of 28,400 km2 and an ocean area of over 1.5 million km2. It is classified as a Least Developed Country. Its economy is highly reliant on resource extraction, dominated by logging in the past, but with the depletion of its forests, there is a greater interest in the mining of the country’s mineral resources. The Solomon Islands is almost entirely dependent on imported, refined petroleum fuels for national energy needs for electricity generation, transport, and lighting. While 64% of the population of Honiara is connected, only 6% of the remainder of the country is connected to grid electricity. Off-grid solar has been implemented for many years and more recently grid-connected solar installations have also been implemented. In its NDC Solomon Islands has indicated it could reduce its emissions by more than 50% by 2050 with appropriate international assistance. Government recognises that renewable energy can play a key role in increasing access in a sustainable manner, contribute to lower the cost of supply and enable a reduction in the level of tariff. A World Bank supported project titled "Electricity Access and Renewable Energy Expansion Project" plans to deliver clean energy to over 9000 people. This constitutes the biggest renewable energy project in Solomon Islands thus far.

The mission met first with Mr. John Korinihona, Director of Energy at the Ministry of Mining, Energy and Rural Electrification of the Government of Solomon Islands. The possible target provinces were discussed again using the same criteria as for other countries. The recommendation from the meeting was that the project focus on two provinces – Guadalcanal and Central.

This does not in any way signify that the other provinces have less needs or are less important, but the two provinces chosen are more accessible at lower cost and therefore the access to greater numbers of beneficiaries and the chances of success of the project are improved. The success of this project would

18 improve the potential of such activities being extended to other less accessible provinces of Solomon Islands in the future.

The mission team also met with Director Hudson Kauhiona from the Ministry of Environment and Permanent Secretary Collin Beck from the Ministry of Foreign Affairs. From the Academic sector various meetings were held with the Solomon Islands National University (SINU) – the Office of Research (Katrina Hergstrom, David Gegeo, Lisa Offa, Moses Asitarau); the School of Technology, Maritime and Fisheries (Solomon Pita); and the School of Education (David Iforoa). The team also had discussions with the Don Bosco Technical Institute. From the Civil Society sector, the team met with Ms. Jennifer Wate & Mr. Inia from the Development Service Exchange and Mr. Casper, Ms. Emily and Ms. Doreen from the National Council of Women.

The potential sites in the two provinces were further discussed with the stakeholder met and the following sites were proposed:

Table 2. Proposed Sites for the Solomon Islands Project Name Province Technology Existing Date (completed Notes Training or planned) Plans Kakabona Guadalcanal Grid extension NA Completed EE module would be appropriate Barana Guadalcanal Solar NA Almost completed Selwyn College Guadalcanal Solar Grid NA Completed Potential of having students trained Visale Guadalcanal Solar hybrid NA Completed Palagati Guadalcanal Pico-hydro NA Completed Fox Bay Guadalcanal Pico-hydro NA Completed Palm oil Guadalcanal Solar mini-grids NA Completed plantations Siote Central Solar NA Completed Bishop Koete Central Hybrid NA Completed Rural Training solar/wind/ diesel Center Islands near Central Hybrid nano- NA Not started – Links to the Tulagi hydro planned to start in Italian ENEA 2019 project

The team identified several challenges for the project. These included: • Lack of national technical expertise; • When things go wrong, there are not many options in terms of technicians who can be contacted to come to solve the issue;

• Accessibility to many communities is complicated and expensive; • Distrust in the technologies – exacerbated by electoral gifts of cheap, poor quality solar units.

There were also some positive points noted. These included the Government support for rural electrification and capacity building activities and its support for RE technology, including in national policy. There are several large RE projects being rolled out and there is good connectivity with high mobile phone penetration. It was also noted that SINU owned several mobile solar training kits which could be made available to the project once an agreement is put in place between SINU and the project.

It seems that currently the only training available is contained in the courses run by SINU. Don Bosco Technical Institute offers electrical courses but no RE specific training. Thus, there are gaps and/or limited training in RE, GE and EE that can be filled by the project and add value to current training available in the Solomon Islands.

4.3 Knowledge Platform introductory presentation

One of the key outcomes for this project is the establishment of an online web-based knowledge platform on green economy, renewable energy and energy efficiency for sharing knowledge, experience and lessons learnt during the project. The platform will initially focus on sharing the training materials and experiences from the project but will also expand to include links to other training materials and projects which are relevant for training at the sub-national level and in rural communities.

Being an online portal, it will be available to an extensive audience from across the Pacific and other Small Islands Developing States (SIDS) around the world. Mark Borg begun his presentation by touching on the functions of the PIDF, and how such a portal can also aid in the efforts of PIDF in achieving its mission and visions. The PIDF has issued a Request for Proposal for the development of this portal and anticipates the portal to be ready by the end of May 2019. To give an idea of what the platform would possibly look like following completion, the participants were taken through PIDF’s existing Pacific Green Business Centre (www.greenbusiness.solutions).

Following the presentation, participants were asked to discuss and document what kind of information they thought should be on the knowledge platform, what existing platforms, if any, the project team could model this new platform on, who they thought should administer it and how this platform can be best publicized. The following points reflect a summary of these discussions: • The portal should house the following types of documents and information: o The training materials used in this project; o Summary reports or case studies from projects in the Pacific, or from around the world, where there existed a focus on green economy and renewable energy; o The roles and responsibilities of various stakeholders involved; o Links to online courses (such as the Massive Open Online Courses) that can aid in further developing knowledge in communities; o Links to other relevant portals, knowledge hubs and publications; o Links, or information on, suppliers of renewable energy equipment in each of the target countries; and,

o Where possible, for the above information to be available in the most widely spoken vernaculars in the Pacific. • Some possible existing platforms that can be used as a guide are: o The Pacific Regional Data Repository - http://prdrse4all.spc.int/. o The International Renewable Energy Agency - https://www.irena.org/. o The Green Growth Knowledge Platform - http://www.greengrowthknowledge.org/. o The Tina Hydro Project website - http://www.tina-hydro.com/. o The Pacific Climate Change Portal - https://www.pacificclimatechange.net/. • In terms of publicizing the platform: o The Project Team should include the relevant government department of each target country in marketing/communication plans; o Ensure that the platform has a presence on social media; o To reach other SIDS, using global partnerships such as the NDC Partnership is ideal, together with other partners such as World Bank, Asia Development Bank (ADB), GEF, UNDP etc., who organize and/or attend international meetings and summits, at which this project and its activities can be promoted. • With respect to managing the platform: o Some sort of verification process should be in place for uploading of content; o Editing of the portal structure should be undertaken by an Administrator – someone who is well versed with website management. It is suggested that PIDF be the administrator of the portal. o The following proposed processes are for uploading materials on the website: ▪ Allow anyone to upload provided there is a filter mechanism on the site that would allow the administrator to filter content; ▪ Appoint an in-country focal point to upload the materials; ▪ Communities to provide information to the in-country focal points who would then send them via email to the administrator who would upload the materials on the platform. • Some other suggestions made were: o The Project Team to assess whether the use of open source communication tools such as Rapid Pro (https://community.rapidpro.io/) is possible. Rapid Pro will allow community members to send and receive feedback from the administrators via SMS. This improves accessibility to remote rural areas that are difficult to reach frequently for maintenance work. o The portal should have a feedback mechanism or blog feature for community members, trainers, interested parties and experts to use. o If possible, a live chat function should also exist on the portal, and a clear process of managing this needs to be in place. o An M&E framework for the platform should be developed and used to improve the website. o Considering that the users will most likely be rural dwellers in slow internet speed areas, the platform must be as simple and lightweight as possible while maintaining its informative nature. o Information in Microsoft Word and in PDF format, and in visual form (video clips) would have the most impact. o Lengthy reports must also have a summary uploaded.

4.4 Monitoring and Evaluation

Kristin Deason gave a presentation on the project approach to monitoring and evaluation (M&E). GGGI and PIDF have joint responsibility for project M&E, while support for M&E activities will be needed from the project counterparts in each country (Ministries, local government, other stakeholders) throughout the project. The M&E for the project is based on the logical framework approach. KOICA will also be hiring an independent evaluator later in the project, and the Project Steering Committee will also provide M&E oversight. Gender-segregated data will be collected, and periodic monitoring will be done by GGGI and PIDF through visits to project sites. The periodic monitoring will also require support and collaboration from national counterparts, local government and other key stakeholders involved in the project. A project mid-point review will be conducted by GGGI and KOICA will be performing a post-project assessment of outcomes 1 year after project completion.

The two main key performance indicators for the project are: 1. No. of participants who joined training program on GE, RE, O&M and Financial Management 2. No. of suitable materials developed A number of other indicators for the project will also be measured. These are listed in the logframe document which was handed out to participants and is available in Annex 2. The main sources of data for M&E are anticipated to include pre-implementation surveys, post-training surveys, list of trainers, lists of training attendees, and others as indicated in Annex 2.

4.4.1 M&E Exercise In the M&E breakout exercise, the Logical Framework Analysis process was introduced and the participants were asked to review the logframe and discuss the following questions. A summary of the discussion is provided under each question. 1. Do you have any general comments on the M&E approach? Is there anything missing? • Participants commented that they would have appreciated seeing the logframe document prior to the workshop. • Some of the indicators such as the baseline information may differ from country to country, so we may need to record different values for each country • Suggestions to either translate the M&E and training materials into vernacular language or keep the resources in English but provide the training in vernacular • What is the definition of vulnerable group? Who should it include? Suggestions were to include women, youth, children, elderly, disabled etc. Also discussed, women with disabilities were more vulnerable. • Suggestion to explicitly mention the disabled. Training and modules designed and provided should be disability friendly. • The Pacific Disability Forum would be a good stakeholder to consult. There are other stakeholders that address disability, for example there is one such organization in the Solomon Islands.

2. Review the logframe lines highlighted in yellow. For each indicator, please write one question that can be included in the pre-implementation survey. • Item 1.1 • How many women and people from vulnerable groups are in your community?

• How are women and vulnerable groups are represented and contribute to decision making process in the community? • How many women/people from vulnerable groups are members of committees? • How often do you contribute or participate in the decision making in your community? • Number of local development policies • Item 2.1. Participants agree that knowledge itself cannot be measured. What can be measured, though, is what is done with that knowledge. As such, proposed questions are: • What do you know about renewable energy and green economy? (this needs to be asked before and after the training) • How many people in the community are aware of renewable energy in your community? • How many people use renewable energy in your community? • Should something go wrong with your renewable energy system, who fixes it for you? • Who installs them and who maintains renewable energy systems in your community? • Do you know how to maintain a solar system? • How often do you perform maintenance of the system? • Item 2.3.3. The participants discussed how it is difficult to measure changes in behavior, but it should include something as simple as turning the lights off when you leave a room or doing a little research on energy efficient appliances and using renewable energy for productive purposes. The group proposes the following questions be posed: • What do you use your renewable energy for? • Do you use renewable energy for income generating activities? • Item 3.1 • Are you involved in any O&M or financial management for RE equipment? • Regarding the wording of the indicator, participants suggested changing “Proportion of community committee…” to “Number of community committee…”

3. For line 1.1, what decision makers should be targeted to achieve this objective? What policies/projects should be targeted and how? • For item 1.1, the target audience should be the women’s groups, village council, community leaders. 4. Review the logframe line lighted in green and brainstorm ways to gather this information. What development plans should the project target? How can we measure this? How can we get an idea of what the baseline is? • The breakout groups did not have time to address this question. It was suggested that the country breakouts discuss this further during day 2. 5. For line 2.1, indicator no.4, what types of actions should the training encourage? How can we measure whether this happens? • The breakout groups did not have time to address this question. It was suggested that the country breakouts discuss this further during day 2. 6. Thinking about your country’s target locations, what is the best way to go about pre-implementation surveys? Please brainstorm a few suggestions and pick the top three. • The breakout groups did not have time to address this question. It was suggested that the country breakouts discuss this further during day 2.

5 Country Breakout Session 1: Target Locations and Communities

In this session, breakout groups from each country were formed. Each group was asked to review the initial project target locations identified for the country, and to place stickers on a map indicating their location. Specific technologies were indicated by the sticker color (yellow for solar, green for hydro, and blue for grid extension). Then the group was asked to answer the following questions: 1. General questions: • Depending on how many sites have already been identified: Are there any other sites that we have missed? How can we narrow down the number of sites? Which sites should be prioritized and why? • Are there any other projects/initiatives/programmes existing within the target locations which are relevant to this project which we need to be aware of?

2. For each site, gather the following information: • How many communities/villages are located within the vicinity of the site? • Population of village/district/etc. • Target groups in each location, and approx. how many will we be able to train in each? • Access (including mode of access) to the location and routes • Existing grid networks (as well mini grids). • Existing public facility within the sites? If yes, please provide details. • How many villages are there? What is the population per village? • If you cannot provide answers to some of these questions, who can we contact to get this information from? • Do you have any further details of the pre-selected sites which have not been captured yet? • What are the income generation activities within each community? • Are there any other supporting groups (NGO, etc.) within the communities, you feel that should be part of this capacity building training?

Next, the groups were asked to take another map and indicate the locations of the government stations in the relevant provinces/islands. They were also asked to gather the following information: • Information for each station, including the number of government officials are stationed there. • Other questions to ask are: • Which are the local government stations which are in the selected provinces, districts? How many government officers work there and how many should be trained? • What are stakeholders at sub national government that needs to be included as part of this project?

5.1 Vanuatu

During the group breakout session, the Vanuatu group identified the following locations as potential sites to deliver the training workshops and added one other island, Vanua Lava, to the list of islands identified as potential project sites developed during the kickoff meeting. The sites are listed in the table below.

Table 2.2 Proposed Sites: Vanuatu Name of Population Island Province RE Related Projects Community Matantas, Big 180 Santo Sanma VREP and BRANTV Bay Hog Harbour 395 Santo Sanma VREP, BRANTV, and Solar Water Pump Project Luganville 15,120 Santo Sanma VREP and BRANTV town Parisa 135 Santo Sanma VREP and BRANTV Craig Cove 30 Ambrym Malampa VREP and BRANTV Loltong 240 Pentecost Penama VREP and BRANTV Waterfall 90 Pentecost Penama VREP and BRANTV Pangi 80 Pentecost Penama VREP and BRANTV Travol 1 30 Malekula Malampa VREP and Solar Water Pump Project Pinalum 445 Malekula Malampa VREP and Solar Water Pump Project Southwest 440 Malekula Malampa VREP, NAMA and BRANTV Bay Sola Vanua Torba VREP and BRANTV Lava

The above sites were selected based on the energy projects that are currently implemented and those in pipeline such as the Vanuatu Rural Electrification Project (VREP) funded by New Zealand and SREP funding, and is administered by the World Bank, the BRANTV Project funded by GEF, and administered by UNDP, the Vanuatu NAMA Project funded by the Government of Austria, also administered by UNDP and the Solar Water Pump Project funded by the Government of Luxembourg, administered by GGGI.

The islands from which the sites are located are shown in map below, circled in black. Vanuatu has more than 70 sites which the above-named projects are or will be implemented, however, only 12 sites are being selected at this stage based on their ease of access, and concentration of projects. A pre- implementation survey which will be contacted later this year will determine the final sites for project implementation.

Furthermore, the group was able to identify all of the provincial government centers, marked in red in the in-country map shown below, and these included: • Sola in Torba Province • Luganville in Sanma Province • Loltong in Penama Province • Lakatoro in Malampa Province • Port Vila in Shefa Province, and • Isangel in Tafea Province.

Map 1.0 Map of Vanuatu showing the islands of Vanua Lave, Santo, Pentecost, Malekula and Ambrym in marked black circles which have preselected sites for the project. The red circles are the provincial government headquarters.

5.2 Papua New Guinea

The following table lists the information collected and discussed about the potential project locations during the workshop. The locations are also identified in Map 2.0.

Table 2.3 Proposed Sites: Papua New Guinea Project Location(s) District Technology Existing Date Notes Name Training (completed Plans or planned) ACSE Imuagoro Rigo Solar for water Cleaning, To be • Population 1024 (113 households) pumping and maintenance, finished by street lighting WASH June 2009 Keapara Rigo • Population 653 (90 households)

Kalo Rigo • Population 2438 (368 households)

Grid Port Rigo to (grid) None • The grid is already in place – for more extension Moresby to Abau than 10-20 years (Port Moresby to Kwikila to (Kupiano) Kwikila). In this case we probably do not Kupiano want to include this in our training. • Grid from Kwikila to Kupiano is more recent (about 5-6 years). This area would be a medium priority for training. • The grid mostly brings power to the government stations • Only some villages have electricity (main part of the district where there are government offices) Laloki to Grid / hydro • High priority training location Brown • Two villages: Laloki and Brown River, River total population ~2000+ (Hiritano • New hydro project at the source of Hwy) Brown River, grid being extended downwards into Port Moresby • Power to be supplied to villages and households

Project Location(s) District Technology Existing Date Notes Name Training (completed Plans or planned) • Hydro is currently under construction but work is on-hold due to disputes between landowners and government • Under the villages they have a Local Level Governments (LLG) – this is in the Hiri Rural LLG • Villages in Hiri District and into Kairuku beyond Brown River could also be a possibility – they will not get the grid at this time but perhaps they might have solar systems or the possibility to get them in the future. Kwikila to Rigo to • Grid is already in place, however, they Kupiano Abau hope to improve the Grid • Proposed upgrade from Kupiano (not sure where the extension is to)

Solar Also MP- Rigo / Hiri Solar • Few households have solar systems on household supplied rooftops or solar panels. Used for systems systems lighting. Only those can afford solar systems purchase larger systems for white goods. • Beyond Hiri into Kairuku – no grid, depends on solar • Need to contact solar suppliers to find out what areas have these systems NZ Off- Rigo and Solar Target 5000 households grid Hiri districts Deputy Provincial Administrator projects - (Benjamin to find more information about this)

Map 2.0 Map of Proposed Sites in Central Province, PNG.

The government stations in the relevant districts are as follows: • Laloki – Hiri District • Kwikila – Rigo District • Kupiano (Abau District) this district is included because one of the grid extensions goes to here.

Each government station has approx. 150 workers. Anyone who is working at the local-level government (LLG) would be based in these stations. The organizational structure is: LLG > Local Council Presidents (3) >> Local Councilors >>> Councilors (depends on the population). The locations are noted in Map3.0 below.

Map 3.0 Government Stations in the relevant districts.

Issues Discussed It was agreed that the three ACSE project locations will be good places to do the training, as well as the grid extension from Laloki to Brown River (Hiritano Hwy). These are the two highest priority locations, and it was felt that we might be able to reach the goal of training 700-800 people with these five villages, as they represent a total population of over 6000 people. The ACSE project locations are where solar water pumping systems are being put in place, so the training would focus on solar. For Laloki and Brown River, the training could focus on EE and productive use, as well as some general information on large hydro if possible, as a big hydro station is being built to power the grid in this area.

In some of the other areas with grid extensions that had been previously identified, it was found that the grid extension is quite old (~ 10 years), for example from Port Moresby to Kwikila. From Kwikila to Kupiano, the grid is slightly more recent, but has been in place about 5-6 years. In addition, in these areas the grid mainly goes to the government stations and not to households. In this case it was concluded that these are probably not good candidates for our training, unless plans are put in place to extend the grid to households here.

If needed, we could also look at locations where solar household systems are commonly being used and where the NZ-funded project is happening. For both, more information needs to be gathered. For the solar household systems, we would need to contact the solar companies to see where they have sold systems or work closely with the provincial and district authorities to identify where they are, or what villages may have the potential to buy them in the future. For the NZ project, Benjamin will take an action to find out more information about the project, including project locations, schedule and what kind of training is planned.

Finally, there is also the possibility of adding more villages in Hiri District beyond Brown River - they will not get the grid at this time but perhaps they might have solar systems or the possibility to get them in the future.

5.3 Fiji

In the table below are the various proposed sites that were discussed by the group during the workshop that were recommended for this project.

Table 2.4 Proposed Sites: Fiji No. Project Location(s) District Technology Existing Date Notes Name Training (completed Plans or planned) 1 Rukua Rukua Beqa Diesel Solar None. Last None Total population 179. Hybrid village Hybrid training was in Most of the people in this village work in a Project System 2012 nearby resort/hotel. 2 Nacula Nacula Yasawa Solar Hybrid None None 3 villages; Nacula Village,Naisisili Village, FREF Island system and Navotua Village, 140 houses, 476 total Project Solar home population. A primary school and secondary systems school: Ratu Meli Memorial School, Yasawa North Secondary School Health Centre. 3 Daku and Daku & Kadavu Diesel and None None 2 villages, 69 houses, total population of 268. A Dravuwalu Dravuwalu Solar home primary school: Bulou Dolele Memorial School FREF village systems Project 4 Navukailagi Navukailagi Gau SHS None None 57 houses, total population 227, a primary and Qarani & Qarani (Navukailagi) school: Navukailagi District School and the FREF village , Multiple Qarani Government Station Project Sources Health Centre. (Qarani) 5 Vunisea Vunisea Kadavu Diesel and Ongoing None 103 houses, total population 460, 2 primary Hybrid Solar hybrid, training by schools and a secondary school and the Project solar home Divisional Government Station. systems Engineer Central Eastern -MoIT

No. Project Location(s) District Technology Existing Date Notes Name Training (completed Plans or planned) 6 Namara Namara Kadavu Diesel Solar None at the N/A 44 houses, total population of 172 Solar Project village Hybrid moment. Last system training was in 2016 7 Bukuya Bukuya Ba Mini Hydro Training on 2017 143 houses, total population of 706, 3 villages Hydro Village System Financial connected, a nursing station and post office. Project Management Tabulei village & Tabuquto Village are connected to the project. Nursing station. 8 Buca Hydro Buca & Natewa Hydro Ongoing N/A 115 houses, total population of 564, Project Tukavesi (Buca), Solar training by Government Station (Tukavesi), Buca Hydro village Hybrid MoIT connects only Buca Village A nearby separate (Tukavesi) project, Muana Hydro Project, Connects Muana Village, Wailevu + Another Village. Project has not yet started. 9 Taveuni Taveuni Taveuni Hydro Ongoing N/A 949 houses, total population of 4281, more than Hydro Island 949 system and training by 15 villages, 5 primary schools, 3 secondary Project solar grid MoIT and schools, a government station, a hospital connected EFL for their system respective (earmarked) employees.

Below is a map of the proposed sites for this project number 1 to 9.

Map 4.0 Proposed Sites in Fiji The Government stations at Qarani, Vunisea and on Taveuni were also identified to receive training.

5.4 Solomon Islands

During the breakout session, the group delved deeper in the project sites identified during the project mission to Honiara. Four more sites were added to those identified then. The list of sites is given below with the additional sites being (no.11) Lambi, (no.12) Yandina School, (no.13) Kopiu Community High School and (no.14) Kaoka. The group listed the sites in order of priority in Table 2.1.2.

Table 2.1.2 Proposed Sites: Solomon Islands Priority Site name Island location Province RE Type Notes order 1 Kakabona Guadalcanal Guadalcanal Solar / Grid Residential locality extension Easy access – near Honiara 2 Palm oil Guadalcanal Guadalcanal Solar / mini grids Villages close by – labourers’ housing; solar completed; plantations – grid extension in progress; sizable population and number Guadalcanal of communities around; Rural training centre and mini- Plain Palm hospital. Oil Ltd Access: Easy by road from Honiara (GGPOL) 3 Visale Guadalcanal Guadalcanal Solpower solar Mini-hospital in pipeline hybrid mini grid Secondary school; Catholic parish HQ; Rural training centre (TVET for girls only) Access: Easy by road from Honiara 4 Lambi Guadalcanal Guadalcanal Solar Government sub-station; Clinic; Fisheries station with ice plant; School (primary and secondary); Agriculture extension; important port; Access: Easy by road from Honiara 5 Selwyn Guadalcanal Guadalcanal Solar hybrid Largest boarding school in SI College Clinic; many communities around this area 6 Bishop Koete Nggela Islands Central Solar / wind Rural training Centre (c. 100 students); Shipyard and Rural hybrid (NZ other shipping activities. Government Centre at Tulagi. Training funded) Access: Boat from Honiara or on Ferry from Honiara to Centre Malaita 7 Barana Guadalcanal Guadalcanal Solar (SPREP Nature park – protected watershed; provides Honiara’s EBA project) water supply; Logging has been stopped School; clinic; community hall Tourist stop Income-generation activities needed 8 Siote Nggela Islands Central Solar hybrid Secondary School; Clinic – excess power goes to nearby (Government villages; province supplies most fish to Honiara; no ice project)

Priority Site name Island location Province RE Type Notes order machine and they get ice from Honiara; ice-making is in the plans. Government Centre at Tulagi. Access: Ferry from Honiara to Malaita 9 Yandina Mbanika, Russel Central Solar Provincial (gov) substation for Russell Islands. Islands (serving the School, clinic, police station school) HQ of Russell Islands Plantation Ltd (copra) Access by ferry from Honiara 10 Kopiu Guadalcanal Guadalcanal Pico-hydro Boarding school Community Access: Access by road from Marau (flight to Marau from High School Honiara. 11 Fox Bay Weather Coast Guadalcanal Pico-hydro Villages; Clinic; School Guadalcanal Installed by Ministry of Energy Access by boat from Lambi 12 Palagati Weather Coast Guadalcanal Pico-hydro Four Villages; Clinic; School Guadalcanal Installed by Ministry of Energy Access by boat from Lambi 13 Tulagi sites Nggela Islands Central Pico-hydro Italian funded project not yet started, and sites being determined; Government Centre at Tulagi. Access: Boat from Honiara 14 Kaoka Guadalcanal Guadalcanal Pico-hydro Project not yet started. A number of villages to be served. Big coconut plantation and fisheries centre. Access: By boat from Aola (Aola accessible by road from Honiara) or by boat from Marau (flight to Marau from Honiara.

The proposed sites are shown in the following maps 5.0, 6.0 and 7.0. The Government centres (marked in red circles in maps) usually have the following structures: 1. Provincial level: Senior Administration officer 2. National level: Representatives from (1) Agriculture extension officer; (2) Health officer; (3) Education officer; (4) Fisheries officer; (5) Forestry officer; (6) Police officers

Map 5.0 Proposed project sites on Guadalcanal, Solomon Islands

Map 6.0 Proposed project sites on Nggela Island, Central Province, Solomon Islands

Map 7.0 Proposed project sites on Russell Islands, Central Province, Solomon Islands

6 Country Breakout Session 2: Training Module Planning

For this session the participants were asked the following questions about the proposed training modules. These questions had been asked during the in-country meetings but were repeated here to validate the information and receive further feedback. • Are the modules proposed suitable for your countries? • Do the modules cover the needs of the identified target groups?

Then the participants used the following questions to fill out a matrix printout. • Which modules should be delivered to each target group? (indicate on the matrix with stickers) • Can you prioritize the modules for each of the identified target groups? (write numbers on stickers) • How much detail should be in each module for each target group? How many days should be dedicated to each module for each target group? • Are you aware of any training in your countries related to any of these modules? Would you know if there is any available material arising from these trainings? • For each of the modules, which organizations should be consulted in their further development?

The results from each of the country discussions is given below.

6.1 Vanuatu

The group discussion pointed out that is important to consider that some groups stand to benefit more from some of the modules, e.g. the training of Local Government Officials must stress more on Inclusive Development and General Principles of both GE and RE, whilst local technicians would be interested more in basic O&M of solar and pico-hydro systems. The group proceeded to complete the matrix given to them as per the ranking shown in picture below for each module per target group.

Picture 2.0 Vanuatu GE and RE Module Matrix

Key discussion points 1. To avoid information overload, it is suggested that the focus for each group be on top three priorities, and should resources be left, then the remaining topics can be delivered to them. 2. Some previous trainings that the group could think of were: a. Solar Freezers basic information training; b. RE and EE Guide for Rural Tourism Development; and c. Green entrepreneurship Guide. 3. It is important for the following groups to be consulted during the development phases of the training materials: a. Department of Energy; b. Local RE equipment suppliers; c. Pacific Vocational and Training Centre; d. Vanuatu Institute of Technology; and, e. Certified suppliers of electrical appliances in Vanuatu.

6.2 Papua New Guinea

Discussion Points: 1. Recommended target audiences for the target groups was as follows: • Local Government officials –councilors, as they are the closest to the ground • Traditional and community leaders, chiefs, clan leaders, elders, school principals, church leaders, leaders of women’s’ groups/vulnerable groups. It was discussed that oftentimes, vulnerable groups are not included in initiatives like this, therefore it was suggested to go to the local community leaders to reach the vulnerable groups. • Small businesses: established businesses, or in the process of establishing, local trade stores, markets (fisheries/agricultural). Content should include awareness and ideas on how to utilize resources to practice green business. • Local technicians: should include technicians that have no formal training but learn on the job. Meet with community leaders to identify technicians. Kwikila for example has a lot of carpenters, however, maybe able to train them on the basics of maintenance.

2. Length of modules: participants recommended 2 modules per day, but should depend on the needs/programs of the targeted group

The group proceeded to complete the matrix given to them as per the ranking shown in picture below for each module per target group.

Picture 3.0 PNG GE and RE Module Matrix

6.3 Fiji

Discussion points: Some of the discussion points for the Fiji group were as follows below: • The group agreed that all the modules and topics identified are essential for the various target groups highlighted; • For GE modules; local government officials and small businesses would have more relevant interest to this. On the other hand, RE modules would be relevant to local technicians and community/traditional leaders given their key roles in sustaining projects on the ground; • It would be important to identify other leaders in the community to be part of the training i.e. religious leaders, etc.;

As follows, are the specific individuals for the targets groups that need to be part of this training; • For local government officials this includes: Rokos6, provincial council officers, divisional staff of Dept. Of Energy; school reps, hospital reps, government station reps; • For Traditional/community leaders, this includes; Chief, Mataqali Leaders, Turaga ni Koros, Village committees and sub committees' members, religious/church leaders, disability rep and minority group reps; • For Small business; all village business owners, resort owners, village cooperative reps; • For Local technicians; all solar home system technicians, all hybrid system technicians, village solar managers;

6 Roko is the title of an administrator or head of a provincial council office. Each province has a provincial council and all provincial councils are statutory bodies of the Ministry of iTaukei Affairs. The Turaga ni koros (village spokesman) and Mata ni Tikina (District spokesman) are subordinates of the Rokos under the Provincial Council structure. The Provincial Councils report to the Ministry of iTaukei Affairs.

Target Groups Matrix

Picture 4.0 Fiji GE and RE Module Matrix

6.4 Solomon Islands

The Solomon Islands group agreed that the topics identified for the modules were indeed appropriate as were the four target groups.

They prioritized the topics in accordance to each target group and proposed the amount of time that should be dedicated on each topic with each target group. This is summarized in the following table.

Table 3.1 Solomon Islands GE Module Matrix Target Group Local Traditional / Small Local Government Community Businesses technicians Officials Leaders Topic Priority Days Priority Days Priority Days Priority Days GE General 1 0.5 6 0.5 8 0.5 7 0.5 Principles Energy 2 1 2 0.5 6 0.5 6 0.5 Efficiency basics Green 10 1 8 0.5 1 2 - - Business Basics Inclusive 3 0.5 4 1 10 0.5 - - Development RE General 4 0.5 7 0.5 2 0.5 5 1 Principles Solar in 5 2 3 2 3 2 3 2 Community Pico-hydro in 8 2 9 2 9 2 4 2 Community Solar O&M 7 3 1 3 4 2 1 4 basics Pico-hydro 9 3 10 3 7 2 2 4 O&M basics RE financial 6 0.5 5 1 5 0.5 - - management Total Days 14 14 12.5 14

Note: A point raised was that these different target groups may be at a different level of knowledge and understanding, thus the facilitator would need to judge how much time is needed for each topic according to the needs on the ground. Thus, the above figures should only be considered as guidelines.

8 Country Breakout Session 3: Learning Objectives The third country breakout session focused on the learning objectives for the modules and topics. The country groups were asked to answer the following questions:

• Considering the Green Economy Module, are the four subject areas appropriate and enough for achieving the goal of this project?

• What should be the learning objectives of each of the four GE module subject areas? (please identify at least three for each) o Green Economy General Principles? o Energy Efficiency Principles? o Green Business basics? o Inclusive development?

• Considering the Renewable Energy Module, are the six subject areas appropriate and enough for achieving the goal of this project?

• What should be the learning objectives of each of the six RE module subject areas? o Renewable Energy General Principles? o Solar Power Systems in the Community? o Pico hydro systems in the community? o Solar power systems operation and maintenance basics? o Pico hydro systems O&M basics? o RE Financial management?

• Any suggestions on how should each of these be thought to each target group?

As time was limited each country worked on two to four subject areas, so all subject areas were covered. Each country group then presented back to the larger group and there was time for questions and discussion.

The suggested learning objectives for each subject area are given below. Country specific learning objectives which were suggested are given in italics.

8.1.1 Green Economy General Principles • Understand the key principles of the Green Economy. • Outline national targets, policies and strategic plans • Basic principles and concepts of GE • GE relevance to communities and individuals. • Awareness on existing incentives and initiatives 8.1.2 Energy Efficiency Principles • What is EE and why is it important? • Calculating costs of wattage use • Benefits – financial and environmental • Existing regulations on EE (per country) • Standards and labelling (star system) • EE appliances – what are they?

• Building design to promote EE and materials to use • Energy conservation measures • Lights, ACs, computers and printers (sleep modes) • Energy efficiency in transport • Regulating age if imported vehicles • Proper vehicle maintenance • Outboard engine and ship maintenance • Energy efficiency in Generators and machines • To be able to identify energy efficient appliances such as LED lights, household appliances • To be able to identify energy efficient behaviors • To be to able identify energy efficient needs of the community and also individuals • Understanding of EE and RE to save energy and money. • Examples of energy efficient lifestyles. Awareness on energy consumption – based on need; • Use examples from other countries such as using common washing machines;

Fiji specific comments: • Important to include minimum energy performance standards and labelling • Ministry of Rural and Maritime Development can promote such community behaviors 8.1.3 Green Business Basics • Understand Green Business principles and apply them to respective businesses; • Participants are empowered to become drivers of green growth; • To educate people on how to use local resources for their business needs. • Basic information of Green Business (What and Why is it important); • Examples of green Businesses; • Existing incentives for Green Businesses such as grants or bank loans • How to start and operate a (green) business, such as registration process, licensing, tax registration and government services; 8.1.4 Inclusive Development • Basic information on Inclusive development (What and Why is it important) • To understand why inclusive development is important to communities; • To emphasize the importance of including all relevant community stakeholders in decision making, with an aim to increase the number of women in the decision- making process. • Conceptualize inclusive development to local level. For example, important of inclusive decision making (including women, children, people with disabilities, youths, LGBTQI), participation, gender inclusion • Identifying existing community inclusive development or recommend potential projects • Guidance and how to plan for inclusive development 8.1.5 Renewable Energy General Principles • Introduction to energy • Difference between non-renewable and renewable energy sources • General Knowledge on what RE is • Different types of RE in the world and bringing it down to country level

• Different types of RE e.g. Solar, Hydro, Wind • Hydro projects and grid extensions and its application e.g. solar and its application - used for household and run lights, appliances, etc. • Fundamental information: main uses of each of the types of RE e.g. to reduce greenhouse gas emissions • Benefits of using RE • Identify forms of energy that are more useful e.g. heat (solar) – energy in the form of heat is more economical e.g. electricity for light, communication, hydro (flowing water in the mountains, pressure) • Communities should be made aware of the advantage and disadvantages of energy sources including fossil fuel and hybrid sources.

Fiji specific comments: • Local government officials to be made aware of the Nationally Determined Contribution (NDC) Roadmap and other national renewable energy related policies

PNG specific comments: • Linking Government goals to provincial and district development plans and then to the LLGs - can link it to the communities or project • In PNG, wind is only used to pump water (not common in Central Province. Mainly used in Morobe Province) • There are companies now that build lights that use wind but not implemented widely • What kind of solar systems you see in the Central Province: solar kits, solar panels to power fridge and lighting, small in size (used to charge one or two batteries) • PNG target is 70% RE by 2030 and to be carbon neutral before 2050 – this is important to discuss with communities especially in regards to climate change 8.1.6 Solar in the Community • Identify and specify location for RE e.g. solar must be in the direct path of the source of the energy (sun) • Different types of solar systems e.g. electric energy (PV panel system) vs solar hot water. Matching the size/type of system with what type of appliance it can run. • Components of a solar system • Educate communities on the terminologies used e.g. what is a KW? • Difference between grid electricity and non-grid renewable systems • Inform communities on the advantages of RE to supplement power • Consumer information on the types of the different solar panels depending on the different household demands • Consumer information on the quality of the products e.g. there are 3 types and for communities to purchase products that are updated, economical, quality and suitable for the intended purpose • Basic information on how to use RE systems (technology) i.e. user manual (instructions), general knowledge on how to use the system • Communities should aware how of the systems work and its limitations • Different types of technology available • Different types of components (such as solar panels, battery, inverter, controller, lights etc.)

• Advantages and disadvantages of the different types of technology • Role playing on buying a solar system (conversation between a sales person and customer)

PNG specific comments: • Case Study in PNG: installed streetlights for safety reasons and because landowners were not compensated they removed the system • Linking Development plans e.g. moving from subsistence to commercial in farming (need to consult the development plan to see if this is relevant) 8.1.7 Pico hydro systems in the community • Communities should aware of the systems work and its limitations • Different types of technology available • Different types of components (such as turbines, pipes, dams, inverter, controller, lights etc.) • Advantages and disadvantages of the different types of technology 8.1.8 Solar Operation and Maintenance (O&M) basics • How solar RE works • Pros and cons of solar RE systems • Solar in off-grid, on grid, hybrid systems • Potential uses of solar besides lighting and phone charging • How to know if it’s working properly i.e. is there a way knowing if the system is working to its full potential? • How often to clean solar panels and how do it • Troubleshooting (checking battery, connections) • How to access additional training i.e. identify some of the available trainings • How to do safe connections • Basic safety • Storing of solar equipment • Climate resilience of the system i.e. basic system protection • Troubleshooting minor faults • Basic standard operating procedures (SOPs) • Operator assigned • Identify best practices of O&M • Hands-on exercise for setting up solar installation. Such as Solar Mamas projects. • O&M succession planning • How the sun produces its energy; how much reaches the Earth • Components of solar energy system and how they work (panels, inverters, etc) • Assembling a solar energy system (practical session) • Tools needed and how to properly use them (practical session) • Using a battery storage system • Proper use of system o Safety of installers and users o Efficiency o Behavioral attitude towards energy efficiency and conservation • Proper maintenance of system (solar panels and batteries)

• Proper battery replacement/disposal • Basic calculations o How many panels needed for your wattage requirements • Basic Electronics o Solar cell conversion to electricity o DC/AC conversion • Assessing quality of solar system components • Finding best location for the panels (maximum sunlight and safety considerations) • How do we protect system from bad weather? • Avoiding fire hazards 8.1.9 Pico hydro systems O&M basics • Hydrologic cycle • Energy conversion • How pico-hydro works • Components of pico-hydro • Maintenance of system and locale (trees need to be conserved; branches removed from water) • Choosing the best location for pico-hydro system o Basic calculations • Safety issues o Proper signage o Safety of users o No swimming in vicinity o Dangerous grid lines • Pros and cons of system • Applications of pico-hydro • Direct AC production – professional electrical engineers essential • Tools needed and how to properly use them (practical session) • • Troubleshooting minor faults • Basic SOPs • Operator assigned • Identify best practices of O&M • Hands-on exercise for setting up of the installation. • O&M succession planning 8.1.10 Financial Management of Renewable Energy Systems • Look at projects that are community funded - how they take ownership and have the skills to run the projects • How communities can access funds from the districts and provincial governments • Different financial tools that are readily available • How to assess risks & returns • Basic knowledge of finance such as savings, SMEs, how to manage cash-flows, opening bank accounts

• Financial commitments of the projects such as tariffs, components, operation, maintenance, fuel, servicing and repairs • Identify best practices of financial managements such as bank accounts, registration etc • Incentives such as banks, department of Corporative in MITT • Examples of success stories • Villagers should be aware of cash-flows and book keeping for sustainability of the project. • Concept of savings important for financial commitments • Cost of producing energy o Capital o Operations (labour, production, repairs) o Profit • Payment Systems o Sinking funds o Pay as you use • Basic accounting o Income and expenditure recording • Financial reporting • Using RE for production and income generation • Tariff setting for low/high users • Governance and administration of financial management system.

Fiji specific comments: • Department of Corporative in MITT to be part of this project

PNG specific comments: • Understanding what the provincial policies are and the processes • PNG Government has pushed for every community to have a cooperative • Communities/cooperatives have a bank account, therefore, are able to apply for a loan • Value for money e.g. coconut scrappers in the markets use electricity to scrap coconuts and earn 8.1.11 Considerations for delivery of the training • When it comes to delivery, simple and non-academic approach is necessary. The content of the modules must not be too detailed, and participants must, where possible, get a hands-on experience such as on those modules related to renewable energy. • Using role playing as one of the tools, e.g. on buying a solar system (conversation between a salesperson and customer) • A major problem is when operators or technicians get formal qualifications they often move to towns and cities leaving behind village systems. Rural to drift issues.

Vanuatu specific comments: • The use of Bislama as the language of instruction will also be vital for certain modules.

9 Participants’ reflections on the Workshop and Close

Reflections on the workshop

The participants sat in a circle and reflected upon this two-day workshop. First the participants were asked to describe the workshop in one word. The answers were: • Interesting • Illuminating • Informative • Insightful • Interactive • Engaging • Good • Coordinated • Motivational • Constructive • Knowledgeable • Educational

The workshop participants were also asked to note down their views of the workshop, based on the three questions posed, and the corresponding responses received are presented in the table below.

Were the workshop What was the most interesting What would you do next? objective met? part of the workshop? 1. All the responses 1. Meeting people from 1. Support in-country implementation received said, yes different countries and of the project. 2. One participant said, advancing discussions on the 2. Assist GGGI/PIDF in training of yes, but more work project. trainers and support pre- needs to be done. 2. Site mapping exercise. implementation survey. 3. Another participant 3. Country experiences. 3. Ensure that provincial secretaries, stated he/she agreed 4. Identifying training administrators and provincial that the workshop had objectives for each training officers are notified and participate met its objectives and module. in the workshops. approved the nature of 5. Trying to identify ways to 4. Identify gaps in RE for each the project. sustain the project after identified site. project completion 5. Work with project team to establish 6. Group discussions during project timelines, work hard and breakout sessions. smart on achieving these. 7. Identifying suitable methods 6. Follow up with project stakeholders for project implementation. on the roles and responsibilities in 8. Identification of target respect to the project. groups with project 7. Prepare project implementation. locations. 8. Collating detail information on selected project sites. 9. Use project outcome to refine training materials and information dissemination platform. 10. Contribute to training modules on RE and EE.

Annex 1: Workshop Evaluation

Participants were then asked to fill in the supplied evaluation forms. 14 responses where received out of the The evaluation results are as follows:

After the workshop, participants were each given an evaluation template to share their opinions; if the workshop objectives were achieved, was it communicated effectively to them, was the facilitator effective in his delivery, and further suggestions to improve such training in the future. Results are attached as Annex 2 with overall ratings summarised below on a score of 1-5 (Not Satisfied to Very Satisfied).

Ratings 1=Not Satisfied 2=Slightly 3=Moderately 4=Satisfied 5=Very Satisfied satisfied Satisfied

Overall Rating of 7 7 the Workshop • The above table shows that all the 14 respondents were at least satisfied overall with the workshop. • All the respondents felt that the workshop was relevant to their field of work and the objectives were clearly outlined (57% Strongly agree, 53% Agree) • 93% of the respondents have gain an improved knowledge in developing rural electrification capacity building projects (43% Strongly agree, 50% Agree) • 93% of the respondents have gain improved M&E understanding of rural electrification project in relation to their field of work (29% Strongly agree, 64% Agree) • All the respondents felt that the presenters/facilitators had a good combination of relevant information and interactive discussions with respect to the workshop objectives (71% Strongly agree, 29% Agree) • All the respondents felt that the facilitators had good knowledge of the training content and were active in generating discussions and issues related to the contents (79% Strongly agree, 29% Agree).

A summary of a few important comments and suggestions received in the training are as follow: • There is a need to review RE and GE capacity building needs for key ministries • Some of the participants felt that there is a need to replicate to other relevant projects the capacity development approach learnt in this workshop • Council plans need to ensure energy projects are beneficial to rural economies • Preparation of training manuals for RE and EE is also a need in some of the countries • Emphasis on rural area capacity building before implementing RE projects is paramount • Key agencies need to work closely with local councils on matters to do with RE in rural areas • There is a need for more coordination between government agencies regarding RE projects in rural areas • M&E session of the workshop needed more time • The workshop organizers should have informed participants beforehand on information and documents required for the workshop i.e. village details, populations, no. of households, etc. • There is a need to include of more relevant departments/agencies into this project such as the dept. of cooperatives, ministry of women, etc.

Annex 2: Participants List

No. Name Designation Organization 1 H.E Shin-hee Cho Korean Ambassador to Fiji Korean Embassy 2 Francois Martel Secretary General PIDF 3. Jihi Kim Fiji Director KOICA 4. Katerina Syngellakis Pacific Regional Representative GGGI 5. Kristin Deason Senior Pacific Regional Officer GGGI 6. Mark Borg Team Leader Program Management PIDF 7. Anthony Garae Director, Department of Energy Vanuatu 8. Devo Wari Senior Decentralization Officer Vanuatu Director - Ministry of Mines, Energy and 9. John Korinihona Solomon Islands Rural Electrification Climate Change Department, Ministry of 10. Henry Tofah Environment, Climate Change and Disaster Solomon Islands Management Senior Mitigation Officer, Mitigation 11. Johnson Kilis Division, Climate Change Development PNG Authority 12. Benjamin Keni Central Province Admin PNG Ministry of Economy, Climate Change 13. Ilisapeci Vakacegu Fiji Division Ministry of Economy, Climate Change 14. Sargam Goundar Fiji Division Ministry of Economy, Climate Change 15. Deeptika Chand Fiji Division Research Officer, Department of Energy – 16. Joji Wata Fiji Ministry of Infrastructure and Transport SAO Projects – Ministry of Rural and 17. Ruci Davela Fiji Maritime Development 18. Janghoon Choi Deputy Director KOICA 19. Ulaiasi Butukoro Program Officer Fiji GGGI 20. Paul Kaun Senior Program Officer Vanuatu GGGI 21. Rosi Banuve Senior Finance and Administration Officer GGGI 22. Nikhil Lal Coordinator Program Management PIDF 23. Afsrin Ali Coordinator Program Management PIDF 24. Nitish Narayan Team Leader Communications PIDF

Annex 3: Logical Framework

★ for KPI (Key Performance Indicator), which shall be measured at the completion of the project by means of proving project achievement representatively.

Capacity building to strengthen sustainable implementation of renewable energy technologies for rural energy Project Name access

To contribute to increased energy access and reduction of CO2 emissions through sustainable use of natural resources and Goal renewable energy technologies in rural areas in Fiji, Vanuatu, Solomon Islands and PNG 1. To increase informed decision-making by resource owners and local government officials for integration of green economy (GE) and Renewable Energy (RE) into local level planning Objectives 2. To strengthen implementation of renewable energy (RE) for rural electrification

Means of Source of Frequency of Outcome 1 Indicator 1.1 Baseline Target Verification data data collection *KPI: No. of women & persons from vulnerable groups providing inputs / participating in decision- 1.Increase making d meetings, Activities Inclusivity committees, in Decision etc. Differen Minutes of Making on t in TBC for meetings, the use of Other: No. of each each village natural local country. country committee resources development Will be once and local Local and the policies/RE determi pre- government Governme implement project ned by implem records, nt, Island Pre- ation of making pre- entation post- Council, implementation renewable reference to implem survey implementa Village survey; Post- energy gender and entation complet tion Committe implementation projects inclusion survey e interviews e survey. Indicator Means of Source of Frequency of Responsible Planned Target Output 1.1 1.1.1 Baseline Target Verification data data collection Activity 1.1.1 Party (2019-2021) Planned Target (2019) *KPI: No. of Pre- 1.1 suitable Limited 1 set of implementati Training training suitable complet on surveys, materials materials and material e needs suitable for processes s and training assessment, women and prepared and process material Training and vulnerable translated es and s materials Once per year at finalization of Completed in all Completed in all four groups targeting limited translat documents GGGI end of year target groups GGGI four countries countries

women and translati ed per for women vulnerable on country and groups vulnerable groups Indicator Means of Source of Frequency of Responsible Planned Target 1.1.2 Baseline Target Verification data data collection Activity 1.1.2 Party (2019-2021) Planned Target (2019) Suitable training materials and processes developed for women and vulnerable groups, including in Final suitable local training language GGGI with materials Suitable training (translation) PIDF prepared materials prepared Indicator Means of Source of Frequency of Responsible Planned Target Output 1.2 1.2.1 Baseline Target Verification data data collection Activity 1.2.1 Party (2019-2021) Planned Target (2019) Limited Training access. delivered TBC by locally in No. pre- rural vulnerable implem 20% of Participatio GGGI locations for Training to take persons entation all n lists from training Every training vulnerable GGGI with place 2019- Training to take place 1.2 Trained trained survey trainees trainings report session groups PIDF 2021 2019-2021 women and Indicator Means of Source of Frequency of Responsible Planned Target vulnerable 1.2.2 Baseline Target Verification data data collection Activity 1.2.2 Party (2019-2021) Planned Target (2019) groups in Training GE and RE delivered locally in 40% of Participatio GGGI rural Training to take No. of women all n lists from training Every training locations for GGGI with place 2019- Training to take place trained TBC trainees trainings report session women PIDF 2021 2019-2021 Means of Source of Frequency of Outcome 2 Indicator 2.1 Baseline Target Verification data data collection *KPI: (a) Proportion of participants in training who agree that their Limited a. 70% knowledge of knowled of all 2.Improved GE and RE ge of 3000 Activities Knowledge has increased GE and trainees of Green after RE ; b. 4 Economy attending the principle plans, and training – To be c. 100 Pre- and Renewable defined downloa post- Energy Other: (b) by pre- ds, d. training Before and after Options for number of implem 50% of survey of GGGI every training Local Level local entation all project Training session, and end Planning development survey trainees participants Reports of project survey

plans/project s mentioning RE, (c), number of users/downlo ads of online materials Output 2.1 Indicator Means of Source of Frequency of Responsible Planned Target & 2.2 2.1.1 Baseline Target Verification data data collection Activity 2.1.1 Party (2019-2021) Planned Target (2019) Limited 1 set of Review of suitable complet existing material e training Suitable s and training materials and training process material development Final suitable materials and es and s of new training First version of processes limited translat Training materials as materials suitable training prepared and translati ed per materials Once per year at needed GGGI with completed by materials completed translated on country documents GGGI end of year (translation) PIDF June 2020 by Q2 2019. Indicator Means of Source of Frequency of Responsible Planned Target 2.2.1 Baseline Target Verification data data collection Activity 2.2.1 Party (2019-2021) Planned Target (2019) Pilot training completed, 2.1 and feedback Training incorporated materials into improved for GE and training 1 pilot Pilot training RE & 2.2 materials and No pilot train Presentatio GGGI completed in Q4 Trained processes training the ns and pilot Pilot training 2019 and all trainers of trainers participant training of trainers GGGI with feedback who are trainers event list report Once in year 1 event PIDF incorporated. Pilot training begun. based in- Indicator Means of Source of Frequency of Responsible Planned Target country 2.2.2 Baseline Target Verification data data collection Activity 2.2.2 Party (2019-2021) Planned Target (2019) Eight (8) Trainers will trainers continuously trained provide inputs No in each into the training trainers country Train the Training of GGGI with Training of 32 trainers materials and on GE. (32 trainers GGGI trainers to PIDF completed in 2019 processes for on- *KPI: No. of Limited altogeth session train the deliver going trained number er) and participatio trainers training in improvement till trainers of based n list and workshop After each train local areas 2021 based in each trainers in- completion session the trainers and in local country on RE country certificates reports workshop language Indicator Means of Source of Frequency of Responsible Planned Target Output 2.3 2.3.1 Baseline Target Verification data data collection Activity 2.3.1. Party (2019-2021) Planned Target (2019) 2.3 Trained Limited traditional/ access 2500 Training of community No. of trained to new trained traditional leaders, community / informat commu and Prepare all training small traditional ion on nity / Participant GGGI Every 6 months community material, train businesses, leaders green tradition lists from training in year 2 and leaders and Year 1- 0; Year trainers and plan local econom al training workshop year 3 of the small 2&3 – 2,500 training. Training will governmen y and leaders workshops reports project businesses GGGI people trained. start in 2020

t officials renewa on GE and ble RE energy concepts Indicator Means of Source of Frequency of Responsible Planned Target 2.3.2 Baseline Target Verification data data collection Activity 2.3.2 Party (2019-2021) Planned Target (2019) Limited access to new informat ion on green econom 500 y and trained Prepare all training No. of trained renewa local Participant GGGI Every 6 months Training of Year 1 – 50; material, train local ble govern lists from training in year 2 and local Year 2&3 – 450 trainers and plan government energy ment training workshop year 3 of the government local government training. Training will officials officials workshops reports project officials GGGI officials trained. start in 2019 Responsible Indicator Baseline Target Means of Source of Frequency of Party Planned Target Planned Target (2019) 2.3.3 Verification data data collection Activity 2.3.3 (2019-2021) Percentage of trainees Year 4, sampled with statistically changed significant behaviors/dec sample isions as a End of project surveyed, based result of the No Once at end of sample on total number Prepare survey training change 50% Survey Survey project survey GGGI of participants material Indicator Means of Source of Frequency of Responsible Planned Target Output 2.4 4.2.1 Baseline Target Verification data data collection Activity 2.4.1 Party (2019-2021) Planned Target (2019) Proportion of All training training materials Limited material Three regional prepared availabil s workshops: suitable for ity of uploade launch in year 1, local training d and knowledge Knowledge government material availabl Carrying out exchange and platform on and s online e for GGGI, regional presentation of GE and RE communities on downloa PIDF and workshops for progress in year available to available Pacific d on other launch, 2, lessons learnt a broad online in website Pacific Pacific knowledge GGGI with and participant audience suitable on GE website Website online End of year 2 and exchange and PIDF, and experiences in Carry out project around the format and RE s pages platforms end of year 3 lessons learnt KOICA year 3. launch workshop Pacific and Indicator Means of Source of Frequency of Responsible Planned Target to other 4.2.2 Baseline Target Verification data data collection Activity 2.4.2 Party (2019-2021) Planned Target (2019) SIDS Create and establish an Upload all No online material, downloa GGGI, platform for workshop reports ds of PIDF and all training and lessons training 100 other material and learnt Create suitable No. of users / material downloa Pacific knowledge Continuous platform and website s on GE ds per Website online End of year 2 and management PIDF with updates with implement knowledge downloads and RE year monitoring platforms end of year 3 and GGGI new materials management plan.

information loaded in a dissemination timely manner Means of Source of Frequency of Outcome 3 Indicator 3.1 Baseline Target Verification data data collection *KPI: Proportion of community committee 70% of members and particip local ants in technicians training 3. trained in agree Improved financial Limited that the Sustainabili management training training ty of RE and O&M for on will Installation RE who agree financial assist in GGGI s that the manage better Training training will ment O&M of Reports assist in availabl their Pre and and pre better O&M of e at the local RE Post- and post- Before and after their local RE local installati training training every training installations. level ons survey surveys session Activities Indicator Means of Source of Frequency of Responsible Planned Target Output 3.1 3.1.1 Baseline Target Verification data data collection Activity 3.1.1 Party (2019-2021) Planned Target (2019) Review of existing O&M *KPI: No. of and financial 3.1 O&M suitable Limited 1 set of management and training suitable complet materials and Financial materials and material e development manageme processes s and training of new nt training prepared and process material materials and materials translated for es and s processes as Review completed by O&M and limited translat Training needed Review end of Q2 2019 and financial translati ed per materials Once per year at including GGGI with completed in Q2 recommendations management on country documents GGGI end of year translation PIDF 2019 made. Indicator Means of Source of Frequency of Responsible Planned Target 3.1.2 Baseline Target Verification data data collection Activity 3.1.2 Party (2019-2021) Planned Target (2019) Training of Pilot training and full Training of GGGI with trainers training of all trainers trainers PIDF completed completed. Indicator Means of Source of Frequency of Responsible Planned Target Output 3.2 3.2.1 Baseline Target Verification data data collection Activity 3.2.1. Party (2019-2021) Planned Target (2019) Limited training Training of availabl TBC communities, 3.2 e on after government Communiti financial pre- and small TBC after pre- es trained No. of manage implem businesses on implementation on financial communities ment of entation Participant GGGI and on financial survey. Training manageme trained on RE survey list from PIDF management will take place in Training will take nt of RE financial installati in each training Training After every of RE GGGI with years 1, 2, and place in years 1,2, systems management ons for country sessions reports training session systems PIDF 3. and 3.

commu nities Indicator Means of Source of Frequency of Responsible Planned Target 3.2.2 Baseline Target Verification data data collection Activity 3.2.2 Party (2019-2021) Planned Target (2019)

Indicator Means of Source of Frequency of Responsible Planned Target Output 3.3 3.3.1 Baseline Target Verification data data collection Activity 3.3.1 Party (2019-2021) Planned Target (2019) Limited training availabl e on TBC 3.3 Local O&M of after technicians RE pre- TBC after pre- trained on No. of local installati implem Training of implementation O&M of RE technicians ons for entation Participant GGGI and local survey. Training installation trained on local survey list from PIDF technicians will take place in Training will take s O&M of RE technici in each training Training After every on O&M RE GGGI with years 1, 2, and place in years 2, 3, installations ans country sessions reports training session systems PIDF 3. and 4. Indicator Means of Source of Frequency of Responsible Planned Target 3.3.2 Baseline Target Verification data data collection Activity 3.3.2 Party (2019-2021) Planned Target (2019)