Gender and climate change research in - FAO

More documents

Recommendations

Info

change, prepare for future climate risks and impacts of climate change or modify agricultural practices to reduce contributions to climate change. It is anticipated that users of this guide have a prior knowledge of agriculture and development issues and some experience with PRA, but limited experience incorporating gender issues in the context of climate change into their work. 3. Major topics and content of this guide First attention is given to the linkages between economic, environmental, social and institutional patterns that affect individuals in the agricultural sector within the context of climate change. Both opportunities and constraints for agriculture and food and livelihood security development are identified. Second, understanding gender, wealth, ethnicity, caste and other social differences in communities and households is considered fundamental to understanding livelihood strategies and priorities of different socio-economic groups. Special efforts are made so that the poor and marginalized groups are ensured a voice in the process of responding to and preparing for climate change. Third, this guide provides tools specifically designed to support a gender-sensitive participatory process that focuses first on an analysis of the current situation, and second, on planning for the future. Table 1.0: Guide’s parts and modules PART I Introduction Module 1 Module 2 Module 3 provides an overview of the guide with exercises and tips aimed at training users of the present guide; explains key gender terms and gender analysis frameworks; builds on module 1 to explain key climate change issues in the agriculture and food security sectors with a gender analysis approach; is a tool box of participatory research tools that can be used in field research; Part II Module 4 Module 5 Module 6 Module 7 provides guidance to users on how field work can be prepared using the concepts of modules 1 and 2; presents a work plan for carrying out field research on gender and climate change among agricultural households; consists of a reporting format for reporting on field research; and explains how data generated by the field research can be analysed. Part III Annexes 1: Glossary, 2: Additional Resources and 3: Bibliography It should be noted that in Part I, Modules 1 and 2 provide an overview of the importance of understanding climate change and food security issues in a gender-sensitive manner. Module 3 focuses on a range of possible participatory research tools aimed at understanding the linkages 2 Part 1: Concepts and tools
etween gender, climate change and food security. In Part II, Modules 4–7 outline a research effort designed to address three particular research topics of interest to the CCAFS program: climate analogues, weather information, and climate-smart agriculture. These refer to three intervention areas that CCAFS has prioritized in its initial stages, and is conducting research on in order to test some of the approaches described in Part 1. The objectives of this learning approach are to: 1) see how well the tools help us address complex gender and social-differentiation questions related to these potential areas of intervention, and 2) to generate research results that will inform and improve the design of future CCAFS and partner research and development efforts. Part II provides important information on how to rigorously implement these research tools, use a sampling strategy, and think about analysis and reporting on the findings from such approaches right from the beginning of study planning. It is hoped that this example will help (and indeed, be used by) future study teams that may have additional research questions, as the same framework can be applied and additional modules added, for example. Thus readers may want to consult both Parts I and II. 4. What this guide does not cover This guide addresses multiple dimensions of climate change in agriculture and food security, but it is not exhaustive and you are advised to consult additional resources on issues such as disaster risk management (see Annex 1). This guide focuses on the gender and socio-economic dimensions of agriculture and foods security in the context of climate change. If you would like to enhance your understanding of the physical science basis of climate change, you are strongly recommended to consult FAO’s E-Learning Tool, ”Planning for Community Based Adaptation to Climate Change” which is available on CD or ONLINE (FAO, 2011f). C. Key concepts related to climate change In carrying out research on gender and climate change in the agriculture and food security sectors, it is important to bridge disciplines, cultures and different fields of practice and it is helpful to be familiar with the terms used by practitioners. The following list presents key terms used in this guide. Many of the definitions are adapted from the definitions of the Intergovernmental Panel on Climate Change (IPCC), which refers to a group of governments that periodically ask scientists from around the world to come together and assess the state of knowledge around the causes and impacts of climate change. As a result it is typically viewed as the definitive source of information around climate change. Where necessary, definitions from different disciplines are included in order to clarify variations in approaches. Please refer to the list of the sources below. It is recommended that you review this list and consult it as a reference, in addition to consulting the more extensive glossary in Annex 1. Part 1: Concepts and tools 3
Page 1 and 2: TRAINING GUIDE GENDER AND CLIMATE C
Page 3 and 4: The designations employed and the p
Page 5 and 6: Table of contents Abbreviations and
Page 7 and 8: Boxes Box 1.1. Men’s and Women’
Page 9: Part 1: Concepts and tools A. Intro
Page 13 and 14: 2. FAO Gender website. WWW.FAO.ORG/
Page 15 and 16: critical resources such as land and
Page 17 and 18: The term resources refers to physic
Page 19 and 20: Table 1.3: Gender issues related to
Page 21 and 22: necessarily a homogenous group, and
Page 23 and 24: Module 2: Concepts: gender and clim
Page 25 and 26: Sea level rise The global sea leve
Page 27 and 28: Food security is typically equated
Page 29 and 30: B. The Gender dimensions of climate
Page 31 and 32: Box 2.4. Examples of coping strateg
Page 33 and 34: To avoid emissions in the agricultu
Page 35 and 36: Box 2.9. Carbon markets There are m
Page 37 and 38: The adoption of climate-smart pract
Page 39 and 40: Module 3: Field research tool box I
Page 41 and 42: addition, it is possible that the c
Page 43 and 44: The objective of collecting climate
Page 45 and 46: If the village has more than one et
Page 47 and 48: Figure 4: Example of a seasonal cal
Page 49 and 50: Figure 5: Example of a seasonal dai
Page 51 and 52: Figure 6: Example of a household ag
Page 53 and 54: What do you not have that would hel
Page 55 and 56: 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
Page 61 and 62:
Fulfil all ethical best practice re
Page 63 and 64:
create them yourself. You should th
Page 65 and 66:
10. Cancel any selections you may h
Page 67 and 68:
Communicating with the village You
Page 69 and 70:
Module 5: Work plan on gender and c
Page 71 and 72:
is to ensure that the research work
Page 73 and 74:
Thus the challenge in this particul
Page 75 and 76:
that they don’t get at home What
Page 77 and 78:
Day 2 - activity 2: Weather forecas
Page 79 and 80:
Table 5.1: Help for discussing the
Page 81 and 82:
Table 5.2: Questions for discussing
Page 83 and 84:
This session includes two parts. Th
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
Page 95 and 96:
Scan and insert the seasonal calend
Page 97 and 98:
Insert the daily weather forecast p
Page 99 and 100:
Insert the seasonal weather forecas
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Day 2 - topic 2: Weather forecast s
Page 109 and 110:
Page 111 and 112:
Reporting on Institutional Issues -
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
show all

Gender and climate change research in - FAO

Create successful ePaper yourself

Delete template?

Save as template?