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1nlro du Cli 0 n

1.1 This package 1:4

1.2 Contents of this package 1:4

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.1
M any teaching institutions and
individual trainershavedifficulty in
following the rapid evolutionof
environrnentalissuesthat are relevantto their
courses.
8 This is particularlytrue whenteachingsubjects
suchas pollution and environmentalmanage-
ment.And yet it is importantthat newgraduates
havea good knowledgeof issuesin which they
may eventuallyprovideconsultingservicesor
policy adviceto governmentsand industry.
The fact that developmentand environrnentare
interrelatedmeanSthat it is more vital than ever
that:
.ail professionalshavea basicenvironmental
literacy that helpsthemto incorporate
environmentalpriorities into their specialized
work. whatevertheir profession;
.specialized environmentalcoursesare relevant
to today's environmentalagenda.
ln 1993,in responseto thesefindings,UNEP,
WHO, and ILO jointly initiatedthe programme
8 on Training Approachesfor Environmental
8 .':r~rq~'.f,
" ATraining
1:3
Introduction
Managementin Industry.The programmeaimsto
enhancethe capacityof nationalinstitutionsto
offer localtraining ontopicsconcernedwith the
preventionof industrialpollution.
ln this context,trainers'packageshavebeen
preparedon differentareasof environrnental
management. Thesepackagesare intendedto
helpeducatorsandtrainersto developtheir own
workshopsor curricula,or to integratesomeof
the ideasand infonnationinto alreadyexisting
teachingprogrammes.
It is important to keepin mind that these
training resourcepackagesmerelypro videa
first orientationto the topic.
ln practice,the trainerwill needto add his/her
own material,expandcertainpartsor delete
others,and developtheir own exercisesfor
studentsbasedon whatevercoursetheyare
planningto give. Accordingly,the packageis
morea 'starterskit' thana particularcurriculum.
ln no waydoesthepackageconstitute
a 'course';n ;ts own right.
Resource
Package:CleanerProduction
1:4 United Nations Environment Programme' Industryand Environment
1.1 Tbis package
T his package focuses on the situation of
cleaner production. It assistsindividuals
who wish to teach the techniques and
ethos of c/eaner production at educational
institutions, but it is also applicable to training at
government and company level.
C/eaner production is a big topic, and it is
unrealistic to expect that ail aspectscan be
coveredirectly. Accordingly, we have focused on
the most important starting point in the cleaner
production (CP) approach -that of waste audits
and emissions and the selection and
implementation of simple cleaner production
options in a factory.
ailier cleaner production tools will be discussed
later.
The package Îs not static.
12 Contents 01tbis package
T his package is conceived principally to
help trainers prepare a seminar,
workshop, or extended course. It is not a
course per se.
The package contains:
.suggestions and hints for effective training;
.a short backgroundto the subject, drawn from
other existing publications;
.overhead transparencies to introduce and
illustrate the main ideas;
.case studies and situation reports and scenarios
drawn from actual experience;
.supplementary technical information to support
some work exercises;
Cleaner Production: A TrainingResourcePackage
Part 1 .Introduction
)
As feedback is received from users and
technicalcialists, the material will be modified
and enriched.
Users are encouraged to report on their
experiences in using the package, and to send in
suggestions for improvements.
Associated with fuis trainers package are
several sector-specific workbooks. These have a
more in-depth coverage of certain industries, and
include detailed calculation exercises on cleaner
production options. Current workbooks include:
.Cleaner Production in Leather Tanning
.Cleaner Production in Breweries
.Cleaner Production in Textile Wet Processing ..-
.Environmental and Technological Issues related )
to Lead-Acid Battery Recycling.
.work exercises and questions;
.appendices with further information about
UNEP and its programmes.
The package is not able to cover ail aspects of the
subject, nor bas it been possible to go into great
depth on most topics. The package is therefore
more ofa 'starter's kit' than an exhaustive manual.
Trainers are encouraged to extend the package by -,/
adding their own case studies and exercises, and
expanding the subject coverage into new topics.
For example, trainers in environmental health may
wish to add some modules on occupational safety
and ecotoxicity by building on the chemical
information already presented.
1
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UNEP

Part 2
Organizing EneClive
) Training Activities

2.1 Introduction Il:3

2.2 Notes on interactive workshop organization Il:4
2.3 Some ideas for more effective communication Il:5
)
2.4 Some personal suggestions for effective training Il:6
2.5 Resource persons guide Il:7
2.6 Suggestions for self study Il:9

"'-'-" , -.,. A Training Resource Package: Cleaner Production


8 2 Organizing
Training Activities
8
C ommunication and organizational skills
are just as important as a technical
appreciation of the subject. Professional
educators aIready understand this point, but
teaching is a very individual matter, and
interactive teaching can be very demanding on a
busy persan.
Here, we recall some of the key aspectsof the
learning process.
This text contains advice on:
.haw ta ensure maximum effectivenessas a
traîner
.haw ta arganize effective training activities and
presentatians.
We have provided this advice before
consideration of the technical material, so that
readers cao remind themselves of the importance
of the advice when choosing work exercises and
8 training projects, later in this package.
Adults learn best when they are actively
engaged. They remember 20% of what they hear,
40% of what they see,and 80% of what they
discaver for themselves.
Accordingly, this package relies on interactive
teaching methods, using working exercises, case
8 _1 -A
Il:3
Enective
2.1 Introduction
studies,and groupwork problem-solving, rather
than on lecture format.
Interactive techniques are more complex to
organize than simple lecture-giving, but they give
better results. ln particular, interactive methods
are more likely to provide students with practical
skills. This is important where skill development
rather than factual knowledge is the objective.
Lectures are better at providing factual
knowledge than at developing skills.
For example, a workshop format is very
effective in providing training on the effective
use of managementtools such as Enviranmental
Impact Assessment(ElA), or audits. For high
level environmental management, bath
knowledge and skills are required, so the
appropriate mixture of techniques should be used.
The notes in this Part are based on the
experiences of UNEP lE and WHO in organizing
workshops and other training sessions.
Personaladvice on how to be an effective
trainer is also given by several experienced
trainers, who aIl use interactive training
approaches.
0/'"
TrainingResourcePackage:Cleaner Production
---
Il:4 United Nations EnvironmentProgramme. IndustryandEnvironment
2.2 Notes on interactive workshop organization
2.2.1 Workshops
W orkshoPsprovide a stimulatinglearning
environmentwherepeoplewith a wide
rangeof experiencesand skiIls canjoin together
to addresspracticalproblemsbeyondthe ability
of an individualto resolve.
Interactiveworkshopsusea combinationof
severaltechniquesto bring abouta deeperand
more pragmaticlearningexperiencethan is
possiblewith a lecture-styleformat.
Workshopsalsoprovide excellentopportunities
for exchangingpersonalexperiences, problem-
solving throughpanelsessionsand direct
consultationswith experts,anddiscussingsome
of the complexsituationswhich surroundmost
environmentalproblems.
The UNEP/WHO workshopformat
incorporatesthe following elements:
.sending out pre-workshopreadingmaterial,
with somesimple exercises
2.2.2 Preparation
Sessionsneedto be carefullyprepared,with
participantsknowing in advancewhat they
will do or see.A proformareportform for
country reportsgives a commonformatto these
sessions.Countryreportsshouldalso try to link
the issueswith othersessions.
~!A:::
2.2.3 Organization
T he organization ofworking groupsessions
alsorequirescare.Groupsshould first meet
informally, electtheir own chairman,and then act
as a permanentteamin various workshop
sessions.Theyare guided,but not instructed,by
technicalexperts.
It is usefulto finish the workshopby preparing
personalactionplans.Participantsshould develop
and presenttheir proposaIsfor whatthey can
initiate immediatelyon their returnhome. Such
actionincludes:
.what they canachieveunassisted,and
.what elsethey could achieveif someassistance
wereavailable.
Cleaner Production: A TrainingResource Package
Part 2 .OrganizingEffectiveTrainingActivities
)
.preparation of a countryreportby each
participantbeforethe workshop
.short introductoryor overviewlectureson key
issues
.practical problem-solvingwork exerciseson
casestudies
.feedback by expertsanddiscussionson
workshopexercises
.panel sessions(thatis, question-answer
dialogues)with experts
.individual studysessions,computerquizzes,
andso on.
.structured oral presentationsof countryreports î
leadingto a regionaloverview
.audiovisuals suchasvideos,films, and slides
.field visits whereappropriate
.personal actionplanningby participantsfor
follow-up activity.
It cannot be overstressedhow important it is
that participants should be thoroughlyprepared
for the workshops,and that ail the pre-
workshopactivitieshavebeencompleted.
.
)
The role ofresourceexpertsas advisorsis
crucial.They shouldhave sufficient experienceto
assistin aIl sessionsandprovide generaladvice
on ail subjectsin workshops,discussionor panel
sessions.They shouldnot, however,dominatethe
workshops.
The five day formatis ideal for covering ail
theserequirements.If lessthanfive daysis taken,
you canbe surethat importantissueswill be left
out. Ifmore time is available,considerincluding
socialeventsandprivate studysessions,along
with moreextensiveproject work for the
students.
)
 criifÊft.~::" 1
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Il.5

8
2.3 Someideas lor more enective communication
I f the training is to be successful, effective .trainees who are traditionally used to lectures
communication is essential -from recognition are suddenly required to take part in discussion
of the training need to the fmal evaluation of the groups, which might feel alien to them.
event. Most of these issues can be anticipated and
Without good communication, ail manner of overcome by good communication between the
things can go wrong: course designers, writers, and event organizers
.the training is too early -or too late -to make and presenters on the one side, and the students
any impact on performance and their organizations on the other.
.trainees do not know what the training is about Some simple communication considerations will
or what to expect help to improve outputs in training and avoid
.the course is planned for a local public holiday disasters.

8 Before the learning event

Find out:
.how the leamers have been taught in the past
.the real needs and situation of the leamers
.whether the facilities are adequate for the envisaged training
.whether the training has the support of senior people
.how success will be measured.
Make a project plan for the organizers,giving details ofhow
the eventwill beorganized.Sendtheplan to them,with details
ofthe keydatesand needs.

During the learning

.find out how relevant the topics are to the work situation of the
participants
.start with the familiar ail can -not a video of an ail
spill disaster
.communicate using topics, themes and issues in the
local press
8 .store unanswered questions, and remember to answer
them before the end
.keep notes for participants to bullet-point format
.ensure the participants keep notes for future reference -few
read essays, or even articles
.if you are working in a foreign language, at least translate the
sI ides.

After the learning event

.always communicate your thanks and best wishes
.inform participants on follow-up study procedures, and how the
instructor can help to analyze the evaluations and inform the
organizers of the results
.communicate to colleagues the results of the training and what
can be leamed from these results.

8 I_r; c :1
A TrainingResource Package: Cleaner Production

--
Il:6 United Nations Environment Programme' Industryand Environment

2A Some personal Suggestions )

lor eUective training

T h~ follow!ng suggestions corne fro~ four te~chers with long experiencein training. They are aIl
dIfferent m character, and therefore m teachmg approaches. However, they aIl believe in an
enthusiasm for the subject which is critical when teaching students.

To be an effective educator/teacher: The outstanding educator/teacher:

.Provide an enjoyablelearningsituationthat expands
ail of the participants'network.
.Model coursesand teachingstyleson examplesthat
you think are outstanding.Ask yourselfaboutthe
qualitiesof a good instructoror a good course,and
followthe answersyou corneup with.
.Allow the subjectmatterto be discussedand
discoveredby students-not hammeredin.
.Make coursesrelevantand interestingby
understandingyour audience.Ask them whatthey
alreadyknow,and then planfor their needs.
Incorporateideasfrom the group in the course.
.Remember that no amountof style will substitutefor
a jack of substance.
Deborah Hanlon, Environmental Scientist
Office of Environmental Engineering
and Technology Demonstration, US EPA
.Is fully acquainted with, and believes in, the
educational merit of the subject matter.
.Utilizes clear and graphic illustrations to inform ,
and motivate the students to leam. )
.Utilizes learning approaches including multi-
media, projects, interviews, questionnaires,
debates,and similar interactive approaches to
ensure full involvement of the students.
.Reacts positively to aIl questions -there are no
Stupid Questions, only Stupid Answers.
.Remembers that positive reinforcement is a
better motivational approach than criticism.
.Is available for private discussions with
individual students or groups of students.
Don Hulsingh, Environmental Consultant and Prof essor at
Erasmus University in Rotterdam
the Netherlands

To be efficient ('doing things right'), and The best educator/teacher:

effective ('doing the right things'): .Likes the learners,and hasa true understandingof
.Think about helping people to learn, rather than how theylearn.
teaching them. .Has the abilityto communicate.
)
.Seek leamer feedback, and measure leaming .Will changethe trainingprogrammeand the
achieved with objective tests. approachif necessary.
.Set leaming time limits. .Is stililearning,and has recentappliedexperienceof
.Seek conscious and unconscious learning. the subjectbeingtaught.
.Seek learning that endures, based on .Has the abilityto organiseeventsand to manage
understanding and skills. things.
Bob Boland, Environmental Consultant, France Colin Sutherland, Educational Consultant, Franœ

Cleaner Production: A TrainingResourcePackage )

Part 2 .OrganizingEffectiveTrainingActivities
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.2.5 Resource persons guide

A s this package

to be an effective
relies heavily

resource
on interactive

pers on.
groupwork sessions, here are some guidelines on how

ln a case study-based training approach, the resource person serves more as a:

.facilitator of the group learning process

.technical adviser as needed,
and a
.catalyst of learning
rather than a:
.lecturer

.story-teller
or
.instructor.

8
Here are some guidelines on how to be an effective resource person.

1 Be sure that you have read and understood and respective organizations, etc., which

thoroughly the participant's notes before you should have been done on the flTst day anyway.

meet rOUf group. There's nothing like being .then ask if the objectives and purpose of the

prepared and more familiar with the case study exercise, which have been previously discussed

scenario than the participants are! in the plenary session, are clear to them.

2 Before every group work session, take time Sample objectives are:

to visit rOUf assigned meeting room and -identify and understand the options that SMEs

check the: can employ in their pollution prevention

.seating arrangements There should be a large program

enough table surrounded by enough chairs for -evaluate the feasibility and suitability ofthese

the participants and yourself options in view oftechnical, environmental,

.equipment and supplies such as flipcharts, tinancial, organizational, and social criteria

flipchart papers, markeT pens, whitelblack and constraints.

8 board, board eraser, masking tape, transparency It will be useful to know whether the majority

sheets, writing pads, ballpen/pencils, calculator, of the group members have actually read the text

etc. provided, which states the background and the

.physical conditions of the room There should problem.

be sufficient lighting, the room temperature Ifthey have not, then you will need to direct

should be comfortable, noise should be as low them to focus their attention flTst on what needs

as possible, etc. to be accomplished by the end of each part.

3 During the initial group meeting, it is 4 IfYOUr group gets involved in diverse issues,

important to set an informai and friendly try to steer them back on the right track by

atmosphere. It is suggested that you: asking relevant questions, rather than telling

.introduce yourselj; preferably asking everyone them what 10 do.

to cali you by your flTst name, and then let 5 Give technical assistance and

everybody introduce himself/herself in a similar supplementary information as needed,

manner. Do not waste lime stating positions

8 A Training Resource Package: Cleaner Production

~-
Il:8 United Nations EnvironmentProgramme' Industry
andEnvironment
without 'spoon-feeding'the participants.
However,do not lectureor dominatethe group
discussionprocess.
6 AlthOUghyou neednot staywith your group
for 100%of the time, it is expectedthatyou:
.spend at /east80% ofthe lime with themduring
regularsessions.The crucialtimes are at the
beginning, mid~le,andnearthe end of each
groupworksession.
.Ifthey decideto work beyondthe prescribed
regulartime,just makesurethat theyare onthe
right track; your presenceduring overtimeis
not mandatory,but voluntary.
7 Therewill be critical parts during the
identificationof options,followed by
technical,environmental,and economic
evaluation,whereyour technicaladvice will be
mostneededby your group.
The bestway to assistthe participantsis by
giving ?nly .theadv~ntages and disa~vantages
the optionsm question.Let themwelghthese
of
prosand consanddecidefor themselveswhether
to take or drop the option.
8 Ifyou encounterany questionaboutthe
technicalcontentof the materialthat you
have not beenbriefed on,discussit with the
TeamLeaderand agreeon how to tackle the
situation. It may weil be thatthe otherresource
Cleaner Production: A TrainingResource Package
Part 2 .OrganizingEffectiveTrainingActivities
--
personsneedto be duly advisedon the )
particularquestion.
g seeto it that you compare notes,exchange
hints, and shorestrategieswith other
resourcepersonsso that you can assistone
another,asweil asgaugeyour group's progress
in comparisonwith the others.
10 If tensionor heatedargumentarises
amongyour groupmembers,try your
best(with a senseofhumor) to defuseit.
Il ln the caseof absenteeism,approachthe
person/persons in questionand encourage
themto participate.
12 If one or two groupmembersare
dominatingthe discussionsor doing ail
the work, interveneand encourageeveryoneto
gel involved. ln orderto do this effectively, you ..,
needto be attunedto your group's 'culture' and )
trend of discussion.
13 Al~ough division of laboris a time
savmggroupwork strategy,you must
ensurethat it is not doneto the extentthat there is
no peerlearningand discussionoccurring. It is
counter-productivefor groupmembersto work
individuallyon theseexercises.
14 The mostproductive,meaningfuland
fulfilling groupwork is when they getto
accomplishwhatthey haveto do as a team -and
havefun in theprocess!
"i
." j
)
 Il:9

8 2.6 Suggestionslor sell studv

A lthOUgh this package was designed

to provide resources for trainers,
the potential for self-study should
not be ignored.
The package does not constitute a complete
course on cleaner production in leather tanning,
but can be seen as an introduction to be
supplemented by further reading and additional
training materials listed in the Appendices, and
perhaps by site visits and discussions with
professionals.
The following approach is suggested for
individual study.

8 .Read the introduction, but avoid any sections on organizing training events.
.Seek out the section containing background papers or subject content. Read through
the whole section as narrative.
.Work through the pagesoffered to the traîner for overheadprojection, and ensure
you can relate the key points of eachoverheadto the text you have read.
.Look at the section on exercises. Identify those which lend themselvesto individual
work, and tackle them. Those exercises clearly constructed for teamwork, or
requiring research, may not be appropriate.
.Refer back to the narrative text as and when you need to, to complete the exercises.
.Check your answers againstthose given in this resourcepack. Where there are
discrepancies, check through your own working to understand why the
discrepanciesappeared.
8 .Use the Appendices to plan your own further development.

8 j~:;:",
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ATrainlng"ResourëePackage:
CleanerProduction
 ,d
t.~"c le'!!'n
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Appendices

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UNEF

Appendices

1 Supporting Documents for this Package 3

II List of Training Resource Packages available from UNEP lE 5
III About UNEP Industry and Environment , , 7

A Training Resource Package: Cleaner Production

 "':T~f'%'Y'Tj'j*jTTr;'j'j'j â"«f*'\j;~Y(i:
,iT1iiIi"eaOeIJ.TI7(QccyçtjQO::': 3
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Appendices

8
Appendix 1
Supporting Documents for tbis Package

During trials, the following documents were shown to be of great use in supporting the use ofthis
package. They fOnDan integral part of the package.

8 Audit and ReductionManualforIndustrialEmissions and Wastes[1991]

UNEP / UNIDO.
CleanerProduction Worldwide[1993] UNEPlE.
GovernmentStrategiesand Policiesfor CleanerProduction [1994] UNEPlE.
Tanneriesand the Environment [1991] UNEP/ UNIDO.

The training kit indicated below (see also Sections IV.5.2 and 111:6)can also be helpful in developing
further work sessionsand teaching exercises.
It can be purchased from UNIDO, Box 300, A-1400 Vienna, Austria.

8 Training Course: EcologicallySustainableIndustrial Development[1994] UNIDO.

This UNIDO trainercourseaddresses manyof the issuescoveredin this
package.It is very useful,and caneasilybe usedin combinationwith this
package.Available from UNIDO.

8 A TrainingResourcePackage:Cleaner Production

,, ,""
 5
Appendices

8
Appendix II
List 01Training Resource Packages
available Irom UNEPlE

T he following training resourcepackageshavebeendevelopedby UNEP lE. They aIl use

interactivetraining methodologiesto explainthe subject,andareaimedat educatorswho,
althoughtechnicallyskilled,may not havespecializedknowledgein this particulararea.
The packagesareavailablefrom UNEP lE.
Sometrainers' packagesarestill underdevelopment,
andusersareencouraged
to assistUNEP to
8 bring theseto a fmal stageof publication.

Due to the costofprinting of the packages(between100and 400 pages),the completeddocuments

areoffered for saleto mostusers.However,a limited numberof draft packagesarefree of chargeto
userspreparedto contributeto their furtherdevelopment
throughreview,field testingandadding
material.Assistancewith translationwould alsobe welcome.

CleanerProduction: a TrainingResource exercises.110pages.Price$120. This package

Package[1996] First Edition. Contains
backgroundreading,transparencies,
bibliography,and work exercises.110pages.
Price $120(English,Spanish).This package
canbe usedwith the workbooksbelow.
Trainer's Workbookon CleanerProductionin
Leather Tanning [1996] First Edition.Contains
backgroundreading,casestudies,work
8 exercisesandanswers.120pages.Price$120.
Trainer's Workbookon CleanerProductionin
the Brewing Industry [1996] FirstEdition.
Containsbackgroundreading,casestudies,
work exercisesandanswers.75 pages.
Price$120.
Trainer's Workbookon CleanerProductionin
Textile Wei Processing[August 1995]First
Edition. Containsbackgroundreading,case
studies,work exercises,answers,references.
140pages.Price$120.
Management ofIndustrial Accident Prevention
and Preparedness:a TrainingResource
Package[1996] First Edition. Contains
backgroundreading,casestudiesandwork
alsohelpsto explainthe APELL programme.
Risk ManagementofContaminatedIndustrial
Land: a TrainingResourcePackage[1996]
FirstEdition.Containsbackgroundreading,
casestudiesandwork exercises.110pages.
Price$120.English,Spanish.
Hazardous Waste,PoliciesandStrategies:a
TrainingManual [December1991]TRIO.
Containsbackgroundreading,casestudies,
work exercises,referencetablesand
bibliography.250 pages.Price$120. Eng1ish,
French,Spanish.
Landflll of HazardousIndustrial Wastes:a
TrainingResourcePackage[March 1994]
TR 17.Containsbackgroundreading,case
studies,work exercises,referencetablesand
bibliography.315pages.Price$120.
Environmentaland TechnologicalIssues
relatedto Lead-AcidBatteryRecycling:
TrainersWorbook[1996] FirstEdition.
Containsbackgroundreading,transparencies,
bib1iographyand work exercises.130pages.
Price$120.

8 A Training Resource Package: Cleaner Production

-"".. ,'d'.
6 United Nations Environment Programme' IndustryandEnvironment

Environmental Management0/ Mining Sites: a
Training Manual [1995]UNEP/DDSMS.
Containsbackgroundreading,transparencies,
casestudies,work exercisesandanswers.
200pages.Price $160.
Environmental ManagementSystems:Training
ResourceKit [1995]UNEP/ICC/FIDIC.
Containsbackgroundreading,transparencies,
casestudies,work exercises,bibliography.
492 pages.Price $190.
Aerosol ConversionTechnologyHandbook [1994]
PriceFF225/us$45for developedcountries.
"
Training Manual on Chi/lers and Re/rigerant )
Management[1994]Price FF425/us$85for
developedcountries.
Training Manual on GoodPracticesin
Re/rigeration [1994]Price FF400/uS$80for
developedcountries.
EnvironmentalImpactAssessment:a training
resourcemanual[1996] Prelirninaryversion.
Available from UNEP Environmentand
EconomicsDepartment,UNEP,Nairobi.

Enquiries UNEP lE
Tour Mirabeau
39-43 quaiAndré Citroën
75739ParisCedex15
France
Tel 33 (1) 44 37 1450
Fax 33 (1) 44 37 1474
Email unepie@unep.fr
http://www.unepie.org/home.htmi

..

CleanerProduction: A Training
Resource
Package
Appendices

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Appendices

8
Appendix III
About UNEPIndustrv and Environment

I ndustry and Environment was established by UNEP in 1975 to bring

industry and government together to promote environmentally sound

industrial development.

8 UNEP lE is locatedin Parisandils goalsareto: the transferof infonnationandthe sharingof

1 encouragethe incorporationof environmental knowledgeand experience, UNEP lE has
criteria in industrialand developmentplans; developedthreecomplementary tools:
2 facilitatethe irnplementationof proceduresand .technical reviewsandguidelines;
principles for the protectionof the environment; .Industry andEnvironment:a quarterlyreview;
3 promotethe useof safeandcleantechnologies; .a technicalquery-response service.
4 stimulatethe exchangeof infonnationand ln keepingwith ils emphasison technical
experiencethrOUghout the world. cooperation,UNEP lE facilitatestechnology
UNEP lE providesaccessto practical transferandthe implementationof practicesto
infonnationanddevelopsco-operativeon-site safeguardthe environmentthroughpromoting
actionand infonnationexchangebackedby awareness and interaction,training anddiagnostic
regularfollow-up andassessment. To promote studies.

Some relevant UNEP lE publications

Referta Appendix Il for trainers' packages.For completelist, refer ta publicationscatalogue.

Industry and Environment [quarterly]dealswith Energy, EfflciencyandClimate Change[1991]

8 issuesrelevantto industrialdevelopment,such UNEP/IPIECA.95pp.
as auditing,wastemanagement, industry- Hazard Identification and Evaluation in a Local
specific problems,and environmentalnews. Community: TechnicalReportNo. 12 [1992]
GovernmentStrategiesand Policiesfor Cleaner 86pp.
Production [1994] 32pp. Health AspectsofChemical Accidents:
CleanerProduction WorldwideVol. 1and II guidanceon chemical accidentawareness,
[1995]48pp. preparednessand responsefor health
Life CycleAssessment:what it is and how to do professionais and emergencyresponders
it [1996]92pp. TechnicalReportNo.19 [1994] A joint
Audit and Reduction of Industrial Emissions IPCS/OECD/UNEP/WHO publication:OECD
and Wastes:TechnicalReportNo. 7 [1991] EnvironmentMonographNo. 81.47pp.
UNEP/UNIDO. 127pp. EnvironmentalAspectsof Industrial Wood
Monitoring ofIndustrial Emissionsand Wastes: Preservation:a technicalguide Technical
TechnicalReportNo. 27 [1996] ReportNo. 20 [1994] 105pp.
UNEP/UNIDO. 188pp. The TextileIndustry and the Environment
TechnicalReportNo. 16 [1994] 120pp.

8 A Training Resource Package: Cleaner Production

cc.. ".." " ~--

8 United Nations Environment Programme olndustry and Environment

Environmental Managementin the Brewing CompanyEnvironmental Reporting Technica/ ')

Industry Technica/ReportNo.33 [1995] 120pps.
Storage ofHazardousMaterials Technica/
ReportNo. 3 [1990]
CompaniesOrganizationand Public
Communicationon EnvironmentalIssues
Technica/ReportNo. 6 [1991] 130pp.
ReportNo.24[1994] 118pp.
From Regulationsto Industry Compliance:
Building Institutional Capabilities Technical
ReportNo. Il [1992]62pp.

Cleaner Production: A Training Resource Package

Appendices

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