kab report of rvcc project

8/14/2019 KAB Report of RVCC Project

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CARE Bangladesh

Reducing Vulnerability to Climate Change (RVCC) Project

(A CIDA funded project)

FINAL DRAFT

PEOPLES KNOWLEDGE, ATTITUDES andBEHAVIOR ON CLIMATE CHANGE: Results from

Baseline Study in Southwest Bangladesh

Prepared and Written by:

A. K. M. Mamunur Rashid (PDO-Human Rights)ADVOCACY UNIT, RVCC Project

June 2003Khulna, Bangladesh.

RVCC Project, CARE Bangladesh


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Study Report on People's Knowledge,Attitudes and Behavior on Climate Change

II

TABLE OF CONTENTS

PAGE NO.

LIST OF TABLES III

LIST OF FIGURES IVACROMYMS V

ACKNOWLEDGEMENT VI

EXECUTIVE SUMMARY VII

CHAPTER ONE INTRODUCTION AND STATEMENT OF THE PROBLEM1.1 Background of the Knowledge Attitude and Behavior (KAB) Study 9

1.2 Statement of the Problem 10

1.3 Operational Definition 11

1.4 Conceptual Framework 13

1.5 Objective of KAB Study 14

CHAPTER TWO RESEARCH METHODOLOGY

2.1 Introductory notes 15

2.2 Study Area 15

2.3 Study Population 16

2.4 Sources of Data 17

2.5 Development of Research Tools 17

2.6 Formation of Study Team 18

2.7 Methods of Data Collection from Primary Sources 192.8 Analysis of Data 19

2.9 Workshop on Review of the Study Results 20

2.10 Limitation of the Study 20

CHAPTER THREE RESULTS AND DISCUSSIONS

3.1 Background of the Respondents 21

3.2 Knowledge Status on Climate Change Effects 21

3.3 Adaptation Strategies to Climate Change Consequences 23

3.4 Knowledge about Causes of Climate Change 25

CHAPTER FOUR CONCLUSIONS 27

LIST OF TABLES 29

REFERENCES 36


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III

LIST OF TABLES

Page No.

Table 1: Distribution of Interviews by Study Area, Study Population and Gender 29

Table 2: Distribution of FGDs by District and Study Population 30

Table 3: Knowledge Status of Respondents on Climate Change Effects byGender

30

Table 4: Knowledge Status of Respondents on Climate Change Effects byCategory

31

Table 5: Knowledge Sources of Respondents Unprompted and PromptedKnowledge by Gender

32

Table 6: Strength of Belief of Respondents on Unprompted and Prompted

Knowledge by Gender

32

Table 7: Knowledge Status of Respondents on Adaptation Strategies to ClimateChange Effects by Gender

33

Table 8: Knowledge Status of Respondents on Adaptation Strategies to ClimateChange Effects by Category

34

Table 9: Knowledge Status of Respondents on Causes of Climate Change 35

Table10: Knowledge Status of Respondents by Categories on Causes of climatechange

35


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IV

LIST OF FIGURES

Page No.

Figure 01: Explanatory Model of Interactions of Knowledge, Attitudes, and Behavior 13

Figure 02: Map of the Study Area 15

Figure 03: Range of Difference between Males and Females UnpromptedKnowledge on Effects

22

Figure 04: Analysis of Unprompted Responses on Climate Change Effects byCategory of Respondents

22

Figure 05: Range of Difference between Males and Females UnpromptedKnowledge on Adaptation

24

Figure 06: Analysis of Unprompted Responses on Adaptation/Coping Mechanism

to Climate Change Effects by Category of Respondents

25

Figure 07: Range of Difference between Males and Females UnpromptedKnowledge on Causes

26

Figure 08: Analysis of Unprompted Responses on Causes of Climate Change byCategory of Respondents

26


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V

ACROMYMS

BCAS Bangladesh Center for Advanced Studies

CBO Community Based Organization

CDP Coastal Development Partnership

CIDA Canadian International Development Agency

CO2 Carbon dioxide

DC Deputy Commissioner

F Female

FGD Focus Group Discussion

HSC Higher-secondary School Certificate

IGA Income Generating ActivitiesKAB Knowledge Attitude and Behavior

M Male

NGO Non-Governmental Organization

PC Project Coordinator

PDO Project Development Officer

PL Post Larva

RVCC Reducing Vulnerability to Climate Change

SPSS Statistical Package for Social Science

SSC Secondary School Certificate

UP Union Parishad


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VI

ACKNOWLEDGEMENT

This report presents the results of a baseline study of the awareness-raising program of

Reducing Vulnerability to Climate Change (RVCC) Project in Bangladesh, implemented by

CARE Bangladesh with the financial assistance of Canadian International Development

Agency (CIDA).

During fieldwork, staff of partner organizations, UP chairman, schoolteachers, and other

institutions assisted the team. Mr. Kashem (Assistant Teacher of Shubhasini High School),

Rezaul Islam (SAMADHAN), Shahidul Islam (UTTARAN), Idris Ali (BCAS), Bidhan Chandra

Tikadar (BCAS), Ashraful Alam Tutu (CDP), Mizanur Rahman Panna (Rupantar),

Rashiduzzaman (Chariman of Kapilmuni Union, Paikgacha, Khulna), and Miazan Ali(Chairman of Tetulia Union of Tala Upazila).

This report has been edited by Claudia Schaerer (Project Coordinator, RVCC Project, CARE

Bangladesh), Arifa S. Sharmin (External Relations Manager, CARE Bangladesh), Rob

Koudstaal (Team Leader, ICZMP and Technical Advisor to the RVCC Project), who have

provided their valuable comments and corrections to the report.

The contribution of Canadian International Development Agency (CIDA) funded the RVCCProject and subsequently made this study possible.

Last but not least, UP members, CBO members, NGO staff, journalists, school teachers,

students, other key informants and villagers, who were interviewed for the study, are

gratefully acknowledged.

Khulna, March 2003

A. K. M. Mamunur Rashid

Project Development Officer-Human Rights, RVCC Project

Team leader


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VII

EXECUTIVE SUMMARY

The Knowledge, Attitudes and Behavior (KAB) Study on climate change issues was

conducted to set a baseline for awareness activities. Objectives of the study were to:

understand the existing knowledge level of the inhabitants of the Southwest Region in

Bangladesh about climate change and its impacts; explore the knowledge and pattern of

peoples responses towards adverse environmental conditions; and, identify sources of

peoples environmental knowledge.

The study was carried out in six districts of southwest Bangladesh: Satkhira, Khulna,

Bagerhat, Gopalganj, Narail, and Jessore (Figure-2). A purposively selected number (294) of

respondents were approached in the study for individual interviews and a total of 24 FGDs

were conducted. The study started on 20 th August 2002 with field testing of the interview

schedule.

The study revealed that on average, 13% of respondents have unprompted knowledge on

effects of climate change. After prompting 61% showed knowledge about climate change

effects. On the other hand, 27% people have no knowledge regarding climate change

effects, even after being prompted.

Effects of climate change most known by respondents without prompting were flooding (28%

female and 25% male), water and vector borne diseases (25% female and 25% male),

effects on agricultural productivity (28% female and 20% male), increase of global

temperature (21% female and 24% male), and increase in water logged areas (20% female

and 20% male); as respondents gave these responses without any prompting in more than

20% of cases.

The study revealed that respondents main sources of knowledge on climate change effects

were their own experiences/observations (74%). Other significant sources were

books/magazines (6%), newspapers (5%), television (3%), radio (2%), teachers (2%), other

educated persons (2%), and NGOs (1%). 4% of the respondents did not mention any

source. When gender was considered, own observations and husbands were found main

sources of females knowledge. Newspaper (1%) and books/magazines (0%) were the least

important source of their knowledge. In FGDs, female participants opined that their

husbands and other male members were their main source of outsider knowledge.

Unprompted adaptation strategies revealed a very significant picture that respondents think

immediately about livelihood accommodation or adjustments after experiencing very adverse

environmental or climatic hazards. Without prompting, 48% of the respondents, responded


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that they will migrate, 22% responded that they have to change their occupation, 18%

wanted to sell their labor, 15% wanted to involve in income generating activities more than

they did previously, 11% expected relief from government and non-government agencies

and 10% were interested to take loan to lead their life as an immediate option.

Peoples understanding about causes of climate change was explored from the perspectives

of students, school teachers, NGO staff and journalists. The total respondents for this search

were 126. The study revealed that respondents understood the causes of climate change

which they have experienced in their life. Respondents were found to have better

unprompted knowledge about the following causes: emission of different types of gases from

industries (45%), massive use of pesticides in agricultural sector (31%) and deforestation

(69%) than atomic and nuclear power testing (9%), overuse of radioactive matter (10%),

huge use of fossil fuel (14%), harmful industries in developed countries (5%) and over-

consumption and excessive profit-oriented economic system (2%).


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CHAPTER ONE: INTRODUCTION AND STATEMENT OF THE PROBLEM

1.1 Background of the Knowledge Attitude and Behavior (KAB) Study

Change in practice and behavior of the target audience is a challenge for development activists

around the world. To achieve behavioral change often requires creating awareness or knowledge

and/or changing attitudes. Lack of awareness or low level of awareness in many ways can be

interpreted as lack of adequate knowledge.

Knowledge Attitude and Behavior (KAB) is a qualitative and quantitative research tool intended to

measure the unprompted and prompted knowledge, actual behavior, and covert attitudes of the

target audience on specific issues. The most common tools and methods used are

questionnaires, interviews, discussions and checklists for assessing knowledge; cross-

referenced interviews, case studies, key-informant interviews, checklists, and questionnaires for

assessing attitudes; and checklists, observation and interviews for assessing behavior.

The communication and advocacy component of the RVCC project has several communication

objectives, which include:

To increase local capacity to understand, use and disseminate climate change information

To increase capacity of partners to collect and disseminate information related to climate

change To increase capacity of local institutions (e.g. civil society organizations, Community Based

Organizations (CBO), Union Parishads (UP), Community Leaders, etc.) to advocate on

climate change.

The KAB assessment tool is being used by the RVCC Project to assess changes over the life of

the project in knowledge, attitudes, and behavior of the target audience around the theme of

climate change. The RVCC Project seeks behavioral change among project participants or

other stakeholders in all project strategies. The desired behavioral change is reflected in theoutcome level of the logical framework

1. To achieve behavioral change often requires creating

awareness or knowledge and/or changing attitudes. The tool that is most often used to assess

changes in knowledge, attitudes and behavior, especially in the health sector with social

marketing programs, is a KAB Assessment.

1Outcome 3 of RVCC Project Logframe reflects the following statement: local partners demonstrate

increased capacity to collect and disseminate information related to climate change, and to advocate withthe government on climate change (RVCC Project Implementation Plan, p.23) and in output-4 of the

logical framework reflects following statement: 1 million people living in the southwest have beenexposed to climate change messages in awareness campaigns implemented by local partners (RVCCProject Implementation Plan, p.24)


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At the beginning of the project, a baseline KAB assessment was conducted to obtain information

from participants on current levels of knowledge about climate change, attitudes towards climate

change and behavior related to climate change. Near the end of the project life (early 2005), the

assessment will be replicated and information compared to the baseline to be able to identify

changes that have occurred. These changes will be analyzed to determine whether they can be

attributed to project activities.

During the KAB assessment, a series of questions were asked, combining spontaneous recall and

prompting procedures. The KAB assessment not only investigated existing knowledge about the

climate change and related issues but also investigated any differences between knowledge and

practice, which may be caused by attitude. RVCC Project will use the KAB study as a baseline to

provide an assessment of initial levels of knowledge, attitudes, beliefs and practices in the rural

communities. The KAB Study also provides a solid background for developing messages,

identifying appropriate media for use in the projects awareness campaign strategy, advocacy

direction, and program planning.

1.2 Statement of the Problem

Rural people may not be familiar with the term climate change, but they are very familiar with its

consequences. People in the south-west region of Bangladesh, namely Khulna, Satkhira,

Bagerhat, Gopalganj, Narail and Jessore Districts, are facing numerous environmental problems, a

great many of which will be exacerbated due to climate change and accelerated by human

interventions. The changing nature of the climate is now a well-proven fact. The RVCC Project

conducted a vulnerability assessment in May 2002 and October 2002 in two phases. In May 2002,

project staff, assisted by a group of NGOs selected by project staff, conducted a first perception

survey with 19 focus groups in 13 villages. In October-November 2002, partner NGOs of the

RVCC Project conducted a second survey with 52 focus groups in 44 villages. This was latercomplemented by an additional 7 focus groups conducted within the same 44 villages in January

2003 (RVCC Project, 2003; p.4). From the first assessment report, 13 major environmental

problems or vulnerability contexts were identified that people are facing. These are: flood, water-

logging, river erosion, drought, siltation, salinity, tidal surge, wind/storm, cyclone, heavy rainfall,

scarcity of potable water, water and vector borne diseases, and loss of bio-diversity. These

vulnerability contexts are affecting their livelihoods or well-being; i.e., income, food, housing,

health, clothing, education, communication/transportation, social security, female mobility,

recreation, drinking water, trees, livestock, time for recreation, electricity, furniture, nutrition, access

to irrigation and employment (RVCC Project, 2003; annex 6). Therefore, there may be reason to


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believe that people have partial understanding about their sufferings, but do not fully understand

the causes of such sufferings. This explanation might not be correct, as the project does not have

any information in this regard. An in-depth investigation of knowledge, attitudes, and behavior

related to climate change was required in order for the project to develop and promote

interventions that are relevant to local people.

1.3 Operational Definitions

1.3.1 Attitude

Attitude is a personal characteristic. Persons in every culture develop attitudes about significant

persons, groups and objects in their world. These attitudes influence social relationships in many

important ways. Attitude is a generalized feeling, positive or negative, toward persons or things in

our world. An attitude is the result of an evaluative beliefthat the person has about the object. An

evaluative belief includes an evaluative concept, which is relative and changeable.

Attitude is not a thing with which man is born, through socialization orenculturation process, man

ascribes it from the individual, family and community. Attitude can change with the acculturation

process in which humans with the help of new information and interaction can achieve new and

different attitudes. As individuals grow up in a society, they acquire a large number of evaluative

concepts. They learn that some things are good, desirable, worthwhile, preferable, and so on,

whereas other things are judged to be bad, undesirable, worthless and the like.

Attitudes are a consequence of the beliefs that persons have about the object. Beliefs have at

least two dimensions that are important for attitudes: the strength of the beliefand the quality of the

evaluative conceptembedded in the belief.

1.3.2 Attitudes and Behavior

The reason many persons want to change attitudes, is because they believe that attitudes arerelated to overt behavior. This is a complex issue, because behavior is influenced by many factors

and attitude is only one of these factors. To resolve the question of whether or not attitudes are

related to behavior, several aspects of the situation must be considered.

First, it is necessary to determine that attitude and behavior are related; however, an attitude

cannot be expected to relate to all kinds of behavior. Second, both the attitude and behavior must

be measured with reliable and valid instruments. And, finally, it must be shown that strong

determinants of counter attitudinal behavior are not present. Only investigations that meet these

criteria can be accepted as evidence concerning the relation of attitude to behavior.


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1.3.3 Attitudes and Perception

Perception is a crucial aspect of psychological behavior. Our perceptions of the world around us

exert a powerful influence on our orientation to it and all aspects of our behavior. The effect of

natural and social factors on perception and the perception of other people, is perhaps the single

most important part of perception, because it determines our behavior with respect to other events,

persons, and groups. It is, therefore, of great significance not only to our day to day interactions

with others, but also to the very existence of society. Basically the process of perception is

selectiveand organized. The individual selects from a vast array of objects only those objects that

are of interest and significance to that person, who then organizes the separate parts of these

perceptions into a meaningful whole.

1.3.4 Knowledge

Knowledge is a covert category of cultural elements, which is expressed semantically, and is

understandable by interpreting language (verbal and non-verbal). Therefore, knowledge is

interpreted as a sum of relationships of meanings that people create in their minds from available

information, their experience, their feelings, and their ideas. (Ferreira, 2002, p.2). Knowledge is

also interpreted as a dynamic process of justification of beliefs, or of hypotheses on relationship

and causality, through experimental verification (Ferreira, 2002, p.2). Knowledge is a type of

strong belief, arising from interpretation of the objective reality, through rigorous brainstorming and

by building a logical perception, seemingly based on truth and valid for a certain period. Scientists

define knowledge as a valid statement or realization that is developed through a scientific process

and consciousness, from observation or scientific interpretation.

Knowledge could be tacit or explicit. Tacit knowledge emerges from experiences and is not

formalized in a persons mind, therefore is not transmitted in visible form. On the other hand,

explicit knowledge is formalized and recorded in a physical medium (Ferreira, 2002).

Information is an important input to knowledge and usually information is a composition of

messages seemingly meaningful to the receiver. Ferreira (2002) described information as a

fragment of knowledge and/or an input in its production. Information is composed of messages or

disruptions perceived as meaningful by those who receive it.


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1.4 Conceptual Framework:

Figure 1 below illustrates the interactions among Knowledge, Attitudes and Behavior.

Note: Denotes non-observable phenomena of KABDenotes observable phenomena of KABDenotes the description of the nature of phenomenon

Attitudes

Attitudes

PerceivedKnowledge

Perceived

Knowledge

Fact/ Reality

Fact/

Realit

INTERPRE

TATION

BUILD

INFLUENCE

Figure 01: Explanatory Model of Interactions of Knowledge, Attitudes, and Behavior

RESULTS

Behavior

Practice

Interpretation isChangeable

Reality changes based onnew facts

Knowledge ischangeablethrougha. acculturationb. changing

perceptionsc. changing

interpretation

d. changingreality

Attitudechanges slowlyover time bychangingreality,interpretation

and perceivedknowledge


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In the model, there are four circles. The outer circle describes the objective reality or

prevailing fact. The next circle describes perceived knowledge that is a result of the

interpretation of the objective reality or fact. The third circle describes the attitudes that

develop primarily from perceived knowledge through internalization of the reality, resulting in

a set of evaluative concepts. The fourth and innermost circle describes the behavior or

practice corresponding with the attitudes built from the perceived knowledge through the

interpretation of the fact or objective reality. The inner circle is the only observable part of the

model. It is explicit and overt whereas the other circles are not observable because they are

implicit and covert in nature.

1.5 Objective of KAB Study

The objective of the study was to:

understand the existing knowledge level of the inhabitants of the Southwest Region in

Bangladesh about climate change and its impacts,

explore the knowledge and pattern of peoples responses towards adverse

environmental conditions, and

identify sources of peoples environmental knowledge.

This study report describes the methodology used in the study (Chapter Two). In Chapter

Three, general background of the people is presented followed by knowledge on climate

change effects, peoples sources of climate change knowledge, strength of belief on the

knowledge people have regarding the effect of climate change, adaptation strategies of

people in facing climate change effects, knowledge about causes of climate change and

media behavior of people. Conclusions and recommendations for further research are

included in Chapter Four.


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CHAPTER TWO: METHODOLOGY

2.1 Introductory Notes

The study was carried out in six districts

of southwest Bangladesh: Satkhira,

Khulna, Bagerhat, Gopalganj, Narail,

and Jessore (Figure 2). A purposively

selected number (294) of respondents

were approached in the study and

interviewed individually (for details see

Section 2.3). The study team was

comprised of Partner Organizations2

staff and 3-staff of RVCC. The Project

Development Officer (Human Rights) of

RVCC Project led the study, and

assumed responsibility of data analysis

and report writing. The Manager-

External Relations of CARE

Bangladeshs Mission Management was

consulted in the process as per need.

Data was collected through individual

interviews and Focus Group

Discussions (FGD). The study started on 20th

August 2002 with field testing of the interview

schedule. A total of 24 FGDs were conducted. The final draft of the study will be presented

at a workshop with project staff, Partner Organizations, and representatives of the study

population. Comments will be incorporated into the final report.

2.2 Study AreaThe study team collected data from 6 districts, 7 upazilas, and 37 unions of southwest

Bangladesh (Table 1) (Figure-2).

2

The majority of the projects activities will be implemented by local organizations (NGOs/ CBOs/Research Organizations). These organizations have signed Memorandums of Understanding with theRVCC Project and subsequently are the partners of the RVCC Project.

Figure-2


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2.3 Study Population

The study population was distributed by gender, type and resident district. In this regard,

professions like journalism and CBO were treated as exceptions. The study population for

the KAB study was as follows3.

Students of Secondary School (60)

Villagers (120)

Community Based Organizations (30)

Union Parishads (18)

Journalists (18)

NGOs (18)

Secondary School Teachers (30)

Policy Implementers (6) Policy Makers (2)

Selection of the respondents

The selection of respondents from each category was done randomly. First, considering the

time constraint facing the project, it was decided that the KAB survey needed to be

completed within 2-3 months. After the determination of total sample size of 302, the total

sample was divided into types of study population. Considering the number of project and

partner staff available to work on the KAB survey the sample size was decided purposively.

Weight was given to the villagers, and then to the students and teachers. This prioritization

was based on a popular estimation of the size of universe of the category of respondents.

The total number of samples in each category of respondents was again distributed equally

over the six districts. The exact sample from each category of respondent from each district

was determined using a stratified random sampling method. The process of selecting

respondents randomly is as follows.

The study team first randomly selected a Upazila4 from one district by putting the names of

all Upazilas on separate pieces of paper, placing the papers into a box and through lottery

picking one. From the selected Upazila, data collector(s) chose one Union by lottery and

interviewed UP members from that chosen Union Parishad available in their office. From the

chosen Union, interviewers selected one village from the UP members suggested 10

possible villages by lottery and interviewed 20 villagers who meet first randomly. In case of

NGOs, the team first made a list of NGOs in the Upazila, and then selected 2 to 3 randomly.

3For details please refer to Table 1

4The Upazila(s) were also listed based on the working area of partner organizations.


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In the selected NGOs, the staff (respondent) was selected again randomly (by lottery). In

case of CBOs, the team rapidly listed a number of CBOs from the Upazila and then

randomly selected (by lottery) the respondents from those listed CBOs. In the selection of

school teachers and students, study team listed the secondary schools in the Upazila, and

then selected two schools from the listed schools by lottery. For students, the team selected

one class randomly by lottery, and again selected five students using systematic random

sampling method by roll number; and 2-3 teachers were selected randomly by lottery from

one school. Journalists were selected randomly from available journalists in the Upazila

Press Club when the team went for interview. (Table 1)

2.4 Sources of Data

The data was collected from primary sources. Primary data was collected from the

mentioned study population.

2.5 Development of Research Tools

Two research tools were used in the study: questionnaire and FGD guidelines.

Development of Questionnaire:

In May 2002, the RVCC Project conducted a vulnerability assessment in the southwest

region of Bangladesh through 19 FGDs in 13 communities. In that assessment 21

vulnerability contexts are revealed that are related to climate change. A great many

adaptation strategies or coping mechanisms were also identified by the participants. The

climate change impacts and subsequent adaptation strategies were therefore taken from the

interim report of the vulnerability assessment (RVCC, 2002). A draft questionnaire was

prepared on the basis of these climate change impacts and adaptation/coping mechanisms.

The causes of climate change in the draft questionnaire were selected from among the

causes of climate change as identified by the staff of RVCCs Advocacy Unit. Three sets of

questionnaires were prepared for conducting the KAB study: one for villagers, CBO

members and UP members; one for students; and one for secondary school teachers, NGO

staff and journalists. Questions related to causes of climate change were not asked for the

villagers, CBO members and UP members as the field test revealed that this is far beyond

their ability to answer. RVCC Project staff field-tested the questionnaire in three locations

with all categories of informants. After the field test, the team sat together and prepared a

final draft for internal review. CARE Bangladeshs External Relations Manager and the

Project Coordinator of RVCC Project reviewed the final draft. The data collectors further


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tested the final draft questionnaires in the field before finalizing the questionnaires and

printing for data collection.

Development of FGD guidelines

Similar to the questionnaires three sets of FGD guidelines were prepared. These three draft

FGD guidelines were also field tested by RVCC and partner NGO staff and reviewed by PC-

RVCC and External Relations Manager of CARE Bangladesh before FGD guidelines were

finalized.

2.6 Formation of Study Team

In the communication strategy workshop of RVCC Project held in August 2002, it was

decided that a KAB study would be conducted to assess the current knowledge level of

primary, secondary and tertiary audience of RVCC Projects awareness and advocacy

activities. It was also planned that the study results will be used as a baseline of the activities

of the awareness program of RVCC Project. Therefore, data collection was done by three

partner organizations: Coastal Development Partnership (CDP), RUPANTAR and

UTTARAN. Two staff from each of the three organizations comprised the data collection

team, headed by the RVCC Projects PDO-Human Rights. Data analysis and report writing

were the responsibilities of the PDO-Human Rights.

The total team was composed of:

Team Leader

A.K.M. Mamunur Rashid, Project Development Officer (PDO), RVCC Project, CARE Bangladesh;

Members

Quazi A.Z.M. Kudrat-e-Kabir, Advocacy Coordinator, RVCC Project, CARE Bangladesh

Bikash Shingha Sutradhar, Project Development Officer, RVCC Project, CARE Bangladesh

Md. Mizanur Rahman, Project Development Officer, RVCC Project, CARE BangladeshMarina Juthi, Publication In-charge, Coastal Development Partnership (CDP)

Shyamole Sutar, Training Centre In-charge, Coastal Development Partnership (CDP)

Md. Monirul Mamun, Project Officer (Environment), UTTARAN

Md. Moniruzzaman, Project Officer (Monitoring and Evaluation), UTTARAN

Chandana Mandol, Pot Educator, RUPANTAR

Humayun Kabir Munna, Pot Educator, RUPANTAR


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2.7 Methods of Data Collection from Primary Sources

2.7.1 Interview

Interviews were conducted on an individual basis (please see the interview schedule5

in

Annex 01). The interview schedule provided a basic guideline for data collection, with scope

to accommodate new information not specifically covered by the interview schedule. A total

of 294 individual interviews were conducted in the study.

Process followed during interview:

The interviewer asked questions in an open-ended style ensuring that the interviewee

remained focused on the question being asked. In case of questions related to knowledge of

climate change, the facilitator started the discussion in an informal and open-ended

environment. The facilitator initiated the discussion without citing any examples or

references (non-prompted) and recorded the findings by putting tick () marks in the

unprompted column. Then the facilitator gave some examples and references of climate

change/environmental impacts (prompted) and asked the interviewee whether they were

aware of that knowledge (information) recording the outputs by putting tick () marks in the

prompted column. The facilitator tried to know everything in detail through asking-why and

how. The facilitator tried to get specific examples in favor of their prompted knowledge.

When no knowledge was mentioned even after prompting, the facilitator put tick () marks

against the relevant knowledge/information in the last (unknown) column [for details refer to

Annex-1].

2.7.2 Focus Group Discussion (FGD)

FGDs were conducted to supplement the individual interviews. A total of 21 FGDs were

conducted with different study populations. The FGDs were conducted with villagers (12),

UP members (4), and students (5) (Table 2).

2.8 Analysis of Data

After completion of the individual interviews, data were edited and inputted to a SPSS

(Windows based SPSS 10.0 version) spreadsheet for analysis. Three separate

spreadsheets were made to input the three types of questionnaires. At the end of data entry

and recheck, a compiled spreadsheet was made, combining similar questions from the 3

questionnaires for analysis of all 294 questionnaires. Knowledge on climate change effects

and related strength of belief, sources of knowledge, knowledge on adaptation, and general

5Interview schedule refers to a questionnaire that is applied verbally ex. interviewer verbally asks

questions to respondent.


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understanding on climate and weather were the questions which were similar for all

respondents: these were analyzed by categories and gender of respondents. FGD data were

analyzed manually. A supplementary report of this KAB study is produced with title "A Study

on Media Use Behavior of People of Southwest Bangladesh" contains analysis of media

related questions-answer (data) of the study.

2.9 Workshop and Review of the Study Report

Data were collected in two phases; in the first phase data collectors covered Satkhira,

Khulna and Jessore Districts. At the end of the first round of data collection, a review

workshop with the full team was held. Taking into consideration the experiences of the first

round, the second round of data collection covered Bagerhat, Gopalgang and Narail

Districts.

The draft report was reviewed by the Project Coordinator-RVCC and brought to the

workshop held on 26th April 2003. Comments of the participants in the workshop were

incorporated in the report.

2.10 Limitation of the Study

In the study planning we planned to interview 6 Deputy Commissioners (DC) and 2 policy

makers but we conducted only 2 DC interviews due to time constraints. This is a limitation of

the study.


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CHAPTER THREE RESULTS AND DISCUSSIONS

The KAB study was carried out to understand the current knowledge level of causes and

effects of climate change and adaptation strategies to cope with adverse conditions due to

climate change. The study also explored the sources of peoples knowledge and the media

use pattern of different primary stakeholders of the RVCC Project. A very brief background

of the respondents is pertinent to cite before presenting a detailed discussion about the

knowledge level of the study population.

3.1 Background of the RespondentsThe study team collected data from 6 districts, 7 upazilas, and 37 unions of southwest

Bangladesh (Table 1). Data were also collected from diversified types of people namely

secondary school students (60 total, boys 26, girls 34), secondary school teachers (30 total,

male 20, female 10), NGO staff (18 total, male 10, female 8), CBO members (30 total, male

28, female 2), UP members (18 total, male 9, female 9), journalists (18 total, male 18, no

female), and villagers (120 total, male 55, female 65) (Table 1).

In relation to the educational background of the respondents, 23% of females and 31% of

males have completed primary school (5 years education), 20% of females and 21% of

males cannot write or read, 23% of females and 12% of males can write or read, 21% of

females and 24% of males have completed Secondary School Certificate (SSC), 3% of

females and 4% of males have completed Higher Secondary school Certificate (HSC), 5% offemales and 2% of males did not complete SSC, 3% of females and 1% of males had

graduated and 2% of females and 5% of males had a post graduation.

3.2 Knowledge Status on Climate Change Effects

The study revealed that respondents have a very low level of unprompted knowledge about

climate change effects. Respondents showed slightly better unprompted knowledge (more

than 20% of respondents) about flood, as an effect of climate change (28% female and 25%

male), water and vector borne diseases (25% female and 25% male), effects on agricultural

productivity (28% female and 20% male), increase of global temperature (21% female and

24% male), and increase of water logging areas (20% female and 20% male) than increase

of salinity (1% female and 3% male), increase of sea water level (6% female and 4% male),

siltation of river (16% female and 22% male), increase of rainfall in rainy season (16%

female and 18% male), inundation of coastal areas in 30-50 years (4% female and 2%

male), increase of pests and insects (9% female and 8% male), extinction of Sundarbans

(5% female and 3% male), disruption of communication (8% female and 4% male), loss of

bio-diversity (7% female and 5% male), increase of river erosion (13% female and 7% male),


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increase of drought (2% female and 10% male) and increase of cyclone and storm (7%

female and 16% male) (Table 3).

If we analyse the respondents unprompted knowledge on climate change effects, we find

that there are only 5 effects where the difference between male and female responses isgreater than 5% (Figure-3). As a whole very little difference was observed between males

and females.

Fig.3: Range of Difference between Males and Females Unprompted Knowledge on Effects

More than 5% difference Less than 5% difference No difference (0%-1%)Effect of climate change + Effect of climate change + Effect of climate change

Agricultural productivity will bereduced (8%)

F Increase of flood (3%) F Increase of pests and insects

Increase of river erosion (6%) F Inundation of coastal areas in 30-50years (2%)

F Increase of water logging

Disruption of communication (4%) F Increase of water and vector

borne diseasesIncrease of sea water level (2%) F

Extinction of SRF (2%) F

Bio-diversity will be affected (2%) F

Rivers are being silted (6%) M Increase of salinity (2%) MIncrease of drought (8%) M Increase of global warming (3%) M

Increase of cyclone and storm(9%)

M Increase of rainfall (2%) M

When category of respondents was considered, it was revealed that villagers have a lower

level of unprompted knowledge and UP members have a higher level of unprompted

knowledge on climate change effect than other categories of respondents (Figure 4).

Figure 4: Analysis of 20% and above unprompted responses on climate change effects bycategory of respondents

Effects of Climate Change Villagers UPMembers

CBOMembers

Students NGOStaff

SchoolTeachers

Journalists

Increase of Salinity

Increase of Global warming 39% 27% 20% 33% 43% 33%

Increase of Sea water level

Rivers are being silted 22% 23% 20% 22% 20% 39%

Increase of Rain fall 22% 23% 20% 22% 30%

Inundation of most of the coastal areasin 30 years

Water logging is increasing 22% 28% 27% 28%

Increase of Pests and insects 22%

Increase of water and vector bornediseases

28% 39% 27% 20% 50%

Extinction of Sundarbans

Disruption of communications

Agricultural productivity will be reduced 20% 27% 23% 39% 20% 44%

Bio-diversity will be affected by climatechange

River erosion will increase

Increase of Drought

Increase of Cyclone and storm 23%

Increase of Flood 22% 30% 22% 40%

If we analyse the findings of climate change effect, we find that the main climate change fact

sea-level rise is unknown to the respondents. There is close linkage with sea-level rise,

increase of salinity, extinction of Sundarbans and inundation of coastal areas within 30


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years. Respondents revealed unprompted knowledge about sea-level rise (4%), increase of

salinity (25), extinction of Sundarbans (4%) and inundation of coastal areas within 30 years

(3%) also showed a linkage among these effects (Chart 1).

Water logging and siltation have close linkages. Therefore, it was expected that level of

responses for these two effects would be close, and in fact 19% respondents had

unprompted knowledge about siltation and 20% had unprompted knowledge about water

logging (Chart 1).

Change in rainfall pattern and increase of drought are interlinked but study findings showed

variance between unprompted knowledge about these two effects (17% respondents had

unprompted knowledge about change in rainfall pattern whereas only 7% respondents had

unprompted knowledge about increase of drought). It reflects that respondents failed to

connect the two things (Chart 1).

Increase of flood is closely linked with interruption of communication6. Study findings showed

highest (26%) unprompted knowledge about increase of flood but lower (5%) unprompted

knowledge about interruption of communication. It reflects that respondents failed to connect

the relationship among two things (Chart 1).

When gender is considered we find that no significant knowledge differences are found

among male and female regarding effects of climate change (Chart 2, 3 and 4).

3.3 Adaptation Strategies to Climate Change Consequences

18 adaptation strategies or coping mechanisms identified in the interim vulnerability

assessment report of the RVCC Project (2002) were used to develop the questionnaire on

knowledge of adaptation strategies. These findings provide the practice and behavioral

responses of respondents to climate change consequences. Adaptation knowledge is used

to explore the possible behavior or practice that respondents implement or will implement to

cope with the effects of climate change.

Adaptation strategies that identified without prompting reveal a very interesting picture of two

aspects: how they are currently thinking or adapting with current effects and what will they

do (practice) in future effects (based on theoretical hypothesis) of climate change. Without

prompting, 48% of the respondents stated that they will migrate, 22% responded that they

would have to change their occupation, 18% would increase selling household labor, 15%

wanted to be more involved in income generating activities than they were previously, 11%

6This could also be due to storm/cyclone.


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expected relief from government and non-government agencies and 10% were interested to

take a loan as an immediate option (Table 7 and Chart 5).

After prompting, 79% responded that taking a loan is the immediate option to cope, 77%

thought to sell household resources including land, 74% thought to cultivate new variety of

paddy, and 66% thought to sell labour. The study revealed that even after prompting,

respondents were thinking about immediate solutions to climate change consequences

rather than long term adaptation. These responses also indicate that respondents have very

limited ability to cope with change. Rather than thinking long-term, people are focused on

how to cope on a day-to-day basis. Hydroponics (2% unprompted), cultivating water tolerant

rice varieties (1% unprompted), and cultivating saline tolerant rice varieties (1% unprompted)

were not as high priorities in the respondents adaptation strategy (Table 7 chart 5) as more

immediate, short-term strategies.

The study revealed that males preferred some adaptation strategies more than females, and

also some adaptation strategies were mentioned equally by both sexes. Cage-aquaculture,

occupation change, taking a loan, leasing out land and waiting for relief were females

preferred adaptation strategies. Cultivation of deep-water variety, cultivation of saline water

variety, shrimp and fish Firming, selling of labor and depending on forest were preferred by

males (Table 7, Figure 5). On the other hand, no significant gender differences were

observed for cultivating new variety of paddy, hydroponics, migration, PL or fry collection,

selling resources, involvement in income generating activities, collecting rice or paddy as

loan and taking it as usual (Table 7 chart 6, 7 and 8 and Figure 5).

Figure 5: Range of Differences between Males and Females Unprompted Knowledge onAdaptation Strategies

More than 5% difference Less than 5% difference No difference (0%-1%) Adaptation/Coping Strategy + Adaptation/Coping Strategy + Adaptation/Coping Strategy

Cultivate new variety of paddy (9%) F Taking Loan (3%) F HydroponicsSale of resources like cattle and poultry (7%) F Leasing out land (2%) F Migration

Increase of selling labour (3%) F PL or fry collection

Wait for relief (2%) F

Involve in IGA (2%) FIncrease uses of natural forest/honeycollection (2%)

F

Change of occupation (5%) M Cultivate deep water and saline tolerantvarieties (2%)

M

Collect rice or paddy as loan (5%) M Take it as usual (4%) MPrawn, Shrimp and Fish Farming (4%) MCage-Aquaculture (3%) M

Positive Adaptation/Coping Mechanism Seemingly Neutral Negative/Short-time Adaptation or Coping Mechanism

When category of respondents was considered, villagers, UP members and students

showed weaker knowledge on adaptation strategies (greater than 20% of respondents) than

CBO members, NGO staff, school teachers and journalists. The highest numbers of


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responses on adaptation/coping strategies among all categories of respondents were

negative or short-term coping strategy (Fig.6). Villagers identified migration (48% of

respondents) and change of occupation (23%) as coping strategy. UP members identified

migration (67%) and waiting for relief (22%) as coping strategy. Students identified migration

(43%) and increase of selling labour (20%) as coping strategy. CBO members identified one

short-term strategy (migration, 43%), one neutral (change of occupation, 23%) and one

positive strategy (involve in IGA, 27%) as adaptation to climate change effects. NGO staff

identified two negative strategy (migration, 44% and increase of selling labour, 28%), one

neutral strategy (change of occupation, 39%) and one positive strategy (involve in IGA,

22%). School teachers identified two negative strategy (migration, 47% and increase of

selling labour, 23%) and one neutral strategy (change of occupation 27%). Journalists

identified one negative strategy (migration, 56%) and one neutral strategy (change of

occupation, 22%) (Figure 6).

Figure 6: Analysis of 20% and above unprompted responses on adaptation/copingmechanism to climate change effects by category of respondents

Effects of Climate Change Villagers UPMembers

CBOMembers

Students NGOStaff

SchoolTeachers

Journalists

Hydroponics

Cultivate deep water and salinetolerant variety

Cage aqua-culture

Migration 48% 67% 43% 43% 44% 47% 56%

Prawn, shrimp, fish farmingChange of occupation 23% 23% 39% 27% 22%

Taking loan

Lease out land

PL or fry collection

Sell resources like cattle or poultry

Increase of selling labour 20% 28% 23%

Wait for relief 22%

Involve in IGAs 27% 22%

Increase uses of natural forest/honeycollection

Take it as usual

Collect rice or paddy as loan

Positive Adaptation/Coping Mechanism Seemingly Neutral Negative/Short-time Adaptation or Coping Mechanism

3.4 Knowledge about Causes of Climate Change

Peoples understanding about causes of climate change was explored from the perspective

of students, school teachers, NGO staff and journalists. The total respondents were 126.

If the response pattern of respondents about causes of climate change was analyzed, it was

noted that respondents knowledge is heavily influenced by the general awareness about

deforestation. Respondents identified this cause much more than other causes (24% more

than next closest cause). Deforestation (69%), emission of gasses (45%), use of pesticides


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(31%) and loss of bio-diversity (13%) are generally observed by the people, and therefore,

the knowledge level about these causes became higher than unseen causes like excessive

profit oriented economic system (2%), harmful industries in developed countries, (5%)

atomic and nuclear power testing (9%) and overuse of radio active matter (10%).

When gender differences of unprompted knowledge on climate change causes were

considered, results reflected as follows.

Figure 7: Range of Difference between Males and Females Unprompted Knowledge on Causes

More than 10% difference Less than 10% difference No difference (0%-2%)Causes of Climate Change + Causes of Climate Change + Causes of Climate Change

Use of pesticides in agriculturalsector (14%)

F Huge use of fossil fuel (9%) F Deforestation

Loss of bio-diversity (9%) F Overuse of radioactive matter

Emission of different types ofgases from industries (14%)

M Atomic and nuclear power testing and itsuse (5%)

M Harmful industries in thedeveloped countries

Over consumption and excessive profit-oriented economic system (4%)

M

When analysis of 25% and above unprompted responses on climate change causes by

category of respondents is done the results reflected that respondents are less aware about

causes pf climate change in international spectrum. The analysis is showed in the Figure 8.

Figure 8: Analysis of 25% and above unprompted responses on causes of climate

change by category of respondents

Effects of Climate Change School Teachers NGO Staff Student Journalists

Emission of different types of gases fromindustries

60% 61% 37% 33%

Use of pesticides in agricultural sector 33% 33% 28%Deforestation 70% 72% 68% 67%Atomic and nuclear power testing and its use

Overuse of radioactive matter

Huge use of fossil fuel 28%Harmful industries in the developed countries

Over consumption and excessive profit-oriented economic system

Loss of bio-diversity


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CONCLUSIONS

The study results clearly reflect that respondents unprompted knowledge level about causes

of climate change, effects of climate change and adaptation to climate change effects is very

low overall. After prompting, respondents responded well in most cases but it could not

counted as valid knowledge regarding the issue. Sometime, without understanding,

respondents responded positively. The study provides baseline data about respondents

knowledge level regarding climate change causes and effects of climate change. It is

expected that at the end of the project, post-intervention data will indicate increased

awareness of the causes, effects and adaptation of climate change in comparison to the

baseline data: unknown percentages will be abolished, prompted percentages will be

reduced and unprompted percentages will increase significantly. If percentages of

unprompted and prompted responses increases and unknown percentages are abolished orsignificantly reduced then the awareness activities of the project will have been successful.

The results of this study indicate that awareness activities of the project need to focus on:

sea level rise, increase of salinity, possibility of extinction of Sundarban and possibility of

inundation of coastal areas within 30-50 years, because of the extremely low level of

knowledge of these effects. The project should emphasis on villagers and students among

the categories of people in conducting awareness campaign. In gender perspective, women

villagers (generally all females) should be considered essentially focused beneficiary of

awareness campaign.

At the same time, the project needs to focus on long-term adaptation strategies such as

hydroponics, cultivation of new rice varieties, and involvement in IGAs in our awareness

campaign. Regarding causes of climate change, awareness raising activities should focus

on industrialization, radio-active matter, over-consumption and use of fossil fuel, causes that

are currently poorly known.


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Reducing Vulnerability to Climate Change (RVCC) P

29

Table 1: Distribution of Interviews by Study Area, Study Population and Gender

Category o

Villagers Students CBO Members UP MembersDistrict Upazila Union

M F M F M F M F

Islamkathi

Jatpur 1

Khalilnagar

Magur Ghona 1

Tala 6 14 1 1 2

Satkhira Tala

Tetulia 2 4 3 2 1

Haridhali 6 10 5 2 1 1

Kapilmuni 4 3 2 1 1 2Khulna Paikgacha

Raruli

Bahirdia Mansha 3 7 3 2 1 1

Fakirhat 4 2

Faltita 1

Mansha 3 1

Moubhog 1 3

Naldah 2 2 1

Bagerhat Fakirhat

Sonakhali 1

Jalirpar 5 3 1 2

Kasalia 1Moksudpur 4

Nanirkher 2 4 4

Moksudpur

Ragdhi

Gopalganj

Sadar Satpar 1 3 7 1

Chanrimapur 1

Habkhali 8 9 2 3 3 1

Kurigram

Madhobpolli

Maizpara 2 3 2 2 1 1

Pourashava

Narail Narail Sadar

Narail

Monirampur Mashimnagar

Mongol Kote

Haridaskatti

Keshobpur 1

Nuton Mulgram

Pajia 4 1

Sufalakathi 5 3 1

JessoreKeshobpur

Trimohini 5 7 4 6 1Total 55 65 26 34 28 2 9 9


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Table 2: Distribution of FGDs by District and Study Population.

Category of Study Population Satkhira Khulna Bagerhat Gopalga

Villagers 2 2 2 2

UP Members 1 1 1 1

School Students 1 1 1

CBO 1

Total 5 4 4 3

Table 3: Knowledge Status of Respondents on Climate Change Effects by Gender

Unprompted Prompted

Female Male Total Female Male

Knowledge on Effect of ClimateChange

n % n % n % n % n %

Increase of Salinity 1 1 5 3 6 2 62 49 116 70

Increase of Global warming 27 21 40 24 67 23 80 63 112 67

Increase of Sea water level 7 6 6 4 13 4 67 53 104 62

Rivers are being silted 20 16 36 22 56 19 89 70 110 66

Increase of Rain fall 21 16 30 18 51 17 77 61 98 59

Inundation of most of the coastalareas in 30 years

5 4 3 2 8 3 50 39 105 62

Water logging is increasing 26 20 34 20 60 20 62 49 70 42

Increase of Pests and insects 12 9 13 8 25 9 95 75 119 71Increase of water and vectorborne diseases

32 25 42 25 74 25 69 54 91 54

Extinction of Sundarbans 6 5 5 3 11 4 62 49 99 59

Disruption of communications 10 8 6 4 16 5 82 65 103 62

Agricultural productivity will reduce 36 28 33 20 69 24 73 58 105 63

Biodiversity will be affected byclimate change

9 7 9 5 18 6 88 69 106 64

River erosion will increase 17 13 11 7 28 10 70 55 106 64

Increase of Drought 3 2 17 10 20 7 108 85 130 78

Increase of Cyclone and storm 9 7 26 16 35 11 74 58 107 64

Increase of Flood 35 28 41 25 76 26 61 48 83 48


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Table 4: Knowledge Status of Respondents on Climate Change Effects by CategoryCategory of Respondents

Villagers UP Members CBO Members Students

Unprompted

Prompted

Unknown

Unprompted

Prompted

Unknown

Unprompted

Prompted

Unknown

Unprompted

Prompted

Unknown

Effects of ClimateChange

n % n % n % n % n % n % n % n % n % n % n % n %

Increase of Salinity 1 1 64 53 55 46 12 67 6 33 19 63 11 37 2 3 36 60 37 22Increase of Globalwarming

15 12 85 71 20 17 7 39 11 61 8 27 20 67 2 7 12 20 37 62 11 18

Increase of Seawater level

1 1 58 48 61 51 1 6 10 56 7 39 1 3 20 67 9 30 5 8 34 57 21 35

Rivers are beingsilted

16 13 87 72 17 14 4 22 13 72 1 6 7 23 22 73 1 3 12 20 35 58 13 22

Increase of Rain fall 12 10 74 62 34 28 4 22 12 67 2 11 7 23 19 63 4 13 12 20 37 62 11 18

Inundation of mostof the coastal areasin 30 years

56 47 64 53 1 6 9 50 8 44 18 60 12 40 26 43 34 57

Water logging isincreasing

22 18 47 39 51 42 4 22 7 39 7 39 5 17 16 53 9 30 11 18 31 52 18 30

Increase of Pests

and insects

8 7 97 81 15 12 4 22 9 50 5 28 2 7 20 67 8 27 6 10 41 68 13 22

Increase of waterand vector bornediseases

33 28 70 58 17 14 7 39 4 22 7 39 8 27 16 53 6 20 12 20 32 53 16 27

Extinction ofSundarbans

2 2 49 41 69 58 7 39 11 61 22 73 8 27 3 5 33 55 24 40

Disruption ofcommunications

4 3 76 63 39 32 1 6 11 61 6 33 5 17 15 50 10 33 2 3 37 62 21 35

Agriculturalproductivity willreduce

24 20 75 62 21 18 2 11 11 61 5 28 8 27 20 97 2 7 14 23 32 53 14 23

Biodiversity will beaffected by climatechange

5 4 83 69 32 27 1 6 8 44 9 50 3 10 19 63 8 27 2 3 36 60 22 37

River erosion will

increase 10 8 73 61 37 31 1 6 11 61 6 33 1 3 19 63 10 33 8 13 33 55 19 37Increase of Drought 6 5 97 81 17 14 2 11 13 72 3 17 4 13 25 83 1 3 1 2 45 75 14 23

Increase of Cycloneand storm

11 9 68 57 41 34 2 11 12 67 4 22 7 23 18 60 5 17 6 10 38 63 16 27

Increase of Flood 31 26 50 42 39 32 4 22 9 50 5 28 5 17 18 60 7 23 18 30 28 47 14 23


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Table 5: Knowledge Sources of Respondents Unprompted and Prompted Knowledge by Gender

Female MaleSource of Knowledge

n % n

Own observation/experience 1146 74 1585

Radio 45 3 40

TV 53 3 52

Newspaper 42 3 127

Book/Magazine 54 4 170

Teacher 50 3 10Relatives 25 2 2

Friend 5 0 5

Other educated person 26 2 28

NGO 28 2 13

Elderly people 12 1 16

Expert People 1 0 11

Others 6 0 1

Not mentioned 63 4 81

Table 6: Strength of Belief of Respondents on Unprompted and Prompted Knowledge by Gender

Strong Medium

Female Male Total Female MaleEffect of Climate Changen % n % n % n % n %

Increase of Salinity 50 79 99 82 149 81 12 19 21 17 3

Increase of Global warming 92 86 118 78 210 81 11 10 27 18 3

Increase of Sea water level 41 55 71 64 112 61 31 42 34 31 6

Rivers are being silted 98 90 134 92 232 91 5 5 9 6 1

Increase of Rain fall 79 81 103 80 182 80 13 13 17 13 3

Inundation of most of the coastal areas in30 years

32 58 54 50 86 53 17 31 42 39 5

Water logging is increasing 72 82 86 83 158 82 11 12 15 14 2

Increase of Pests and insects 86 80 105 80 191 80 13 12 21 16 3

Increase of water and vector bornediseases

81 80 100 80 187 80 13 13 18 14 3

Extinction of Sundarbans 40 60 66 64 106 62 21 31 24 23 4

Disruption of communications 73 78 89 82 162 81 13 14 13 12 2Agricultural productivity will reduce 96 88 117 85 213 86 9 8 14 10 2

Biodiversity will be affected by climatechange

86 89 97 84 183 86 7 7 14 12 2

River erosion will increase 68 78 92 79 160 78 13 15 15 13 2

Increase of Drought 86 78 122 83 208 81 19 17 15 10 3

Increase of Cyclone and storm 53 64 105 79 158 73 21 25 20 15 4

Increase of Flood 71 74 108 87 179 81 16 17 11 9 2


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Table 7: Knowledge Status of Respondents on Adaptation Strategies to Climate Change Effects by Gender

Unprompted Prompted

Female Male Total Female Male

Adaptation Strategy/Coping Mechanismto Climate ChangeEffects n % n % n % n % n %

Hydroponics 3 2 4 2 7 2 61 48 89 53 15

Cultivate deep watervariety

0 4 2 4 1 76 60 113 68 18

Cultivate salinetolerant variety

0 4 2 4 1 44 35 84 50 12

Cage aqua-culture 1 1 6 4 7 2 75 59 88 53 16

migration 61 48 79 47 140 48 49 39 66 40 11

Prawn, shrimp, fishfarming

5 4 13 8 18 6 78 61 110 66 18

Change of occupation 24 19 40 24 64 22 88 69 106 64 19

Take loan 15 12 15 9 30 10 104 82 127 76 23

Cultivate new varietyof paddy

2 11 3 2 5 2 88 69 128 77 21

Lease out land 8 6 6 4 14 5 89 70 105 63 16

PL or fry collection 2 2 2 1 4 1 56 44 80 48 13

Sell resources likecattle or poultry

15 12 9 5 24 8 92 72 134 80 22

Sell labor 26 20 28 17 54 18 78 61 117 70 19Wait for relief 15 12 17 10 32 11 84 66 106 64 19

Involve in IGAs 21 16 23 14 44 15 80 63 111 66 19

Fell forest/ Honeycollection

9 7 8 5 17 6 42 33 69 41 11

Take it as usual 6 5 15 9 21 7 68 54 87 52 15

Collect rice orpaddy as loan

3 2 11 7 14 5 77 61 99 59 17


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Table 8: Knowledge Status of Respondents on Adaptation Strategies to Climate Change Effects by CategoryCategory of Respondents

Villagers UP Members CBO Members Students

Unprompted

Prompted

Unknown

Unprompted

Prompted

Unknown

Unprompted

Prompted

Unknown

Unprompted

Prompted

Unknown

Adaptation Strategy/ Coping Mechanismto Climate ChangeEffects

n % n % n % n % n % n % n % n % n % n % n % n %

Hydroponics 3 2 54 45 53 52 8 44 10 56 1 3 20 67 9 30 3 5 30 50 27 45

Cultivate deep watervariety

1 1 70 58 49 41 12 67 6 33 22 73 8 27 1 2 37 62 22 37

Cultivate salinetolerant variety

1 1 42 35 77 64 9 50 9 50 16 53 14 47 26 43 34 57

Cage aqua-culture 3 2 57 45 63 52 15 83 3 17 16 53 14 47 1 2 40 67 19 32

migration 57 48 50 42 13 11 12 67 4 22 2 11 13 43 9 30 8 27 26 43 23 38 11 18

Prawn, shrimp, fishfarming

3 2 70 58 47 39 15 83 3 17 1 3 22 73 7 23 5 8 42 70 13 22

Change of occupation 28 23 76 63 16 23 3 17 15 83 7 23 21 70 2 7 7 12 41 68 12 20

Take loan 13 11 95 79 12 10 2 11 15 83 1 6 3 10 22 73 5 17 3 5 47 78 10 17

Cultivate new varietyof paddy

2 2 86 72 32 27 14 78 4 22 27 90 3 10 34 57 26 43

Lease out land 7 6 85 71 28 23 2 11 10 56 6 33 21 70 9 30 2 3 35 58 23 38

PL or fry collection 1 1 51 42 68 57 1 6 6 33 11 61 12 40 18 60 1 2 32 53 27 45

Sell resources likecattle or poultry

12 10 94 78 14 12 15 83 3 17 2 7 26 87 2 7 7 12 34 57 19 32

Sell labor 22 18 80 67 18 15 2 11 13 72 3 17 5 17 23 77 2 7 12 20 31 52 17 28

Wait for relief 11 9 83 69 26 22 4 22 12 67 2 11 3 10 17 57 10 33 7 12 35 58 18 30

Involve in IGAs 19 16 78 65 23 19 3 17 9 50 6 33 8 27 20 67 2 7 4 7 36 60 20 33

Fell forest/ Honeycollection

2 2 45 38 73 61 2 11 7 39 9 50 2 7 12 40 16 53 6 10 20 33 34 57

Take it as usual 11 9 76 63 33 28 11 61 7 39 3 10 10 33 17 57 28 47 32 53

Collect rice orpaddy as loan

9 8 79 66 32 27 1 6 10 56 7 39 20 67 10 33 1 2 26 43 33 55


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Table 9: Knowledge Status of Respondents on Causes of Climate Change by Gender

Unprompted Prompted

Female Male Total Female MaleCauses of Climate Change

n % n % n % n % n %

Emission of different types of gases from

industries

19 37 38 51 57 45 28 55 32 43

Use of pesticides in agricultural sector 20 39 19 25 39 31 28 55 48 64

Deforestation 35 69 52 69 87 69 13 26 20 27

Atomic and nuclear power testing and itsuse

3 6 8 11 11 9 29 57 59 79

Overuse of radioactive matter 5 10 7 9 12 10 32 63 57 76

Huge use of fossil fuel 10 20 8 11 18 14 26 51 54 72

Harmful industries in the developed nries 3 6 3 4 6 5 34 67 50 67


3 4 3 2 30 59 40 53

Loss of bio-diversity 9 18 7 9 16 13 26 51 47 63

Table 10: Knowledge Status of Respondents on Causes of Climate Change by Category

School Teacher Journalist

Causes of Climate ChangeUnprompted Prompted Unknown Unprompted Prompted Unknown Unp

n % n % n % n % n % n % n

Emission of different types of gases fromindustries

18 60 12 40 6 33 11 61 1 6 11

Use of pesticides in agricultural sector 10 33 18 60 2 7 5 28 13 72 4

Deforestation 21 70 9 30 12 67 6 33 13

Atomic and nuclear power testing and itsuse

6 20 22 73 2 7 2 11 15 83 1 6 2

Overuse of radioactive matter 5 17 25 83 2 11 15 83 1 6 2

Huge use of fossil fuel 6 20 23 77 1 3 2 11 14 78 2 11 5

Harmful industries in the developed nries 3 10 24 80 3 10 14 78 4 22 2


1 3 20 67 9 30 2 11 13 72 3 17

Loss of bio-diversity 5 17 19 63 6 20 14 78 4 22 3


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REFERENCES

Ferreira, Sebastio Mendona (2002). Sharing Knowledge to Overcome Poverty.CARE in the Latin America and Caribbean Region, Lima.

RVCC Project (2003). Report of A Community Level Vulnerability AssessmentConducted in Southwest Bangladesh. CARE Bangladesh, Khulna.

RVCC Project (2002). InterimReport of A Community Level VulnerabilityAssessment Conducted in Southwest Bangladesh. CARE Bangladesh, Khulna.

RVCC Project (2002). Project Implementation Plan. CARE Bangladesh, Khulna.


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ANNEXURES

Annex-1: Interview Schedule

Annex-2: FGD Guidelines


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Annex 01: Interview ScheduleSurvey on Knowledge, Attitude and Behavior

For Villagers/UP members/CBO members

Edited Code No. (To be filled up after editing by office)

Date of Edit Edited By: Signature:

a b c dSample No.

Category of informantscode in box a

A = VillagersB = UPC = CBO

Category of informants codein box b

1 = Satkhira 2 = Khulna3 = Bagerhat 4 = Gopalganj5 = Narail 6 = Jessore

Sex code in box c

1= Female2= Male

Sl no of informants in box d

if 1 then write 001if 10 write 010

Description of informant

Name.................................................................. Age.................

Occupation..............................Educational Qualification.................. Marital Status...................

Village: ....................................Union:................................Thana:.................................

Socio-economic status of the household

a. amount of cultivable land.........................................b. amount of fallow land/water body......................

Why it is remaining unused? ........................................

c. amount of land occupied for housing.......................................

Interview Started at (Time)----------------------------------

Interview completed at (Time)-------------------------------

Total duration of interview (in minutes)--------------------

Date and day: ---------------------------------------------------

Place of interview: ---------------------------------------------

Name of the interviewer: -------------------------------

Interviewers signature and date: ------------------------------

Name of the supervisor: ----------------------------------

Supervisors signature and date: ----------------------------------


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Media and communication

How far do you visit commonly (range of mobility)?

Market Haat Mosque Public meeting Football match Marriage ceremony

Group meeting Relatives house Tea Stall Local shop

Hospital Drama/Jatra/Pala song Watching TV in neighbours house

Media use patternWhat do you do during your leisure time?

Listening radio Watching TVWhich time of the day ?

Which programs ?

Which day(s) of the week ?

Newspaper MagazineWhich time of the day ?

Which part/news?

Which day(s) of the week ?

Kabi gan, Pala gan, Jatra DramaIn which season?

Where it is organized usually ?

potsong drama playing cards chatting other

Which time of the day?

In which season?

Usually where organised?

What do you like to do the most in yourleisure time?

What is your most common pastime?

What types of leisure/communication materials do you have in your home?

Radio Television Newspaper Other ----------------------------(please specify)

From where do you receive information on weather?

Radio Television Tea stall Local educated personsOthers ------------------------------------------------------------------------------------------------(please specify)

Do you understand information given on weather (explanation of different weather alarm signals)?

Yes No

What do you understand by weather/climate?

..................................................................................................................................

..................................................................................................................................


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A. Knowledge on Effect and Related Attitudes[Facilitator will start discussion with informal and open-ended environment. Facilitator will initiate the discussion without citing any examples or referputting tick ( ) marks in the unprompted column. Then the facilitator will give some examples and references of climate change/environmental impac( ) marks in the prompted column. Facilitator will try to know every thing in detail through asking-why and how. The facilitator will try to get specifimentioned even now (if there is any), the facilitator will put tick ( ) marks against those in the last (Unknown) column.]

Strengthbelief

Climate Change Effects Unprompted Prompted Unknown Source of knowledge

(Code) S MSea water flows further to the north, so that new areas flat plains are beingaffected by saline water

Global warming is increasing

Sea water level is increasing

Rivers are being silted

Rain fall is increasing in the rainy season and decreasing in the winter

Most of the coastal areas will be inundated within 30 years

Water logging is increasing

Pests and insects are increasing

Water and vector borne diseases are increasing

The Sundarbans might become extinct due to climate change

Human mobility and communications might be disrupted

Agricultural productivity will reduce

Biodiversity will be affected by climate change


Drought will increase and serious scarcity of irrigation water will be foundduring dry season

Cyclones and storms will increase

Floods will increase

Other ........................................................................................................

Other ........................................................................................................

Other ........................................................................................................

Other ........................................................................................................

Code for strength of belief S= Strong Belief; M= Medium belief; W= Weak Belief Code for source of knowledge 1= Own observation/experience; 2= Radio; 3= TV; 4= Newspaper; 5= Books/Papers; 6= Teachers; 7= R

10= NGOs; 11= Knowledgeable elderly; 12= Experts; 13= Other______________________ (please spec


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48

B. Knowledge on Adaptation[Facilitator will informally discuss with the participants and try to extract the informantsunprompted knowledge on adaptation and will list them by tick ( ) marks in the unpromptedcolumn. Then the facilitator will give some examples and references and will mark ( ) in thenext column of the prompted knowledge. The expected knowledge on adaptation which are notmentioned after prompting, the facilitator will put ( ) marks against those in the last column.]

Adaptation Strategy/ Coping Mechanism Unprompted Prompted Unknown1. Hydroponics

2. Cultivate tall water tolerant variety

3. Cultivate saline tolerant variety

4. Cage aqua-culture

5. Migration

6. Prawn, shrimp, fish farming

7. Change of occupation

8. Take loan

9. Cultivate new variety of paddy

10. Lease out land

11. PL or fry collection12. Sell resources like cattle or poultry

13. Sell labor

14. Wait for relief

15. Involve in IGAs

16. Fell forest/ Honey collection

17. Take it as usual

18. Collect rice or paddy as loan

19.

20.

21.

22.

23.

24.

25.


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Survey on Knowledge, Attitude and BehaviorFor School Teachers/Journalists/NGO Staff

Edited Code No. (To be filled up after editing by office)

Date of Edit Edited By: Signature:

a b c dSample No.

Category of informantscode in box a

A = School TeacherB = JournalistC = NGO Staff

Category of informants codein box b

1 = Satkhira 2 = Khulna3 = Bagerhat 4 = Gopalganj5 = Narail 6 = Jessore

Sex code in box c

1= Female2= Male

Sl no of informants in box d

if 1 then write 001if 10 write 010

Description of informant

Name..............................................................Age................ Educational Qualification..................

Designation.................................................... Organization .........................................................

Village: ....................................Union:................................Thana:.................................

Have you ever thought of climate change issues due to your profession?

Yes No

if yes, please tell us why?

..........................................................................................................................................

Media and communication

From which media do you receive most of the information?

Radio Television Newspaper Periodicals/Magazine BooksTopic oriented booklet Tea stall Others ---------------------------(please specify)

Which media is most suitable for you to pass your leisure time?


Which media is very much accessible to you?


Which TV/Radio program do you like most?

Song Drama Cinema Agricultural program Health ProgramOthers ----------------------------------------------(please specify)

From where do you receive information on weather?

Radio Television Tea stall Local educated personsOthers ------------------------------------------------------------------------------------------------(please specify)

Do you understand information given on weather (explanation of different weather alarm signals)?

Yes No

Interview Started at (Time)----------------------------------

Interview completed at (Time)-------------------------------

Total duration of interview (in minutes)--------------------

Date and day: ---------------------------------------------------

Place of interview: ---------------------------------------------

Name of the interviewer: -------------------------------

Interviewers signature and date: ------------------------------

Name of the supervisor: ----------------------------------Supervisors signature and date: ----------------------------------


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50

What do you understand by weather/climate?....................................................................................................................................................................................................................................................................


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A. Knowledge on Effect and Related Attitudes[Facilitator will start discussion with informal and open-ended environment. Facilitator will initiate the discussion without citing any examples or refereby putting tick ( ) marks in the unprompted column. Then the facilitator will give some examples and references of climate change/environmentaputting tick ( ) marks in the prompted column. Facilitator will try to know every thing in detail through asking-why and how. The facilitator will try towhich are not mentioned even now (if there is any), the facilitator will put tick ( ) marks against those in the last (Unknown) column.]

Strengtbelie

Climate Change Effects Unprompted Prompted Unknown Source of knowledge

(Code) S MSea water flows further to the north, so that new areas flat plains are beingaffected by saline water

Global warming is increasing

Sea water level is increasing

Rivers are being silted

Rain fal l is increasing in the rainyseason and decreasing in the winter

Most of the coastal areas will be inundated within 30 years

Water logging is increasing

Pests and insects are increasing

Water and vector borne diseases are increasing

The Sundarbans might become extinct due to climate change

Human mobility and communications might be disrupted

Agricultural productivity will reduce

Biodiversity will be affected by climate change


Drought will increase and serious scarcity of irrigation water will be foundduring dry season

Cyclones and storms will increase

Floods will increase

Other ........................................................................................................

Other ........................................................................................................

Other ........................................................................................................

Other ........................................................................................................

Code for strength of belief S= Strong Belief; M= Medium belief; W= Weak Belief Code for source of knowledge 1= Own observation/experience; 2= Radio; 3= TV; 4= Newspaper; 5= Books/Papers; 6= Teachers; 7=

person; 10= NGOs; 11= Knowledgeable elderly; 12= Experts; 13= Other______________________ (pl


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52

B. Knowledge on Adaptation[Facilitator will informally discuss with the participants and try to extract the informantsunprompted knowledge on adaptation and will list them by tick ( ) marks in the unpromptedcolumn. Then the facilitator will give some examples and references and will mark ( ) in thenext column of the prompted knowledge. The expected knowledge on adaptation which are notmentioned after prompting, the facilitator will put ( ) marks against those in the last column.]

Adaptation Strategy/ Coping Mechanism Unprompted Prompted Unknown1. Hydroponics

2. Cultivate tall water tolerant variety

3. Cultivate saline tolerant variety

4. Cage aqua-culture

5. Migration

6. Prawn, shrimp, fish farming

7. Change of occupation

8. Take loan

9. Cultivate new variety of paddy

10. Lease out land

11. PL or fry collection12. Sell resources like cattle or poultry

13. Sell labor

14. Wait for relief

15. Involve in IGAs

16. Fell forest/ Honey collection

17. Take it as usual

18. Collect rice or paddy as loan

19.

20.

21.

22.

23.

24.

25.


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C. Knowledge on Causes

[Please describe the causes of climate change based on your knowledgeNote: Facilitator will initiate the discussion without giving any examples and records the findings(unprompted). After that the facilitator will give some examples and references of climatechange causes and will record the outputs (prompting). After prompting, which causes are not

answered by the respondent give mark to Unknown column]

Causes of Climate Change Unprompted Prompted Unknown

1.Emission of different types of gases fromindustries

2.Use of pesticides in agricultural sector

3.Deforestation

4.Atomic and nuclear power testing and its use

5.Overuse of radioactive matter

6.Huge use of fossil fuel

7.Harmful industries in the developed countries

8.Over consumption and excessive profit-oriented economic system

9.Loss of biodiversity

10.Others (Please specify)






kab report of rvcc project

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