GARP Sustainability and Climate Risk (SCR) Certificate · International · Global Association of Risk Professionals
Original practice questions written to the published syllabus · not past papersGARP Sustainability and Climate Risk (SCR) Certificate is a professional certification run by Global Association of Risk Professionals, for candidates worldwide. 80 multiple-choice questions and one multi-part case study, 4 hours, pass/fail. Offered in April and October windows. GARP suggests 100–150 hours of preparation.
Source: garp.org.
Checked against the exam body's published information. Formats and fees change; confirm the current edition there before you book.
What a warmer, more variable climate does to crops, livestock, fisheries, pests, water and food security, and how impacts are studied with experiments and crop models.
Our 21 GARP Sustainability and Climate Risk Certificate questions in this subject: 0 easy, 13 medium, 8 hard, across 11 units.
Choose an answer, then open the working. Each explanation says why the right answer is right and why the others are not.
These 10 were written to GARP Sustainability and Climate Risk Certificate and are not shown on any other exam's page.
Why are simultaneous harvest failures in several major breadbaskets treated as a systemic risk for global food supply?
D. Patterns such as ENSO link them, and joint shortfalls overwhelm trade and stocks
Teleconnections such as ENSO can cause correlated shocks across regions; when several exporters fail together, stocks and trade cannot buffer the loss and prices spike. Breadbaskets do not offset each other automatically, prices are not fixed by treaty, and they share no single irrigation system.
A heatwave in a major wheat-exporting country cuts its harvest, and the government bans exports. What is the main way this harms poor households in distant importing countries?
B. Higher world grain prices cut what poor net food buyers are able to afford
Price transmission is the dominant channel: export bans tighten world supply and raise prices, hurting poor net food buyers who spend much of their income on food. Heat is not transported with grain, fertiliser access is a separate issue, and heat in the field does not contaminate grain in transit.
Why can a season with normal total monsoon rainfall still produce low rainfed yields?
A. Late onset, dry breaks or early withdrawal stress crops at critical stages
Rainfed yields depend on the distribution of rain: a dry spell at flowering or a delayed onset that forces late sowing can cut yields despite a normal total. Normal rain does not always waterlog, gauges are spread inland, and crops need water throughout.
An oyster hatchery on an upwelling coast suffers repeated larval die-offs. Which climate-related cause is most likely, and what is the standard response?
A. Corrosive low-pH upwelled water; monitor and buffer the intake water chemistry
Upwelled water rich in CO2 and low in carbonate saturation harms larval bivalves building aragonite shells; hatcheries monitor and buffer intake water. The other causes and responses are wrong in direction or mechanism.
After a cyclone surge floods coastal rice fields, which recovery approach addresses the salinity problem most directly?
D. Leach salts with fresh water and drainage, then sow salt-tolerant varieties
Leaching with fresh water (rain or irrigation) plus drainage removes salts, and tolerant varieties (such as those carrying Saltol) reduce losses meanwhile. Fertiliser does not counter osmotic stress, more seawater adds salt, and burning does not remove salt.
A ministry adviser argues that because national cereal production is rising, climate change poses no food-security risk. What is the strongest response?
C. Production is only availability; access, utilisation and stability may still fail
Food security has four dimensions; aggregate production says little about whether the poor can afford food, whether it is nutritious and safe, or whether supply is stable through shocks. Rising output does not prove benefit, cereals matter, and statistics are not always wrong.
What is a main weakness of statistical yield–weather models for projecting impacts decades ahead?
B. They assume past relationships hold despite new CO₂, technology and adaptation
Statistical models are fitted to historical data and may not extrapolate to unobserved climates, CO2 levels or management. They do use real farm data, do not need cultivar coefficients, and include temperature.
Why did Zhao and colleagues (2017) combine four methods to estimate temperature effects on global crop yields?
B. Each method has different biases, so agreement across them makes the estimate more robust
They used global gridded models, local point models, statistical regressions and field-warming experiments; consistent results across methods with different weaknesses increase confidence. Each method produces estimates; results were compared, not summed.
Why are crop-model impact estimates that omit pests, diseases, ozone and waterlogging generally considered optimistic?
B. These omitted stresses add losses, so leaving them out understates damage
Pests, diseases, ozone and waterlogging are mostly additional yield-reducing factors that many models do not simulate, so their omission tends to make projected yields too high. They do not raise yields, they affect quantity as well as quality, and they are not double-counted.
A district relieves drought by drilling deep tube wells that are pumped faster than the aquifer recharges. How is this best classified?
C. Maladaptation, because it reduces present risk while raising future vulnerability
Unsustainable groundwater use is a textbook case of maladaptation: it shifts vulnerability to the future as the aquifer depletes. It does not remove drought risk, is not mitigation (pumping adds emissions), and groundwater is not always renewable on human time scales.
This plan follows where our questions actually fall, so the time goes where the marks are likely to be. It is our reading of the syllabus, not the exam body's weighting.
Read the manual chapters for these first and do every worked question you can find on them.
Aim for one sitting per unit, then mixed questions across them.
Learn the definitions, classifications and standard numbers; these units are more often recalled than worked.
Come back to these after a first pass, untimed, and read every explanation, including for the options you rejected.
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