Capacity response climate change

% of persons (disaggregated by age and gender) aware of and capable of better using information and tools to respond to climate change.

Tdh counts individuals.

Percentage is calculated as follows:

• Numerator: number of people (or sample of surveyed people) who demonstrate awareness and capability on climate change issues when filling evaluation tools.

• Denominator: total number (or sample) of people who filled evaluation tools after having participated in training or awareness activities.

Process:

1. Pre-define a limited number of the most important knowledge content (awareness) and skills (capability) that the participants should gain or master as a result of the intervention.

2. Prepare a test or questionnaire assessing the existing knowledge and skills of the targeted participants.  Include practical questions (ex. case study) that will enable you to assess whether participant can identify relevant prevention and mitigations strategies to use in their context (*)

3. Calculate individual scores at pre-test.

4. Reproduce the test in the end, calculate post-scores and compare progression by individuals.

In case it is not possible to do a pre-test:

1. Decide the minimum scoring a person needs to reach in order to pass the test (for example, answering at least 7 out of 10 knowledge-related questions correctly or successfully pass skills test).

2. Administer the questionnaire/test to (a representative sample of) your target group members.

3. Calculate how many participants reached the minimum required result.

4. Divide the number of participants who have the minimum required knowledge/skills by the total number of tested participants. Multiply the result by 100 to convert it to a percentage.
     

People interviewed or surveyed in pre-post assessment , focus group discussion.

• Surveys and questionnaire: administered training session participants, or to a representative sample of the target population before and after training or awareness sessions

• Focus group discussions: conducted to gather qualitative data on the perceived utility and application of the information and tools and enrich analysis of the longer term effects of the training program

• Surveys/Questionnaires: Age-appropriate questions that assess understanding of climate change. For younger children, use simple language and visuals.

• Example questions:

  • What is climate change? (Multiple choice)

  • Can you name two things that cause climate change? (Open-ended)

  • How does climate change affect our community? (Multiple choice)

  • What are some ways we can help reduce climate change? (Multiple choice)

• Interactive Activities:, Use drawings, or storytelling to gauge awareness, especially with younger children. We could also consider innovative approach such as games adapted to the context (examples can be found here: CCAT Toolkit (schumacherinstitute.org.uk)).

  Example Activity:

  • Ask children to draw a picture showing what they know about climate change, its causes and consequences, and explain their drawing.  Ask them to draw how they would see their world with some improvements, and what children, their families, organizations and governments can do to reach this ideal world. Then, analyze the solutions proposed by participants to assess if they correspond to the content of the learning module that was given to them.

• Focus Group Discussions: After a few months, conduct discussions with different age groups to explore their understanding and perceptions of climate change. This does not allow to calculate the indicator’s value, but will enrich the analysis by giving additional data and enabling to analyze if the skills/jknowledge are maintained, relevant, what challenge do the participants face, how do they apply the learnings in practice, etc.

Assessing capability:

• Pre- and Post-Training Assessments: Evaluate skills and confidence before and after training sessions.

  You could ask these types of questions before and after the training and then analyze whether the participants have incoporated the learnings. questions or “exercise”:

  • Can you explain what are the main causes of flooding in your area?

  • Can you give me three ways of mitigating flood risks that can be implemented in your area?

• Practical Demonstrations: Have children and youth demonstrate climate actions they have learned.

  Example Activity:

  • Following a training module on waste, organize a practical session where participants show how to separate recyclables or conserve water.

• Self-Assessment and Reflection: Encourage participants to self-assess their confidence and capability.

  Example questions:

  • How confident do you feel about teaching others about recycling after the training?

  • Could you give some ideas you have to do this in practice in your village?

• Do you have any plans and ideas on how to share this knowledge with your family and friends?

Gender and Age