Gender and climate change research in - FAO

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Insert the daily weather forecast presented and note down any additional information provided by participants regarding the weather forecast session not captured in the table above. Seasonal forecasts – male youths’ session Participants that use seasonal forecasts Who uses forecasts Participant that do not use seasonal forecasts Who does not From where or whom do you get the forecasts Why not Would they like to Why When are the seasonal forecasts used When would they use them (time of year) Format or channel Preferred format or channel Is it trusted or reliable Why/Why not If yes: How is it used Examples of actions If not: are other sources relied on Which How could seasonal information be used Examples of actions If seasonal forecasts are not trusted – which sources are relied on instead Would the format and channel make a difference Why/why not Would the format and channel make a difference Why/why not Is the information shared With whom 100 Part 2 Guidance to users
Insert the seasonal weather forecast presented and note down any additional information provided by participants regarding this session not captured in the table Any additional overall thoughts shared by the group regarding the use of daily weather forecasts and seasonal forecasts Module 6: Reporting formats 101
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TRAINING GUIDE GENDER AND CLIMATE C
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The designations employed and the p
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Table of contents Abbreviations and
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Boxes Box 1.1. Men’s and Women’
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Part 1: Concepts and tools A. Intro
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etween gender, climate change and f
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2. FAO Gender website. WWW.FAO.ORG/
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critical resources such as land and
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The term resources refers to physic
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Table 1.3: Gender issues related to
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necessarily a homogenous group, and
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Module 2: Concepts: gender and clim
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Sea level rise The global sea leve
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Food security is typically equated
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B. The Gender dimensions of climate
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Box 2.4. Examples of coping strateg
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To avoid emissions in the agricultu
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Box 2.9. Carbon markets There are m
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The adoption of climate-smart pract
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Module 3: Field research tool box I
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addition, it is possible that the c
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The objective of collecting climate
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If the village has more than one et
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Figure 4: Example of a seasonal cal
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Figure 5: Example of a seasonal dai
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Figure 6: Example of a household ag
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What do you not have that would hel
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Process: Prepare a chart of key ins
Page 57 and 58: Table 3.2: Example of categories fo
Page 59 and 60: When a family receives food to eat
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Page 69 and 70: Module 5: Work plan on gender and c
Page 71 and 72: is to ensure that the research work
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Page 75 and 76: that they don’t get at home What
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Page 85 and 86: What is hindering you from making m
Page 87 and 88: Part 5: Exit Strategy - sharing bac
Page 89 and 90: CCAFS - FAO debriefing document Dat
Page 91 and 92: Was there any discussions or disagr
Page 93 and 94: Scan and insert the seasonal calend
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Page 107: Day 2 - topic 2: Weather forecast s
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Page 113 and 114: Day 3 - topic 3: Understanding and
Page 115 and 116: Reporting on changing farming pract
Page 117 and 118: Day 4 - Presentation of the summary
Page 119 and 120: Topic 1: Climate analogues Research
Page 121 and 122: Explain which groups found the dail
Page 123 and 124: Methods component How effective
Page 125 and 126: Climate system The climate system i
Page 127 and 128: Gender relations The ways in which
Page 129 and 130: Risk Risk combines the magnitude of
Page 131 and 132: Annex 2: Additional resources Gende
Page 133 and 134: UN and Oxfam (2009) Responding to C
Page 135 and 136: Lambrou, Y. and Nelson, S. 2010. Fa
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Gender and climate change research in - FAO

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