Gender and climate change research in - FAO

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Day 2 - topic 1: Climate analogues session for men’s group Group 2 (men) ______ Venue: Time taken: ______ ______ Focus group discussion members (if there are not enough lines in this box, continue overleaf. Do not write names, but insert number of participants). Age group Young people Adults Elderly people Male Climate Analogues Recording Table (please expand boxes as needed to capture what group participants are saying with respect to these factors!) Contextual factors Enabling factors of mobility Preventing factors of mobility Reasons for visiting other villages Methods of travel Constraints to travel Types of information sought Frequency and time of visits Who doesn’t travel Types of information shared Who travels Why Examples of information you would like to receive Trigger or driver (Who or what triggered/triggers travel) Examples of ways in which you’ve been able to use information from visits to other villages Scan and insert the extended Village resource maps. Provide any additional issues, comments or observations that were raised in the session by participants that could not be captured in the table above 86 Part 2 Guidance to users
Scan and insert the seasonal calendar if used. Provide any additional issues, comments or observations that were raised in the session by participants that could not be captured in the table above. Module 6: Reporting formats 87
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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
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: 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
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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