Public Awareness Indicator Measuring Public Awareness of Biodiversity

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Content Abbreviations.................................................................................................................................................. 2

Introduction..................................................................................................................................................... 3

Methodology................................................................................................................................................... 4

Survey Questionnaire..................................................................................................................................... 4

Language of the Questionnaire ...................................................................................................................... 4

Pre-test (Pilot Survey) .................................................................................................................................... 5

Sampling ........................................................................................................................................................ 5

Georgia Sampling Design .............................................................................................................................. 5

The First Stage - Primary Sampling Units....................................................................................................6

The Second Stage - Selection of PSUs .......................................................................................................6

The Third Stage - Selection of Sampling Points (SPs) ................................................................................7

The Fourth Stage - Selection of Households ...............................................................................................7

The Fifth Stage.............................................................................................................................................7

Following the Sampling Route and Sampling Points...................................................................................... 8

Sampling Route and Sampling Points..........................................................................................................9

Sampling Points ...........................................................................................................................................9

Training of Supervisors and Interviewers ..................................................................................................... 10

Data Processing ........................................................................................................................................... 10

Budget of Survey.......................................................................................................................................... 12

Some Explanations about Applied Statistical and Methodological Terms.................................................... 13

References ................................................................................................................................................... 14

Annex 1: Questionnaire................................................................................................................................ 15

Annex 2: Typical Sampling Frame ............................................................................................................... 27

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Abbreviations

CBD Convention on Biological Diversity

EU European Union

GORBI Georgian Opinion Research Business International

IUCN International Union for Conservation of Nature

IUCN POSC IUCN Programme Office for the Southern Caucasus

PSU Primary Sampling Unit SP Sampling Point SU Sampling Units

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Introduction

The last decades were remarkable by the acknowledgment of the Importance of the conservation of plant and animal diversity by the world community. This recognition has been translated into Convention of biodiversity in 1992, following to which many countries worldwide committed themselves to reduce or even halt the loss of biodiversity by joining the convention. Number of different initiatives, projects or processes has been launched on the way to reduce or halt the loss of biodiversity. Development and application of biodiversity indicators has been put as one of the priority initiatives at this end. Among other biodiversity indicators development of public awareness indicator was put on the agenda at the European level. Being vital factor in influencing politicians and decision makers the need to develop an indicator assessing public opinion and tracking its change was emphasized at various global and national levels by analysts and policy makers (Elands, Van Koppen, 2007). Public awareness indicator provides a barometer for public support and interest and of the motivation of individuals at all levels to lead and to take conservation action. The purpose of this indicator for public opinion is therefore to gauge attitudes of the general public in relation to issues such as: awareness of and opportunities to see wildlife and visit wildlife sites; awareness of threats to biodiversity and natural resources; opinion regarding the effectiveness in delivering biodiversity gains through public funding; knowledge of and value (financial and otherwise) assigned to wildlife; etc. (Elands, Van Koppen, 2007). An extensive literature review was conducted while working on this project, which revealed that the very concept is relatively new, and it is still in the early developmental stages, even in developed western democracies. However, many conceptual areas and surveys on public awareness indicator have been investigated. Consequently, the best methods to measure public awareness have been used in this report. Below are listed some of the more frequently used and more accepted definitions of public awareness of biodiversity. Public awareness is communicated in Convention on Biodiversity as “the awareness of the importance and the measures required for biodiversity conservation” (CBD, 1992). Therefore, speaking of public awareness it is important to look at people’s attitude to value of biodiversity and how they feel about the need for its protection (Elands, Van Koppen, 2007). The term biodiversity according to the Convention on Biological Diversity (CBD), article 2, is defined as ‘the variability among all forms of living organisms including, inter alia, terrestrial, marine and other aquatic ecosystems and the ecosystems of which they are connected. This includes diversity within species, between species and of ecosystems’ (CBD, 1992). The term biodiversity refers to the totality of species, populations, communities and ecosystems, both wild and domesticated. In this broad sense, it conveys a similar meaning of ‘nature’. However, it specifically includes cultural modifications of the natural world (Dassman, 1991). Public awareness indicator is developed by the International Union of Nature Conservation Programme Office for the Southern Caucasus (IUCN POSC) with support of a national consultant Merab Pachulia (director of the Georgian Opinion Research Business International (GORBI)) for the states of Southern Caucasus in the framework of “Halting the loss of biodiversity: regional implementation of the Countdown 2010 initiative” funded by the Norwegian Ministry of Foreign Affairs. While working on this paper we took into consideration the fact that the survey data should be comparable across all countries of the Caucasus region, as well as other European Union (EU) member states. This discussion paper describes practical steps and measures that will be needed in order to introduce a system of indicators of public awareness for biodiversity, the environment, and conservation issues.

Methodology

Public awareness Indicator is to be measured by means of a public opinion survey. Since this concept is to be measured on a national level, It is recommended to conduct face-to-face interviews among a representative samples of the adult population (18-years and older). The methodology described herein is focused on conducting face-to-face interviews with the general public.

Survey Questionnaire

Annexed in the survey questionnaire (see Annex 1) designed for continues monitoring of public awareness. Survey instrument consists of multiple choice or closed-end question (to determine feelings or opinions towards certain issues by allowing the respondents to choose an answer from among a list of alternative answers, as well as a range of /multiple-choice question (to measure the intensity of the respondent's feelings towards an issue) and the classifier or background question (to obtain demographic characteristics of the surveyed population, such as age, gender, occupation, education, place of residence, etc.).

• The length of questionnaire is about 25 minutes in duration and will consist of questions that are important to be repeated during all the types of fieldwork in order to produce much needed trend data. However, it is possible to make modifications to this set of core questions for each wave. While working on this instrument following has been considered:

• Survey instruments are to be comparable with questionnaires that are used for Eurobarometer surveys among EU member states.

• The timeframe is kept to a minimum – since budget constrains could be a factor when implementing the project.

• The omnibus method is used in reducing costs. Omnibus surveys provide those seeking information about markets and opinions with a means to obtain quick, and relatively low cost answers to their questions without financing and organizing a full market or opinion research survey themselves. The research company conducts a number of interviews with the target group on a regular basis: these interviews combine a number of standard questions, which are always asked - generally including demographic information (age, sex, and occupation). The answers to these questions are analyzed shortly afterwards, cross-referenced with some or all of the classification data, and delivered to the client either as tables or in a report (The Market Research Industry Online).

Language of the Questionnaire

With the exception of Armenia (which is largely homogenous in terms of population), it is deemed essential to use Russian language questionnaires for Azerbaijan and Georgia when conducting the fieldwork. Consequently the survey research institutes in Georgia and Azerbaijan should have Russian language survey instruments and all firms should conduct training for the field staff with Russian instruments aside from the national language.

Country Language Armenia Armenian Azerbaijan Azeri & Russian Georgia Georgian & Russian

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Pre-test (Pilot Survey)

The selected survey firm should conduct a pre-test (pilot survey) of the questionnaire. The pre test is the last step in questionnaire design and has the main aim of testing a questionnaire with a small number of interviews before conducting the actual fieldwork. This exercise should be conducted among the survey target group, e.g. adult population from both rural and urban areas. This stage of research will assist pollsters to determine the strength and weaknesses of the survey questionnaire as to its reliability and validity, and this process is to be completed before actually fielding it. Moreover, such a procedure will also reveal unanticipated problems with question wording, format, instructions to skip questions, and to make sure that respondents understand the questions and they are providing useful answers. The firm should pre-test the questionnaire with at least 30 representative interviewees who will not be included in the final sample. The pre-test should be conducted in those languages that will be used for the actual fieldwork, e.g. the national language and the Russian language in Azerbaijan and Georgia. It is also important to conduct a pre-test in rural areas of the countries. Results of the pre-test should be delivered to the client along with a discussion and questions regarding any experienced problems or suggested modifications to the questionnaire. Any and all changes made to the questionnaire must be agreed in advance by the client before the fieldwork actually commences. It is also recommended that pre test to be conducted by either most experience interviewers or field work supervisors.

Sampling

The sampling universe should include the adult population of each country residing in both rural and urban areas, excluding the conflict zones or disputed territories (Nagorno Karabakh, the Lachin zone, Abkhazia and South Ossetia), and military bases and prisons. For Azerbaijan, if the survey is to be conducted in the Nakhechevan region, the research team should ensure that support from the government is provided for transportation and any possible difficulties that could occur during the fieldwork. Below is the suggested example for sampling design for Georgia. A similar approach with slight changes is recommended to be used for Armenia and Azerbaijan.

Georgia Sampling Design

The proposed sample design is a five-stage random cluster sampling and based on these results, with 95% confidence the maximum error that could be attributed to sampling and other random effects is ± 3.1 percent. The sampling frame design is based on the 2002 census information, which is the most accurate census information available in Georgia at this time. The achieved sampling size should be 1000 respondents. As an example, a typical sampling frame is given in Annex 2. In this sampling design the sampling units are: Regions and individual cities (Tbilisi and 6 other principal cities). Towns and villages (primary sampling units - (PSUs). Districts in cities, towns, and villages in rural areas (sampling points -SPs). Household (a group of individuals who live under the same roof and use the same kitchen for cooking is meant under household).

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Randomly selected adult members of households. At the first stage, the number of respondents will be allocated by probability-proportional-to-size (PPS) method. Likewise, at the second and third stages, PSU and SP will be selected with a probability that is proportional to the unit size (PPS) method. Households will be selected via a random route technique and respondents at the household level will be selected via the next-birthday technique. Response and cooperation rates should be calculated and attached to the technical report. The First Stage - Primary Sampling Units At the first stage of the sampling design, Georgia will be divided into the following 10 regions:

Name of the region

1 Tbilisi

2 Kakheti

3 Shida Kartli

4 Kvemo Kartli

5 Samtskhe Javakheti

6 Ajara

7 Guria

8 Samegrelo

9 Imereti & Racha-Svaneti

10 Mtskheta Mtianeti

The division of Georgia into regions is based on the official distribution of administrative and geographic regions. Each region will be stratified by the following three criteria: Large cities over 45,000 individuals - There are 7 large cities in Georgia including the capital city. All of them will fall in the sampling frame. They serve as self-representative cities or PSUs. Other cities and towns with populations less than 45,000. Rural settlements. The number of interviews in all 10 regions will be allocated proportional to the size of the adult population in each region. The Second Stage - Selection of PSUs In this stage, the PSUs are equivalent to the “rayons” (regions) in the country. There are a total of 59 rayons (PSUs) in Georgia (excluding Abkhazia and Ossetia). The final sample will consist of 27 PSUs, excluding the seven self-representative PSUs. PSU are selected independently from each region. They are selected randomly, with Probability Proportional to Size (PPS). Probability of selection for each PSU is determined as a ratio of its size to the size of a stratum of which it belongs. The probability of selection varies in a wide range from 0.05 to 1.000 for the self representing cities.

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The Third Stage - Selection of Sampling Points (SPs) In urban areas, the SPs will be census districts. In rural areas, the entire village will be considered as a SP. There are total of 16,582 registered census districts in Georgia. For each census district, there is information regarding its location/address and the size of the adult population. In the pre-selected PSUs (according to PPS), the number of SPs will be determined and per each selected SP 10 interviews will be assigned. In rural areas, villages will be considered as a separate SP. From the list of villages (this list contains information on the number of adult population per village) the SP will be selected by PPS. The sampling frame will consist of 150 randomly selected (via PPS) SPs. The Fourth Stage - Selection of Households Selection of households will be conducted via a random route technique. In each SP, starting points will be identified and given to supervisors who will instruct the interviewers on the sampling mechanisms. Interviewers will be instructed to make up to three call backs if the original respondent is not available at the time of the initial contact. Please see the Annex 1 for detailed interviewer instructions. The Fifth Stage At this stage, only one respondent will be selected per household, selection of respondents will be done using the recent-birthday technique. Please refer to the annexed instructions for interviewers (Annex 1).

Following the Sampling Route and Sampling Points The sample should be followed strictly and no deviations are allowed. The sample is constructed with strict accordance with industry research standards and the client’s discerning requirements. Breaking of the sampling procedures has the potential to inflict serious damage on the quality of the overall research results and their comparative values. Standard method for calculation of response and cooperation rates for public opinion surveys (GORBI). Response Rate Definitions Completes: Completed interviews Both Refusals: Respondents who end the interview before completing it, regardless of qualification. Not Qualified: Respondents who are ineligible to participate in the study based on screening criteria. Over Quota: Respondents who would have been considered eligible if it were not for their quota group being full. Not Contacted: Applies to all dispositions that do not fit any other categories. Important: In order to get an accurate response rate, you must enter final disposition, NOT total number of dial ups. The Formula completes / (completes + (completes / (completes + not qualified))/(not contacted + refused)) Definitions Completes: Completed interviews Terminates: Respondents who end the interview after having been successfully qualified. Refusals: Respondents who end the interview prior to being successfully qualified. The Formula completes / (completes + terminates + refusals)

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Sampling Route and Sampling Points1

The sample should be followed strictly and no deviations are allowed to be made. The sample is constructed in strict accordance with research standards and the client’s requirements, and failure to follow the sampling procedures causes serious damage to the quality of the overall research. Sampling Points The interviewer is given a route map in which a starting point for each sample point is accurately indicated. Every interviewer must conduct no less than five interviews at urban SP and ten at rural sampling points. The choice of starting points for all SP is made by the project manager or supervisor and is not left to the interviewer’s discretion. The START POINT may be any point along the route including daycare centers, schools, hospitals, administration buildings, or at the beginning or end of a street (the start point should be indicated on the route map beforehand). If the start point is the beginning of a street, it is necessary to keep to one side of the street (right or left). If an intersection is encountered during the route, it is necessary to turn at this juncture and keep to the same side of the route until an appropriate respondent is chosen (i.e. if the left side is chosen, it is necessary to keep to the left side of the intersection). If the needed number of appropriate respondents is not found and the street ends, the interviewer should turn to the other side of the street and keep to the left side of the street. If the start point is a multi-story building, the interviewer should go to the top floor and knock at the door of the apartment on the side of which he kept during the route. No apartment may be skipped until the appropriate respondent is found. After the interview with the appropriate respondent, the interviewer should follow the route and select every fifth apartment. He should pass four apartments and knock on the fifth door. The interviewer should follow this method after a successful interview is completed. In other cases, he should visit the next apartment until an interview is completed. If the interviewer meets private houses/plots on the sampling route, he should follow the instructions as above and visit every fifth household. Interviews are to be held only in buildings containing residences. Exceptions are those buildings (private hospitals, shops, restaurants, etc.), where one or more families permanently reside. The interviewer must inform the supervisor about any changes that may occur in the route during the fieldwork and coordinate with him/her accordingly.

1 This is GORBI’s regular instructions; however, for other countries it could be slightly altered.

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Training of Supervisors and Interviewers

The research firm should conduct comprehensive field staff training sessions. Assigned project manager should conduct these trainings and personally oversee these training sessions to ensure that the interviewers are briefed on all essential aspects of the project. In addition to a personal briefing from a project manager, written instructions should be provided to all interviewers during the trainings. Among other items, written instructions should consist of information about the purpose of the project, how respondents have been selected, explanations and definitions of any atypical terminology, survey instrument instructions such as skip rules and instructions on recording open-ended questions, and instructions on selections of respondents and the collection of information on non-response rates and refusals. A minimum of two training sessions should be conducted. Each interviewer, apart from their own project-related homework, should be involved in training for a minimum of two full days and conduct a minimum of one trial interview. Supervising the fieldwork an on-going quality control During the fieldwork, supervisors should monitor the progress made by the interviewers and should be in constant communication with interviewers and project managers. They should also immediately check completed questionnaires once they are returned from the field. Interviewers should be instructed to contact the supervisor and discuss with him/her any discrepancies or problems that might occur during the fieldwork. All of the questionnaires should be checked on the same day that they are delivered to the supervisor. Following this check, the supervisor, should verify the authenticity of each questionnaire. In addition to guarding against potential problems during the fieldwork, this quality control measure of the supervisor checking each questionnaire eliminates room for other potential mistakes such as deviance from interviewer instructions.

Data Processing

Prior to data entry, a manual review of all completed questionnaires should be completed by the research firm. This should include at least the following steps: Checking all answers to make sure that every stated question was asked. Checking skip patterns in the questionnaire. Reviewing all responses for accuracy, clarity, and logic. Paying special attention to the recording of open-ended questions. Any problems, inaccuracies, or inconsistencies should be resolved between the interviewer and the supervisor. Weighting Procedure: If the survey firm proposes to use weights to adjust the data subsequent to fieldwork, the weighting procedure must be fully documented in the technical report. NB. Achieved samples are unlikely to properly represent the target population. Weights are applied so that the achieved sample for each stratum represents its proportion in the total target population. wh = Nh/nh where nh = the size of the achieved sample for the stratum Nh = the size of the target population for the stratum

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Deliverables The survey firm should deliver the following: 1. A brief technical report of any unusual problems or significant events, which may have influenced survey implementation or the provided responses. The report should also include a: 1.1. Description of sampling design and procedure, including: 1.2. Detailed description of weighting procedures (if applicable) 1.3. Report on sampling performance, including: 1.3.1. Response rate (i.e., number of completed interviews as a proportion of attempted interviews), plus summary statistics describing reasons for non-completion of interviews (e.g., no one at home, refusal, etc.) 1.3.2. Rate of respondent substitution and procedures for substituting respondents (if any). 1.3.3. Estimate of “representativeness” of sample. 2. The complete field version of the questionnaire, in the appropriate vernacular language, including a copy of all show cards used, in English. 3. Data file in SPSS and ASCII format. 4. Data book tabulating response frequencies for each item by age group, gender, education and place of residence (i.e., urban vs. rural). 5. Analytical report in Georgian and English languages.

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Budget of Survey Personnel Quantity Month Fees Total Project director 1 1 900 $900 statistician 1 0,5 800 $400 Field Work coordinator 1 0,5 750 $375 Report preparation 1 900 $1 300 Fieldwork Interviewer 22 0,5 250 $2 750 Supervisor 4 1 260 $1 040 Quality control 4 0,5 280 $560 Data entry 2 1 280 $560 Coding 1 1 250 $250 Total fees $8 135 Taxes $2 034 Travel Interviewers and supervisors 25 1 70 $1 750 Other expenses Communication 1 300 $500 Other (printing, etc) $1 500 Total $13 919

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Some Explanations about Applied Statistical and Methodological Terms Cluster sampling (selecting groups of members rather than single members) divides the population into groups, or clusters. A number of clusters are selected randomly to represent the population, and then all units within selected clusters are included in the sample. PSU – primary sampling unit PPS – sampling methodology – primary to the population; e.g. Primary sampling units (PSU) are selected with a probability proportional to the size of the target population in the PSU. SU – Sampling units SP – Sampling point (in rural areas sampling points could be streets, whereas in rural areas small villages) Adult population – population aged over 18 +

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References

Air University,1996. Sampling and Surveying Handbook: Guidelines for planning, organizing, and conducting surveys (revised) Internet edition. Retrieved from website: http://www.au.af.mil/au/awc/awcgate/edref/smpl-srv.pdf Dassman, R.F. 1991. The importance cultural and biological diversity. In: M.L. Oldfield & J.B. Alcorn (red.), Biodiversity. Culture, conservation, and ecodevelopment. Boulder: Westview Press. Elands, B.H.M., van Koppen, C.S.A. 2007. Indicators for the Convention on biodiversity 2010: public awareness and participation. Werkdocument 53.12. Wageningen University. Eurobarometer 2008. Attitudes of European citizens towards the environment. Fieldwork November-December, 2007. http://ec.europa.eu/public_opinion/archives/ebs/ebs_295_en.pdf Maletta, H. 2007. Weighting. Retrieved from Raynald Levesque’s SPSS website: http://www.spsstools.net/Tutorials/WEIGHTING.pdf The Market Research Industry Online. 2008. The Omnibus Station. Retrieved from website: http://www.mrweb.com/omni/whatis.htm

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Annex 1: Questionnaire

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Q12. Let's talk about the attitudes towards environment When people talk about "Environment", which of the following do you think of first? (SHOW CARD - READ OUT - ONE ANSWER ONLY) Pollution in towns and cities 1

Green and pleasant landscapes 2 Earthquakes, floods and other natural disasters 3 Protecting nature 4 The state of the environment our children will inherit 5 The quality of life where I live 6 The responsibility of the individuals for improving the environment

7

Using up natural resources to provide a comfortable way of life

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None of these (SPONTANEOUS) 9 Don’t Know 10 Q2. From the following list, please list the five main environmental issues that you are worried about? (SHOW CARD - READ OUT - MAXIMUM 5 ANSWERS) Climate change 1 Loss in biodiversity (extinction of animal species, flora and fauna, etc.)

2

Natural disasters (earthquakes, floods, etc.) 3 Man made disasters (major oil spills or industrial accidents, etc.)

4

Water pollution (seas, rivers, lakes and underground sources)

5

Agricultural pollution (use of pesticides, fertilizers, etc.) 6 The use of genetically modified organisms in farming 7 The impact on our health of chemicals used in everyday products

8

Air pollution 9 Noise pollution 10 Urban problems (traffic jams, pollution, lack of green spaces, etc.)

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Depletion of natural resources 12 Our consumption habits 13 Growing waste 14 Consequences of current transport modes (increased use of individual cars, motorways, increased air traffic, etc.)

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None of these (SPONTANEOUS) 16 DK 17 2 Questionnaire has been developed based on Eurobarometer (2008): Attitudes of European citizens towards the environment.

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Q3. In general, how informed do you feel about environmental issues? (READ OUT – ONE ANSWER ONLY) Very well informed 1 Fairly well informed 2 Fairly badly informed 3 Very badly informed 4 DK 9 Q4. From the following list, please tell me the five main issues about which you feel you lack information in particular? (SHOW CARD - READ OUT – MAX.5 ANSWERS) Climate change 1

Loss in biodiversity (extinction of animal species, flora and fauna, etc.) 2

Natural disasters (earthquakes, floods, etc.) 3

Man made disasters (major oil spills or industrial accidents, etc.) 4

Water pollution (seas, rivers, lakes and underground sources) 5

Agricultural pollution (use of pesticides, fertilizers, etc.) 6

The use of genetically modified organisms in farming 7

The impact on our health of chemicals used in everyday products 8 Air pollution 9 Noise pollution 10 Urban problems (traffic jams, pollution, lack of green spaces, etc.) 11

Depletion of natural resources 12 Our consumption habits 13 Growing waste 14 Consequences of current transport modes (increased use of individual cars, motorways, increased air traffic, etc.)

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None of these (SPONTANEOUS) 16 DK 17 Q5. Would you like to know more about environmental problems or more about solutions to environmental problems? (READ OUT – ONE ANSWER ONLY) More about environmental problems 1 More about solutions to environmental problems 2 Both (SPONTANEOUS) 3 None of these (SPONTANEOUS) 4 DK 9

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Q6. In your opinion, to what extent do the following factors influence your “quality of life”?(SHOW CARD)VERY MUCH; QUITE A LOT; NOT MUCH; NOT AT ALL; DK (READ OUT) Very much Quit a lot Not much Not at all DK State of the environment 1 2 3 4 9 Economic factors 1 2 3 4 9 Social factors 1 2 3 4 9 Q7. In your opinion, should policy makers consider the environment to be just as important as economic and social policies? (READ OUT – ONE ANSWER ONLY) Yes 1 No 2 DK 9 Q8. In your opinion, should policy makers take into account environmental concerns when deciding policy in other areas such as the economy and employment? (READ OUT – ONE ANSWER ONLY) Very much 1 Quite a lot 2 Not much 3 Not at all 4 DK 9 Q9. Would you say that, you personally make an effort to protect the environment? (READ OUT- ONE ANSWER ONLY) Often 1 Sometimes 2 Rarely 3 GO to Q11 Never 5 GO to Q11 DK 6 Q10. Which of these statements best reflects your own situation in relation to your efforts to take care of the environment? (SHOW CARD - READ OUT - ONE ANSWER ONLY) I take care of the environment and it is having an impact 1 I would like to do more but it brings too many disadvantages (time consuming, more costly, etc.)

2

I take care of the environment but it does not have much of an impact as long as other citizens do not do the same

3

I take care of the environment but it does not have much of an impact as long as the big polluters (corporations and industry) don’t do the same

4

I would like to do more but I don’t know what to do 5 DK 9 IF "RARELY" OR "NEVER", CODE 3 OR 4 IN QD9

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Q11. Why don’t you do more efforts to take care of the environment? (SHOW CARD - READ OUT - ONE ANSWER ONLY) I do not care about the environment 1 It brings too many disadvantages (time consuming, more costly, etc.)

2

It does not have an impact as long as other citizens do not do the same

3

It does not have an impact as long as the big polluters (corporations and industry) do not do the same

4

I don’t believe the environment is in danger 5 DK 9 Q12. From the following list, which are your three main sources of information about the environment? (ROTATION - SHOW CARD - READ OUT- MAX. 3 ANSWERS) Newspapers 1

Magazines 2 Television news 3 The radio 4 Films and documentaries on television 5 Conversations with relatives/family/friends/neighbors/colleagues 6 Books 7 The Internet 8 Publications/Brochures/information and material 9 Events (conferences, fairs/exhibitions, festivals, etc.) 10 I am not interested in environment (SPONTANEOUS) 11 Other (SPONTANEOUS) 12 DK 99

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Q13. From the following list, who do you trust most when it comes to environmental issues? (ROTATION - SHOW CARD - READ OUT - MAX. 3 ANSWERS) National government 1

Regional/local government 2 Companies 3 Trade unions 4 Political parties standing for environment (Greens, etc.) 5 Environmental protection associations (Green Peace, World Wildlife Fund, etc)

6

Consumer associations and other citizens’ organizations 7 Scientists 8 Teachers at school or university 9 Family/neighbors/friends/colleagues 10 Television 11 The radio 12 Newspapers 13 None of them (SPONTANEOUS) 14 Other (SPONTANEOUS) 15 DK 99 Q14. Which level do you think is the most effective for taking decisions about protecting the environment? (SHOW CARD – READ OUT – MAX. 2 ANSWERS) Local government 1 Regional government 2 National government 3 European Union 4 United Nations (U.N.) 5 Other (SPONTANEOUS) 6 DK 9

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Q15. In your opinion, which of the following would make it possible to most effectively solve environmental problems? (SHOW CARD – READ OUT – MAX. 3 ANSWERS) Making national/European Union regulations stricter, with heavy fines for offenders

1

offenders 2 Better enforcement of existing environmental legislation 3 Only taxing those who cause environmental problems 4 Relying on initiatives from industry, farmers, etc. 5 Giving environmental NGOs/associations seeking to protect the environment more say is decisions about protecting the environment

6

Higher financial incentives (tax breaks, subsidies, etc.) to industry, commerce and to citizens

7

Raising general environmental awareness 8 None of these (SPONTANEOUS) 9

Other (SPONTANEOUS) 10 DK 99 Q16. In order to contribute protecting the environment, which three would you be ready to do first? (SHOW CARD - READ OUT - MAXIMUM 3 ANSWERS) Use public transport as much as possible in stead of using your own car

1

Not have a car 2 Purchase ecologically friendly products for your daily needs even if you have to pay a little more for them

3

Sort waste so that it can be recycled 4 Reduce waste by buying bigger sizes, concentrated products, second hand items or avoid buying over packaged products, etc.

5

Reduce your home energy consumption (electricity, heating, household appliances)

6

Consider environmental aspects when you make large expenditures (buying a car, heating systems, build a house, etc.)

7

Pay a little more in taxes to help protect the environment 8 None of these (SPONTANEOUS) 9 DK 99

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Q17. Please look carefully at the following list of voluntary organisations and activities and say a) which, if any, do you belong to?

INTERVIEWER INSTRUCTION: CODE ALL MENTIONED UNDER (a) b) which, if any, are you currently doing unpaid voluntary work for?

INTERVIEWER INSTRUCTION: CODE ALL MENTIONED UNDER (b)

(a) (b) mentioned not

mentionedDK NA mentioned not

mentionedDK NA

A Social welfare services for elderly, handicapped or deprived people 1 2 8 9 1 2 8 9

B Religious or church organisations 1 2 1 2 C Education, arts, music or cultural

activities 1 2 1 2

D Trade unions 1 2 1 2 E Political parties or groups 1 2 1 2 F Local community action on issues

like poverty, employment, housing, racial equality

1 2 1 2

G Third world development or human rights

1 2 1 2

H Conservation, the environment, ecology, animal rights

1 2 1 2

I Professional associations 1 2 1 2 J Youth work (e.g. scouts, guides,

youth clubs etc.) 1 2 1 2

K Sports or recreation 1 2 1 2 L Women’s groups 1 2

1 2

M Peace movement 1 2 1 2 N Voluntary organisations concerned

with health 1 2 1 2

O Other groups 1 2 1 2 None (spontaneous) 1 2 1 2

Q18. Do you agree or disagree with the following statements?

Totally disagree

Disagree Neutral Agree Totally agree

DK

Current attention to nature is excessive

1 2 3 4 5 9

We are over-worried about the future of nature in Georgia

1 2 3 4 5 9

Nature should not hinder economic progress

1 2 3 4 5 9

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Q19. During the last 12 month, have you ever made a day trip to nature? If yes, can you please specify the place and number of trips? Instruction for interviewers: A day trip is defined as “each recreational activity outside one’s house that takes at least 1,5 hours”. Record all mentioned answers.

Number of trips

Beach (sea) 1

Forest or large park 2

Lake or river 3

Never made a day trip 8

Q20. Which policy themes should be an important priority of the national government? Interviewer: maximum 4 answers are allowed. SHOW CARD

Unemployment 1 Crime 2 Corruption 3 Education 4 Environment and pollution 5 Healthcare 6 Nature 7 Low salaries 8 Drug use 9 Elderly people 10

Q21. Do you agree or disagree with the following statements? INTERVIEWER INSTRUCTION: READ OUT AND CODE AN ANSWER FOR EACH

Agree strongly Agree

Neither agree nor disagree

Disagree Disagree strongly DK

I would like, apart from the local authorities, to collaborate with other citizens on nature in my surroundings

1 2 3 4 5 9

I would like to cooperate in the carrying out of the plans 1 2 3 4 5 9

I would like to be involved in the decision-making itself 1 2 3 4 5 9

I would like to be consulted 1 2 3 4 5 9 I would like to be informed 1 2 3 4 5 9 I don't need to be involved 1 2 3 4 5 9 I don't know 1 2 3 4 5 9

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Demography D1. Respondent’s gender: Male 1 Female 2 D2. Respondents age /____________/ D3. Size of Household (Including respondent)

1 person 1 2 people 2 3 people 3 4 people 4 5 people 5 6 people or more 6

D4. Marital Status of respondent:

Single 1 Married 2 Divorced 3 Widowed 4

D5. Are there any children in Household?

Yes 1 Go to D6 No 2 Go to D7

D6. Number of Children in Household: D6.a Age of children:

1 child 1 /............/ 2 children 2 /............/ /............/ 3 children 3 /............/ /............/ /............/ 4 children 4 /............/ /............/ /............/ /............/ 5 children or more 5 /........../ /............/ /........../ /........../ /........../ /........../

D7. Are you mainly responsible for the housekeeping? (Mainly responsible for

cleaning/shopping/cooking)

Yes 1 No 2

D8. Are you a head of the Household?

Yes 1 No 2

D9a. What is your educational level? (Education of respondent) D9b. Educational level of head of household:

D9a. Respondent

D9b. Head of household

Pre-Primary 1 1

Primary 2 2

Incomplete general secondary, vocational 3 3

Complete specialized secondary 4 4

Complete general secondary 5 5

Incomplete higher 6 6

Complete higher 7 7

PHD , post graduate courses 8 8

NA 9 9

D10a. Do you currently have a job or an activity which provides income? D10b. Does the head of your household currently have a job or an activity which provides income?

D10a. Respondent

D10b. Head of household

Yes, full-time 1 1

Yes, part-time 2 2

No 3 3 No answer / DK 9 9

SHOW CARD D12 D12a. Income of Respondent D12b. Income of Household

D12a.

Respondent D12b.

Household D12a. Respondent

D12b. Household

25 GEL and less 1 1 600-699 GEL 12 12

25-34 GEL 2 2 700-799 GEL 13 13 35-49 GEL 3 3 800-899 GEL 14 14 50-69 GEL 4 4 900-999 GEL 15 15 70-99 GEL 5 5 1000-1199 GEL 16 16

100-149 GEL 6 6 1200-1299 GEL 17 17 150-199 GEL 7 7 1300-1399 GEL 18 18 200-299 GEL 8 8 1400-1500 GEL 19 19 300-399 GEL 9 9 1500+ GEL 20 20 400-499 GEL 10 10 NA 8888 8888 500-599 GEL 11 11 DK 9999 9999

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SHOW CARD D13 D13. Please look at this card and choose which of the following best characterizes your family's

financial situation.

We don't have enough money even for food 1 We have enough money for food, but not for clothing 2 We can buy food and clothes, but not more for expensive things. 3 We can buy some expensive things like a TV or refrigerator 4 We can buy all that we want to buy 5 N/A 9

D15. Regions:

Tbilisi 1 Kakheti 2 Shida Kartli 3 Kvemo Kartli 4 Samtskhe-Javakheti 5 Adjara 6 Guria 7 Samegrelo 8 Imereti/Racha/Svaneti 9 Mtskheta-Tianeti 10

D17. Size of Community:

Capital city 1 500000 and more 2 100000-499999 3 20000-99999 4 5000-19999 5 2000-4999 6 2000 and less 7

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Annex 2: Typical Sampling Frame

# OF RESPONDENTS DISTRIBUTION OF SP

S T R A T A S T R A T A S T R A T A

45 + 45 - Rural 45 + 45 - Rural Total R 45 + 45 - Rural Total

REGON 1 2 3 TOTAL % 1 2 3 1 2 3 SP

Kakheti - 55,074 243,208 298,283 9.2% 0 15 80 95 0 2 8 10

Shida Kartli 36,525 38,329 159,388 234,243 7.3% 10 10 50 70 1 1 5 7

Kvemo Kartli 85,002 36,793 244,239 366,035 11.3% 25 10 80 115 3 1 8 12

Samtskhe Javakheti - 40,376 114,524 154,901 4.8% 0 15 30 45 0 2 3 5

Adjaria 104,006 6,906 168,184 279,097 8.6% 30 5 50 85 3 1 5 9

Guria - 20,820 87,300 108,121 3.3% 0 5 30 35 0 1 3 4

Samegrelo 85,337 43,869 205,301 334,507 10.4% 25 15 60 100 3 2 6 11

Imereti Region,

Racha, Svaneti

137,668 105,563 323,176 566,407 17.5% 45 35 100 180 5 4 10 19

Mtskheta-Tianeti - 17,114 76,163 93,278 2.9% 0 5 20 25 0 1 2 3

Tbilisi 794,840 - - 794,840 24.6% 250 250 25 0 0 25

TOTAL 1,243,380 364,849 1,621,487 3,229,717 100.0% 385 115 500 1000 40 15 50 105

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IUCN Programme Office for the Southern Caucasus 41 Vaja-Pshavela Ave., 6th floor Tbilisi 0177, Georgia E-Mail: caucasus@iucn.org Phone: (995 32) 47 30 70, 47 30 71 Fax: (995 32) 39 57 05 Web: www.iucn.org/caucasus