Target audience: Who can use these guidelines? (pulse aquí)
The guidelines are for people in both conservation and development sectors responsible for designing, planning and implementing conservation and development activities in areas with high biodiversity or important ecosystem services. For conservation practitioners they can help incorporate economic and development concerns into conservation planning and management. For development practitioners they can help integrate biodiversity and ecosystem service opportunities into development planning.
Potential users include people from government agencies, non-governmental organisations, community groups and private companies. The guidelines can assist in:
Our primary audience is the technical staff, consultants and researchers who will actually be involved in working through the steps and tasks on the ground. The guidelines provide a detailed, step-by-step ‘how to’ guide to steer the team through the whole process. The team leader or someone else in the core team should ideally have some training (e.g. undergraduate education) in economic approaches and methods, be familiar with the concept of ecosystem services, and have a background in rural development or community-based conservation. Without this experience it may be more difficult to apply the guidelines successfully – though not entirely impossible!
In addition, we envisage that at least two other audiences may find the guidelines useful:
What are ‘Ecosystem Service Opportunities’? (pulse aquí)
There are many reasons why people engage in unsustainable activities that harm natural ecosystems and thereby also the services provided by nature to different groups of society. Very often, people degrade, convert or over-exploit the natural environment because it is profitable (or less costly) for them to do so. Local communities often lack access to alternative products, technologies, markets and practices that could provide more sustainable income and employment alternatives. Moreover, the costs and benefits of conservation are often spread unevenly. The people who actually manage the land and its resources incur most of the cost, through restrictions on their economic activities and opportunities. At the same time, they often receive a disproportionately low share of the benefits. In such cases there is very little local-level motivation to manage land and resources in a way which will conserve biodiversity and ecosystem services.
‘Ecosystem service opportunities’ are the points of intervention where policy and financing instruments can be used to achieve more sustainable behavior and motivate actors to safeguard ecosystems.
The process for finding these opportunities happens in Step 3. It builds on an analysis of how different human actors relate to ecosystem services (stewardship, use, degradation). Recognizing the gaps, imbalances, and potentials in the current situation of this relationship, the process employs four general economic principles (‘Steward Earns’, ‘Beneficiary Pays’, ‘Polluter Pays’, and ‘Innovation’) to specify how the behavior of a specific actor (group) can be changed towards sustainable development and ecosystem conservation.
Step 4 of the guidelines describes how to find suitable policy and financing instruments to tap into the opportunities. Steps 5-7 deal with the design and planning process of the policy or financing instrument.
These are a few examples of “ecosystem service opportunities”:
Based on the “steward earns” principle:
Based on the “beneficiary pays” principle:
Based on the “polluter pays” principle:
Based on the innovation principle:
How is the Step-by-Step process organized? (pulse aquí)
The Step-by-Step process is the core of the ESO guidelines. The seven steps are organized in three stages. Within each of the steps you will be guided toward carrying out different tasks in a specific order. For each task, you will find information about the content (‘What this task is about’) and the process (‘How to go about this task’). Although the steps and tasks follow a logical, iterative process and often depend on information generated or agreement reached earlier, it is important to be flexible and adapt to the context.
It is not always necessary to apply all seven steps, and the procedure will typically form part of a wider project or policy cycle and needs to be integrated into it. Stage 2 (Steps 2–4) could be used in isolation as a scoping exercise for understanding which instruments could be useful in a particular setting. If opportunities are found, then the results of the scoping could be used to request funding for a more integrative process and to actually develop an instrument. A quick version of Stage 2 can also be used to justify a new project on this topic or to put the topic on the political agenda. In other instances, team leaders may already have a specific instrument in mind. In that case the focus will be on the design and planning aspects covered in Stage 3 (Steps 5–7). Sometimes it might still be useful to confirm the initial ideas using Steps 2–4 (and to take stakeholders on board).
This icon indicates a template or checklists to help the user apply the guidelines and keep track of what has been found out and achieved.
Throughout the guidelines, examples are provided of template tables from different application experiences.
This icon indicates an important tip. Important tips regarding specific aspects of the process are highlighted in boxes.
This icon indicates a specific lesson or example.
For each step, the guidelines provide selected references and further guidance for carrying out the tasks.
El proceso paso a paso
Etapa I: Preparación: El paso 1 explica la preparación para el proceso.
Etapa II: Entendimiento de la situación e identificación de oportunidades (pulse aquí)
La Etapa II (Pasos 2-4) describe un proceso de evaluación inclusivo con las partes interesadas para 1) entender la situación y las aspectos relacionadas con los servicios ecosistémicos, 2) identificar las oportunidades para mejorar la situación hacia comportamientos más sostenibles, y 3) seleccionar instrumentos de política y de financiamiento adecuados.
La Etapa II también puede utilizarse como un ejercicio exploratorio para comprender hasta qué punto los instrumentos de política y financiación pueden ser útiles en un entorno determinado. Si las oportunidades parecen prometedoras, los resultados de dicho ejercicio podrían ser la base de una propuesta de financiamiento para llevar a cabo un proceso más integrador y desarrollar un instrumento.
Los pasos 2-4 describen un proceso inclusivo de las partes interesadas para el análisis del contexto y de las problemáticas con el fin de tener un mejor entendimiento de la situación y de identificar las oportunidades para el uso de los instrumentos políticos y financieros.
Etapa III: Diseño y planificación del instrumento
Los pasos 5-7 están dirigidos al diseño participativo y el proceso de planificación del instrumento. Clarifican lo que se debe de implementar, cómo y por parte de quién.