crucial to target policies appropriately to increase effectiveness for instance

Crucial to target policies appropriately to increase

This preview shows page 73 - 75 out of 136 pages.

crucial to target policies appropriately to increase effectiveness – for instance, to distin-guish policy levers between small and medium-sized enterprises and large-scale firms. Furthermore, and juxtaposed against the urgency that addressing climate change requires, was the need for long-term time horizons (in contrast to the common structure of development programs with 3-5 year cycles) and clarity on roles and responsibilities to elicit success. This rationale is in line with how decisions on capi-tal investment and infrastructure are made in addi-tion to timelines where behaviour changes / para-digm shifts happen systematically. Having a long timeline for a project is distinct from unsuccessful projects whose lifecycles were ‘long’ but laid dor-mant for much of the project life. For example, a project by the Global Environment Facility (GEF) on efficiency boilers with China was plagued by de-lays, and thus had subsequent changes in personnel and responsible agencies. Here, a key cause of delay occurred when potential suppliers were reluctant to provide technology licences due to Intellectual Property (IP) concerns. Source: Sorrell, Mallett, and Nye (2011); Mallett, Sorrell, and Nye (2011). LOW-CARBON INNOVATION AND DEVELOPMENT 65
Image of page 73
3.2.2 Social legitimacy and inclusion The issues of social legitimacy and inclusion were mentioned in the previous chapter. The impact of such factors for building learning spaces and LICS is discussed briefly here. As was seen in Section 2.5, not only the price, but also users’ energy consump-tion routines, have strong implications for the dis-semination of new energy technology. Many low-carbon development initiatives take the form of rapidly implemented, centralized, large- scale energy solutions that require grid connections. This may lead to conflict between the priorities of policy makers and communities (Ockwell & Mal-lett, 2013, p. 122). In the context of strong techno-logical competences, the engagement of local stake- holders is critical to adoption and dissemination. In many cases, the barriers to uptake of low-carbon technology are not finance or access to technology, but rather an absence of proactive local users and actors. One successful and documented form of lo- cal engagement is cross-sector and multistakeholder partnerships (Ockwell & Mallett, 2013). Hence, if LICS-building is to ensure the dissemination and use of low-carbon technology, the process must be socially inclusive, involve users, and give them voice and ownership. Inclusion and user learning are thus central aspects of low-carbon development at the local level. As argued in the previous chapter, low-carbon development necessarily involves a vast redistribu- tion of resources, power, and competences, some- thing that the potential, probably powerful, losers are likely to resist. The distribution of green rents must therefore be socially acceptable (Jacobsson & Bergek, 2011), and those who stand to lose in the process must be compensated. These issues concern the entire legitimacy of low-carbon development, which, under non-dictatorship rule, effectively de-cides
Image of page 74
Image of page 75

You've reached the end of your free preview.

Want to read all 136 pages?

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Ask Expert Tutors You can ask You can ask ( soon) You can ask (will expire )
Answers in as fast as 15 minutes