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CARE Bangladesh

Reducing Vulnerability to Climate Change (RVCC) Project


(A CIDA funded project)

FINAL DRAFT

PEOPLES’ KNOWLEDGE, ATTITUDES and


BEHAVIOR 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 2003
Khulna, Bangladesh.

© RVCC Project, CARE Bangladesh


Reducing Vulnerability to Climate Change (RVCC) Project

TABLE OF CONTENTS
PAGE NO.

LIST OF TABLES III


LIST OF FIGURES IV
ACROMYMS V
ACKNOWLEDGEMENT VI
EXECUTIVE SUMMARY VII

CHAPTER ONE INTRODUCTION AND STATEMENT OF THE PROBLEM

1.1 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 19
2.8 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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Attitudes and Behavior on Climate Change
Reducing Vulnerability to Climate Change (RVCC) Project

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 by 30


Gender

Table 4: Knowledge Status of Respondents on Climate Change Effects by 31


Category

Table 5: Knowledge Sources of Respondents’ Unprompted and Prompted 32


Knowledge by Gender

Table 6: Strength of Belief of Respondents on Unprompted and Prompted 32


Knowledge by Gender

Table 7: Knowledge Status of Respondents on Adaptation Strategies to Climate 33


Change Effects by Gender

Table 8: Knowledge Status of Respondents on Adaptation Strategies to Climate 34


Change Effects by Category

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

Table10: Knowledge Status of Respondents by Categories on Causes of climate 35


change

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Attitudes and Behavior on Climate Change
Reducing Vulnerability to Climate Change (RVCC) Project

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 Unprompted 22


Knowledge on Effects

Figure 04: Analysis of Unprompted Responses on Climate Change Effects by 22


Category of Respondents

Figure 05: Range of Difference between Males and Females Unprompted 24


Knowledge on Adaptation

Figure 06: Analysis of Unprompted Responses on Adaptation/Coping Mechanism 25


to Climate Change Effects by Category of Respondents

Figure 07: Range of Difference between Males and Females Unprompted 26


Knowledge on Causes

Figure 08: Analysis of Unprompted Responses on Causes of Climate Change by 26


Category of Respondents

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Attitudes and Behavior on Climate Change
Reducing Vulnerability to Climate Change (RVCC) Project

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 Activities
KAB 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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Attitudes and Behavior on Climate Change
Reducing Vulnerability to Climate Change (RVCC) Project

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 RVCC
Project 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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Reducing Vulnerability to Climate Change (RVCC) Project

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
people’s responses towards adverse environmental conditions; and, identify sources of
people’s 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 20th 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.

People’s 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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Attitudes and Behavior on Climate Change
Reducing Vulnerability to Climate Change (RVCC) Project

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 the
outcome level of the logical framework1. 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.

1
Outcome 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 with
the 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 been
exposed to climate change messages in awareness campaigns implemented by local partners” (RVCC
Project Implementation Plan, p.24)

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Reducing Vulnerability to Climate Change (RVCC) Project

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 project’s 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 later
complemented 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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Reducing Vulnerability to Climate Change (RVCC) Project

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 belief that 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 or enculturation 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 belief and the quality of the
evaluative concept embedded in the belief.

1.3.2 Attitudes and Behavior


The reason many persons want to change attitudes, is because they believe that attitudes are
related 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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Attitudes and Behavior on Climate Change
Reducing Vulnerability to Climate Change (RVCC) Project

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
selective and 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 person’s 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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Attitudes and Behavior on Climate Change
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1.4 Conceptual Framework:

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

Reality changes based on


Interpretation is new facts
Changeable
Knowledge is
Fact/ Reality
changeable
I through
N
RESULTS a. acculturation
T
E b. changing
R perceptions
P c. changing
R Perceived interpretation
E Knowledge
T d. changing
A reality
T
I B
O U
N I
L
D

Attitude
changes slowly
Attitudes
over time by
changing
Behavior INFLUENCE reality,
Practice interpretation
Perceived
Knowledge and perceived
knowledge

Attitudes

Fact/
Reality

Note: Denotes non-observable phenomena of KAB


Denotes observable phenomena of KAB
Denotes the description of the nature of phenomenon

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

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Attitudes and Behavior on Climate Change
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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 people’s responses towards adverse
environmental conditions, and
• identify sources of people’s 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, people’s 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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Reducing Vulnerability to Climate Change (RVCC) Project

CHAPTER TWO: METHODOLOGY

2.1 Introductory Notes


The study was carried out in six districts Figure-2

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 Organizations’2
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
Bangladesh’s 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 Area


The study team collected data from 6 districts, 7 upazilas, and 37 unions of southwest
Bangladesh (Table 1) (Figure-2).

2
The majority of the project’s activities will be implemented by local organizations (NGOs/ CBOs/
Research Organizations). These organizations have signed Memorandums of Understanding with the
RVCC Project and subsequently are the partners of the RVCC Project.

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Reducing Vulnerability to Climate Change (RVCC) Project

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.

3
For details please refer to Table 1
4
The Upazila(s) were also listed based on the working area of partner organizations.

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Reducing Vulnerability to Climate Change (RVCC) Project

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 RVCC’s 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 Bangladesh’s External Relations Manager and the
Project Coordinator of RVCC Project reviewed the final draft. The data collectors further

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Reducing Vulnerability to Climate Change (RVCC) Project

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 Project’s 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 Project’s 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 Bangladesh
Marina 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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Reducing Vulnerability to Climate Change (RVCC) Project

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

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

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Reducing Vulnerability to Climate Change (RVCC) Project

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.

20
Reducing Vulnerability to Climate Change (RVCC) Project

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 people’s 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 Respondents


The 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% of
females 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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Reducing Vulnerability to Climate Change (RVCC) Project

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 is
greater 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 be F Increase of flood (3%) F Increase of pests and insects
reduced (8%)
Increase of river erosion (6%) F Inundation of coastal areas in 30-50 F Increase of water logging
years (2%)
Disruption of communication (4%) F Increase of water and vector
borne diseases
Increase 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%) M
Increase of drought (8%) M Increase of global warming (3%) M
Increase of cyclone and storm M Increase of rainfall (2%) M
(9%)
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 by
category of respondents
Effects of Climate Change Villagers UP CBO Students NGO School Journalist
Members Members Staff Teachers s
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 areas
in 30 years
Water logging is increasing 22% 28% 27% 28%
Increase of Pests and insects 22%
Increase of water and vector borne 28% 39% 27% 20% 50%
diseases
Extinction of Sundarbans
Disruption of communications
Agricultural productivity will be reduced 20% 27% 23% 39% 20% 44%
Bio-diversity will be affected by climate
change
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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Reducing Vulnerability to Climate Change (RVCC) Project

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%

6
This could also be due to storm/cyclone.

23
Reducing Vulnerability to Climate Change (RVCC) Project

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 on
Adaptation 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 Hydroponics
Sale 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%) F
Increase uses of natural forest/honey F
collection (2%)
Change of occupation (5%) M Cultivate deep water and saline tolerant M
varieties (2%)
Collect rice or paddy as loan (5%) M Take it as usual (4%) M
Prawn, Shrimp and Fish Farming (4%) M
Cage-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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Reducing Vulnerability to Climate Change (RVCC) Project

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/coping


mechanism to climate change effects by category of respondents

Effects of Climate Change Villagers UP CBO Students NGO School Journalist


Members Members Staff Teachers s
Hydroponics
Cultivate deep water and saline
tolerant variety
Cage aqua-culture
Migration 48% 67% 43% 43% 44% 47% 56%
Prawn, shrimp, fish farming
Change 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/honey
collection
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

People’s 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

25
Reducing Vulnerability to Climate Change (RVCC) Project

(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 agricultural F Huge use of fossil fuel (9%) F Deforestation
sector (14%)
Loss of bio-diversity (9%) F Overuse of radioactive matter
Emission of different types of M Atomic and nuclear power testing and its M Harmful industries in the
gases from industries (14%) use (5%) developed countries
Over consumption and excessive profit- M
oriented economic system (4%)

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 from 60% 61% 37% 33%
industries
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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Reducing Vulnerability to Climate Change (RVCC) Project

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 or
significantly 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) Project
Table 1: Distribution of Interviews by Study Area, Study Population and Gender
Category of Respondents
District Upazila Union Villagers Students CBO Members UP Members School Teachers NGO Staff Journalists Total
M F M F M F M F M F M F M F M F
Islamkathi 1 1 0
Jatpur 1 1 2 0
Khalilnagar 1 1 0
Satkhira Tala
Magur Ghona 1 1 1 1
Tala 6 14 1 1 2 1 1 2 11 17
Tetulia 2 4 3 2 1 1 1 1 8 7
Haridhali 6 10 5 2 1 1 2 2 1 14 16
Khulna Paikgacha Kapilmuni 4 3 2 1 1 2 1 3 11 6
Raruli 2 2 0
Bahirdia Mansha 3 7 3 2 1 1 1 1 1 11 9
Fakirhat 4 2 1 1 3 10 1
Faltita 1 1 0
Bagerhat Fakirhat Mansha 3 1 1 2 3
Moubhog 1 3 1 3
Naldah 2 2 1 1 1 3 3
Sonakhali 1 1 0
Jalirpar 5 3 1 2 1 2 1 8 7
Kasalia 1 1 0
Moksudpur Moksudpur 4 0 4
Gopalganj
Nanirkher 2 4 4 6 4
Ragdhi 1 1 0
Sadar Satpar 1 3 7 1 3 2 1 9 9
Chanrimapur 1 0 1
Habkhali 8 9 2 3 3 1 1 15 12
Kurigram 1 1 0
Narail Narail Sadar Madhobpolli 1 1 0
Maizpara 2 3 2 2 1 1 3 11 3
Pourashava 1 1 0
Narail 1 1 2 3 1
Monirampur Mashimnagar 1 1 0
Mongol Kote 1 1 0
Haridaskatti 1 0 1
Keshobpur 1 1 2 3 1
Jessore
Keshobpur Nuton Mulgram 1 0 1
Pajia 4 1 1 1 5 2
Sufalakathi 5 3 1 1 1 8 3
Trimohini 5 7 4 6 1 10 13
Total 55 65 26 34 28 2 9 9 20 10 10 8 18 0 168 126

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Reducing Vulnerability to Climate Change (RVCC) Project
Table 2: Distribution of FGDs by District and Study Population.
Category of Study Population Satkhira Khulna Bagerhat Gopalgang Narail Jessore Total
Villagers 2 2 2 2 2 2 12
UP Members 1 1 1 1 1 5
School Students 1 1 1 1 1 5
CBO 1 1
Total 5 4 4 3 3 4 23

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


Unprompted Prompted Unknown
Knowledge on Effect of Climate
Change Female Male Total Female Male Total Female Male Total
n % n % n % n % n % n % n % n % n %
Increase of Salinity 1 1 5 3 6 2 62 49 116 70 178 60 64 50 46 28 110 37
Increase of Global warming 27 21 40 24 67 23 80 63 112 67 192 65 20 16 15 9 35 12
Increase of Sea water level 7 6 6 4 13 4 67 53 104 62 171 58 53 42 57 34 110 37
Rivers are being silted 20 16 36 22 56 19 89 70 110 66 199 68 18 14 21 13 39 13
Increase of Rain fall 21 16 30 18 51 17 77 61 98 59 175 60 29 23 39 23 68 23
Inundation of most of the coastal
5 4 3 2 8 3 50 39 105 62 155 53 72 57 59 23 131 45
areas in 30 years
Water logging is increasing 26 20 34 20 60 20 62 49 70 42 132 45 39 31 63 38 102 35
Increase of Pests and insects 12 9 13 8 25 9 95 75 119 71 214 73 20 16 35 21 55 19
Increase of water and vector
32 25 42 25 74 25 69 54 91 54 160 54 26 20 34 20 60 20
borne diseases
Extinction of Sundarbans 6 5 5 3 11 4 62 49 99 59 161 55 59 46 63 38 122 42
Disruption of communications 10 8 6 4 16 5 82 65 103 62 185 63 35 28 58 35 93 31
Agricultural productivity will reduce 36 28 33 20 69 24 73 58 105 63 178 60 18 14 29 17 47 16
Biodiversity will be affected by
9 7 9 5 18 6 88 69 106 64 194 66 30 24 52 31 82 28
climate change
River erosion will increase 17 13 11 7 28 10 70 55 106 64 176 60 40 32 50 30 90 31
Increase of Drought 3 2 17 10 20 7 108 85 130 78 238 81 16 13 20 12 36 12
Increase of Cyclone and storm 9 7 26 16 35 11 74 58 107 64 181 62 44 35 34 20 78 26
Increase of Flood 35 28 41 25 76 26 61 48 83 48 144 49 31 24 43 26 74 25

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Reducing Vulnerability to Climate Change (RVCC) Project
Table 4: Knowledge Status of Respondents on Climate Change Effects by Category
Category of Respondents
Villagers UP Members CBO Members Students NGO Staff School Teachers Journalists

Unprompted

Unprompted

Unprompted

Unprompted

Unprompted

Unprompted
Unprompted

Prompted

Prompted

Prompted

Prompted

Prompted

Prompted
Unknown

Unknown

Unknown

Unknown

Unknown

Unknown
Effects of Climate

Prompted

Unknown
Change

n % n % n % n % n % n % n % n % n % 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 22 12 67 3 33 2 7 21 70 7 23 1 6 14 78 3 17
Increase of Global
15 12 85 71 20 17 7 39 11 61 8 27 20 67 2 7 12 20 37 62 11 18 6 33 11 61 1 6 13 43 17 57 6 33 11 61 1 6
warming
Increase of Sea
1 1 58 48 61 51 1 6 10 56 7 39 1 3 20 67 9 30 5 8 34 57 21 35 13 72 5 28 4 13 21 70 5 17 1 6 15 83 2 11
water level
Rivers are being
16 13 87 72 17 14 4 22 13 72 1 6 7 23 22 73 1 3 12 20 35 58 13 22 4 22 12 67 2 11 6 20 21 70 3 10 7 39 9 50 2 11
silted
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 4 22 10 56 4 22 9 30 13 43 8 27 3 17 10 56 5 28
Inundation of most
of the coastal areas 56 47 64 53 1 6 9 50 8 44 18 60 12 40 26 43 34 57 1 6 13 72 4 22 5 17 21 70 4 13 1 6 12 67 5 28
in 30 years
Water logging is
22 18 47 39 51 42 4 22 7 39 7 39 5 17 16 53 9 30 11 18 31 52 18 30 5 28 9 50 4 22 8 27 17 47 8 27 5 28 8 44 5 28
increasing
Increase of Pests
8 7 97 81 15 12 4 22 9 50 5 28 2 7 20 67 8 27 6 10 41 68 13 22 1 6 12 67 5 28 2 7 23 77 5 17 2 11 12 67 4 22
and insects
Increase of water
and vector borne 33 28 70 58 17 14 7 39 4 22 7 39 8 27 16 53 6 20 12 20 32 53 16 27 2 11 12 67 4 22 3 10 19 63 8 27 9 50 7 39 2 11
diseases
Extinction of
2 2 49 41 69 58 7 39 11 61 22 73 8 27 3 5 33 55 24 40 2 11 15 83 1 6 2 7 23 77 5 17 2 11 12 67 4 22
Sundarbans
Disruption of
4 3 76 63 39 32 1 6 11 61 6 33 5 17 15 50 10 33 2 3 37 62 21 35 1 6 12 67 5 28 3 10 21 70 6 20 13 72 5 28
communications
Agricultural
productivity will 24 20 75 62 21 18 2 11 11 61 5 28 8 27 20 97 2 7 14 23 32 53 14 23 7 39 10 56 1 6 6 20 20 67 4 13 8 44 10 56
reduce
Biodiversity will be
affected by climate 5 4 83 69 32 27 1 6 8 44 9 50 3 10 19 63 8 27 2 3 36 60 22 37 2 11 12 67 4 22 2 7 24 88 4 13 3 17 12 67 3 17
change
River erosion will
10 8 73 61 37 31 1 6 11 61 6 33 1 3 19 63 10 33 8 13 33 55 19 37 2 11 13 72 3 17 5 17 16 53 9 30 1 6 11 61 6 33
increase
Increase 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 2 11 15 83 1 6 3 10 27 90 2 11 16 89
Increase of Cyclone
11 9 68 57 41 34 2 11 12 67 4 22 7 23 18 60 5 17 6 10 38 63 16 27 2 11 12 67 4 22 5 17 19 63 5 20 2 11 14 78 2 11
and storm
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 4 22 12 67 2 11 12 40 13 43 5 17 2 11 14 78 2 11

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Reducing Vulnerability to Climate Change (RVCC) Project
Table 5: Knowledge Sources of Respondents’ Unprompted and Prompted Knowledge by Gender
Female Male Total
Source of Knowledge
n % n % n %
Own observation/experience 1146 74 1585 74 2707 74
Radio 45 3 40 2 85 2
TV 53 3 52 2 104 3
Newspaper 42 3 127 6 169 5
Book/Magazine 54 4 170 8 224 6
Teacher 50 3 10 0 60 2
Relatives 25 2 2 0 27 1
Friend 5 0 5 0 10 0
Other educated person 26 2 28 1 54 2
NGO 28 2 13 1 41 1
Elderly people 12 1 16 1 28 1
Expert People 1 0 11 0 12 0
Others 6 0 1 0 7 0
Not mentioned 63 4 81 4 144 4

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

Strong Medium Weak


Effect of Climate Change Female Male Total Female Male Total Female Male Total
n % n % n % n % n % n % n % n % n %
Increase of Salinity 50 79 99 82 149 81 12 19 21 17 33 18 1 2 1 1 2 1
Increase of Global warming 92 86 118 78 210 81 11 10 27 18 38 15 4 4 7 5 11 4
Increase of Sea water level 41 55 71 64 112 61 31 42 34 31 65 35 2 3 5 4 7 4
Rivers are being silted 98 90 134 92 232 91 5 5 9 6 14 6 6 6 3 2 9 3
Increase of Rain fall 79 81 103 80 182 80 13 13 17 13 30 13 6 6 8 6 14 6
Inundation of most of the coastal areas in
32 58 54 50 86 53 17 31 42 39 59 36 6 11 12 11 18 11
30 years
Water logging is increasing 72 82 86 83 158 82 11 12 15 14 26 14 5 6 3 3 8 4
Increase of Pests and insects 86 80 105 80 191 80 13 12 21 16 34 14 8 7 6 4 14 6
Increase of water and vector borne
81 80 100 80 187 80 13 13 18 14 31 13 7 7 9 7 16 7
diseases
Extinction of Sundarbans 40 60 66 64 106 62 21 31 24 23 45 26 6 9 14 14 20 12
Disruption of communications 73 78 89 82 162 81 13 14 13 12 26 13 7 8 6 6 13 6
Agricultural productivity will reduce 96 88 117 85 213 86 9 8 14 10 23 9 4 4 7 5 11 4
Biodiversity will be affected by climate
86 89 97 84 183 86 7 7 14 12 21 10 4 4 4 4 8 4
change
River erosion will increase 68 78 92 79 160 78 13 15 15 13 28 14 6 7 10 8 16 8
Increase of Drought 86 78 122 83 208 81 19 17 15 10 34 13 6 5 10 7 14 5
Increase of Cyclone and storm 53 64 105 79 158 73 21 25 20 15 41 19 9 11 8 6 17 8
Increase of Flood 71 74 108 87 179 81 16 17 11 9 27 12 9 9 5 4 14 6

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Reducing Vulnerability to Climate Change (RVCC) Project
Table 7: Knowledge Status of Respondents on Adaptation Strategies to Climate Change Effects by Gender

Adaptation Strategy/ Unprompted Prompted Unknown


Coping Mechanism
to Climate Change Female Male Total Female Male Total Female Male Total
Effects n % n % n % n % n % n % n % n % n %
Hydroponics 3 2 4 2 7 2 61 48 89 53 150 51 63 50 74 44 137 47
Cultivate deep water
0 4 2 4 1 76 60 113 68 189 64 51 40 50 30 101 34
variety
Cultivate saline
0 4 2 4 1 44 35 84 50 128 44 83 65 79 47 162 55
tolerant variety
Cage aqua-culture 1 1 6 4 7 2 75 59 88 53 163 55 51 40 73 44 124 42
migration 61 48 79 47 140 48 49 39 66 40 115 39 17 13 22 13 39 13
Prawn, shrimp, fish
5 4 13 8 18 6 78 61 110 66 188 64 44 35 44 26 88 30
farming
Change of occupation 24 19 40 24 64 22 88 69 106 64 194 66 15 12 21 13 36 12
Take loan 15 12 15 9 30 10 104 82 127 76 231 79 8 6 25 15 33 11
Cultivate new variety
2 11 3 2 5 2 88 69 128 77 216 74 37 29 36 22 73 25
of paddy
Lease out land 8 6 6 4 14 5 89 70 105 63 164 66 30 24 56 34 86 29
PL or fry collection 2 2 2 1 4 1 56 44 80 48 136 46 69 54 85 51 154 52
Sell resources like
15 12 9 5 24 8 92 72 134 80 226 77 20 16 24 14 44 15
cattle or poultry
Sell labor 26 20 28 17 54 18 78 61 117 70 195 66 23 18 22 13 45 15
Wait for relief 15 12 17 10 32 11 84 66 106 64 190 65 28 22 44 26 72 24
Involve in IGAs 21 16 23 14 44 15 80 63 111 66 191 65 26 20 33 20 59 29
Fell forest/ Honey
9 7 8 5 17 6 42 33 69 41 111 38 76 60 90 54 166 56
collection
Take it as usual 6 5 15 9 21 7 68 54 87 52 155 53 53 42 65 39 118 40
Collect rice or
3 2 11 7 14 5 77 61 99 59 176 60 47 37 57 34 104 35
paddy as loan

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Reducing Vulnerability to Climate Change (RVCC) Project

Table 8: Knowledge Status of Respondents on Adaptation Strategies to Climate Change Effects by Category
Category of Respondents
Villagers UP Members CBO Members Students NGO Staff s School Teacher Journalists
Adaptation Strategy

Unprompted

Unprompted

Unprompted

Unprompted

Unprompted

Unprompted
Unprompted

Prompted

Prompted

Prompted

Prompted

Prompted

Prompted
Unknown

Unknown

Unknown

Unknown

Unknown

Unknown
/ Coping Mechanism

Prompted

Unknown
to Climate Change
Effects

n % n % n % n % n % n % n % n % n % 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 12 67 6 33 16 53 14 47 10 56 8 44
Cultivate deep water
1 1 70 58 49 41 12 67 6 33 22 73 8 27 1 2 37 62 22 37 16 89 2 11 1 3 20 67 9 30 1 6 12 67 5 28
variety
Cultivate saline
1 1 42 35 77 64 9 50 9 50 16 53 14 47 26 43 34 57 9 50 9 50 2 7 16 53 12 40 1 6 10 56 7 39
tolerant variety
Cage aqua-culture 3 2 57 45 63 52 15 83 3 17 16 53 14 47 1 2 40 67 19 32 2 11 10 56 6 33 1 3 17 57 12 40 11 61 7 39
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 8 44 9 50 1 6 14 47 13 43 3 10 10 56 7 39 1 6
Prawn, shrimp, fish
3 2 70 58 47 39 15 83 3 17 1 3 22 73 7 23 5 8 42 70 13 22 3 17 7 39 8 44 3 10 21 70 6 20 3 17 11 61 4 22
farming
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 7 39 11 61 8 27 18 60 4 13 4 22 12 67 2 11
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 3 17 13 72 2 11 3 10 25 83 2 7 3 17 14 78 1 6
Cultivate new variety
2 2 86 72 32 27 14 78 4 22 27 90 3 10 34 57 26 43 1 6 14 78 3 17 1 3 26 87 3 10 1 6 15 83 2 11
of paddy
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 12 67 6 33 2 7 19 63 9 30 1 6 12 67 5 28
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 8 44 10 56 1 3 18 60 11 37 9 50 9 50
Sell resources like
12 10 94 78 14 12 15 83 3 17 2 7 26 87 2 7 7 12 34 57 19 32 1 6 16 89 1 6 1 3 27 90 2 7 1 6 14 78 3 17
cattle or poultry
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 5 28 12 67 1 6 7 23 20 67 3 10 1 6 16 89 1 6
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 2 11 12 67 4 22 4 13 17 57 9 30 1 6 14 78 3 17
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 4 22 12 7 2 11 3 10 24 80 3 10 3 17 12 67 3 17
Fell forest/ Honey
2 2 45 38 73 61 2 11 7 39 9 50 2 7 12 40 16 53 6 10 20 33 34 57 1 6 4 22 13 72 4 13 13 43 13 43 10 56 8 44
collection
Take it as usual 11 9 76 63 33 28 11 61 7 39 3 10 10 33 17 57 28 47 32 53 2 11 9 50 7 39 2 7 12 40 16 53 3 17 9 50 6 33
Collect rice or 9 8 79 66 32 27 1 6 10 56 7 39 20 67 10 33 1 2 26 43 33 55 13 72 5 28 1 3 17 57 12 40 2 11 11 61 5 28
paddy as loan

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Reducing Vulnerability to Climate Change (RVCC) Project

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

Unprompted Prompted Unknown


Causes of Climate Change Female Male Total Female Male Total Female Male Total
n % n % n % n % n % n % n % n % n %
Emission of different types of gases from
19 37 38 51 57 45 28 55 32 43 60 48 4 8 5 7 9 7
industries
Use of pesticides in agricultural sector 20 39 19 25 39 31 28 55 48 64 76 60 3 6 8 11 11 9
Deforestation 35 69 52 69 87 69 13 26 20 27 33 26 3 6 3 4 6 5
Atomic and nuclear power testing and its
3 6 8 11 11 9 29 57 59 79 88 70 19 37 8 11 27 21
use
Overuse of radioactive matter 5 10 7 9 12 10 32 63 57 76 89 71 14 28 11 15 25 20
Huge use of fossil fuel 10 20 8 11 18 14 26 51 54 72 80 64 15 29 13 17 28 22
Harmful industries in the developed nries 3 6 3 4 6 5 34 67 50 67 84 67 14 28 22 29 36 29
Over consumption and excessive profit-
3 4 3 2 30 59 40 53 70 56 21 41 32 43 53 42
oriented economic system
Loss of bio-diversity 9 18 7 9 16 13 26 51 47 63 73 58 16 31 21 28 37 29

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

School Teacher Journalist NGO Student


Causes of Climate Change
Unprompted Prompted Unknown Unprompted Prompted Unknown Unprompted Prompted Unknown Unprompted Prompted Unknown
n % n % n % n % n % n % n % n % n % n % n % n %
Emission of different types of gases from
18 60 12 40 6 33 11 61 1 6 11 61 7 39 22 37 30 50 8 13
industries
Use of pesticides in agricultural sector 10 33 18 60 2 7 5 28 13 72 4 22 14 78 20 33 31 52 9 15
Deforestation 21 70 9 30 12 67 6 33 13 72 5 28 41 68 13 22 6 10
Atomic and nuclear power testing and its
6 20 22 73 2 7 2 11 15 83 1 6 2 11 14 79 2 11 1 2 37 62 22 37
use
Overuse of radioactive matter 5 17 25 83 2 11 15 83 1 6 2 11 14 78 2 11 3 5 35 58 22 37
Huge use of fossil fuel 6 20 23 77 1 3 2 11 14 78 2 11 5 28 9 50 4 22 5 8 34 57 21 35
Harmful industries in the developed nries 3 10 24 80 3 10 14 78 4 22 2 11 15 83 1 6 1 2 31 52 28 47
Over consumption and excessive profit-
1 3 20 67 9 30 2 11 13 72 3 17 13 72 5 28 24 40 36 60
oriented economic system
Loss of bio-diversity 5 17 19 63 6 20 14 78 4 22 3 17 11 61 4 22 8 13 29 48 23 38

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Reducing Vulnerability to Climate Change (RVCC) Project

REFERENCES

Ferreira, Sebastião Mendonça (2002). Sharing Knowledge to Overcome Poverty.


CARE in the Latin America and Caribbean Region, Lima.

RVCC Project (2003). Report of A Community Level Vulnerability Assessment


Conducted in Southwest Bangladesh. CARE Bangladesh, Khulna.

RVCC Project (2002). Interim Report of A Community Level Vulnerability


Assessment Conducted in Southwest Bangladesh. CARE Bangladesh, Khulna.

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

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Reducing Vulnerability to Climate Change (RVCC) Project

ANNEXURES

Annex-1: Interview Schedule


Annex-2: FGD Guidelines

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Reducing Vulnerability to Climate Change (RVCC) Project

Annex 01: Interview Schedule


Survey on Knowledge, Attitude and Behavior
For Villagers/UP members/CBO members

Interview Started at (Time)---------------------------------- Name of the interviewer: -------------------------------


Interview completed at (Time)------------------------------- Interviewer’s signature and date: ------------------------------
Total duration of interview (in minutes)-------------------- Name of the supervisor: ----------------------------------
Date and day: --------------------------------------------------- Supervisor’s signature and date: ----------------------------------
Place of interview: ---------------------------------------------

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

Date of Edit Edited By: Signature:

a b c d
Sample No.
Category of informants Category of informants code Sex code in box c Sl no of informants in box d
code in box a in box b

A = Villagers 1 = Satkhira 2 = Khulna 1= Female if 1 then write 001


B = UP 3 = Bagerhat 4 = Gopalganj 2= Male if 10 write 010
C = CBO 5 = Narail 6 = Jessore

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

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Reducing Vulnerability to Climate Change (RVCC) Project

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 neighbour’s house

Media use pattern


What do you do during your leisure time?
Listening radio Watching TV
Which time of the day ?
Which programs ?
Which day(s) of the week ?
Newspaper Magazine
Which time of the day ?
Which part/news?
Which day(s) of the week ?
Kabi gan, Pala gan, Jatra Drama
In which season?
Where it is organized usually ?

pot song 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 your


leisure 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 persons


Others ------------------------------------------------------------------------------------------------(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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Reducing Vulnerability to Climate Change (RVCC) Project

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 references (non-prompted) and will record the findings by
putting tick ( ) marks in the unprompted column. Then the facilitator will give some examples and references of climate change/environmental impacts (prompted) and records the outputs by putting tick
( ) 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 specific examples. The expected knowledge which are not
mentioned even now (if there is any), the facilitator will put tick ( ) marks against those in the last (Unknown) column.]
Climate Change Effects Unprompted Prompted Unknown Source of Strength of Reason
knowledge belief
(Code) S M W
Sea water flows further to the north, so that new areas flat plains are being
affected 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
River erosion will increase
Drought will increase and serious scarcity of irrigation water will be found
during 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= Relatives; 8= Friends; 9= Other educated person;
10= NGOs; 11= Knowledgeable elderly; 12= Experts; 13= Other______________________ (please specify)

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Reducing Vulnerability to Climate Change (RVCC) Project

B. Knowledge on Adaptation
[Facilitator will informally discuss with the participants and try to extract the informant’s
unprompted knowledge on adaptation and will list them by tick ( ) marks in the unprompted
column. Then the facilitator will give some examples and references and will mark ( ) in the
next column of the prompted knowledge. The expected knowledge on adaptation which are not
mentioned after prompting, the facilitator will put ( ) marks against those in the last column.]

Adaptation Strategy/ Coping Mechanism Unprompted Prompted Unknown


1. 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 collection
12. 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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Reducing Vulnerability to Climate Change (RVCC) Project

Survey on Knowledge, Attitude and Behavior


For School Teachers/Journalists/NGO Staff

Interview Started at (Time)---------------------------------- Name of the interviewer: -------------------------------


Interview completed at (Time)------------------------------- Interviewer’s signature and date: ------------------------------
Total duration of interview (in minutes)-------------------- Name of the supervisor: ----------------------------------
Date and day: --------------------------------------------------- Supervisor’s signature and date: ----------------------------------
Place of interview: ---------------------------------------------

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

Date of Edit Edited By: Signature:


a b c d
Sample No.
Category of informants Category of informants code Sex code in box c Sl no of informants in box d
code in box a in box b

A = School Teacher 1 = Satkhira 2 = Khulna 1= Female if 1 then write 001


B = Journalist 3 = Bagerhat 4 = Gopalganj 2= Male if 10 write 010
C = NGO Staff 5 = Narail 6 = Jessore

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 Books
Topic oriented booklet Tea stall Others ---------------------------(please specify)
Which media is most suitable for you to pass your leisure time?
Radio Television Newspaper Periodicals/Magazine Books
Topic oriented booklet Tea stall Others ---------------------------(please specify)

Which media is very much accessible to you?


Radio Television Newspaper Periodicals/Magazine Books
Topic oriented booklet Tea stall Others ---------------------------(please specify)
Which TV/Radio program do you like most?
Song Drama Cinema Agricultural program Health Program
Others ----------------------------------------------(please specify)
From where do you receive information on weather?
Radio Television Tea stall Local educated persons
Others ------------------------------------------------------------------------------------------------(please specify)

Do you understand information given on weather (explanation of different weather alarm signals)?
Yes No

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Reducing Vulnerability to Climate Change (RVCC) Project

What do you understand by weather/climate?


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

50
Reducing Vulnerability to Climate Change (RVCC) Project

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 references (non-prompted) and will record the findings
by putting tick ( ) marks in the unprompted column. Then the facilitator will give some examples and references of climate change/environmental impacts (prompted) and records the outputs by
putting tick ( ) 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 specific examples. The expected knowledge
which are not mentioned even now (if there is any), the facilitator will put tick ( ) marks against those in the last (Unknown) column.]
Climate Change Effects Unprompted Prompted Unknown Source of Strength of Reason
knowledge belief
(Code) S M W
Sea water flows further to the north, so that new areas flat plains are being
affected 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
River erosion will increase
Drought will increase and serious scarcity of irrigation water will be found
during 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= Relatives; 8= Friends; 9= Other educated
person; 10= NGOs; 11= Knowledgeable elderly; 12= Experts; 13= Other______________________ (please specify)

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Reducing Vulnerability to Climate Change (RVCC) Project

B. Knowledge on Adaptation
[Facilitator will informally discuss with the participants and try to extract the informant’s
unprompted knowledge on adaptation and will list them by tick ( ) marks in the unprompted
column. Then the facilitator will give some examples and references and will mark ( ) in the
next column of the prompted knowledge. The expected knowledge on adaptation which are not
mentioned after prompting, the facilitator will put ( ) marks against those in the last column.]

Adaptation Strategy/ Coping Mechanism Unprompted Prompted Unknown


1. 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 collection
12. 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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Reducing Vulnerability to Climate Change (RVCC) Project

C. Knowledge on Causes

[Please describe the causes of climate change based on your knowledge


Note: 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 climate
change 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 from


industries
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)

11.Others (Please specify)

12.Others (Please specify)

13.Others (Please specify)

14.Others (Please specify)

15.Others (Please specify)

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Reducing Vulnerability to Climate Change (RVCC) Project

Survey on Knowledge, Attitude and Behavior


For School Students
Interview Started at (Time)---------------------------------- Name of the interviewer: -------------------------------
Interview completed at (Time)------------------------------- Interviewer’s signature and date: ------------------------------
Total duration of interview (in minutes)-------------------- Name of the supervisor: ----------------------------------
Date : --------------------Place: --------------------------------- Supervisor’s signature and date: ----------------------------------

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

Date of Edit Edited By: Signature:


a b c d
Sample No.
Category of informants Category of informants code Sex code in box c Sl no of informants in box d
code in box a in box b
A = Class VI-VII 1 = Satkhira 2 = Khulna 1= Girl if 1 then write 001
B = Class VIII 3 = Bagerhat 4 = Gopalganj 2= Boy if 10 write 010
C = Class IX-X 5 = Narail 6 = Jessore
Information about the Student
Name .................................... Class ................Roll No. .......... Name of the School:...........................................
Village ...........................................Union:...............................Upazila:.................................
Lessons in School
From which subject you can learn about environmental issues?
(1) ............................................. (2) . ................................................. (3) ..............................................

Have you learnt anything related to weather or changing environment from your books or class lessons?
No Yes (please describe ...................................................................... .)
Media and Communication
How far do you visit commonly other than going to school (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 neighbour’s house
Media Use pattern
What do you do when you find some timeout from your study?
Radio Television Newspaper Games Talking with elders Play with friends
Do you use the following media? If yes, how? When?
Listening Radio Watching Television
Which time of the day?
Which programs?
Which day(s) of the week?
Newspaper Magazine
Which time of the day?
Which part/news?
Which day(s) of the week?
Kabi gan, Pala gan, Jatra/pot song Drama
In which season?
Where it is organised usually?
Which TV/Radio program do you like most?
Agricultural program Health related program Music Drama
Cinema Children’s program Other _______________
What types of leisure/communication materials do you have at your home?
Radio Television Newspaper No Applience Other___________
From where do you receive information on weather?
Radio Television Tea stall Local educated persons Others________
Do you understand information given on weather (explanation of different weather alarm signals)?
Yes No

What do you understand by weather/climate?


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

54
Reducing Vulnerability to Climate Change (RVCC) Project

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 references (non-prompted) and will record the findings
by putting tick ( ) marks in the unprompted column. Then the facilitator will give some examples and references of climate change/environmental impacts (prompted) and records the outputs by
putting tick ( ) 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 specific examples. The expected knowledge
which are not mentioned even now (if there is any), the facilitator will put tick ( ) marks against those in the last (Unknown) column.]
Climate Change Effects Unprompted Prompted Unknown Source of Strength of Reason
knowledge belief
(Code) S M W
Sea water flows further to the north, so that new areas flat plains are being
affected 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
River erosion will increase
Drought will increase and serious scarcity of irrigation water will be found
during 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= Relatives; 8= Friends; 9= Other educated
person; 10= NGOs; 11= Knowledgeable elderly; 12= Experts; 13= Other______________________ (please specify)

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Reducing Vulnerability to Climate Change (RVCC) Project

B. Knowledge on Adaptation
[Facilitator will informally discuss with the participants and try to extract the informant’s unprompted
knowledge on adaptation and will list them by tick ( ) marks in the unprompted column. Then the
facilitator will give some examples and references and will mark ( ) in the next column of the
prompted knowledge. The expected knowledge on adaptation which are not mentioned after
prompting, the facilitator will put ( ) marks against those in the last column.]

Adaptation Strategy/ Coping Mechanism Unprompted Prompted Unknown


1. 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 collection
12. 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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Reducing Vulnerability to Climate Change (RVCC) Project

C. Knowledge on Causes

[Please describe the causes of climate change based on your knowledge


Note: 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 climate change
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 from


industries
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)

11.Others (Please specify)

12.Others (Please specify)

13.Others (Please specify)

14.Others (Please specify)

15.Others (Please specify)

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Reducing Vulnerability to Climate Change (RVCC) Project

Annex 02: FGD Guidelines


KAB Survey-Focus Group Discussion (FGD) Guidelines
(Villagers/ UP Members and CBO Members)

Village: Union: Thana: District:


Focus group: Villagers/ UP chairman & members/CBO Total participants:
Men:
Women:
Children:
1. Please describe your (both male & female) mobility pattern
• Generally where do the villagers go/visit for your daily requirements and recreation?
• Do females have any restrictions upon their mobility and why?
• Who actually controls female's mobility?

2. Please describe the communication media that you have access to


• What type of communication means do the villagers have easy access to?
• What do villagers do in their leisure time?
• When do you enjoy radio, television, newspaper, jattra, pot song, chatting etc.? (Time of day? Day of
week? variation among men, women, and children)

3. Please explain how you receive information on weather


• How do you get weather news?
• Do you understand information given on weather?

4. Please describe the environmental impacts of climate change from your own knowledge/idea

Note: 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 climate change impacts and will records the
outputs (prompting)

5. Please describe your adaptation or coping strategies to climate change/current environmental conditions

Note: Facilitator will initiate the discussion without giving any examples and records the findings (non-prompting).
After that the facilitator will give some examples and references of climate change impacts and will records the
outputs (prompting). Facilitator will try to know everything in detail through asking-why and how. Try to get
specific examples.

Name of facilitator:
Date :

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Reducing Vulnerability to Climate Change (RVCC) Project

KAB Survey-Focus Group Discussion (FGD) Guidelines


(School teachers, Journalists and NGO Staff)

Name of place: Thana: District:


Focus group: School teacher/ Journalists/ NGOs Total participants:
Men:
Women:
1. Please describe the communication and its sources
• Generally from where do you get maximum information ex. radio, television, newspapers, books
etc.?
• Which program you like most i.e. drama, song, news etc.

2. Please explain from your own concept about weather/climate


• How do you get weather news?
• What do you understand by weather/climate?

3. Please describe the climate change impacts from your own knowledge/idea

Note: Facilitator will initiate the discussion without giving any examples and records the findings (non-prompting).
After that the facilitator will give some examples and references of climate change impacts and will records the
outputs (prompting)

4. Please describe your adaptation or coping strategies to current environmental conditions

Note: Facilitator will initiate the discussion without giving any examples and records the findings (non-prompting).
After that the facilitator will give some examples and references of climate change impacts and will records the
outputs (prompting)

6. Please describe the causes of climate change based on your knowledge


Note: Facilitator will initiate the discussion without giving any examples and records the findings (non-prompting).
After that the facilitator will give some examples and references of climate change impacts and will records the
outputs (prompting)

Name of facilitator:
Date :

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Reducing Vulnerability to Climate Change (RVCC) Project

KAB Survey-Focus Group Discussion (FGD) Guidelines


(School students)
Name of school:
Union: Thana: District:
Focus group: Boys/ Girls Total participants:

1. Please describe your school and education materials


• From which subject you can learn about environmental issues?
• Have you learnt anything related to weather or changing environment from your books or class
lessons?

2. Please describe the communication and its sources


• Generally where do you go other than your school?
• What do you do in your leisure time other than studying of class lessons?
• Do you enjoy radio, television, newspapers, books etc. in leisure time? When?
• Which programs do you enjoy?

3. Please explain from your own concept about weather


• How do you get weather news? (Time of day? day of week? station?)
• Do you understand the weather news?
• What do you know about weather/climate?

4. Please describe the environmental/climate change impacts based on your own knowledge

Note: Facilitator will initiate the discussion without giving any examples and records the findings (non-prompting).
After that the facilitator will give some examples and references of climate change impacts and will records the
outputs (prompting)

5. Please describe the adaptation or coping strategies with current environmental conditions

6. Please describe the causes of climate change based on your knowledge

Note: Facilitator will initiate the discussion without giving any examples and records the findings (non-prompting).
After that the facilitator will give some examples and references of climate change impacts and will records the
outputs (prompting). Facilitator will try to know everything in detail through asking-why and how. Try to get
specific examples.

Name of facilitator:
Date :

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