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Internship Report

Community-based Implementation and Compliance of MEAs – Biodiversity related issues in linkage to climate variability (CICMEA) 2.0

IUCN-the World Conservation Centre, Bangladesh Country Office

Md. Tarikul Islam

Supervisor: Dr. Haseeb Md Irfanullah (IUCN Bangladesh)

This document is a requirement of Masters Program in Sustainable Development, Uppsala University, Sweden

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Acknowledgement

If anyone notices about the internship, then the first image would be-searching-sending documents

to the different organizations- selection criteria-carry out different task-and completion the

agreement. From the cradle to grave, the whole thing is also a time consuming matter with new

locations. But as a professional or student it is also severe fun working with diverse company or

organization. Because, the practical attachment with the organization brings glorious combination

with the education in the university. Eventually, I also support because this is an authentic ladder for

the next job future. Hence, my intention made me do the internship at IUCN Bangladesh Country

Office with great pleasure. The climate change issue and species conservation with local adaptation

was highly alarming to me that I felt intrinsic pressure to work for it in Bangladesh. Thus the

background of my internship aroused for IUCN,B.

In order to complete the internship, I had to go through the above all process. In this case I am really

grateful and fortunate for the contribution of Prof. Veijo Pohjola, PhD. As an intern coordinator, his

severe efforts like preparing proposal letter and sending it to IUCN,B gave me wider opportunity to

get the internship. I am also thanking Prof. Brita Svensson, PhD for her administrative willing to

make the intern easier. It won’t be worthy until I acknowledge about the short training on PRA and

supporting documents from Gloria Gallardo, PhD, CEMUS before I join at IUCN,B. Her vibrant but

short training at CEMUS functioned well during field work in Bangladesh.

I am impressed by the stuff at IUCN,B. Probably, the best working atmosphere is to be had at IUCN,B

as an international organization. I am grateful to the former Country Representative Mr. Ainun

Nishat, PhD, (Senior Advisor, Climate Change, IUCN Asia). Because his quick selection on my

internship gave me chance to do the internship during my application. I am also grateful to Prof. Niaz

Ahmed Khan, PhD for his consent on doing internship as a new Representative at that time. I must

thank my supervisor Haseeb Md. Irfanullah, PhD, (program officer, species conservation unit) whose

especial contribution to tag me on the CICMEAs project. I am really lucky to have him as a supervisor.

Nevertheless, I am also thanking Mr. Mahbubur Rahman Masum, Communications & HR Officer of

IUCN,B for his efficient communication with me and maintaining all the administrative functions at

there. For the project to implement and getting guidance in diversified fields all thanks should go to

Mr. Md. Ahsanul Wahed, Consultant, CICMEA 2.0. I am also thanking all other stuff of IUCN,B for

their warm cooperation during my intern. Last but not the least; other special thanks should go to

the people of Durgapur Union as participants of CICMEA 2.0 to draw the resource based maps and

helped us in many ways.

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Contents

Heading

Name Page 1. Introduction 3 1.1. Background 3 1.2. Rationale 5 2. Goal and Objectives 7 2.1. Goal 7 2.2. Objective 7 2.3. Expected outputs 8

3. Project Approach and Methodology 8 3.1. Approach 8 3.1.1. Building on the knowledge gathered in CICMEA 8 3.1.2. Participatory 8 3.1.3. Focusing on biodiversity, climate variability and traditional knowledge 8 3.1.4. Involving local government institutions and CBOs 8 3.2. Major activities 9 3.3. Methodology 9 3.3.1 Steps towards Data Collection 9 3.3.1.1. Facilitator and Participants: Knowing Each Other 10 3.3.1.2. Breaking the Ice 10 3.3.1.3. MEAs and Other Issues 10 3.3.1.4. Group Work 1: Seasonal calendar 11 3.3.1.5. Group Work 2: Problem Identification & Ranking, and Solutions Recognition 12 3.3.1.6. Group Work 3: Transect Walk 13 3.3.1.7. Group Work 4: Opportunity Mapping 14 3.3.1.8. Closing Session 15 3.3.1.9. Next Step 15

4. Results 15 4.1. Sensitization 1 15 4.2. Local Workshop 16

5. Discussion 19

6. Conclusion 22

7. References 22

Table

Name Page Table 1. Suggestions for strengthening implementation of MEAs at community 6 level as recommended under CICMEA project Table 2. Traditional six bangle seasons (top row), Bangla calendar months 11 (middle row) and corresponding months of international calendar (bottom row) Table 3. A sample of disaster calendar 11

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1. Introduction

Contemporarily, global climate change is one the biggest challenge that the living beings are facing.

The sharp fluctuation in the seasonal variability, species extinction, temperature rise, ice melting in

the Antarctica, disturbances among environmental factors in certain spatial region, change in the

ecosystem are some considered patterns of this shift (Walther et al. 2002; Parmesan & Yohe 2003;

Root et al. 2003; Parmesan 2006). Hence, the ultimate impacts are on the human being who has

contributed a lot to change the environment by his anthropogenic behavior. The direct impact of

anthropogenic behavior is well documented at every continent. Even at Antarctica, which is out of

human habitat is also responding by ice melting (Anisimov et al 2001). Hence the need of adaptation

is also important for the survival of many species including human being. In this case local adaptation

and indigenous knowledge can mitigate the cost of climate change to some extent.

Thus the local adaptations by the people, resource identification and knowledge building through

drawing maps are thought to be prepared in advance in rural areas with poor livelihood. Further

modification of Participatory Rural Appraisal (PRA) and Focused Group Discussion (FGD) and their

subsequent modifications also gave significant output to complete this project. Finally the maps were

thought to be resource to confess the climate change in micro scale in that locality as some shared

resources.

1.1. Background

During 2008 in Bangladesh, IUCN (International Union for Conservation of Nature), Bangladesh

Country Office (IUCNB), with the partner United Nations Environment Programme (UNEP) and United

Nations University (UNU) implemented a project. Popularly the project entitle was ‘Community-

based Implementation and Compliance of MEAs-Biodiversity related issues in linkage to climate

variability’ or CICMEA. The ultimate outcome was thought to improve the role of communities in

functional implementation of MEAs. The initiative reviewed, assessed and validated the role of

communities and community-based knowledge in effective implementation of CBO with specific

focus on issues of ABS and practices in conservation and sustainable use of biodiversity and

adaptation to climate change (IUCN Bangladesh, 2009).

The initiative at the beginning, appraised the role of community identified in MEA-related national

documents, namely the National Biodiversity and Action Plan (NBSAP) ant the National Adaptation

Programme of Action (NAPA), and identified the opportunities to improve communities’ participation

in implementing these strategies and action plans. Through consultations in different biological zones

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of the country, an attempt was made to understand communities, perception of biodiversity

conservation and adaptation, and to register the existing capacities and knowledge embedded within

the local communities along with the gaps and limitations deterring sustainable environmental

management in Bangladesh. The information gathered from these consultations was utilized to

develop printed communication materials to enhance awareness among the local communities and

stakeholders at the grassroots level on their role in biodiversity conservation and adaptation.

Communities in the local consultations identified changes in the local climate and biodiversity, and

traditional or local approaches to climate change adaptation and conservation measures. A key

observation was that weather patterns are no longer as predictable as people felt they were in the

past. This has had impacts on livelihoods dependent on agriculture as farmers have not been able to

predict optimal times to plant and harvest various crops, and have suffered losses through adverse

weather conditions. They also noted lower agricultural productivity as a result of phenomena such as

salinity intrusion, erosion, water-logging and abnormal rainfall. Communities reported on various

ways in which they were acting to safeguard livelihoods, through advance and mixed cropping,

traditional practice and collective action. With regard to changes in biodiversity, the majority of

observations related to agro-biodiversity, and reductions in the numbers of local varieties and fish

species.

For further validation of the importance of community involvement in conservation and adaptation,

five case studies were conducted on best practices, local traditional knowledge and resource use

modality as well as adaption actions at the local level. All these studies have recommended some

useful research and practical actions on the ground for biodiversity conservation and/or climate

change and variability adaptation. Traditional knowledge and practices, and community involvement

have been found in the centre of all the studies. In addition, these accounts also put forward some

thoughtful-provoking questions that need to be considered while setting priority actions under the

CBD and UNFCCC (IUCN, UNEP, UNU, 2009).

The CICMEA project further highlighted a few specific suggestions that would further strengthen the

community role in MEAs implementation (Table 1).

1.2. Rationale

Bangladesh has prepared comprehensive national documents for the implementation of UNFCCC and

CBD. The first phase of the CICMEA project has provided general understanding on the current status

of MEAs linkage to the local community, the existing gaps, challenges, and opportunities, instead of

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focusing on the comparative study of the policy implementation and local conditions, the second

step of the project should further testing the effective tools that will help to further strengthen the

community capacity, that will contribute towards the bottom up effects on the policy making

processes.

Table 1. Suggestions for strengthening implementation of MEAs at community level as recommended under CICMEA project

Component Suggestions

Learning 1. Participatory GIS mapping could be introduced as a tool both for capacity building and empowerment of local people

Biodiversity 2. Village-based biodiversity registers need to be established and this can be done by local people themselves

3. Documentation of ethno-botanical research is a priority issue

Awareness raising 4. Role off awareness is very important and communicating national information to local communities and other way round (local communities sending information to the national level) are both equally crucial

5. Salt-tolerant rice variety is available, and knowledge on this must be shared with farmers and at field level.

Networking &

Collaboration

6. D-Net or similar other communication networks and grassroots organizations can be approached for better outreach of information and knowledge at local level (union/village)

7. Regional cooperation and data sharing must be enhanced for better sharing of knowledge, especially between regional research institutes

8. Long-term research on a single topic to be chosen for post-graduation thesis works at the universities for generating in-depth information on that particular topic

It has also been realized that it is important to target the importance of linkages between climate

change adaptation and biodiversity conservation at the local level. The idea of pushing biodiversity

conservation and traditional knowledge as an important safety net for adapting the climate change

would be good approach to enhance community capacity in this connection.

Education and continuous learning is important capacity building process in preparing the

community for the present and future challenges of climate variability and conserving the

biodiversity. It is important to be able to create a mechanism that would help to stimulate the

learning process of the community, and further promoting experience and knowledge sharing in

continuity. The flow of knowledge among villagers, and with other communities, will create new

synergy and innovation for problem solving. As the climate change adaptation is a long-term process

and bringing new challenges at all time, the learning process need to be sustainable as well.

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As the community level, one good learning process is the participatory mapping, where the local

resident will explore their localities. They will be able to collect information, identity problems, and

discover the local capacity and exploring possible solutions for the local problems. Many community

show strong interest in exploring their own locality, willing to share and wish to learn more from

others. It is also a tool to strengthen the communication and knowledge flow in the local area. With

this learning tool, it will also help empowered the local community.

On top of that, the map created during the participatory mapping is a useful tool. The problem and

interest of each individual, communities, groups, are different, and it is difficult to meet every needs.

A holistic approach/ tool that able to provide answer to most of the question asked will be necessary.

A map can be practical tools to adjoin various sector and interest, like agriculture, facilities,

education, and disaster preparation etc., for the community. As most of the substances, eg. tree,

house, river, forest, paddy field, bridge etc., comprising spatial dimension, they can be plotted on the

map. The map will also help the community visualize their own resources, capacity, problems and

possible solutions.

The documentation of local plant species was raised as one priority in the CICMEA project. By

creating biodiversity database, it can be a reference and record of the Biodiversity database and

Access to Benefit Sharing (ABS). While documenting the traditional/indigenous knowledge with it

spatial reference not only help providing the opportunity for experience sharing, by combining the

information with other dataset, it can help to find the answer on why the knowledge is developed

and maintain within certain community.

Against this backdrop the 2nd phase of CICMEA, as CICMEA 2.0, is proposed by IUCN Bangladesh with

following goal and specific objectives.

2. Goal and Objectives

2.1. Goal

To ameliorate the role of communities in effective implementation of multilateral environmental

agreements (MEAs) and relevant national strategies and action plans on biodiversity conservation

and climate change.

2.2. Objectives

1. Strengthen the linkages of communities and MEAs

2. Enhance the capacity of community in implementing MEAs

3. Stimulating and promoting community sustainable learning process

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4. Strengthen the feedback of local opinion and knowledge to the macro-policy-making

2.3. Expected Outputs

1. Methodology developed incorporating community participatory mapping.

2. Thematic community maps for each union prepared.

3. Union Parishad (Local Unitary Administration of Government Bangladesh) used the maps

as planning, management and negotiation tools for biodiversity and disaster

management.

4. Process and outputs properly documented.

5. Generated knowledge and methodology disseminated.

3. Project Approach and Methodology

3.1. Approach

3.1.1 Building on the knowledge gathered in CICMEA

The knowledge gathered under CICMEA will be the basis of CICMEA 2.0. Capacity building of the

selected communities as visualized in this phase will principally be built on the assessments of the

previous phase. The communities will be selected for this phase from the communities involved in the

CICMEA consultations and other IUCN activities.

3.1.2. Participatory

The initiative expects multi-stakeholder participation. Along with local community in general, it

anticipates local government institutions, local development NGOs, local school children and teachers

and university researchers to be involved in different project activities. Data collection, documentation

and development of maps as communication and management tools will be conducted on a

participatory basis. This multi-stakeholder approach will not only improve the interaction among the

stakeholders, but also facilitate crossing between local know-how with advanced technology.

3.1.3. Focusing on biodiversity, climate variability and traditional knowledge

The initiative will concentrate in three main areas, namely i) biodiversity including agriculture, ii)

climate variability including disaster and iii) traditional and indigenous knowledge. Data collection,

arrangement and utilization should be according to these focus areas.

3.1.4. Involving local government institutions and CBOs

Leaders of concerned Union Porishod (UP) and existing CBOs should be actively involved in the

learning process and implementation process. If possible the exercise will be considered as a UP-led

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activity. Involvement of Ups and CBO representation will not only strengthen the participatory aspect

of the initiative, but also enhance environmental governance in general at local level.

3.2. Major activities

Following major activities will be undertaken in the current phase of CICMEA

1. Selecting of suitable sites (See Site selection criteria with maps, Annex 1)

2. Sensitizing local communities, including local leaders, of selected sites with project purposes.

3. Developing methodology for data collection

4. Organizing participatory data collection workshops

5. Building training manual for data collection (Flash Card Process)

6. Conducting follow-up meetings with UP for utilizing the maps in decision-making/ negotiation.

7. Patronizing national symposium for experience sharing.

8. Disseminating information through web pages and video.

3.3. Methodology

Against the background of the project, a methodology for data collection has been prepared for

smooth information compilation. This methodology considered the Japanese method of participatory

data collection called ‘Jimotogaku’ (See Annex 2). An activity plan and deliverables are also given at

Annex 3 and 4.

Purposes of the data collection

1) To clarify the process of data collection to find out actual situation of the locality.

2) To make the process easier to the facilitator and the informants.

3) To avoid constraints during facilitation of the activity

3.3.1. Steps towards data collection

A number of steps are proposed to follow to collect data from the participants in a workshop. After

getting familiar with the participants, the facilitator will help them open up through general

discussion on different issues of the locality. Then everybody will participate in developing a seasonal

calendar as the first group work. This will be followed by problem identification and ranking. The

group then go for a transect walk. Finally, the participants will be split into three groups to generate

three maps focusing on biodiversity, climate variability/change and traditional knowledge and

depicting past, present and possible future scenarios. Other details for arranging a data collection

workshop is given in Annex 5.

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3.3.1.1. Facilitator and Participant: Knowing Each Other

Time: 10 minutes

Activities: At the beginning of the data collection, the facilitator will introduce him/herself and briefly

say why the meeting/ exercise is being carried out. Then facilitator will get familiar with the

participants/ informants: name, address, occupation(s), role (s) in the society, etc.

3.3.1.2. Breaking the Ice

Time: 10 minutes

Purposes: this session will give the

Facilitator points to talk about in later sessions;

Participants will have increased confidence on the facilitator; and

Participants will be open in sharing their views and feelings

Activities: The facilitator will ask the participants about their occupations and other role in the

society. S/he will then ask them some general questions to know the basic structure of socio-

economic dynamics and environmental issues. Some topics are given below.

Occupations

Weather changes

Agriculture

Fisheries

Forests resources

Recent disasters

NGO activities

Education etc

This session may run as a question-answer-discussion mode. Facilitator should engage all participants

so that they become open from the very beginning of the exercise.

3.3.1.3. MEAs and Other Issues

Time: 10 minutes

Purposes: Enhance the understanding of participants on MEAs and global processes, and also about

the forthcoming exercise.

Materials used: Communications materials produced under the CICMEA 1st phase could be given to

the participants and also used to explain those.

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Activities: At the end of this session, the facilitator will describe in simple terms what are the next

steps to be taken to reach to the final output i.e. maps and why these are necessary. S/he will also

talk about the Rio Conventions and corresponding national documents in very simple terms, and

roles and responsibilities of communities in implementing those.

3.3.1.4. Group Work 1: Seasonal calendars

Time: 30 to 45 minutes

Purpose: To demonstrate ways to explore changes during the year and between the years.

Activities: At the end of this session, the facilitator will divide all the participants into three groups

and give them three topics to develop seasonal calendars. The seasonal calendars will represent the

major changes take place within a Bangla year (Starts on 14 April) (Table 2) on following topics. It will

also show any recent trend of changes over recent years.

Shifting and loss in traditional seasons (Table 2), temperature, rainfall, cold, etc. and

occupations (other than agriculture)

Crop calendar and changes occurred over the recent years (if any), and

Disasters, with frequency and intensity (Table 3).

Table 2. Traditional six bangle seasons (top row), Bangla calendar months (middle row) and corresponding months of international calendar (bottom row).

Greessha (Summer)

Barsha (Rainy)

Sharat (Autumn)

Hemonta (Late Autumn)

Sheet (Winter)

Bosonta (Spring)

Boishakh Joistha Asar Srabon Vadro Asswin Kartik Agrahayan Pous Magh Falgun Choitra

Apl- May

May-Jun

Jun-July

Jul-Aug

Aug-Sep

Sep-Oct

Oct-Nov

Nov-Dec Dec-Jan

Jan-Feb

Feb-Mar

Mar-April

Table 3. A sample of disaster calendar.

Disaster Jan Feb Mar April May June July Aug Sept Oct Nov Dec

Flood Low w Free que nt

Drought

Cyclone Hi gh Hi gh

Kalboishakhi (Seasonal Storm)

Hi gh

This will help in identifying any climatic variability, its impact and lean periods for resources and in

timing the supply of farm inputs and alternative employment initiatives. The seasonal calendar will

be developed by following the procedure given below.

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i) Each group will select a leader or key informant and select their subjects to prepare a

table/diagram.

ii) The group leader or key informant will discuss with the rest of the members and illustrate

their findings on the calendar by the help of facilitator.

iii) After the completion of diagram (20-30 minutes), the group will be asked to present its

‘findings’/ calendar to the groups.

iv) After the group presentations, the participants will be asked to reflect on the advantages,

disadvantages and the analytical potentials of seasonal calendars.

v) Calendars will be finalized accordingly.

3.3.1.5. Group Work 2: Problem Identification & Ranking, and Solutions Recognition

Time: 20-30 minutes

Purpose: To identify the priority problems of the community regarding climate variability and

biodiversity degradation, and identify possible solutions.

Activities: Based on the seasonal calendar, the facilitator will invite the group to identify major

problems due to 1) changes in weather/climate and 2) biodiversity loss. The problems will then be

ranked. The whole exercise will be done on a paper in front of all. This tool is used to involve people

in prioritizing their needs and type of development initiative suited to local needs. At the end of

problem ranking facilitator will ask for their suggestion to overcome these problems. Facilitator will

give emphasis on existing traditional/indigenous knowledge and practices to solve the problems in

terms of

Approach(es) taken

Physical interventions

Tools used

Rule and regulations imposed etc.

Problem ranking will be done by following the below mentioned procedure:

1. A leader will be selected from the participants

2. Problems will be furnished on brown sheet after a discussion by the facilitator.

3. Each participant will be asked to prioritize the problems by giving sores to the problems

putting marbles or seeds.

4. After scoring, a sum up result will be displayed by the facilitator.

5. The participants will ask for identifying possible solutions to the top five problems occur due

to climate variability and biodiversity degradation.

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6. The suggestion from local people will be documented by the facilitator and displayed.

3.3.1.6. Group Work 3: Transect Walk

Time: 60 minutes (5 mins for introduction, 20 mins for task, 20-30 mins for evaluation)

Purposes:

To demonstrate the importance f gathering and analyzing local information.

To build rapport with local people

To substantiate and support the diagrammed facts

To identify locations of the problem and opportunities for development/ interventions

Activities: All the participants will be divided into three groups (Different from Group Work 1) to go

for a transect walk in their area (Ward/village). This is a systematic walk with villagers through the

Ward/ village observing, listening to villagers’ descriptions, asking relevant questions, discussing

ideas, identifying different zones, local technologies, introduced technologies, seeking problems,

solutions and finally, diagramming/ mapping the transect walk and its findings.

Three groups will look into all the things in three different time periods. 1) Past (should have elderly

persons in this group), 2) Present and 3) Future. This activity will help in mapping climate variability/

change, disaster and biodiversity related issues in the next activity with focus on traditional

knowledge and practices.

1. Each group will choose its leader

2. The route for transect walk shall be identified by the group

3. The transect walk could be from one end to the other of the Ward of in short-cut road that

can cover the maximum area of the ward

4. The subject of the inquiry shall be very specific (climate variability, disasters, biodiversity

loss) and precisely defined to the group and provide them time to plan their transect walk.

So that the groups will be able to compare findings on their return

5. The group shall return by an agreed time to prepare a map by drawing their findings

6. (facilitator could develop a historical transect from present findings through a discussion with

participants where biodiversity issues could be emphasized)

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3.3.1.7. Group Work 4: Opportunity Mapping

Time: 60 minutes

Purposes:

To identify the accessible resources

To find out the importance and opportunities to regenerate resources

To compare past and present resource availability

To practice mapping and modeling on a first hand basis

Activities: After the transect walk, the facilitator will give them a brief idea how the information

gathered from the walk can be put into several maps (Annex 3). S/he will explain how useful tools

the maps can be for designing village plans by the local people. People can draw maps of their village

or ward and locate the services, facilities, infrastructure and natural resources according to

availability and access to different groups, thus facilitating the identification of needs, problems and

solutions.

Participants will then be asked to draw ‘opportunity maps’ based on mouza (village) map on a brown

paper. After this group work, facilitator can compare the status of climate change, disaster and

biodiversity with the past and enable to find out peoples’ suggestions to solve the problems,

especially with traditional knowledge and practices. The procedure of resources mapping is given

below.

i) Three groups will sketch separate maps on paper (based on mouza map) with the help from

the facilitator

ii) Group 1 will be accompanied by elderly participants. This group will provide information on

Past situation. It will include infrastructure (as land marks to get perception of position),

agricultural land, forest land, wetland etc. by drawing icons/ pictures on the map.

iii) Group 2 will provide information on Present status of infrastructure (as land marks),

agricultural land, forest, wetland etc by drawing icons/ pictures on the map. The group will

furnish problems due to climate change and biodiversity degeneration.

iv) Group 3 will find out the opportunities of resource generation by consulting with Group 1

and 2 and furnished them in Future/Planning map with special emphasis on traditional

knowledge and practices.

v) All the three maps will be presented and will be finalized after getting feedback from other

two groups.

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Figure1. Sensitizing the local people at Fulbaria, Aug 04, 2009.

3.3.1.8. Closing session

The facilitator will summarize all the activities and findings of the data collection workshop.

The facilitator will finish the meeting by expressing gratitude to the participants.

3.3.1.9. Next Step

Ward/village opportunity maps will be combined into a Union Map.

4. Results

While supporting to the project, numerous output comes from the methods according to the desire.

Conducting the sensitization meeting with the local people, a bunch of information has been gained

newly about the locality. The vibrant workshops had been taken according to the action plan in

different wards in Durgapur Union. Below is the summery of a sample sensitization and local ward

workshop which has reflected the aim of this project.

4.1. Sensitization 1

The first sensitization was conducted at Fulbaria, on August 4, 2009. With the active involvement of

the local people, we demonstrated what we would like to do in that area including participatory

resource based mapping by workshop and building exchangeable knowledge through sharing. The

local Fisheries Resources Management Committee helped us conduct the meeting in their place near

the local market in that area. By the active involvement of people of different age, religion, and class

the sensitization meeting was very successful. The people were enthusiastic about the workshop and

to learn map drawing. Their different appreciation about the climate change and to involve them

with this issue was very functional (Details in annex 6).

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4.2 Local Workshop

The details description has been given here for Local Workshop 1. This is considered here as a result/

output from the project which is a product of the facilitators.

Workshop Report 1

Ward no. 8 (Durgapur, Chakoil and Delgaon Villages)

Durgapur Union, Kapasia, Gazipur August 11, 2009, Tuesday, 10:45-17:30 hrs

1. Introduction

This workshop was held among the people of three villages (Durgapur, Chakoil and Delgaon) of Durgapur Union at Kapasia Thana in Gazipur District of Bangladesh. Targeted area, being at the north east direction, was about hundred kilometers far away from Dhaka city, the capital of Bangladesh. Primarily, the workshop emphasized to know about the agricultural biodiversity, fisheries stock, and perception of participants with the linkage to climatic variability and preparation of resource based map through identification of problems. The total number of participants was 17 from different socio-economic groups of that locality. The ultimate objective of the workshop was identifying the problems regarding to local resources and state of resources by creating maps as a consequences of past, present and future. It also included the perception of the local people about the biodiversity consequences linked with climatic variability and sustainable adaptation through using traditional knowledge by their active participation. Finally, it was also predicted that this group would be able to know how to make a safeguard of the local resources for future climatic impact through participating, and sharing and drawing resource based map. Initially, the participants were involved asking about their perception and depletion of natural resources linked with climate change.

2. Preparing Group

As the stakeholders came from three different villages having diversification in their occupation, they were splited into three homogenous groups having heterogeneous ideas, origin and occupation (See annex 7.1 for details).

3. Developing Crop Calendar: Information on Local Crops

The participants were facilitated to prepare the crop calendar for the local agricultural products regarding to the Bengali months. There they listed number of crops and their period of production. Group Bhraminputra participated in this group (See annex 7.2 for details).

Months→ Crops ↓

Boishakh (Mid April-

Mid May)

Joistho (Mid May-Mid June)

Asar (Mid June-Mid July)

Srabon (Mid July-Mid Aug)

Vadro (Mid Aug-Mid Sept)

Asshin (Mid Sept-Mid Oct)

Kartik (Mid Oct-Mid Nov)

Ograhaon (Mid Novl-Mid Dec)

Pous (Mid Dec-Mid Jan)

Magh (Mid Jan-Mid Feb)

Falgun (Mid Feb-Mid Mar)

Choitro (Mid Mar-Mid April)

Dhan 28

Dhan 29

T. Amon

Guava

Litchi

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Mango

Jackfruit

Pineapple

Winter Vegetable

Summer Vegetable

4. Preparing Disaster Calendar: Presence of Vulnerability in that area By the active participation of the Sitalokkha group, the disaster calendar had been made. The noticed many erratic behavior in the web of hazards. Prolonged drought increased in the rainy season, harmful insects infested more, and severe inundation fostered were their information in the calendar (See annex 7.3 for details).

Months→ Crops ↓

Boishakh (Mid

April-Mid

May)

Joistho (Mid May-Mid June)

Asar (Mid June-Mid July)

Srabon (Mid July-Mid Aug)

Vadro (Mid Aug-Mid Sept)

Asshin (Mid Sept-Mid Oct)

Kartik (Mid Oct-Mid Nov)

Ograhaon (Mid Novl-Mid Dec)

Pous (Mid Dec-Mid Jan)

Magh (Mid Jan-Mid Feb)

Falgun (Mid Feb-Mid Mar)

Choitro (Mid Mar-Mid April)

Drought Medium Medium Low Low High High

Floods Low High High Low

Cyclone High Medium Medium Low

Insect Attack

Medium High

5. Emphasizing Ecosystem Services: Climate Change and Resource Depletion with Solutions By the active participation, informants come up with many problems regarding to the environment and climate change. The major consequences of environmental impacts are listed

bellow informed by the participants (See annex 7.4 for details). Ranking Problem Possible solutions

1

a. Difficulties to produce fish and extinction threat through drought in lake area

b. Production loss by more infestation of insects

a. Making pond and water reserve with fish sanctuaries

b. Using preventive measurement against infestation

c. Redredging a canal from Sitolokkha-Chapat-Rawnat-Durgapur

d. Banding the mass use of ‘Current Jal (Special type of net)’

2 Production problem by floods

Quick removing flood water through canal and maintaining good water flow

3 Rice production hampered through infestation of insects by hot

weather

a. Mitigating the extinction of insect infestations

b. Strengthening communication with DAE by the help of local organization and Union Porishod.

4 Local medicinal knowledge are degrading through the

extinction of medicinal plants

More road side and homestead plantation of medicinal plants and creating awareness

5 Production loss through cyclone

Mitigating and taking safety measures beforehand such as harvesting before a cyclone.

6 Excessive rainfall and farming problem

----------------

6. Drawing Resource-based Maps The participants drew three resource based maps in the consequences of time. Maps included features of twenty years back, present and possible scenario of resources in the next five years. The summaries of the maps are given bellow-

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Map indicating Past (20 years): (See Annex 7.5 for details)

Many of the natural forests were untouched and a source of ample amount of resources (Agricultural production, fisheries stock and fruits etc) in all dimensions to the people

Oliraj was the local rice cultivar with better taste The less ecological hazards but Kalboishakhi (Monsoon Storms) occurred

frequently to make a balance with rain and drought in that period Consumption and local needs could cope with resources harvesting

Present: (See Annex 7.6 for details)

Beel areas are decreasing dramatically Agricultural production has been shifted from rice production to fruits

production Without giving proper care, people have emphasized to produce more fruits to

make it major economic sources instead of rice cultivation Extinction of Oliraj, such a local rice cultivar after a terrible cyclone during 1980 The depth of water in Beel has been shallower than that of past 20 years which

cannot produce enough fishes for the locality Heavy sedimentation has been occurred in the river and estuarine and the

normal water flow in the river is not possible now Forest area has been intervened by the anthropogenic needs Planting medicinal trees and its usage have been reduced but infestation of

harmful insects occurred

Future (over next 5 years): (See Annex 7.7 for details)

Dredging of the canal to get good water flow and producing fish coupled with agricultural production

Regrowing of the Oliraj cultivar Either making more forest land or preserving existing resources Irrigation facility should be given priority to produce rice and other crops and

water is to be had at the wet areas

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It was also considered to keeping sanctuaries for fish species in certain beel areas.

Argument was given to plant more medicinal trees

7. Transect Walk: A Tale of Local Biodiversity In a walk of 30 minutes, a group of 10 went to see about the local resources in practical. The output is as follows. (See Annex for 7.8, 7.9, 7.10 for details)

Many flora (Aquatic weeds, medicinal plants) and fauna (Gecko Lizards, Tortoise, Stark, Snakes, local fish species such as Pabda, Puti, Vetki, Sing, Koi etc) has been depleted from the locality

More number of homestead areas instead of forest trees Beel areas are full of harmful weeds and have been substituted fisheries habitat

8. Level of Awareness among the Participants People felt first time environment related program in that ward Some NGOs (BRAC, ASA, Grameen Bank) work for socioeconomic development through

microcredit noticed by the participants People never created such resource based maps regarding to past, present and future Although people could not identify why current climate is behaving violently against

resources, their perception indicated negative change on the environment People approached that government correspondent at Upazila Level has few services to

them and does not reach to them

9. Lessons Learnt and Future Challenge People always tried to justify what they would get in terms of economic benefit from this

climate change related activities and were less responsive at the beginning Involving inactive participants just through individual discussion let them participate

actively when other group was drawing map For little time at last people felt fatigue due to taking excess time than desired and

wanted to leave. This could be removed by sketching map in advance and let them easy to draw the map

Little positive impact was found to create occupation map, which can be discarded to save time for the next workshop.

5. Discussion

As an observer, we got a lot of information from the program. The power relations, social class

system, gender issue, enthusiasm for climate change etc are core among them.

Enthusiasm to give opinion about climate change:

When the observer first arrived to talk about the climate change and what are their evidences the

people found at that locality, a huge interest has been seen among the people. This curiosity is

related with the socio-economical context of Bangladesh. The main economy of Bangladesh is

dependent on the traditional agriculture (63% of population, CIA-World Factbook). So, any

disturbance or natural disasters on the land affect the agrarian life in Bangladesh. Being open and

sharing information among the farmers are also long term and popular tradition in Bangladesh. So,

any climate change and its frequent occurrences are a matter of discussion among the people at

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present from urban to rural and rural to urban life. Loosing capital and resources as a cost of climate

change thus has made the people of that locality to show deep attention on the naked eye of the

observers. As an observer, I have also found the ecstasy of the people only just expressing the

opinion about the issue although they are depriving from this environmental change. The changes in

that area were mentioned by participants were the declination of water depth in the Nolee Beel, less

agricultural production, deforestation, few fish production, replacement of forest areas into

agricultural production, extinction of medicinal plants, composition changes in both terrestrial and

aquatic environment etc.

Power relations among the people while drawing the maps:

It is more likely that economics in Bangladesh regulate some kind of relative power status among the

people. As diversified composition of people participated in the workshop and sensitization meeting,

there could be significantly different contribution. Instead, aiming to draw resource based maps;

people participated equally leaving power relations. During the sensitization, we tried to invite

people getting a favor from member (Ward Representative for local Government) just to select the

participants. According to the power relations in Bangladesh, some people have dominance over

others in terms of economics, social status, education, occupations. In the case of drawing maps, we

did not observe any such activities although they were from different groups. The people those were

invited to draw map, were fishermen, ward representative, agricultural farmer, religious person,

teacher, and others. For instance, we can indicate about the Ratan Mian, member, ward no.: 8. He

invited participants for the first workshop but he did not show any dominant behavior in the

workshop in terms of drawing or participation.

Engaging people, more benefit

As an observer, I also found that the more engagement in a system, the more successful a program

is. Participatory and its derivatives betokens about the engagement of the participants. So,

marginalized participants cannot get chance to propagate information for any activity. In case of both

sensitization and workshop, it was found that less participatory people could also deliver same like

the active participants. For example, one of the older aged participants in the workshop was sleeping

for the first two hours. When, I tried to give him priority and involving him to draw maps, later I

found that vigorous information came for certain parts of the maps. At last, it was found that that

piece of information provided by the former less active participants was very essential for the maps.

Description and demonstration while transect walk

People were very active telling about their localities in terms of climate change. Their demonstrations were very obvious. In the past, people saw many of the natural resources which are now unavailable. Rapid climate changes, drought present in Noli Beel, floral and faunal species escape from its aquatic environment were their practical evidences. Many of the medicinal plants have been replaced by agricultural land and dilemma to prepare herbal medicine is becoming impossible in that locality. For a certain time while the observer requested the participants to show how climate change was impacting the areas, they came out with numerous evidences.

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Gender issues

A good composition in the participants in terms of gender is a critical issue for PRA. But in the

workshops, it has been experienced that male participants were major. The potential contribution of

the female participants did not work properly due to their absence. By tradition and religion, rural

women in Bangladesh are not so open. So, their presence in drawing such map could ameliorate

more. But in most such cases, their absence deprived the gender issue in Bangladesh. For example,

there was only one woman participant in workshop number 2. She drew most of the resources on

the map for present being bold.

Changes in mind, changes in maps

The present maps drawn by participants in every ward was combined each other thus final resource

based maps have been built up. On the map individuals’ reflection on climate has been found. As the

cost of climate change will be incurred naturally to every person at that locality, they want to

resurrect all the resources whose absence is considered as climate change in that locality.

Future Maps Durgapur Union

Picture source: IUCN, B. CICMEA 2.0

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6. Conclusion

Global temperature and sea level rise will bring worse condition in terms of livelihood, survival and

other issues for such a poor country like Bangladesh. In this case, peoples’ participation in adaptation

for the climate change can mitigate their cost to face the aggravating scenario. Hence the necessity

to modeling the solution for climate change increased both locally and internationally. This paper

thus betokens a very preliminary approach to vanguard the negative impact of climate change.

Resource based maps drawing and increasing awareness by identifying what the affected people

have, may lead people better conditions. The people of Kapasia, facing a lot of climate change

related people thus become first in this case of adaptation process.

7. Reference:

Anisimov O, Fitzharris B, Hagen JO, Jefferies R, Marchant H, et al. 2001. Polar Regions (Arctic and Antarctic). See IPCC 2001a, pp. 801–47 Caldeira K,Wickett ME. 2003. Anthropogenic carbon and ocean pH. Nature 425:365 CIA, Central Intelligence Agency. World Factbook, Bangladesh

IUCN Bangladesh, 2009. Final report: Community-based Implementation and Compliance of MEAs- Biodiversity related issues in linkage to climate change variability. IUCN Country Office, Dhaka, Bangladesh IUCN, UNEP, UNU, 2009. Biodiversity conservation and response to climate variability at community level. IUCN, UNEP, UNU, Dhaka, Bangladesh. Parmesan, C. & Yohe, G. 2003 A globally coherent fingerprint of climate change impacts across natural systems. Nature 421, 37–42. (doi:10.1038/nature01286) Parmesan, C. 2006 Ecological and evolutionary responses to recent climate change. Annu. Rev. Ecol. Evol. Syst. 37, 637–669. (doi:10.1146/annurev.ecolsys.37.091305.110100) Root, T. L., Price, J. T., Hall, K. R., Schneider, S. H., Rosenzweig, C. & Pounds, J. A. 2003 Fingerprints of global warming on wild animals and plants. Nature 421, 57–60. (doi:10.1038/nature01333) Walther,G. R., Post, E., Convey, P.,Menzel, A., Parmesan, C., Beebee, T. J. C., Fromentin, J.M., Hoegh-Guldberg, O. & Bairlein, F. 2002 Ecological responses to recent climate change. Nature 416, 389–395. (doi:10.1038/416389a)

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Annex

1. Site selection 2. Jimotogaku Jimotogaku is a method of participatory data collection. It was first originated in Japanese communities in the last decade off the last century. The action of this method continues by knowing the past, analyzing the present, predicting the future change and deciding the responsibility. Through this method, community people can share their ideas, views and arrange them on maps with the help of a facilitator. Livelihood condition, environmental issues, cultural behavior, historical background, etc, of a community can be studied by this method. So, the present data collection methodology considered the approaches and process of the Jimotogaku method. For successful implementation of ‘Jimotogaku’ method in the field, a person should keep following approaches in mind.

i) Facilitator has to walk within the locality, watch carefully, listen to the people and study the facts there

ii) Facilitator’s outlook can help the community members/ participants find out uniqueness of the area. However, facilitator should not teach, but s/he has to draw out potentials of the community by asking questions.

iii) Facilitator has to raise questions to the local people and keep record what they say. S/he should not presume and write something based on her/his own perception.

iv) Facilitator should have such attitude that he is only a learner and trying to learn something from the community. S/he should not teach and advise the community if s/he talks with a child, s/he should consider her/himself in that position.

v) Facilitator should ask for concrete information. Any type of opinion and perceptions should be avoided. S/he needs to ask about what s/he does/uses in her/his daily life.

vi) Community people may feel shy to meet at unknown place which will create problem to exchange of information. So, it is a vital requirement to meet community people at a place where they feel free to provide information and talk with each other.

vii) All community members have various types of knowledge. So, this is not essential to select any special person who is considered to be ‘specialist of the community’.

3. Activity Plan Activities 2009

J J A S O N D

01 Sensitization of local communities, including local leaders, of selected sites with project purposes

02 Development of methodology for data collection

03 Organize participatory data collection workshops

04 Develop Participatory maps

05 Documentary production

06 Follow-up meetings

07 Organize national symposium for experience sharing

08 Local workshop report

09 Final report

Project activities duration= June-November 2009 Final research and expenses reports submitted by December 4, 2009

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4. Deliverables

1. Methodology on incorporating community participatory mapping 2. Project reports (English)

i) Local Workshop reports ii) Sensitization reports iii) Final reports- end of the project

3. Community maps-thematic maps of the union done by the participants 4. Workshop and symposium

i) Local consultations ( x 9) ii) Participatory mapping workshops- one for each nine wards of a union ( x 9) iii) Follow-up meeting at Union Porishod ( x 4) iv) National Symposium- One at the end of the project ( x 1)

5. Information dissemination i) Web page

6. Documentary

5. Requirements for workshop 1.1 Facilitator A workshop session will be facilitated by the project Focal Point of IUCN Bangladesh or any other expert

1.2 Participants (13-15 people)

i) Union Porishod representative (1 person, preferably respective Ward Commissioner) ii) School/ College teacher (1) iii) NGO participant (1) iv) Elite person of the ward (1), elite means economically rich, widely accepted by local people v) Farmer (4) vi) Fisherman (4) vii) Participant from other occupation (if exists) (1-3

1.3 Selection of participants i) Number of participants for a training session should range from 13-15 for optimum use of

resources and efforts. 2-5 older people should be selected as participants ii) Gender balance should be ensured. Women participants should be at least 25% iii) Participants’ sitting arrangement could be any arrangement, which is the most convenient under

the circumstances

2.4. Workshop arrangement i) A workshop will be a day-long one ii) Weather forecast should be followed before confirming a date

iv) UP representative will be consulted while planning a workshop session to receive their support in arranging the session

2.5. Venue i) A training session can be arranged in any suitable place e.g. school, college, madrasha(Islam religion based school), large available house/room of local person, Union Porishod office, local NGO Office and Uppzilla Porishod office. ii) Vulnerability to rain/storm should be considered

25

iii) Proper light, aeration and cleanness should be considered iv) Sitting arrangement should be on the floor. So, floor should be covered by mat/terpal (covering materials). It will be helpful for drawing. v) Consultation should be done or permission should be obtained from the concern person or authority to use a venue. vi) The place should be near to the community.

2.6 Logistics For successful deliberation, following materials are required: i) Brown sheets to draw maps viii) Marbels /seeds ii) Pencils, sharpners ix) Pens iii) Erasers x) Chalks iv) Sign pens/ Markers xi) Allowance sheet v) Scales xii) Attendance-sheet vi) Cards / paper and envelopes xiii) CICMEA Brochures vii) Candle/ charger light xiv) CICMEA poster

2.7. Refreshment Some refreshment should be provided to the participants during/ after a session, especially if it exceeds lunch time

2.8. Travel allowance In addition to refreshment, token travel allowances may also bi given to the participants.

2.9. Reporting An ‘Activity Report’ will be prepared by the FP on a workshop session following a prescribed format.

6. Sensitization Reports

Field visit

Venue: Fulbaria, Durgapur Union, Kapasia, Gazipur. Date: 04.08.2009 Purpose of the field visit: In order to make the people know in advance about the program and activities, the facilitators went to FRMC (Fisheries Resources Management Committee) group first. The idea behind to talk to them first as they knew most of the locations and ward members in Durgapur Union and could help us reach to them. In past, this group was active to implement another project of IUCN. To make a vibrant image of the program in advance and a way that the ward members would take some of the responsibilities in their area, this field visit was carried out. Lastly, it was also imperative to talk to the ward members and others to invite the targeted participants for the workshop. Activities: The activities of the facilitators included several discussions and visiting some of the places in Durgapur Union. Activities are given bellow for the day—

In presence of the president, secretary and other members of FRMC, the facilitators first described about the project and its work plan.

The FRMC group was also asked about the past project activities and the effectiveness of the project.

They were also appreciated in a cross discussion as they showed potentiality to implement the project in their locality.

After discussion the team visited parts of Noli Beel and shared the problems and opportunities of Noli

26

Beel with the local people and some of the members of FRMC group.

Despite the absence of Mr Ratan Mia (Union Porishod Member of 8 no ward), the group talked to Mr. Aman Ullah and Mr. Bacchu Mia, correspondent of the ward no 8. The project team shared the activities, scope and importance of CICMEA project. At last, 11 August was selected to carry out the first workshop.

The team tried to communicate with Mr. Md. Babul Mia (Union Porishod member of 9 no. ward). Despite of his absence facilitators discussed action plan with Mr. Harun-Or-Rasid and Md. Jalal Uddin, (villagers of karma, Ward no. 9 and neighbor to Mr. Md. Babul Mia). They were informed about the project and its activities.

Output in general: The sensitization worked very effectively as the targeted people were the only way to arrange the workshop in the hard to reach area. They were also found effective to find out the actual participants from different occupation, gender, status. The people realized that this workshop was the first time in their locality and very vibrant in nature to share their ideas to prepare the resource based maps. Participation of the people was also encouraging as they were telling the facilitators that they were watching the multiple changes in the environment by the current climate change.

7. Resources based Maps 7.1. Group preparation

Group Name Name of the participants with origin and occupation

Banar Sattar Sarkar (A), Md. Alamgir(O), Bacchu Mia(F), Aman Ullah(#), Salam Mia(O), Master Motiur Rahman (O)

Sitalokkha Alauddin (A), Abdur Rauf(A), Sarat Chandra Sarkar (A), Akbar Ali (A), Md. Johirul Haq (O), Md. Ratan Mian(O) Lehaz Uddin(#)

Braminputra Milon Mia(A), Md. Shah Jahan (A), Md. Sorfuddin(O), Samsul Haq(F), Rupchan Sarkar(A)

n.b.: Purple color= Durgapur, green= Chakoil, Orange= Delgaon, Black= Fulbaria A= Agricultural Farmer, F= Fisherman, O= others

7.2. Crop Calendar

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7.3 Disaster Calendar

7.4 Emphasizing Ecosystem Services: Climate Change and Resource Depletion with Solutions

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7.5 Calendar, 20 years ago

7.6 Calendar, present

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7.7 Future calendar

7.8 Transect, 20 years past

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7.9 Transect walk, present

7.10 Transect walk, future