Watershed-based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Tigum-Aganan Watershed

Management Board

Watershed-Based

Disaster Risk Reduction and

Climate Change Adaptation:

A Training Manual

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

i PREFACE The dynamics of climate change and disaster risk reduction are interrelated. Climate change has been attributed to the increasing occurrence and intensity of natural disasters related to extreme weather events. The global concern for the effects of climate change has also put more pressure to the local and national governments to adopt more effective, coherent and feasible disaster risk reduction and management programs.

The latest World Risk Report of 2012 placed the countries of Vanuatu and Tonga as the top two countries with great disaster risk. These countries bear the burden of extreme exposure to the hazards of climate change combined with high vulnerability. Unfortunately, the Philippines placed 3rd as the country with the highest risk index.

The Metro Iloilo Guimaras Bioregion Initiative (MIGBI) is a project of the Canadian Urban Institute (CUI), which aims to improve resilience in the urban region. It supports better environmental management, and addresses water security and food security issues, while advancing sustainable economic growth as well as disaster risk reduction and climate change adaptation. During the mid-­‐2000s in an earlier phase of work, the CUI supported the establishment and strengthening of an alliance – the Metro Iloilo Guimaras Economic Development Council (MIGEDC) – to function as an effective arrangement for cross-­‐jurisdictional regional planning, decision-­‐making, resource sharing, service delivery, local economic development (LED), poverty reduction and infrastructure development.

Two major disasters – Typhoon Frank in 2008 and a major oil spill off the coast of Guimaras in 2006 – initiated a major shift in thinking on governance of the Iloilo city region, moving it towards a bio-­‐regional or ecosystem-­‐based approach. As a consequence, the CUI proceeded to a new phase of cooperation with regional actors that called for the strengthening of collaborative horizontal linkages between upland, lowland and coastal local government units (LGUs). Hence, the CUI extended its partnership and collaboration to the Tigum-­‐Aganan Watershed Management Board (TAWMB) – an alliance of eight LGUs together with the local water utility and several other community-­‐based and national-­‐government stakeholders with a mandate to manage the watershed of Tigum-­‐Aganan – to address the limitations of the MIGEDC and encompass the full extent of the bio-­‐region.

There are also two important lessons that we can learn from the recent disaster events like Typhoon Pablo and Sendong and the recent devastation of Typhoon Quinta in the Province of Iloilo. First, natural disasters like floods, inundation and landslides can be attributed to the deplorable state of our watersheds; hence the need to manage, plan and initiate development in a watershed-­‐based perspective. Secondly, the first impact of natural disasters will be felt by vulnerable communities; therefore, we must build the capacity of those communities to be socially conscious on DRRM and Climate Change Adaptation, and at the same time empowered to take actions, and innovative enough to use local resources and knowledge to build a culture of resilience.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

ii This document, Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual is an outcome of the collaborative efforts of the CUI and the TAWMB. The Manual is intended to build the capacity of communities to adapt and implement DRRM and CCA, thereby empowering them in participatory planning in the bio-­‐region.

This Manual can be a beneficial tool for DRRM and CCA practitioners as it meets the standard and critical elements of Community Based Disaster Risk Reduction and Management (CBDRRM):

1. Participation: Community members as active participants and decision-­‐makers;

2. Inclusiveness: Involvement of the most vulnerable sectors and groups in the program; 3. Responsiveness: based on a community’s felt and urgent needs;

4. Integrated: pre-­‐, during and post-­‐disaster measures are planned and implemented as necessary by the community; 5. Proactive: stress on pre-­‐disaster measures of prevention, mitigation and preparedness.

Indeed, writing and producing this manual is a commendable effort to bring the theory and practice of watershed based planning, DRRM and CCA to the communities of the bioregion that is feasible, achievable and effective. Community-­‐based DRRM and CCA practitioners are encouraged to test and experiment with the tools and methodologies presented in this document and communicate their experiences to the writer as feedback on its usefulness and how else it could be made useful and will help make this resource material more relevant. It is only through this constant dialogue among Community-­‐Based DRRM and CCA practitioners that we can improve our theory and practice.

This manual could have not come into this form without the commitment and diligence of Dr. Jessica C. Salas, President of the Kahublagan sang Panimalay Foundation, who wrote the manual in its entirety and the support of our partners -­‐-­‐ the members of the TAWMB, MIGEDC, the Iloilo Provincial Government, the Department of the Interior and Local Government, the Department of Environment and Natural Resources and the much valuable financial support of the Government of Canada through the Canadian Urban Institute. Please accept our deep appreciation and recognition of their respective contributions.

(SGD.) JUANITO T. ALIPAO Mayor, Municipality of Alimodian Chairperson, Tigum-Aganan Watershed Management Board April 2013

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

iii TABLE OF CONTENTS PREFACE ............................................................................................................................................................................................................... i TABLE OF CONTENTS ........................................................................................................................................................................................... iii TABLE OF ACRONYMS ......................................................................................................................................................................................... vi INTRODUCTION .................................................................................................................................................................................................... 1 PROGRAM DESIGN ............................................................................................................................................................................................... 2 SUMMARY ........................................................................................................................................................................................................... 5 TIPS AND REMINDERS FOR FACILITATORS AND RESOURCE PERSONS ................................................................................................................... 8 MODULE 1 ........................................................................................................................................................................................................... 9 About the module ...................................................................................................................................................................................................... 10 Running the Module ................................................................................................................................................................................................... 11 Session 1.1 Who am I? (45 minutes) .................................................................................................................................................................. 11 Session 1.2 Moving Away (2 hours) ...................................................................................................................................................................... 14 Session 1.3 Where do I get what I need? (1 ½ hours) ....................................................................................................................................... 16 Session 1.4 Classifying the Resources (1 ½ hours) ............................................................................................................................................. 19 FEEDBACK WALL FOR MODULE 1 ............................................................................................................................................................................... 22 MODULE 2 ..................................................................................................................................................................................................................... 23 About the Module ...................................................................................................................................................................................................... 24 Running the Module ................................................................................................................................................................................................... 25 Session 2.1 PRA Briefing ...................................................................................................................................................................................... 25 Session 2.2 PRA-­‐Transect Walk (5 hours) .......................................................................................................................................................... 27 Session 2.3 The Big Picture (2 hours) .................................................................................................................................................................. 29 FEEDBACK WALL FOR MODULE 2 ............................................................................................................................................................................... 32 MODULE 3 ..................................................................................................................................................................................................................... 33 About the module ...................................................................................................................................................................................................... 34 Running the Module ................................................................................................................................................................................................... 35 Session 3.1 A Survivor’s Story (2 hours) ............................................................................................................................................................. 35 Session 3.2 Tell the Difference (1 ½ hours) ........................................................................................................................................................ 38 Session 3.3 Gender-­‐based Capability/Vulnerability Assessment ......................................................................................................................... 40 Session 3.4 Disaster Risk Analysis (2 hours) ....................................................................................................................................................... 44 FEEDBACK WALL FOR MODULE 3 ............................................................................................................................................................................... 47 MODULE 4 ..................................................................................................................................................................................................................... 48 About the module ...................................................................................................................................................................................................... 49 Running the Module ................................................................................................................................................................................................... 50 Session 4.1 The Lapang Ghutu Micro Watershed: A Case Study (2 hours) .......................................................................................................... 50

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

iv Session 4.2 Strategy Development Workshop (1 ½ hours) ................................................................................................................................ 52 Session 4.3 Assembly of Tools (3 ½ hours) .............................................................................................................................................................. 55 FEEDBACK WALL FOR MODULE 4 ............................................................................................................................................................................... 59 MODULE 5 ..................................................................................................................................................................................................................... 60 About the module ...................................................................................................................................................................................................... 61 Running the Module ................................................................................................................................................................................................... 62 Session 5.1 The Watershed Ecosystem Approach (2 ½ hours) ................................................................................................................................ 62 Session 5.2 Watershed organization chart (2 hours, 45 minutes) ..................................................................................................................... 65 Session 5.3 Turn-­‐over Ceremony and Closing Program (1 ½ hours) ....................................................................................................................... 67 FEEDBACK WALL FOR MODULE 5 ............................................................................................................................................................................... 69 LEARNING TOOLS .......................................................................................................................................................................................................... 70 Tools Featured in Module 1 ....................................................................................................................................................................................... 71 Stakeholders’ Analysis Matrix ................................................................................................................................................................................. 71 Types of Capital Assets Exercise .............................................................................................................................................................................. 72 Asset Analysis .......................................................................................................................................................................................................... 73 Tools Featured in Module 2 ....................................................................................................................................................................................... 74 Transect Map .......................................................................................................................................................................................................... 74 Transect Map, page 2 .............................................................................................................................................................................................. 76 Flow Diagram and Water Resource Map ................................................................................................................................................................ 77 Historical Transect ................................................................................................................................................................................................... 78 Tools Featured in Module 3 ....................................................................................................................................................................................... 79 Hazard Characterization .......................................................................................................................................................................................... 79 Vulnerability Assessment ........................................................................................................................................................................................ 80 Gender-­‐based Capacity-­‐Vulnerability Assessment (G-­‐CVA) .................................................................................................................................... 81 Community Capacity Assessment ........................................................................................................................................................................... 82 Community Disaster Risk Analysis ........................................................................................................................................................................... 83 Tools Featured in Module 4 ....................................................................................................................................................................................... 84 Strategy Selection Tool ........................................................................................................................................................................................... 84 Strategy Selection Simplified .................................................................................................................................................................................. 85 Selected Strategy Statements (SSS) ........................................................................................................................................................................ 86 Contents of the Safe Village Guide .......................................................................................................................................................................... 87 Tools Featured in Module 5 ....................................................................................................................................................................................... 88 Monitoring and Follow Through ............................................................................................................................................................................. 88 SUPPLEMENTARY READING MATERIAL ........................................................................................................................................................................ 89 Principles of Adult Education as Related to Instructional Development Concept Paper ........................................................................................... 90 Principles of Adult Education ..................................................................................................................................................................................... 93

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

v Five Principles for the Teacher of Adults .................................................................................................................................................................... 95 Module 1 .................................................................................................................................................................................................................... 99 Johari Window: A model for self-­‐awareness, personal development, group development and understanding relationship ............................... 99 Participation and Social Capital Formation in Natural Resource Management: ................................................................................................... 101 Achievements and Lessons ................................................................................................................................................................................... 101 Some Empirical Evidence Groups for Natural Resource Management Participation and Social Capital Formation in Natural Resource Management: Achievements and Lessons ............................................................................................................................................................ 102 Ecosystem Management: Concept to Local-­‐scale Implementation ...................................................................................................................... 104 UNEP-­‐DEPI Freshwater and Terrestrial Ecosystem Branch ................................................................................................................................... 104 International Institute for Sustainable Development ........................................................................................................................................... 104 Watershed Summit Commitment: Panay Island Framework Plan from Ridge to Reef ......................................................................................... 108 From Philippine Agenda 21: A National Agenda for Sustainable Development for the 21st Century .................................................................. 111 The Philippine Council for Sustainable Development, 1997 ................................................................................................................................. 111 Module 2 .................................................................................................................................................................................................................. 113 Participatory Rural Appraisal: An Outline ............................................................................................................................................................. 113 How to do the Transect Walk and Mapping ......................................................................................................................................................... 115 What is a watershed? ............................................................................................................................................................................................ 120 The concept of the watershed-­‐ecosystem approach to Disaster Risk Reduction Management: A summary ...................................................... 125 Module 3 .................................................................................................................................................................................................................. 128 Hazard Definition and Description ........................................................................................................................................................................ 128 Building Resilient Communities: A Training Manual on Community-­‐Managed Disaster Risk Reduction. ............................................................. 131 Integrating Gender into Community Based Disaster Risk Management ............................................................................................................... 133 Module 4 .................................................................................................................................................................................................................. 135 The Lapang Ghutu Micro Watershed Case -­‐ The Case of a Micro Watershed in the Amjhor Watershed ............................................................. 135 What is Watershed Management? ....................................................................................................................................................................... 139 Collaborative management of natural resources: a definition ............................................................................................................................. 140 The Quality of Life model ...................................................................................................................................................................................... 141 Module 5 .................................................................................................................................................................................................................. 145 Comparative Study of Watershed Organizations .................................................................................................................................................. 145 Learning Communities in the Watershed ............................................................................................................................................................. 149 Philippine Climate Change Program Brochure ...................................................................................................................................................... 152 Glossary of Common Hiligaynon Terms in DRRM .............................................................................................................................................. 154

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

vi TABLE OF ACRONYMS

ADPC BDC BIC

CBDRRM CBD CBFMA CENRO CCA CIDA CLUP CPU CUI

CVA CWR DA

DAR DECS DENR DILG DRRM DOH DPWH DSWD EQ

FAO G-­‐CVA GHG GIS

HH

HML IEC

IPM

Asian Disaster Preparedness Center Barangay Development Council Barangay Information Center Community based disaster risk reduction and management Convention on Biological Diversity Community-­‐Based Forest Management Agreement Community Environment and Natural Resources Office (DENR) Climate Change Adaptation Canadian International Development Agency Comprehensive Land Use Plan Central Philippine University Canadian Urban Institute Capacity-­‐Vulnerability Assessment Center for Women Studies Department of Agriculture Department of Agrarian Reform Department of Education, Culture and Sports Department of Environment and Natural Resources Department of the Interior and Local Government Disaster Risk Reduction and Management Department of Health Department of Public Works and Highways Department of Social Welfare and Development Emotional Quotient Food and Agriculture Organization Gender-­‐Based Capacity-­‐Vulnerability Assessment Greenhouse Gas (Emissions) Geographic Information Systems Household Head High/Medium/Low (measurement scale) International English Center Integrated Pest Management

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

vii IIRR IRA

IUCN KSPFI LED

LGU MA

MDRRMC MENROs MIGBI MIGECDC MGB MLGOO NCRFW NDRRMC NGA NGO NIA OCD OFW PAO PRADAN PENROs PIA

PPDO PRA QOL REDD RWH SALT SFR

SSS

TAWMB TWG UNEP UNFCCC

International Institute for Rural Reconstruction Internal Revenue Allotment International Union for Conservation of Nature Kahublagan Sang Panimalay Foundation, Inc. Local Economic Development Local government unit Millennium Ecosystem Assessment Municipal Disaster Risk Reduction Management Council Municipal Environment and Natural Resources Officers Metro Iloilo-­‐Guimaras Bioregion Initiative Metro Iloilo-­‐Guimaras Economic Development Council Mines and Geosciences Bureau Municipal Local Government Operating Officer National Commission on the Role of Filipino Women National Disaster Risk Reduction and Management Council Non-­‐Government Agency Non-­‐Government Organization National Irrigation Administration Office of Civil Defense Overseas Filipino Worker Public Attorney’s Office Professional Assistance for Development Action Provincial Environment and Natural Resources Officers Philippine Information Agency Provincial Planning and Development Office Participatory Rural Appraisal Quality of Life Reduced Emissions from Deforestation and Forest Degradation Rainwater harvesting Sloping Agricultural Land Technology Small Farm Reservoir Selected Strategy Statements Tigum-­‐Aganan Watershed Management Board Technical Working Group United Nations environment Program United Nations Framework Convention on Climate Change

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

viii UNISDR USDA VDC WRDP-­‐WMIC

United Nations Office for Disaster Risk Reduction United Stated Department of Agriculture Village Development Council Water Resources Development Project – Watershed Management Improvement Component (An initiative from the Philippines strategy for Improved Watershed Resources Management)

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

1

INTRODUCTION This manual was developed by Dr. Jessica Salas, with support from the Canadian Urban Institute (CUI), to be used as a tool to improve local watershed management and increase community knowledge of disaster risk reduction and management (DRRM) and climate change adaptation (CCA). A five-­‐module approach is presented here to delivering interactive local community workshops for village officials and leaders in the Tigum-­‐Aganan watershed. It includes the tools necessary for communities to create their own Safe Village Guide and to establish Barangay Disaster Risk Reduction Management Committees or Organizations.

The author, the TAWMB and CUI hope that this training manual will help build the resilience of local communities and reduce the impact of natural disasters. We also hope that this manual can be shared, adapted and used by communities in other watershed areas of the Philippines to improve their own livelihoods and preparedness.

This work was part of the Metro Iloilo-­‐Guimaras Bio-­‐region Initiative, a component of the Canadian Urban Institute’s International Urban Partnerships Program. Technical expertise on watershed management was provided by the Toronto and Region Conservation Authority. The program and this manual were made possible through a generous financial contribution from the Government of Canada.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

PROGRAM DESIGN

Project Title

A Training Workshop on Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation

Project Duration

Total of 5 days. Options are (a) to run the modules in staggered basis like once a week (recommended) or (b) conduct a 5-­‐day live-­‐in training workshop.

Implementers

Local Government Unit and Partners

Target Group

Officials and leaders in villages of Tigum-­‐Aganan Watershed, which are expected to be affected by significant changes brought about by global warming and climate change especially those indicated in the hazard maps provided by government agencies.

Rationale

The problem of water scarcity has been silently suffered by the households in Metro Iloilo and farmers along the Tigum River during summer months since year 2004 because of the reforestation in the Maasin Watershed.

Households and business establishments turned to ground water extraction and water trucking. This problem is aggravated by the deterioration of water quality especially in Iloilo City due to pollution from untreated domestic sewage, industrial wastewater, agricultural runoffs, and urban street runoffs. The increasing population in the City creates higher water demand which resulted in over extraction of groundwater and salt water intrusion. Most of the households double their water bills as they pay for the services of the water district and the cost of daily purchase of drinking water.

These water woes will likely exacerbate with extreme weather and climate changes in a projected situation of less rain coming less frequently but with bigger volume each time it rains in increasing ferocity. Coupled with increasing temperature, problem impact is likely to be found in stream flow, dam operation and water allocation,

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

domestic water supply, irrigation, depth and recharge of aquifers, water quality, and fishery.

Hence, watershed management concepts are integrated into DRR Management.

Aside from great efforts created at the national and regional levels to address these woes, the communities in the barangays can also help themselves to a greater extent, because they know their place, they know their resources and they can plan as a community to help themselves. With some help to reinforce their confidence and with needed information, the barangay folks will have a better chance to help themselves.

The added value of the watershed perspective is for the communities to understand that they all live inside a watershed. Communities live on the path of water. The watershed – land and water – is also their resource, the source of their livelihood. Understanding these could give another reason for protecting water resources in order to create a safe home.

The national government and the provincial government have a strong program in DRRM and they give training to various municipalities in the province. This particular training will simply complement the existing DRRM program by adding the watershed perspective and enhancing community resiliency. Inadequate knowledge about watersheds increases adaptation deficit.

Objectives

The objectives of this training-­‐workshop are:

1. To supplement existing DRRM programs with knowledge of watershed as a resource component in managing disaster risk reduction and climate change adaptation

2. To increase community resiliency by enabling capacities • • Expected Outputs

To study unique village micro watershed situation, to address and manage its risk issues, and to use its resources to create measures to adapt to adapt to opportunities and mitigate adverse situations.

A watershed-­‐based Barangay DRRM/CCA Guide with the following contents:

3

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

• • • • • • • • • • • • • •

Stakeholders’ Analysis Matrix Transect maps A micro-­‐watershed map on the barangay spot map Barangay hazard and problem map A historical transect map Community Hazard Characterization Community Vulnerability Assessment Gender-­‐based CVA (Capacity-­‐Vulnerability Assessment) Community Capacity Assessment Community Disaster Risk Analysis Summary of selected strategies Organization Chart List of Tasks and Functions Monitoring and Follow-­‐Through Plan

Final Outcome

A resilient community capable of working towards preparedness for DRR and Climate Change Adaptation thus creating a safe place to sustain a quality life.

Monitoring and Evaluation

Evaluation at the end of each Module.

Material Requirements

Session Guides and presentation materials for the facilitator

A monitoring and follow through system requested from supervising agencies at the end of the training/workshop.

Learning Tools Prepared forms and handouts for the participants Equipment for LCD presentations or flip charts for areas where there is no room which can be darkened for a clear projection output Chalk board or white board brown paper, bond paper, markers, pins, adhesive tapes Presentation stands if papers cannot be posted on the walls

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

SUMMARY

A Barangay Training Workshop for Watershed-­‐Based Risk Reduction Management and Climate Change Adaptation

Modules 1.

My Ecological Community

2.

My Ecological Address

Objectives At the end of the day, participants should be able to:

Key Concepts Group/ Community/ Stakeholders

Activities Structured Learning Exercises entitled:

1. Identify and analyse a list of significant Capital Assets stakeholders’ in the community.

2. Identify resources and capital assets used in Ecosystem Services livelihood and economic enterprises.

3. Appreciate the importance of ecosystem Sustainable services in sustaining the livelihood of the community.

Development

a. “Who am I?” b. “Moving away” c. “Where do I get what I need?” d. Classifying resources Evaluation, Module 1

Participatory Rural Appraisal Transect walk Transect map Historical transect Hazard Map Micro watershed River Basin Upstream-­‐ downstream communities

a. Briefing on the Transect Walk and PRA on the previous day.

At the end of the day, participants should be able to: 1. Discuss the meaning of watershed, what is it, what does it contains, where is it, what does it gives to the community.

2. See the micro watershed as part of the barangay and a larger watershed.

3. Appreciate a history of what happened in the place (barangay/ micro-­‐watershed) which had a significant impact on the capital assets of the community.

4. Draw the ridgeline of a micro watershed on the spot map.

b. Participatory Rural Appraisal doing the Transect Walk and Maps c. Structured Learning Exercise entitled, “The Big Picture” Evaluation Module 2

Outputs Stakeholders’ Analysis Matrix

1.Transect maps 2. A micro-­‐ watershed map on the Barangay spot map.

3.Barangay hazard and problem map 4.A historical transect map

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

3 .

My community, my strength

At the end of the day, participants should be able to: 1. Differentiate the meaning of the words: hazard, vulnerability, capacity and disaster risk.

Hazards, types of hazards Vulnerability, categories of vulnerability, Degree of vulnerability

2. Analyze disaster risk, to assess hazard, vulnerability and capacity.

Capacity

3. Appreciate the role of community capacity in reducing and handling disaster risks and adapting to new circumstances.

Adaptation

Structured Learning Exercises entitled: a.” A Survivor’s Story” b. “Tell the Difference” c. Gender-­‐based CVA d. Disaster Risk Analysis Evaluation, Module 3

Hazard Characterizati on Com. Vulnerability assessment Gender-­‐based CVA

Disaster Risk Analysis

Community capacity assessment

Disaster risk analysis 4.

At the end of the day, participants should be able to:

Safe Place for a Quality Life

Quality of Life

Watershed/Ecosystem 1. Decide on a strategy which will approach strategy optimize the safety and security of their development community.

2. Consolidate the outputs of the training Climate change workshops to compose the Safe Village Guide to be recommended for adoption Climate change to the Barangay Development Council. adaptation

Case Study on “ The Lapang Ghutu Micro Watershed”

Workshop on Strategy Development

Workshop to assemble tools to constitute the Barangay Guide.

Evaluation, Module 4

1. Summary of selected strategies 2. Draft Safe Village Guide: a Watershed-­‐ based Barangay DRRM –CCA Guide

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

5.

Building the Structure

At the end of the day, participants should be able to: 1. Discuss the need to concretize the concepts and institutionalize the tasks to be done for disaster risk reduction management and climate change adaptation in the watershed.

2. Determine the organization structure for managing watershed, disaster risk reduction, and climate adaptation.

3. List tasks and trace lines of accountabilities and responsibilities in a watershed organization.

Management Functions

Watershed organization

Collaboration Barangay Information Centre

Workshop on the Watershed-­‐ Ecosystem Approach

Workshop to draw the organizational Chart

Evaluation Module 5

Turn-­‐over of the Draft Barangay Guide to the Barangay Development Council

Presentation of the Monitoring and Follow-­‐through requests to the DILG representative

Recognition of Participants’ Completion of the Program

Organization Chart List of tasks and functions Monitoring and Follow-­‐ through

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

TIPS AND REMINDERS FOR FACILITATORS AND RESOURCE PERSONS

• • •

• • • • • •

Management of training is always participatory. Invite participants and host teams to do the opening preliminaries and provide energizers.

Encourage full participation by distributing tasks, and monitor conversations to avoid monopoly of discussion by few participants alone.

Call participants by first names/nicknames, as they want to be addressed. Solicit opinions and appreciate inputs. Give participants enough time to answer questions. If the participants find it difficult to answer questions, then rephrase the questions, or g ive hints, to help them respond.

When giving tasks to the group, give instructions both orally and in written form on the board or handouts, in very clear, simple words. Only one facilitator should give instructions. When there are new words, level off to come up with common answers.

Do not be carried away by questions and comments of participants, while being open and sincere, cool and poised.

Be definite and specific, do not use unsure statements that could mislead or confuse participants and send messages that you lack knowledge of the subject matter.

Be sensitive to the level of energy and participation of the participants. Call a break or energizers when they are restless.

Always aim for the inculcation of learning rather than just finishing the manual. Be flexible with time when necessary.

Document any significant issues and concerns from among shared experiences.

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

MODULE 1

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

10

About the module

This module is about the community looking at itself as individuals and as group for strength and challenges which could be used to attain quality life by examining the use and protection of community’s assets for sustainable livelihood.

At the end of the day, the participants should be able: 1. To identify and analyze a list of significant stakeholders in the community.

2. To identify resources and capital assets used in livelihood and economic enterprises.

3. To appreciate the importance of ecosystem services in sustaining the livelihood of the community.

Key concepts and words that learners will meet, understand and appreciate are: group/community/stakeholders, capital assets, ecosystem services, and sustainable development.

The output of this module will be the Stakeholders’ Analysis Matrix.

The module is divided into 4 sessions, namely:

Session 1.1 “Who am I?” – 30 minutes

Session 1.2 “Moving away” – 2 hours

Session 1.3 “Where do I get what I need?” – 1 hour 30 min.

Session 1.4 “Classifying resources” – 1 hour

To run these sessions, Session Guides are provided, reference materials from various sources are attached, learning tools are provided as well as materials needed to conduct the session. At the end of the session, a feedback sheet is completed by the participants.

Module 1 will run effectively for about 6 hours. The remaining 2 hours of the day is reserved for briefing for Module 2.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

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Session Guides

Output:

Learning tools:

Materials needed:

Stakeholders’ Analysis Matrix Classifying Capital Assets Asset Analysis Resource Linkage Chart Picture of forest, farm settlement area, coastal area Water cycle chart Ecosystem definition on a flip chart Examples of ecosystem services on a flip chart Brown paper for the resource linkage exercise Brown paper for classifying capital assets tool Brown paper for asset analysis tool Meta cards and small sheets of paper for two activities.

Reference materials are provided in the Reference Guide of this document.

Running the Module Session 1.1 Who am I? (45 minutes)

Opening Session – Wake up song, or a prayer, reflection or meditation exercise. If possible, choose a prayer or a song that is related to the module’s content.

Session 1.1 assists in defining group/ community/ stakeholders through individual examination of behaviour SLE and communication tool, the Johari Window.

Activity 1.1 (20 minutes) • • •

Introduce the activity by asking the question, “Do you really know yourself?” Get random responses. Introduce the activity. Make this exercise snappy to set an alert mode for the day and for all other modules of the program.

Distribute pieces of paper to each participant.

Ask the participants to write 5 characteristics they like about themselves. Give 3 minutes to finish the task. Also ask them to place a heading on top of the paper “Like” items.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

• • •

12

Finished or not, ask the participants to flip the paper and write on the other side 5 characteristics they do not like about themselves.

Ask them to place a heading on top of the paper “Don’t Like” items. Give 3 minutes to finish the task.

After 3 minutes, ask participants to raise their paper so the facilitator can see that each one has stopped writing.

Ask the participants to choose a person with whom he/she can share the writing on his/her paper. Give the dyad 10 minutes to share.

Analysis 1.1 (10 minutes) The following are questions which the facilitator may use to guide participants in analyzing their activity experience. These are only suggested questions. The facilitator should ask questions and follow up questions in order for the participants to realize objective 1. This exercise will also be connected with Activity 1.2. It introduces Activity 1.2. The Facilitator should go back to the answers to this Analysis 1.1 and Abstraction 1.1 when processing Activity 2.1.

1. What did you feel while you were writing down your “like” characteristics?

2. Was the experience/feeling the same when you were writing down your “don’t like” characteristics?

3. How did you feel about this exercise?

4. During the sharing session, were you hesitant or eager to share the “like” items? The “don’t like” items? Why? 5. When you were the one listening to the sharer, what was your feeling? Did you express your feeling? How? Did you complain?

6. Did you really believe what you heard or what you shared in the dyad?

Abstraction 1.1 (15 minutes) From the experience they just had, based on their answers, ask the participants what they can conclude about the behaviour and attitude of individuals, male and female.

Some possible responses: • • • • •

Each individual has a strong and weak point.

Each individual is happy about a strong point and is sad or shy to admit about weak points.

It is not easy to enumerate one’s likes and dislikes about him/herself.

What we perceive of others, even of ourselves may not be true.

We cannot fully understand ourselves.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

• •

13

There are things I cannot share, I do not want to reveal to others.

There are things people know about me which I do not see, and won’t even believe them to be true.

As participants’ answers hit the descriptions of the 4 quadrants of Johari’s window write the answers on the Board, inside the appropriate quadrant of the Johari Window without yet naming what each box means.

Theorize the experience by explaining the Johari’s Window Theory.

Deepen and Expand the meaning of Johari’s Window giving examples of how may the theory be used to improve communication, and build community.

Using Johari’s window, explore how good communication can change a person’s attitude.

Self

Known

Unknown

Known

Q1

Q2

Open

Blind

Others

Unknown Q3 Hidden

Q4 Unknown

Johari’s Window (See Accompanying Notes)

Facilitate the meaning of “community” to come out from the participants. Deepen the meaning of groups/ community and what can persons contribute to the workings of a group.

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Application 1.1 (5 minutes) Ask the participants how they feel about the changing climate these days. Have they shared this feeling with others? Which Quadrant in the Johari windows do you keep this feeling? What could be the advantages and disadvantages of putting this feeling on Quadrant 1?

Ask the participants to make a self assessment of their Johari window with regards to the projected changes in weather as they have heard and seen as happening today. Ask them to share their Johari window to their dyad partner.

Then ask a male and female participant to share his/her Johari window with the group.

The facilitator concludes the session by highlighting the observation or the sharing and learning of the group.

Session 1.2 Moving Away (2 hours)

Session 1.2 continues to assist the participants in understanding group/ community/ stakeholders through group behaviour SLE leading to the initial preparation of Stakeholders’ Analysis Matrix.

Activity 1.2 (30 minutes) 1. The facilitator calls attention for the next Activity. It is called “Moving Away” from a danger zone… from floods, from dry areas, from a landslide, from a collapsing structure, from an epidemic etc.

2. The introduction offers opportunity to mention the word climate change. Ask participants what they have observed as changing climate these days. Facilitator can also explore what the participants know and what they think about climate change. (The facilitator will use these answers in the Abstraction 1.2 portion.)

3. Participants/players are asked to count off to make 4 groups; 6 -­‐ 8 individuals per group.

4. Players are asked to group according to their numbers, all 1’s, all 2’s, all 3’s and all 4’s.

5. Facilitator goes around saying, “This is group 1,” “This is group 2,” and so on emphasizing the word GROUP without explaining the word.

6. An instruction is given that when the facilitator shouts about a calamity, everyone moves not less than 3 meters from their original place with mincing steps (small steps, not lifting the foot from the ground).

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

7. Before shouting the first call, “Baha! Baha!” or “flash flood, flash flood!” The facilitator makes a story of how ‘baha’ happened, connecting the event to major calamities and climate change. The groups should move out of the place where they are standing, about 3 meters away.

8. Then, participants are asked to re-­‐group and return to their original place.

9. On the second call, the facilitator again makes a story about the absence of biodiversity in the forest and the changes in behaviour of organisms which is affected also by rising temperature. Facilitator shouts “Typhoid Epidemic!” and the groups should move out of the place where they are standing, about 3 meters away, again in mincing steps.

10. Participants are asked to re-­‐group and return to their original place. The facilitator goes around again saying “This is your group, your community.” “The word group means no one is left behind.” They are given time, 2 minutes, to talk and plan among themselves how to move out.

11. On the third call, the facilitator shouts “land slide, land slide!”

12. On the fourth call, the facilitator shouts, “Wala Tubig, wala tubig!” “Drought! Drought!” At this point, participants are expected to reach the target spot as a group.

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Analysis 1.2 (30 minutes) Allow participants to go back to their seats and let them settle down. Then announce that it is time to analyze the experience. The facilitator should again remember the objective of understanding the meaning of group and the strengths and weaknesses of the group members.

1.

2.

3.

4.

5.

6.

7.

8.

What happened during the first call? The second, third and fourth call?

What happened in your group? Did you reach the safe area soon? Why yes, why not.

How many people were left behind or went to other directions during the calls?

Was any one person dragging the whole group behind? How was the situation handled?

Was one person pushing the whole group to the marked destination? Did that work? Why yes and why not?

How can you relate the experience to community work?

Is there a paradox in moving individually and moving as a community in real life? What example can you give?

Is winning alone, a real win? Or if you become rich alone, are you really rich? If you succeed in your business and others lost, did you really succeed?

9. Is it possible to be happy alone when the rest are suffering?

Abstraction 1.2 (15 minutes) Ask what insights the participants had on the meaning of group or community.

Example:

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“When you are in a group, your strength becomes the strength of the group as you reach out for the weak members; and your weakness increases the strength of those who reach out to you.”

Read the definition of group, community. Introduce the new word, “stakeholder” which means a group of particular interest. What would be the particular interest of the village stakeholders?

Possible answers: good governance, common good, responsibilities of the governed, peace and order, safe place, preserve and respect for culture, vibrant business, etc.

Application 1.2 (45 minutes) The facilitator suggests that one way to apply the lessons on group and individuals in the group is to identify the persons in the community who can really make a difference in the village during times of calamities and even in preparing for it. This needs a consideration of the individual’s strengths and weaknesses.

Facilitator distributes brown paper to each group. The paper has the matrix for stakeholder analysis. After 20 minutes, each group displays its matrix and everybody is encouraged to take a walk to view other groups’ output. The outputs should be spread in the four walls or corners of the room to allow space for groups to view the work.

Session 1.3 Where do I get what I need? (1 ½ hours)

Session 1.3 promotes understanding of how a community uses common resources.

Activity 1.3 (30 minutes) Divide the participants into 4 groups. Ask each group to describe how a person earns a living, given a type of occupation he is engaged in. A type of occupation is assigned to each group: Group 1 – a “kaingenero” (one engaged in slash-­‐and-­‐burn agriculture) in a public forest land.

Group 2 – a teacher Group 3 – a lowland farmer Group 4 – a piggery owner

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The question: “What does the household head (HH) do to earn a living and feed himself and his/her family, given this particular occupation?”

Ask the group to: 1. Describe the activities of the household head.

2. Identify the primary source or sources of his/her income.

3. Trace how the primary source of income is used to supply the needs of the family. The forward resource linkage. List these on pink meta cards.

4. Trace what resources are used to run the enterprise giving him/her his primary source of income. These are his backward resource linkages. List these on green meta cards.

5. Using a blank sheet of Manila paper. Draw in the middle a line to signify the HH & dividing the space to right and left. A drawing of the HH may also be shown on top of the line or imaginary line.

At this point, the facilitator explains how to use a flow diagram to illustrate the kinds of forward and backward resource-­‐linkages used. Facilitator mills around to check correctness of response to instruction as groups accomplish their task.

After 30 minutes, the groups are asked to publish their work on the walls/stand but without oral presentation.

Ask participants to move around to inspect the output of each group.

Analysis 1.3 (15 minutes) After allowing the participants to look around the posted output of the four groups, the following questions are asked: 1. Which of the four publications, in your opinion, depict a more realistic picture of use of resources? Why? 2. Is it really possible to account for all resources used to earn a living? Why yes, why not?

3. In the four diagrams, which resources, you think, have been omitted? Why is it easy to overlook?

Abstraction 1.3 (45 minutes) Ask participants “What conclusions can you make from the above analysis?”

Possible responses: •

That there are various types of resources

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

• •

•

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That resources are linked to one another.

That resources from nature/ the abundant ones are usually overlooked, especially if one does not pay for them. We only value them when we pay for them with money (the medium of exchange). But since they are abundant and are for free, they are not included in the computation of cost. Example resources that produce water. The value of clean air, sunshine, space, breeze, etc.

Ecosystem is nature’s way of producing all products and services needed by man.

Usually, omitted resources are nature-­‐based or human-­‐based or relationship-­‐based. At this point you may deepen the valuing system of society which easily omits abundant and valuable elements which could not be seen.

Ask participants for key words that could help define ecosystem and ecosystem services.

• •

A dynamic complex of plant, animal and microorganism communities and the non-­‐living environment interacting as a functional unit.

Humans are integral part of the ecosystem (CBI).

Ecosystem services are the benefits people obtain from ecosystems. These include provisioning services such as food and water; regulating services such as regulation of floods, drought, land degradation and diseases; supporting services such as soil formation and nutrient cycling; and cultural services such as recreational, spiritual, religious and other non-­‐material benefits.

NOTE: In the interest of time, lecture on ecosystem and ecosystem services and sustainable development might be given in the afternoon.

Show picture of forest, household settlement, coastal area, and water cycle diagram. Deepen the insights by discussing these representations about ecosystem and ecosystem services. Focus discussion on natural products and services especially water and land in order to integrate watershed in DRRM. Questions to be asked during the presentation in order to lead to an understanding of sustainable development: “Why is the ecosystem called the “goose that lays the golden egg”? “Why should individuals and communities protect the ecosystem in their ecological address?”

Ask participants to define sustainable development. Then give the following definition: •

Sustainable development means “meeting the needs of the present generation without compromising the ability of the future generations to meet their own needs.” (World Commission on Environment and Development, 1987. Report, Our Common Future).

Application 1.3 (10 minutes) Mention the current report of UNEP on the destruction of the ecosystems of the world which is 60%. Ask participants to answer questions on a piece of paper. Answer with numbers 1 to 5, 5 means great extent and 1 means very little extent.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

To what extent is the following ecosystem in your area, barangay, municipality endangered?

1.

2.

3.

4.

5.

6.

The forest

2.The agricultural field, the farms 3.Settlement of houses

River/Coastal Areas Water Soil

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To what extent have the following ecosystems reduced the resources available to the people in the community?

1.

2.

3.

4.

5.

6.

The forest

The agricultural field, the farms Settlement of houses River/Coastal Areas Water Soil

Get the average answer of the group. Get the average of the 4 groups.

Session 1.4 Classifying the Resources (1 ½ hours)

Session 1.4 typifies resources into different kinds of capital assets. These concepts provide tools for the community to defend and prepare itself for extreme weather and climate change.

Activity 1.4 (15 minutes) The purpose of the next activity is to look closely at the types of resources used in production or development.

On a flip chart, show the 5 capital assets’ definition.

On a brown paper on the Board are 5 columns: natural, human, social, financial and physical capital, as follows:

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

The Capital Assets Natural Assets

Human Assets

Social Assets

Financial Assets

Physical Assets

Ask participants to pick up the meta cards on their resource linkage diagrams and classify these according to the types of capital assets as defined.

Analysis 1.4 (15 minutes) Analysis questions: 1. Are you satisfied with the classification of the cards?

2. What could be missing? Add more items into the list by using a pen marker or by writing them on new meta cards.

3. Why is it important to know these 5 types? (Oftentimes, we do not recognize or we simply take for granted certain assets we possess. Or we do not develop certain assets and we miss the opportunity of enjoying their values.)

4. Give examples of assets not appreciated or not used for development and achieving quality life and protecting ecosystems.

5. Give example of a depleted capital asset because it has not been recognized.

Abstraction 1.4 (30 minutes) Ask the following questions to generalize the learning from the analysis: “What have you learned from the above analysis?”

“Why is the recognition of all capital assets important for sustainable development or holistic development?”

Deepen the experience by adding your own analysis as you have read in the References and were not surfaced by the participants.

Emphasize certain concepts, such as: •

These assets are found in the community which needs recognition and development.

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

•

• • •

Examples of assets less appreciated and seldom used are: bayanihan or social capital. Oftentimes, no investments are made on these forms of capital. The psychological and spiritual aspects of the human capital are also seldom recognized and used, only intellectual and physical strengths are given premium recognition.

All these assets contribute to a well-­‐balanced quality of life.

Creativity at work needs the recognition and balanced use of capital assets.

A balanced qualify life is the foundation of creativity and resiliency in times of changing conditions in the community due to disasters, calamities, and climate change.

Application 1.4 (30 minutes) The facilitator asks the participants, “What capital assets you may need when facing changes in your life?” What assets may you mobilize to help you face the impact of a disaster? A manila paper with the following form, is given to each group to help them answer the question. Assign to each group a different kind of hazard.

Asset Analysis (Examine all types of Assets) Description of the problem that the disaster may pose

Assets needed for immediate response and recovery

Assets needed for long term preparation

Closing the Module (15 minutes) Facilitator gets a feedback on the accomplishment of the learning objectives by doing the Feedback Wall.

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

FEEDBACK WALL FOR MODULE 1

INSTRUCTION: Reproduce this form in a manila paper and hang on one side of the room. Give enough space for participants to put their evaluation stickers inside the Response Boxes. White is for Good, Yellow for fair and Red for not so good

Learning Objectives Responses of Male Participants Responses of Female Participants

I know how to prepare and analyze the Stakeholders’ Analysis matrix.

Our group has identified resources and capital assets used in livelihood and economic enterprises.

I have learned to appreciate the importance of ecosystem services in sustaining the livelihood of the community.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

MODULE 2

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About the Module

The module on “My Ecological Address” helps in understanding and appreciating the complexity and the unique relationship of the community with its geography and location. The activities in this module are such that at the end of the day, participants should be able:

1. To discuss the meaning of watershed, what is it, what does it contain, where is it, what does it give to the community.

2. To see beyond the micro watershed in the village.

3. To appreciate a story or history of what happened in the place (village/ micro-­‐watershed), which had a significant impact on the capital assets of the community.

4. To draw the ridgeline of a micro watershed on the spot map and draw a hazard map.

Key concepts and words that participants will be familiar with are: PRA or Participatory Rural Appraisal, transect walk, transect maps, historical transect, hazard map, micro watershed, river basin and upstream-­‐downstream communities.

Towards the end of the day, the participants are expected to complete and submit the following outputs:

1. Transect maps 2. Drawing a watershed divide on the village spot map 3. Village hazard and problem map 4. A historical transect map

The module is divided into 3 sessions:

Session 2.1 – PRA Briefing -­‐ to be conducted on a time previous to the actual conduct of the PRA, 2 hours Session 2.2 – Participatory Rapid Appraisal, 5 hours Session 2.3 – “The Big Picture” for 2 hours

Session guides are provided to guide the facilitator in running the sessions. Learning tools for the participants and reading materials for the facilitator are provided. A feedback sheet on the wall has to be filled up by the participants at the end of the day.

Session Guides Outputs:

Learning Tools:

Village Spot Map with a watershed divide and hazard/problem areas Historical Transect Map Transect map

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Land use map

Flow diagram and water resource map Materials needed:

Village spot map in A4 size bond paper

Brown paper with an enlarged village spot map

Crayons

Handout on PRA and Transect Walk

Handout for the Learning Tools: Transect map, Flow diagram and water resource map, Historical Transect map,

and the small village spot map

On Flip Chart: the learning tools, Tigum Aganan Watershed, a watershed with good and bad practices, definition of watershed, Panay Island Watershed Management Framework, and Tips for upstream-­‐downstream collaboration

Running the Module

Session 2.1 PRA Briefing

Session 2.1 prepares the participants to go on a field trip and analyze a transect to gather data and to analyze and present to the group their finds; in effect understanding the process of participatory rural appraisal or the PRA.

Activity 2.1

The facilitator shows in the flip chart the diagram of the components of a PRA and explains each component and how it relates to others and the rest of the PRA system. The advantages and limitations of a PRA are briefly discussed.

The facilitator explains what will happen during the transect walk.

1. The materials to be used are introduced. These are the: a. Village spot map from the Municipal Planning and Development Office of the town showing rivers and creeks, mountain ranges, road system and important infrastructures such as schools, churches, bridges, village hall, etc. b. The village spot map is reproduced in an A4 size paper and distributed to each participant. The same map is plotted in a big manila paper to be hanged in the hall for all participants to see.

2. The participants are divided into 4 groups and are given the following assignments: a. Group 1 is to do the transect map

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b. c. d. e. f. g.

Group 2 shall do the land use map Group 3 shall prepare the water flow and water resource map Group 4 shall do the historical map.

All groups shall indicate hazard/problems, if any, on their map.

All groups shall decide on their transect path All groups shall use the same legend for markings.

3. The facilitator then gives specific instruction to each group: a. Group 1 – Transect map. A sample transect map is shown in the flip chart. Group members shall observe, as they walk their path, what they see about the item in each of the rows indicated in the transect map: soil, vegetation, animals/fish, problems, hazard and recommendations. b. Group 2 – land use map. The village spot map shall be used as the base map. Follow the suggested markings in the handout. c. Group 3 – water flow and water resource map. Use the transect diagram to show elevation difference, water flow, impervious areas that prevent infiltration, natural and man-­‐made water reservoirs. Estimate the shape of the watershed divide on the village spot map. The watershed divide is the highest point that determines the flow of a rain when it falls. d. Group 4 – historical map. A tool is provided to contain significant changes in events over a period of time. Historical changes to be recorded may be in the natural asset (changes in land use, water resources, vegetation, disasters and calamities); social asset (changes in group formation types of groups or organization activities, war, water conflicts, gang wars, political killings, etc.); human asset (changes in aspiration, education, skills, health, lifestyles, common diseases, epidemics, major causes of death and sickness, cases of drug abuse and criminality); physical asset (changes in roads, buildings, schools, malls, industrial complexes, small enterprises, plantation, mining, etc.); and financial asset changes (taxes and other LGU revenue, income from enterprises, remittances from OFWs, expenditures for local goods and imported goods, investments in local enterprises from outside and from insiders, savings, influx of micro-­‐credit enterprises or banks, etc.). Participants need not recall and record everything but only sharp changes and observations as to the cause and effect of these changes especially those that significantly affect the productivity of these assets.

4. Each group is asked to choose a leader and a recorder (in charge of documentation).

5. Each group is asked to determine its transect path, one that fits or is appropriate for the assignment given.

Analysis 2.1

Give time for interaction, questions and clarification.

Abstraction 2.1

Ask the participants if they are ready to participate in the Transect Walk, next day. Satisfy all questions and requests. A positive answer and attitude from the participants signal an understanding. The facilitator should endeavour to achieve this.

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Application 2.1

The facilitator gives the following reminder and a list of things to bring during the field trip: • • • •

•

Departure and arrival time, estimated time of the walk is two hours.

What to wear (consider the weather in the area: hot, raining, cold; get weather forecast) –comfortable clothes and shoes. A backpack will be helpful.

What to bring (water, umbrella, cap, notebook, pen, etc).

What to expect – The group will stop every 100 yards or so, or every 15 minutes, or when there is a significant observation, or they are meeting people they would like to ask questions. The purpose of this “pause in the walk” is to compare notes, agree or disagree on what was observed, and write down notes.

What will be done after the walk. After 2 hours of transect walk, which includes the return path, the participants shall return to the session hall.

Session 2.2 PRA-­‐Transect Walk (5 hours)

Application 2.2

2.2a Data Gathering (2 hours)

Assemble 15 minutes before the designated time of departure. Check participants according to the briefing points discussed the previous day.

Review briefly the task of each group. The transect walk path for each group is discussed by the group leader. Ask for any questions.

Start the walk on time. Return to session hall on time.

2.2b Preparation of Maps and Reports (45 minutes) After the field trip, the participants are given time to rest and refresh.

Reflection time may follow before the recapitulation of the previous module and a brief statement about the field trip.

The activity starts with a lecture on how to prepare the maps upon returning from the field trip. a) Watershed map. The watershed divide and flow of water is explained.

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b) Hazard map. Symbols of hazards and colours for seriousness of hazards are agreed. c) Historical Transect. The form is explained.

The group members first agree among themselves as to what they have gathered and what they will put in their map.

Groups 1, 2 and 3 shall triangulate their data on one single big map, the enlarged village spot map. This big village map shall be used by all groups to enter the shape of the watershed of the river, the land use and the hazard areas. Group 4 shall make a bigger version of their historical map in a manila paper.

2.2c Group Reports (1 hour) The groups are asked to report on their experience and their findings as they refer to the big map.

Analysis 2.2 (30 minutes) Questions the facilitator may ask: 1.

2.

3.

4.

Did you enjoy the activity? Why yes, why not?

What peak experience did you have? A new discovery, an acute realization as you did the watershed walk?

What questions did you ask to yourself? Have you answered them yourself?

What other questions are still unanswered in your minds?

The facilitator lists learning questions asked. S/he reads the published questions, asks for answers and makes comments on unanswered ones, or give references for further reading. There is no need to answer all questions the participants ask. Some questions may be left for later discovery after the training or beyond.

Remind the participants of their learning the previous day, like the words capital assets and ecosystem and stakeholders which show relationships within a system. Ask participants if they see any relationship between the following: 1. About the vegetation in the watershed. What products and services does this particular watershed give your community?

2. About rain and watershed. When the rain falls in this village, where does the water flow? Have you traced that in your map to define your watershed?

3. About people and animals and watershed. Where are they located?

4. About you and the watershed where you live. Now that you are aware that you live inside a watershed, how do you feel?

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Abstraction 2.2 (30 minutes)

Guide the participants to come up with a definition that a watershed is…

The facilitator can start with keywords from participants and link them together to form a definition of a watershed.

After the participants have come up with their definition of watershed, you may present other definitions in the flip chart.

•

•

•

A watershed is the total land area that contributes to the flow of a particular water body (e.g., river, creek or stream, including the area where the water drains out. The outlet can be a dam, irrigation system or water supply take off point. It can be a place where the stream or river discharges into a larger water body such as a bigger river, a lake or the sea. (From Water Resources Development Project – Watershed Management Improvement Component (WRDP-­‐WMIC) study team. The Philippines Strategy for Improved Watershed Resources Management. Forest Management Bureau-­‐DENR, August 1998, p 29).

A watershed is a natural system whose boundary is determined on the ground by the highest points or ridgeline near or around a water body. Ridgelines also referred to as a topographic divide, separating one watershed from another. (Basic Framework and Principles, “Forest Land Use Planning Guidelines”. Natural Resources Management Project – DENR. February 1997, p. 6).

A watershed is a social catchment.

What is the best Ilonggo word for watershed? “Ang gina-­‐agyan sang tubig, ang gina-­‐iligan sang tubig pakadto sa suba o baybay.” (Where the water flows from, down to the sea or ocean.

Application 2.2 (15 minutes)

What can you do to deepen your own understanding of watersheds? In your private time, can you trace the micro watershed in your farm? In your friend’s village? Or visit a watershed divide of a bigger watershed? Ask 2 or 3 persons.

Session 2.3 The Big Picture (2 hours)

Activity 2.3 (45 minutes) Present and explain the river system of Tigum-­‐Aganan Watershed, as shown in the flip chart.

Show another picture of a watershed with the good and the bad practices (flip chart).

Give time for small group discussion about the picture shown.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

After 20 minutes, ask the groups to report their observations.

30

Analysis 2.3 (30 minutes) The following are questions which the facilitator may ask to analyze the observations on activity 2.3: • • • • • • •

How does a small river or creek relate to the whole watershed?

How is the micro-­‐watershed in the village related to a bigger watershed, and where is that bigger watershed? To which villages/towns is the river in the villages connected to?

Where are the headwater or the forest natural reservoir and the river village connected?

Are there other agricultural land and settlements that the river is feeding, aside from the ones in the village?

Where is the coastal area of the village?

How is the small watershed village that the group is studying, related to a bigger watershed, and where is it?

Do you think you can truly protect your micro-­‐watershed in the village without relating to the other parts of the watershed? And what are these ecosystems you can protect?

Abstraction 2.3 (30 minutes) Answers to previous questions will lead to learning the upstream-­‐downstream relationship in the watershed. Make the participants come up with their descriptions and generalizations about this upstream-­‐downstream relationship.

Deepen the learning by describing some more the relationship of the 4 major ecosystems to the whole watershed and what can be done to protect everyone living inside the watershed. Review the 4 major ecosystems.

Present the Panay Island Watershed Management Framework in flip chart.

1.

2.

3.

4.

Forest ecosystem Agricultural ecosystem Settlements/urban ecosystem Coastal and marine water ecosystem

Application 2.3 (20 minutes) Ask participants where is their upstream community or their downstream community, or both.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

What can be proposed to make upstream and downstream communities in the watershed village work in collaboration and harmony?

Allow participants to recommend steps toward collaboration of upstream and downstream communities, citing their own situation.

Read the “Tips for collaboration” in the flip chart: 1.

2.

3.

4.

5.

6.

7.

Understand issues in each ecosystem.

Make people living in each ecosystem plan to do something for their issues and concerns.

Examine how people in other ecosystems can help each other.

One can make the information available by creating an alliance.

See the bigger picture and the complete picture of the watershed or the river basin.

Organize a Watershed Alliance with other villages and municipalities in the River Basin.

Know the legal basis for organizing.

Closing the Module (10 minutes) Evaluation for Module 2 using the Wall feedback. (F2.2) Impressions of the day’s activity Prayer of Thanksgiving

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

FEEDBACK WALL FOR MODULE 2

INSTRUCTION : Reproduce this form in a manila paper and hang on one side of the room. Give enough space for participants to put their evaluation stickers inside the Response Boxes. Green is for good, Yellow for fair and Red for not so good

Learning Objectives Responses of Male Participants Responses of Female Participants 1. I have discussed the meaning of watershed, what it is, what it contains, where it is, and what it gives to the community.

2. I can situate the micro-­‐watershed in our village and trace its connection to a larger watershed.

3. We are able to draw the ridgeline of a micro-­‐watershed on a spot map and draw a hazard map.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

MODULE 3

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About the module

This Module introduces participants to the skills needed to further study the hazards identified in Module 2; the vulnerabilities and capabilities of individuals and the community in facing the hazard; and the skills to assess the level of a disaster risk. Learning tools introduced are all community-­‐based tools.

At the end of the day, the participants should be able to:

1. Differentiate the meaning of: hazard, vulnerability, capacity and disaster risk.

2. Analyze disaster risk, to assess hazard and vulnerability and capacity with gender differentiation.

3. Appreciate the role of community in reducing and handling disaster risks and adapting to new circumstances.

Key concepts and words to learn include: characteristics of hazards, meaning and categories of vulnerability, capacities, gender-­‐based tools, disaster risk analysis, and adaptation.

Expected outputs at the end of the Module are:

1. Community Hazard Assessment 2. Vulnerability assessment 3. Capacity assessment 4. Gender-­‐based Community Vulnerability Assessment (CVA) 5. Disaster risk assessment

The Module is divided into 4 sessions:

Session 3.1 – “A Survivor’s Story” with Hazard Characterization as output, 2 hours Session 3.2 – “Tell the Difference” with Vulnerability Assessment as output, 1 ½ hours Session 3.3 – Gender-­‐based CVA or Capacity Vulnerability Assessment, 1 ½ hours Session 3.4 – Risk Analysis, 2 hours

Session guides, learning tools, training materials, and reference materials are provided for the facilitator in this manual and in the accompanying reference materials compilation. Learning tools provided are for Hazard Characterization, Vulnerability Assessment, Gender-­‐based CVA, Capacity Assessment and Disaster Risk Analysis. A feedback wall is also provided.

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Session Guides

Learning Tools:

Hazard Characterization Vulnerability Assessment Gender-­‐based CVA (Capacity-­‐Vulnerability Assessment) Capacity Assessment Disaster Risk Analysis Handout on Hazards Flip Chart: Picture Game, 3 pictures Flip Chart: Types of vulnerabilities Brown papers where the Learning Tools are presented Markers, pieces of paper

Materials Needed:

Opening sessions may include prayer song, or reflection or meditation, or other unfreezing exercise. A recapitulation of the previous module is followed by a short introduction of the module, stating its objectives and expected output.

Running the Module Session 3.1 A Survivor’s Story (2 hours)

Session 3.1 uses critical incident analysis to introduce the concepts of hazard and disaster and differentiate them.

Activity 3.1 (30 minutes) Ask a participant to relate a story of a personal experience about surviving a disaster, whether it happened to him/her personally or she/he was in the vicinity when it happened. Ask the story teller to explain how she/he survived the disaster or minimized the impact of the disaster.

Two or three stories may be listened to. Ask story tellers to make their stories brief. Encourage stories about various kinds of disasters: flood, epidemic, deterioration of a structure, deterioration of a relationship (warring clans), disaster as a result of modern living or loss of traditional culture (drug abuse, teenage pregnancy, internet/TV over use, etc).

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Analysis 3.1 (15 minutes) Questions to help analyze the story: 1.

2.

3.

4.

5.

6.

7.

8.

How did the story teller survive the disaster?

What did the story teller suffer from the experience? How did he/she minimize the impact of the disaster?

How did he/she anticipate the disaster?

Was he/she able to see the hazard present in his/her environment beforehand?

What would have happened if the story teller was a man/woman?

What impact was observed on children and the elderly?

How was the community affected?

How did the community respond?

Abstraction 3.1 (15 minutes) From the stories told, enable the participants to differentiate hazard from disaster. Enable participants to come up with a list of different kinds of hazards which could be present in the environment, particularly looking at the transect map, geo-­‐hazard map of MGB, DOH hazard map if any, and other relevant sources of information for the village.

Distribute handout on types of hazards.

Ask how can hazards be prevented to become a disaster? One probable answer is – knowing the hazard, understanding the hazard. Deepen the insight by making participants go through the handout and answer some questions (a) to (b).

Let the participants choose which hazards they will work on.

1.

2.

3.

4.

What is the root cause of the hazard?

What will hit me? (the force) How will I know that it will hit me?

When will it hit me?

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Application 3.1 (1 hour) Divide the group into 4. Ask the participants what they think is the hazard present in the village with a high probability to happen, and with the worst impact. Name 4 hazards. Ask each group to pick one type of hazard to be analyzed. Distribute a prepared brown paper containing the Hazard Characterization Tool.

Hazard Characterization 1

Hazard Name

2

Origin/Cause

3

Aggravating Cause

4

Manifestation (force)

5

Impact on persons

Male Female Children Elderly

6

Impact on community

7

Where does it happen (path/location)

8

When and how often?

9

How soon? And / or how long?

10

Early signs?

11

Observed climate trend

Ask the 4 groups to post their characterization and do a gallery walk.

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

In a gallery walk, the groups go around and inspect the work of other groups, leaving one or two members of their own group to answer questions about their work. Participants are engaged in asking questions, clarifications, comparing notes, verifying data, giving additional information.

Session 3.2 Tell the Difference (1 ½ hours)

Session 3.2 uses the game “Tell the difference” to differentiate hazard and vulnerabilities. The output is a community-­‐based Vulnerability Assessment.

Activity 3.2 (5 minutes) Game : Tell the difference Show two pictures found in the materials for the session. Pictures A and B.

Picture A

Picture B

Picture C

Analysis 3.2 (25 minutes) Questions: 1. What differences can you see between the two pictures?

2. What differences can you see in the path of the hazard?

3. What differences can you see in the person on the path of the hazard?

4. What difference can you infer which could be found in the person avoiding and not avoiding the path?

Show a third picture and ask participants to cite the difference between the first and the third picture.

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Abstraction 3.2 (30 minutes) From the answers of the analysis questions, facilitate a definition of vulnerability from the participants by asking: “When do you say that a person or community is vulnerable?”

What Hiligaynon terms may be used to refer to vulnerability? (Possible answers: kahina, kahuyang, kakulangan, kahina-­‐an kahuyang pagkakulang, etc).

Also ask for some key words from the definition of vulnerability to lead the participants.

Vulnerability (Anderson and Woodrow, 1989) – a set of prevailing or consequential conditions which adversely affect the community’s ability to prevent, mitigate, prepare for or respond to hazard events.”

Vulnerability = unsafe conditions (physical, economic, social, behavioural, environmental).

Degree of vulnerability (ideal safe conditions minus existing unsafe conditions.

To further deepen the insights, ask participants to describe the unsafe conditions based on some vulnerabilities, as shown in the Flip Chart.

Application 3.2 (30 minutes) Ask participants to assess the vulnerability of the community based on the hazard prepared by the group in the earlier activity, using the Vulnerability Assessment Tool.

Community Vulnerability Assessment

(2)

(3)

(6)

Force created

Result

Severity (Indicate location)

Cause

Impact

(1)

High

Medium

Low

Why Vulnerable?

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

When using this tool: Col (1) – Get information from Row 4 of Hazard Characterization Tool.

Col (2) – Get information from Rows 5 and 6 of Hazard Characterization Tool.

Col (3) – Make the estimate by looking at Row 7 to 10 of Hazard Characterization Tool.

Col (4) – Use Rows 2 and 3 of Hazard Characterization Tool as reference.

Session 3.3 Gender-­‐based Capability/Vulnerability Assessment

Session 3.3 looks at capacities or coping mechanisms, skills and resources relative to men and women’s vulnerabilities or their lack of access to and control over resources and decisions in the community.

Activity 3.3 (30 minutes) The following Learning Tool, Gender-­‐based CVA is presented on a brown paper and discussed with the participants.

Gender-­‐Based Capacity/Vulnerability Assessment Vulnerabilities Capacities

(Lack of access to and control (Coping mechanisms, skills and

over resources and decision resources for CB-­‐DRRM) Capacity Gaps making in CB-­‐DRRM) Men Women Men Women

CB-­‐DRRM means community-­‐based disaster risk reduction management.

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Ask the four groups to analyze the community’s vulnerabilities and capacities with regards to (Adapted from Anderson & Woodrow and from the tool prepared by the Center for Disaster Preparedness in Integrating Gender into Community-­‐Based Disaster Risk Management, 2010):

Group 1 – Physical/Material referring to: location and type of building/housing materials, means of production (land, farm animals, capital), infrastructures and services (roads, health facilities schools, electricity, communication, transport), Environment factors (forestation projects, soil quality treatments, erosion).

Group 2 – Human Capital referring to population, mortality, diseases, nutritional status, literacy, schooling, skills training.

Group 3 – Social/organizational referring to family structures, leadership qualities and structures, legislation, administrative structures, decision-­‐ making structures (who is left out, who is in, effectiveness) participation levels, divisions and conflicts, degree of justice, community organizations (formal, informal, traditional, governmental), isolation or connectedness.

Group 4 -­‐ Motivational/attitude towards change, sense of ability to affect their world, environment, get things done, initiative, faith, determination, fighting spirit, religious and ideology, fatalism, hopelessness, awareness, cohesiveness.

Ask groups to present their output.

Analysis 3.3 (30 minutes) The facilitator may incorporate the analysis questions while the groups are reporting. She/he does not have to wait until all groups have completed their report to interpolate the analysis questions, such as:

1. How is capacity related to vulnerability? Refer to a specific example given in the report.

2. How is capacity related to hazard? Use an example in another report to as a lead to this question.

The facilitator presents a Stakeholders’ Analysis Matrix done in Module 1. Ask the group which prepared the Matrix to explain how the identified capacity of the stakeholder could help reduce hazard.

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Abstraction 3.3 (15 minutes) On a flip chart, ask participants to read the definition of capacities, and give example particularly on the highlighted key words: (Give a printed version to assigned 4 individuals for them to study and translate into local dialect their understanding of the definition.)

• • • •

Capacities refer to the individual and collective strength and resources that can be enhanced, mobilized and accessed, to allow individuals and communities to shape their future by reducing disaster risk.

Capacities are analyzed as the interaction of the resources and access to these resources by the different groups at risk and the overarching systems and structures that decrease or increase the capacity to confront the hazard.

Capacities are categorized as Prevention and Mitigation Capacity (the capacity that address the hazard) and Survivability and Readiness capacities (the capacities that address vulnerabilities).

Capacities enable individuals and communities to adapt to new situations.

Application 3.3 (45 minutes) Ask the 4 groups to do a capacity assessment on the hazard they have chosen earlier. Discuss how to use the Community Capacity Assessment Tool. Ask them to go back to their hazard characterization form as they use this Tool. Column 2 of the Tool shall include ordinances, budget, MOA, organization, training, financial, and broad capacities in decision making.

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Community Capacity Assessment (To be submitted to MDRRMC for evaluation)

Types of Capacities

Required Capacities*

Present Capacity

Capacity Gaps

3. Individual Preparation

4. Community Preparation

5. Emergency Response

6. Rehabilitation

1. Prevention

2. Mitigation

7. Recovery

8. Long term

adaptation *Required capacities may refer to technical, scientific and legal measures.

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Session 3.4 Disaster Risk Analysis (2 hours)

Session 3.4 takes another look at the assessments of hazard, vulnerability and capacity, now looking at the interrelationship of the three, leading to analyzing the degree of risk.

Activity 3.4 (20 minutes) Review the lessons for the day by asking a group to present its outputs for the last 3 activities.

The facilitator summarizes what the group did by explaining: 1. Hazard Characterization – identifies the most likely natural or human-­‐made hazard or threat to the community and seeks to understand its nature and behaviour.

2. Show the watershed map with highlighted hazard areas.

3. Show a sample of the hazard assessment prepared.

4. Vulnerability assessment – identifies what elements are at risk because of the exposure of men, women and children at the hazard’s location.

5. Show a sample of the vulnerability assessment form prepared by any of the 4 groups.

6. Capacity Assessment – identifies the status of the people’s coping strategies which refer to the resources available for preparedness, mitigation and emergency response, as well as to who has access and control over these resources.

7. Show a sample of the capacity assessment tool and the gender-­‐based CVA prepared by any of the four groups.

Activity 3.4 (15 minutes) Recall the statements made in the previous module underlying the relationships of these 3 terms: hazard, vulnerability, capacity.

Ask if there is an unanswered question in the minds of the participants regarding these terms.

Again, ask the questions: “How do these 3 terms relate to each other?”

“How do these 3 terms relate to the community?”

What is the relationship between:

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

• • • •

Disaster and hazard?

Hazard and vulnerability?

Hazard and capacity?

Disaster risk and hazard and vulnerability and capacity?

Abstraction 3.4 (15 minutes) Ask participants to come up with a definition of disaster risk.

Risk is defined in the Webster Dictionary as: “The chance of injury, damage or less; dangerous chance.”

Possible answer could be: Disaster Risk is a chance that a hazard will turn into a disaster.

The process of consolidating the findings of hazard, vulnerability and capacity assessments and draw conclusions and recommendations for disaster risk reduction.

Hazard is increased by vulnerability. Vulnerability is reduced by capacity. Hazard is reduced by capacity. Risk is increased or decreased by vulnerability and capacity.

Give a lecture on analyzing risk. Refer to readings on Reference Materials Compilation.

Application 3.4 (1 hour) Present and explain how to fill in the Disaster Risk Assessment form.

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Hazard

Disaster Risk Community Analysis Vulnerability

See Community Capacity Assessment Col 4 of Rows 1 & 2 Preventive Capacity Gaps

Mitigation Capacity Gaps

See Community Capacity Assessment Col 4, Rows 3-­‐7 Individual Capacity Gaps

Community Capacity Gaps

Degree of Risk (High, Medium, Low)

Steps to do the Community Disaster Risk Analysis using the Tool provided: 1. Examine the hazard situation whether it is likely to happen (HML) because of preventive capacity gaps and mitigation capacity gaps. These identified gaps are taken from the Community Capacity Assessment Tool done by the participants earlier. These are particularly found in the section on Individual Preparation and Community Preparation.

2. Examine the relationship of Vulnerabilities and Capacities by looking at the Gender-­‐based CVA done by the participants earlier. Use the summary of capacity gaps.

3. With the information on hazard and capacity gaps, determine the degree of disaster risk, whether high/medium or low. This disaster risk assessment serves as the basis for recommendations.

4. Recommend capacities (immediate, medium-­‐term, long-­‐term) needed to reduce disaster risk.

Closing the Session Close the session by getting some impressions from the participants and ask everyone to do the Feedback Wall for Module 3.

Thanksgiving prayer.

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

FEEDBACK WALL FOR MODULE 3

(INSTRUCTION : Reproduce this form in a manila paper and hang on one side of the room. Give enough space for participants to put their evaluation stickers inside the Response Boxes. Green is for good, Yellow for fair and Red for not so good)

Learning Objectives Responses of Male Participants Responses of Female Participants

1. I can differentiate the words: hazard, vulnerability, capacity and disaster risk.

2. I know how to characterize hazard, assess vulnerabilities and capacities, as well as analyze disaster risks.

3. I appreciate the role of the community in reducing and handling disaster risks and adapting to new circumstances.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

MODULE 4

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About the module

The module opens the hope and possibility of a small village to create a safe place for its constituents by following some useful concepts such as quality life, collaboration within a micro or watershed of any size, with a strategy hewn by the community itself and seeking collaboration with those outside of it.

At the end of the day the participants should be able to:

1. Decide on a strategy that will optimize the safety and security of their community.

2. Consolidate the outputs of the training workshops to compose the “Safe Village Guide” to be recommended for adoption by the Village/Barangay Development Council.

3. Identify monitoring and follow through needs and request from concerned agencies.

The key concepts and words that will be introduced to the participants are: quality of life, watershed approach/ecosystem approach, strategy development, climate change, climate change adaptation.

Expected outputs at the end of the module are:

1. Selected strategy statement 2. Draft Safe Village Guide

The module is divided into 3 sessions, namely:

Session 4.1 – The Lapang Ghutu Micro Watershed: A Case Study Session 4.2 – Strategy Development Workshop Session 4.3 – Assembly of Tools

Session guides follows with accompanying learning tools, training materials and reference materials.

Session Guides

Learning Tool: Materials Needed:

Strategy Selection Tool Case study presentation materials in PowerPoint or flip chart Flip chart with definition of watershed management, and new generation of watershed management

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Strategy Selection Tool written on a manila paper Hand outs of Strategy Selection Tool and Table of Contents for the Barangay Guide.

Envelopes or folders for the compiled outputs which will comprise the Draft Barangay Guide for Safe Village Extra sheets of paper for draft work of participants Extra brown papers for group discussion Markers, fasteners, pens, stickers

Running the Module

Opening Session – Wake up song, prayer song, recited prayer, reflection or meditation, exercise.

Recap of the previous module, introduction of the new module.

Session 4.1 The Lapang Ghutu Micro Watershed: A Case Study (2 hours)

Session 4.1 presents a case study on how a community of upstream and downstream households was able to collaborate to enhance their capital assets leading to productive lives -­‐-­‐ thus illustrating the essence of watershed management.

Activity 4.1 (45 minutes) Tell the story of the Lapang Ghutu case in India, using the prepared power point presentation or the flip chart.

Analysis 4.1 (320 minutes) The facilitator may ask the question: What data have you gathered from the story?

List key words of answers made by the participants.

Facilitate that the following aspects are surfaced by making follow up questions: • •

Poverty conditions of the households living in this particular watershed.

Households make a list of issues to understand their conditions

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• • •

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There is a concerned group, a higher organized body that looks after this village.

Natural asset was destroyed but it was possible to nurture it back to good condition.

Human condition and attitude was problematic but not impossible to change.

Abstraction 4.1 (30 minutes) Facilitator guides participants to come up with their understanding or definition of the term “watershed management.” Example question, “What were the people trying to do in the watershed?

Expected answers: • • • • •

They manage their micro watershed to improve its conditions (natural capital) so they will also improve their own lives.

People were willing to cooperate and do their part. In so doing, they improve their social capital and physical capital.

There was an investment in education and organizing.

There was an investment in physical infrastructure.

Financial asset gradually increased with efforts of the community.

Deepen the meaning of watershed management by checking the use of key words from these statements:

Watershed management has evolved and has passed through several developmental stages. In the initial stages, it was a subject of forestry and forestry-­‐related hydrology. During the second stage, it became land resource management … with an eye on economic benefits, focused on beneficiaries. It is called participatory and integrated watershed management with involvement and contribution from local people (Kathmandu Workshop, FAO).

The third stage is the introduction of collaborative management as a result of new researches and studies dispelling myths and unfounded beliefs.

Present the New Generation of Watershed Management.

Collaborative management – also called joint, mixed, multi-­‐party round-­‐table management was developed to embed the management of protected areas in local livelihoods, culture and governance.

In collaborative management, social actors negotiate, define and guarantee among themselves a fair sharing of the management functions, entitlements and responsibilities for a given territory, area or set of natural resources (Borrini-­‐Feyerabend, 2000).

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

The facilitator should not be too technical and need not extract from the participants the technical definition of watershed management. A simple general meaning of management applied to watershed, is appropriate.

Cap the deepening portion with a presentation of the Concept of Quality of Life.

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Application 4.1 (30 minutes) Can you do something like what the Lapang Ghutu sitio did? Make 2 groups and ask each group to make a list of steps towards a meaningful collaboration of upstream and downstream communities in the micro watershed of the village and in alliance with other villages upstream or downstream or both. The purpose is to mitigate disasters and adapt to climate change. Use the information you have gathered for the last 3 days of the training program.

Session 4.2 Strategy Development Workshop (1 ½ hours)

Session 4.2 discusses the need and the “how to” of strategy development.

Activity 4.2 (15 minutes) Ask participants to present their recommendations on steps toward meaningful upstream-­‐downstream collaboration (Application 4.1).

Activity 4.1 (15 minutes) Ask participants if they have used any basis for determining the steps. What were those?

Were they confronted with equally important choices? How did they choose?

Did they have any doubts?

Was there additional information they would have wanted to know?

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Abstraction 4.2 (30 minutes) What then is a strategy? Is there a local word for this concept? What other words may be used?

Recall the story of David and Goliath. What strategy did David use to defeat Goliath? Lead the analysis by asking what is the strength, weakness, threat and opportunity which David used.

Wrap up by explaining Strategy as the best possible way of utilizing the limited community resources (money, material, time and labor) to realize a plan, an activity or reach a goal. The strategy is selected based on the purpose of the community. It is based on what the community can do (its strength) what it should avoid (weakness), what community assets are available or opportunities outside the community but accessible, including future opportunities and what risks the community is minimizing or avoiding.

Application 4.2 (30 minutes) Strategy development. A brown paper with the Strategy Selection Tool will be used to explain how to identify and select strategies.

Strategy Selection

Action Needed

Ways to implement the action

Selection Criteria

1importance, 2 Practicability, 3 Resource availability

Selected Strategy

1

2

3

Priority

Short term

Long term

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Strategy Selection Simplified

Action Needed

Ways to implement the action

Priority

Short term

Long term

Selected Strategy

1.

2.

3.

4.

Review the description of a particular hazard and vulnerability of the community which was done in Module 3 Review the capacity gaps and recommended actions to fill the gaps, already prepared in Module 3 Identify various means to accomplish the recommended action by using the Strategy Selection Process Tool.

Describe the selected strategy by summarizing the selection results in. This form is called the Selected Strategy Statements.

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Selected Strategy Statement

Organization

Prevention

Mitigation

Improving Survivability

Community Readiness

Adaptation

The form shall be used by each group for the selected hazard they have studied during the workshop.

Session 4.3 Assembly of Tools (3 ½ hours)

Session 4.3 compiles the previous workshop outputs to comprise a draft for a village guide for a watershed-­‐based DRRM/CCA. This may be called Safe Village Guide.

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Activity 4.3 (2 ½ hours)

1. Ask participants to assemble outputs of previous sessions, since day 1 of the training program. a. Village description b. Village history (include historical transect map) c. Village maps (Include spot map, land use map, transect map, water flow and water resource map) d. Village resources e. Village disaster risk profile (Include hazard characterization of several selected hazards, vulnerability assessment, gender-­‐based capacity-­‐vulnerability assessment and community capacity assessment) f. Village strategy for disaster risk management (include strategy selection process and strategy statements. g. Micro Watershed organization structure and functions – will be prepared on Day 5 but is mentioned here because this is part of the Barangay Guide.

2. Prepare the following: a. Report Cover b. Table of Contents c. Acknowledgement page (where you put the names of group members and other persons/institutions who have helped in the preparation of the Guide) 3. Write the Introduction page. This page shall indicate the purpose of the Draft Report and how it may be used by the Village Development Council. The introduction page can also be in a form of a cover letter to the Village Development Council through the Village Chief with copies furnished to the Municipal Mayor and the Municipal officer of DILG.

The participants shall submit only one Guide to the Village Development Council to be considered, unless there is a strong dissenting opinion in which refinement is needed. In this case, two complete Guides will be submitted to the BDC for consideration. Participants should be prepared to defend their work at the Council and assist in its consolidation after the training program.

Participants should also prepare for the turn-­‐over ceremony of the Safe Village Guide. The facilitator should look at preparations needed as found in Module 5.

Analysis 4.3 (15 minutes) Questions for analysis: 1. Are you satisfied with your work? What is the score in a range of 1 to 10? Why are you satisfied with it, or why not? What purpose will this work serve?

2. Is the purpose worth the time you spent in attending this training program?

3. What else should be done to improve the outputs?

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

4. Are you willing to volunteer in the Village Council and work to improve this output so that a better Guide will be reached? Or would you consider this Guide a living document, meaning it should be changed as information is made available from time to time?

5. Were you happy when you underwent the preparation of these outputs? What was your average happiness level in a range of 1 to 10?

How about your frustration level? Which module did you experience highest level of frustration? Why? 6. To what extent do you feel you are an involved stakeholder in your watershed? (range of 1 to 10), what is your score?

7. To what extent have you contributed in making your ecological address, your home, a safe place for happy people?

Abstraction 4.3 (15 minutes) To make generalization of learning for this module, ask the question, “What have you learned from the process of making your own Safe Village Guide?” “Why should a program be owned by its stakeholders?”

List the answers from the participants on the board.

Application 4.3 (30 minutes) Ask participants to do the Triple Role or Moser Framework to clarify gender roles in the DRRM Guide prior to reviewing the Stakeholders’ Analysis Matrix. (Refer to framework at the back of the manual.)

Clarifying the Triple Role of Women and Men in DRRM Pre-­‐disaster During disaster

Post disaster

Activities

Women

Men

Women

Men

Women

Men

PRODUCTIVE WORK

Production of goods & services

Earn cash

Take care of animals

Get relief supplies like food assistance

Prepare rice and rice seed

Get farm assistance like rice seeds and animals

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

REPRODUCTIVE WORK

Care & maintenance of household and members

Care for children

Prepare food

Collect water

Collect fuel

Go to market

Clean hose & clothes

Take care of sick

Give first aid

Give health education

Repair house

COMMUNITY WORK

Collective organization of social events

Attend community meetings for health, education, production

Make evaluation plans

Receive warning

Disseminate warning

Security & protection

Evacuate family & others

Guard animals & property

Ask participants what changes they would like to make in the Stakeholders’ Analysis Matrix after doing the Triple Role. Ask what significant observations they have made on the Triple Role. Give participants time to make changes in the Stakeholders’ Matrix.

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Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Closing the Session Ask the participants to do the Feedback Wall for Module 4.

Thanksgiving song.

FEEDBACK WALL FOR MODULE 4

(INSTRUCTION : Reproduce this form in a manila paper and hang on one side of the room. Give enough space for participants to put their evaluation stickers inside the Response Boxes. (Green is for good, Yellow for fair and Red for not so good.)

Learning Objectives Responses of Male Participants Responses of Female Participants

1. We were able to decide on a strategy which will optimize the safety and security of our village.

2. We did a consolidation of the outputs of the training modules by drafting a watershed-­‐based Barangay/Village CCA-­‐ DRRM or the Safe Village Guide

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

MODULE 5

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About the module

The purpose of Module 5 is to create, clarify and strengthen a structure for the plans and guidelines embodied in the Draft Safe Village Guide prepared by the participants. Another objective is to find a home from where the Guide will be implemented and continuously improved to serve its purpose, which is to sustain qualify of life and a safe environment.

At the end of the day, the participants should be able to:

1. Concretize the concepts and institutionalize the tasks to be done for disaster risk reduction management and climate 2. Change adaptation in the watershed villages.

3. Determine the organizational structure for managing watersheds and disaster risk reduction activities and climate change adaptation.

4. Prepare a monitoring and follow through plan.

Key concepts and words to be learned are: management functions, watershed organization or committee, collaboration and Barangay/Village Information Center

The outputs of the module are:

1. An appropriate organizational chart 2. List of Functions of a watershed-­‐based DRRM committee/organization 3. List of Functions of an alliance of upstream-­‐downstream communities 4. Monitoring and Follow Through Plan

The Module is composed of the following activities:

Session 5.1 – The Watershed Ecosystem Approach Session 5.2 – Watershed organization chart workshop Session 5.3 – Turn over ceremony and closing program

Session Guides are provided with the accompanying learning tools, materials and reference materials. An Evaluation or feedback sheet will be completed at the end of the day.

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Session Guides

Outputs: 1. An appropriate organizational chart 2. List of Functions of a watershed-­‐based DRRM committee/organization 3. List of Functions of an alliance of upstream-­‐downstream communities 4. Monitoring and Follow-­‐through Plan

Learning Tools: Functions in a Barangay Disaster Risk Reduction Management Committee or Organization Functions in a Barangay Watershed Alliance Monitoring and Follow-­‐through Plan

Training Materials: Flip chart for Watershed Ecosystem Approach

Flip chart of the BDC organizational chart

Flip chart of TAWMB organizational chart

Manila paper with the form of the Monitoring and Follow-­‐through plan

Sheets of bond paper and sheets of brown paper, marking pens

Feedback Wall for Module 5

Printed program for the turn over and closing ceremony

Certificates for participants

Running the Module

Session 5.1 The Watershed Ecosystem Approach (2 ½ hours)

Opening Session – Wake up song, prayer song, recited prayer, reflection or meditation, exercise.

Module introduction.

Session 5.1 explains the watershed ecosystem approach which actually summarizes the concepts and activities in all the modules. It also raises the need to institutionalize the initiatives recommended by establishing a committee or organization which will focus on watershed protection in general, and support the disaster risk reduction activities and climate change adaptation, in particular.

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Activity 5.1 (30 minutes) Show a schematic diagram of a concept of “Watershed-­‐Ecosystem approach” to development. Use the flip chart.

Create buzz groups of four for the participants to share their views regarding this concept.

Activity 5.1 (30 minutes) Ask buzz groups to give an explanation of the conceptual framework. Ask buzz groups to ask questions among themselves.

Activity 1.1 (30 minutes) What is a Watershed/Ecosystem approach?

Possible answers: • • • •

A holistic approach which looks forward to aspirations for a safe and productive place for happy people.

Development marked by safety and happiness as indicators of progress.

A development anchored on the protection and use of the 5 capital assets of the community.

A development approach, the strength of which is centred on human beings and their social network; but will be weakened by inequity and injustice.

The facilitator should note one factor missing in the framework and in the experience by asking: From the experience of the group and the conceptual framework, what steps are still missing? Will the aspiration for a safe, productive place for happy people be achieved without organizing and management? Why? Recall the concept of quality life and the discussion during Module 4.

Presentation on illustration of a watershed-­‐based Village/Barangay Disaster Risk Reduction Management Committee. Use Flip Chart.

Discuss the organizational chart by pointing out responsibility centers and lines of accountability. Also differentiate organization structure from management process.

Give another example of an organizational chart showing provincial LGUs and the River Basin organization. Example is the organizational chart of the Tigum-­‐Aganan Watershed Management Board (TAWMB).

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Application 5.1 (1 hour) Learning from the examples given ask participants what do they think is the best way of arranging responsibilities, tasks and accountabilities for their plans to create a safe place for their community.

The table below could help clarify tasks and position responsible for them. The BDRRM committee may be combined or separated with the Environment/ watershed committee. Or the BDRRM may be placed under environment committee or any other appropriate committee in the BDC. Responsibilities of each committee/ organization should be well defined. In this table, ask participants to add more tasks and/or specifics.

Tasks and Functions Barangay/Village Development Council towards BDRRM (with examples)

Tasks of the Environment/ Watershed Tasks of BDRRM Council Committee Functions Planning & goal setting

For immediate/short term actions

For projects and long-­‐term plans

Conflict management

For immediate response actions such as…

For conflicting interest such as land use….more…

Resource mobilization

DRRM fund and specific fund raising…

From IRA fund and specific fundraising…

Resource management

Budgeting for …

Training programs

Inventory of BDRRMC equipment, etc.

Organizing micro watershed groups….

Delineation of flood guides

Managing evacuation centres

Provision of services

Marking of hazard areas Calling for drills

Integration of services

Coordinating with DSWD and DOH….

Coordinating with scientific agencies…

Control of bureaucracy

Audit of purchases…

Monitoring projects and programs

Claim making

Request for fund support

Asking for GIS maps of the bigger watershed linked to the village.

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Session 5.2 Watershed organization chart (2 hours, 45 minutes)

This session documents responsibilities and accountabilities to create a watershed committee or organization and requests support for monitoring and follow through from concerned agencies. The session also emphasizes the importance of information and highlights the role of a barangay/village information center.

Activity 5.2 (1 hour) The participants are asked to prepare an organization chart for the tasks they have prepared in Session 5.1. The groups present the organization charts.

Create a panel to decide whether the chart represents a good description of functional relationships of peoples and responsibility centers in the organization chart. Create another panel to critique on the list of centers and responsibilities of each.

Make revisions on the chart and the list of functions and responsibilities according to the critique.

Analysis 5.2 (15 minutes) Ask participants if anything else is missing.

Ask them if they are happy with the work done.

Ask the question, “how do we make the micro watershed organization chart a reality?”

Possible answers: • • • • • • •

Create a micro watershed organization.

Look into the legal requirements of having a micro watershed organization.

Ask the Village Council to make a resolution to create a micro watershed organization.

See if there are people willing to do the work indicated in the organizational chart.

The other villages or municipalities in the watershed should also have training.

All members of the Village Council will become members of the watershed organization.

The Mayor should appoint people and give budget to the micro watershed organization.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Question 2: “What is the source of energy of the organization, i.e., its lifeblood?”

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Possible answers: communication, information, leadership, resources.

Abstraction 5.2 (30 minutes) Ask the participants what conclusion they can make from the answers given.

Possible answers: • • • • • •

An organizational chart will only become a reality if there are people working in it, if people are willing to do the work.

Maybe there is a need to think about this and make people decide.

We, the participants in this training program, cannot decide for the whole village or for the Village Council.

The Village Council was elected by the people and has the responsibility for the village. They are paid to do the task. The plan should be presented to them and make them decide.

It is easier to sit in the training program and prepare all these forms, like what we did, but when it comes to actual work, it is not easy because we have our other responsibilities.

Our work and recommendations could be the bases of the decision of the Barangay/Village Development Council.

Deepen the learning by making a presentation on the management process from planning to implementation to monitoring and evaluation supposed to be done by the Village Council. In the watershed, the same process will be done. The Watershed Council will gather data and undertake planning, the village will integrate the plan into its Barangay/Village Development Plan and implement the plans agreed. The village will include the watershed concerns in its monitoring activities. The Watershed Council should also monitor in order to improve its planning in the next cycle.

Monitoring and understanding more about the hazards and threats as well as opportunities for a safe place, and continuing education for the Watershed Council members as well as for other village residents is important. The Watershed Council may form the core for the Barangay/Village Information Center. Spend time discussing the Barangay/Village Information Center. See Reference Materials.

The presentation shall also include the Barangay/Village Information Center’s description and function.

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Application 5.2 (45 minutes) To end the session, ask participants to write down what should be done with the output from the whole week’s training. A Monitoring and Follow Through plan should be prepared using the following form:

Supervising body/agency

Monitoring and Follow-­‐through Plan

Position and Name Expected monitoring role Expected follow through activities Time Frame

Use the above learning tool, where roles of support agencies may be outlined, such as that of the Municipality, the Provincial government, DILG, DSWD, DENR, DA, DPWH, OCD, the police force and others.

Session 5.3 Turn-­‐over Ceremony and Closing Program (1 ½ hours)

Session 5.3’s central activity is the turn -­‐over of the draft Safe Village Guide by the participants to the Barangay/Village Development Council through the Punong Barangay/Village Chief. It is also an opportunity to recognize the work done by the participants and the support of various partners in making the Training Workshop possible. The Feedback Wall for Module 5 is also completed.

Preparation (30 minutes) Before the formal closing program, the participants shall be asked to do the Feedback Wall for Module 5.

Then, give a short break for participants to freshen up and look their best for the program.

The closing program shall be regarded as an important part of the 5-­‐day training. The Mayor and other important people may be invited. Persons participating shall be selected by the group.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Closing Program (45 minutes) This format is only a suggestion and participants may amend as suitable.

I. II. III. IV. V. VI. VII. VIII. IX. X.

Welcome remarks from a participant

Impressions from the participants

Presentation of the Safe Village Guide to the Village Chief

Presentation of the Monitoring and Follow Through Requests to the MLGOO or the Municipal Local Government Operating Officer

Acceptance from appropriate local government officials

Cultural Number

Distribution of the certificates

Inspirational message from an invited guest

Thanksgiving prayer

Pilipinas kong Mahal

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FEEDBACK WALL FOR MODULE 5

(INSTRUCTION : Reproduce this form in a manila paper and hang on one side of the room. Give enough space for participants to put their evaluation stickers inside the Response Boxes. (Green is for good, Yellow for fair and Red for not so good.)

Learning Objectives Responses of Male Participants Responses of Female Participants

1. I think there is a need to concretize or institutionalize the concepts and tasks to be done for DRRM and climate change adaptation in the watershed.

2. I know that the focal point of watershed management is found in the agreed organization’s hierarchy of functions.

3. I helped list the tasks and traced the lines of accountabilities and responsibilities between and among positions in a watershed organization.

4. I helped and participated in the preparation of the turning over and closing program.

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LEARNING TOOLS

Training Workshop for Integrating Watershed In Disaster Risk Reduction Management & Climate Change Adaptation

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Tools Featured in Module 1 Stakeholders’ Analysis Matrix Instruction: Copy this form on a manila paper for group use. List top 20 persons/businesses/agencies/NGOs which can significantly contribute to Quality of Life and Safety of Barangay___________________.

Name of Stakeholders

No.

Individuals/ Corporations

Address/ Office

Capabilities

Limitations

Actual assignments for DRRM and Climate Change Adaptation*

Institutions

*Note: Last column of this Tool will be filled up in Module 4, Session 4.3.

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Types of Capital Assets Exercise Instruction: Copy this Form F1.2 on a full manila paper, omitting the instructions. Meta cards will be pasted in the columns provided, taken from the Linkages Diagram on Resource Utilization. More examples may be added using marking pens.

Natural Capital Nature’s goods and services. – food, wood and fibre, water regulation and supply, waste assimilation, decomposition and treatment, nutrient cycling, control of pests, flood control, storm protection, carbon sequestration, pollination, recreation, leisure.

Social Capital The cohesiveness of people in their societies – comprises relations of trust, reciprocity and exchanges between individuals that facilitate cooperation, the bundles of common rules, norms, connectedness, networks and groups.

Human Capital

Physical Capital

Financial Capital

Status of individuals -­‐ stock of knowledge, health, skills & nutrition of individuals; their access to services that provide these (schools, medical services, adult training).

The store of human-­‐made material resources – buildings (housing, factory plants), market infrastructure, irrigation, roads and bridges, tools and tractors, communications energy and transport system.

The financial systems comprising savings, access to affordable credit, pensions, remittances, welfare payments, grants and subsidies.

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Asset Analysis Examine all types of capital assets Description of the problems that the disaster may pose

Assets needed for immediate response and recover

Assets needed for long term preparation

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Tools Featured in Module 2 Transect Map

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Diagrams/ Drawings

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Transect Map, page 2

Land Use Soil (HML)

Road

Mountains/hills

Crop field

Homestead

River Embankment

-­‐Fertility -­‐Infiltration -­‐Cover Population (HML)

Animals/fish

Problems

Hazards/ Vulnerability Recommendations

HML=High, Medium, Low

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Flow Diagram and Water Resource Map Legend:

Water

Holding

Facilities

(HML) Extent of

Infiltration

(HML) HML – High, Medium, Low

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Historical Transect

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Natural

Social

Human

Physical

Financial Events/ Years Before WW2 >>>>>>>2010+ Listen to the story and mark/note which column period a significant event happened. There is usually a simultaneous impact on all capital assets.

Record significant changes, their cause and effect.

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Tools Featured in Module 3 Hazard Characterization “Know your enemy.” Get information from seminars on DRRM, radio, TV, newspaper, observation, transect walk, discussions, barangay assembly as well as the elderly and the youth in your barangay-­‐result of transect.

1

Hazard (name)

2

Origin/ Cause

3

Aggravating Cause

4

Manifestation

(force) 5

Impact on person

Children

6

Impact on community

7

Where does it happen? (path)

8

When? And how often?

9

How soon? And or how long?

10

Early signs?

11

Observed trend in climate

Elderly

Women

Men

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Vulnerability Assessment Hazard Type:

(1)

(2)

(3)

(4)

Force Created

Impact

Severity (Indicate location)

Causes

(Rows 4 & 11 of Hazard Characterization Tool)

(Physical, Economic, Environmental, Social, Political)

High

Medium

Low

Why vulnerable? (Explain cause of vulnerability)

Column 1 gets information from Row 4 of Hazard Characterization Tool Column 2 gets information from Rows 5 & 6 Column 3 makes estimate by looking at Rows 7 to 11 Column 4 uses Rows 2 and 3 as reference.

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Gender-­‐based Capacity-­‐Vulnerability Assessment (G-­‐CVA)

Vulnerabilities (lack of access to and control

Capacities (coping mechanisms, skills and resources for CBDRM)

Over resources and decision making in CBDRM) Women

Men

Women

Men

Motivational / Attitudinal

Physical / Materials

Social / Organizational

See Session Guide for the definition and examples of the 3 categories of vulnerabilities and capacities.

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Community Capacity Assessment Hazard:_______________ Refer to Hazard Characterization, Vulnerability Assessment and Asset Analysis Tools in filling up this form.

(1) Categories

(2) Required Capacities

(3) Present Capacity

(4) Capacity Gaps

2. Mitigation

3.

Individual preparation: (Specify children, elderly, women, men, sick & disabled)

4. Community Preparation (consider plans, operation, organization, leadership)

5. Emergency Response

1. Prevention

6. Rehabilitation

7. Recovery

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Community Disaster Risk Analysis Hazard Type:

Hazard

Vulnerability

(See Column 4 of Rows 1 and 2 of

(See Column 4 of Rows 3 to 7 of

Degree of Risk

Community Capacity Assessment Tool)

Community Capacity Assessment Tool)

(HML)

Preventive Capacity Gaps

Mitigation Capacity Gaps

Individual capacity gaps

Summary of Findings

Recommendation: (Identify priority elements at risk and the risk reduction measures)

Community capacity gaps

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Tools Featured in Module 4 Strategy Selection Tool (Instruction: Add lines under each category, as needed. Score each item by giving 3 pts to H, 2 pts to M and 1 pt to L. Add total score. Highest score is the selected strategy. Force selection score to break tie, or recommend review of higher body.)

Selection Criteria Recommended

(H for High, M for Medium, L for Low) action/ tasks/ Strategies

objective (Best way to Importance Practicability Resource Priority

Selected (List specific implement (Urgency to availability Strategy (How fast/ how Urgent in Total actions/ tasks action/ task/ accomplishing under each or reach soon can this (Availability terms of Score task) category) objective) action be of resources other actions accomplished) needed) needed) Prevention of disaster

Mitigation of disaster impact

Improving

Community Readiness

Adaptation

Organization

Survivability

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Strategy Selection Simplified

Strategies

Recommended action/ tasks

(Alternative ways/options to implement action/ task/ or reach objective)

Prevention of disaster

Mitigation of disaster impact

Improving Survivability

Community Readiness

Adaptation Organization

Selected Strategy Priority

Short Term

Long Term

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Selected Strategy Statements (SSS)

Organization

Prevention

Mitigation

Improving Survivability

Community Readiness

Adaptation (Long term)

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Contents of the Safe Village Guide

Section

IV V

Barangay Resources Barangay Disaster Risk Profile (Includes Hazard Characterization Tool, Vulnerability Assessment, Gender based Capacity/Vulnerability Assessment, Community Capacity Assessment, Community Disaster Risk Analysis)

VI

Barangay Strategy for Disaster Risk Management (Includes Strategy Selection Tool and Selected Strategy Statements) Tasks and Functions of BDC for DRRM and watershed management Organization Chart Monitoring and Follow Through Plan Appendices Training Program Design List of Participants List of Facilitators and Sponsors

VII VIII IX

A B C

i ii

Table of Contents Barangay Description Barangay History (include Historical Transect) Barangay Maps (Includes Barangay Spot Map, Land Use Map, Barangay Hazard & Problem Map, Water Flow and Resources Map)

I II

III

Page

Letter to the Punong Barangay Acknowledgements

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Tools Featured in Module 5

Monitoring and Follow Through The Barangay Development Council shall request the following monitoring and follow-­‐through actions from the respective agencies indicated below:

Supervising Body/ Agency

Position

Name

Expected Monitoring Role

Expected Follow Through Activities

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

SUPPLEMENTARY READING MATERIAL

A compilation of reading materials accompanying the Training Workshop for Integrating Watershed in Disaster Risk Reduction Management & Climate Change Adaptation

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Principles of Adult Education as Related to Instructional Development Concept Paper

By Diane Nowlan, 1999 Online: http://dnowlan.ca/personal/personal/Principles%20of%20Adult%20Education.htm Instructional Designers need to consider several aspects of adults as learners to fully understand the context of the principles involved in educating adults. Some of these considerations are: o Categories of learners o Characteristics of learners o Inhibitors to learning o Philosophies of education

Categories of learners:

Not all adult learners enter the process of learning to satisfy a need for knowledge. Houle (1961) surveyed adult learners and identified three categories: a. Learner-­‐oriented The learners set goals, identify objectives, select relevant resources and use the instructor as a facilitator. The content becomes less important than the act of being involved in learning. b. Goal-­‐oriented Learners acquire knowledge with the goal of improving job prospects, or learning a new skill. The instructor is responsible for disseminating knowledge. c. Activity-­‐oriented The learner requires a personal "productive" time, with control over content and learning style with the goal of improving social contact rather than acquisition of knowledge (Draper, 1993, Imel, 1995).

Lankard (1995) considered a separate approach to learning needs in the workplace: a. Action Learning Individuals learn by doing so that learning is based on solving real problems. b. Situated Learning This is based on the premise that "knowledge is created and mead meaningful by the context in which it is acquired" (Farmer, Buckmaster & LeGrand, 1992). Situated learning results from doing authentic activities guided by an expert using prior knowledge, information and experience to understand, revise and reinterpret old knowledge (Kerka, 1997). Situated learning is based firmly in the constructivist philosophy of education. c. Incidental learning Learning occurs through the unintentional increase in knowledge or skill through experimentation, learning from mistakes and interacting with colleagues.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Characteristics of Adult Learners: Important considerations for developers when looking at educating adults are the characteristics of adult learners.

1. Adults can learn throughout their lives. Many adults, however, doubt their abilities to learn but are motivated by being able to use their broad range of experience.

2. Adult phases of life influence learning. Certain behaviors and skills that need to be learned characterize each phase of life. Each phase of life influences how a learner approaches learning and what it is that they want or need to learn. Susan Imel (1988) strongly suggests that designers of instructional programs "should consider the developmental needs of adult learners at specific developmental stages."

3. Adults wish to be treated as autonomous, independent learners. There are, however, many learners who have only experienced teacher-­‐centered environments and need to be assisted through taking responsibility for their own learning.

4. Biological changes may affect learning. Physical changes such as speed of reaction time, visual and auditory acuity and intellectual functioning may affect learning.

Inhibitors to Adult Learners Factors that inhibit learning for adults should be a consideration for instructional developers.

1.

2.

3.

4.

5.

Financial – unless the employer is providing the instruction.

Time barriers – unless the employer builds in time for instruction into the regular working day.

Discouragement and lack of support from colleagues or family.

Apprehension of entering a "classroom" situation after so many years.

Negative self concept – that larger barrier to adult learning, based on past experience of inadequacy and failure.

Philosophies of Education "If adult learning differs from pre-­‐adult learning, then it follows that adults should be taught differently" (Feuer, D., & Geber, B. 1998).

Knowles (1980) determined that two type of teaching is involved with learning: pedagogy and androgogy. Pedagogy refers to the art of teaching children, androgogy to that of teaching adults. Table 1 demonstrated the differences between the two approaches to teaching.

These two philosophies are not necessarily age dependent, but represent different "philosophies orientations or approaches to teaching and learning" (Draper, 1993, p.255).

Instructional developers need to determine the purpose of the teaching –learning situation, the goals of the learners and the material to cover before making a decision on whether teacher–centered or student-­‐centered approach to teaching and learning is the most appropriate (Imel, 1989).

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Principles of Adult Education With some background on the types of learning and learners, instructional developers may now consider more closely some general principles of education as applied to an instructional product.

1. Involvement Adults need to be involved in their learning activities. Their participation may begin with a needs assessment process and follow through to the evaluation phase. They need to have some autonomy and independent control over their learning.

2. Experience Adult learners prefer a constructivist approach to their learning. They like to fell valued by acknowledging past experiences and applying these to constructing new knowledge and skills.

3. Climate Often adults feel intimidated by a classroom situation. A climate of mutual respect and trust helps to enhance self-­‐esteem.

4. Collaboration Each person has something to teach and something to learn. A cooperative approach to learning helps each person feel valued for his or her individual experience and knowledge.

5. Small groups The use of small groups has become a practice "embedded in adult education" (Imel, 1998). Small groups encourage teamwork and cooperation among the learners.

Instructional developers are recommended to consider the following three factors when designing educational delivery programs to adults: 1. Involve adults in program planning and implementation. It is therefore important to involve a sample of the target group in the needs assessment process.

2. Develop and/or use instructional materials that are in context with the lives of the learners. Using real-­‐life situations for problem solving (situated learning) draws on the actual experiences, developmental stages and problems of the learners.

3. Tailor the instruction to the target group. This may involve different delivery to different audiences, depending on their prior skills, knowledge and experience.

Conclusion: As learners we are all influenced by how we were taught. Instructional developers may be unaware of the differences in adults as learners.

Some understanding of philosophies of education, characteristics of adults as learners and different types of learning may help in the process of developing instructional programs. This paper attempts to reduce these aspects of adults as learners into five principles of adult education that are further reduced to three recommendations for developers: involve the adults, make sure the instruction is in context and that context is relevant to everyone.

References:

Draper, J.A. (1993). The craft of teaching adults. Thelma Barer-­‐Stein & James A. Draper (Ed.). Toronto: Culture Concepts.

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Principles of Adult Education Prepared by Peter Wegener School of Natural Science and Rural Systems Management, University of Queensland, St. Lucia, Australia.

Online: http://www.kyeemafoundation.org/content/userFiles/file/extension/Adult_education.pdf

Excerpts:

The adult learning process incorporates three important principles that should be remembered when running a training session:

1. Adults bring a lot of experience with them to training sessions and they therefore have something to contribute and something to lose.

• Adult learning is unique to each individual. Everyone learns at their own pace and in their own way.

• Adults value their own experience and don’t want to be treated as stupid or ignorant.

• You cannot force an adult to change.

Suggested practices: • • • • •

Adults want to test what they learn with what they already know. Encourage them to answer questions from their own experience.

Don’t just present information as truth. Use people’s different experiences to encourage questioning and discussion so that they can arrive at the truth for themselves.

Adults don’t want to risk looking stupid. Treat everyone equally and respect their input and ideas. If someone makes a mistake treat it as a means to create discussion and so enable learning.

For learning to occur, material has to be provided in manageable steps. Adults need to understand as they learn and gradually come to master a task.

Adults want feedback on their progress and how they can improve. However, don’t be overly critical, as positive reinforcement is also needed when you are first trying out a new task.

2. Adults prefer to focus on real life, immediate problems rather than on theoretical situations • Adults see learning as a means to an end, rather than an end in itself.

• Learning is voluntary. Adults only learn what they want to learn and do what they want to do. What they learn must have personal meaning and be of direct or immediate value.

Suggested practices: •

Provide useful information that is relevant to their needs. Adults would rather focus on current issues, rather than material that may be useful in the distant future.

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•

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Tell adults about the purpose and benefits of the session, and about the process you intend to follow. That way they will know what’s in it for them.

Summarize and review regularly so they can see that progress is being made.

•

3. Adults are accustomed to being active and self-­‐directing • The best learning is based on experience.

• Most adults like to work with others. Aim for a cooperative process that supports sharing of experiences.

Suggested practices: • • •

Participation needs to be encouraged, supported and expected. Don’t embarrass them, but don’t let them hide either.

For learning to occur, adults have to do things. They must get involved and work at tasks and exercises. They learn by doing and making mistakes and then discovering solutions for themselves.

Adults want to be consulted and listened to. Although trainers need to give direction at times, this should be the exception rather than the rule.

Summary

Treat adult learners with respect. Encourage discussion and participation. Rather than being the teacher with all the answers, try and be the facilitator who helps them to learn for themselves. Both you and they will then have a much more rewarding and enjoyable training session.

Reference

Klatt, B. (1999).The Ultimate Training Workshop Handbook: A comprehensive guide to leading successful workshops and training programs. McGraw-­‐Hill, New York.

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Five Principles for the Teacher of Adults

By Deb Peterson, About.com Guide Online: http://adulted.about.com/od/teachers/a/teachingadults.htm The teacher of adults has a different job from the one who teaches children. If you're teaching adult students, it's important to understand the five principles of teaching adults. It's important to know how adults learn.

Malcolm Knowles, a pioneer in the study of adult learning, observed that adults learn best when: 1. They understand why something is important to know or do.

2. They have the freedom to learn in their own way.

3. Learning is experiential.

4. The time is right for them to learn.

5. The process is positive and encouraging.

Principle 1: Make Sure Your Adult Students Understand “Why” Most adult students are in your classroom because they want to be. Some of them are there because they have Continuing Education requirements to keep a certificate current, but most are there because they’ve chosen to learn something new.

This principle is not about why your students are in your classroom, but about why each thing you teach them is an important part of the learning. I’ll use my own pickle-­‐making lesson as an example.

When I learned to make pickles, my teacher and neighbor, Marilyn, explained: • It’s important to soak the cucumbers in ice water over night. This helps make the pickles crisp.

• If you put a towel under the jars in the canner, they won’t bounce against each other and break.

• When sterilizing the jars, it’s important to fill each at least halfway with water, AND fill the canner they’re sitting in with water.

• Too little water and the towel mentioned in the previous bullet will catch on fire. You know this kind of information comes from experience.

Principle 2: Respect that Your Students Have Different Learning Styles There are three general learning styles: visual, auditory, and kinesthetic.

Visual learners rely on pictures. They love graphs, diagrams, and illustrations. “Show me,” is their motto. They often sit in the front of the classroom to avoid visual obstructions and to watch you, the teacher. They want to know what the subject looks like. You can best communicate with them by providing handouts, writing on the white board, and using phrases like, “Do you see how this works?”

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Auditory learners listen carefully to all sounds associated with the learning. “Tell me,” is their motto. They will pay close attention to the sound of your voice and all of its subtle messages, and they will actively participate in discussions. You can best communicate with them by speaking clearly, asking questions, and using phrases like, “How does that sound to you?”

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Kinesthetic learners need to physically do something to understand it. Their motto is “Let me do it.” They trust their feelings and emotions about what they’re learning and how you’re teaching it. They want to actually touch what they’re learning. They are the ones who will get up and help you with role playing. You can best communicate with them by involving volunteers, allowing them to practice what they’re learning, and using phrases like, “How do you feel about that?”

Pickle Example: I’m generally a kinesthetic learner. Marilyn talked to me about her pickling process, explaining why she uses the ingredients she does, and showed me how she dips a liquid measuring cup into the hot brine and pours it into the jar using a wide-­‐mouthed funnel, but my greatest learning came when I fumbled through the second jar all by myself.

Most people use all three styles while they’re learning, and of course, this is logical since we all have five senses, barring any disabilities, but one style almost always is preferred.

The big question is, “How do you, as the teacher, know which student has which learning style?” Without training in neuro-­‐linguistics, it might be difficult, but conducting a short learning style assessment at the beginning of your class would benefit you and the students. This information is as valuable to the student as it is to you.

Principle 3: Allow Your Students to Experience What They are Learning Experience can take many forms. Any activity that gets your students involved makes the learning experiential. This includes small group discussions, experiments, role playing, skits, building something at their table or desk, writing or drawing something specific – activity of any kind. Activities also keep people energized, especially activities that involve getting up and moving about.

The other aspect of this principle is honoring the life experiences your students bring to the classroom. Be sure to tap into that wealth of wisdom whenever it’s appropriate. You’ll have to be a good timekeeper because people can talk for hours when asked for personal experiences, but the extra facilitation needed will be well worth the gems your students have to share.

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Pickle Example: Once Marilyn had shown me how to prepare one jar, she busied herself in the kitchen doing her own thing, close enough to keep an eye on me and to answer my questions, but allowing me the autonomy to go at my own speed. When I made mistakes, she didn’t interfere unless I asked. She gave me the space and the time to correct them on my own.

Principle 4: When the Student Is Ready, the Teacher Appears “When the student is ready, the teacher appears” is a Buddhist proverb packed with wisdom. No matter how hard a teacher tries, if the student isn’t ready to learn, chances are good he or she won’t. What does this mean for you as a teacher of adults? Luckily, your students are in your classroom because they want to be. They’ve already determined that the time is right.

It’s your job to listen carefully for teaching moments and take advantage of them. When a student says or does something that triggers a topic on your agenda, be flexible and teach it right then. If that would wreak havoc on your schedule, which is often the case, teach a bit about it rather than saying flat out that they’ll have to wait until later in the program. By then, you may have lost their interest.

Pickle Example: My mom canned pickles all during my childhood years, but I had no interest in participating, or even in eating them, sadly.

Several years ago, I helped Marilyn can pickles, and even then, I was simply helping and not really learning. When I finally started enjoying pickles and planted my own cucumbers, then I was ready to learn, and Marilyn was right there to teach me.

Principle 5: Encourage Your Adult Students For most adults, being out of the classroom for even a few years can make going back to school intimidating. If they haven’t taken a class in decades, it’s understandable that they would have some degree of apprehension about what it will be like and how well they’ll do. It can be tough to be a rookie when you’ve been an expert in your field for many, many years. Nobody enjoys feeling foolish.

Your job as a teacher of adult students includes being positive and encouraging. Patience helps too. Give your older students time to respond when you ask a question. They may need a few moments to consider their answer. Recognize the contributions they make, even when small. Give them words of encouragement whenever the opportunity arises. Most adults will rise to your expectations if you’re clear about them.

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A word of caution here. Being positive and encouraging is not the same as being condescending. Always remember that your students are adults. Speaking to them in the tone of voice you might use with a child is offensive, and the damage can be very difficult to overcome.

Genuine encouragement from one person to another, regardless of age, is a wonderful point of human interaction.

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Pickle example: I’m a worrier. I worried about spilling brine all over Marilyn’s stove, about dropping the full jars as I lifted them out of the hot bath, about making a mess of her kitchen. Marilyn assured me that spills were easily cleaned, especially when vinegar was involved since it’s used for cleaning anyway! She encouraged me as I gingerly moved boiling hot jars. Throughout the pickle-­‐making process, Marilyn remained calm, unruffled. She paused by me every once in a while to comment, “Oh, don’t they look beautiful!”

Because of Marilyn’s understanding of how to teach me, her adult student, the art of making dill pickles, I now have the confidence to make them in my own kitchen, and I can’t wait for my next batch of cucumbers to be ready.

This is your challenge as a teacher of adults. Beyond teaching your subject, you have the opportunity to inspire confidence and passion in another human being. That kind of teaching changes lives.

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Module 1 Johari Window: A model for self-­‐awareness, personal development, group development and understanding relationship Adapted from www.businessballs.com, © Copyright Alan Chapman, 2003 Online: http://unpan1.un.org/intradoc/groups/public/documents/unssc/unpan022136.pdf

A simple and useful tool for understanding and training self awareness, personal development, improving communications, interpersonal relationships, group dynamics, team development and inter group relationships. This was developed by American psychologists Joseph Luft and Harry Ingham in the1950's, calling it 'Johari'.

Called 'regions' or 'areas' or 'quadrants'. Each contains and represents the information -­‐ feelings, motivation, etc – in terms of whether the information is known or unknown by the person, and whether the information is known or unknown by others in the team.

The four regions, areas, quadrants, or perspectives are as follows, showing the quadrant numbers and commonly used names:

1. Open area, open self, free area, free self, or 'the arena‘: what is known by the person about him/herself and is also known by others .

2. Blind area, blind self, or 'blindspot‘: what is unknown by the person about him/herself but which others know.

3. Hidden area, hidden self, avoided area, avoided self or 'façade’: what the person knows about him/herself that others do not know.

4. Unknown area or unknown self: what is unknown by the person about him/herself and is also unknown by others.

Johari Window also relate to Emotional Intelligence (EQ). A new way to understand and assess people's behaviours, management styles, attitudes, interpersonal skills, and potential. An important consideration in human resources planning, job profiling, recruitment interviewing and selection, management development, customer relations and customer service, and more. Argues that IQ, or conventional intelligence, is too narrow; that there are wider areas of emotional intelligence that dictate and enable how successful we are.

EQ embraces two aspects of intelligence: 1. Understanding yourself, your goals, intentions, responses, and behaviour 2. Understanding others, and their feelings

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Standard representation

Four domains of Emotional Quotient or EQ

1. Self awareness

2. Social awareness

4. Relationship management

3.

Self

management

By developing EQ, we can be more productive and successful at what we do, and help others to be more productive and successful.

EQ can reduce stress for individuals and organizations, by decreasing conflict, improving relationships and understanding, and increasing stability, continuity and harmony.

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Participation and Social Capital Formation in Natural Resource Management: Achievements and Lessons Plenary paper for the International Landcare 2000 Conference. Melbourne, Australia.

By: J Pretty and B R Frank

Five Capital Assets for Sustainable Development

Economic and social systems at all levels, from farms, livelihoods, communities and national economies, rely for their success on the value of services flowing from the total stock of assets, comprising five types of capital: natural, social, human, physical and financial (Bourdieu, 1986; Coleman, 1990; Putnam, 1993; Johnson, 1996; Costanza et al, 1997; Carney, 1998; Grootaert, 1998; Ostrom, 1998; Pretty, 1998; Scoones, 1998; Uphoff, 1998): 13. Natural Capital is nature’s goods and services, and comprises food (both farmed and harvested or caught from the wild), wood and fibre; water regulation and supply; waste assimilation, decomposition and treatment; nutrient cycling and fixation; soil formation; biological control of pests; climate regulation; wildlife habitats; storm protection and flood control; carbon sequestration; pollination; recreation and leisure.

14. Social Capital is the cohesiveness of people in their societies, and comprises relations of trust, reciprocity and exchanges between individuals that lubricate co-­‐operation; the bundles of common rules, norms and sanctions mutually-­‐agreed or handed-­‐down; and connectedness, networks and groups.

15. Human Capital is the status of individuals, and comprises the stock of knowledge, health, skills and nutrition of individuals; their access to services that provide these, such as schools, medical services, adult training; the ways individuals and their knowledge interact with productive technologies; and the leadership quality of individuals.

16. Physical Capital is the store of human-­‐made material resources, and comprises buildings (Housing, factory plant), market infrastructure, irrigation works, roads and bridges, tools and tractors, communications, and energy and transportation systems.

17. Financial Capital is financial systems comprising savings; access to affordable credit; pensions; remittances; welfare payments; grants and subsidies.

These five assets are transformed by policies, processes and institutions to give desirable outcomes, such as food, jobs, welfare, economic growth, clean environment, reduces crime, and better health and schools. If achieved, these desirable outcomes then feed back to help build up the assets base. Where they are undesirable, such as pollution or deforestation, or increased crime or social breakdown, they reduce the assets base.

The basic premise is that sustainable systems, whether farms, firms, communities, or economies, accumulate stocks of these five assets, increasing the per capita capital base over time. But unsustainable systems deplete or run down capital, spending assets as if they were income, and so leaving less for future generations.

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Some Empirical Evidence Groups for Natural Resource Management Participation and Social Capital Formation in Natural Resource Management: Achievements and Lessons By: J Pretty and B R Frank Plenary paper for the International Landcare 2000 Conference. Melbourne, Australia.

Recent years have seen an extraordinary expansion in collective management programmes throughout the world, described variously by the terms community management, participatory management, joint management, decentralized management, indigenous management, user-­‐participation, and co-­‐management.

These advances in social capital creation have been centered on participatory and deliberative learning processes leading to local group formation in six sectors: 1) watershed/catchment management; 2) irrigation management; 3) micro-­‐finance delivery; 4) forest management; 5) integrated pest management; and 6) farmer’s research groups. In the past decade, some 324,000-­‐387,000 new groups have arisen in these sectors -­‐ mostly in developing countries (Pretty and Ward, in press). Most have 20-­‐30 active members (40 for micro-­‐ finance), putting the total involvement at some 9.9-­‐13.8 million people.

Watershed and Catchment Management Groups Governments and NGOs have increasingly come to realize that the protection of whole watersheds or catchments cannot be achieved without the willing participation of local people. Indeed for sustainable solutions to emerge, farmers need to be sufficiently motivated to want to use resource – conserving practices on their own farms. And this in turn needs investment in participatory process to bring people together to deliberate in common problems, and form new groups or associations capable of developing practices of common benefit.

This had led to an expansion in programmes focused on micro – catchments – not whole river basins, but areas of probably no more than several hundred hectares, in which people know and trust each other. The resulting uptake has been extraordinary, with most programmes reporting substantial yield improvements, often of the order of two or three fold. At the same time , most also report the substantial public benefits, including groundwater recharge, reappearance of spring, increased tree cover and microclimate change, increased common and re-­‐vegetation, and benefits for local economies. We estimate that some 50,000 watershed groups have been formed in the past decade in Australia, Brazil, Burkina Faso, Guatemala, Honduras, India, Kenya, Niger, and the USA (Chamala, and Mortiss, 1990; Pretty, 1995b; Chamala 1995; IATP, 1998; Bunch, 1999; Hinchliffe et al. 1999; F. Shaxson, S. Hocombe, A Mascaretti, pers. Comm. 1999; National Landcare Programme, 1999).

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http://www.heemskerk.sr.org/CASM/pentagon.gif

http://www.fao.org/docrep/006/y5083e/y5083e01.jpg

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Ecosystem Management: Concept to Local-­‐scale Implementation UNEP-­‐DEPI Freshwater and Terrestrial Ecosystem Branch International Institute for Sustainable Development UNEP-­‐IISD, 2011 Online: http://www.scribd.com/doc/102518073/Ecosystem-­‐Management-­‐Concept-­‐to-­‐local-­‐scale-­‐implementation-­‐Facilitator-­‐Manual

Definition of an ecosystem

An ecosystem is all of the organisms and the abiotic environment found in a defined spatial area. By definition, an ecosystem comprises all biotic and abiotic elements within a defined area. As such, it is all pervading and its management is the broadest possible; it also includes the human aspect. However, for practical reasons it is necessary to break the ecosystem down into operational units of a manageable size and select those elements which have a direct and significant influence in relation to the current management objectives.

What is an Ecosystem?

The concept of an ecosystem comes from the science of ecology, which is the study of the underlying principles and interactions of organisms and their environment. While the science of ecology can be very detailed, this section introduces a few core principles that can be easily understood to help practical management. A widely used definition of an ecosystem is that adopted by the Convention on Biological Diversity (CBD) and the Millennium Ecosystem Assessment (MA)

A dynamic complex of plant, animal and micro-­‐organism communities and their nonliving environment interacting as a functional unit

Although a useful and widely cited definition, defining an ecosystem as a ‘functional unit’ poses significant challenges in defining boundaries as the basis of ecological functions. Therefore, in this workshop, we do not refer to ecosystems as ‘functional units’, because of the problems in defining spatial boundaries of ecological functions. An alternative definition of an ecosystem is

“all the organisms and the abiotic environment found in a defined spatial area” http://www.britishecologicalsociety.org/about_ecology/glossary.php

From this definition, an ecosystem can be defined to be of any spatial scale, from a small pond to a region, or even the whole of planet Earth. The concept of an ecosystem provides a vision of an area as an ecological system, looking at the interactions between its living elements and their environment, as well as its properties as a living system. One of the main types of interactions of importance in an ‘ecological system’ is movement of energy and matter through the system. This can mean, for example, the ways trees in a forest capture the sun’s energy through photosynthesis and the flow of this energy through a food web of herbivores, predators and decomposers.

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In this workshop on ecosystem management, we recommend using the term ‘ecosystem’ as a way of thinking and making decisions about land and water resources as ‘ecological systems’, without attempting to determine spatially-­‐defined ecosystems as such. Of course, spatially defined units of management need to be defined, such as areas under particular land ownership or subject to specific management objectives. For management of water resources, this may mean the definition of a water catchment, which typically does not conform to land tenure or administrative boundaries. However, it is recommended to describe such a water management unit as a catchment area rather than an ecosystem, its ‘ecological system’ properties can be considered once it has been hydrologically defined.

What are Ecosystem Services?

The simplest and most widespread definition of ecosystem services is, “the benefits people obtain from ecosystems”1. A similar definition is that ecosystem services are the benefits provided by ecosystems that contribute to making human life both possible and worth living.

Examples of ecosystem services include products (e.g., food, fuel, water), regulation of floods, soil erosion disease outbreaks, and nonmaterial benefits such as the recreational and spiritual benefits of natural areas.

The Millennium Ecosystem Assessment3 grouped ecosystem services into four broad categories:

Provisioning services: products obtained from ecosystems, including food, fibre, fuel, genetic resources, ornamental resources, freshwater, biochemical, natural medicines and pharmaceuticals.

Regulating Services: benefits obtained from the regulation of ecosystem processes including air quality regulation, climate regulation, water regulation, erosion regulation, water purification, waste treatment, disease regulation, pest regulation, pollination and natural hazard regulation.

Cultural Services: non-­‐material benefits people obtain from ecosystems through spiritual enrichment, cognitive development, reflection, recreation and aesthetic experiences, including cultural diversity, spiritual and religious values, knowledge systems, educational values, inspiration, aesthetic values, social relations, sense of place, cultural heritage values, recreation and ecotourism.

Supporting services are necessary for sustaining the production of all other ecosystem services. Examples are primary production (plant growth) and nutrient cycling for soil formation and water quality regulation.

Because ecosystem services are defined in terms of their benefits to people, we should recognize that the value assigned to any ecosystem service is context dependent. That is, the same feature of an ecosystem can be considered a valuable ecosystem service by one group of

1 Millennium Ecosystem Assessment (2003) Ecosystems and Human Well-­‐being: a framework for assessment. Island Press, Washington, DC.

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people but not valued by another group. This value can even differ in the same group, depending on the gender specific needs of women and men.

Ecosystem and Human Well Being (MA 2003)

Ecosystem services are not produced in isolation of each other. Rather, most ecosystems can supply a bundle of inter-­‐related ecosystem services. A forest, for example, can provide both wood and non-­‐wood products, regulate climate and water supply, purify air and drinking water, prevent soil erosion and support soil fertility. It can also play an important role in tourism and recreation and in some regions, may have religious value. The complex inter-­‐relations among categories of ecosystem services means that there are often trade-­‐offs in the supply of different services in a particular location, such as increased flood propensity and reduced water quality with intensification of food production.

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An ecosystem is all of the organisms and the abiotic.

Abiotic means non-­‐living substances or environmental factors.

An ecosystem can thus be anything from a small pond to a region or even the whole of planet Earth. Ecosystem management can then be defined as working with ecosystem structure and processes to supply defined ecosystem services (such as food, fibre, fuel, natural medicines). The four core ecosystem processes that Are a part of the functioning of ecosystems at all scales are: 1. Water cycling through living organisms and ecosystems as well as the hydrological cycle at the landscape to continental scale of evaporation, rainfall, runoff and storage.

2. Mineral cycling, in which minerals such as carbon and nitrogen are cycled to and from the physical environment by living organisms with the amounts and rates of cycling dependent on the composition and structure of the system.

3. Solar energy flow, fuelling ecosystems by energy captured by plants from the sun via photosynthesis. Solar energy flows from plants to herbivores and omnivores and on to carnivores and finally to decomposers with significant energy lost as heat at each level.

4. Biological growth as an ecosystem process describes the tendency of ecological systems to increase their biomass and complexity over time.

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Watershed Summit Commitment: Panay Island Framework Plan from Ridge to Reef

By Jessica Salas Excerpt from Common Land, Common Waters – The Island Perspective in Watershed Management. The Case of Panay Island.

Foundation for the Philippine Environment.

See http://fpe.ph/wp-­‐content/uploads/2012/10/COMMON-­‐LAND-­‐COMMON-­‐WATERS-­‐BOOK.pdf

THE COASTAL ZONE Issues: • Poor implementation of fishery laws such as illegal fishing, construction of illegal structures in the waterways and unmanaged utilization of the mangrove forest.

• Inadequate vegetation of upper and mid-­‐watershed and degraded land which led to the increase of silt and pollution in the coastal and marine waters.

• Inadequate data and information .

Commitment to doable actions: • Provinces and municipalities shall endeavour to appoint their respective Provincial Environment and Natural Resources Officers (PENROs) and the Municipal Environment and Natural Resources Officers (MENROs) to focus on protection of the coastal zone and land issues.

• Laws for coastal waters protection including laws relative to soil protection that destroys fish habitat with massive erosion should be passed and implemented.

• On the issue of mangroves used for charcoal, the Summit recommends that stakeholders look into the success story of Kalibo mangroves which are now being pruned for charcoal brisket with permit from DENR and with a certification for sustainable mangrove forest management plan.

• The provinces also committed to share, consolidate, and update data to improve implementation of the coastal protection/ resource conservation laws.

THE AGRICULTURAL LAND Issues: • Sustainability and low productivity of land due to excessive use of inorganic fertilizers and chemicals leading to higher production cost and decreasing yield in the long run.

• The farmers and households have little knowledge and low awareness, in general, of appropriate technologies available to help them address the issue of sustainability.

• As a consequence, farmers and households prefer to sell or convert agricultural land to other uses.

Commitment to doable actions:

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The local government, particularly the office of provincial and municipal agriculturist should enhance agricultural program by first assessing existing programs and making recommendations to improve to address the issue of sustainability.

• Organic agriculture with soil and water protection shall be the major thrust of the local governments on the island.

• Panay Island agriculture should adopt the initiatives and indicators of the DA-­‐DENR-­‐DAR convergence project.

• Provincial and municipal governments to review effort and ordinances for strict compliance of adoption and implementation of the Comprehensive Land Use Plan.

THE BUILT-­‐UP / SETTLEMENT AREAS / URBAN & RURAL Issues: • Encroachment or settlement in forest areas and water ways • Ineffective implementation of the solid waste and liquid waste program • Non-­‐attention to disaster-­‐prone areas and non-­‐intervention for communities in these areas • Uneducated consumption Commitment to doable actions: • Enhancement and updating of CLUP • Information, education campaign for values transformation • Passing of ordinance to support solid waste management including piloting barangays for waste segregation • Identification of hazard prone areas and initiating action programs with the community.

• Promote local economy in the island

THE FOREST ZONE Issues: • Deforestation and forest denudation • Titling of timberlands • Unregulated fuel wood gathering (charcoal making) • Mining explorations • Lack of training/IEs for the upland residents • Poverty Commitment to doable actions: • Formulation of a forest land use plan in the municipality and for the MENRO and the community to implement compliance and strict implementation of forest laws.

• Let the community protect the whole forest as their source of livelihood by: o Expansion of primary forest through rain-­‐forestation o Expansion of agro-­‐forestry areas as the buffer zone of the primary forest o Allocation of each barangay for a wood lot for a sustainable charcoal production area

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o Construction of access roads in buffer zones o Continuous information, education and communication Stop/ recommend cancellation of titles in the timberland Total moratorium on mining.

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From Philippine Agenda 21: A National Agenda for Sustainable Development for the 21st Century The Philippine Council for Sustainable Development, 1997

What is Sustainable Development?

Any concept of development, especially a multi-­‐stakeholder approach to sustainable development, is implicitly or explicitly grounded on both an image of society and a shared vision of the development path of that society. Sustainable development must therefore take into consideration the reality of the Philippine context.

The image of society that guides Philippine Agenda 21 characterizes a significant number of modern societies today, some of which recognize that the key actors in any critical and principled partnership or conflict regarding sustainable development are the government, business, and civil society (Figure 4). To humanize development, there must be an inter-­‐play of market forces, state intervention, and civil society participation.

Key Actors in Sustainable Development

Sustainable Development Principles • Development of Full Human Potential • Holistic Science & Appropriate Technology • Cultural, Moral & Spiritual Sensitivity • Self-­‐Determination

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• • • • • • • • • • •

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National Sovereignty Gender Sensitivity Peace, Order and National Unity Social Justice, Inter and Intra-­‐Generational, and Spatial Equity Participatory Democracy Institutional Viability Viable, Sound & Broad-­‐based Economic Development Sustainable Population Ecological Soundness Biogeographical Equity and Community-­‐based Resource Management Global Cooperation

Philippine Agenda 21 is the Nation’s Blueprint for Sustainable Development, p. 22 In concretizing the vision, Philippine Agenda 21 describes a path for individuals, families, households and communities; an action plan for each ecosystem (coastal/marine, freshwater, upland, lowland, and urban); and across ecosystems in consideration of the interaction of the various lifescapes and landscapes found therein. The path is grounded on respect and active advocacy for the empowerment of the various social groupings of society to manage the economy, critical resources, society and culture, politics and governance and in the arena of foreign relations.

Philippine Agenda 21 advocates a fundamental shift in development thinking and approach. It departs from traditional conceptual frameworks that emphasize sector-­‐based and macro concerns. Philippine Agenda 21 promotes harmony and achieves sustainability by emphasizing: • A scale of intervention that is primarily area-­‐based. The national and global policy environment builds upon and supports area-­‐based initiatives.

• Integrated island development approaches where applicable. This recognizes the archipelagic character of the Philippines which includes many small island provinces.

• People and the integrity of nature at the center of development initiatives. This implies the strengthening of roles, relationships, and interactions between and among stakeholders in government, civil society, labor and business. Basic sectors have an important role to play in achieving equity and in managing the ecosystems that sustain life.

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Module 2 Participatory Rural Appraisal: An Outline

PRA: INTRODUCTION AND DEFINITION • • • • • • • •

Participatory research is not an alternative research method, but an approach that can be applied to any methodology – survey, experimental, qualitative (Lilja and Bellon, 2008).

“PRA methods, as they are often called, are visual and tangible and usually performed by small groups of people”. (Chambers 2007) PRA comprised of different research tools to facilitate local people in: Analyzing information Practicing critical self-­‐awareness Taking responsibility Sharing their knowledge of life and conditions to plan and to act.

“An approach and methods for learning about rural life and conditions from, with and by rural people”. (Chambers 1994)

Components of PRA: Methods ú People Behavior ú Knowledge and Sharing ú Participation Aztudes ú Planning ú Action

PRA

It is a combination of different approaches to share, enhance, analyze, plan and act for the betterment of the rural people with their participation. The secrets behind the success of PRA are decentralization and empowerment.

Practices of PRA • • • • •

Reversal of learning -­‐ To learn of the local people Learning rapidly and progressively -­‐ Exploration, flexible methods, adaptable Offsetting bias -­‐ To be receptive rather than preconceived ideas Optimizing tradeoffs -­‐ Understanding the usefulness of information Triangulating -­‐ Crosschecking and approximation

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Exclusive Principles of PRA

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Empowerment -­‐ The authority to local people through decentralization and confidence building Self critical awareness -­‐ Mistakes are lessons to learn and to do better next time Personal responsibility -­‐ The belongingness and ownership to the participants Sharing -­‐ To discuss and argue about ideas in open forum with all stakeholders

Applications of PRA: • • • •

In Agro-­‐Ecosystem Analysis Gordon Conway developed this approach in Thailand at the University of Chiang Mai around the year 1978.

It contributed much in current RRA and PRA through: • Transects (Systematic walks and observation); • Informal mapping (Sketch maps drawn on site); • Diagramming (Seasonal Calendars, flow and causal diagrams, bar charts, van or chapati diagrams ) • Innovation assessment (scoring and ranking different actions)

PRA and field research in farming systems have contributed to the appreciation and understanding of complexity, diversity and risk-­‐ proneness of many farming system. PRA has opened the appreciation of the knowledge, professionalism and rationality of small and poor farmers; their experimental mindset and behavior; and their ability to conduct their own analysis.

Reference Lilja , Nina and Mauricio Bellon. Some common questions about participatory research: a review of the literature. Development in Practice, Volume 18, Numbers 4–5, August 2008.

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How to do the Transect Walk and Mapping From the Kahublagan sang Panimalay Foundation, Philippines

What is a transect walk?

A transect walk is an information gathering tool used to describe and show the location and distribution of resources, features, landscape, main land uses along a given transect. This simple tool is easily adopted and replicated at the community level. It involves outdoor activities, on-­‐field observation, discussions, and diagramming. The transect walk is an information-­‐gathering exercise; the only prior information required is key informant advice on identifying the transect line routes and to purposively select local analysts. This tool only takes into account the currently “observable” situation and features, serving as an entry point for more in-­‐depth analysis.

Ref.: CARE. 2002. Household Livelihood Security Assessments: A Toolkit for Practitioners.

What is mapping?

Mapping is a data gathering method which aims to collect information about, as well as describe a community’s physical, socioeconomic and socio-­‐political characteristics through the use of maps. Maps are not just data collection tool but also presentation aids. (Popularizing Research by Minerva Cabungcal-­‐Cabiles. CCS Ateneo de Manila University)

A spot map aims to construct a bird’s eye view of a community’s physical features such as infrastructure (roads and bridges, irrigation systems, facilities like school buildings hospitals, public market – which have a bearing on its standard of living. Natural resources are also indicated: agricultural, industrial underdeveloped.

Thematic maps feature particular social cultural or economic characteristics such as: landownership map, Occupation map, Leadership or membership, organizational map, Health and nutrition map, Land use map, Historical map, Vegetation map, Water flow map.

Transect map describes the observation made as participants walk through an area. A transect map records several characteristics observed in the area around the transect route.

Doing a transect walk and producing map Discuss with the participants the route they would like to follow on the walk. This decision could be based on the community barangay spot map which shows some resources. Target the area around the rivers or creek. The group should think carefully and plan a route that covers the main variations in topography and other features they want to see and show during the walk. Explain that the route does not have to be straight. If there is no spot map, the participants can use the barangay map obtained from the barangay and make a few important markings. For example, ask participants to decide on a common legend for the following: Road

Barangay Hall

Every 10 Houses

Bridge

Mountains

School

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Assign the following tasks:

Group 1 to do the transect map Group 2 to do the land use map Group 3 to do the water flow and water resource map Group 4 to do the historical map All maps should indicate problem areas or hazards

Group 1, Transect Map Indicate under the land use columns your observation about soil, (fertile, degree that it can absorb water,) , vegetation (crop type), animals, fish, problems, hazards, recommendation. Use Spotmap to estimate the line of the watershed divide (the ridge line or the highest point from where the water flow starts during rain to collect at the lowest point of the catchment) If it is not raining, ask people you meet.

Group 2 – land use map Barangay spot map, small You may use the following marks for dominant land uses:

Commercial

Residential

Home gardens (every 10 houses)

Vacant lots

Rice field/

Fruit trees of

cornfield

any dominant type

Forest

Plantation

Shore/ocean

Group 3 – Water Flow Transect and Water Resource Map The Water Flow Transect diagram and drawings may indicate elevation difference, the ridges of the catchment (water divide),water flow, impervious areas that prevent infiltration, water holding areas/ devices present. You may use the following markings:

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Following markings may help: Direction of

River

Erosion Water flow

Infiltration

Creek

Well/

spring

Pond

Canal

Borehole/

water pit

Intermittent

wetland

Terrace/ River flow

lake

contour

The following helpful questions and instructions may be asked in identifying the watershed divide, and the water flow. The watershed divide is the highest point from where the water starts to flow to the lowest point in the watershed i.e., a creek, a river. Not all of these questions may be answered. What is important is that the participant is aware of the source of the water flow and to where the water joins other water flows. The participant should appreciate the importance of this information in time of excessive rain (flooding) and lack of water (drought).

1. To what direction does the water flow?

2. Are you walking uphill, downhill or on flat surface?

3. How far are you from the river/ creek or the lowest point for surface water in the area?

4. How far is the nearest ridge or highest point from where you stand?

5. Can you estimate the distance from the lowest point to the highest point from where you stand? (These estimates will be reflected on the spot map being handled by each of the group member).

6. If you cannot see the highest and the lowest point, can you estimate or investigate where the flow of water changes, and the reason why?

7. If you were standing in a residential area, determine the direction of the water flow from the canals.

8. If there are no canals or water ways which can easily be seen, ask local residents where the water flows when it rains.

9. The water outlet of the main tributary in your barangay could be outside the barangay. It could be the coast, a lake, or another river.

Determine how far it is from the barangay and the gradient towards the main outlet. What is the flooding experience of the area?

10. The main river of your barangay may be connected to the same river outside the barangay. Do you know its source or its head water? How far is it?

11. Water does not come only from the headwaters but also from the land surface along the river from the highest point to the river (the lowest point). Can you estimate how wide the area?

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Group 4 – Historical map.

Use the Historical Transect Tool. This form will describe significant changes in events over a period of time. Historical changes to be recorded will be in the natural assets (changes in land use, water resources, vegetation, disasters and calamities, etc); social asset (changes in group formation, types of group or organizational activities covert or overt, war, water conflicts, gang wars, political killings, etc. ); human asset (changes in aspiration, education, skills, health, lifestyles, diseases, epidemics, major causes of death & sickness, drug abuse, criminality); physical asset (changes in roads, buildings, schools, malls, industrial complexes, small enterprises such as piggeries, tanning enterprises, plantation, mining areas etc) and financial asset changes (taxes and other LGU revenue, income from enterprises, remittances from OFWs, expenditures for local goods and imported goods, investments in local enterprises from outside and from insiders, savings, influx of micro-­‐credit enterprises or banks etc)

The participants need not recall everything but only sharp changes which happened. They should be observant and keen as to the cause and effect of these changes.

General steps to follow in doing the transect walk: 1. Start at the edge of the village and begin the walk. Follow your transect walk path indicated by broken line in your spot map. However, you need not stick to the original plan. You can change course if you think it would be useful or interesting as you observe the kinds of data you have gathered.

2. Stop at key features or change in land use or every 100 paces or by any other measures. During the stop, review and triangulate observations, so far. Note key features and make tentative cause and effects observations.

3. Discussions may continue as you do the walk. Ask people along the way to confirm your observations or ask of their own. Reach out especially to what you may see as marginalized folks and listen to what they may say.

4. Make notes and drawings on your own spot map or cross section diagrams as you feel needed.

5. Be alert and focused on hazardous places or vulnerable areas. Try to connect cause and effects. Make a guess and open that up with the team.

6. Sit down and discuss, if you may, in certain places which you think are critical and get more data from people in the area if they are available.

7. At the end of the walk, assemble all your notes and put them together in another clean map, discussing why and why not this items goes here or there.

8. Analyze your Transect Map and diagram. See helpful questions below.

9. Summarize your observations, agree or disagree.

Helpful questions to analyze a Transect Diagram: • • •

What resources are abundant or scarce?

How do these resources change through the area?

Which resources have the most problems?

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

• • • • • •

Where do people obtain water and firewood?

Where do livestock graze?

What constraints or problems or threats are in the different areas?

What possibilities or opportunities are in the different areas?

How will a proposed policy change or implementation affect the features and characteristics of different areas?

Where do different population sub-­‐groups live? Are they segregated or mixed? Do the poorest households live in certain areas (such as on the edge of an area/community)?

Tool Name What is it?

What can it be used for?

What does it tell you?

Complementary tools Key elements Data information Time Skills Financial costs Limitations

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Transect Walk A transect walk is a tool for describing and showing the location and distribution of resources, features, landscape, main land uses along a given transect.

• identifying and explaining the cause and effect relationships among topography, soils, natural vegetation, cultivation, and other production activities and human settlement patterns • identifying major problems and possibilities perceived by different groups of local analysts in relation to features or areas along the transect • learning about local technology and practices • contributing as a tool for site selection • triangulating data collected through other tools Natural resources, present land use, vegetation, changes in the physical features and cropping systems, and so on in villages Public resources, land use, social differentiation and mobility in urban communities Community resource map, social mapping, time line, seasonal calendar This simple tool is easily adopted and replicated at the community level.

It involves outdoor activities, on-­‐field observation, discussions, and diagramming.

The transect walk is an information-­‐gathering exercise; the only prior information required is key informant advice on identifying the transect line routes and to purposively select local analysts.

2 – 3 hours Good participatory facilitation skills and knowledge This tool will cost $30,000 to $100,000 as part of a participatory study, depending on the number of communities sampled and the geographical scope of the study.

This tool only takes into account the currently “observable” situation and features, serving as an entry point for more in-­‐depth analysis.

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What is a watershed?

Compilation by Jessica Salas Various sources •

•

A watershed is the total land area that contributes to the flow of a particular water body (e.g. river, creek or stream, including the area where the water drains out. The outlet can be a dam, irrigation system or water supply take off point. It can be a place where the stream or river discharges into a larger water body such as a bigger river, a lake or the sea. (DENR) A watershed is a natural system whose boundary is determined on the ground by the highest points or ridgeline near or around a water body. Ridgelines also referred to as a topographic divide, separating one watershed from another. – DENR

Poster from the Department of Conservation and Natural Resources of Victoria, Australia

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The picture in the previous page can be described into two parts: a catchment with land degradation and a catchment working sustainably.

See description of the numbered parts below:

A catchment with land degradation

1. Over-­‐clearing of forest on steep slopes exposes the soil which can lead to erosion and landslips, eventually washing soil into streams.

2. Eroded topsoil washes into storage from the cleared hills, reducing water quality and filling the storage with silt.

3. Cultivation and overgrazing on steep slopes can cause soil erosion.

4. Poorly managed mining areas may produce unstable land forms resulting in contamination of streams and restrictions on future land use opportunities.

5. Cultivation down the slope is more likely to cause soil erosion and create scars in the landscape.

6. When trees are not maintained along stream banks or on farms, soil is susceptible to erosion by water and wind.

7. Poorly maintained farm land contributes to : a. Soil erosion b. Declining yields and farm income c. Deteriorating quality of farm water supplies d. Silting of stream 8. Over-­‐clearing of trees in the upper catchment means that less ground water is used by plants, resulting in a rise in the water table bringing salts to the surface. This can cause dry land salinity further down the catchment, severely restricting the use of the land for years to come. Inefficient irrigation practices on poorly drained land can also result in salinity problems.

9. Nutrients washing into the river from fertilizer run-­‐off, sewage treatment plants and households reduce water quality and feed outbreaks of the green algae.

10. Water breaking out of creeks or rivers at high speed causes severe gullies on unprotected land under cultivation on the flood plain.

11. Uncontrolled discharge of industrial and domestic wastes can lower water quality, making it unsuitable for human use and killing fish and other aquatic life.

12. Sediments washed down from eroded areas block the river mouth (and other parts of the stream), preventing navigation and increasing the risk of flooding.

13. Poorly sited public facilities and haphazard use of the beach front can cause coastal erosion and destroy the attractiveness of the area.

14. A bay polluted by rubbish and the discharge of wastes and sediments from the river is unattractive to humans and unsuitable for aquatic life.

15. High levels of nitrogen and phosphorous from sewage, soils and fertilizer may smother and weaken the reef community. Fuels and oil discharge can disrupt the reef ecosystems. Over fishing will deplete fish supplies.

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A catchment working sustainably

1. Forest maintained on steep slopes protects the soil and stop it from washing into streams. National parks provide homes for wildlife and cater for recreation and tourism.

2. The quality of water in the storage is high because it has been “filtered” by the forested area. The water is clear and suitable for farm, domestic and industrial use.

3. Pasture is maintained and only grazed lightly on steep slopes.

4. Well-­‐managed mining areas reduce adverse impacts, produce stable land forms and prevent downstream contamination. Progressive rehabilitation returns disturbed areas to an appropriate land use.

5. Contour cultivation and a system of contour banks, waterways and conservation cropping enable the productive use of land while minimizing soil erosion.

6. Trees maintained along stream banks help prevent stream bank erosion. Strips of trees provide wind breaks that prevent soil erosion and provide shade and shelter for livestock and wildlife.

7. Well-­‐managed farm land which maintains a good cover of trees, grasses or crops a. Minimize erosion b. Increase yields and farm income c. Improve the quality of farm water d. Prevent silting of farm water 8. The maintenance of trees in the upper catchment and efficient irrigation practices on well-­‐drained land protect against salinity problems caused by rising groundwater.

9. Reduces soil erosion, better sewage treatment and care when putting things down the drain help maintain water quality and prevent outbreaks of blue green algae in waterways.

10. Strip cropping and conservation cropping practices reduce erosion on the flood plain.

11. Treatment of industrial and domestic wastes ensures that discharges do not harm the environment.

12. A clear river mouth enables navigation of boats upstream and ensures the most efficient discharge of river water and nutrients into the bay.

13. Carefully sited public facilities and a well-­‐managed beach provide a pleasant and stable environment for now and the future.

14. A clear bay provides pleasant environment for human activities & encourages the growth of sea grass to maintain a healthy environment for aquatic life.

15. Wise disposal of all waste materials allows the reef to prosper naturally and prudent fishing ensures continued fish stocks.

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Watershed Human Ecology2

Most people live in watershed or river basin ecosystems that they have molded to their needs throughout history; with the exception of a few residual and strictly protected areas, the ecology of most watersheds is in many ways human-­‐made. The relationship between human populations and watersheds has usually been adaptive, homeostatic and resilient. There are very few documented instances of human-­‐ made watershed collapses throughout the 5,000-­‐year history of watershed management.

Factors in watershed human ecology fall under four main headings: local population dynamics, local livelihood systems, external interests, and policies, norms and laws (Figure below). Interactions among these factors largely determine a watershed’s environmental conditions at a given time.

The watershed human ecology

2

The New Generation of Watershed Management Programmes and Projects, FAO Forestry Paper 150, 2006. Pp 20-­‐21.

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Natural and humanly modified environments

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Since the 1970s, human ecologists have focused on the ways in which human populations modify, shape and sometimes nurture the environment. In 1982, Roy Bennett summarized the findings of this research as follows:

It is self-­‐evident that human activities may alter natural environments, and geographical and ecological studies have shown in detail the mechanisms by which this has taken place, and the extent to which it has occurred,. Here the term “natural” is being used to mean unmodified by Home sapiens, but, of course, this does not mean that environments are not being constantly modified by other organisms. In fact, “pure nature” does not exist, and from an anthropological point of view, the environment must include humans and the result of their activities. The “natural regions” distinguished by biogeographers commonly correspond to regions transformed through human manipulation, and are only “natural” in a rather general sense... Thus environmental determinism cannot be simply represented as environment ð society, but must be represented as environment ó society. All environmental factors may be so modified. Populations of plant and animal species may be selectively husbanded, soils may be artificially enriched, climates altered through the removal of tracts of vegetation, and entire topographies transformed through the creation of irrigated rice terraces.

Source: Bennett, 1982

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The concept of the watershed-­‐ecosystem approach to Disaster Risk Reduction Management: A summary Jessica Salas

Salas, 2010

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Catchments are scaled according to DENR’s definition as follows (provided for in DENR DAO 2000-­‐013:

River basin Over Inter-­‐regional 1,000 km2 Large 500-­‐ Regional, inter-­‐provincial watershed 1,000 Medium 100 – Provincial watershed 500 Small 10-­‐ Provincial/ municipal watershed 100 Micro Under Municipal/barangay watershed 10 km2

The scale or the size of the watershed is an important element in mobilizing a multi-­‐sector group because it defines the span of control, the extent of influence and the area of operation. In the case of Iloilo, a medium-­‐sized watershed became the experimental base. This is the 120 hectare-­‐watershed of the rivers of Tigum and Aganan.

3

J. Salas, Watershed Walk, p. 168.

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The Tigum-­‐Aganan Watershed, Province of Iloilo, Panay Island

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Module 3

Hazard Definition and Description Compiled by Jessica Salas from Various Reference Materials.

Hazard, according to PCVA Manual of the Office of Civil Defense, Region VI, is defined as a phenomenon, substance or situation which has the potential to cause disruption or damage to infrastructure and services, people, their property and their environment. (ADPC).

It is also a potentially damaging physical event, phenomenon or human activity that may cause the loss of life or injury, property damage, social and economic disruption or environmental degradation (UN-­‐ISDR).

It is also a potential event that could cause loss of life or damage to property or the environment (IIRR).

Hazards can only become disasters if the people or the community is not able to contain it or reduce it, or eradicate it.

Hazard can be seen or described in several ways. First, it can be classified according to a broad cause. According to Bellers, (1999) a hazard may be based on nature, on relationships, on system’s health, or failures of modern society.

Hazards can also be described according to the power of change that it brings. Example, flood as a natural hazard creates force when there is change in the volume of water. With too little water, the force could be found in epidemics.

Hazard can also be described according to the possible impact it can bring to those on its path. Individuals or communities could receive its impact. Having several examples will make us appreciate better the concept of hazards.

According to the Center for Disaster Preparedness (2010), hazard is a phenomena, event, occurrence or human activity that has the potential for causing injuries to life and damaging property and the environment. There are three types of hazards: a. Natural – cyclone, earthquake, volcanic eruption, tsunami b. Human-­‐made – fire, pollution, industrial accidents like leakage of toxic waste, oil spill, armed conflict c. Combination or socio-­‐natural hazards – flooding and drought can fall under this category if it is due to deforestation

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More examples were taken from IIRR Reference Book

Kinds of hazards

Typhoon, hurricane, cyclone

Element affected Water

Wind Land

Volcanic eruption

Temperature

Earthquake

Motion

Flood

Water

Organisms

Forest/ settlement fires

Temperature

Drought

Water

Violence

War of nations,

Force created

Path Impact

Flash floods, storm surge, tidal Drowning, waves Breaking of materials Disease Flying objects, uprooting Breaking of trees, other objects materials, Hitting Land slides Drowning, Mudflow Being buried Erosion Destroyed cropland Contaminated water Disease Ash falls Being buried Rocks Breaking, burning Lava of materials Gases Falling hard objects Breaking, burning, Tsunami drowning, Liquefaction Being buried Land slides Flashes , increased Drowning Volume of water Breaking

No drinking water Epidemic No food Property destruction Burning trees & vegetation, Burning properties Death Heat Loss of properties Heat, Hunger shortage water Thirst Unfertile soil Famine Pestilence Guns, Death

Broad Cause

Nature Social capital -­‐People not caring of environment Financial capital-­‐not enough to build dikes or ponds or shelters

Nature

Nature Inadequate physical capital for physical preparation Nature Inadequate physical and social capital for preparation

Inadequate social system

Nature Inadequate human and social preparation Failure of social capital

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tribes, gangs

bullets, fire

Declining health system, education system, social services,

Social system Human capacities Governance

System failure Non-­‐delivery of services Failure of governance

Failures of industrialized countries

Energy Mobility Technology

Oil spillage Transport collision Industrial explosions

Property destruction Economic dislocation Malnutrition, illness, diseases, death, Epidemics Cancer HIV/Aids Negative impact on production system, loss of life and property

Failure/ inadequate capacities of all capital assets

Failure/ inadequate human and social capacities as well as physical and financial assets.

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Building Resilient Communities: A Training Manual on Community-­‐Managed Disaster Risk Reduction.

By The International Institute of Rural Reconstruction (IIRR) and the Catholic Organization for Relief and Development Aid (CordAid), 2007.

Revised in 2013.

Online: http://www.cordaid.org/en/publications/building-­‐resilient-­‐communities-­‐training-­‐manual-­‐community-­‐based-­‐disaster-­‐risk-­‐reduction/

Definition and types of Vulnerabilities, pp 112-­‐113

A set of prevailing or consequential conditions which adversely affect the community’s ability to prevent, mitigate, prepare for or respond to hazard events (Anderson and Woodrow, 1989)

The characteristics and circumstances of a community, system or asset that make it susceptible to the damaging effects of a hazard (UN-­‐ ISDR).

Types of Vulnerabilities (Anderson and Woodrow, 1989)

Category Examples Physical/ material Risky and insecure sources of livelihood, lack of access and control over means of production vulnerability Occurrence of acute or chronic food shortage Lack of basic services, education, health, safe drinking water, shelter, sanitation, roads, electricity communication Social organizational Weak family/ kinship structures vulnerability Lack of leadership, initiative organizational structures to solve problems of conflicts Ineffective decision making, people/ groups are left out Unequal participation in community affairs, Rumours, divisions, conflicts, ethnic, class, religion caste, ideology Motivation/ Negative attitude towards change, passivity, fatalism, hopelessness, dependence attitudinal Lack of unity, cooperation, solidarity vulnerability Unawareness about hazards and consequences Dependence on external support/dole-­‐out mentality

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From IIRR (2011) Categories Physical vulnerability Economic vulnerability Environmental vulnerability Social vulnerability Political vulnerability

Example Communities in hazard prone locations, in flood plain or a coastal location exposed to cyclones.

Insufficient assets and reserves to withstand loss, lack of economic diversification Lack of biodiversity, incapacity of ecosystem to resist and recover Family size, existence of community organizations and social support mechanisms, age, structure of community, gender differences, racial, ethnic, religious discrimination Level of participation in decision making process, existence of authoritarianism and corruption, political violence, no justice and conflict resolution mechanism

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Integrating Gender into Community Based Disaster Risk Management A Training Manual by the CBDRM Training and Learning Circle – Philippines Center for Disaster Preparedness, 2010 Online: http://www.gdnonline.org/resources/gender-­‐in-­‐cbdrm.pdf

“Core Messages for Gender Sensitivity and Analysis in the Philippines” 1. Society tends to assign roles, attitudes, behaviours, characteristics and expectations to individuals based on biological differences.

Biological determinism upholds the belief that because the reproductive system is by nature the characteristic of the female sex, women’s physical makeup is consequently more delicate. Women are, therefore, viewed as being too weak to take on strenuous activities unlike men who have sturdier physiques and are thus able to take on heavier tasks. This tendency results in unequal relations between women and men, with men being considered as the superior sex mainly because of their stronger physical characteristics.

2. Gender roles are the product of a society’s culture, beliefs, and values. They are taught and reinforced by society’s structures and institutions, such as the family, school, community, church, government, media, and other social organizations.

3. Gender stereotyping and the subordinate status of Filipino women have historical roots. The centuries of colonization left remnants of a feudal view of women as properties of men. Capitalism, on the other hand, regarded women as objects of pleasure and commodities for exchange. These beliefs are still mirrored in policies and practices that affect women’s rights, especially their reproductive health rights, and in women’s limited access to and benefit from political and economic processes.

4. Patriarchy is also a legacy of colonization. The colonial thinking was that men are superior to women. Therefore, men should dominate the exercise of political and economic power in society’s institutions, including the family.

5. The learning of gender roles begin in early childhood. Girls are taught to be feminine, while boys are taught to be masculine. Feminine traits include being modest, submissive and nurturing. Masculine traits include being domineering and aggressive. Women, because of the feminine traits attributed to them, are expected to be good homemakers and nurturers of family members. Men, as masculine beings, are expected to be the family provider and to be responsible for its survival.

6. Gender roles have resulted in gender bias, manifested in the following: i. Marginalization, women’s participation in development is limited to traditional roles, programs and projects, especially those related to maternal and child care, day care centers, and nutrition. It results to recognize women’s concerns in other areas, particularly within the economic sectors. Despite their crucial role in production, they are considered as a non-­‐essential force in the economy. Hence, women are unable to develop their potential to the full. Their contributions to development remain unrecognized and undervalued. ii. Subordination, or submission, sometimes due to force or violence, or being under the authority of one sex. Because of this, women have less access to and control over available resources and have no personal autonomy. Women have secondary status in society.

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7.

8.

9.

10.

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iii. Multiple burden, or the condition in which women perform many, overlapping and heavy workload, tasks and responsibilities despite their limited time and energy. This multiple burden refers to doing unpaid work in the home, paid work as a member of the workforce, and community management work, and all other work necessary for the survival of the family. iv. Gender stereotyping, or the tendency to assign fixed, unquestioned and unexamined beliefs and perceptions about women and men. Society instills an image of women as weak, dependent, subordinate, indecisive, emotional and submissive. Men of the other hand are strong, independent, powerful, dominant, decisive and logical. v. Violence against women whether threatened or actual, perpetuated on women simply because they are women. It includes sexual harassment, sexual assault, rape, incest, pornography, battering, trafficking, and abuse whether psychological, verbal or economic.

These acts of violence reinforce male dominance over women. vi. Within the family, it is the father or husband who makes the important decisions. The mother may be asked but if their opinions differ, the father has the last say, invoking that he is the head of the family. Women and children are considered as property or mere extension of the father/husband. Domestic violence is considered a private issue (CWR). vii. Obstacles to personal development that arise from gender bias and have a distinct negative impact on women’s sense of self-­‐ worth personhood.

The gender division of labour is another reason for women’s subordinate status. Reproduction has been assigned to women because of their ability to conceive and give birth. Reproductive functions, however, are not limited to childbearing and nurturing, but include other tasks such as caring for family members and managing the home. Production or paid work done outside the home is the domain of men. This production-­‐reproduction divide is what is known as the gender division of labour, with production considered as the more important because of the economic benefits and advantages it gives to those who are engaged in it and to society.

Aside from reproductive and productive roles, the two other gender roles are: -­‐ Community management, involving voluntary work for the community; and -­‐ Community politics, involving participation in decision making and organization at all political levels in government and civil society.

Women tend to assume the reproductive and community management roles, while men dominate the productive and constituency-­‐ based politics roles. In this gender division of labor, men are the decision makers and leaders. Women’s roles are secondary to men’s roles even if these tend to be multiple roles performed simultaneously.

Gender roles determine not only women’s cultural and social status but their economic and political status as well. In all these spheres, women’s status has been secondary to men’s.

The manifestations of gender bias show that the power relations between men and women are far from equal or balanced but grossly skewed in favour of men. To put it another way, gender relations are not level but stratified, and women are found at the lower rungs.

References: Center for Women Studies in Transforming Government to Think and Act GAD: A Handbook on Gender and Development Training, NCRFW and CIDA, 2003 Gender and Sensitivity Training Materials, Center for Women Resources Gender Responsive Local Planning and Budgeting: a Guidebook for Beginners, DILG and NCRFW and CIDA, 2002

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Module 4 The Lapang Ghutu Micro Watershed Case -­‐ The Case of a Micro Watershed in the Amjhor Watershed Presentation delivered to Cornell University

By Jessica C. Salas. November 2006

Lapang Ghuto is a sitio or a hamlet within the village of Amjhor small watershed. This watershed is located in the district of Purulia, West Bengal, India. In the district of Purulia, a non-­‐government organization called PRADAN or the Professional Association for Development Action has organized 3 levels of watershed organizations. These are: 1. At the district level, the Purulia District Zila Parishad, Project Implementing Committee, 2. At the village level, there is an organized council called Panchayat Gram Council of Villages and 3. The implementing organization which is the watershed committee of the Village. This is the case at the Village of Amjhor. Its Watershed Committee at Lapang Ghutu. Lapang Ghuto is a hilly hamlet (sitio) with an area of 3.2 hectares, occupied by 6 households with a total population of 30.

Names of the owners and their food sufficiency status are found below:

Lapang Ghutu Ownership Map Name of owner

Months of Food Sufficiency 6 10 6 8 7 9

Spall Besra Ram Besra Bhutel Besra Ram Saren Pratham Kisku Sona Mumu

Farm Area (ha) 0.81 0.51 0.49 0.61 0.40 0.20

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Food Sufficiency at Lapang Ghutu Category Food sufficiency more than 6 months (A) Food sufficiency 6 to 12 months (B) Food sufficiency >12 months (C)

# of Families

27%

73% 0

Those families living in the upstream of the hill have these challenges:

1. Inadequate water supply for farm, livestock and domestic use 2. Soil Degradation 3. Low Productivity 4. Lack of drinking water 5. Alcoholism 6. Inadequate education 7. Poor housing facilities 8. Low food sufficiency

Those living in the downhill or the downstream of the micro watershed are:

1. Much water during rainy season breaks the bund and carries silt to rice paddies.

2. Gully erosion 3. Lack of water during summer 4. Low Productivity 5. Lack of drinking water 6. Alcoholism 7. Inadequate education 8. Poor housing facilities 9. Low food sufficiency

After consultation and meetings with the assistance of NGO PRADAN, the following action plan was agreed:

For households living in the uphill (upstream of the micro For households living downhill (downstream of the micro watershed) watershed)

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Plant trees, row grass, cover soil and other soil-­‐water-­‐ conservation measures Re-­‐direct water flow to tanks/ RWH Specific plans for women and the landless Common demo fields for SRI, floriculture, vermi-­‐compost Vegetables and medicinal plants cultivation Capacity building

Construct rainwater harvesting (RWH) tanks and wells Establish RWH drainage to tanks Specific plans for women and the landless Common demo fields for SRI, floriculture, vermi-­‐compost Vegetables and medicinal plants cultivation Capacity building

Result of action plan of both upstream and downstream communities.

After completing the activities in the action plan, the following were the results:

For the upstream households 1. Upstream improvement of physical and natural asset: a. Portion of land planted with trees and grass to reduce silt downstream b. Gullies were plugged c. Rainwater harvesting facilities were constructed (small and appropriate for upstream slope) 2.

3.

4.

5.

6.

Mobilization of social and human assets Increase in productivity of farm land Sharing of water from downstream water tanks during summer for households and animals Sharing community programs for women and children Employment in downstream farms for second cropping.

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For the downstream families 1. Reduction of silt, increase in productivity 2. More water stored in rainwater harvesting facilities to be shared with upstream households 3. Human and social capital assets mobilized 4. Sharing of community projects for women and children 5. Two harvest seasons in a year.

The result of collaboration clearly showed benefits for all households, both uphill and downhill. Conflict on the use of capital assets was the result of differing priorities and capacities in using capital assets in both upstream and downstream communities. The practices had a diminishing impact on the capital assets. The households financial assets continued to decrease as the land became unproductive, social capital has not been harnessed in terms of attitude to collaborate until the intervention happened. As described, natural assets continuously deteriorated until physical assets were constructed (rainwater harvesting, tree planting and grass planting, gully plugging).

The new physical assets exchanged benefits between the uphill and downhill communities. Financial capital gradually poured in as land became productive and animals were taken cared of with enough water. There was a continuous sharing of continuing education for women and children. The benefits of two sets of cropping a year were shared by employing human capital in both the communities. In other words, resources/ assets used and traded to resolve conflicts through collaboration increased or enhanced assets of both upstream and downstream communities. Scarce resources were optimized by trading them to resolve conflicts.

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What is Watershed Management?

Excerpt from the FAO Forestry Paper No. 150 United Nations Food and Agriculture Organization. Rome, 2006 Online: http://www.fao.org/docrep/009/a0644e/a0644e00.htm

Watershed management has evolved and has passed through several developmental stages. In the initial stages, it as a subject of forestry and forestry-­‐related hydrology. During the second stage, it became land resources management,with an eye on economic benefits, focused on beneficiaries. It is called participatory and interactive watershed management with involvement and contribution from local people. The third stage is the introduction of collaborative management as a result of new researches and studies dispelling myths and unfounded beliefs.

The old and new generation Paradigm shifts for Watershed Management:

Past Generation Next Generation Integration of socio-­‐economic issues within watershed management Emphasis on watershed natural resource management as part of programmes local socio-­‐economic development processes Focus on “people’s” or “community” participation, with an emphasis Focus on multi-­‐stakeholder participation, linking social, technical on bottom-­‐up participatory planning and policy concerns in a pluralist collaborative process Rigid programme design that overestimates central government’s Flexible programme design that adjusts to local governance capacity to enforce policies, and lacks adequate processes. Long-­‐term planning and financing institutional/organizational arrangements at the local level. Short-­‐ term planning and financing.

Implementation responsibility entrusted to “heavy” institutions, such Implementation responsibility entrusted to “light” institutions as donor-­‐assisted programmes or government watershed authorities such as watershed management for a, consortiums and associations, with programmes and authorities playing a facilitating and subsidiary role.

Focus on on-­‐site, short -­‐term effects. Small –scale projects with little Focus on upstream-­‐downstream linkages and long-­‐term impacts. watershed or basin-­‐level coordination Local-­‐level processes coordinated at the watershed or basin level Quick-­‐and-­‐dirty participatory assessment and evaluation (e.g., participatory rural appraisal(PRA), with little or no linkage to natural and sociological evidence Belief that access, tenure and social conflicts in watersheds can be solved by technically sound interventions.

Dialogue between local and scientific knowledge in “fairly-­‐quick-­‐ fairly-­‐clean” action research processes, involving a variety of stakeholders Awareness that most access, tenure and social conflicts in watersheds are rooted in society and politics and should be managed through continuing negotiation.

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Collaborative management of natural resources: a definition Excerpt from “Co-­‐management of natural resources, organizing, negotiating and learning by doing”.

Borrini-­‐Feyerbend, G. Heidelberg, Germany, GTZ and IUCN, Kasparek Verlag, 2000.

Cited at FAO # 150 p. 51

Collaborative management also called joint, mixed, multi-­‐party or round-­‐table management-­‐ was developed in the 1990’s b the World Conservation Union (IUCN) to embed the management of protected areas in local livelihoods culture and governance in collaborative management, social actors negotiate, define and guarantee among themselves a fair sharing of the management functions, entitlements and responsibilities for a given territory, area or set of natural resources.

Collaborative management is: • • • • •

A pluralist approach to managing natural resources incorporating a variety of partners in a variety of rules, generally with the goals of environmental conservation and the sustainable use and equitable sharing of resource-­‐related benefits and responsibilities.

A process that requires full access to information on relevant issues and options, freedom and capacity to organize, freedom to express needs and concerns, a non-­‐discriminatory social environment, will to negotiate, and confidence that agreements will be respected.

A complex, often lengthy and sometimes confused process involving frequent changes, surprises, sometimes contradictory information, and the need to retrace steps.

A political and cultural process that seeks social justice and democracy in the management of natural resources.

The expression of a mature society that understands that there is no unique and objective solution to environmental problems, but rather a multiplicity of different options that are compatible with both local knowledge and scientific evidence and capable of meeting the needs of both conservation and development.

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The Quality of Life model Quality of Life Research Unit. University of Toronto.

Online: http://www.utoronto.ca/qol/qol_model.htm

QOL Concepts

The Quality of Life model used in research projects carried out by the Quality of Life Research Unit was developed at the Centre for Health Promotion, University of Toronto. It was the development of this model and a request by the Ontario Ministry of Community and Social Services to carry out Quality of Life research that led to the formation of the Quality of Life Research Unit.

Development The Centre for Health Promotion conceptual model is seen as applicable to all persons, with or without developmental disabilities. It was developed on the basis of an analysis of the literature on quality of life and qualitative data we collected in the context of focus groups and in-­‐depth interviews with persons with and without developmental disabilities.

Following the preliminary development of the conceptual model, it was tested for relevance and refined by means of rigorous review by adults with and without physical and developmental disabilities, adolescents, and older adults living in the community. In each case, the applicability of these concepts was examined for relevancy for the population, instruments and methods were created, and collection of data carried out. The model is multidimensional and assumes that quality of life is holistic in nature.

The Quality of Life Profile was developed to provide a measure that considers both the components and determinants of health and well-­‐ being. It draws upon a conceptual model that is consistent with recent definitions of health and health promotion as provided by the World Health Organization. The profile emphasizes individuals' physical, psychological, and spiritual functioning; their connections with their environments; and opportunities for maintaining and enhancing skills.

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Conceptual Framework

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Our conceptualization defines Quality of Life as: The degree to which a person enjoys the important possibilities of his or her life.

Possibilities result from the opportunities and limitations each person has in his/her life and reflect the interaction of personal and environmental factors. Enjoyment has two components: the experience of satisfaction or the possession or achievement of some characteristic, as illustrated by the expression: "She enjoys good health."

Our conceptual framework has three life domains, each of which has three sub-­‐domains. being

who one is

Physical Being

• • • • • •

physical health personal hygiene nutrition exercise grooming and clothing general physical appearance

Psychological Being

• • • •

psychological health and adjustment cognitions feelings self-­‐esteem, self-­‐concept and self-­‐control

Spiritual Being

• • •

personal values personal standards of conduct spiritual beliefs

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belonging

connections with one's environments

Physical Belonging

• • • •

home workplace/school neighbourhood community

Social Belonging

• • • • •

intimate others family friends co-­‐workers neighbourhood and community

Community Belonging

• • • • • •

adequate income health and social services employment educational programs recreational programs community events and activities

becoming

achieving personal goals, hopes, and aspirations

Practical Becoming

• • • •

domestic activities paid work school or volunteer activities health or social needs.

Leisure Becoming

•

activities that promote relaxation and stress reduction

Growth Becoming

• •

activities that maintain or improve knowledge and skills adapting to change.

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Importance and Satisfaction

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The extent of a person's Quality of Life in the areas of Being, Belonging, and Becoming and their sub-­‐domains is determined by two factors: importance and enjoyment. Thus, Quality of Life consists of the relative importance or meaning attached to each particular dimension and the extent of the person's enjoyment with respect to each dimension. In this way quality of life is adapted to the lives of all humans, at any time, and from their individual perspectives.

Decision-­‐Making and Opportunities This sensitivity to the specific life situations of individual people also presents a limitation, namely that people may be highly satisfied with the important possibilities of their lives within an environment that is of poor quality. This may result from people being unaware that better quality is possible, or from people being consciously aware that they have to suppress the importance of some possibilities because of their present circumstances. For example, people living in institutions may consider their quality of life to be good because they have had no opportunities to know other possibilities and have no power to effect change in any case. Thus quality of life needs to include the quality of the environment in which the person lives.

To address this, we consider that a quality environment is one which: 1. provides for basic needs to be met (food, shelter, safety, social contact) 2. provides for a range of opportunities within the individual's potential 3. provides for control and choice within that environment

Thus, a person's perceptions concerning his/her decision making regarding the important possibilities of his/her life and the extent of his/her potential opportunities in the areas encompassed by Being, Belonging, and Becoming are indicated by the Control and Opportunities scores. While these measures are not part of the computation of QOL scores, they provide information by which Quality of Life scores can be interpreted.

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Module 5 Comparative Study of Watershed Organizations

by Jessica C. Salas, Cornell University, N.Y., USA. 2006 Excerpts

Usefulness of Organizations pp. 17-­‐18 Watershed is the land that water flows across or under on its way to a stream, river, or lake4. The Cayuga Lake Watershed Network defines watershed as “the land surrounding a body of water, funneling runoff down into that water. Water flows over and through the land, going from higher ground to lower ground.”5 The problem with watershed, however, is that it respects no political boundaries. Land can suit itself into political boundaries, and so can people, plants and animals; but not water and watershed. And so, if a watershed unit has to be the unit for managing environmental concerns and protection of land and water, the whole unit should be planned for. As in other objects of management, the unit can always be broken down into manageable sectors to give a comfortable span of control. In the case of watersheds, the river basin can be broken down into areas in flowing water to smaller rivers, then streams, creeks, brooks, and other forms or names of water pathways which are easily recognizable in the surface. Ground water ways have to be considered too and coordination has to be made in the organizational structure if the initial unit division based on surface of water has been traced and determined.

Furthermore, the complexity and the comprehensiveness of the nature of watersheds stem from the fact that anything that happens within the watershed affects the water and the land and in turn affecting the watershed. The “everything” that is being referred to here ranges

4 5

USDA Natural Resources Conservation Service, Program Aid # 420.

Issues in the Cayuga Lake Watershed. A publication of the Cayuga Lake Watershed Network. 2004.

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from digging a well to farming, to fishing, to planting of crops and tending farm animals and constructing buildings and irrigation canals.

This is reflected in this statement from USDA program Aid # 420.

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“Everyone lives in a watershed. You and everyone in your watershed are part of the watershed community. You influence what happens in your watershed, good or bad, by how you treat the natural resources – the soil, water, air, plants and animals. What happens in your small watershed also affects the larger watershed downstream.”

Consequently, the challenge to management requires an appropriate organization that can undertake the expected functions. Such challenge, however, has to be faced; as there is no other way out except to choose the 3rd option which is to do nothing; which means, not to solve the problem at all.

The argument for the necessity of having another local organization may be summarized as follows: a. The multifarious character of the watershed cannot be served by existing councils which were created to address the needs of a single sector. In the watershed, needs for agricultural productivity, for water quality, for forest conservation, for industrial waste control, and many others should be identified and linked to the watershed plan. b. The continuous flow in the watershed cannot be disconnected. It should be managed even beyond the boundaries of an existing (political) management unit. c. A central or national agency, although fully equipped technically for its own purpose, cannot effectively access local knowledge. d. Needed is a structure dedicated to embrace the multifarious character of the watershed in order to achieve the purpose of developing and protecting it.

The new structure for watershed management should be creatively set up to fit the above exogenous factors. How will the new structure look like? What elements comprise it and why? How will it function?

The Iloilo local government chose a new structure. The challenge now is to analyze the fit of this new structure, this new local organization.

The local government’s way was evolving the new structure. It was born out of issues and problems as well as in using its strength. It was born out of known problems. Perhaps the structure was not able to address potential problems and unrecognized weaknesses. Although the idea of an evolving organization is to address a problem as they come, the process could be costly and unsettling. A fairly stable organization can also be a learning and responding organization and can effect change at a comfortable pace.

Theoretical Considerations Literature has offered perspectives that make organizations useful. And if they are useful, a closer look at these four perspectives can be used as the basis for building an understanding of the evolving nature of a local organization or of designing a local organization for

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watershed protection. Gotner, Mahler and Nicholson (1987) summarized the four perspectives as (1) efficiency and rationality (2) law and legal authority) (3) psychology and social relations and (4) politics and power. A fifth concern, environment of the organization, is added.

This was gathered from the contingency theory of Woodward Study on the relationship between environmental change and structure. The studies of Hage and Aiden (1970), as well supports the relationship between environment and structure.

A summary is offered to further look into the sources of weakness of legal authority and accountability of local organizations (Summary, pp.

22-­‐23): 1. One philosophy of organization assumes that human nature is essentially flawed and organization’s role is to divide and diffuse authority and power among various levels in the structure.

2. Laws and legal declarations are subject to any legal question, a function of democracy. This creates inherent weakness in authority.

3. Independent boards and councils dissipate power and authority.

4. A public organization may act only if granted an authority to act on a particular purpose.

5. Organizations are created by objectives and goal frameworks set externally, resources assigned externally. The only way to manage congruence between the means and the end is through a political process.

6. Goals are products of the legal and political process up-­‐holding values created by them and perpetuating the same values, which are political and cultural. Goals could be results of coalitions; strategies could be substituted by political accommodation and they could be ambiguous as well.

7. Public organizations have no market that can measure economic efficiency of their operation and product, or a market that can guide the continuance of a public service or the level of expenditures.

8. Overseers are external to the public organization. New concerns, even conflicting agenda could get into the overseers’ view and could create unsettling issues in the organization.

There are 8 factors comprising the function of local organization (Organization Functions, pp. 71-­‐75): 1. Planning and Goal Setting is seen as assessments of community or group needs and of various problems, means and strategies, formulation of plans to deal with needs and problems.

2. Conflict Management refers to efforts made to resolve conflicts within the community or organization to facilitate production or maintain social harmony.

3. Resource Mobilization refers to the gathering of community resources for development effort or gaining resources from outside sources through the effort of local organization.

4. Resource Management is explained by the efficiency and correctness in resource use including financial, organizational, and natural resource management.

5. Provision of Services refers to the delivery or distribution of services, either those of the local organization or from outside sources with the local organization’s involvement.

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6. Integration of Services refers to the coordination of services, either the organization’s services or outside sources so that they most efficiently and effectively meet members’ needs.

7. Control of Bureaucracy is characterized by the efforts to make government staff work harder, more flexibly and more cooperatively with and for members to ensure attendance at office, field visits; lack of corruption.

8. Claim Making refers to efforts to get government decision-­‐makers to deal with community problems and needs; may include getting rules altered, budget allocations changed, etc.

Example of a Watershed Organization

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Learning Communities in the Watershed Kahublagan sang Panimalay Foundation, 2003

The Barangay Information Center Story (Tilipunan sa Barangay)

In the process of redefining the school-­‐on-­‐air and its relation to its target communities, a workable facility for non-­‐formal education at the village level was born. The small watershed learning groups hovering over the radio to listen to the school-­‐on-­‐air, Ugat Sang Tubig, has evolved into a formal center for continuing education now called the BIC or Barangay Information Center.

The BIC is not merely a reading center, a barangay facility the establishment of which is provided for in the local government code. The functions of the BIC include generation of information, processing data into meaningful concepts and perspectives and disseminating these in the ways of the village folks. An off-­‐shoot of the school-­‐on-­‐air, the BIC serves as a venue for translating information into action or surfacing people’s initiatives in managing the environment, in particular, and sustainable development, in general.

A number of these BICs have sprouted in the last two years. On April 20, 2001, a BIC Congress was held participated in by 234 representatives of 38 BICs. The creation and deputization of “Bantay Suba” (river watch groups), the adoption by the BICs of the Ugat sang Tubig School-­‐on-­‐Air, gradually making it as a community-­‐initiated and sustained IEC program and the passage of more specific resolutions in support of solid waste management program were among the recommendations contained in the Congress Resolutions.

In July, the Liga ng mga Barangay in each of the seven (7) municipalities held their respective Ugat sang Tubig-­‐BIC Recognition Program during which prizes for Best BIC Implementers and certificates for all BICs were awarded.

The aforementioned events boosted the number of BICs from 55 to 70. Five (5) of these BICs were initiated by the DECs Science Coordinators. Each BIC was implementing an average of 8 projects with an average budget of P19, 538.37 per BIC. Thirty (30) women’s organizations were attached to these BICs.

Training support to the BICs was facilitated through the Kahublagan Environment Resource Center. Assistance in building the capacity of the municipal core group and the technical working group (TWG) to enable them to assist the BICs as they pursue sustainable development initiatives were extended. Information-­‐education materials such as brochures, leaflets, books, video tapes and cassette tapes are made available to the BICs at very minimal costs. The Watershed Walk, a guided-­‐tour of the Tigum and/or Aganan watershed was made available.

People’s Initiatives

The watershed listening/learning groups were encouraged to reflect on the topics being discussed during the school-­‐on-­‐air broadcast.

These groups responded by sending feedback in the form of letters, songs and poems. Others translated information into action by starting small environment-­‐related projects in their villages. These community-­‐based endeavors are now being called “People’s Initiative”. Each BIC

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implemented eight (8) small projects, on the average. The most common project was tree planting. Trees were grown on roadsides, private areas or farms, parks, riverbanks, hillsides, and even timberlands.

Likewise, every BIC was engaged in the cultivation of backyard or communal gardens. These gardens were either planted to organic vegetables (86%) and medicinal herbs (60%) or flowers (31%).

People’s initiatives in riverbank rehabilitation included the construction of vegetative and concrete erosion control measures (42%), the passage of resolutions relative to river and river bank protection (20%) and the creation of 12 river watch groups.

There seemed to be widespread community awareness of the importance of solid waste management. While more than 1/3 (34%) of BICs was engaged in household waste segregation and composting, a significant number (44 or 63%) established recycling centers. The latter project was pursued not only for its waste reduction contribution but also because it served as source of additional household income for some village folks or as source of BIC funds. Another fund-­‐raising activity was the search for the “Mutya ng Kalikasan”, a muse contest for the environment using proceeds from the sale of recyclable materials as donations.

The BICs were also involved in the adoption of sustainable agriculture technologies. Ninety percent (90%) of BICs was engaged in Integrated Pest Management (IPM) while 41 (50%) in the upland communities practiced Sloping Agricultural Land Technology (SALT) and some (24%) established Small Farm Reservoir (SFR). A growing number is interested in the establishment of agro-­‐forest areas.

Ecological livelihood projects were mostly poultry and livestock raising (39%), food processing (27%) and soap making (20%).

While the aforementioned initiatives were undertaken by all sectors of the community special focus is given to the children and youth as well as the women sector.

Children and Youth for Environment

The Children. Children in the elementary schools continued to tune in to the Ugat sang Tubig broadcast. They were also participated actively in environment-­‐related activities in the school. However, the school children’s involvement was not limited to school-­‐based activities. As part of their experiential learning, a group of 52 children and Science Coordinators also joined an Eco-­‐Camp which included among other activities, a guided-­‐tour of the Aganan headwaters called the “Watershed Walk.” Moreover, children eagerly patronized the Eco-­‐View, a newsletter produced by a group of Science Coordinators, DECS-­‐Division of Iloilo in partnership with KSPFI. On the other hand, community children were mobilized for clean-­‐up drives and the “Kwarta sa Basura” project.

The Youth. The youth sector through the Sangguniang Kabataan (SK) and its environmental arm, the Green Brigade was among the strong advocates of the BIC. The group was instrumental in surfacing people’s initiatives such as nursery establishment, tree planting/growing, riverbank rehabilitation and solid waste management, especially promoting the campaign for the “Kwarta sa Basura” project.

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The SK was continuously holding IEC activities. In fact, the town council of the Municipality of Cabatuan passed a resolution mandating the Green Brigade to conduct IEC to all schools in the area. In addition, graduating elementary pupils and high school students were required to plant trees in their respective barangays.

The SK also spearheaded the celebration of Earth Day, World Water Day and Arbor Day.

Women of the Watershed

In the emerging process of the BIC, the Women of the Watershed as a component was accorded preferential attention. Of the total seventy (70) BICs, thirty (30) or 43% has women organizations or groups while the total number of all women BIC members was 928.

In coordination with the local government units, particularly, the rural health center and the social welfare office with the assistance of community volunteer workers, outreach indicators were being monitored by 30 BICs. Data on selected indicators were posted on monitoring boards for the information of the community. Likewise, gender-­‐related cases, specifically on reproductive health, child abuse and violence against women were monitored in coordination with the barangay women’s desk in ten (10) BICs and the municipal women’s desk offices in the seven (7) towns.

The women’s group in fifteen (15) BICs were actively engaged in livelihood projects such as food processing, vegetable production, soap-­‐ making, backyard flower growing, and “buy and sell” of recyclable materials, to name some. Moreover, women’s organizations in four (4) BICs in the headwaters spearheaded initial activities towards community -­‐based forest management. These activities include nursery establishment, tree planting and a series of orientation and training aimed at accomplishing the requirements for the issuance of a 25-­‐year tenurial instrument, the Community-­‐Based Forest Management Agreement (CBFMA).

Tigum-­‐Aganan Watershed Management Board

The local government units of the seven towns covered by the Tigum and Aganan watershed such as the municipalities of Maasin, Alimodian, Leon, San Miguel, Cabatuan, Sta. Barbara and Pavia provided the much needed support to the program by endorsing the school-­‐ on-­‐air and its BIC. The Technical Working Group of the Board composed of development planners and representatives of NGOs/POs and NGAs operating within the area spearheaded the move for the creation of the Iloilo Watershed Management Council, the Tigum-­‐Aganan group being the precursor of the province-­‐wide structure. Likewise, some TWG members especially those from the agencies were able to provide technical assistance to the BICs. With the MOA creating the watershed management board about to be signed, a more focused assistance in terms of watershed management planning and implementation will be expected from the board and its TWG.

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Philippine Climate Change Program Brochure The Climate Change Commission (http://climate.gov.ph/)

PHILIPPINE CLIMATE CHANGE POLICY

Addressing adaptation needs, capitalizing on mitigation potential and complying with the United Nations Framework Convention on Climate Change (UNFCCC) obligations required systematic analysis, strategic planning and determine implementation. The Philippine Climate Change Policy was developed based on the country’s climate change vulnerabilities, adaptation needs and mitigation potential, all in accordance with international agreements.

GOALS

To build adaptive capacity of communities and increase the resilience of natural ecosystems to climate change, and optimize mitigation opportunities towards sustainable development.

ADAPTATION

Adaptation refers to the adjustment in natural or human systems in response to actual or expected climatic stimuli or their effects, which moderates harm or exploits beneficial opportunities. The Delhi Declaration on Climate Change and Sustainable Development highlights the importance of adaptation as “high priority for all countries”. With the Philippine’s geophysical and socio-­‐economic characteristics, more emphasis is given on adaptation to risks associated with current climate variability and extremes. The Philippine Climate Change Policy is committed towards ensuring and strengthening the adaptation of our natural ecosystems and human communities to climate change. The Philippine Climate Change Policy aggressively highlights the critical aspect of adaptation meant to be translated to all levels of governance alongside coordinating national efforts towards integrated ecosystem-­‐based management which shall ultimately render sectors climate resilient.

MITIGATION

Philippines’ contribution to the total global GHG emissions is insignificant compared to the rest of the world. Nonetheless, the Philippines embarks on a mitigation strategy to contribute to the global effort to reduce emissions, pursuing cost-­‐effective measures to reduce GHG emissions such as increased energy efficiency and conservation, development and increase utilization of appropriate low carbon and renewable energy technologies, and reducing emissions from deforestation and forest degradation (REDD+).

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TECHNOLOGY TRANSFER

Technology plays a central role in addressing climate change. An effective mechanism on technology cooperation and transfer should be established to promote research and development (R & D), and deployment and transfer of sound climate technologies. It is crucial to remove various obstacles and provide necessary incentives for technology cooperation and transfer. A fund for international technology cooperation and transfer must be established in order to make climate-­‐sound technologies accessible and affordable to developing countries.

INTERNATIONAL COOPERATION

United Nations Framework Convention on Climate Change provides the objective, principles and commitments to address climate change.

The Kyoto Protocol sets up specific GHG emissions reduction targets for Annex I Parties for 2008-­‐2012. Developed countries should fulfill their commitments to take the lead in reducing their GHG emissions and to provide financial resources and transfer technologies to developing countries. As a party to the UNFCCC and the Kyoto Protocol, the Philippines has been doing its part in implementing the commitments under both agreements.

Vision A climate risk-­‐resilient Philippines with healthy, safe, prosperous and self-­‐reliant communities, and thriving and productive ecosystems.

Guiding Principles • Mainstream climate change into government policy formulations • National priorities shall be adaptation and mitigation, with emphasis on adaptation in accordance with the principles of “common but differentiated responsibility.

• Draw from scientific contributions and best practices from communities • Equal protection for the poor, women, children and other vulnerable and disadvantaged sectors • Adopt the Philippine Agenda 21 for Sustainable Development • Recognize roles of agencies and local governments as frontliners in addressing climate change • Actively engage the global community in international cooperation

Watershed-­‐Based Disaster Risk Reduction and Climate Change Adaptation: A Training Manual

Glossary of Common Hiligaynon Terms in DRRM

Kalamidad/disgrasya (Disaster)

Risgo/peligro/katalagman (Risk)

Pagdumala/pagpatikang sang peligro sang kalamidad (Disaster Risk Management)

Pagbuhin/Pagpahagan-­‐hagan sang peligro sang kalamidad (Disaster Risk Reduction)

Pagkadelikado/katalagman (Hazard)

Kahuyang/kahina-­‐an (Vulnerability)

Pagsabat/Pagtatap (Response)

Pagkaayo/Pagbalik (Rehabilitation)

Pagpa-­‐andam/Pagpatima-­‐an/Pagtunda (Early Warning)

Ikasarang/Kapasidad (Capacity)

Pagpugong/Pagpaiway (Prevention)

Pagpahagan-­‐hagan (Mitigation)

Pagkahanda/Pagpangaman (Preparedness)

Pagkahanunut/Di-­‐pagkalingkang (Resilience)

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This manual is a product of the Metro Iloilo-­‐Guimaras Bio-­‐region Initiative, a component of the International Urban Partnerships Program of the Canadian Urban Institute (canurb.org). Technical expertise on watershed management was provided by the Toronto and Region Conservation Authority (trca.on.ca). The program and the production of this document were made possible through a generous financial contribution from the Government of Canada.

Copyright: Tigum-­‐Aganan Watershed Management Board and the Canadian Urban Institute, 2013

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