Determine baseline of other relevant factors

Goal

The purpose of this step is to define the current (contextual) situation with regards to other relevant factors related to but not directly involving climate change. Examples of such factors could be demographic development, economic growth, etc. These factors influence or are influenced by the climate goals. These indicators also serve as a reference for monitoring and evaluation.

Preconditions

The factors to be analyzed are based on the results of requirements for each goal, Other non-climate related trends and Context.

Outcomes

The outcome is a description of the current state of affairs of all relevant factors, possibly even measured in a qualitative or quantitative way.

Guidelines

To assess the current state of various factors, one will probably have to gather information from various sources within the organization and outside. If possible, it would be good to assess the factor as quantitively as possible, using guidelines from define indicators. One could also perform a qualitative evaluation, for example by grading a Likert score of 1 (very bad) to 5 (very good). Part of this exercise may already be completed in a yearly report on the city’s state of affairs.

  • Draw a list of relevant factors that affect the indicators and adaptation goals, making use of the outcome of goal conditions, related trends and context. For each factor, try to determine indicators, as quantitively as possible, that reflect the factor.
  • Gather information to calculate a quantitative indicator, to assess a semi-quantitative indicator, or to describe a qualitative indicator.
  • Report the results.

Experiences

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Supporting tools and methods

IVAVIA – Identifying indicators and data acquisitioni

The IVAVIA module ‘Identifying indicators and data acquisition’ will guide you through the process of defining adequate indicators for monitoring the status and progress of climate adaptation. By establishing the current values for each of these indicators, a baseline is recorded.