Participatory Capacity and Vulnerability Analysis (PCVA) Toolkit
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Participatory Capacity and Vulnerability Analysis (PCVA) Toolkit
Transcript of Participatory Capacity and Vulnerability Analysis (PCVA) Toolkit
Participatory Capacity and Vulnerability Analysis (PCVA) Toolkit
Prepared for Oxfam Australia by the Climate Change Adaptation Program (CCAP), RMIT University, Melbourne
Supported by Australian aid.
Dr Iftekhar Ahmed, Research Fellow, CCAPDr Hartmut Fuenfgeld, Research Fellow, CCAPProf Darryn McEvoy, Principal Researcher, CCAPProduced by Annette Salkeld, Oxfam Australia
Published November 2012
132 Leicester Street Carlton VIC 3053 Australia Tel: +61 3 9289 9444 Fax: +61 3 9347 1983 www.oxfam.org.au
Design: Jeffrey Paul
Print Production: Jocelyn Tan
Printed with vegetable based inks on Cyclus print matt, an unbleached coated paper made from 100% recycled post-consumer waste.
Cover photo: Ngaunta Ienraoi stands where her grandmother’s house once was. “More than 10 people lost their houses [during a king tide]. The land in front of them was washed away. I remember seeing all the houses … floating in the water. They lost everything,” says Ngaunta. Her grandmother and neighbours have since moved further inland, an increasingly common occurrence in low-lying Kiribati. Photo: Rodney Dekker/OxfamAUS
Contents
1. Introduction 1
2. Key Climate Change and Disasters Concepts 2
3. Key PCVA Concepts 3
4. Getting Started 5
5. Working with Communities 7
6 Other Points to Consider 9
7. Guidance on PCVA Stages 11
8. Annexes 25
9. Key Resources and References 31
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1. Introduction
This toolkit assembles a set of tools and describes the process for conducting a Participatory Capacity and Vulnerability Analysis (PCVA) of disaster and climate change risks at the community level. This PCVA toolkit is targeted primarily for community-based staff members of development agencies such as Oxfam and national agencies. It follows an integrated approach to assessing disaster and climate change risk, and using this information to support communities to develop community action plans for disaster risk reduction (DRR) and climate change adaptation (CCA).
While the process of conducting PCVA can be elaborate, for simplicity this toolkit highlights the key components and processes of a PCVA — it does not provide a detailed description for using each tool. Links to further resources are provided where relevant, and annexes at the end summarises the different tools used in the PCVA.
There are many other PCVA or related manuals; some of them are listed in the Key Resources section at the end of this document. Some of these manuals have been adapted to the local context or are available in local languages, or may target a specific sector, such as agriculture. The PCVA facilitation team should read these additional documents as necessary, particularly those written in the local language, where further guidance is needed. The PVCA process is a flexible one; different tools can be used where they are considered more appropriate.
It should be highlighted that the PCVA process is not a toolkit for extracting information from communities. It is a process where communities willingly participate in analysing their capacity and vulnerability regarding climate change and disasters. It is a stepping stone to the community’s own action plans for strengthening its capacity and reducing vulnerability. The role of the organisation conducting the PCVA with the community is to facilitate the process and assist the community to undertake their own analysis.
This toolkit begins with a brief background on disaster risk reduction and climate change adaptation and explains some key concepts. The main aspects of PCVA and the approach followed in this toolkit are also presented briefly, followed by some guidance notes.
There are nine stages in this PVCA; each of them is discussed here with regards to the purpose, the tasks to be conducted and the tools to be used. The first two stages are pre-facilitation stages, which allow the PCVA facilitators to prepare for the PVCA and become familiar with relevant resources. The next seven stages are about facilitating the PCVA and build upon one another to undertake the whole PCVA process. The PCVA stages are shown in Fig. 1.
Stage 1
Preparing for PCVA
Re-Facilitation stages
Stage 2
Collecting secondary data
Stage 3
Generating a community view
Facilitation Stages
Stage 4
Understanding vulnerability to hazards and stresses
Stage 5
Livelihood analysis
Stage 6
Analysing future uncertainty
Stage 7
Governance Analysis
Stage 8
Prioritising and action plan
Stage 9
Finalising the PCVA
Fig. 1: Stages of conducting a PCVA
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2. Key Climate Change and Disasters Concepts
Climate or disaster risk is the probability or likelihood that a hazard or long term change will cause injury, damage or loss. It is related to the magnitude of the hazard, and to capacity and vulnerability of the community. If the capacity in a community is high, risk is low, but if vulnerability is high, risk will also be high. Therefore risk reduction involves both increasing capacity and reducing vulnerability.
Climate change: a change in climate patterns that persists for decades or longer. It arises from human activity that alters the composition of the atmosphere(ie greenhouse gas emissions) that is over and above natural climate variability.
Climate change adaptation (CCA): actions that people and institutions make in anticipation of, or in response to, a changing climate. This includes altering things they do and/or the way they do them.
Climate change mitigation (CCM): An activity to reduce the drivers of climate change, by reducing emissions of greenhouse gases to the atmosphere. In the context of disasters, “mitigation” means the measures taken before the impact of a disaster to minimise its effects.
Resilience: The ability of a system or community to resist, absorb, accommodate to and recover from the effects of a hazard in a timely and efficient way.
Disaster: A serious disruption of the functioning of a community causing widespread human, material or environmental losses and impacts, which exceeds the ability of the affected community to cope using its own resources.
Disaster risk reduction (DRR): The systematic effort to analyze and manage the causal factors of disasters, i.e. reduce exposure to hazards, lessen vulnerability of people and property, wise environmental management, and improved preparedness for adverse events.
Hazard: Event that has the potential for causing injuries to life and damaging property and the environment.
Capacity: Positive conditions or abilities which increase a community’s ability to deal with hazards.
Vulnerability: Conditions that reduce people’s ability to prepare for, withstand or respond to a hazard.
Disasters can result from natural and human induced hazards. There are three main types of natural hazards – geological (earthquakes, volcanic eruptions, landslides etc), hydro-meteorological (floods, cyclones, drought, etc) and human induced (conflict, chemical spills, industrial accidents etc). A disaster occurs when the impacts of a hazard exceeds a community’s ability to cope using its own resources.
Climate change is impacting on hydro-meteorological (or weather-related) hazards by altering their frequency or intensity, and is expected to become more extreme in the future. Climate change will also have long term impacts such as gradually increasing temperatures, changing seasons, unpredictable rain and rising sea levels.
This PVCA can analyse all types of hazards, how climate change may alter their nature and the long term impacts of climate change.
Understanding the following terms is essential for conducting an integrated climate change and disaster PCVA.
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3. Key PCVA Concepts
The PCVA toolkit is one of a range of program tools designed at different organisational levels for addressing climate change and disaster risk. For example, decision-making tools support program managers when developing new programs and screening tools allow a higher level assessment of climate or disaster risk in current projects or program portfolios. The PCVA toolkit is designed to be used by field staff and at the community level to help design both new and existing programs.
There are three main objectives:
1. To analyse vulnerability to climate change and disasters at the community level, and the potential capacity within the community for dealing with climate change and disasters.
2. To combine community knowledge and scientific data to gain understanding about local risks.
3. To directly inform local level action plans to reduce the risks from disasters and climate change impacts.
In order to reduce climate and disaster risks, communities need to increase their capacity and reduce their vulnerability. PCVA is a systematic way of understanding and analysing the capacity and vulnerability of communities, and distinct groups within a community, to climate change and disaster risks, and is an important step in planning for and implementing CCA and DRR initiatives.
While many development programs focus on vulnerability, as it is often more evident, there are often hidden capacities – social networks, local knowledge, community resilience, etc – which are not easily revealed. The capacity of marginal groups – women, children, elderly, etc – is often overlooked, although that may have potential for CCA and DRR. Therefore the PCVA approach in this toolkit highlights analysis of capacity as an important way of offsetting vulnerability.
PCVA places importance on local knowledge and draws on information and knowledge of communities, and their analysis of the information. However, as important can be the introduction and analysis of outside information – such as climate information, weather forecasting and disaster records, to support a greater understanding of local risk. It is a participatory process — local communities are at the heart of conducting the PCVA. The main features of a PCVA are shown in Table 1.
PCVA can allow collecting and analysing information to develop specific CCA/DRR initiatives, preferably in an integrated way. It also allows the integration of CCA and DRR into other sector programs such as natural resource, water management/water, sanitation and hygiene (WASH) and sustainable livelihoods. The results of a PCVA can also provide practical evidence for advocacy on climate change and disasters issues.
The PCVA toolkit is primarily used at the beginning of a program to inform program plans and activities. However it can also be undertaken after a program has begun where climate change and disaster risks have not been considered. In this situation a PVCA can help to adjust program activities to better address these risks.
The data and analysis documents and materials (maps, diagrams, charts, etc) can also be used as a baseline to evaluate the project’s outcomes and to understand if and how capacities have been strengthened and vulnerabilities reduced. This can be done during midterm or final evaluations of the program. Therefore it is essential that all such documents and resources are stored and maintained until project completion, and to be accessible even afterwards as reference material for other projects.
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Table 1: Key features of PCVA
Participatory Capacity and Vulnerability Analysis (PCVA)
Brief description PCVA is a risk analysis process that is designed to engage with communities in contexts where disasters and climate change are significant drivers of poverty and suffering.
Objectives A PCVA process may be undertaken to achieve a range of objectives, including the following:
• To integrate disaster risk reduction (DRR) and climate change adaptation (CCA) into an existing program
• To inform the design of a new program that will integrate DRR and CCA measures
• To monitor/evaluate the impact of actions taken to reduce risk and enable CCA, and assist in the identification of new ones
• To guide advocacy strategies for DRR and adaptation.
Scale Community
Framework 1. Collecting secondary data
2. Generating contextual information
3. Conducting analysis
4. Risk prioritisation
5. Formulating action
6. Moving towards implementation
Methods Community and stakeholder consultations, participatory methods, background research
4. Getting Started
This section outlines some of the logistic and management considerations to address when you are planning a PVCA process.
Establishing the Facilitation Team• Decide the specific role(s) of each facilitation team
member. Ensure a balanced representation of women and men in the team.
• The facilitation team leader should have significant experience in using participatory tools, strong facilitation skills and a good knowledge of climate change science and impacts.
• Members of the facilitation team should have experience in participatory methods and the PCVA preparatory training in Stage 1 should strengthen their skills. Additionally understanding and knowledge of the local context, as well as a knack for working with communities, are key qualities that the facilitation team members should have.
• Facilitating a PCVA also requires sensitivity and understanding of the potential and challenges of the local context. Team members should have these attributes.
• If necessary, less experienced team members should be accompanied by somebody who is experienced and can provide in-situ training during the process of conducting the PCVA.
• If it is a large team, decide if it can be divided into smaller groups (2–3 team members in each group) to conduct the same exercises to achieve triangulation.
• Ideally women team members will conduct the PCVA process with women community members, or at least include some women team members. It might be necessary to include team members with local language skills or interpreters to ensure adequate participation across the community.
• In some communities, elderly or powerful male community members might feel disturbed by the presence of women team members. Be aware of such local sensitivities and respect them to the extent that they do not affect the outcomes of the PCVA.
• Develop a system for collating, organising and storing documents and other materials. Identify the team member who will be responsible for this.
Time• Decide how much time will be allocated for the
PCVA process and, if it is part of a larger project, how the PCVA timeline will fit into the overall project time-frame.
• Make a rough estimate of how much time each stage might require. Time requirements will depend on a number of issues such as if previous assessments have been undertaken, the size/scope of the program, and the time availability of the community. As a guide, the community component should be no less than 5 days.
• The PVCA process can be undertaken with communities in one block of time, or spread out over a number of visits, depending on local circumstances.
• For all the PCVA stages, develop a draft schedule and finalise through discussion with the community to ensure suitability and availability of community members. Consider if people will have to take time off from work or other commitments to take part and whether it can be scheduled for when they have free time. This may be different for different groups in the community.
• It is very important to be flexible. It may not always be possible to stick to the schedule, so build in generous allowances. PCVA is an elaborate process, so anticipate significant time involvement.
• Also anticipate surprises and unpredictable changes, and be prepared to make last moment changes and revise plans.
Budget• Decide the budget. Do not spend unnecessarily,
but also do not be thrifty at the expense of safety, comfort and well-being of the facilitation team and community participants. Utilise funds in a balanced way, in tune with the local context and living standards.
• Allow a budget for: (a) Transport; estimate how much travel is involved and then budget for it; (b) Equipment (photographic, laptops, recorders, batteries, first-aid kit, or any other as required) and stationery (flipcharts, markers, index cards, notebooks, etc); make a list of what will be required and prepare a budget; (c) Daily expenses of facilitation team members; estimate what will be necessary to support carrying out the work effectively.
• Consider a provision for meals, tea/coffee and snacks, and related catering arrangements. Estimate days required, who will supply it, and the required food items, so that a budget can be prepared. Consider if there will be any large community-wide events requiring substantial catering, such as at the PCVA process outset and/or completion. Discuss with the community how this is to be best arranged as well as funding requirements.
• As a general policy, do not offer payment to community members for participating in the PCVA. This can potentially cause problems with the facilitation team and within the community, and may even skew the results of the PCVA. Pay only if any services from the community are used, such as venue rental, catering or transport, but make sure to match it to local standards.
• Budget some money for sundry expenses related to the PCVA. For example, paying for transport of community members to participate in the PCVA; or, paying somebody to relieve women of their household tasks so that they are free to engage in the PCVA. Make allowances for expenses which cannot be anticipated.
Health• PCVA can at times be a physically demanding
process, and in many countries field conditions can be harsh. Ensure that facilitation team members are in good health and able to withstand hardship, if necessary.
• There should be a plan for medical emergencies. Carry a well-equipped first-aid kit, and if possible, at least one of the team members should be trained in basic first-aid.
• Make a note of the nearest health clinic or medical centre in case of emergencies, and have an understanding of the travelling time required and mode of quickest transfer.
• As with the facilitation team, ensure that excessive demands are not placed on the community participants. While maintaining that PCVA is a time-consuming and intensive process, care should be taken that the PCVA sessions and exercises do not exhaust the team and participants. Note the weather conditions (too hot, too cold, rainy, etc) and adjust the sessions accordingly so as not to cause discomfort or physical exertion.
• Ensure all team members are briefed on any security guidelines and that these are followed.
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Groundwork• If the facilitation team is not familiar with the
community, make an initial visit to establish preliminary contacts. Try to identify and meet a few key members or leaders of the community, including women leaders, who may act as focal contact points during the PCVA stages. Always be open about the purpose of the PCVA and take care that no expectations are created in regards to funding or material inputs in association with the facilitation team.
• At the early stages of the PCVA, identify key informants within the community – people who have deep knowledge of the local context and the community, or are networked to a wider set of links. Such people can be interviewed separately to complement the findings of the PCVA. This should include a range of people from young to old, women and men.
• Explore options for venues where the PCVA process will be undertaken, which are most preferable to the community. Find out if there is a community meeting hall or communal building where the PCVA can be conducted, and what facilities it has. It may be preferable to conduct the PVCA in a few different locations that are more appropriate for specific groups. There might not be a building or built facility for meetings, so it might be necessary to conduct the PCVA in houses, homesteads, courtyards or fields.
• Make an effort right from the beginning to understand the basic work schedules of the community members, both women and men, and different livelihood groups. Based on this, plan the PCVA sessions around the availability of community members according to time of the day and year. This will vary by season, location, nature of community, gender etc. In many cases shorter seasons are likely to have more people attending. For example in some agricultural communities, a slow period follows the harvest of the main crop, and this might prove to be a suitable time for the PCVA.
• Remember that in marginal or subsistence communities, people have heavy workloads, so do not place undue demands on their time for participating in the PCVA process. Discuss with them to what extent they are able to contribute their time and adjust the scope and schedule of the PCVA accordingly.
5. Working with Communities
Gender and Inclusion• In all cases attempt to ensure balanced
representation of women and men in the PCVA process.
• As part of the preparation, meet with local leaders and other community members to discuss who will participate in the PCVA process.
• Find out the most vulnerable groups in the community (including the elderly, disabled and ethnic/social minority groups) and identify the best ways to involve them. Separate PCVA sessions or individual meetings might be necessary, requiring a corresponding set of skills within the facilitation team.
• Ensure that barriers to participation for women are addressed as much as possible from the beginning. For example, provisions for childcare might allow participation of women, especially if nearby to the place where the PCVA is held. Or paying somebody to collect firewood would release women from this task and allow them to participate in the PCVA.
• In most societies, women have responsibility for childcare, domestic and livelihood activities. In such situations, while women may be quite visible in the community they are likely to have a heavy work burden, often working longer hours than men. The facilitation team will need to be sensitive, and plan and conduct the PCVA without making undue demands on time, and make provisions for women’s participation.
• It is important that the PVCA group processes are undertaken separately with groups of women and groups of men, ideally led by female and male facilitators respectively. Women and men are likely to speak more freely in separate groups, and it removes gendered roles that often see women sitting quietly in mixed gender meetings. Women and men will often have different knowledge bases, vulnerabilities and capacities, which are critical to capture through the PVCA processes.
• Where separate PVCA groups have been used, a final plenary session including all the groups should be held, where the PCVA findings are presented and discussed. This would promote transparency and minimise any potential for misunderstanding between the different groups.
• In many societies, children begin taking part in household work and community matters from an early age, and hence can have valuable knowledge and experience that can contribute
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to the PCVA process. Make an effort to include children as active participants in the PCVA process, and make provisions that their education or household activities are not affected. For example, pay somebody from the community to provide tuition to make up for lost time at school, or arrange for other children to help in household tasks of those children who participate in the PCVA process.
• The elderly often have knowledge and understanding that is not always easily apparent. Endeavour to get the elderly to contribute to the PCVA process and to have a stake in the community’s planning for CCA and DRR. The knowledge of the elderly, both women and men, can provide valuable contributions to the outcomes of the Historical Timeline and Long Term Trend Analysis (see Annexes 7 and 9).
Language and Literacy• While noting PCVA outcomes on paper is ideal for
capturing information and keeping a record, in some cases it might be more appropriate to draw or write on the ground with sticks, or use some other local materials. In such cases, try to take photographs of the outcomes so as to have a record for future reference. Prints of the photos should be given to the community so that they have ownership of the PCVA outcomes.
• Literacy might be an issue — some communities might be partly or not literate. Often women will have higher illiteracy rates. In such cases, pictures and symbols that are locally used and understood should be identified, and if necessary, the facilitation team should familiarise itself with them. During the course of the PCVA, such pictures and symbols should be used. Even where communities are literate, pictures/symbols can be used effectively to communicate information and ideas; be open to using such techniques.
• It is important that the community owns the data and analysis documents, and it stays in the community as an ongoing reference point for future projects. With the community’s permission, the facilitation team should make a set of copies of all the documents for the organisation’s archives; leaving originals in the community.
Malawi: Leyla Kayere, aged 76, works her rice field. Photo: Abbie Trayler-Smith/Oxfam.
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Selecting the Relevant Tools • The tools and resources presented in this toolkit
are some of the important ones and if used properly, should yield useful results. They are, however, by no means a complete set of tools. Participatory methods (RRA, PRA, PLA, etc) have been developed and used for a wide range of purposes during the last few decades.
• Many participatory methods have been adapted to local situations and used according to local needs. The first task in conducting a PCVA process is to become informed about the range of relevant toolkits available, and review them. This should be followed by an examination of the tools and resources presented here, and a decision made as to which ones are most suitable for the particular context.
• If there are other tools that seem potentially useful, consider how they might be used in the PCVA. Do not follow this toolkit mechanically; apply judgement based on the local situation and its needs and thereby decide what may or may not work. Be open to using other tools and resources, and combine and balance these with those in this toolkit.
Triangulation of Data • Some of the tools in this toolkit provide analysis
of similar issues in different ways (for example, Resource Map/ Hazard Map and Transect Walk; Historical Timeline and Long Term Trend Analysis). This allows cross-checking for inconsistencies in information, a process known as ‘triangulation’.
• Other tools beyond this toolkit can be used to triangulate the information. Therefore, even if some of the tools seem repetitious, still use a number of tools to collect and analyse similar types of information, as this will give more accurate results.
• Triangulation can also be done by asking different groups about the various issues as they relate to the community. For example ask men about women’s activities and vice versa.
• Also, conduct the same exercises with different groups that characterise the community (see Annex 1) – women and men, poor and wealthy, etc – which will allow a comparison of perceptions across the different groups.
• If resources allow, triangulate further by having different members of the facilitation team collect the same information independently and then cross-check.
6. Other Points to Consider
Involving local Authorities• Although the PCVA is intended as a community-
based exercise, in many places it can be difficult to carry out the work without the approval of local government authorities. While this can present a challenge, it can also be an opportunity. Firstly, local officials can be useful key informants and can contribute to the PCVA sessions on Governance Analysis and other local knowledge. Secondly, it may help to increase government understanding of local issues and create better linkages between the community to the government for support in implementation of community action plans.
Understanding and Addressing the Root Causes• Be careful to understand the key differences
between disasters and climate change impacts. Climate variability and weather fluctuations due to climate change can lead to extreme weather events, which can result in disasters, discussed above in the section on Key Climate Change and Disasters Concepts. However climate change is also gradually altering long-term seasonal patterns. Although this may not result in disasters directly, it can be a hazard in itself as it may affect agriculture and eco-systems based livelihoods, on which many communities are reliant.
• To understand future uncertainty (Stage 6), it will be necessary to identify hazards that may possibly be caused by climate change and/or could increase because of climate change in the future.
• Climate related changes (variable rainfall, increased heat or cold, etc) are often hard to separate from other factors causing change such as deforestation, urbanisation and population growth. Significant time and effort need to be given to find out all the changes affecting the community, to review secondary information and analyse with the community what the actual climate-related impacts are and other root factors that may be impacting communities.
• Similarly, infrastructure development can cause environmental problems (eg reduced water flow in a river due to a dam). Caution is necessary so that such effects are not confused with climate change impacts. However, there could be linkages; such developments combine with climate change and magnify impacts on communities. The PCVA should examine such changes that contribute to the community’s vulnerability.
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• The actual activities identified by the PCVA might be work being done already (tree planting, drought resistant crops, etc), but the analysis should be documented to identify any DRR activity that is being modified or expanded based on the climate change analysis. For example, a well might be built to store water in an area experiencing longer dry seasons. But if that area is also experiencing heavier rainfall during the wet season, building a check dam would regulate excess water flow. The well is a DRR measure and the check dam is a CCA measure. The PCVA should help identify such measures that link DRR and CCA for the community’s action plans.
Sre Kosaing village, Cambodia: Villagers with a water level gauge installed as part of a disaster preparedness plan. Photo: Sak Sivin/OxfamAUS.
7. Guidance on PCVA Stages
This section provides guidance on each of the nine stages of the PCVA process. A set of instructions and requirements are listed first for each stage, followed by a table with an explanation of its purpose, the tasks required and questions to be answered, and the key related resources.
Stage 1 is about preparation for the PCVA and Stage 2 is concerned with supplementary secondary sources. Stages 3 to 8 comprise the main body of the PCVA, which include a series of activities to analyse various aspects of the community’s capacity and vulnerability to climate change and disasters. Stage 9 is about completion and follow-up. The annexes following this section provide details on the specific tools required to carry out the PCVA process.
Lepo village, Timor-Leste: Secondary school student Juvita Soares in Lepo village where work is being undertaken to identify and act on the impacts of climate change. Photo: Timothy Herbert/OxfamAUS.
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, as
wel
l as
fund
ing.
Ade
quat
e pr
epar
atio
n pr
even
ts
any
disr
upti
on to
and
dis
cont
inui
ty o
f the
seq
uenc
e of
the
PCVA
sta
ges
and
ensu
res
its
smoo
th o
pera
tion
.
•A
few
key
per
sons
at m
anag
emen
t lev
el w
ithi
n th
e or
gani
sati
on w
ill n
eed
to o
vers
ee th
e PC
VA p
roce
ss in
clud
ing
budg
etin
g, fi
nanc
ial a
ccou
ntab
ility
, se
lect
ion
of fa
cilit
atio
n te
am m
embe
rs, a
rran
ging
trai
ning
and
revi
ew o
f re
port
ing
by th
e fa
cilit
atio
n te
am. A
t thi
s st
age,
the
man
agem
ent s
taff
will
pla
y th
e ke
y ro
le, i
n co
nsul
tati
on w
ith
the
faci
litat
ion
team
.
•Se
lect
the
appr
opria
te p
erso
ns fo
r the
faci
litat
ion
team
. It i
s im
port
ant t
hat
they
hav
e th
e rig
ht s
kills
to c
ondu
ct th
e PC
VA –
und
erst
andi
ng o
f the
loca
l co
ntex
t, e
mpa
thy
for v
ulne
rabl
e an
d m
argi
nal g
roup
s, g
ende
r sen
siti
vity
, as
wel
l as
abili
ty fo
r pro
long
ed c
omm
unit
y en
gage
men
t. T
he te
am le
ader
sho
uld
have
sig
nific
ant e
xper
ienc
e in
com
mun
ity
leve
l fac
ilita
tion
.
•Th
e m
anag
emen
t sta
ff s
houl
d de
cide
who
will
con
duct
the
trai
ning
/ind
ucti
on
of fa
cilit
ator
s. W
heth
er th
e tr
aine
rs c
an b
e dr
awn
from
wit
hin
the
orga
nisa
tion
or
con
sult
ants
will
be
requ
ired
shou
ld b
e as
sess
ed.
•De
cide
how
muc
h ti
me
this
sta
ge is
like
ly to
take
. As
a ro
ugh
guid
e,
man
agem
ent,
sta
ff s
elec
tion
and
trai
ning
arr
ange
men
ts s
houl
d be
reso
lved
w
ithi
n on
e m
onth
and
the
trai
ning
of t
he fa
cilit
atio
n te
am s
houl
d no
t tak
e m
ore
than
7 d
ays.
•At
the
com
plet
ion
of th
is s
tage
, the
faci
litat
ion
team
will
be
staf
fed
by s
uita
bly
skill
ed m
embe
rs, b
oth
wom
en a
nd m
en, w
ho w
ill h
ave
stro
ng u
nder
stan
ding
of
the
tool
s an
d te
chni
ques
requ
ired
for t
he P
CVA
proc
ess
Page 13
Stag
ePu
rpos
eTa
sks
and
Ques
tion
sTo
ols
and
Reso
urce
s
Sta
ge
2 –
Co
llec
tin
g S
eco
nd
ar
y In
for
mat
ion
In
str
uct
ion
s/R
equ
irem
ents
:
Prep
arin
g fo
r a P
CVA
To p
repa
re fo
r co
nduc
ting
the
PCVA
Colle
ct, c
ompa
re a
nd re
view
info
rmat
ion
abou
t loc
al, r
egio
nal a
nd n
atio
nal
leve
l iss
ues,
suc
h as
:
•Lo
cal d
emog
raph
ic a
spec
ts –
pop
ulat
ion
dens
ity
and
grow
th tr
ends
, m
igra
tion
pat
tern
s, e
tc.
•Co
mm
unit
y st
ruct
ure,
incl
udin
g ge
nder
dis
aggr
egat
ed in
form
atio
n. K
ey
aspe
cts
incl
ude
mal
e–fe
mal
e ra
tio,
age
gro
ups,
eth
nici
ty a
nd re
ligio
n,
cult
ure
and
beha
viou
r pat
tern
s.
Sour
ces
for n
atio
nal,
regi
onal
and
loca
l dat
a in
clud
ing:
•Na
tion
al c
ensu
s an
d st
atis
tics
off
ices
.
•Lo
cal,
mun
icip
al a
nd d
istr
ict g
over
nmen
t off
ices
.
•Re
sour
ce c
entr
es o
f NGO
s an
d UN
age
ncie
s.
•Lo
cal u
rban
and
regi
onal
dev
elop
men
t pla
nnin
g of
fices
.
•GI
S an
d ca
rtog
raph
y of
fices
for m
aps.
•Be
fore
sta
ring
the
PCVA
pro
cess
, an
exte
nsiv
e an
d th
orou
gh re
view
of l
ocal
ly
rele
vant
sec
onda
ry in
form
atio
n w
ill a
llow
the
faci
litat
ion
team
to g
ain
the
nece
ssar
y ba
ckgr
ound
kno
wle
dge.
Thi
s se
cond
ary
info
rmat
ion
will
als
o al
low
cr
oss-
chec
king
and
com
parin
g of
the
info
rmat
ion
colle
cted
in th
e PC
VA
proc
ess.
•A
com
preh
ensi
ve li
st is
pro
vide
d be
low
, but
not
all
the
info
rmat
ion
mig
ht b
e av
aila
ble
or e
ven
exis
t in
man
y pl
aces
. Att
empt
to c
olle
ct a
s m
uch
as p
ossi
ble
wit
hin
the
limit
atio
ns o
f the
sit
uati
on.
•On
the
othe
r han
d, d
o no
t col
lect
too
muc
h in
form
atio
n w
hich
can
lead
to
over
load
. Kee
p a
focu
s on
the
proj
ect a
t han
d an
d th
e le
vel o
f inf
orm
atio
n an
d de
tail
requ
ired.
Use
judg
emen
t to
scre
en in
form
atio
n so
that
info
rmat
ion
rela
ting
dire
ctly
to th
e co
ntex
t and
the
com
mun
ity
is s
elec
ted.
•Co
llate
the
info
rmat
ion
unde
r a fe
w k
ey g
roup
ings
: (a)
Dem
ogra
phic
, soc
ial a
nd
econ
omic
(inc
ludi
ng li
velih
oods
info
rmat
ion)
; (b)
Env
ironm
ent a
nd re
sour
ces;
(c
) Dis
aste
rs a
nd h
azar
ds; (
d) C
limat
e ch
ange
; (e)
Dev
elop
men
t and
pov
erty
. Th
is w
ill a
llow
link
ing
the
info
rmat
ion
to th
e ke
y co
ncer
ns o
f the
PCV
A.
•A
syst
em fo
r col
lati
ng, o
rgan
isin
g an
d fil
ing
info
rmat
ion
will
nee
d to
be
deve
lope
d ba
sed
on th
e gr
oupi
ngs
abov
e. D
ecid
e w
ho w
ill b
e re
spon
sibl
e fo
r do
ing
this
and
man
agin
g th
e sy
stem
.
•In
terp
reti
ng th
e in
form
atio
n w
ill b
e lin
ked
to h
ow it
rela
tes
to th
e co
mm
unit
y.
Wid
er n
atio
nal l
evel
dat
a w
ill n
eed
to b
e in
terp
rete
d at
the
scal
e of
the
com
mun
ity.
•Th
e in
form
atio
n m
ight
be
in v
ario
us fo
rms
– bo
oks,
repo
rts,
pol
icy
docu
men
ts,
map
s, e
tc. E
ach
of th
ese
will
hav
e to
be
revi
ewed
and
inte
rpre
ted
diff
eren
tly,
bu
t wit
h th
e co
mm
on o
bjec
tive
of u
nder
stan
ding
how
it re
late
s to
the
com
mun
ity.
•If
it is
a li
tera
te c
omm
unit
y, m
ake
a se
t of c
opie
s fo
r the
com
mun
ity
so th
at it
ca
n be
sto
red
toge
ther
wit
h th
e PC
VA o
utco
mes
. You
may
nee
d to
sum
mar
ise
or
sim
plify
info
rmat
ion
that
is c
ompl
ex o
r tec
hnic
al, o
r con
vert
into
form
ats
that
ar
e m
ore
acce
ssib
le to
com
mun
ity
mem
bers
.
•Es
tabl
ish
key
cont
act p
oint
s at
sou
rces
of s
econ
dary
info
rmat
ion.
Use
loca
l kn
owle
dge
and
netw
orks
to id
enti
fy th
e rig
ht p
eopl
e an
d so
urce
s. M
ake
arra
ngem
ents
for g
etti
ng p
erm
issi
on if
nec
essa
ry to
acc
ess
and
use
the
info
rmat
ion.
.
•Di
vide
the
key
task
s am
ong
the
faci
litat
ion
team
– c
olle
ctin
g, c
olla
ting
, in
terp
reti
ng –
acc
ordi
ng to
ski
ll se
ts. A
ltho
ugh
all t
eam
mem
bers
sho
uld
have
a
leve
l of i
nvol
vem
ent i
n al
l the
task
s, d
ivid
ing
up th
e m
ain
role
s w
ill a
llow
bet
ter
utili
sati
on o
f tim
e an
d re
sour
ces.
•Ar
rang
emen
ts fo
r mak
ing
and
fund
ing
phot
ocop
ies
will
hav
e to
be
mad
e.
•Ar
rang
emen
ts a
nd fu
ndin
g fo
r tra
nspo
rt o
f dat
a co
llect
ion
will
hav
e to
be
mad
e.
•De
cide
how
muc
h ti
me
this
sta
ge is
like
ly to
take
. Do
not s
pend
a s
igni
fican
t am
ount
of t
ime
on th
is s
tage
, rou
ghly
a c
oupl
e of
wee
ks, s
o th
at m
ore
tim
e ca
n be
allo
cate
d fo
r the
PCV
A it
self.
•At
the
end
of th
is s
tage
, the
faci
litat
ion
team
sho
uld
have
a g
ood
unde
rsta
ndin
g of
the
loca
l con
text
and
how
key
issu
es re
late
to th
e co
mm
unit
y. T
he te
am s
houl
d al
so h
ave
a co
llect
ion
of s
econ
dary
reso
urce
s to
co
mpa
re w
ith
the
findi
ngs
of th
e PC
VA.
Page 14
Stag
ePu
rpos
eTa
sks
and
Ques
tion
sTo
ols
and
Reso
urce
s
•Li
velih
oods
: Key
loca
l liv
elih
oods
, inc
ludi
ng g
ende
r dis
aggr
egat
ed
info
rmat
ion.
Info
rmat
ion
on h
ome-
base
d liv
elih
oods
and
wor
k by
ch
ildre
n an
d th
e el
derly
.
•En
viro
nmen
t: B
oth
natu
ral (
topo
grap
hy, e
leva
tion
, for
est c
over
, wat
er
bodi
es, e
tc) a
nd m
an-m
ade
(land
-use
pat
tern
s, a
gric
ultu
re, s
ettl
emen
t pa
tter
ns, i
nfra
stru
ctur
e, e
tc).
•Na
tura
l res
ourc
es: W
ater
, soi
l, m
iner
als,
veg
etat
ion,
fore
st, r
iver
ine
and
mar
ine
prod
ucts
.
•Di
sast
er p
rofil
e: H
azar
d ty
pes,
freq
uenc
y an
d in
tens
ity.
Foc
us
prim
arily
on
hydr
o-m
eteo
rolo
gica
l dis
aste
rs, b
ut if
oth
er d
isas
ters
ar
e si
gnifi
cant
in th
e ar
ea, t
hose
wou
ld a
lso
need
to b
e ta
ken
into
co
nsid
erat
ion.
•Ch
ange
s in
wea
ther
pat
tern
s an
d re
sour
ce a
vaila
bilit
y: L
ocal
wea
ther
da
ta a
nd h
isto
rical
tren
ds, a
nd w
heth
er th
ese
have
am
plifi
ed re
cent
ly.
Pay
part
icul
ar a
tten
tion
to ra
infa
ll, h
eat,
col
d an
d dr
ynes
s.
•Cl
imat
e pr
ojec
tion
s: D
owns
cale
d lo
cal c
limat
e ch
ange
mod
els,
and
na
tion
al a
nd lo
cal c
limat
e st
udie
s.
•De
velo
pmen
t pla
ns, p
olic
ies
and
stra
tegi
es: N
atio
nal p
over
ty re
duct
ion
stra
tegy
pap
ers,
clim
ate
chan
ge s
trat
egie
s, d
isas
ter r
isk
redu
ctio
n po
licie
s, a
nd u
rban
and
regi
onal
pla
nnin
g po
licy
fram
ewor
ks.
•Or
gani
sati
ons
wor
king
on
DRR/
CCA:
Ded
icat
ed n
atio
nal l
ine
min
istr
ies
and
depa
rtm
ents
, key
bi/
mul
ti-l
ater
al p
rogr
ams,
INGO
s, lo
cal N
GOs
and
CBOs
. Foc
us o
n th
ose
that
are
mos
t act
ive
in th
e ar
ea w
here
the
PCVA
is
bei
ng c
ondu
cted
.
•Re
mot
e se
nsin
g of
fices
for s
atel
lite
phot
os a
nd m
aps.
•M
eteo
rolo
gica
l off
ices
and
wea
ther
sta
tion
s.
•Na
tion
al a
nd lo
cal l
ibra
ries.
•Ci
vil s
ecto
r for
ums.
Key
polic
y an
d st
rate
gy d
ocum
ents
incl
udin
g:
•Na
tion
al d
evel
opm
ent p
lan,
pov
erty
redu
ctio
n st
rate
gy
pape
r.
•Na
tion
al A
dapt
atio
n Pr
ogra
m o
f Act
ion
(NAP
A), c
limat
e ch
ange
targ
et p
rogr
am o
r str
ateg
y pa
per.
•Na
tion
al D
RR p
latf
orm
.
•Hy
ogo
Fram
ewor
k of
Act
ion
mon
itor
ing
repo
rts.
•UN
FCCC
nat
iona
l com
mun
icat
ions
.
•In
terg
over
nmen
tal P
anel
on
Clim
ate
Chan
ge (I
PCC)
as
sess
men
t rep
orts
– re
gion
al c
hapt
ers.
•UN
ISDR
cam
paig
ns.
•UN
DP, U
NOCH
A or
UN
coun
try
offic
e jo
urna
l art
icle
s.
Sta
ge
2 –
Co
llec
tin
g S
eco
nd
ar
y In
for
mat
ion
co
nt
...
Page 15
Sta
ge
3 –
Gen
erat
ing
a c
om
mu
nit
y o
ver
vie
w
In
str
uct
ion
s/R
equ
irem
ents
:
(Mos
t of t
he fo
llow
ing
also
app
lies
to s
ubse
quen
t Sta
ges
4–8)
•Th
is is
a c
ritic
al s
tage
as
it p
rom
otes
a b
ette
r und
erst
andi
ng o
f the
nat
ure
of
the
com
mun
ity,
its
envi
ronm
ent a
nd re
sour
ces;
ser
ving
as
a st
eppi
ng s
tone
to
an a
naly
sis
of c
apac
ity
and
vuln
erab
ility
. Tim
e sp
ent o
n th
is s
tage
als
o he
lps
to
build
and
str
engt
hen
rapp
ort w
ith
the
com
mun
ity.
•Es
tabl
ish
cont
act w
ith
the
com
mun
ity
and
deci
de a
dat
e, ti
me
and
plac
e fo
r an
init
ial c
omm
unit
y m
eeti
ng.
•Fo
r tra
nspa
renc
y an
d ac
coun
tabi
lity,
mak
e su
re th
at th
e co
mm
unit
y is
aw
are
of th
e na
ture
and
pur
pose
of t
he P
CVA
proc
ess,
and
und
erst
and
that
the
info
rmat
ion
will
be
used
for a
ctio
n pl
anni
ng fo
r CCA
and
DRR
of t
he c
omm
unit
y.
Spen
d as
muc
h ti
me
as n
eces
sary
at t
he b
egin
ning
so
that
the
com
mun
ity
is
fully
aw
are
of th
is a
nd th
ere
are
no w
rong
exp
ecta
tion
s.
•Hi
ghlig
ht th
at th
e pa
rtic
ipat
ion
of c
omm
unit
y m
embe
rs is
vol
unta
ry a
nd
conn
ecte
d to
str
engt
heni
ng c
apac
ity
and
redu
cing
vul
nera
bilit
y w
ithi
n th
eir
own
com
mun
ity,
and
the
orga
nisa
tion
doe
s no
t hav
e an
y ve
sted
inte
rest
. Ex
plai
n th
at p
arti
cipa
nts
are
free
to w
ithd
raw
at a
ny s
tage
of t
he P
CVA,
but
it
wou
ld b
e us
eful
to d
iscu
ss th
e re
ason
s fo
r tha
t wit
h th
e fa
cilit
atio
n te
am.
•Th
e te
am s
houl
d be
ope
n to
rece
ivin
g an
y fe
edba
ck, q
uest
ions
and
com
plai
nts
thro
ugho
ut th
e co
urse
of t
he P
CVA,
and
exp
lain
that
all
effo
rt w
ill b
e m
ade
to
addr
ess
thes
e to
mut
ual s
atis
fact
ion.
•De
cide
the
loca
tion
(s) w
here
the
PCVA
pro
cess
will
be
unde
rtak
en. I
f the
re is
no
com
mun
ity
build
ing,
dis
cuss
and
see
k ag
reem
ent o
n su
itab
le p
lace
s w
ithi
n th
e co
mm
unit
y.
•Co
llabo
rati
vely
dec
ide
who
and
how
man
y pe
rson
s fr
om th
e co
mm
unit
y w
ill
part
icip
ate
in th
e PC
VA p
roce
ss.
•En
sure
bal
ance
d re
pres
enta
tion
(the
par
tici
pati
on o
f wom
en, c
hild
ren
and
the
elde
rly).
•If
it is
eas
ier,
the
faci
litat
ion
team
can
iden
tify
a li
st o
f spe
cific
que
stio
ns to
an
swer
thro
ugh
this
pro
cess
, rel
evan
t to
the
com
mun
ity
and
the
proj
ect/
proc
ess
the
PVCA
is c
onne
cted
to. T
his
may
hel
p to
mai
ntai
n a
focu
s,
part
icul
arly
if th
ere
are
tim
e lim
itat
ions
. How
ever
, thi
s do
es n
ot m
ean
disc
ussi
ons
led
by c
omm
unit
y m
embe
rs s
houl
d be
sto
pped
if th
ey d
o no
t an
swer
que
stio
ns, r
athe
r the
y ca
n ac
t as
a gu
ide
for f
acili
tati
ng d
iscu
ssio
ns.
•Sh
ould
invo
lve
sess
ions
wit
h a
rang
e of
com
mun
ity
mem
bers
to tr
iang
ulat
e th
e in
form
atio
n ga
ther
ed (s
ee s
ecti
on 6
abo
ve).
Depe
ndin
g on
the
loca
l ci
rcum
stan
ces,
tria
ngul
atio
n m
ight
invo
lve
mee
ting
sep
arat
ely
wit
h co
mm
unit
y le
ader
s an
d th
en w
ith
spec
ific
grou
ps (e
.g. w
omen
and
men
, wea
lthy
and
rich
, di
ffer
ent l
ivel
ihoo
d gr
oups
, etc
). It
is a
lway
s us
eful
to id
enti
fy k
ey in
form
ants
an
d ha
ve s
epar
ate
mee
ting
s w
ith
them
.
•Fi
nalis
e th
e sc
hedu
le th
roug
h di
scus
sion
wit
h th
e co
mm
unit
y ac
cord
ing
to
suit
abili
ty a
nd a
vaila
bilit
y of
com
mun
ity
mem
bers
. Con
side
r if p
eopl
e w
ill
have
to ta
ke ti
me
off f
rom
wor
k to
take
par
t in
the
PCVA
and
whe
ther
it c
an
be s
ched
uled
for w
hen
they
hav
e fr
ee ti
me.
Con
side
r if s
peci
al p
rovi
sion
s an
d as
soci
ated
fund
ing
will
be
requ
ired
for w
omen
and
oth
er v
ulne
rabl
e gr
oups
to
part
icip
ate.
•En
sure
pro
visi
on a
nd fu
ndin
g fo
r equ
ipm
ent a
nd s
tati
oner
y. F
ind
out i
f the
se
mat
eria
ls c
an b
e st
ored
saf
ely
in th
e co
mm
unit
y du
ring
the
dura
tion
of t
he
PCVA
. If t
hese
mat
eria
ls a
re n
ot a
ppro
pria
te fo
r the
com
mun
ity,
ass
ess
loca
lly
suit
able
mat
eria
ls (e
g st
icks
to d
raw
on
the
grou
nd, s
tone
s, s
eeds
, etc
).
•M
ake
arra
ngem
ents
and
pro
vide
fund
ing
for l
ocal
tran
spor
t to
the
com
mun
ity.
Fi
nd o
ut if
com
mun
ity
part
icip
ants
will
requ
ire fu
ndin
g fo
r tra
nspo
rt to
att
end
the
PCVA
.
•De
velo
p a
syst
em fo
r col
lati
ng, o
rgan
isin
g an
d fil
ing
info
rmat
ion.
Onc
e ag
ain,
di
strib
ute
thes
e ta
sks
betw
een
the
team
.
•De
cide
how
muc
h ti
me
this
sta
ge w
ill ta
ke a
nd h
ow m
uch
tim
e to
allo
cate
for
each
ses
sion
. Pre
pare
a w
orks
hop-
type
age
nda
wit
h ti
me
slot
s fo
r diff
eren
t se
ssio
ns. H
owev
er, b
e fle
xibl
e. It
may
not
alw
ays
be p
ossi
ble
to s
tick
to th
e sc
hedu
le, s
o bu
ild in
allo
wan
ce fo
r tha
t in
the
sche
dule
. As
a ro
ugh
esti
mat
e,
a fe
w d
ays
shou
ld b
e ad
equa
te, b
ut w
ill d
epen
d on
a ra
nge
of fa
ctor
s —
tim
e av
aila
bilit
y of
com
mun
ity
mem
bers
, wea
ther
, pre
viou
s as
sess
men
ts e
tc.
•Co
nsid
er if
ther
e w
ill b
e pr
ovis
ion
for l
unch
es, t
ea/c
offe
e an
d sn
acks
, and
re
late
d ca
terin
g ar
rang
emen
ts.
•At
the
com
plet
ion
of th
is s
tage
, the
faci
litat
ion
team
sho
uld
have
an
unde
rsta
ndin
g of
how
the
com
mun
ity
is s
truc
ture
d, w
hat g
roup
s ex
ist w
ithi
n it
an
d th
eir r
elat
ive
sign
ifica
nce.
Kno
wle
dge
shou
ld a
lso
be g
aine
d of
the
livin
g pa
tter
ns o
f the
com
mun
ity,
pow
er s
truc
ture
s, it
s en
viro
nmen
t, re
sour
ces
and
infr
astr
uctu
re.
Page 16
Sta
ge
3 –
Gen
erat
ing
a c
om
mu
nit
y o
ver
vie
w c
on
t ..
.
Stag
ePu
rpos
eTa
sks
and
Ques
tion
sTo
ols
and
Reso
urce
s
Orga
nise
com
mun
ity
mee
ting
to in
trod
uce
purp
ose,
pro
cess
, who
is in
volv
ed
and
expe
ctat
ions
of t
he c
omm
unit
y.
Begi
n th
e PC
VA p
roce
ss th
roug
h pa
rtic
ipat
ory
com
mun
ity
enga
gem
ent.
Find
out
the
follo
win
g co
ntex
tual
info
rmat
ion:
•Ge
nder
and
gen
erat
iona
l rol
es in
the
com
mun
ity.
•Co
mm
unit
y po
wer
str
uctu
res
and
hier
arch
ies.
•W
hich
gro
ups
and
orga
nisa
tion
s ex
ist w
ithi
n th
e co
mm
unit
y,
part
icul
arly
wit
h re
gard
s to
CCA
and
DRR
.
•W
hich
gov
ernm
enta
l, NG
O an
d pr
ivat
e se
ctor
inst
itut
ions
exi
st w
ithi
n th
e co
mm
unit
y, a
nd w
hat o
ther
ext
erna
l ins
titu
tion
s do
com
mun
ity
mem
bers
inte
ract
wit
h.
•W
hat n
atur
al a
nd p
hysi
cal r
esou
rces
are
impo
rtan
t to
livel
ihoo
ds, l
ife
and
wel
l-be
ing
in th
e co
mm
unit
y.
•Pl
ate
Diag
ram
to s
how
the
com
posi
tion
of p
opul
atio
n gr
oups
(Ann
ex 1
).
•Da
ily T
ime
Char
t to
show
how
peo
ple
spen
d th
eir t
ime
over
th
e co
urse
of a
day
(Ann
ex 2
).
•Ve
nn/C
ircle
Dia
gram
to s
how
diff
eren
t act
ors
in th
e co
mm
unit
y an
d ho
w th
ey in
tera
ct (A
nnex
3).
•Re
sour
ce m
ap to
reco
rd in
form
atio
n ab
out n
atur
al a
nd
phys
ical
reso
urce
s (A
nnex
4).
•Tr
anse
ct w
alk
to m
ake
obse
rvat
ions
abo
ut th
e co
mm
unit
y,
its
reso
urce
s an
d in
fras
truc
ture
(Ann
ex 5
). Th
is c
an a
lso
be a
tool
to lo
ok fo
r evi
denc
e of
pas
t haz
ards
and
cha
nge,
fe
edin
g in
to th
e w
ork
done
in th
e ne
xt S
tage
4.
Gene
rati
ng a
co
mm
unit
y ov
ervi
ewTo
gen
erat
e a
shar
ed
unde
rsta
ndin
g of
th
e co
mm
unit
y’s
com
posi
tion
, so
cial
and
pol
itic
al
stru
ctur
es,
livel
ihoo
ds a
nd
reso
urce
s.
Page 17
Sta
ge
4 —
An
aly
sis
of
ha
zar
ds
an
d s
tres
ses,
an
d v
uln
era
bil
ity
an
d c
apa
city
In
str
uct
ion
s/R
equ
irem
ents
:
•M
uch
of th
e in
stru
ctio
ns/r
equi
rem
ents
for S
tage
3 w
ill a
lso
appl
y to
this
sta
ge
incl
udin
g th
ose
conc
erni
ng g
ende
r bal
ance
, inc
lusi
on o
f vul
nera
ble
grou
ps,
flexi
bilit
y, tr
iang
ulat
ion
and
logi
stic
s (t
imin
g, lo
cati
on, c
ater
ing,
etc
).
•Th
is is
a k
ey s
tage
as
it b
uild
s on
the
prev
ious
sta
ges
to fo
cus
on is
sues
ce
ntra
l to
the
PCVA
, tha
t is,
cap
acit
y an
d vu
lner
abili
ty.
•At
this
sta
ge it
is im
port
ant t
o go
bey
ond
only
pas
t haz
ards
and
dis
aste
rs
and
iden
tify
cha
ngin
g cl
imat
ic p
atte
rns.
Thi
s ca
n in
clud
e ch
ange
d ra
infa
ll an
d se
ason
al p
atte
rns,
var
iati
on in
rive
r flo
ws,
sal
twat
er in
trus
ion,
and
oth
er
rela
ted
chan
ges
such
as
frui
t/ve
geta
ble
ripen
ing,
inse
ct in
fest
atio
n or
bird
m
igra
tion
.
•Th
e se
cond
ary
info
rmat
ion
colle
cted
in S
tage
2 c
an b
e us
eful
at t
his
stag
e. T
his
outs
ide
info
rmat
ion
can
be u
sed
to c
ompl
emen
t the
dis
cuss
ions
on
com
mun
ity
know
ledg
e an
d ex
perie
nce
on c
limat
e ch
ange
and
dis
aste
rs.
•Du
ring
this
sta
ge a
lso
obse
rve
and
reco
rd e
vide
nce
of h
azar
ds, i
f any
— m
arks
le
ft b
y flo
odin
g in
dica
ting
floo
d le
vel,
dam
aged
hou
ses,
dry
wel
ls o
r fie
lds,
etc
. Th
e Tr
anse
ct W
alk
tool
dis
cuss
ed in
Sta
ge 3
can
be
usef
ul a
t thi
s st
age
to lo
ok
for e
vide
nce
of p
ast h
azar
ds a
nd c
hang
e.
•Th
e pa
rtic
ipat
ion
of e
lder
ly c
omm
unit
y m
embe
rs, b
oth
wom
en a
nd m
en, i
s ve
ry
impo
rtan
t at t
his
stag
e to
get
an
unde
rsta
ndin
g of
the
hist
ory
of d
isas
ters
and
ch
ange
d cl
imat
ic p
atte
rns.
•If
it is
eas
ier,
the
faci
litat
ion
team
can
iden
tify
a li
st o
f spe
cific
que
stio
ns
to a
nsw
er th
roug
h th
is p
roce
ss, r
elev
ant t
o th
e co
mm
unit
y co
ntex
t and
th
e pr
ojec
t/pr
oces
s th
e PV
CA is
con
nect
ed to
. Thi
s m
ay h
elp
to m
aint
ain
a fo
cus,
par
ticu
larly
if th
ere
are
tim
e lim
itat
ions
. How
ever
, thi
s do
es n
ot m
ean
disc
ussi
ons
led
by c
omm
unit
y m
embe
rs s
houl
d be
sto
pped
if th
ey d
o no
t an
swer
que
stio
ns, r
athe
r the
y ca
n ac
t as
a gu
ide
for f
acili
tati
ng d
iscu
ssio
ns.
•As
this
sta
ge is
cen
tral
to th
e PC
VA, d
evot
e ad
equa
te ti
me
to it
. Alt
houg
h th
ere
are
few
er e
xerc
ises
com
pare
d to
som
e of
the
othe
r ses
sion
s, s
pend
suf
ficie
nt
tim
e in
the
anal
ysis
and
tria
ngul
atio
n pr
oces
s. T
his
stag
e ca
n ta
ke u
p to
one
w
eek.
•At
the
com
plet
ion
of th
is s
tage
, the
com
mun
ity
shou
ld h
ave
a cl
eare
r un
ders
tand
ing
of it
s ca
paci
ty a
nd v
ulne
rabi
lity
and
the
faci
litat
ion
team
m
embe
rs s
houl
d ha
ve a
n ex
pand
ed u
nder
stan
ding
of t
he c
onte
xt a
nd
com
mun
ity
in te
rms
of it
s pa
st a
nd p
rese
nt h
azar
ds, w
eath
er a
nd c
limat
ic
patt
erns
.
Stag
ePu
rpos
eTa
sks
and
Ques
tion
sTo
ols
and
Reso
urce
s
Anal
ysis
of h
azar
ds
and
stre
sses
, and
vu
lner
abili
ty a
nd
capa
city
To e
nabl
e co
mm
unit
y m
embe
rs to
an
alys
e di
ffer
ent
haza
rds
and
thei
r st
ress
es, a
nd th
eir
vuln
erab
ility
and
ca
paci
ty to
dea
l wit
h th
em.
Iden
tify
asp
ects
of v
ulne
rabi
lity
bein
g ex
perie
nced
in th
e co
mm
unit
y,
disc
ussi
ng a
nd c
olle
ctin
g in
form
atio
n on
:
•Hi
stor
y of
dis
aste
rs in
the
area
, and
if p
atte
rns
rela
ting
to th
ese
even
ts
have
cha
nged
(and
why
).
•Ob
serv
atio
ns o
n ot
her c
hang
es to
clim
ate
cond
itio
ns.
•Ot
her e
vent
s, c
ondi
tion
s or
tren
ds th
at th
e co
mm
unit
y fe
els
unab
le to
co
pe w
ith
or a
dapt
to.
•W
hat t
he im
pact
of s
uch
even
ts a
nd c
hang
es h
as b
een.
•Ho
w c
omm
unit
ies
(and
diff
eren
t gro
ups)
hav
e m
anag
ed th
ese
even
ts
and
chan
ges.
•So
cial
, env
ironm
enta
l or e
cono
mic
ass
ets
wit
hin
the
com
mun
ity
that
ha
ve b
een
relie
d on
.
•So
cial
, env
ironm
enta
l or e
cono
mic
ass
ets
outs
ide
of th
e co
mm
unit
y th
at h
ave
been
relie
d on
.
•Ha
zard
Map
to re
cord
info
rmat
ion
abou
t diff
eren
t typ
es o
f ha
zard
s (A
nnex
4).
•Se
ason
al C
alen
dar f
or w
eath
er p
atte
rns
durin
g an
ann
ual
cycl
e (A
nnex
6).
•Hi
stor
ical
Tim
elin
e to
und
erst
and
the
broa
d hi
stor
y of
di
sast
ers,
and
clim
atic
tren
ds o
ver t
ime
(Ann
ex 7
).
•Ke
y in
form
ant i
nter
view
s to
find
out
abo
ut d
iffer
ent s
ocia
l an
d liv
elih
ood
grou
ps in
the
com
mun
ity
and
thei
r per
cept
ions
ab
out v
ulne
rabi
lity
and
capa
city
. Pos
sibl
y sp
ecifi
c m
embe
rs
of th
e co
mm
unit
y m
ay h
ave
bett
er k
now
ledg
e on
the
abov
e is
sues
(esp
ecia
lly e
lder
ly p
erso
ns) t
han
the
com
mun
ity
mem
bers
taki
ng p
art i
n th
e PC
VA. S
eek
the
help
of s
uch
peop
le a
s ke
y in
form
ants
.
•Ha
zard
Map
to re
cord
info
rmat
ion
abou
t diff
eren
t typ
es o
f ha
zard
s (A
nnex
4).
Page 18
Stag
ePu
rpos
eTa
sks
and
Ques
tion
sTo
ols
and
Reso
urce
s
•Ex
perie
nces
of h
ouse
hold
food
sec
urit
y.
•Gr
oups
livi
ng in
pov
erty
and
the
reas
ons
for t
hat (
gend
er, d
isab
ility
, re
ligio
n, e
thni
city
, etc
).
Build
on
the
abov
e in
form
atio
n an
d fin
d ou
t mor
e in
-dep
th in
form
atio
n on
di
ffer
ent t
ypes
of h
azar
ds a
nd s
tres
ses
that
impa
ct o
n th
e co
mm
unit
y, a
nd
capa
city
wit
hin
the
com
mun
ity
for r
esili
ence
and
ada
ptat
ion.
Expl
ore
beyo
nd th
e ob
viou
s an
d tr
y to
reve
al h
idde
n st
reng
ths
and
pote
ntia
l re
sour
ces.
•Se
ason
al C
alen
dar f
or w
eath
er p
atte
rns
durin
g an
ann
ual
cycl
e (A
nnex
6).
•Hi
stor
ical
Tim
elin
e to
und
erst
and
the
broa
d hi
stor
y of
di
sast
ers,
and
clim
atic
tren
ds o
ver t
ime
(Ann
ex 7
).
•Ke
y in
form
ant i
nter
view
s to
find
out
abo
ut d
iffer
ent
soci
al a
nd li
velih
ood
grou
ps in
the
com
mun
ity
and
thei
r pe
rcep
tion
s ab
out v
ulne
rabi
lity
and
capa
city
. Pos
sibl
y sp
ecifi
c m
embe
rs o
f the
com
mun
ity
may
hav
e be
tter
kn
owle
dge
on th
e ab
ove
issu
es (e
spec
ially
eld
erly
pe
rson
s) th
an th
e co
mm
unit
y m
embe
rs ta
king
par
t in
the
PCVA
. See
k th
e he
lp o
f suc
h pe
ople
as
key
info
rman
ts.
Sta
ge
4 —
An
aly
sis
of
ha
zar
ds
an
d s
tres
ses,
an
d v
uln
era
bil
ity
an
d c
apa
city
co
nt
...
Page 19
Sta
ge
5 —
An
aly
sis
of
liv
elih
oo
ds
In
str
uct
ion
s/R
equ
irem
ents
:
•M
uch
of th
e in
stru
ctio
ns/r
equi
rem
ents
for S
tage
3 w
ill a
lso
appl
y to
this
sta
ge
incl
udin
g th
ose
conc
erni
ng g
ende
r bal
ance
, inc
lusi
on o
f vul
nera
ble
grou
ps,
flexi
bilit
y, tr
iang
ulat
ion
and
logi
stic
s (t
imin
g, lo
cati
on, c
ater
ing,
etc
).
•Th
is s
tage
is im
port
ant a
s it
will
allo
w a
bet
ter u
nder
stan
ding
of t
he im
pact
s of
di
sast
ers
and
clim
ate
chan
ge o
n liv
elih
oods
in th
e co
mm
unit
y. P
arti
cula
rly in
po
or a
nd m
argi
nal c
omm
unit
ies,
live
lihoo
ds a
re c
ruci
al a
nd h
ighl
y vu
lner
able
to
haza
rds
and
wea
ther
fluc
tuat
ions
. It i
s th
eref
ore
very
impo
rtan
t to
incl
ude
such
in
form
atio
n in
the
deve
lopm
ent o
f com
mun
ity
acti
on p
lans
.
•Ho
wev
er a
focu
s on
live
lihoo
ds s
houl
d no
t exc
lude
dis
cuss
ion
on o
ther
issu
es
impo
rtan
t to
the
com
mun
ity.
Add
itio
nal t
ools
/act
ivit
ies
can
be u
nder
take
n to
an
alys
e ot
her s
ecto
rs s
uch
as h
ealt
h, W
ASH
or n
atur
al re
sour
ce m
anag
emen
t.
•Di
scus
sion
s on
live
lihoo
ds, i
ncom
e an
d po
vert
y ca
n be
sen
siti
ve. R
espe
ct lo
cal
sens
itiv
itie
s an
d th
e va
lues
of t
he P
CVA
part
icip
ants
and
oth
er c
omm
unit
y m
embe
rs.
•In
som
e ca
ses,
it m
ight
be
usef
ul to
mak
e si
te v
isit
s to
pla
ces
whe
re p
eopl
e w
ork.
Wit
h pe
rmis
sion
reco
rd th
e de
tails
of s
uch
wor
k pl
aces
wit
h ph
otog
raph
s as
futu
re re
fere
nce
mat
eria
l.
•Th
e Tr
anse
ct W
alk
tool
can
als
o be
use
ful t
o kn
ow a
bout
the
plac
es w
here
pe
ople
wor
k an
d th
e im
port
ant l
ivel
ihoo
d ar
eas
of th
e co
mm
unit
y.
•En
sure
that
the
anal
ysis
of l
ivel
ihoo
ds is
dis
aggr
egat
ed b
y ge
nder
. Exp
lore
the
invo
lvem
ent o
f chi
ldre
n an
d th
e el
derly
in li
velih
ood
acti
viti
es.
•Th
is is
a re
lati
vely
focu
sed
stag
e an
d sh
ould
requ
ire u
p to
a fe
w d
ays
to
com
plet
e, a
nd c
an b
e un
dert
aken
in c
onju
ncti
on w
ith
Stag
e 4.
•At
the
end
of th
e st
age
the
faci
litat
ion
team
sho
uld
know
wha
t the
mai
n liv
elih
oods
are
in th
e co
mm
unit
y, h
ow th
ey a
re v
ulne
rabl
e an
d w
hat p
oten
tial
ex
ists
for i
ncre
asin
g ca
paci
ty. F
or th
e co
mm
unit
y, th
e an
alys
is s
houl
d as
sist
no
t onl
y in
und
erst
andi
ng th
e vu
lner
abili
ty o
f the
ir liv
elih
oods
, but
als
o w
hat u
nder
lyin
g st
reng
ths
exis
t in
the
com
mun
ity
that
can
redu
ce ri
sks
and
faci
litat
e ad
apta
tion
of l
ivel
ihoo
ds to
pre
sent
(and
futu
re) h
azar
ds a
nd c
limat
e ch
ange
.
Stag
ePu
rpos
eTa
sks
and
Ques
tion
sTo
ols
and
Reso
urce
s
Anal
ysis
of
livel
ihoo
dsTo
iden
tify
so
cio-
econ
omic
ch
arac
teris
tics
of
gro
ups
in th
e co
mm
unit
y an
d un
ders
tand
thei
r re
sour
ces
for
resi
lienc
e to
clim
ate
chan
ge a
nd d
isas
ters
.
•Ta
ke in
to a
ccou
nt in
form
atio
n al
read
y co
llect
ed, p
arti
cula
rly in
Sta
ges
2 an
d 3,
and
di
scus
s fu
rthe
r and
col
lect
mor
e in
form
atio
n to
com
plet
e a
livel
ihoo
ds a
naly
sis:
•M
ain
livel
ihoo
d gr
oups
wit
hin
the
com
mun
ity
and
wha
t cyc
les
they
follo
w.
•W
hat o
ther
ext
erna
l age
nts
are
invo
lved
in th
e liv
elih
ood
grou
ps (e
.g. m
arke
ts,
tran
spor
t, in
put p
rovi
ders
).
•W
hich
gro
ups
or li
velih
oods
are
mor
e ec
onom
ical
ly v
ulne
rabl
e or
una
ble
to c
ope
wit
h ha
zard
s or
str
esse
s (e
g w
omen
).
•Po
siti
ve a
nd n
egat
ive
copi
ng s
trat
egie
s.
•Ke
y co
nstr
aint
s an
d op
port
unit
ies
face
d by
eac
h vu
lner
able
live
lihoo
d gr
oup.
•W
heth
er li
velih
oods
are
bei
ng a
ffec
ted
by lo
nger
term
cha
nges
(eg
wea
ther
pat
tern
s an
d cl
imat
e), w
hich
will
nee
d to
be
expl
ored
mor
e.
•W
here
com
mun
ity
mem
bers
mig
ht s
eek
supp
ort i
n de
velo
ping
thei
r liv
elih
oods
.
•Al
tern
ativ
e liv
elih
ood
oppo
rtun
itie
s.
•Ga
ps a
nd o
ppor
tuni
ties
in re
lati
on to
ext
erna
l ins
titu
tion
s w
hich
aff
ect l
ivel
ihoo
ds.
•Se
ason
al C
alen
dar t
o id
enti
fy li
velih
ood
acti
viti
es d
urin
g th
e ye
ar (A
nnex
6).
•Ra
nkin
g th
roug
h fo
cus
grou
p di
scus
sion
s to
id
enti
fy k
ey p
oor a
nd v
ulne
rabl
e liv
elih
ood
grou
ps (A
nnex
8).
Also
cro
ss-r
efer
to
info
rmat
ion
colle
cted
in S
tage
3 a
nd S
tage
4.
•Ke
y in
form
ant i
nter
view
s or
gro
up in
terv
iew
s re
pres
enti
ng d
iffer
ent v
ulne
rabl
e liv
elih
ood
grou
ps. I
f it p
rove
s co
nven
ient
, com
bine
thes
e in
terv
iew
s w
ith
key
info
rman
t int
ervi
ews
of
Stag
e 4.
Page 20
Sta
ge
6 —
An
aly
sis
of
futu
re
un
cer
tain
ty
In
str
uct
ion
s/R
equ
irem
ents
:
•M
uch
of th
e in
stru
ctio
ns/r
equi
rem
ents
for S
tage
3 w
ill a
lso
appl
y to
this
sta
ge
incl
udin
g th
ose
conc
erni
ng g
ende
r bal
ance
, inc
lusi
on o
f vul
nera
ble
grou
ps,
flexi
bilit
y, tr
iang
ulat
ion
and
logi
stic
s (t
imin
g, lo
cati
on, c
ater
ing,
etc
).
•Th
is is
an
impo
rtan
t sta
ge a
s it
sho
uld
reve
al lo
ng te
rm is
sues
aff
ecti
ng th
e co
mm
unit
y, e
spec
ially
clim
ate
chan
ge. T
houg
h ef
fort
s sh
ould
be
mad
e to
un
ders
tand
clim
ate
chan
ge im
pact
s, b
ecau
se o
f dis
cuss
ions
on
disa
ster
s as
w
ell,
less
sco
pe fo
r dis
cuss
ion
on lo
ng te
rm im
pact
s of
clim
ate
chan
ge m
ight
be
ava
ilabl
e. In
this
sta
ge m
ore
focu
sed
atte
ntio
n ca
n be
giv
en.
•In
Sta
ge 4
, som
e of
the
key
issu
es re
gard
ing
clim
ate
chan
ge s
houl
d ha
ve b
een
disc
usse
d. In
this
sta
ge, d
iscu
ss th
em fu
rthe
r to
expl
ore
how
thes
e ch
ange
s ar
e co
ntrib
utin
g to
futu
re u
ncer
tain
ty.
•Th
e di
scus
sion
s in
this
sta
ge w
ill e
labo
rate
on
the
impa
cts
of h
azar
ds a
nd
clim
ate
chan
ge, a
nd h
ighl
ight
the
vario
us s
tran
ds th
at c
ontr
ibut
e to
risk
faci
ng
the
com
mun
ity.
•At
this
sta
ge, t
he s
econ
dary
info
rmat
ion
colle
cted
in S
tage
2 c
an b
e pa
rtic
ular
ly u
sefu
l. It
will
allo
w c
ross
-che
ckin
g an
d an
alys
ing
cons
iste
ncie
s or
in
cons
iste
ncie
s of
the
com
mun
ity’
s ob
serv
atio
ns a
nd e
xper
ienc
es o
f clim
ate
chan
ge w
ith
scie
ntifi
c da
ta.
•Sp
end
tim
e on
find
ing
out a
ll th
e ch
ange
s af
fect
ing
the
com
mun
ity,
revi
ew th
e se
cond
ary
info
rmat
ion
colle
cted
in S
tage
2 a
nd a
naly
se w
ith
the
com
mun
ity
wha
t the
act
ual c
limat
e ch
ange
impa
cts
are,
dis
tinc
t fro
m o
ther
fact
ors
(urb
anis
atio
n, p
opul
atio
n gr
owth
, inf
rast
ruct
ure,
etc
).
•In
clud
e in
vest
igat
ion
of h
ow th
e co
mm
unit
y cu
rren
tly
acce
sses
new
kno
wle
dge
and
reso
urce
s, a
nd w
hat h
as w
orke
d su
cces
sful
ly. F
ocus
spe
cific
ally
on
know
ledg
e re
late
d to
clim
ate
and
haza
rds
data
.
•Th
e pa
rtic
ipat
ion
of e
lder
ly c
omm
unit
y m
embe
rs, b
oth
wom
en a
nd m
en, i
s im
port
ant a
t thi
s st
age
to g
et a
n un
ders
tand
ing
of h
isto
rical
pat
tern
s.
•In
som
e ca
ses,
it m
ight
be
nece
ssar
y to
invo
lve
som
e pe
ople
from
out
side
th
e co
mm
unit
y, s
uch
as lo
cal g
over
nmen
t off
icia
ls o
r loc
al N
GOs/
CBOs
, to
get
a go
od u
nder
stan
ding
of t
he k
now
ledg
e ne
twor
ks in
the
area
and
how
the
com
mun
ity
mig
ht b
e ab
le to
acc
ess
them
.
•Fo
r the
sto
ryte
lling
ses
sion
s, e
xplo
re if
this
can
be
done
info
rmal
ly. B
e in
nova
tive
– s
pend
tim
e in
the
com
mun
ity
and
inte
ract
cas
ually
aft
er w
ork
hour
s, in
loca
l tea
hous
es o
r res
taur
ants
, or s
hare
mea
ls, o
r oth
er s
uch
info
rmal
ac
tivi
ties
.
•As
by
this
tim
e si
gnifi
cant
gro
undw
ork
has
alre
ady
been
don
e, th
e an
alys
is a
t th
is s
tage
can
be
focu
sed
and
com
plet
ed w
ithi
n a
few
day
s.
•At
the
com
plet
ion
of th
is s
tage
, bot
h th
e fa
cilit
atio
n te
am a
nd th
e co
mm
unit
y pa
rtic
ipan
ts w
ill h
ave
an u
nder
stan
ding
of t
he lo
ng te
rm tr
ends
(inc
ludi
ng
clim
ate
chan
ge) r
elat
ing
to th
e co
mm
unit
y. It
will
als
o id
enti
fy th
e so
urce
s of
sc
ient
ific
and
tech
nica
l inf
orm
atio
n an
d ho
w s
uch
info
rmat
ion
can
be m
erge
d w
ith
com
mun
ity
know
ledg
e fo
r an
adeq
uate
ana
lysi
s of
pos
sibl
e fu
ture
impa
cts
on th
e co
mm
unit
y.
Stag
ePu
rpos
eTa
sks
and
Ques
tion
sTo
ols
and
Reso
urce
s
Anal
ysis
of f
utur
e un
cert
aint
yTo
und
erst
and
sign
ifica
nt c
hang
es
over
tim
e th
at a
re
cont
ribut
ing
to
peop
le’s
vul
nera
bilit
y,
and
how
they
cou
ld
build
resi
lienc
e an
d ad
apti
ve c
apac
ity.
Taki
ng in
to a
ccou
nt in
form
atio
n al
read
y ga
ther
ed, f
urth
er e
xplo
re fu
ture
un
cert
aint
y an
d po
ssib
le im
pact
s on
the
com
mun
ity.
Iden
tify
:
•lo
ng te
rms
tren
ds in
clud
ing
clim
ate
chan
ge a
ffec
ting
the
com
mun
ity.
•ho
w c
hang
es m
ay a
ffec
t wom
en a
nd m
en d
iffer
entl
y.
•ho
w p
eopl
e un
ders
tand
the
caus
es o
f the
se tr
ends
or c
hang
es.
•ho
w p
eopl
e ac
cess
(or d
on’t)
rele
vant
and
tim
ely
info
rmat
ion
to h
elp
them
re
duce
risk
or a
dapt
.
•ho
w p
eopl
e ar
e ad
apti
ng to
cha
nge
now
, and
wha
t res
ourc
es th
ey h
ave
for
adap
tati
on.
•w
heth
er th
ey fe
el c
onfid
ent a
bout
thei
r abi
lity
to a
dapt
to fu
ture
cha
nges
.
•Lo
ng T
erm
Tre
nd A
naly
sis
to e
xplo
re h
isto
rical
pat
tern
s of
issu
es th
at a
ffec
t dev
elop
men
t (An
nex
9).
•Kn
owle
dge
Netw
ork
Map
ping
to e
xplo
re d
iffer
ent
sour
ces
of in
form
atio
n re
lati
ng to
clim
ate
chan
ge o
r ot
her t
rend
s (A
nnex
10)
.
•St
oryt
ellin
g an
d di
scus
sion
to a
llow
peo
ple
to s
hare
ex
perie
nces
of h
ow th
eir l
ivel
ihoo
ds h
ave
been
im
pact
ed b
y tr
ends
.
•Re
view
of s
econ
dary
sci
enti
fic in
form
atio
n to
ana
lyse
co
nsis
tenc
ies
or in
cons
iste
ncie
s of
the
com
mun
ity’
s ob
serv
atio
ns a
nd th
ereb
y sy
nthe
sisi
ng th
e tw
o st
rand
s.
Page 21
Sta
ge
7 —
Go
ver
na
nce
an
aly
sis
In
str
uct
ion
s/R
equ
irem
ents
:
•M
uch
of th
e in
stru
ctio
ns/r
equi
rem
ents
for S
tage
3 w
ill a
lso
appl
y to
this
sta
ge
incl
udin
g th
ose
conc
erni
ng g
ende
r bal
ance
, inc
lusi
on o
f vul
nera
ble
grou
ps,
flexi
bilit
y, tr
iang
ulat
ion
and
logi
stic
s (t
imin
g, lo
cati
on, c
ater
ing,
etc
).
•Th
e im
port
ance
of t
his
stag
e lie
s in
the
poss
ibili
ty o
f ach
ievi
ng c
larit
y on
the
conn
ecti
ons
of th
e co
mm
unit
y w
ith
gove
rnan
ce s
truc
ture
s, in
ord
er th
at ri
ghts
an
d en
titl
emen
ts a
re u
nder
stoo
d an
d ch
anne
ls fo
r adv
ocac
y id
enti
fied.
•Di
scus
sion
s on
gov
erna
nce
can
som
etim
es b
e se
nsit
ive
depe
ndin
g on
the
polit
ical
sit
uati
on in
the
coun
try.
The
com
mun
ity
can
also
be
divi
ded
alon
g po
litic
al li
nes.
Loc
al g
over
nmen
t rep
rese
ntat
ives
may
wan
t to
part
icip
ate
in
or o
bser
ve th
e PC
VA. T
his
stag
e re
quire
s a
care
ful a
sses
smen
t of t
he lo
cal
situ
atio
n an
d in
terp
reti
ng th
e an
alys
is a
ccor
ding
ly.
•Lo
cal g
over
nmen
t off
icia
ls c
an o
ften
be
usef
ul k
ey in
form
ants
for t
his
stag
e.
Som
etim
es a
ppro
val b
y lo
cal a
utho
ritie
s fo
r con
duct
ing
the
PCVA
mig
ht b
e re
quire
d; in
volv
ing
them
in s
ome
sess
ions
, or a
s ke
y in
form
ants
, can
ens
ure
thei
r coo
pera
tion
and
sup
port
.
•Si
mila
rly, l
ocal
NGO
s/CB
Os m
ight
be
acti
ve in
the
area
and
hav
e st
rong
co
nnec
tion
s w
ith
the
com
mun
ity.
Som
e of
them
mig
ht b
e in
volv
ed in
adv
ocac
y fo
r the
com
mun
ity.
See
k to
gai
n th
eir i
nput
s as
key
info
rman
ts a
nd in
som
e se
ssio
ns in
this
sta
ge.
•Go
vern
ance
sho
uld
cons
ider
bot
h go
vern
men
t and
trad
itio
nal/
loca
l lea
ders
hip
and
pow
er s
truc
ture
s. C
onsi
der b
oth
fem
ale
and
mal
e st
ruct
ures
. Ana
lyse
loca
l pa
tron
age
links
and
pow
er n
etw
orks
.
•Un
ders
tand
the
lega
l obl
igat
ions
and
resp
onsi
bilit
ies
of d
iffer
ent g
over
nanc
e st
ruct
ures
and
wha
t the
com
mun
ity
is e
ntit
led
to a
nd w
hat i
ts ri
ghts
are
. The
se
cond
ary
info
rmat
ion
colle
cted
in S
tage
2, p
arti
cula
rly re
gard
ing
nati
onal
po
licie
s on
DRR
/CCA
and
pov
erty
, can
be
utili
sed
to e
nabl
e th
e co
mm
unit
y to
an
alys
e th
eir r
ight
s an
d en
titl
emen
ts.
•Se
ek th
e pa
rtic
ipat
ion
of lo
cal t
rade
rs fo
r the
mar
ket m
appi
ng s
essi
ons.
•M
arke
t map
ping
mig
ht n
ot b
e ap
plic
able
to a
ll co
ntex
ts. I
n a
com
mun
ity
whe
re
trad
ing
or fa
rmin
g is
of l
ess
sign
ifica
nce
this
tool
is n
ot re
leva
nt.
•Sp
end
up to
a d
ay o
n th
is s
tage
.
•Af
ter c
ompl
etin
g th
is s
tage
, all
part
icip
ants
sho
uld
have
an
unde
rsta
ndin
g of
the
com
mun
ity’
s lin
kage
s w
ith
diff
eren
t ext
erna
l and
inte
rnal
gov
erna
nce
and
inst
itut
iona
l str
uctu
res,
incl
udin
g m
arke
ts, a
nd h
ow s
uch
linka
ges
can
cont
ribut
e to
DRR
and
CCA
.
Stag
ePu
rpos
eTa
sks
and
Ques
tion
sTo
ols
and
Reso
urce
s
Gove
rnan
ce a
naly
sis
To u
nder
stan
d th
e ro
les
play
ed
by d
iffer
ent
orga
nisa
tion
s bo
th
wit
hin
and
outs
ide
the
com
mun
ity,
how
ac
cess
ible
they
ar
e, a
nd h
ow th
ey
are
cont
ribut
ing
to
impr
ovem
ents
in th
e co
mm
unit
y.
Usin
g th
e in
form
atio
n ga
ther
ed a
nd is
sues
rais
ed in
pre
viou
s st
ages
(esp
ecia
lly S
tage
s 2
and
3) id
enti
fy:
•w
hat a
genc
ies,
org
anis
atio
ns, c
omm
unit
y or
gov
erna
nce
stru
ctur
es e
xist
wit
hin
the
area
and
how
do
com
mun
itie
s in
tera
ct w
ith
them
?
•w
hat g
over
nanc
e st
ruct
ures
(and
pol
icie
s) h
ave
resp
onsi
bilit
ies
for s
uppo
rtin
g co
mm
unit
ies
in D
RR, C
CA o
r liv
elih
oods
(or o
ther
rele
vant
sec
tors
)?
•w
hich
org
anis
atio
ns, p
olic
ies
and
proc
esse
s ar
e co
ntrib
utin
g to
the
occu
rren
ce o
f ha
zard
s, e
xpos
ure
to h
azar
ds, l
ivel
ihoo
d vu
lner
abili
ty, o
r fut
ure
unce
rtai
nty?
•w
hich
org
anis
atio
ns, p
olic
ies
or p
roce
sses
cou
ld (o
r hav
e) s
tren
gthe
n liv
elih
oods
se
curit
y an
d di
vers
ifica
tion
, sup
port
dis
aste
r ris
k re
duct
ion
effo
rts
and/
or a
dapt
ive
capa
city
? Ho
w?
•w
hat c
onst
rain
ts a
nd o
ppor
tuni
ties
exi
st fo
r im
prov
ing
the
gove
rnan
ce s
itua
tion
?
•w
hat a
re th
e ef
fect
ive
chan
nels
for a
dvoc
acy
and
lobb
ying
for s
uppo
rt to
DRR
and
CCA
? W
hat h
as w
orke
d in
the
past
and
wha
t cou
ld b
e st
reng
then
ed?
•Pr
oble
m T
ree
to id
enti
fy p
olic
y an
d in
stit
utio
nal b
lock
ages
that
may
und
erlin
e a
part
icul
ar p
robl
em (A
nnex
11)
.
•In
stit
utio
nal M
appi
ng to
map
diff
eren
t in
stit
utio
nal s
ervi
ce p
rovi
ders
(Ann
ex 1
0;
Anne
x 3)
.
•M
arke
t Map
ping
to id
enti
fy d
iffer
ent m
arke
t ch
ain
acto
rs to
iden
tify
bot
tlen
ecks
and
op
port
unit
ies
(Ann
ex 1
2).
•In
terv
iew
s w
ith
key
info
rman
ts to
pro
vide
fu
rthe
r ins
ight
into
inst
itut
iona
l lim
itat
ions
an
d op
port
unit
ies.
Can
be
com
bine
d w
ith
inte
rvie
ws
of S
tage
s 4
and
5, if
con
veni
ent.
Page 22
Sta
ge
8 —
Pr
ior
itis
atio
n a
nd
act
ion
pla
n
In
str
uct
ion
s/R
equ
irem
ents
:
•M
uch
of th
e in
stru
ctio
ns/r
equi
rem
ents
for S
tage
3 w
ill a
lso
appl
y to
this
sta
ge
incl
udin
g th
ose
conc
erni
ng g
ende
r bal
ance
, inc
lusi
on o
f vul
nera
ble
grou
ps,
flexi
bilit
y, tr
iang
ulat
ion
and
logi
stic
s (t
imin
g, lo
cati
on, c
ater
ing,
etc
).
•Th
is is
a c
oncl
usiv
e st
age
of th
e PC
VA p
roce
ss, w
here
the
info
rmat
ion
from
pr
evio
us s
tage
s ar
e sy
nthe
sise
d w
ith
the
obje
ctiv
e of
dev
elop
ing
com
mun
ity
acti
on p
lans
. The
PCV
A is
not
a s
tand
alon
e pr
oces
s, b
ut p
art o
f a s
eque
nce
of
acti
viti
es th
at a
re e
vent
ually
tran
slat
ed in
to a
ctio
n. T
his
stag
e is
impo
rtan
t for
un
ders
tand
ing
how
the
wor
k do
ne s
o fa
r can
lead
to c
oncr
ete
acti
ons.
•Be
fore
beg
inni
ng th
is s
tage
it w
ill b
e ne
cess
ary
to re
view
wha
t has
bee
n do
ne,
feed
ing
back
info
rmat
ion
gath
ered
and
ana
lyse
d to
the
com
mun
ity
to e
nsur
e al
l par
tici
pant
s ar
e aw
are
of, a
nd u
nder
stan
d, it
s im
plic
atio
ns. T
riang
ulat
e th
is
revi
ew w
ith
diff
eren
t com
mun
ity
grou
ps, s
o th
at g
aps
in u
nder
stan
ding
can
be
iden
tifie
d an
d ad
dres
sed.
Thi
s w
ill p
rom
ote
agre
emen
t on
the
accu
racy
and
us
eful
ness
of t
he in
form
atio
n be
fore
init
iati
ng th
e ac
tion
pla
nnin
g.
•Di
ffer
ent m
embe
rs w
ithi
n th
e co
mm
unit
y m
ay h
ave
diff
eren
t prio
ritie
s, a
nd
haza
rds
may
aff
ect t
hem
diff
eren
tly.
The
refo
re H
azar
d Ra
nkin
g ca
n be
a
sens
itiv
e ex
erci
se. U
se tr
iang
ulat
ion
as a
way
of u
nder
stan
ding
the
diff
eren
ces
and
then
dev
elop
pla
ns th
at m
ost c
omm
unit
y m
embe
rs a
gree
wou
ld b
enef
it th
e co
mm
unit
y as
a w
hole
.
•Ke
y el
emen
t to
disc
uss
at th
is s
tage
is w
ho w
ill ta
ke o
wne
rshi
p of
the
acti
on
plan
and
be
acco
unta
ble
for i
mpl
emen
ting
it. T
he n
eed
to a
rtic
ulat
e w
ho fr
om
the
com
mun
ity
will
be
invo
lved
in im
plem
enti
ng th
e ac
tion
pla
n (a
nd w
hat
role
the
orga
nisa
tion
faci
litat
ing
the
PCVA
will
hav
e in
the
acti
on p
lan)
is a
lso
requ
ired.
•Ne
ed to
ens
ure
that
toge
ther
wit
h pa
st h
azar
ds a
nd c
urre
nt ri
sks,
futu
re
anti
cipa
ted
slow
ons
et c
limat
e ch
ange
impa
cts
are
also
add
ress
ed in
the
acti
on p
lans
.
•As
this
is a
cru
cial
pla
nnin
g st
age
and
vario
us p
riorit
ies
and
agen
das
wit
hin
the
com
mun
ity
wou
ld h
ave
to b
e ta
ken
into
con
side
rati
on, i
t mig
ht re
quire
a lo
t of
disc
ussi
on, t
ime
and
sens
itiv
ity.
Thi
s co
uld
take
sev
eral
day
s.
•At
the
com
plet
ion
of th
is s
tage
, the
com
mun
ity
shou
ld h
ave
an im
plem
enta
ble
com
mun
ity
acti
on p
lan
wit
h cl
early
out
lined
role
s w
ithi
n th
e co
mm
unit
y an
d of
th
e or
gani
sati
on.
Stag
ePu
rpos
eTa
sks
and
Ques
tion
sTo
ols
and
Reso
urce
s
Prio
ritis
atio
n an
d ac
tion
pla
nTo
prio
ritis
e is
sues
id
enti
fied
for
incl
usio
n in
act
ion
plan
.
Usin
g th
e in
form
atio
n ga
ther
ed in
the
prev
ious
sta
ges
iden
tify
:
•w
hich
haz
ards
and
str
esse
s pr
esen
t the
hig
hest
risk
to th
e co
mm
unit
y? T
his
shou
ld
incl
ude
diff
eren
t gro
ups
wit
hin
the
com
mun
ity
(wom
en, y
oung
peo
ple,
peo
ple
wit
h di
sabi
litie
s, e
lder
ly e
tc)
•w
hich
haz
ards
and
str
esse
s th
e co
mm
unit
y w
ould
like
to a
ddre
ss (p
rese
nt a
nd fu
ture
) as
a re
sult
?
•ho
w th
e co
mm
unit
y w
ould
like
to a
ddre
ss p
riorit
ised
haz
ards
and
str
esse
s (p
rese
nt
and
futu
re)?
•ho
w th
ey w
ould
like
to m
anag
e ris
k an
d un
cert
aint
y?
•ho
w th
ey w
ould
like
to a
ddre
ss th
e un
derly
ing
caus
es o
f vul
nera
bilit
y an
d in
crea
se
adap
tive
cap
acit
y?
•Ri
sk Q
uadr
ant t
o de
velo
p a
com
mon
un
ders
tand
ing
of ri
sk a
nd to
com
pare
di
ffer
ent s
ourc
es o
f ris
k (A
nnex
13)
.
•Ra
nkin
g to
iden
tify
key
haz
ards
and
st
ress
es c
omm
unit
y m
embe
r wou
ld li
ke to
ad
dres
s (A
nnex
8).
•Va
lidit
y Qu
adra
nt to
dev
elop
a c
omm
on
unde
rsta
ndin
g of
the
effe
ctiv
enes
s an
d su
stai
nabi
lity
of d
iffer
ent s
trat
egie
s se
lect
ed (A
nnex
13)
.
•So
luti
on tr
ee a
nd T
ree
Prun
ing
(Ann
ex 1
1) to
id
enti
fy k
ey a
ctio
ns to
be
incl
uded
in a
ctio
n pl
an.
Page 23
Stag
ePu
rpos
eTa
sks
and
Ques
tion
sTo
ols
and
Reso
urce
s
Unde
rtak
e to
reco
rd th
is in
form
atio
n in
to a
n ac
tion
pla
n:
•Di
rect
act
ions
and
who
is/a
re re
spon
sibl
e.
•In
dire
ct a
ctio
ns a
nd w
ho is
/are
resp
onsi
ble.
•W
hen
acti
ons
will
take
pla
ce.
•W
hat r
esou
rces
they
requ
ire (c
omm
unit
y, o
ther
).
•Co
sts.
Pres
ent d
raft
act
ion
plan
to c
omm
unit
y as
sem
bly
to d
iscu
ss a
nd a
gree
up
on:
•Es
tabl
ishm
ent o
f ada
ptat
ion
and
risk
redu
ctio
n co
mm
itte
e (b
alan
ced
mal
e/fe
mal
e re
pres
enta
tion
)
•Br
iefin
gs w
ith
stak
ehol
ders
to ta
ke fo
rwar
d ac
tion
s.
•W
all p
lan,
impa
ct c
hain
or l
og fr
ame
to re
cord
key
in
terv
enti
ons
plan
ned
(Ann
ex 1
4).
Sta
ge
8 —
Pr
ior
itis
atio
n a
nd
act
ion
pla
n c
on
t ..
.
Page 24
Sta
ge
9 —
Fin
ali
sin
g t
he
PCVA
pr
oce
ss
In
str
uct
ion
s/R
equ
irem
ents
:
•Ne
ed to
be
clea
r wha
t inf
orm
atio
n th
e co
mm
unit
y w
ants
and
if th
ere
is a
ny
addi
tion
al in
form
atio
n th
ey w
ant a
cces
s to
.
•It
is im
port
ant a
t thi
s st
age
to h
ighl
ight
con
tinu
ity
in te
rms
of fo
llow
up
and
poss
ible
sup
port
for i
mpl
emen
ting
the
acti
on p
lans
.
•Ne
ed to
est
ablis
h fo
cal p
erso
ns in
bot
h th
e fa
cilit
atio
n te
am a
nd c
omm
unit
y w
ho w
ill le
ad fu
ture
liai
son
and
follo
w-u
ps.
•Sp
end
a da
y or
two
on th
is w
rap-
up s
tage
, but
bui
ld in
ext
ra ti
me
for f
ollo
w-u
p ac
tivi
ty.
•At
the
com
plet
ion
of th
is s
tage
, the
com
mun
ity
shou
ld k
now
how
to a
ppro
ach
the
orga
nisa
tion
in th
e fu
ture
and
acc
ess
any
furt
her i
nfor
mat
ion
if ne
cess
ary.
•Yo
u m
ay w
ant t
o co
nsid
er a
cel
ebra
tion
/eve
nt to
cel
ebra
te th
e co
mpl
etio
n of
th
e PV
CA a
nd to
sho
wca
se th
e ne
w c
omm
unit
y pl
ans.
Stag
ePu
rpos
eTa
sks
and
Ques
tion
sTo
ols
and
Reso
urce
s
Fina
lisin
g th
e PC
VA
proc
ess
To fi
nalis
e th
e PC
VA
proc
ess
and
set
in p
lace
follo
w-u
p ac
tion
s.
Prio
r to
depa
rtin
g th
e te
am s
houl
d:
•Es
tabl
ish
a lia
ison
gro
up w
ithi
n th
e co
mm
unit
y an
d a
syst
em fo
r com
mun
icat
ion.
•Ag
ree
on a
pro
cess
to c
ompi
le th
e PC
VA o
utpu
ts, p
repa
re a
repo
rt a
nd s
hare
it.
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Annex 1: Plate/Circle Diagram or Pie Chart Plate or Circle Diagrams (also called Pie charts) are used for comparisons of a small number of categories (see Fig. 4, right). Using more than five categories can make a Plate Diagram difficult to read. It is very important to label the slices to make the comparison easier. The slices should be also coloured or shaded differently for easier comparison.
Discuss with the participants what the key different groups in the community are. This can be along the lines of gender, age, religion, ethnicity or any other grouping that they think characterises their community.
Explain the Plate Diagram using an illustration and ask participants to draw such a diagram using the categories they suggested. Remember to mention that the proportions do not have to be exact, but can be approximate.
Divide the participants into groups of 4–5 per group, taking care that each group represents a balance in gender, age, etc. Once the Plate Diagrams are completed, have an open discussion and compare them to arrive at a final diagram.
Annex 2: Daily Time ChartA Daily Time Chart (see Fig. 5, below) allows collecting information on the daily activity patterns of community members and to compare the patterns of different
8. AnNexes
Fig. 4: Example of a Plate Diagram showing age groups in a community
groups in the community (women, men, old, employed, unemployed, etc). Based on the Plate Diagram, Daily Time Charts to be prepared for each group identified as important in the community through discussions with each group.
If the participants find it difficult to easily identify general patterns, individual Daily Time Charts should be made and then compiled into a general one for the group.
Do remember that this does not have to be perfect. The aim should be to understand the overall general pattern. Focus on what is important and do not make the diagram too complex. Facilitate the discussion to make the participants concentrate on the general pattern of time allocation to different activities and use of the time.
Fig. 5: Example of a Daily Time Chart of women’s activities in the Gaza Strip (from Theis and Grady 1991)
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Fig. 6: Example of a Venn Diagram showing water use/control in Sudan (from Theis and Grady 1991)
Fig. 7: Example of a Resource Map using symbols to show natural and human-made features of an area in Kenya (from Kalibo and Medley 2007)
Fig. 8: Example of a Hazard Map in a village in Ghana (Daze et al 2009)
Annex 3: Venn Diagram A Venn or Circle Diagram (Fig. 6) shows the key institutions in a community and their importance and relationships. Discuss with participants and identify the key institutions in their community and also those that have a relationship with the community. Identify the degree of contact and overlap between the institutions and with the community in terms of decision-making or services delivery.
Follow the basic guide: Separate circles = no contact; Touching circles = information passes between the institutions and/or to the community; Small overlap = some cooperation; Large overlap = significant cooperation. Most important institutions should be drawn as the largest circles and less important ones as smaller circles.
Venn Diagrams might be difficult for those not familiar to them, so draw a simple example. Draw the diagram in pencil first and adjust the size and arrangement until participants are satisfied.
Annex 4: Resource Map/ Hazard Map A Resource Map (Fig. 7, above) is prepared by a community to provide an understanding of which places and resources are used for what purposes in their locality. A simple sketch map with hand-drawn symbols is the most common type, but communities can also be trained to use more sophisticated methods such as the use of a GPS. Do not look for accuracy as such maps typically are not to scale. The Resource Map is mainly used to indicate the spatial layout and accessibility of the community’s natural and physical resources and features, and their inter-relationships.
Similarly, a Hazard Map (Fig. 8, below) of the community can be prepared. First plot the main features of the area such as houses, community buildings, fields, natural features, etc. Once again, exact details are not necessary. For example, not all the houses have to be mapped, only the area where the houses are located, using the symbol for a house. Then identify the hazards and which areas and resources are the most affected.
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Fig. 10: Example of a Seasonal Calendar from a village in Sudan showing rainfall, crop patterns and labour demand (from Theis and Grady 1991)
Annex 5: Transect Walk A Transect Walk is a diagram of main land-use zones in an area. It complements a Resource Map by comparing the main features, resources, uses and problems of different zones.
Walk with community participants through their area and surroundings and discuss the characteristics of each zone. After returning from the walk, work with the participants to prepare the transect walk diagram, as shown in below in Fig. 9 (right). Ask participants to use symbols that they are familiar with, as in the Resource Map. A Transect Walk can also be used to complement a Hazard Map.
Annex 6: Seasonal Calendar A Transect Walk is a diagram of main land-use zones in an area. It complements a Resource Map by comparing the main features, resources, uses and problems of different zones.
Walk with community participants through their area and surroundings and discuss the characteristics of each zone. After returning from the walk, work with the participants to prepare the transect walk diagram, as shown in below in Fig. 10 (below). Ask participants to use symbols that they are familiar with, as in the Resource Map. A Transect Walk can also be used to complement a Hazard Map.
Fig. 9: Example of a Transect Walk diagram from a village in Sudan (from Theis and Grady 1991)
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Annex 7: Historical Timeline A Historical Timeline (Fig. 11) reveals information for understanding the present situation in a community. It allows insight into past hazards and changes in their nature and intensity, and how they have resulted into the current situation.
Ask the participants to list major events and disasters in chronological order. Events that may have contributed to vulnerability or capacity, such as change in government or major political events, should also be listed. Seek the help of key informants such as elderly members of the community.
Fig. 11: Example of a Historical Timeline prepared in Niger showing events such as famines gradually weakening the community (Daze et al 2009)
Annex 8: Ranking Ranking of wealth or wellbeing can be elaborate when used for poverty alleviation programs. For the PCVA, a simple ranking of different livelihood groups should be done to understand vulnerability.
In consultation with the participants, decide on a few main wealth groups (see Fig. 12 for an example). This can also be based on the findings of the Plate Diagram (Annex 1). Allocate a number to each household in the community and write each number on separate cards. Divide participants into three or more groups and ask each group separately to order the cards into the different wealth groups. Use separate baskets or boxes to sort the cards according to each wealth group.
Compile the findings from the different participant groups into one ranking table. Seek the help of key informants if the ranking between the groups vary too much and also validate by observing the living conditions of the different households. Note the criteria used by the participants for ranking (see Fig. 12).
Fig. 12: Example of a Ranking of well-being in Cambodia (CWS 2010)
Hazard Ranking can be done similarly, listing hazards affecting the community from the most severe hazards to less severe ones.
Annex 9: Long Term Trend Analysis A Long Term Trend Analysis can be done using the findings of the Daily Time Chart (Annex 2), Seasonal Calendar (Annex 6) and Historical Timeline (Annex 7). For the PCVA, this tool is used to understand future uncertainty, particularly climate change, based on past trends.
Participants should be asked to analyse what the root causes of the changes are and how they vary between different wealth/ social groups within the community. Having analysed important historical trends, participants can then be asked what changes they expect to take place over the next 10–15 years or so. Using familiar symbols, the analysis can be compiled into a diagram as a series of pictures showing the nature of change (see Fig. 13 below).
Fig. 13: Example of a Long Term Trend Analysis (CIDT 2001)
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Annex 10: Knowledge Network Mapping With participants, list the knowledge sources on climate change and disasters within the community and outside within and external to the community. These can be organisations, social groups, households and/or individuals.
Draw a diagram with these sources represented as circles or some other shape and label them (Fig. 14, above). Place the sources within the community inside an inner circle and the others outside the circle. Use different types of lines to connect the sources (such as dotted, thick, thin, etc) or use different colours to represent strong to weak connections or networks between them. The direction of the arrows can be used to indicate direction of knowledge flow.
Knowledge Network Mapping can also be done using a Venn Diagram (see Annex 3). A technique similar to Knowledge Network Mapping or a Venn Diagram can be used for Institutional Mapping to identify key institutional service providers and connections between them and links to the community.
Annex 11: Problem/Solution Tree & Tree PruningThe Problem Tree shows the relationships between different aspects of a problem. It allows understanding of the root causes of the problem and the consequences. It helps to develop actions to address the root causes of vulnerability, in the case of the PCVA, to disasters and climate change.
Give participants small pieces of paper and ask them to write one major problem relating to disasters and/or climate change. Then group the problems according to similarity. Then draw the Problem Tree – the trunk represents the problems, the roots the causes and the leaves the effects. Identify institutional and policy blockages.
In the same way, a Solution Tree can be produced.
Fig. 14: Example of a Network Map from India showing different types of links between various groups by using different types of lines (Benecke 2011)
Here instead of problems, list the solutions. The trunk represents the solutions; the roots are the actions for implementing the solutions and the leaves the results of the actions.
Tree Pruning can be used to further define the Solution Tree. Remove the leaves and roots that represent problems that would be impossible to address in the short term. Keep the leaves and roots that can be addressed through feasible action plans.
Fig. 15: Example of a Problem Tree to analyse social problems (Community Media undated)
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Annex 12: Market MappingMarket Mapping allows small-scale farmers, traders or producers to make action plans to access markets and sell their products. This can reduce economic vulnerability and increase capacity of community members.
As in the Knowledge Network Mapping (Annex 10) first create a diagram of the main actors of the market supply chain of a particular product important in the community and identify their relationships (see Fig. 16, below). At a later session, include as many representatives from these actors as possible and discuss to identify barriers, and ‘win-win’ solutions agreeable to all the actors. Then develop an action plan to overcome the barriers and move the solutions forward.
Annex 13: Risk QuadrantUse information from the Hazard Map (Annex 4) and Hazard Ranking (Annex 8), and also the Historical Timeline (Annex 7). The hazards affecting the community can be displayed in a Risk Quadrant or Matrix to understand risk in terms of impact and probability (Fig. 14).
Draw a four-quadrant matrix as shown in Fig. 17 (right) . Ask the participants to list the hazards that are most likely and can have high impact in the top right box. Hazards that can have high impact, but low likelihood should be listed in the top left box. Less likely and low impact hazards should be listed in the bottom left box. Hazards that are very likely, but having low impact
Fig. 16: Example of Market Mapping for bee products in Nepal (Practical Action 2008)
should be listed in the bottom right box. This allows analysing which hazards pose most risk and hence should be prioritised for action.
A guide to develop risk reduction action plans based on the Risk Quadrant can be as follows: High–High – work actively to prevent these hazards; Low–Low – keep a watch-out; High–Low – reduce likelihood of impact; Low–High – be prepared for this to happen.
Similarly, a Validity Quadrant can be made. Here plot the different ARR action plans or strategies according to effectiveness and sustainability in four boxes. Strategies in the High (effectiveness) – High (sustainability) box should be prioritised, while those in the Low–Low box can be considered for action much later in the future.
Fig. 17: Example of a Risk Quadrant
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Annex 14: Wall Plan/ Impact Chain/ Log FrameThere are various project management tools and the action plan developed through the PCVA process will have to utilise such a tool to monitor progress and measure its impact.
A simple Wall Plan involves listing the action plan or project timeline on a series of large sheets of paper fixed to the wall of the project office or the place in the community from where the project is being managed. It should indicate regular milestones for reviewing progress and developing actions to keep progress on track. An Impact Chain is another such tool. It answers a key question, “What do we want to achieve?” according to resources, activities, output, usage/target group and impact.
The Log Frame (Fig. 15) is a more sophisticated tool, and although it can be effective, it requires substantial training to understand and use it. The Log Frame should be used right from the beginning of project design. It allows defining what the project will do, and produce, its objectives and assumptions, and how the project’s impact will be measured, monitored and evaluated.
Fig. 18: Example of a Log Frame matrix (AusAID 2005)
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Resources and Further Information
• CIDT (2001) Participatory Learning and Action Training Course. Walsall (UK), Centre for International Development and Training (CIDT).
• Daze, A., Ambrose, K. and Ehrhart (2009) Climate Vulnerability and Capacity Analysis Handbook. Canberra, CARE. http://www.careclimatechange.org/tk/integration/en/quick_links/tools/climate_vulnerability.html
• Regmi, B.R. et al (2010) Participatory Tools and Techniques for Assessing Climate Change Impacts and Exploring Adaptation Options: A Community Based Tool Kit for Practitioners. London, DFID (Department for International development) and Kathmandu, LFP (Livelihoods and Forestry Programme). http://www.forestrynepal.org/publications/reports/4667
• IFRC (2008) What is VCA? An Introduction to Vulnerability and Capacity Assessment and VCA Toolbox. Geneva, International Federation of Red Cross and Red Crescent Societies (IFRC). www.ifrc.org/Global/Publications/disasters/vca/vca-toolbox-en.pdf
• Oxfam GB (2010) Oxfam Participatory Capacity and Vulnerability Analysis: A Practitioner’s Guide. Oxford, Oxfam.
• Theis, J. and Grady. H.M. (1991) Participatory Rapid Appraisal for Community Development. London, International Institute for Environment and Development (IIED). http://pubs.iied.org/8282IIED.html
• Turvill, E. and Dios, H.B.D. (2009) Participatory Capacity and Vulnerability Analysis Training Pack. Oxford, Oxfam. http://disastermanagementbangladesh.org/oxfam_tools/index.php
9. Key Resources and References
References in Annexes
• AusAID (2005) AusGuideline:The Logical Framework Approach. Canberra, AusAID.
• Kalibo, H.W. and Medley, K.E. (2007) “Participatory Resource Mapping for Adaptive Collaborative Management at Mt. Kasigau, Kenya”. Landscape and Urban Planning, no. 82.
• CWS (Church World Service) (2010) Participatory Rural Appraisal and Wealth Ranking (presentation). Phnom Penh, Act Alliance.
• Benecke, E. (2011) “Networking for Climate Change: Agency in the Context of Renewable Energy Governance in India”. International Environmental Agreements, vol. 11, no. 1.
• Practical Action (2008) Learning from Practice: Lessons on Facilitating Participatory Market Mapping Workshops. Rugby (UK), Practical Action.
• CIDT (2001) Participatory Learning and Action Training Course. Walsall (UK), CIDT (Centre for International Development and Training).
• Community Media (undated) Participatory Learning Manual. Dublin, Community Media.
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