Technical Assistance Consultant’s Report€¦ · Kathmandu, Nepal For Government of Nepal, ......

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

http://www.moenv.gov.np/

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


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.


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


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


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


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


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.


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


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


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


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.


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?


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?





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,


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?





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,


i. …………………….

ii. …………………….

iii. …………………….


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?





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,


i. …………………….

ii. …………………….

iii. …………………….


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,


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,


i. …………………….

ii. …………………….

iii. …………………….


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,


i. …………………….

ii. …………………….

iii. …………………….


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

Technical Assistance Consultant’s Report€¦ · Kathmandu, Nepal For Government of Nepal, ......

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