Gender and climate change research in - FAO

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Stones or twigs etc. (if going for the low tech option) Mats, chairs or rugs to sit on Check the various materials lists in the next module (print out matrix sheets in sufficient quantities, etc.) Audio recording device (this requires participants’ consent) 60 Part 2 Guidance to users
Module 5: Work plan on gender and climate change in agriculture and food security In this module, the user will understand: how to use the step-by-step guide on how to carry out the field work; how to keep track of the field work using a debriefing document; and how to analyse the field data and create an analysis report. Guidelines for implementing the gender and climate change study Table 5.0: Summary of the village programme Pre-visit arrangements Day 1 Establish contact with village authorities Send invitations to group participants Activity 1: Setting the stage for the study Activity 2: Public community meeting to introduce ourselves and set the agenda Day 2 Activity 1: Climate analogues sessions (men’s and women’s focus groups) Activity 2: Weather forecast sessions (men’s and women’s focus groups) Day 3 Activity1: Understanding and catalyzing gender-sensitive, climate-smart agricultural practices Activity 2: Weather forecast session (youth group) Day 4 Activity : Presentation of the summary to the community The schedule above is a suggestion. Activities related to climate analogues, weather forecasts, and climate-smart agricultural practices may be sequenced differently, especially if different focus groups are being used. However, activities such as setting the stage, public community meeting, and presentation of the summary to the community should stay in the sequence listed. Day 1 - activity 1: Setting the stage for the study You will have interacted with the village authorities in advance to set the time and dates for the village study and to ensure participants have been invited. The process is outlined under sampling strategy in the Module 4: Preparing for field work in this guide. Managing expectations – Introduction The community needs to be informed about the plans and motivated to participate. One way to motivate participation is by mentioning that the village chosen is lucky to be selected because of their motivation and commitment. Managing expectations is important throughout the whole time you are in the village. It is important that the expectations are realistic and promises are not made on behalf of CCAFS and FAO. The only promise that can be made is that the researcher can help participants’ voice to be heard. It will be particularly important to make clear who CCAFS and FAO are, and what you as research teams intend to do during the introductions to the village authorities and to the community. For instance, you may want to explain that the research will inform Module 5: Work plan on gender and climate change in agriculture and food security 61
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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
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: Communicating with the village You
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 107 and 108: Day 2 - topic 2: Weather forecast s
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
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Topic 1: Climate analogues Research
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Explain which groups found the dail
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Methods component How effective
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Climate system The climate system i
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Gender relations The ways in which
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Risk Risk combines the magnitude of
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Annex 2: Additional resources Gende
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UN and Oxfam (2009) Responding to C
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Lambrou, Y. and Nelson, S. 2010. Fa
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Gender and climate change research in - FAO

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