cba2010-09nsy-okayama_final report_11 jan. 2012.pdf - IGES ...

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CBA2010‐09NSY‐Okayama‐FINAL REPORT ] 43 Expected changes in roles for CCA Opinions were collected on expected change in role for CCA from block to District level personnel of DAE. Based on the frequency of citation of opinions, some important expected changes in the role for CCA are listed below (please note that these are generally felt needed changes across the respondents and specific role changes may vary from designation to designation): � Attending CCA training � Keeping regular climate & agriculture forecasting records � Develop knowledge and skill dissemination capacity related to climate change issue � Develop knowledge and skill on weather equipments � Collaboration with local and national level climate committee � Keeping regular contact with advising center by establishing permanent climate change advice center � Develop capacity to operate CCA fund � Develop independent field visit and monitoring capacity � Capacity building for development of knowledge and skill on disaster management � Extension program development for adaptation to climate change � Develop capacity to prevent undue bureaucratic and political interference � Strengthening relationship among extension providers, researchers and farmers � Develop favorable working environment at block level � Conduction of bottom‐up planning for CCA � Develop ability to take quick decision at the time of emergency � Provision of recognition from higher authorities for active participation in CCA activities d.4. Evaluation of skill and knowledge areas Data was collected from 225 block to national level personnel of DAE on the extent of their skill and knowledge in CCA. Twenty five respondents did not respond on this issue and the, results of 200 respondents are presented in Fig. 18. Findings revealed that more than half of the respondents had average skill (59%) and knowledge (57%) on CCA and one‐third of them had poor skill (29.5%) and knowledge (34%) levels. Only 11.5% and 9% had good skill and knowledge respectively on CCA. It is notable that nobody claimed bad or very good skill and knowledge on CCA. These results could be overemphasized and the results could be different if these ratings are obtained from their supervisors or by conducting skill and knowledge test, the result might be more unsatisfactory. Fig.18: Categories and percentage of respondents based on skill and knowledge level on climate change adaptation
CBA2010‐09NSY‐Okayama‐FINAL REPORT ] 44 Training areas needed for better job performance Based on the opinion of the respondents, needed knowledge and skill areas of training are listed in Table 11. Table 11: Knowledge and skill areas needed for better performance for CCA as indicated by respondents. Knowledge areas Skill areas Concept of climate change and its present global status specially in the Asia & Pacific Region Types of climate change vulnerabilities in Bangladesh and its regulatory framework Physical, socio‐economic and emotional impacts of climate change Effects of climate change on agriculture, fisheries and livestock sector in Bangladesh Implication of agro‐meteorology and agricultural forecasting on agricultural production Public awareness and role of media for CCA Duties and responsibilities of community based local, upazilla, district and national level CCA managers Gender discrimination in climate change shocks Water resource management in Bangladesh due to climate change Bottom‐up planning for disaster preparedness to reduce risk Modern cultivation techniques of different crops in saline, flood and drought prone areas Vegetable production techniques in saline, flood, drought prone areas with special emphasis on year‐round vegetable production Advance rice production technology for vulnerable areas of Bangladesh Special agricultural activities for hilly areas Management of saline soil for crop production Livelihood adaptation to climate change in agriculture Livestock management in water logging, flood, salinity and drought prone areas Fisheries management in water logging, flood, salinity and drought prone areas Special agricultural activities after at the time of emergency due to climate change Community seed bed preparation in draught prone areas and floating seed be preparation in flood prone areas Cropping pattern in flood, saline & drought prone areas of Bangladesh Self-evaluation of working environment Attempt has been made to collect data from 225 Block and District level personnel of DAE on self‐ evaluation of working environment. Fifty five (55) respondents did not respond on this issue; hence results of the 170 respondents are presented in Fig. 19.
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Session details SN Enabling objecti
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ii. Induction training: Training on
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SN Enabling objectives Contents Met
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vi. In-service Training: Training o
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ANNEX I: EVALUATION OF EXISTING TRA
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e.2.1 Policy Level Staff Table 6: R
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S.No Main Tasks Knowledge of Skills
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Knowledge of Skills in resistant va
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S.No Main Tasks Knowledge of Skills
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Table 16: Training gap of frontline
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There are 67 policy level officials
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II. In-service Training for Distric
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SN. Enabling objectives Identify th
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III. Induction Training for newly r
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SN. Enabling objectives Explain the
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5. Session Details Title of the mod
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SN. Enabling objectives Explain con
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Title of the module Target trainees
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Annexure I: Evaluation of Existing
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S.No Course Title 3 Project based A
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S.No Course Title 7 Disease and pes
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S.No Course Title 10 Mainstrea ming
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S.No Course Title Overall Duration
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S.No Course Title Overall Duration
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] 377 Annexure III: Climate Change
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] 379 Sector/ Subsector E. Policy S
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] 381 5.0 FUTURE DIRECTIONS When ad
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] 383 6.0 REFERENCES Brooks, N., W.
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] 385 APPENDIX 1: Meetings proceedi
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] 387 Acknowledgements Key Messages
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] 389 Key Messages The following ke
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] 391 keeping the national and sub
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] 393 Dr. Mishra presented about th
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] 395 adaptation expert and departm
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] 397 � TNA Review meeting: APN t
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] 399 To sum up, Dr. Alam repeated
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] 401 17:00‐ 17:15 outputs. Dr. S
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] 403 Discussion Session Closing Re
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] 405 Acknowledgements Executive Su
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] 407 Executive Summary The meeting
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] 409 � Education curriculum: The
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] 411 Administration. She also desc
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] 413 ‐ From II: Everyone can fil
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] 415 6. APPENDICES Appendix 1: Mee
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] 417 Resource Center for Asia and
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] 419 Appendix 1c: 3nd Meeting (Tra
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] 421 Acknowledgements This is to a
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] 423 the role of private sector in
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] 425 on TNA in their country. The
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] 427 on adaptation among the train
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] 429 facilitation of Mr. Voravate
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] 431 Bangladesh: � More contents
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] 433 � Report: (i) Refer to NAPA
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] 435 9. APPENDICES Appendix 1: Mee
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] 437 Appendix 2: List of Attended
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] 439 Appendix 3: Meeting Photos Pa
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] 441 APPENDIX 2: All forms and out
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] 443 FORM I: LINE OF AUTHORITY OR
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] 445 FORM II: JOB DESCRIPTION (Ple
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] 447 �Yes �No �Not sure 8. W
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] 449 16. Reason for the above: ___
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S No Title Overall duration Impleme
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] 453 Appendix 2c: Outline of a Gen
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] 455 4. Training needs assessment
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] 457 APPENDIX 3: Article for APN N
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] 459 and details of these training
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] 461 (a) Identify national partner
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] 463 PART 2: TRAINING NEEDS ASSESS
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