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Communication for Development in Climate Field School: The Case of Livelihood Adaptation to Climate Change Project  in Ban...
Livelihood Adaptation to  Climate Change (LACC) <ul><li>Subcomponent of Comprehensive Disaster Management Program (CDMP) f...
Adaptation as a human behavior <ul><li>A human behavior that depends largely on one’s knowledge; starts with awareness but...
Climate Field School (CFS) Transformation from  short- to longer-term  adaptation behavior Communication as FACILITATOR of...
Merger of local  and technical knowledge  Guided pilot testing/demo Local  Adaptation Practices ( Home Gardens ) Scientifi...
Value-added of comdev in CFS <ul><li>Comdev facilitates and extends participation as farmers see need to discuss and learn...
Value-added of comdev in CFS <ul><li>Use of low cost ICTs such as flipcharts, framed photos, flowcharts contributes to bet...
Value-added of comdev in CFS <ul><li>Promotion of messages about climate change through folk songs ( gambhira, jarikan)  e...
Features of comdev approach  in CFS   <ul><li>Starts from local knowledge </li></ul><ul><li>Decentralized but coordinated ...
Lessons learned <ul><li>Planned  use of communication enhances collective learning. </li></ul><ul><li>Use of ICTs can prov...
  [email_address] <ul><li>Thank you. </li></ul>
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Communication for development in Climate Field School: the case of Livelihood adaptation to climate change project in Bangladesh

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Livelihood adaptation is the key element of the support that CSDI is doing to FAO projects in Bangladesh to develop CCA. CSDI is developing a communication action plan for: institutionalization of the learning process; replication of good adaptation practices through the Climate Field School approach; up-scaling and mainstreaming successfully pilot tested livelihood adaptation options into development planning and policy decision making.

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Communication for development in Climate Field School: the case of Livelihood adaptation to climate change project in Bangladesh

  1. 1. Communication for Development in Climate Field School: The Case of Livelihood Adaptation to Climate Change Project in Bangladesh CLEOFE S. TORRES Associate Professor and Dean College of Development Communication University of the Philippines Los Banos
  2. 2. Livelihood Adaptation to Climate Change (LACC) <ul><li>Subcomponent of Comprehensive Disaster Management Program (CDMP) funded by UNDP,DFID, EC </li></ul><ul><li>Being implemented by Dept of Agriculture Extension, Ministry of Agriculture. </li></ul><ul><li>With technical support from FAO </li></ul><ul><li>Aims to improve adaptive capacity to climate change for sustainable livelihoods in agriculture sector among farmers in drought </li></ul><ul><li>prone and saline coastal regions </li></ul><ul><li>of Bangladesh </li></ul>
  3. 3. Adaptation as a human behavior <ul><li>A human behavior that depends largely on one’s knowledge; starts with awareness but should go further towards empowerment </li></ul>Communication as enabler
  4. 4. Climate Field School (CFS) Transformation from short- to longer-term adaptation behavior Communication as FACILITATOR of experiential learning Experience Reflection and analysis Lessons learned Application
  5. 5. Merger of local and technical knowledge Guided pilot testing/demo Local Adaptation Practices ( Home Gardens ) Scientific Results (amt. of water, fertilizer, quality of seeds, multiple cropping) Menu of Viable Adaptation Practices <ul><li>Suitable to local conditions </li></ul><ul><li>Sustainable and eco-friendly </li></ul><ul><li>Economically feasible </li></ul><ul><li>Socio-culturally acceptable </li></ul><ul><li>Integrated with development </li></ul>Upazila Services (infra, seeds, fertilizer, technical advise)
  6. 6. Value-added of comdev in CFS <ul><li>Comdev facilitates and extends participation as farmers see need to discuss and learn together (Nachole) </li></ul><ul><li>Participation in CFS generates proactive stance to seek for more and different knowledge inputs, e.g., compost preparation, dried water hyacinth as potato mulch (Nazirpur) </li></ul>
  7. 7. Value-added of comdev in CFS <ul><li>Use of low cost ICTs such as flipcharts, framed photos, flowcharts contributes to better understanding of concepts and processes, e.g., host-parasite relationship (Nazirpur) </li></ul><ul><li>Use of modern ICTs such as video, film showing, etc. enriches and promotes variety to group learning </li></ul>
  8. 8. Value-added of comdev in CFS <ul><li>Promotion of messages about climate change through folk songs ( gambhira, jarikan) enhances social inclusion and participation (Nachole, Bhandaria) </li></ul><ul><li>Social mobilization engages farmers in horizontal knowledge sharing about their adaptation needs, and in mobilizing local initiative and resources in support of their adaptation options </li></ul><ul><li>(Nachole, Gomostapur, Bhandaria, Dacope, Nazirpur) </li></ul>
  9. 9. Features of comdev approach in CFS <ul><li>Starts from local knowledge </li></ul><ul><li>Decentralized but coordinated </li></ul><ul><li>Enables farmers to make evidence-based decision </li></ul><ul><li>Provides avenue for collective learning </li></ul><ul><li>Uses variety of communication tools </li></ul><ul><li>to enrich learning </li></ul>
  10. 10. Lessons learned <ul><li>Planned use of communication enhances collective learning. </li></ul><ul><li>Use of ICTs can provide new and better learning experience in a local setting as well as help capture local knowledge. </li></ul><ul><li>More than the technology, CFS enables farmers to engage in critical and analytical thinking, thus, prepare them to a more informed decision making process. </li></ul><ul><li>Validation of local adaptation practices through scientific process yields long-term adaptation options for the farmers. </li></ul>
  11. 11. [email_address] <ul><li>Thank you. </li></ul>

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