Technical Assistance Consultant’s Report
This consultant’s report does not necessarily reflect the views of ADB or the Government concerned, and ADB and the Government cannot be held liable for its contents.
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Project Number: TA7173-NEP July 2012
Nepal: Strengthening Capacity for Managing Climate Change and Environment – Field Guidelines for Community Based Vulnerability Assessment Tools and Methodologies Users
Prepared by Practical Action Nepal, WWF, IUCN, CECI and NAVIN
Kathmandu, Nepal
For Government of Nepal, Ministry of Environment, Science and Technology
Government of Nepal Ministry of Environment, Science and Technology
Field Guidelines for CBVA Tools and Methodologies Users
Published by: Government of Nepal Ministry of Environment Singha Durbar, Kathmandu, Nepal Tel.: +977-1-4211641 Fax: +977 1 42 11954 Website: www.moenv.gov.np Prepared by: Practical Action Nepal WWF Nepal IUCN - International Union for Conservation of Nature, Nepal CECI – Centre for International Studies and Cooperation, Nepal NAVIN – National Association of VDCs in Nepal Technical advice by: Ganga Datta Awasthi Ajay Dixit Hemant Raj Ojha, Ph D Reviewed by: Meena Khanal, Joint Secretary, Ministry of Environment Copyright © 2012 Government of Nepal Ministry of Environment Citation: MoEST (2012). Field Guidelines for CBVA Tools and Methodologies Users, Ministry of Environment, Science and Technology, Government of Nepal, Kathmandu, Nepal ISBN: Printed at: ….. …. …. This document was produced as a part of output of Technical Assistance (TA) of Asian Development Bank (ADB) to Government of Nepal, Ministry of Environment under Strengthening Capacity for Managing Climate Change and the Environment
Abbreviations:
A: Adaptive Capacity ADB: Asian Development Bank ASC: Agriculture Service Centre CBVA: Community Based Vulnerability
Assessment CbCCVA: Community Based Climate Change
Vulnerability Assessment CBO: Community Based Organisation CCA: Climate Change Adaptation CECI: Centre for International Studies and
Cooperation CFUG: Community Forest Users’ Group COP: Conference of Parties DADO: District Agriculture Development
Office DAO: District Administration Office DDC: District Development Committee DDRC: District Disaster Relief Committee DFO: District Forest Office DHO: District Health Office DLSO: District Livestock Service Office DoF: Department of Forest DRR: Disaster Risk Reduction DSCO: District Soil Conservation Office DTO: District Technical Office E: Exposure FECOFUN: Federation of Community Forestry
Users’ of Nepal FGD: Focused Groups Discussion FM: Frequency Modulation FNCCI: Federation of Nepalese Chamber of
Commerce and Industries GHG: Green House Gas GIS: Geographical Information System GO: Government Organisation GoN: Government of Nepal
HH: Household HICODEF: Himalayan Community Development
Forum I/NGO: International / Non-governmental
Organisation IPCC: Inter-governmental Panel on Climate
Change IUCN: International Union on Conservation of
Nature JTA: Junior Technical Assistant KII: Key Informant Interview LFP: Livelihood Forestry Programme LNP: Langtang National Park LNPBZSP: Langtang National Park Buffer Zone
Support Programme MoEnv: Ministry of Environment NAPA: National Adaptation Programme of
Actions NAVIN: National Association of Village
Development Committees in Nepal NTB: Nepal Tourism Board NTFP: Non-timber Forest Products PPCR: Pilot Programme for Climate
Resilience PRA: Participatory Rural Appraisal PLA: Participatory Learning and Action S: Sensitivity TA: Technical Assistance TAR: Third Assessment Report of IPCC V: Vulnerability VDC: Village Development Committee UNFCCC: United Nations Framework Convention
on Climate Change UNISDR: United Nations International Strategy
for Disaster Reduction WWF: World Wildlife Fund for Nature
Commonly used Nepali words in the documents:
Tole: Hamlets Ropani: Land area, 1/20
th of a hectare
Ana: Land area, 1/16th of a ropani
Bigha: Land area, 2/3rd
of a hectare Kattha: Land area, 1/20
th of a bigha
Dalits: Untouchable communities Khet: Rice field Bari: Non-rice field Dhami Jhakri: Local healers
Nepali calendar with English equivalent:
Nepali year
2068
Nepal months
Baishakh (New Year)
Jeth Asar Shrawan Bhadra Aswin Kartik Mangsir Poush Magh Phagun Chait
English months
½ April
May June July August September October November December January
(New Year)
February March ½
April
English year
2011 2012
Table of Contents
Abbreviations: .................................................................................................................................... 2 Commonly used Nepali words in the documents: ....................................................................... 3
Nepali calendar with English equivalent: ....................................................................................... 3 Background ........................................................................................................................................ 5 Objective ............................................................................................................................................. 5
Objective of the Guidelines.......................................................................................................... 5
Expected outcomes of the use of the tools ............................................................................... 6
User of the Guidelines ...................................................................................................................... 6 Processes to be followed up before the community vulnerability assessment ....................... 6
Preparatory activities .................................................................................................................... 6 Consultation steps ........................................................................................................................ 6 Stakeholders to be consulted at different levels ...................................................................... 6
Information to be collected during consultation ........................................................................ 7 Field preparation ........................................................................................................................... 7
Assessment Tools for using in CBVA ........................................................................................ 7 District Level Consultation Workshop ............................................................................................ 8
Selection of Community ................................................................................................................... 9 Tools and methodologies to be used for community identification ........................................... 9
Field Observation .............................................................................................................................. 9
Approach to be used in Community based Vulnerability analysis ............................................ 9
Description of CBVA tools ............................................................................................................. 10
Conduction of Focus Group / Group Discussion ....................................................................... 10
1. Seasonal calendar .................................................................................................................. 17
2. Climate hazard mapping........................................................................................................ 23 3. Social resources mapping ..................................................................................................... 26 4. Hazard analysis (pairwise ranking of hazard) .................................................................... 28
5. Historical trend line analysis ................................................................................................. 30
6. Problem tree analysis ............................................................................................................ 34
7. Livelihood assets assessment .............................................................................................. 36 8. Transect walk .......................................................................................................................... 39
9. Institutional analysis ............................................................................................................... 41 10. Livelihood impact- response matrix ................................................................................... 44
11. Adaptation planning matrix ................................................................................................. 46
12. Key informant interview ........................................................................................................... 49 13. Household survey ..................................................................................................................... 52
Community Based Vulnerability Assessment
FIELD GUIDELINES FOR THE TOOL USERS Background
This field guideline is basically developed for the Field Enumerators while developing Climate Change Vulnerability Assessment Tools and Methodologies by a consortium under ADB TA on capacity development for climate change and environmental management to the government of Nepal. Climate change is currently a concern of everyone. It is even a more serious issue for the poor countries like Nepal. There are basically two causes of climate change i. e. Natural and Anthropogenic. Current climate change is anthropogenic due to high Green House Gas (GHGs) emission and concentration in the atmosphere. Rapid economic development, high consumption of fossil fuel, industrialization, urbanization, deforestation and land use change are the main causes of increased GHG emission. The possible impacts of climate change are in every sector, associated with human development and livelihoods. It is causing adverse effects on economic, social and cultural aspects. The poorest and weakest communities and groups like women, children, elderly, marginalized, groups are the most vulnerable. Even though Nepal's contribution to global green house gases emission is negligible (<0.025 %), Nepal has to face the consequences of effects of climate change. Sectors like water-resources, agriculture, forest and biodiversity, human settlement, infrastructure, public health etc are directly and/or indirectly vulnerable to climate change. There is a need to increase awareness on climate change and its impacts at the local level. Communities have already perceived the changing characteristics of precipitation, summer, winter seasons and other variables of climate. The changes vary according to the geographical location. Therefore, local knowledge and perception need to be considered while assessing the vulnerability due to climate change. The systematic assessment of climate change vulnerability, adaptive capacity and prioritization of plans are needed to be initiated from the local level. It is therefore very important to empower community through certain tools and methodologies for assessment of climate change, its impacts and adaptation needs, skills and knowledge to respond potential consequences of climate change. The practitioners and enumerators will consult with the local institutions to know: How is the local climate changing? What is the local knowledge of climate change? How the communities have perceived it? How vulnerability is perceived at local level? What are the risks of climate change at local level? Which sector and groups is most affected? How local people respond to impacts of climate change? What is the capacity of local people to adapt to climate change? During the consultation the assessment team will get information related to vulnerability through different participatory approaches. Using such information, the assessment team will assess the vulnerability of the particular community. While assessing the vulnerability, focus will be given on how the particular community and groups faces climate change risk affecting their livelihoods.
Objective
This guideline will help facilitators to conduct focus group discussion using community based tools to gather information from community about local level climate change and local people’s perspectives on changes in climate variables and vulnerability. The more specific attention will be given to understand how character, magnitude and rate of climate variation has taken place at local level to which the community is exposed and how such changes have affected the communities adversely or beneficially. And how local communities are successful at moderating the impacts, taking advantage of opportunities, or coping/ adapting with the adverse consequences from change in climate variability. The specific objectives of the assessment and this guideline are presented below.
Objective of the Guidelines
To help the practitioners understand PRA tools and their uses in respect to climate change
vulnerability assessment.
To acquaint the practitioners with methodologies for using PRA tools for community based climate
change vulnerability assessment.
Expected outcomes of the use of the tools
At the end of the training and orientation to these guidelines, the participants will be able
To use community based vulnerability assessment, risk mapping and adaptation planning tools and
methodologies for climate change adaptation planning
To prepare local adaptation plans and reflect them in local development plans and mobilise
resources for implementation
To make the community aware of climate change, its impacts and need for adaptation
User of the Guidelines
This guideline is prepared for the people who are involved in the assessment of vulnerability due to climate change; they may be officials or representatives of VDC and DDC or key stakeholders at local level. At the same time, community can also assess their vulnerability by themselves. Thus, this guideline for community
based vulnerability assessment can be used by a range of users. Processes to be followed up before the community vulnerability assessment
Preparatory activities
Discuss among the study team members prior to information collection and develop criteria for
selection of assessment site
Review questionnaire and checklist for consultation
Consultation steps
District level consultation
VDC level consultation
Field observation
Community based vulnerability assessment
Stakeholders to be consulted at different levels
Government bodies:- District Forest office, District Public Health office, District Agriculture
Development Office, District Livestock Service Office, District Disaster Relief Committee, District
Soil Conservation Office, Division Irrigation Office, Water Induced Hazard Prevention Office,
District Drinking Water Office, Nepal Electricity Authority, District Development Committee and
its related entities such as: District Technical Office, District Energy and Environment Section/
Unit, District Women Development Office, District Police Office
NGOs: Nepal Red Cross Society, District Level Local I/NGOs working in environment and
climate change,
Other stakeholders: FNCCI-district chapter, local clubs, networks, school teachers and other
groups who are working at district level
Information to be collected during consultation
At the district level, initially orient the stakeholder and participants about the study objectives.
The discussion should be focused on context of climate change and its impacts at the District
and VDC level.
Identification of assessment community by the participating members, usually VDC where the
climate is unusually deviated from its past trend, which is most affected by climate induced
disasters, endowed with very limited natural and socioeconomic resources and low ranking from
human development index point of view
Relevant information related to study area are to be collected such as: geography, weather and
climate, population, ethnic distribution etc.
Relevant study materials (such as village profile, report, leaflets, booklet, poster, etc.) of the
district and VDCs need to be analyzed. Information on map, telephone numbers, health center,
medicine, water usage, contact person, police post, Red Cross and other supportive
organizations are to be collected. These information can also be collected during the
stakeholders consultation.
Field preparation
After selecting the community, assessment team should visit the study site to get prior
information. Following activities need to be performed during the visit
o Get prior information about the study area through informal consultation with related
stakeholders at VDC level. This includes key personnel from government line agencies such
as VDC secretary, community groups, executive members, local leader, and local people.
o The consultation with them has to result into specific community for further intensive
assessment.
o Gather household data, village profile and any other relevant information after specific
communities have been selected.
o Pre-testing of questionnaires and checklists are to be done in selected communities and
final questionnaire has to be prepared by incorporating the learning of pre-testing.
(Questionnaire attached at the end of this guidelines)
Assessment Tools for using in CBVA
Community focused group discussion
o Seasonal Calendar
o Social resource mapping
o Hazard analysis
o Time line analysis
o Trend analysis
o Livelihood impacts and response matrix
o Vulnerability measuring matrix
o Problem tree analysis / Cause and effect analysis
o Transect walk
o Institutional mapping
Key Informant Interview
Household Survey
In the following chapters tools and methodologies will be described.
District Level Consultation Workshop
Objective of district level consultation is to get general overview of climate change in the district and VDCs in
the district, its impacts in the district, districts capacity and efforts to response. The other objective is to
identify most vulnerable VDCs, communities and groups from stakeholders’ perspective.
Following are the steps to be adopted
Identify the relevant stakeholders (listed in the previous paragraph) for the consultation workshop
Inform them along with the purpose of the workshop
Following are the checklist for the district level workshop
o Begin with clarifying the objectives of the workshop
o Appraise general climate information of the district including types of climate. Assess the
general information on climate change in the district. Assess priority or important climate
induced hazards in the district.
o Identify VDCs with extreme climate event in last few decades and the VDCs most affected
by climate induced disasters on priority basis based on the stakeholders information and
knowledge
o Discuss with the stakeholders on the sectors (agriculture, forest, health, livelihood, water
resource, energy, human settlement, infrastructure etc.) and the social groups (women,
elder, marginalized, children, youth, etc.) that are most affected by climate induced disasters
and prioritise on the basis of effects and need to respond
o Assess the resources (human, financial, technical, institutional, etc) of the district that are
required for responding to the effects of climate change. Assess the efforts of the districts to
respond to climate induced disasters at district and at VDC level as well.
o Assess the opportunities and challenges of climate change in the district and VDCs
Conclude the workshop by identifying the VDCs on priority list based on
o extreme climate events that have been taking place in last few decades
o frequent climate induced disasters and high population with poor and marginalized
communities
o low human development index in the district or economically poor VDCs from social and
economic point of view
o limited livelihood assets like human resources, natural resources, financial resources,
infrastructure and physical resources, social institutions, etc
Selection of Community
After the selection of VDC from District level consultation, the next step is to identify the communities within
the VDC for community based vulnerability assessment. Similar criteria are used to select the communities
inside the VDC which are considered as the most vulnerable from community perspective. Within the VDC,
the communities are selected on the following bases
- communities who are frequently affected by climate induced disasters such as cold waves, heat
waves, flood, drought, landslides, etc
- communities with low economic development status – poor communities within the VDC (less land
holdings, limited income sources, limited livelihood activities, etc)
- communities with limited capacity to respond - poor infrastructures, illiterate and low education, lack of
social institutions and formal organisations, difficulty for accessing water, forest, or other natural
resources, lack of skill human resources in the community, etc
- communities with vulnerable groups like women, marginalized, elderly, etc. groups
- VDC with high food insecurity problem
Tools and methodologies to be used for community identification
The method is primarily through consensus building in identifying the vulnerable VDCs inside the district and
Community inside the VDC. However some simple pair ranking of VDCs and communities in respected of
climate change, its impacts and community adaptation capacity can be used to rank the VDC in the District
level consultation and identify communities in VDC consultation
Field Observation
Field observation can be made before or during assessment. During observation, assessment team should be clear on the confusing issues. This doesn't require any prior preparation, assessment team can manage time and may make field observation at their convenience.
Approach to be used in Community based Vulnerability analysis
Followings are the steps to be followed up in vulnerability assessment. The diagram below also illustrates the steps to be applied in community based vulnerability analysis. Vulnerability analysis and adaptation planning is done in 5 steps in community. Step 1: Analysis of Exposure – climate change and climate change induced hazards Step 2: Analysis of Sensitivity – effects of climate on bio-physical and socio-economic sectors Step 3: Analysis of Adaptive Capacity – assessment of livelihood assets of the communities Step 4: Analysis of Vulnerability and Risk of the Community Step 5: Assessment of community based Adaptation Planning
Figure 1: Community based Vulnerability Assessment (CBVA) Approach
Description of CBVA tools
Community based vulnerability assessment, risk mapping and adaptation planning is done through Groups Discussion and Focused Group Discussion. To validate the information generated from group discussion, household survey is also conducted. The household survey provides the vulnerability information and needs of the people at the household levels which help to reach the adaptation benefits to the most vulnerable households and groups including women, most poor and marginalized communities. The information from group discussion especially the climate information is also verified by reviewing the climate data from the nearest meteorological stations. The secondary information on socio-economy and environment are also used to validate the information generated from group discussion. Following chapters will provide guidelines for the field enumerators for using various community based tools while assessing the vulnerability at the community level.
Conduction of Focus Group / Group Discussion
Most of the tools in the following paragraphs will be applied in focus group or groups discussions. In the
following paragraphs, focus will be given on tools specific guidelines rather than giving general guidelines or
considerations.
A) Preparing for FGD
Discussion amid study team: Assessment team members need to discuss on: How many
focus group discussion to conduct? Who to invite and involve in FGD? How to conduct
discussion? What to focus? Who has got what responsibility? In the FGD, a note taker,
Climate variation and change
including extreme events attributed
often as hazards
Effects of climate change and related hazards
on bio-physical and socioeconomic
Hazard mapping, trend analysis of
effects on bio-physical and socio-
economic Adaptive Capacity
Social mapping, assessment of
livelihood assets, current
response and adaptation
measures and options for
choices
Systematic Approach to Vulnerability Assessment
Transact
walk
Adaptation planning
Seasonal calendar of climate,
climate hazard, indicator plants and
animals, preliminary effects
Hazard ranking and trend line
Step 1
Step 2
Step 3
Step 4 Processing of information from Step 1, 2 and 3
Step 5
facilitator, recorder/ photographer, etc are required. Assessment team needs to share the
responsibilities prior to conduction of FGD.
Preparation of required logistic: The materials required for FGD such as: checklist,
stationery, sound recorder, camera have to be prepared prior to FGD.
Information: Information on the basic facts of community such as: language, culture, social
and political set up has to be acquired.
Preparation of lodging and other expenses: It is better to have lodging of assessment
team members at the same place so that the team can share their activities and get prepared
for the upcoming activities. Also this will enhance more interaction among the assessment team
members regarding to the issues which were discussed and the issues to be discussed next
day.
Prior information and contact person: It is better to inform the participants regarding the
arrival of assessment team and purpose prior to any activities.
B) Selection of location and participants for FGD
Number of participants for FGD: If time and resources permit, four focus groups have to
be conducted from one community. Following are the groups on the priority list.
o Socially mixed group (ethnic diversity)
o Gender mixed group
o Marginalized group
o Only female group
Participant's Selection: Participants have to be selected on the basis of subject, locality,
gender and age, socio-cultural, profession representatives. Depending on the topic, participants
have to be selected. It is better to conduct FGD for different classes or groups separately so that
they won't hesitate to share information. Senior people from any group have to be represented.
Number of Participant: This study doesn't require any privacy; hence, 10 to 15 people can
be accommodated. It is very essential to make participation of all the participants in the
discussion; otherwise few people might dominate the discussion.
Selection of location: The location for FGD should be at equidistant to all the participants
where possible. The location may be public places such as: playground, rest place, tea shop,
school ground, VDC / Ward compound, etc. with quite environment for the time of groups
discussion.
Time: Time requirement may vary according to the context. In the focus group discussion, the
technical subjects might take longer time. Facilitator might need to use auxiliary questions to
make the participants clear. Generally, it takes 2 - 3 hours for one group discussion. If two or
more group discussions have to be conducted in a single day then the discussion has to be
done in different locations or in different time, so that participants from two different groups won't
intervene but one group shouldn't involve in more than two FGDs in a day
C) Steps to be followed in FGD
Introduction: Once all the participants are gathered, the facilitator shall introduce each other
and briefly share what the group is going to discuss about. Facilitator needs to ease the
situation if the participants felt any discomfort.
Objective: Assessment team has to briefly mention the objective of the discussion and what
outputs they are expecting from the discussion. If there are any rules for discussion, facilitator
should clearly mention them before discussion.
Context: Facilitator has to briefly orient the participants on climate change, and explain what
do mean by exposure, sensitivity and adaptive capacity and the relation between them. For
instance, change in rainfall pattern, reduction in volume of spring water, drinking water facility
represents the exposure, sensitivity and adaptive capacity respectively. Facilitator has to
sequentially clarify the subject matter. S/he shouldn't jump into different matters at the same
time otherwise participants will be confused and it will be difficult to acquire required information.
Facilitator has to inform participants why they need to record the discussion, take the pictures
and need to get pre-agreement for that.
D) Discussion
Relation between facilitator and participants: Facilitator's skills, attitude and behavior
play vital role in group discussion. Lack of appropriate skills might lead the discussion futile.
Political issues, language used and cunningness might make discussion inconvenient.
Awareness in society on various aspects has quiet increased due to the presence of different
organizations and activities in community. Facilitator should be confident, unbiased and
comfortable while facilitating discussion. Participants might bring children in discussion and the
children might disturb the discussion. In such cases facilitator may provide snacks or toys to the
baby with Mother's permission.
From Simple to Complex: While conducting discussion related to climate change, facilitator
need to consider the period of 30 years. However, 30 years period doesn't mean that everything
should be of 30 years time; within 30 years that may be 20, 10 or 15 years. Facilitator has to ask
simple question at the beginning and move towards complex questions. For instance to ask
about the increase or decrease in hot days, the discussion might be made as below:
o How much warmth you are feeling these days?
o Is it the same as before or Is it Hotter or Colder than before?
o How do you differentiate the hotness?
o Will you please mention at least 3 points regarding the temperature difference now and
before?
o Is there any natural indicator such as: early flowering of plants, nesting of birds, snakes
appearance during off seasons, etc.?
o Have you realized any effects of change in hot or cold, what are they, and how much?
o How do you respond to the effects of increase in temperature?
o Is there any difference in livelihood activities under such case?
In this way, the discussion has to be carried out and one topic has to be complete and closed before next topic starts. If there is any doubt or misunderstanding in the terminologies used then the terminologies has to be clarified in participatory way and using local terms.
Closing of Discussion: A quick review has to be made whether the discussion acquired the
required information or not. Facilitator has to wrap up the discussion and present in front of the
participants in a simple manner. S/he has to seek whether participants need any further clarification,
in case participants have any queries, facilitator has to clarify them and conclude the discussion.
Vote of Thanks: The assessment team has to thank participants after the groups discussion.
The team has to be careful that they mention the purpose of such information; however, they
shouldn't provide any assurance. Everything has to be made transparent so that participants feel
comfortable and trust the study team.
E. Report of Focus Group Discussion
Sequential Collection of Draft Notes and review: Note takers might have to use the short
hand script and symbols during the discussion process, hence it is better to immediately translate
them otherwise it might be difficult to recall as the time advances. If it becomes really difficult to
absorb the information that participants are providing, note taker might request to hold up a moment
and ask for clarification. Study team might take the help of sound recorder and pictures to be clear
regarding the information or if they have missed any relevant information.
Draft field discussion report: Note taker has to mention clearly the title of discussion,
participant’s information, location, and group number in the draft report. It is better to take notes in the
language s/he feels comfortable.
Field Report: Study team has to finalize the draft notes as field report. For this, the study team has
to sit together before conducting another group discussion and compile them as field report of one
group discussion.
Community Based Vulnerability Analysis
Guiding Questionnaire for Focus Group Discussion Date: ……………. District: …………………….. VDC : ………………………. Ward: ………… Tole/Village: …………. Type of Participant's group: ………………… Number of participants: …….. Check List / Guiding Question List for General Information
Number of Household, Women, Men, Children, Elderly people, Ethnic people, disabled and
differently able people. Settlement status, economic status, educational status in percentage,
livelihood strategies, food security.
Livelihood assets: Human (education, climate change awareness, skill, capacity and health),
Physical (House types, community infrastructure, electricity, communication, media, FM etc),
Economic and financial institutions (Bank, cooperatives, Financial institution, loan, saving groups,
insurance and fund etc), Social (social institution, family type, group, club, guthi etc.), Natural
(Water, forest, land, mines, etc)
Status of livelihood assets, use, change, availability, quality, access and control
Status of forest, rangeland (Area, quality, quantity) and their utilization (grass, fodder, medicinal
plants, food)?
Types of Mines (Stone, sand, Soil, etc), availability, amount, access and control, abundance,
changes if any ( Major three)
Resources availability, variation and its causes, access and control, resource utilization and sharing,
alternative provisions, management, variations
Type of industry, community or private? How many and their status of usability? Are there any water
based industries (Mill, turbine, peltric set, hydropower, saw mill)?
Land use and its changes (Farm, garden, dry land, rangeland, forest)
Main crops, irrigation status, production, productivity, farming system, changes and its causes,
epidemics, types of crop variety, changes if any (Major three changes induced by climate change)
Social Institution (Informal and formal both) number, types (government, semi-government),
(service, resource management, human resource, service provider, financial, youth club, women
groups, health, research, risk management, cultural etc), Household involved in such social
institution, service provided by such institution, facility and availability, quality, abundance,
mobilization, justice, target group capacity and changes
Professional people in percentage, skill profession (Primary health provider, health worker, health
volunteers, JTA, agriculturist, livestock, carpenter, brick layer, engineer), number and availability and
access.
Financial institution, service, quality, availability, access and changes in them (Major three changes)
and its causes.
Settlement, river, landslide and distance from risky area, flood, windstorm, drought, hailstone, hot
days, cold days, food scarcity, hunger, epidemic and its effect in different class (rich, poor, aged
group, child, male and female) and responses made in such hazards.
Physical resources (bridge, canal, health center, school, road, electricity, transportation facilities-
public, private, VDC-building, communication etc) availability, abundance, accessibility, credibility
(Major three changes)
Knowledge, experience and information in Climate Change (note: if it becomes difficult to enter into
the subject matter then facilitator might ask indirectly from simple to complex)
Early warning system related to climate change, traditional knowledge, capacity and responses
What are the changes due to climate change in above mentioned sector (Any 10 major changes)? If
any changes, what is the magnitude of changes, what is the response mechanism, plans and future
strategy to respond them?
General things to be considered while providing information about Climate change to the Communities
Climate changes take place naturally.
Natural climate can be affected by anthropogenic activities. Scientific data and study show that
current Climate change is because of human activities and it affects social, economic, environmental
and developmental issues.
Short term change in day to day weather is regarded as weather change for instance: Cold during
morning, hot during day time, rainy day, cloudy day etc. However, Climate change is regarded as
the average change in weather pattern for over 30 years of time.
The current Climate change is indicated as increased atmospheric temperature, change in wind
pattern and rainfall pattern or precipitation forms. Increase in concentration of GHGs in the
atmosphere is the main cause of the current climate change. Before industrialization the
atmospheric CO2 concentration was 280 ppm but in 2009 it was 384 ppm showing a significant
increase.
Main causes of increased GHG concentration are: high consumption of fossil fuel, urbanization,
deforestation, land use change, changes in agricultural practices, especially use of chemicals, etc.
According to a study conducted by Practical Action, the average maximum temperature of Nepal is
increasing by 0.04 degree Celsius per year. There is a regional variation with average temperature
of Himalayan region is increasing even more than Terai and Hilly region.
Average rainfall pattern of Nepal has also slightly changed. Rainfall is more erratic and unexpected
in the time it used to occur, which has caused drought for longer period.
IPCC's report in 2007 has said that global temperature is increasing and rainfall pattern has been
erratic. If the current GHG concentration level keeps going up then the situation might be even more
fearful.
In comparison to the developed country Nepal emits negligible amount of GHGs; however, negative
impacts of climate change is being observed. Nepal has different geographical setup and dynamic
structure and sensitive environmental, Nepal is very sensitive to the effects of climate change.
Climate Change will have its impacts on following sectors: snow-fed rivers, water resources,
agriculture, forest and biological diversity, human settlement, physical structure and public health.
Hazard such as flood, landslide, and drought incidence has increased due to increased temperature
and erratic rainfall nature. Water source, small stream and rivers are getting dry in Hilly region. In
Terai the ground water level is depleting. Nepal's 80% population lives in rural area hence the
impact of climate change will have direct effect in agriculture sector and food security.
Climate change has started affecting social, economic and environmental set up hence time has
come to take initiative from individual and community levels. There are two ways to manage climate
change : 1) Adaptation and 2) Mitigation
The process to reduce GHGs emission and sequestrate the atmospheric GHGs to stabilize their
concentration in atmosphere is known as mitigation.
The process and methods to minimize the impacts of climate change consequences and make the
life of people convenient is regarded as adaptation. It is an initiative and measure to reduce the
vulnerability of natural and human systems against actual or expected climate change effects.
‘Adaptation is not coping’ it is more about efforts and conditions that will help to develop systems
that are flexible to respond to change. It may be planned or autonomous
Community based Adaptation: It depends upon social, economic and class set up of different
community. Climate change effects also depend on the community's social and economic set up.
Hence, community based adaptation is more than natural or autonomous adaptation, it is rather
adaptation due to proper resource mobilization with increased capacity of the community.
In the context of global concern of climate change, in 1990 UN convention established
Intergovernmental Panel on Climate Change (IPCC). IPCC drafted the UNFCCC and this
convention was ratified by the participating countries in 9 May 1992 in New York. Main objectives of
this convention are: 1) Stabilize the GHG concentration in atmosphere 2) Provide condition that will
enable ecosystem to manage or adapt to climate change 3) Ensure Food security and iv) Capacity
development for sustainable economic growth.
1. Seasonal calendar
Seasonal calendar is primarily to assess climate change. When there is no climate change, the annual seasonal phenomenon of climate variables (rainfall, wind, hail, cold season, hot season, etc) are in the same pattern for years. But when there is climate change, the seasonal patterns of these variables change. Therefore from climate change assessment point of view, two seasonal calendars are to be prepared – one before (as long as 30 years back) and the other the current (in last 5 years) – to see whether there is a change, and if there is a change, then also to look into the magnitude of the change – how much is the change. The change in climate is also responded by natural and human activities autonomously. Assessment of such natural and autonomous human activities on the seasonal calendar will also verify the change in season or the climate. Flowering, sprouting, fruit setting, etc behaviors of plants are some of the responses to change in the climate. So assessment of such plant behavior will also let us know the change of season at the local level. Similarly animals can also respond to change in climate by changing the dates of nesting, migration, appearance, disappearance, etc. Autonomous human activities are some of the responses to climate change as well. Human behaviour is basically related to livelihood activities such as collection of wild plants, times of seasonal migration which correspond to change in season. Seasonal calendars should be prepared on weekly basis. The following direct and indirect indicators are used to assess the change in climate at local level. Furthermore these indicators could be local specific. So during the groups discussions, local specific indicators can be explored from the participants on which the participants are very confident that there is a change in the climate variable or some of the behavioural changes of plants, animals, etc are because of change in local climate. Or the change in human activities are because of change in climate.
Temperature: Period of hot days, period of cold days
Precipitation / rainfall: winter rainfall times, summer rainfall times, drought seasons, snowfall season, hail season
Change in plant bahaviour: flowering season, fruiting season, sprouting season, etc
Change in animal behaviour: nesting season, migration times, appearance or disappearance times, etc
Change in human livelihood activities: Collection of wild plant products, seasonal migration times, seasonal livestock movement times, etc
Natural physical behaviours: time of spring water sprouting, drying, etc. These indicators are drawn on the seasonal calendar, before and now. The community participants are asked to discuss on these changes and let them confirm that there is a change and the magnitude of the change. Depending on their discussion, the extent of change is decided LOW, MEDIUM, HIGH or VERY HIGH in each indicator, i.e., in temperature, precipitation, in plants’ and animals’ behavior, livelihood changes, etc
Expected outcomes from seasonal calendar with various scales - low change, medium change, high change and very high change
1. Change in seasons – prepone or postpone of seasonal events 2. Change in rainfall / precipitation variability 3. Change in climate induced disaster over time – intensity, frequency, and seasonality 4. Change in climate responses of plants, animals, human activities, natural phenomenon, etc
The information derived from seasonal calendar assessment will be fed into “Exposure”
Table 1: Sample of Seasonal Calendar
Climate
element
Climate variable Up to 30
years before
Baisakh Jestha Asar Shrawan Bhadra Aswin Kartik Mangsir Poush Magh Phagun Chaitra
Te
mp
era
ture
Hot days Before
Now
Hot waves Before
Now
Cold days Before
Now
Cold Waves Before
Now
Sunny Days Before
Now
Rain
fall
Monsoon rainfall Before
Now
Winter rainfall Before
Now
Snowfall Before
Now
Frost Before
Now
Dew Before
Now
Hail Before
Now
Lighting Before
Now
Fogs Before
Now
Note: 1- first week, 2- second week, 3- third week, 4- fourth week
Table 2: Seasonal Calendars
Fire Before
Now
Thunderstorms Before
Now
Proxy
elements
Crops Up to 30
years
before
Baisakh Jestha Asar Shrawan Bhadra Aswin Kartik Mangsir Poush Magh Phalgun Chaitra
Majo
r cere
al c
rops
Paddy Before
Now
Millet Before
Now
Maize Before
Now
wheat Before
Potato Before
Now
Vegeta
ble
Cro
ps
Cauliflower Before
Now
Cabbage Before
Now
Broadleaf mustard Before
Now
Green beans Before
Now
Black eye beans Before
Now
Radish Before
Note: 1- first week, 2- second week, 3- third week, 4- fourth week
Table 3: Seasonal Calendar
Now
Before
Now
Fru
it C
rops
Mango Before
Now
Banana Before
Now
Apple Before
Now
Pear Before
Now
Types Variables Up to 30
years
before
Baisakh Jestha Asar Shrawan Bhadra Aswin Kartik Mangsir Poush Magh Phalgun Chaitra
Dis
ease
Human Before
Now
Animal Before
Now
Birds Before
Now
Insects
Human Before
Now
Animal Before
Now
Birds Before
Now
W a t e r
Drinking water Before
Now
Irrigation Before
Now
Other household
activities
Before
Now
Mig
ratio
n
Human Before
Now
Animals Before
Now
Birds Before
Now
Community based Vulnerability Assessment
Checklist for Seasonal Calendar
Geographical Area………………………………………… Date:………….……… District: …………………………….. V.D.C…………………… Ward No:………… Tole: …………………………... Type of participant: ……………………… No of participant:………………………………….
Checklist While documenting the seasonal changes in climate variables, following qualitative information should be documented on climate parameters and proxy indicators before (as far as before 30 years) and now (last 5 years). They are changes in dates of occurrence of the following
Rainfall and Temperature calendar over the year
Rainfall - Intensity (amount of rainfall in one hour, two hours, etc before and now) and Nature of rainfall (intervals from one rainfall to another), nature of raindrops - small and large - before and now
Dews and frost - lasting of dews in hours
Snowfall - amount (thickness) of snowfall, deposition period of snow
Hail - size of hail, intensity of hailstone fall
Thunderstorm - frequency and strength of thunderstorm
Cloud and fog (frequency, timing, density or intensity, location – altitude
Haze and brown cloud (frequency, intensity)
Heat and cold waves - Frequency - how often before and now in a given period of time
Climate induced disasters: Disaster trend (flood, drought, landslides, debris flow/ cover/ siltation etc) Indicator plants and animals (Natural/ Biological): Flowering, fruiting, new flush, ripening, invasive species, vegetation shift, appearance and disappearance of birds, migration, hatching time of birds, mosquitoes, pest outbreaks etc Social/ livelihood practices: changes in collection time of wild edible plants, collection of timing of NTFP, change in sowing/ harvesting of indigenous crops, Seasonal migration trends, livestock herding, loss of crops species or shifting in cultivation patterns etc Physical information: Availability of water: Drinking water, irrigation, household usage
2. Climate hazard mapping
Once there is a change in climate, then there is a change in climate induced hazards. Climate induced hazards are good indicators of climate change – in terms of seasonality and intensity. The change in the seasonality of the hazards can be reflected in the seasonal calendar. However, hazards have physical dimension. The physical dimensions of climate induced hazards are assessed through hazard mapping. The ultimate objective of hazard mapping is to see whether there is a change in hazards at local level over the time in line with climate change. Climate change might or might not necessarily affect the hazards significantly. The assessment of hazards is also primarily to see whether the communities have been exposed to new pattern of hazards compared to the past. Hazard maps are prepared – first the current map and then the past map. The participants are asked to discuss on the difference of the hazard in the past and now in terms of
1. Change in physical or geographical area 2. Change in damage of livelihood assets 3. Change in seasonality of the hazards 4. Etc.
They are then asked to discuss on the scale of change over the years as LOW, MEDIUM, HIGH and VERY HIGH. These information derived from hazard assessment are used “Exposure”. It is because the change in nature of hazard is a new hazard to the community which is a part of exposure. Once the maps are prepared, then there should be final discussion for final verification
Expected outcomes from the hazard / resources mapping
1. Change in area of hazard over the time 2. Change in type of hazard over the time 3. Change in intensity of hazard 4. Change in the elements / assets that are affected by hazards
Sample Social Resource and Hazard Mapping
Figure 2: Sample of community prepared social resources and hazard mapping
Community based Vulnerability Assessment
Checklist for Hazard Mapping
Geographical Area………………………………………… Date:………….……… District: …………………………….. V.D.C…………………… Ward No:………… Tole: …………………………... No of participant:…………………………………. Checklist
Prepare a map of current priority hazards such as – landslide, flood, drought, other climate induced hazards
Overlay the map with same hazards in the past as long as 30 years
Discuss among the participating members regarding to increase or decrease in the area of hazard over the time.
Ask the participants to quantify the magnitude of the difference between now and the past. Let them note the dates now means in last 5 years and past means as long as 30 years before
Ask the participants to measure the change in scale – LOW, MEDIUM, HIGH and VERY HIGH
Let them also give reasons why the changes are LOW or MEDIUM or else
The information so derived will be used in the Exposure
3. Social resources mapping
Community resources mapping is done to understand the impacts of climate change on the resources and assess the existing resources which support the communities in adaptation and responding to impacts of climate change. This tool generates information for Sensitivity and Adaptive capacity of the communities. The information generated from Resource mapping can also be used for Exposure together with hazard mapping. Process: The participants are asked to prepare the map of the village with all the physical and natural resources of the area - Cultivated Land - Forest, pasture land - River and water bodies - Trails, bridges, roads, - Settlement - Community buildings like schools, health-posts, community halls, temples, monasteries, masjid,
etc.
Community based Vulnerability Assessment
Checklist for Resource Mapping
Geographical Area………………………………………… Date:………….……… District: …………………………….. V.D.C…………………… Ward No:………… Tole: …………………………... No of participant:…………………………………. Checklist
Ask the participants to prepare maps indicating 2 types livelihood assets – Natural assets and Physical assets
Natural assets includes – forest, grazing land, water bodies, mine, flat land/ slope land, etc
The physical resources includes – trails, roads, bridges, drinking water taps, settlements, schools, health-posts, temples, monasteries, masjid, churches, schools, or any such physical infrastructure
The maps should provide information from past and at present – two information
Ask the participants to assess the assets in term of their trend from past to till date – are they increasing or decreasing in terms of number, are their quality increasing or decreasing compared to the past
Let the participants discuss on their accessibility to these resources - how easy or accessible are they, do they have control over these resources, do they get the benefits and services from these resources at the time of needs, at the benefits and services satisfactory (at a scale of low to very high) etc.
Based on these assessment, let them put some scale ranging from LOW to VERY HIGH
Information so derived will be used in Adaptive capacity
4. Hazard analysis (pairwise ranking of hazard)
Hazard analysis is to prioritise the prevalent hazards in the community. This is also to see the linkage of the hazards with climate change. During the assessment, only those hazards which are linked with climate change and with priority of the communities are considered in climate change vulnerability assessment. Time and resources will not be invested on such hazards which are not related to climate change and which are not important to the communities. Hazard prioritization is done through pair-wise ranking. Hazards are listed vertically and horizontally in the same order. One-to-one hazards are compared to each other and one is prioritized between the two. The number of repetition of a hazard is noted, the one which has the highest number of repetition is considered as the highest priority hazard for the community. The priority hazards are assessed to see whether they have linkage with the climate change. This is done through cause-and-effect analysis. The priority hazard is taken and the participants are asked to discuss on the cause of this particular hazard. They will discuss on various causes. At the end of the discussion, they might come up with such cause on which they are confident. Among the several causes, climate events like heavy rainfall, unusual rainfall, untimely rainfall, extreme heat, extreme cold, change in form of precipitation, etc which are all related to climate, might be the main cause for some of the hazards. Hazards which are primarily due to climate change will be considered in vulnerability assessment.
Expected outputs:
1. Identification of major hazards prevalent in the community 2. Identification and prioritization climate change induced hazards
Figure 3: Pair wise ranking of hazards
Community based Vulnerability Assessment
Check list for Hazard Analysis
Geographical Area ………………………………Date:…………………………………... District: ……………………………………… V.D.C……………………………… Ward No:………… Tole:…………… No of Participant:………………………………. Checklist
Make a list of hazards in the first row of a table – horizontally leaving the first cell empty - flood, landslide, drought, disease, insects pests, fire, etc
Put the same hazards– vertically leaving the first cell - in the first column of the table
Take the first hazard, from the first column and compare it with all other hazards from the first row, write the name of the priority hazard between the two in the cell where the two hazards meet
Take the second hazard and do the same comparison
After completing all the comparisons, count the number of each hazard in the table and write down the total number of each of the hazards in the bottom of the table.
The more the name of a hazard is repeated, the more that particular hazard is important to the community
In the following assessment, these priority hazards will be considered
5. Historical trend line analysis
Historical trend line gives the history of the climate induced hazards in terms of the damages they made, the responses of the community, the return period of the events, the geographical sites they occurred, the time or the date or the season they occurred, etc. The participants are asked to begin with the most memorable hazard or disaster they ever remember that occurred in the community. Then they are asked to recall other disaster before and after this disaster. Usually elderly people will have the information of such events of the past. Year, date, location, particulars of the affected assets and the households with quantitative information, and the response measures of the communities and the stakeholders including that of the government are documented. The information can be collected for individual events like that of flood, landslides, drought, etc or they can be collected simultaneously as the participants share during the assessment process. However it should be based on the convenient of the participants. Usually they share the information simultaneously of any disaster or hazard that occurred in the community. The trend line analysis provides information on all variables of climate change vulnerability. The information on increasing, decreasing or shifting seasonality of the hazards will provide information for Exposure, the type and magnitude of assets that are affected by hazards will provide information for Sensitivity, the type of responses made by the communities in the past and the types and number of institutions those involved in responding to the event in the past will provide information on the Adaptive Capacity of the communities. Participants are asked to discuss on the scale of these aspects as LOW, MEDIUM, HIGH and VERY HIGH during the assessment process. For documenting the information, the assessment team can use brown paper, the board markers sound recorder and photography. Expected outcomes
1. Estimate the next return period of the major climate change induced hazards 2. Estimate the potential damage that can be made by the next climate induced hazards 3. Identify major adaptation or response measures to climate change induced disasters 4. Identify institutions who have supported the communities to respond to climate change
induced disasters in the past. The historical trend line generates information required for Exposure, Sensitivity and Adaptive Capacity which can be used where they fit.
Figure 4: Historical timeline
Community Based Vulnerability Assessment
Check list for Historical Trend line Analysis
Geographical Area: ……………………………………Date: ………………………..… District: ……………………………..V.D.C………………………………… Ward No: …………… Tole: …..………………….……. Type of participant: ……………………… No of participant: ……………………………… Checklist Ask the participants to recall the most recent disaster (flood, landslides, drought, etc), the date it
occurred (year, month and date), the damages it made (lives, property, assets, etc), the response and coping measures they adopted and the stakeholders involved in the response measures. Note the information
Ask them to go for next disaster which could be before or after the earlier one, and note the same information for this hazard / disaster as well.
Continue the process for all the disasters the community can recall
Share the information at the end and verify the collected information
Scale the changes and the impacts are LOW to VERY HIGH
Table 4: Trend Analysis
Impacts, problem and
Hazard faced due to
Climate change
Timeline Effects Immediate response Institutions involved and
supporting
Flood 2067 e.g. Emergency relief
provided by Red-cross
2065
2059
2047
Figure 5: Trend analysis
6. Problem tree analysis
Problem tree analysis is the analysis of the problems to see whether there is a linkage of the problems with climate change. Generally any climate induced disaster could be linked with climate change problem. So there is a need to analyse and assess of such linkages. The problem tree supplements the “cause and effect” tools. Problem tree also looks into the consequences of the problems while it analyses the cause of the problem simultaneously A problem that is thought as the main climate induced disaster is first noted. The participants are then asked to discuss on the consequences of that particular problem. They are also asked to discuss on the reasons behind this problem. Those problems will be considered for further assessment if they are linked with climate and climate change as per the community perception.
Figure 6: Problem tree analysis
Community Based Vulnerability Assessment
Checklist for Problem Tree Analysis
Geographical Area: ……………………………………Date:………………………..… District: ………………………………….. V.D.C …………………… Ward No: ………….. Tole: …..………………….……. No of participant:……………………………… Checklist
Identify the main problems caused by climate in the community Assess the primary impacts of these problems: on different assets of the communities Impacts on different areas or sectors by climate change
o Forest and bio-diversity o Water resources o Human settlement and physical infrastructure o Agricultural and food security o Human health, animal health o Livelihoods o Gehendra Environment
Also discuss on the cause of the problems – climate, human, political, other natural such as
earthquake, etc and ensure that the cause is change in climate This analysis is to establish the linkage between problems and their causes. Those problems which have the linkages with climate change as the cause will be taken for further analysis. The problems which do not have a linkage with climate change will have less priority while preparing adaptation planning.
7. Livelihood assets assessment
Livelihood asset analysis looks into the 5 assets of the communities – human assets, natural assets, physical assets, financial asset and institutional assets. This assessment is done to look into the adaptive capacity of the community. The assumption is “the more the communities are endowed with livelihood assets, the more the communities have the capacity to respond to effects of climate change or to adapt”. The communities are asked to assess the asset one by one.
Process Step 1: All the livelihood resources mentioned in social resource mapping should be kept in the table Step 2: Request the participants to fill any missing resources Step 3: Mention 3 important assets in each asset category on the basis of priority Step 4: Assess the status of the assets based on the adequacy to respond to the effects of climate change. The assessment is scaled or ranked as LOW, MEDIUM, HIGH and VERY HIGH
Table 5: Livelihood Asset assessment
Natural Name of the
resource
Existing status,
trend,
Scale (LOW – VERY
HIGH)
Additional
information
1
2
3
Physical
4
5
6
Financial
7
8
9
Human
10
11
12
Social
13
14
15
Community Based Vulnerability Assessment
Check list for Livelihood assets Assessment
Geographical Area: ……………………………………Date:………………………..… District: ………………………………….. V.D.C ………………………… Ward No:………… Tole: …..………………….……. No of participant:……………………………… Checklist o Human Assets:
What is the total population and number of households in the community? What are the proportions of children, elderly people, disabled, women, etc in the
community? What is the proportion of literacy and education? What is the awareness level of the community members on climate change, its impacts and
need to respond to them? o Physical Assets:
What are the available critically important infrastructures? What is the number of existing community buildings? Is the existing infrastructure appropriate to resist stress and shock caused by the climate
change induced hazards? What kind of support and services are provided by the existing infrastructure for example:
electricity, information and others? Are there any shelter houses for post disasters recovery?
o Natural Assets: Are the availability of natural resources increasing or declining in last 30 years? Are they
sufficient to the need of the communities? Does the community have the access to these resources at the time of need?
What is the situation of forest, land, water, mines, etc in the area? What is the trend of availability of these resources to the community? What is the quality of these resources in the area? Trend of productivity of the resources? Right of community to access the natural resources? Is there any conflict in utilization of resources?
o Financial Assets:
What are the major livelihood categories and income sources in the area? What is the range of income from minimum to maximum and what is the average annual
income of a family in the community? Which financial institutions exist in the community? Can the community members access financial resources at the time of need? How does the individual member cope with financial crisis at the time of need? What is the existing situation of community’s saving or loan? In what form do people currently keep the savings (livestock’s, jewelry, cash, bank deposits
etc) What are the risks of these different options? What is the state of liquidity (marketable) of
these savings? How reliable are the remittance transmission services?
o Social Assets:
What types of traditional institutions exist in the village – for the elderly, for the youth, for the children, for the women, etc?
Does the community have other group? What are the organization involved and in which sector in the community and what is the
situation of the accessibility of the community to these organizations and their services
What roles are played by different social institutions during the time of disaster in the village?
8. Transect walk
Transect walk is the observation of the events and their effects on the field. It also helps explore challenges and opportunities of community through direct observation of the resources and the events existing in the area. During the course of transact walk, observations are made on natural resources like forest, grazing land, rivers, agricultural land, infrastructures like trails, bridges, settlements, community building and climate induced hazards like soil erosion, landslides, flood affected areas. Transact walk helps to triangulate the information collected through focus group discussion, household survey, key informant interview etc. Transact walk is done through the geographical areas that can provide maximum opportunity to observe the resources, events, etc and triangulate the information.
Process
First of all determine the area to be covered by the transect walk and the subject matter that should be concentrated/ focused during the walk. The subject matters should be of course climate change, its effects and the responses of the people. Then transect walk should be started from one point following “S” (English alphabet) shape route and completed the walk by making this “S” shape. The transect walk should be done with number of local resource person who have considerable knowledge about the area/ community.
During the course of transect walk, different people encountered on the walk should be informally interviewed/ consulted regarding to climate change, its effects and the people’s responses in the area. The information gathered and the observations made should be carefully noted.
Community based Vulnerability Assessment
Checklist for Transect Walk
Checklist
What are the damages on the natural and physical resources in the course of 30 years by climate change induced disasters?
What are the characteristics of the impacts of climate change?
What may be other reasons that caused the problems?
How much is attributable to climate change?
What are the responses made by local people?
Who other organizations have supported the communities for these response measures?
Figure 7: Transect walk
9. Institutional analysis
Institutional analysis is used to find out the type and number of formal and informal institutions prevalent in the community. It also looks into the relationship between different existing organizations/ institutions working in the community. It examines the types of activities the organizations/ institutions implementing and roles they play, and the access of the community to the services of the institutions. Institutional analysis looks into the usefulness of the existing institutions and gaps in regard to their support to the communities during the time of need for climate change adaptation and responses to climate change and its impacts. Institutional analysis is a part of capacity assessment of the communities. The more the different institutions are active and accessible to the communities at the time of need, the more the communities are supposed to be with a good capacity to respond to climate change.
Process
First ask the participants to enlist all the groups, organizations/ institutions in a brown paper. Separate formal and information / traditional institutions.
Then make a circle at the centre of another paper which will denote the community
Write the names of the institutions around the community one by one after the discussion with the community. Draw linkage lines between the community and the institutions. The lines and the circles will speak about the relationship of the communities with the institutions. Following are some commonly used language of the lines and the circles between the community and the institutions
Lines
o Tow way / one way arrows – the mutual give and/ or take between the community and the institute.
o Thin /bold arrows – the strength of the relationship Circles
o Size of circles – big or small sizes of the circles denote the capacity of the institutions to support the community
o Closer / distance location of the institutions from the centre – physical distance of the institution from the communities
These languages can also be defined through participatory approach with the communities Meta-cards can be used for writing the names of the institutions After the discussion is over, the facilitator should share the synopsis or summary of the discussion in simple language with the participants. In addition to this, if participants have inquiries or additional curiosities related to subject matter, then facilitator should clarify before closing the discussion. After the completion of institutional analysis, facilitator and the study team should thank all participants for their participation and contribution
Figure 8: Institutional mapping
Community Based Vulnerability Assessment
Checklist for Institutional Analysis
Geographical Area: ……………………………………Date: ………………………..… District: ………………………………….. V.D.C …………………… Ward No: ………….. Tole: …..………………….……. No of participant: ……………………………… Checklist
List the institutions/ organizations, including traditional, informal and formal, working in the area and the services and facilities they provide to the communities
Identify the agencies which provide following services at significant level to the community
o Financial services o Technical services o Materials services o Training and institutional services o Communication and transportation services o Etc.
Identify the institutions in relation to the sectors they provide the services such as agriculture, forest, water, infrastructure, health, DRR, income generation, social mobilization, environment etc
Specify the institutions working in the area related to climate change
Prioritise the most important institution among them from climate change, livelihoods and disaster management point of view
Discuss the distance of the organisations from the community, the inter-relation of the institutions with the community, access by the community both in terms of physical and getting the services that is the governance
Name of the institution
Formal or Informal (traditional)
Areas of their service
No. or % of HH benefiting
Is it related with climate change effects (low to very high)
remarks
10. Livelihood impact- response matrix
Different events or hazards induced by climate change have directly or indirectly in one way or another have affected livelihood assets of the communities. The method to analyze these impacts in the form of table is known as livelihood impact-response matrix. This analysis looks into the sensitivity of the assets, how much the assets have been affected by the climate induced hazards and what is the perception of the communities to these impacts – LOW, MEDIUM, HIGH or VERY HIGH.
Process
List and prioritise climate hazards with their impacts on different livelihood assets and the response measures of the communities in a tabular form.
The analysis of the response measures should concentrate on different basis such as improvement of livelihoods, income generation, disaster management, capacity enhancement, natural resources management, institutional development, etc.
After the discussion is over, the facilitator should share the synopsis or summary of the discussion in simple language with the participants. In addition to this, if participants have inquiries or additional curiosities related to subject matter, then the facilitator should clarify before closing the discussion. After the completion of livelihood-impact response matrix, facilitator and the study team should thank all participants for their participation and contribution
This information complements to the information derived from historic trend / time line
The information thus derived are used in S and A
Table 7: Livelihood Impact-response Matrix
SN Climate Change
Hazard
Impact Scale of impact (Low –
Very High)
Coping/ Adaptive
Response Measures
1 Hazard 1
Natural asset
Physical asset
Financial asset
Human asset
Social asset
2 Hazard 2
Natural asset
Physical asset
Financial asset
Human asset
Social asset
3 Hazard 3
Natural asset
Physical asset
Financial asset
Human asset
Social asset
4 Hazard 4
Natural asset
Physical asset
Financial asset
Human asset
Social asset
Community Based Vulnerability Assessment
Checklist for Livelihood impact- response assessment
Geographical Area: ……………………………………Date:………………………..… District: ………………………………….. V.D.C ………………………… Ward No: …….. Tole: …..………………….……. No of participant:……………………………… Checklist
What are the major climate related hazards that has affected livelihood resources?
Which of the livelihood asset is more sensitive or more affected by climate change effects and how?
What are the levels of impacts – LOW to VERY HIGH – different hazards to different livelihood resources
What are the response measures the community has adopted
Which response measures are most effective based on the community perceptions?
What are the best innovative and appropriate ideas/schemes developed and adopted by the community to cope or protect against climate change impacts and hazards?
11. Adaptation planning matrix
Considering the current climate variation, its effects on livelihoods, plan should be formulated using information generated through participatory discussion at community level. Some of the examples of adaptation option are presented below. Adaptation planning will bring all the information from the previous exercises and compile into a matrix or tabular form as the summary of the whole process. Participant: To conduct this exercise, at least 15 to 20 local individuals representing different groups, gender, age, and caste/ ethnicity
Process Step 1: List and prioritse the perceived climate change by the communities Step 2: List and prioritise the effects of perceived climate change by the communities on their
livelihoods and resources Step 3: List, assess and prioritise the needs to respond to effects of climate change Step 4: Assess the feasibility of the needs in respect to institutional capacity, technical and financial
resources of the communities, conduciveness of the environment in respect to government policies, etc.
Step 5: Assess the resources, capacity and institutions needed for implementing the identified needs to respond to impacts of climate change
Step 6: Identify the institutions, funding resources and other stakeholders who can participate and contribute to enhance the adaptation by the communities
Step 7: Plan the time horizons for the implementation of the proposed actions as short-term (<5 years), medium-term (5-10 years) and long-term (>10 years)
Table 8: Adaptation planning matrix S/N Climate
change and
climate
variability
Responsible
Climate
Hazards
Impact
Areas/
Threat
Adaptation
Options
Where Cost
(NRs)
Time
line
Adaptation
Partners
The community identified action plans will require further assessment by technical experts for assuring technical quality, cost, feasibility, etc
Community Based Vulnerability Assessment
Checklist for Adaptation Planning Matrix
Geographical Area: ……………………………………Date:………………………..… District: ………………………………V.D.C ………………………… Ward No: ……….. Tole: …..………………….……. No of participant:……………………………… Checklist
1. What are the mail climate variable that have gone under change at local level? 2. What are the priority problems due to climate change in the community? Which are more
likely to be worsening as the climate changes? 3. Which communities and groups in terms of Gender, Caste, etc are more affected and are
likely to be affected? 4. Which sectors are more affected and are likely to be affects? 5. What are the risks of the major climate change induced hazards? 6. Which are immediate needs, which are short-term needs and which are long-term needs? 7. What and how much are the resources required / needed? 8. What are the sources of resources? 9. Who are the potential partners and their roles in adaptation supports to the communities?
12. Key informant interview
Key informants are a selected group of people who are especially knowledgeable or experienced on climate change at local level, its impacts at local level and needs for adaptation or respond to the impacts of climate change. The key informant interview refers to getting information the key individuals who are knowledgeable about the climate change history of the locality, observed climate related disasters, impacted communities and how at the local level communities have cope with such
events. The semi‐structured interview is usually conducted in a face to face setting which permits the field investigator to seek new insights, ask questions, and assess phenomena in different perspectives. The information derived through key informants is also used to triangulate the information achieved through group discussions. The key informants can also provide the information that has been missed out or not adequately discussed during focus group discussion. The KII is used when information from different perspectives are needed, and when there are key informants who are
accessible and have in‐depth knowledge about the topic. Process
The field assessment team should decide on which topics additional information is needed so that it will help focus the discuss with key informants
Based on this, the key informants should be identified at the local level. At least 10 key informants should be consulted to know about different subject matters in the local area.
Following could be key information for climate change vulnerability assessment o Local Traditional Leader-1 o Elected Representative (VDC secretary, Ward president)-1 o Community based organization, groups, club representatives (For example: Farmers
groups, mother group, water and sanitation committees, community forest user’s groups, water users groups, saving and credits groups etc) – 2 to 3
o School Teacher -1 o Health workers or Female Health Volunteers - 1 o Medical shop keepers - 1 o Elderly People – 1 to 2 o Other who might have specific knowledge on the climate change related issues
Once the key informants are identified, they should be met separately for the interview. Organize interview in convenient and quite places, to facilitate information gathering process. Before starting the discussion, introduce informally to each other and clarify the objective of
the meeting. The interviewers should systematically ask questions based on the checklist During the interview, interviewers should only note the information that is relevant to the
study. Sometimes the discussion can go out of the subject matters, in that situation, interviewer
should attempt to focus the discussion on subject matter.
Community based Vulnerability Assessment
Key Informants Interview with Local Leaders
Questionnaires Lists
Eco-region…………………….. Date:…………………………. Key Informants name:…………………………………………….Sex:……………………… District:……………...........................VDC:…………………………..Ward:………………. Education:……………………….Occupation:…………………………Ethnic group:…………….. Checklist
o History of the village / community: Human settlement, natural resources, livelihood activities, education and other development activities (roads, drinking water, irrigation, communication, etc)
o Livelihoods of the people Major livelihood activities, major income sources, their status over the time
o Climate information What is the climate look like of the area? How are the seasons – hot seasons, cold seasons, rainy seasons, dry seasons, etc? What are the characteristics of precipitation – rainfall, hail, snowfall, dews, frost, etc. in the village? Is there any change, what is the trend? Are there plants, animals or other human activities that have changed because of change in local climate which function as proxy indicators? What is the magnitude of such changes?
o Climate induced disasters
What are the major climate change induced disasters in the village? What are their trends
in the past? How have they changed over the years? What are the community responses
to these climate change induced disasters? What are effective measures and what are the
gaps while the communities responding to the climate change induced disasters? Which
sectors and which communities across gender, castes, social groups, are the most
affected by such climate induced disasters?
o Formal and informal intuitions prevalent in the village
What are traditional and formal institutions existing in the village? What are their roles in
helping the communities to respond to impacts of climate change? How is the accessibility
of the services of these institutions by the communities? Which organizations and
institutions are involved in climate related activities including adaptation and disaster risk
reduction?
o Education and awareness of climate change
What is literacy and education status of the village? Are people aware of climate change,
its impacts and need for adaptation? What are the major adaptation and responses of the
communities to climate change induced disaster in the village? Are you or the villagers
aware of the government programmes on climate change?
o Actions points for adaptation and responses to impacts of climate change
What could be the action points to respond to impacts of climate change? Which groups in
the community e.g. Women, children, elderly, marginalized groups, etc are in need to help?
Which sectors like agriculture, water, forest, infrastructure, etc. are in need to protect from
impacts of climate change? Which organisations – traditional, informal and formal – can
play in supporting the communities to respond to impacts of climate change?
Community based Vulnerability Assessment
Key Informants Interview with others
Check Lists
Eco-region…………………….. Date:…………………………. Key Informants name:…………………………………………….Sex:……………………… District:………………........................VDC:…………………………..Ward:………………. Education:……………………….Occupation:…………………………Ethnic group:…………….. Checklist
Climate change information – change in temperature, change in precipitation, hail, snow,
change in wind, cloud, fog behavior, etc.
Characteristics of changes – over time, across geographical scale, across social aspects
including gender, castes, social groups, etc.
Effects of climate change on bio-physical assets – forest, grazing land, biodiversity, water
resources, etc.
Effects of climate change on socio-economic assets and livelihoods – agriculture, livestock,
income, infrastructures, migration, social and cultural activities, etc
Efforts of the communities to respond effects of climate change
Capacity of the communities and different groups – gender, castes, social groups, etc – to
respond to effects of climate change
Priority action plans based on your experiences to respond to effects of climate change
Existing institutions that can help the communities in responding to effects of climate change
Sources of potential resources
13. Household survey
Information collected and generated out of different group exercises and key informant interview are primarily qualitative. Household survey is used for triangulating the qualitative information through quantitative information to some extent. The household survey also help segregate the information into further smaller units in terms of social groups like gender, age, castes, literacy, or across different livelihood groups like farmers, jobholders, traders, etc. It also help get information at household levels. Process
Prepare materials for household survey: questionnaires, stationery, tape recorder, camera etc Collect basic information before going to actual groups i.e. language, culture, social and
political views Prior to going to field, it is recommended that information be given to the communities two
days before to actual visit about the arrival of study team Study team should decide how many households need to be surveyed. List the names of the all households and select the required households (at least 30
households) randomly assuming that all the households have exposed to the same type of climate change in the community.
Stratified sampling can be done based on year, gender, castes, or social groups The selected household should be processed for semi structured questionnaires. The
selected household family members should be notified for the interview process and take time in their convenient.
During interview, initially introduce each other, estimate the duration of survey and briefly highlight the background of subject matters.
At the end of the survey, enumerators should check if something has been left or if there are any queries from the interviewee side, and respond to the queries if any
Every evening, the data collected should be thoroughly checked up so that any information that has not been received could be taken again by visiting the households while the assessment team is in the village.
Community Based Vulnerability Assessment Household Survey Questionnaires
S.N……………………. Date:……………… Note: Request to respondent to answer all of the following questions below. The response will only be used for assessment purpose and will not be used for any other purposes.
Name of the interviewers:………………………………………..Geographic Region………………
Name of the Respondent:………………………………………………….. District:……………….
VDC:………………………………………..Ward No:……………Tole:………………………………
Sex:…….....................Age:………………………………..Caste:………………………………….
A. Personal Details and Information on Adaptive Capacity………………………………… 1. How many family members are there in your family? Total:………………………….Female:……………………..Male:…………………………….. 2. Please provide the details of the family members
S/N Name Sex* Age Education Occupation** Presence
1
2
3
4
5
6
* Sex: M for Male and F for Female: Further note disability ** Occupation: Agriculture, Student, Service, Business 3. What types of house roof do you have? (Interviewers should evaluate based on observation)
Concrete
Tin
Slate
Tile
Thatch
others 4. Where is your house located?
Within hazard zone
Nearby hazard zone
Far from hazard zone
Very far from hazard 5. Do you have electricity at home (If “NO” go to question number 7)
Yes ….. No…………… 6. If yes, what is the source of electricity?
National Grid
Local microhydro electricity
Solar
Wind
Bio gas 7. Do you have phone facilities at your home? (If “NO” go to question number 9) Yes……No………
8. If yes, what kinds and types available to family?
Fixe line Telephone and Number of phone:……………
Mobile Telephone and Number of phone:……….. 9. Where do you access for phone and how far?
Nearby (within 15 minutes of walking distance)
Little far (15 – 30 minutes)
Far (30 – 60 minutes)
Very Far (above 60 minutes) 10. What is the information source at your house?
Television
Radio
Newspaper
Others (if any)
11. Do you have any vehicles at your home? (If “NO” go to question number 13) Yes……..No……. 12. If yes then what types and how many you have?
Cart (Horse, Ox):…………..
Boat,:……………………
Cycle, Rickshaw:……………….
Motorcycle:……………………
Vehicles (Tractor, Truck, Bus, Car):……………….. 13. If no how do you manage your transportation during emergency?
Get Neighbor’s help
Get Community group’s vehicles
Rent Vehicles
Public Vehicles
Others 14. Do you keep livestock and poultry? Yes………..No………… (If “NO” go to question number 18) 15. If yes, then please provide the information on the following?
S/n Name Total numbers Types and numbers Reason for raising* Adult Calf / kids Improved Local
1 Cow, Yak, Chauri
2 Buffalo
3 Sheep, Goat
4 Pig
5 Poultry
6 Others
* (1) family use (2) semi business (3) Business (4) other (list) 16. Do you have livestock shed? Yes……….No………. (If “NO” go to question number 18) 17. If yes, what types of livestock shed do you have
Permanent wall and roof
Permanent wall and Temporary roof
Temporary wall and roof 18. Do you have necessary fodder for livestock’s?
S/N Resources Source* Time taken to fetch Availability** Trend of
availability***
1 Ground grass
2 Forest fodder
3 Thatch, hay
4 Other pasture areas
* Source: (1) private forest; (2) Community forest; (3) Government forest/ leasehold forest (4). Agriculture land;
**Availability: (4) throughout the year; (3) 9-12 months; (2) 6-9 months (1) less than six months ***Availability trend: (1) increased (2) decreased (3) same
19. Do you have tradition of shifting livestock herd?
Yes……….No………
20. Did you have tradition of shifting livestock herd in the past? Yes……….No………
21. Is there a change in timing of moving animal herds? (If “no change” go to question number 23) Yes……….No………
22. If YES, earlier/ delayed by how much?
1 week…………….
1-2 week ……………
2-3 week ………….
More than three week……………….. 23. Please provide information about sources of water for your home as well as livestock?
No. Water resources Availability * Availability trend ** Purpose***
1. Home (well / tube well/ tap)
2. Government (tap/well)
3. Natural springs
4. Rivulets/ River/ Pond
5. others
*Availability: (4) Enough for year round, (3) Sufficient for 9-11 months, (2) Sufficient for 6-8 months,
(1) sufficient for less than 6 months.
** Availability trend: (1) increasing, (2) decreasing, (3) same;
*** For what purpose (list out)
24. Do you use any technology to harvest rainwater for your household use?
Yes…………….No…………..
25. If no, do you have any plans to adopt such technology and why? (If “NO” go to Q 27)
Yes………………No……………….
26. What type of energy source is used in your house?
No. Energy sources Purpose* Sufficiency** Availability trend ***
1 Wood
2 Dried Cow dung (Guitha)
No. Energy sources Purpose* Sufficiency** Availability trend ***
3 LP gas
4 Electric heater
5 Kerosene
9 other
*Purpose like- cooking, boiling water, livestock feed etc;
** Availability: (4) enough for a year, (3) enough for 9-11 month, (2) enough for 6-8 month , (1) enough
for less than 6 month;
*** Availability trend: (1) increasing, (2) decreasing, (3) same
27. How much land do you have (bigha / kattha OR Ropani / ana)?
Total area …………. Khet …………… Bari …………
28. Please provide the detail of the land you cultivate? (bigha - kattha - dhur or ropani - ana - paisa)
No. Land ownership Khet area Bari area Cropping pattern a year
1 Own land
2 Land rented in
3 Land rented out
4 Others
29. Do you have irrigation facilities in your land?
Yes …………… No ………….. (If “NO” go to question. no 33)
32. If yes please give the detail information about the irrigation system?
No. Irrigation Type Availability* Availability trend**
1 Surface Irrigation Earthen canal
Concrete canal
Pipe irrigation
Pond
2 Under ground irrigation Treadle / hand pump
Shallow tub well
Deep tub well
*Availability: (4) sufficient for a year, (3) sufficient for 9-11 months, (2) sufficient for 6-8 months, (1)
sufficient for less than 6 month;
**Availability trend-: (1) increasing, (2) decreasing (3) same
33. If no, then how do you manage irrigation?
…………..
…………………
…………..
34. What are the main sources of income to your family (list them priorities wise)
S. No Income sources Priorities*
1 Agriculture
2 Business
3 Services
4 Daily wages
5 Pension
6 Remittance
7 Others
* First priority -1, 2nd
- 3rd ………
35. How many months is your income sufficient for you and your family to survive?
No. Past Present
1 All the year round All the year round
2 9-11 months 9-11 months
3 6-8 month 6-8 month
4 Less than 6
month
Less than 6
month
36. If your income is not sufficient enough for one year for your family, how do you manage your
needs? (Provide in order with “1” as priority in case of multiple choices)
Borrow money from the neighbors
Take a loan
Eat forest fruits
Consume less
37. If you take loan, indicate the sources?
Relatives and neighbors
Groups and cooperatives
Local lenders
Bank and financial institute
38. How much is your annual gross family income?
less than 25,000 (……………)
25,000- 50,000 (……………)
50,000 – 75,000 (……………)
More than 75,000 (……………)
B. Information related to Climate Change and its impacts
1. Have you heard of climate change?
Yes ………………….. No ………………
2. Have you noticed increasing / decreasing temperature in your area? (If “NO” go to Q. 6)
Yes ………… No ……………
3. If yes, then from how many years and what intensity of rising temperature have you noticed?
No Temperature
rise
From ….
year
What % Temperature
decrease
From …..
year
What %
1 Very little (low) Very little (low)
2 Tolerable
(medium)
Tolerable (medium)
3 A bit more (high) A bit more (high)
4 Very High Very High
4. If there are changes in temperature, what are the 3 major affects you have noted (on agriculture,
forest, water, infrastructure, health, etc.)?
i. …………………….
ii. …………………….
iii. …………………….
5. What are three responding /adaptation strategies that you are practicing to respond to effects of
increasing / decreasing temperature?
……………….
………………
…………………
6. Have you noticed any changes in the Monsoon rain from last 30 years?
Yes …………………… No………….. (If “NO” go to Q.10)
7. If there are changes in the Monsoon rainfall, what are the changes?
No Percentage increased / decreased Change in Time period
Increasing Decreasing Advanced Delay
1 Less than 10% Less than 10% 7 Days 7 Days
2 10 to 30% 10 to 30 % 8 to 15 days 8 to 15 days
3 30 to 50% 30 to 50 % 16 t0 21 days 16 t0 21 days
4 More then 50% More than 50% More than 21 days More than 21 days
8. If there are changes in monsoon rainfall, what are the 3 major affects you have noted (on
agriculture, forest, water, infrastructure, health, etc.)?
i. …………………….
ii. …………………….
iii. …………………….
9. What are three responding / adaptation strategies that you are practicing to respond to effects of
increasing / decreasing rainfall?
……………….
………………
…………………
10. Have you noticed any changes on the winter rain from last 30 years?
Yes …………………… No………….. (If “NO” go to Q.14)
11. If there are changes on the winter rain, what are the changes?
No Percentage increased / decreased Change in Time period
Increasing Decreasing Advanced Delay
1 Less than 10% Less than 10% 7 Days 7 Days
2 10 to 30% 10 to 30 % 8 to 15 days 8 to 15 days
3 30 to 50% 30 to 50 % 16 t0 21 days 16 t0 21 days
4 More then 50% More than 50% More than 21 days More than 21 days
12. If there are changes in winter rainfall, what are the 3 major effects you have noted (on agriculture,
forest, water, infrastructure, health, etc.)?
i. …………………….
ii. …………………….
iii. …………………….
13. What are three adaptation strategies that you are practicing to respond to effects of change in
winter rainfall?
……………….
………………
…………………
14. In your region is there any occurrence of Hot wave?
Yes ………………… No …………. (If “NO” go to Q. 18)
15. Have you noticed any changes of the hot wave pattern in your region?
No Percentage increased / decreased Change in Time period
Increasing Decreasing Advanced Delay
1 Less than 10% Less than 10% 7 Days 7 Days
2 10 to 30% 10 to 30 % 8 to 15 days 8 to 15 days
3 30 to 50% 30 to 50 % 16 t0 21 days 16 t0 21 days
4 More than 50% More than 50% More than 21 days More than 21 days
16. If there are changes in hot wave, what are the 3 major affects you have noted (on agriculture,
forest, water, infrastructure, health, etc.)?
i. …………………….
ii. …………………….
iii. …………………….
17. What are three responding / adaptation strategies that you are practicing to respond to effects of
change in hot waves?
……………….
………………
…………………
18. In your region is there any occurrence of Cold wave?
Yes ………………… No …………. (If “NO” go to Q. 22)
19. Have you noticed any changes on the cold wave pattern in your region?
No Percentage increased / decreased Change in Time period
Increasing Decreasing Advanced Delay
1 Less than 10% Less than 10% 7 Days 7 Days
2 10 to 30% 10 to 30 % 8 to 15 days 8 to 15 days
3 30 to 50% 30 to 50 % 16 t0 21 days 16 t0 21 days
4 More than 50% More than 50% More than 21 days More than 21 days
20. If there are changes in cold wave, what are the 3 major affects you have noted (on agriculture,
forest, water, infrastructure, health, etc.)?
i. …………………….
ii. …………………….
iii. …………………….
21. What are three responding / adaptation strategies that you are practicing to respond to effects of
change in cold waves?
……………….
………………
…………………
22. Do you have any problem of Drought in your region?
Yes ………… No …………. (If “NO” go to Q. 26)
23. If yes, in your experiences have you ever noticed any changes on last 30 years in the occurrence
of drought?
Advanced Delayed Increased in
evidences of
drought event
Decreased in
evidence of
drought events
by 7 days (<1 week) by 7 days (<1 week) < 10% < 10%
by 8 - 15 days (1 – 2 weeks) by 8 - 15 days (1 – 2 weeks) 10 – 20% 10 – 20%
by 16 – 21 days (2 – 3weeks) by 16 – 21 days (2 – 3weeks) 20 – 30% 20 – 30%
by > 21 days (>3 weeks) by > 21 days (>3 weeks) >30% >30%
24. If there are changes in drought, what are the 3 major affects you have noted (on agriculture,
forest, water, infrastructure, health, etc.)?
i. …………………….
ii. …………………….
iii. …………………….
25. What are three response /adaptation strategies that you are practicing to respond to effects of
change in drought season?
……………….
………………
…………………
26. Do you have problems of Landslide in your region?
Yes ………….. No …………… (If “NO” go to Q 30)
27. What Changes you have noticed in the landslide pattern from last 30 years?
No Percentage increased / decreased
Increasing Decreasing
1 Less than 10% Less than 10%
2 10 to 20% 10 to 20%
3 20 to 30% 20 to 30%
4 More than 30% More than 30%
28. If there are changes in landslide pattern, what are the 3 major affects you have noted (on
agriculture, forest, water, infrastructure, health, etc.)?
i. …………………….
ii. …………………….
iii. …………………….
29. What are three response / adaptation strategies that you are practicing to respond to effects of
change in landslide patter?
……………….
………………
…………………
30. Do you have problem of Flood in your region?
Yes ………….. No …………… (If “NO” go to Q 34)
31. Have noted Changes in the Flood pattern from last 30 years?
No What percentage( increased or decreased) Change in Time period
Decreasing Increasing Past Present
1 Less than 10% Less than 10% More than 5 years More than 5 years
2 10 to 30% 10 to 30 % 3 – 5 years 3 – 5 years
3 30 to 50% 30 to 50 % 2-3 years 2-3 years
4 More than 50% More than 50% Every year Every year
32. If there are changes in Flood patter, what are the 3 major affects you have noted (on agriculture,
forest, water, infrastructure, health, etc.)?
i. …………………….
ii. …………………….
iii. …………………….
33. What are three response /adaptation strategies that you are practicing to respond to effects of
change in flood pattern?
……………….
………………
…………………
34. Is there any occurrence of snowfall in you region?
Yes ………………. No ……… (If NO go to Q. 39)
35. If yes, have you noticed any changes in the occurrence of snowfall from last 30 years of time?
Same ……………. Increased ……………….. Decreased ……….
36. What are the changes that you have noticed in the snowfall pattern?
What percentage( increased or decreased) Change in Time period
No Decreasing Increasing Past Present
1 Less than 10% Less than 10% Every year Every year
2 10 to 30% 10 to 30 % 2-3 years 2-3 years
3 30 to 50% 30 to 50 % 3- 5 years 3- 5 years
4 More than 50% More than 50% More than 5 years More than 5 years
37. If there are changes in Snowfall, what are the 3 major affects you have noted (on agriculture,
forest, water, infrastructure, health, etc.)?
i. …………………….
ii. …………………….
iii. …………………….
38. What are three response /adaptation strategies that you are practicing to respond to effects of
change in snowfall?
……………….
………………
…………………
39. Have you noticed change in season of flowering / fruiting / leave shedding/ sprouting, etc of plant
in your area?
Yes ................ NO ................ (If NO go to Q 41)
40. If Yes, provide the following information
S. No. Name of plant Physilogical character
(flowering, fruiting, etc) noted
Advanced by
(day)
Delayed by (day)
41. Have you noticed changes in seasonal migration of your livestock?
Yes ................ NO ................ (If NO go to Q 43)
42. If YES provide the following information
S. No. Name of Livestock
herd
Migration Advanced by
(day)
Migration Delayed by
(day)
43. Have you noticed changes in seasonal calendar / operation of crop cultivationn practices?
Yes ................ NO ................ (If NO go to Q 45)
44. If YES provide the following information
S.
No.
Name of
crop
Cultivation practices (seeding,
transplanting, weeding, harvesting,
etc)
Advanced by
(day)
Delayed by
(day)
45. Do your family members go away / migrate for seasonal employment?
Yes……………………NO……………………… (If NO go on to Q 47)
46. If yes, have there been any changes in the timings of such seasonal movements? (if same please
go on to Qn. 42)
Same ……………. Advanced by (day)…………….. Delayed by (day) ……………….
.
47. Have any members of your family taken trainings/orientation on Climate Change?
Yes………………………..No…………………. (If NO, go on to Q. 49).
48. If yes, please provide the information on the subject of the training and providing organization.
SN Name of family
member
Name of Training Duration of training
(when?)
Providing institution
1
2
3
4
49. Are members of your family involved in any groups, institutions?
Yes……………………No…………….. (If NO, go on to Q 51)
50. If Yes, please provide the following information
SN Institution/group Representing family
members
Type of
membership
Support
received
1
2
3
4
5
51. Are there any more information, experiences and observations regarding Climate change that you
would like to share?
Thank You for your time