laporan final baseline 4ca 2014 english-final version … · 2016. 7. 27. · so that causing...

Final Report BASELINE Study 4CA LAN November, 2014 Page 1

EXECUTIVE SUMMARY


A. Preface A1. Background

Fourth assessment report which was published in mid-April 2007 by IPCC (Intergovermental Panel on Climate Change) working group II amplified people conviction of serious effect from climate change impact in recent decades. The threat posed by climate change not only appear in presevation of natural resources and environment aspect, but also overall economic, social, and cultural life aspect. Climate change has close relationship with development strategy which have been applied by countries. Development strategy that focus on industrialization in order to sustain the stability of economic growth has contributed greatly to environment damage globally, such as deforestation that trigger the emercion of greenhouse effect so that causing increase earth’s temperature as known as global warming. Therefore, in climate change conference 13th in Bali, Indonesia on December 2007, there has been a strong desire from various countries (including Indonesian government), to integrate plan, strategy, and climate change policy implementation to mainstreaming national development strategy. Environmental is one of strategic issues of development implementation in Indonesia. The strengthening of public awareness related to significance of this enviromental development can not be separated from the existence of various management or natural resources utilization practices (such in forestry, agriculture, plantation, mining and marine sectors) which is not environmental friendly. The process of industrialization has led to massive uncontrolled exploitation of natural resources such as forests, rivers, mineral resources, and sea regardless ecological sustainability. This massive exploitation of natural resources has also contributed greatly to climate change that bring harm for people livelihood who depend their life on agriculture, plantation, forsestry and marine. In regional autonomy era, development practices in several areas that have abundant natural resources especially forests, getting no attention to rules of enviroment preservation. Authority of local government to create local regulations (Perda) which related to natural resources utilization tends to side only to economic interest for Own-Souce Revenue (OSR) enhancement. As a concensquance, many types of local government policies are counter-productive for enviroment conservation effort. Policy which is formed as concession of forest management or conversion for establish plantation and mining industries, such as oil palm, rubber, coal, and so on, has been through deviations those threaten ecosystem damage and biodiversity in areas which has natural resources such as Kalimantan, Papua, Sulawesi, and Sumatra. Conversely, many regions which have limited OSR has impact on institutional capacity weakness and fiscal policy of environmental development, such in NTT province. The impact of development policy which is not enviromentally friendly causing emersion of forest severe damage in several provinces in recent decades. Every year, forest areal extensive in indonesia fall on shrinkage up to millions hectare caused of


illegal logging or forest conversion for mining of plantation industries. If this situation is ignored continuously, it will has negative impact for environment and livelihood from millions of people who depend their life from forest, sea, coastal or river resources. Other side impacts which will be felt are vulnerability emergence, particularly related to food security decline aspect and increasing social conflict potential due to land or livelihood struggling around forest area and coastal/river area. NTT province is identical with area of water resources crisis. Therefore, the phenomenon of climate change will give serious impact on agriculture sector and water resources in NTT province. Climate variability characterized for example by air temperature change and rainfall affects the availability and water demand for growth and progress of crop production that sustains the life of majority people in this region for long-term. As one of the regions in Indonesia which has a high vulnerability to climate change impact, the provincial government of East Nusa Tenggara (NTT) in collaboration with UNDP (United Nations Development Programme) has developed a pilot project named SPARC (Strategic Planning and Action to Strengthen Climate Resilience of Rural Community) in order to strengthen rural communities endurance in facing climate change. The basic assumption in SPARC declared that one of the crucial issues in NTT is still faced with low adaptive capacity of communities and local governments in adapting to climate change. Therefore, through this collaboration program, it is expected to occur rural communities strengthening and capacity building in adjacent areas, namely Manggarai, East Sumba, and Sabu Raijua districts, in climate change adaptation activities. For increasing community and NTT local government adaptive capacity in order to climate change adaptation, PLAN Indonesia is working with the provincial government NTT to develop a adaptive strategy for community and local government institution by participatory research development. This activity is carried out on three (3) districts, namely Sikka District, Lembata District and North Central Timor (TTU) District. This program aims to formulate a Participatory Climate Vulnerability assessment model which is influenced by Climate Model and Adaptive Capacity Analysis from local government and local community. Afterward, PLAN Indonesia took follow-up action from program and activity by 4CA (Child-Centered Climate Change Adaptation) project. Phase 1 4CA project was conducted in July 2011 until June 2014 at TTU at TTU and Lembata District. At this phase, PLAN Indonesia developed community awareness and capacity in two villages and five basic schools (elementary and junior high schools) in TTU District, mainly in order to improve their adaptive capacity to implement climate change adaptation activity at community and school level. Supporting the implementation of these activities, coordination and cooperation had been made with various government agencies, both at central and local levels, such as the Ministry of Education, Ministry of Agriculture, and Ministry of Forestry, related Department agencies at provincial/district, BPBD, as well as National Board of Climate Change. The results of the project achievements 4CA stage 1 showed that the child (boy/girl school student) was found to be one of the agents of change in society, particularly related to their


contribution to participate in climate change activity adaptation and disaster risk reduction in village community level. Based on the experiences and results of phase 1 4CA project, PLAN Indonesia then continued with phase 2 4CA project in TTU District. Phase 2 4CA project has began in July 2014 until June 2016, focus on effort to increase child participation or involvement (especially elementary school students and junior high school), in climate change activity adaption. The main target of the project 4CA namely: a) facilitating capability and contribution increasing of children in creating an adaptive environment to climate change; b) providing support to schools (primary and secondary school) in developing and implementing climate change adaptation action plan based on local community needs (climate smart solutions); and c) strengthening coordination and partnership with local government to support implementation of school-based environmental preservation (green school) in community. At this phase 2, increasing number of school assisted is carried out as many as 17 schools (13 primary and 4 secondary schools), which as many as 12 of them are new assisted schools. In addition, groups or youth organizations also included and Disaster Risk Reduction (DRR) Team at village level. Through the development of phase 2 C4a project it is expected to have an impact of climate change capacity adaptation in 2697 students (1,294 girls and 1,403 boys), 203 teachers (97 men and 106 women), 15 School Based Management Team, 32 youth groups and 14 members of Village DRR Team (7 men and 7 women). Associated with goal fulfillment above, PLAN Indonesia in collaboration with PUSKAMUDA - UI (Youth Study Center), Universitas Indonesia, conducting baseline study related to adaptive capacity identification of various stakeholders in order to support increasing of participation and capacity of children/students in contribute to climate change adaptation activities at TTU District. Through the presence of this preliminary study, it is expected to obtain useful data and information for the preparation and development of assistance and advocacy strategy to community and local government in order to realize 4CA objectives project above. This study was also designed to identify strategic issues at local level related to the presence of potential, development, utilization, and management of renewable energy (renewable energy) in 4CA project assisted location. Utilization and management of renewable energy has been one of the important issues in order to realize the increasing community and local government adaptive capacity facing climate change impact and its adaptation strategies in the future.


A2. Aims of Study and Outputs Aims of this Baseline Study are :

1. Identifying and mapping the children capabilities and contributions (boys and girls students) in creating an adaptive environment to climate change.

2. Identifying the efforts made by school and community in order to develop and implement climate change adaptation action plan based on local community needs (climate smart solutions).

3. Identifying various forms of needed policy and institutional support from local government to increase coordination and partnership effect with various stakeholders for the implementation of school-based environmental preservation concept (green school).

4. Identifying potential and utilization of renewable energy sources which are existing among community.

The output of this study include Implementation of 4CA Project Strategy Baseline Study Report document in assisted areas. Through this report is also expected that PLAN Indonesia management and implementing partners program/activity in TTU District could use it as a reference in order to implementing 4CA project either of technical, methodological, and managerial aspects to target groups and beneficiaries in community in assisted areas.

A3. Methodology

A3.1. Approaches Baseline study of 4CA project implementation focused on extracting data and information in accordance with Log Frame indicator addressed to program stakeholders in assisted areas in TTU District, NTT province. The main subjects in this study are children (students) in elementary school (SD) and junior high school (SMP) as direct beneficiaries, as well as indirect beneficiaries, namely; schools, teachers, households, youth groups, local NGOs, village governments, heads of sub-district, and related department/office in TTU district government scope. This study used quantitative and qualitative approaches. A quantitative approach was carried out by using survey techniques (baseline survey) to collect data from respondents in assisted areas (villages) which became 4CA project site. While the approach was carried out by using of qualitative data collection techniques, such as interview with Key Informant Interview, Focused Group Discussion, observation, and secondary data.


A3.2. Data Collecting Methods As described on the section above, there are two types of data collecting in this study, namely quantitative data and qualitative data. The detailed explanation of using various data collection methods are as follows: A3.2.1. Baseline Survey The survey was conducted by using instruments such a questionnaire. The questionnaire is structured interview guide used by enumerator (interviewer) to conduct interview with respondents. This questionnaire contains several questions related to important aspects which the obtained data/information is used to answer aims of this study. The questionnaire was used in this study consists of four (4) types, namely; (a) questionnaire for children/students, (b) questionnaire to households, (c) a questionnaire for teachers, and (d) questionnaire to local governments. Survey sites selection for district, sub-district and village level was conducted purposively by considering the following aspects: (a) demographic representation; (b) economic, social and cultural representation, (c) transport and communication accessibility; and (d) intensity degree and assistance of 4CA program/activity in assisted areas (villages). Based on considerations above, there were three (3) sub-districts which became this study sites; (1)North Bikomi Sub-district; (2) Central Bikomi Sub-district; and (3) Biboki Moenleu Sub-district, at TTU District. The 9 (nine) villages which became study sites include: (A) North Bikomi Sub-district, include: (1) Banain village; (2) Faennake village; (B) Central Bikomi Sub-district, include: (3) Buk village; (4) Sono village; (C) Biboki Moenleu Sub-district, include: (5) Oepuah village; (6) Kaubele village; (7) South Oepuah village; (8) North Oepuah village; and (9) Luniup village. Child population of this study was the entire 5th & 6th grade students (SD) and 8th grade students (SMP) in 17 assisted schools of 4CA project at three assisted districts of 4CA project. Household population was the entire Household Heads from 9 4CA project assisted villages. Teachers population was the entire classroom or subject teachers in 17 assisted schools of 4CA Project. While village government population wa the entire village governments and sub-district office from C4A project assisted areas, as well as related SKPD apparatus of TTU Disctrict Government.

Respondent selection technique used stratified random sampling. This technique was conducted by determining and taking samples in proportional and tiered from child/student population, teacher population, household population, and village/sub-district/agency government population. The details of number and distribution of baseline survey respondents according to population could be seen in tables below:


Table 1. Composition & Number of Respondent Respondent Types Respondent Numbers

(person) Child/Student Respondent:

1. North Bikomi Sub-dist. 36 2. Central Bikomi Sub-dist. 40 3. Biboki Moenleu Sub-dist. 177

Child/Student Respondent Numbers

253

Teacher Respondent : 1. North Bikomi Sub-dist. 26 2. Central Bikomi Sub-dist. 26 3. Biboki Moenleu Sub-dist. 28

Teacher Respondent Numbers 80 Household Respodent

1. North Bikomi Sub-dist. 35 2. Central Bikomi Sub-dist. 27 3. Biboki Moenleu Sub-dist. 89 Household Respondent Numbers 151 Village Agency/Gov. Respondent 1. North Bikomi Village Gov. & Sub-dist.

7

2. Central Bikomi Village Gov. & Sub-dist.

7

3. Biboki Moenleu Village Gov. & Sub-dist.

8

4. SKPD District Gov. 5 Agency/Village Gov. Respondent 27 Total 511

A3.2.2. Focused Group Discussion Data collecting method through focus group discussion was conducted 4 times. For North Bikomi Sub-district, FGD was performed 1 time, who participants are homeroom/subject teachers (8 persons). FGD in Central Bikomi Sub-district was performed 1 time, who participants are junior high school students (15 persons). whereas in Biboki Moenleu Sub-district, FGD was performed 2 times, namely; (a) FGD with homeroom/subject teachers participant (8 persons); and (b) FGD with elementary students participant (15 persons). FGD with elementary/junior high school student participants was conducted by using drawing voice method, the participants were asked to draw and talk about things they drew to other participants.


A3.2.3. Key Informan Interview In-depth interview method was conducted to obtain contextual information and in-depth related to social, economic, cultural aspects, and support of local government policy. In addition, through in-depth interview, it was expected to be able to obtain accurate information related to perceptions and experiences from informans during their interaction and contribution to the initial 4CA project activity. The key informants whom interviewed consisted of several typologies, levels, and numbers which can reflect interaction and communication degree of 4CA project as can be seen in the following table:

Tabel 2 Levels and Numbers of Key Informants

Level Typology Total District : Agriculture Agency 1 person

Forestry Agency 1 person Education and UPTD Agency 2 persons Environment Agency 1 person Fishery and Marine Agency 1 person

North Bikomi Sub-district:

Youth Figure 2 persons Village Head 1 person Household Head 2 persons Head Teacher 1 person Teacher 2 persons School Committee 1 person Education UPTD 1 person

Central Bikomi Sub-district :

DRR Desa 1 person Women’s Organization 2 persons Household 1 person Head Teacher 1 person Teacher 2 persons School Committee 1 person

Biboki Moenleu Sub-district:

Village DRR 1 person Teacher 1 person Head Teacher 1 person Household 1 person Youth Figure 1 person Education UPTD 1 person Total 29 persons

A3.2.4. Secondary Data Secondary data collection was aimed to get supporting information from relevant government agencies. The types of document collected, among others: (a) TTU Dalam Angka District; (b) TTU Dalam Angka Sub-district; (c) Vision, Mission, and RPJMD of TTU District. Utilization of various types of secondary data for triangulation purposes of data analysis, for example such as data from TTU Dalam Angka District and TTU


Dalam Angka Sub-district used for writing on Section B. Characteristics of Study Site. Other forms of data triangulation sources including data used about Vision, Mission, and RPJMD of TTU to provide background knowledge for writer to analysing D1. Government Policy Support A3.2.5. Observation The purpose of observation was to conducted data triangulate analysis so that the writer does not rely on analysis result from one source, such as data result from survey (quantitative). The observation was required in order to get accurate and real information from infrastructure condition, accessibility to basic service, social, cultural, and economic community in assisted areas. Data resulting from this observation was mainly used for writing on the part B. Characteristics of Study Site, and section D2. Supporting Factors and Inhibitors. Data and information resulting from observation was also used to "photographing trail" activities related to the 4CA project so beneficial to provide a contextual overview of performance achievement dynamic of 4CA project activities in assisted sites. Data collection was also carried out by observation techniques which implemented both in village and school area where intervention process was held. Observation is supporting data collection techniques to gather information about the physical condition and daily interactions respondent/informant. Observations was conducted toward conditions, for example school conditions such as school environment, classroom conditions, teaching method teachers, educational facilities, and student participation in climate change adaptation activities. In village, the observation was conducted to see residential, environment, health facilities, farms, rural access roads, forest around the village, electricity, drinking water sources, and economic conditions of community.

A3.3. Data Management A3.3.1. Data entry Data entry was carried out by using SPSS (Statistical Program for the Social Sciences). Data processing technique from questionnaire as follows: (1) the completed questionnaire edited by enumerator then checked by field supervisor; (2) field supervisor checks fix questionnaire and provide questionnaire status; (3) questionnaire has been prepared entry status, awarded to a team of data entry; (4) data entry team do data input process into SPSS data entry template; (5) data entry team do process of data cleaning; (6) running teams perform data entry of data and to output the data; (7) data entry team discuss output data with report researchers/writers for purposes of data analysis and report writing. A3.3.2. Data Cleaning 'Data cleansing' process aimed to check the consistency of processed data quantitatively. This process was conducted by the following ways: (1) performing categorization of data types; (2) performing data triangulation analysis; (3) composing


data classification and coding fits to analysis and report writing needs; (4) cross-checking data source, particularly from fields notes, observation result from researcher, as well as questionnaire.

A3.4. Data Analysis Technique Data analysis technique was conducted descriptively. Quantitative data were analyzed by frequency table basic format (single variable). Besides that, quantitative data analysis was conducted by summing up percentage cumulatively from each indicator set. For example: to analyze variable related to "% of children have the capacity and contribution on climate change adaptation activity through school and community", data distribution will be seen from number of respondents who answered 'YES' to related questions , then DIVIDED with respondents numbers who give a response, and then MULTIPLIED with 100%. Qualitative data were analyzed using triangulation method which the information obtained from FGD result, informant interview, observation, and secondary data will be integrated into a single entity which could explain the observed phenomena. Advance level data analysis was performed using Bottleneck Analysis Framework Chart which is very suitable for evaluation study context. This analysis see that the achievement of targets/goals of a system is determined by interplay of various components. Components of program/policy that does not work as efficiently and effectively will affect system performance and capacity. Some of the important components that must be seen obiter supply and demand variables. Demand variable indicates needs or demands of target group. While supply variable will determine how far the managerial system of a program/activity can provide the resources (funds, human resources, technical assistance) needed by the target group/beneficiaries.

A3.5. Enumerator Training Training activities aimed to provide technical and methodological capability for enumerator (interviewer) and field supervisor to conduct quantitative data collection (survey). Training was held on November 15th-16th 2014, took place at the PLAN Office, Kefamenanu, TTU District, NTT Province. This activity was held by 8 people enumerators. Teacher/facilitator in this activity is 3 researchers of PUSKAMUDA UI, and 2 researchers of Kefamenanu PLAN Office Team The material which was provided in the training activity include: (a) Overview Baseline Study objectives 4CA project; (b) questionnaire and manual; (c) sampling technique; (d) exercise and interview simulation; (e) survey protocols; (f) permission, accommodation and logistics field; (g) pre-test questionnaire.


The series of training activities was contained field tryout which aimed to provide opportunities for enumerator to do direct interview simulate/pre-test with respondents in the field. This activity will provide an important and fundamental experience for them to practice various questionnaire interview method that has been learned during training activities. The pre-test was conducted at netral location (village) or not taking place in villages sample of 4CA Baseline Survey 2014 project activity. Location which used for this activity is Oesena village, East Miomaffo Sub-district. This activity was followed by 8 enumerators and 1 field supervisor (PUSKAMUDA UI), accompanied by a facilitator team from PLAN. Each enumerator was given interview target with two respondents, or 16 pre-test respondents.


B. STUDY LOCATION CHARACTERISTICS B1. SOCIAL-ECONOMIC CONDITION OF TTU DISTRICT

North Central Timor (TTU) District is located between 9˚02'48" - 9˚37' 36" South Latitude and between 12˚46'00" East Logitude. TTU Boundaries administratively is South central Timor in the South, Ambenu (Timor Leste) and Sawu Sea in the North, Kupang District and South Central Timor in the West, and Belu District in the East. TTU District is a land area with wide of 669.70 km2 or only about 5.6 percent of East Nusa Tenggara province land area.

Some areas of TTU bordering with Savu Sea or commonly known as north coast has an ocean area of 950 km2 with coastline long of 50 km. Examinationing from land physical hue, area with a slope of less than 40 percent covers an area of 2.065,19 km2 or 77.4 percent of TTU area. Whereas the rest of 604.51 km2 or 22.6 percent have a slope of more than 40 percent. Area with a slope of less than 40 percent is mostly located at an altitude of less than 500 m from above sea level which is an area of 1676.51 km2 (62.8%).

From 174 villages/urban villages existing, only 9 villages that its teritories area are geographically classified as rural/coastal

villages namely Oepuah (South Biboki), Humusu C, and Oesoko (North Insana); and Nonotbatan, Maukabatan, Tuamese, Oemanu, Motadik, and Ponu (Biboki Anleu), while the remaining 165 villages spread over 24 sub-districts are not rural/coastal villages.

As same as other places in Indonesia, East Nusa Tenggara only known two seasons namely dry season and rainy season. In June-September, wind flow comes from Australia and do not contain much water vapor which resulting the dry season. Otherwise, in December-March wind flow contains much water vapor comes from Asia and the Pacific Ocean which causing the rainy season. This situation changes every half year after transition period in April-May and October-November. Nevertheless, considering NTT is close to Australia, wind flow that contains lots of water

Picture 1. North Central Timor District Map

Picture 2. One of hairpin bend at Temef area which connects TTU District with TTS District .


vapor from Asia and the Pacific Ocean comes to NTT contains less water vapor content which resulting rainy days in NTT less than closer areas to Asia. This makes NTT as a relatively dry area which only 4 months (in January-March, and December) are relatively wet and 8 months remaining relatively dry.

Main commodities TTU District namely agriculture, plantation, fishery, livestock and services. Main commodities of agriculture sector are corn, soybean, sweet potato, and cassava; plantation sub-sector commodities are cocoa, coffee, coconut, cloves, cashew, castor, kapok, hazel nut, areca nut, and vanilla; fisheries sub-sector commodities are ponds cultivation, sea cuitivation, embankment cultivation; livestock sub-sector commodities are cow, pig, sheep, goat, buffalo, and horse; while services sub-sector commodities are natural tourism.

The number of people living in TTU based on population registration in 2012 is 234.645 people with density of 88 people per km2. Sub-district with the largest population is Kefamenanu City Sub-district with population number of 39.190 people, while districts with the least population is Musi Sub-district with population number of 4.186 which density of 51 people per km2. Based on it, noted that number of population by sex tend to be balanced. The population of male sex is 116.455 people and the population of female sex is 118.190 people with sex ratio of 98.5.

Development in education field shows increasing tendency of educational facilities, as seen in Table 2.1 below:

Table 2.1. Educational Facility Numbers in TTU District in 2012

No Educational Facility Types Total

1 Kindergarten (TK) 21

2 Elementary School (SD) 258

3 Junior High School (SMP) 78

4 Senior High School (SMA) 26

5 Vocational School (SMK) 7

6 College (University, Academy) 3

Source: RPJMDof TTU Disctrict, 2010-2014

From data above, the area that has the most educational institution is Kefamenanu City Sub-district which consists of 2 TK, 15 SD, 6 SMP, 2 SMA, 1 SMK, and 1 University. While the Sub-district with the least number of education provider institution is the Biboki Foetleu Sub-district which only has 1 SD, and 1 SMP

Health issue is one of the concern in climate change studies. Through this indicator, it can be explained how environment condition that affected by climate correlates with natural phenomena related to climate change and its correlation with community activities related to climate change adaptation. Reffering to inpatients visitors data in RSUD Kefamenanu published by BPS in 2012 states that the most 5 (five) common diseases which suffered people in TTU are diarrhea, burns, bronchitis, urinary system disease, and pneumonia. While for outpatients data in RSUD Kefamenanu, the most 5 (five) common diseases which being their most complaint are ISPA, high blood


pressure, devisiensi anemia, gastritis (digestion), bronchitis, and diseases of the musculoskeletal (muscles) system disease. Related with data about medical personnels who are doctors, it spreads prevail enough in each Sub-district obiter 1 (person) doctor, except for Biboki Moenleu Sub-district that does not have doctors. Meanwhile, the most complete health facility is exist in Kefamenanu City Sub-district consisting of 1 General Hospital, 1 non-treatment Puskesmas/Health Center of Sub-district Level (HCSL), 2

assistance HSCLs, 10 Polyclinics, 1 Mobile HSCL, 36 Posyandu/Integrated Health Care (IHC), and 15 pharmacies. Sub-district that has the least health care facility is the Central Miomaffo Sub-district which only has one HSCL and 13 IHC.

Residents majority of TTU District adhere Catholicity as many as 223.546 people or 92% of total population. As for others, they adhere other religions such as: Protestant, 15.993 people; Islam, 4.041 people; Hindu, 188 people; and no one adhere Buddhism.

The intensity of natural disaster in TTU District according to the BPS in 2012 could be quite rare. There is only a tornado event in 5 sub-districts, namely Miomaffo, Miomaffo East, North Bikomi, Kefamenanu City, and North Insana. Meanwhile, fire disaster spreading with fairly in each sub-district which is between 1 until 4 events in 2012. Sub-districts those never have fire disaster experience are East Miomaffo, North Bikomi, Naibenu, East Noemuti, Insana, North Insana, Insana West, and North Biboki.

Picture B1.3. “Lopo” or custom home of Dawan Tribe in TTU District


B2. SOCIAL-ECONOMIC CONDITION OF SUB-DISTRICT AND ASSISTED VILLAGE

B2.1. North Bikomi Sub-district (Banain B Village & Faennake Village)

TTU PLAN assisted areas which being location of this study consists of three sub-districts, namely North Bikomi, Central Bikomi, and Biboki Moenleu. In North Bikomi, there are two assisted villages namely Banain B Village and Faennake Village.

North Bikomi Sub-district is located between 902I12”–9027136" South Latitude and 12404I12”-12404 East Longitude. The northern area is bordered with Naibenu Sub-district and Republic Democratic of Timor Leste. Nort Bikomi has an area (land) of 70.7 km2 or 2.65% of the total area of TTU District. The population number in this sub-district is 5.723 people with 1.506 households.

Based on projection numeral result, number of North Bikomi Sub-district population in 2013 is approximately 5.723 people with population density is about 81 people/km2. Although North Bikomi Sub-district is one of the most populous sub-districts in TTU, but the quality and quantity of human resources is still very low for managing natural resources potential. Distribution of population in North Bikomi Sub-district uneven between village to village.

Looking at infrastructure aspect, TTU District has potential to revive other sectors than agriculture or optimize the existing agricultural potential. It is based on road infrastructure which is a vital medium for land transportation flow smoothness. Data which obtained through the end of 2009, road has been built along 1102.42 km with the detail according to road status as follows: 829.00 km of district roads (75.2 percent), 195.97 km of provincial roads (17.8 percent) and 77.45 km of country roads (7.0 percent). Examining from road surface quality, the categories and numbers are 547.89 km (49.7 percent) asphalt roads, 324.47 km (29.4 percent) gravel/paved roads, and 230.06 km (20.9 per cent) dirt roads. Despite length of dirt roads are still quite a lot relatively, but the quite encouraging is that almost all villages scattered in TTU can be reached by public transportation. When the road infrastructure roles as the pulse, then it means transportation roles as blood that flows through veins lane.

Banain C Village is a village that has the most extensive area which is 16 km2 or 26.63% of North Bikomi Sub-district area. While the smallest area is Faennake Village which is 4.17 km2 or 5.89% of Central Bikomi Sub-district area. The population number in study area in Banain B Village are 325 people with population density of 41 people per km2. Meanwhile, population number of Fannake Village is 984 people with density of 236 per km2.

Picture 3. Hills in North Bikotomi District bordered with RDTL


Research object location which is Faennake village has 2 (two) Public Elementary School/SD and 1 (one) Public Junior High School/SMP. While Banain B Village has each 1 (one) SD, SMP and SMA. At SD level, there has been a decline of students ratio in 2013 than in 2012. In 2012 the ratio is 132, dropped to 128 in 2013. This represents an increasing of school capacity, i.e school capacity better than the previous year . At the SMP level, ratio increasing was happened between 2012 to 2013. Ratio of 117 in 2012 increased to 195 in 2013. This shows the number of students enrolled increased but no additional units in number of SMP.

One important factor to improve educational quality is teacher’s availability in sufficient number and quality. In North Bikomi Sub-district, SD teachers has decreased from 89 in 2012 to 74 in 2013. As for SMPhas increased from 46 in 2012 to 47 in 2013.

North Bikomi Sub-district overall population (100%) works as a farmer. Included in the Banain B Village and Faennake Village, whole population works as farmers, including teacher, civil servant, military/police, and retired, they have a side job in agricultural sector. Total of harvest during 2013 in North Bikomi Sub-district came from Rice Field type is 1,252 tons, 735 tons of maize, 3,134 tons of cassava, and 29 tons of peanut. Meanwhile for access to electrical energy, Faennake households have been using the PLN electricity as much as 142 households, non PLN electricity (public/private generators) as much as 82 households, and without electricity as much as 5 (five) households. While Banain B Village has 99 households those have PLN electricity attached and 13 households without electricity.

B2.2.Central Bikomi Sub-district (Buk Village & Sono Village) Eastern Central Bikomi Sub-district administratively bordered with East Miomafo Sub-district and Kefamenanu City Sub-district. It bordered with Musi and South Bikomi Sub-district in the West, RDTL and North Bikomi Sub-district in the North, and Kefamanu City Sub-district in the South. Topography of Central Bikomi Sub-district relatively hilly with altitude between 500-700 m, and it is located in non-beach area. Central Bikomi Sub-district wide area is 61,50 km2 or 2.30% of UTT total area. Consisting of 9 (nine) village, Buk Village is the largest village with an area of 29 km2, or 47.15% of Central Bikomi Sub-district total area. In August 2013, Buk Village has expand into one village named Sono Village. For the area of Sono Village, the government has not determined the boundaries clearly. Until now, the area of Sono Village still merge with main village (Buk Village). Generally, dry season occurs during June- September. While rainy

Picture B.2.2 Access Road to Buk Village and Sono Village. Most of it is asphalt basic rocks.


season occurs during December-March, but in one past year there has been significant change of season period. Rainy days becomes longer than previous years. The number of residents in Central Bikomi Sub-district are 6963 people with a population density of 113 people per km2. Buk Village has 790 people with population density of 27 people per km2. While Sono Village has 714 people with population density that could not be ascertained because expansion process is still go on with Buk Village. The number of residents in Central Bikomi Sub-district until 2013 has increased by 1.36%. Central Bikomi Sub-district has educational facilites with details are: 9 (nine) SD, 1 (one) SMP and 1 (one) SMA. Each Buk Village and Sono Village only has one (1) SD namely SDK Buk and SDN Sono. Student ratio towards teacher or number ofschool’s ability to accommodate students in Central Bikomi Sub-district has decreased from 168.89 in 2012 to 137.67 in 2013. As for SMP level, it has also decreased in 2013 to 104. One of supporting factor for economic goes in Central Bikomi Sub-district is agriculture sector. Sono Village and Buk Village are two villages of this sub-district which whole population (100%) works as a farmer. In 2013, agricultural results that harvested is only cassava and maize with each numbers are 205 tons and 1420 tons. Meanwhile, for access to electricity in Buk Village, there are 54 households already using PLN. 148 Households use non PLN electricity i.e by private or public genset resulted from PNPM program. While in Sono Village, there are 16 households those have installed PLN electricity


Picture B2.3.1. Road Condition towards Biboki Moenleu

B2.3. Biboki Moenleu Sub-district (Oepuah Village, North Oepuah Village, Desa South Oepuah Villlage, Kaubele Village and Luniup Village)

Geographically, Biboki Moenleu Sub-district is bordered with Ombai Strait in the North, Central Insana Sub-district and South Biboki Sub-district in the South, Central Insana Sub-district and Biboki Feotleu Sub-district in the East, Central Insana Sub-district and North Insana Sub-district in the West. Topography of Biboki Moenleu Sub-district is similar with Central Bikomi Sub-district, it has hills with altitude of 0-500 m and beach areas. Wide area of Biboki Moenleu Sub-district is 85.8 km2 or 3.21% of TTU total area. Oepuah Village is a village that has the largest area with an area of 20 km2, or about 23.31% of Biboki Moenleu Sub-district area. Meanwhile, village with the smallest area is Matabesi Village with an area of 4.55 km2 or approximately 5.30% of Biboki Moenleu Sub-district. The territory of assisted village between Oepuah Village has an area of 20 km2, North Oepuah Village, 9.78 km2; South Oepuah Village, 10 km2; Kaubele Village, 8.24 km2 and; Luniup Village,

17.5 km2. Generally, climate in Biboki Moenleu Sub-district generally is not much different from other areas in TTU, but it has a relatively low rainfall. Based on 2013 population registration population number of Biboki Moenleu Sub-district is 7.500 people consists of 3.772 men and 3.728 women, with 1.726 households. The largest population is in Oepuah Village with households number as much as 1.935 people, while the population density is 97 people per km2. The next assisted village area is North Oepuah Village which has 1.811 people while population density is 185 people per km2. South Oepuah Village has population number of 1,005 people with a population density of 100 people per km2; Kaubele Village has population number of 884 people with a population density of 107 people per km2; Last, Luniup Village has a population number of 1,018 people with a population density of 58 people per km2. Moenleu Biboki Sub-district has education facilities such as 7 (seven) SDs, 2 (two) SMPs and 1 (one) SMAs. Meanwhile in labour sector, majority of Biboki Moenleu Sub-district residents works in agricultural sector. Details of agricultural households according to assisted villages are: Oepuah Village, 90.09%; North Oepuah Village, 91.15%; South Oepuah Village, 81.63%; Kaubele Village, 96.76% and; Luniup Village, 95.73%. Product which was produced in 2013 are 1,182 tons of paddy rice, 41 tons of field rice, 1,521 tons of corn, 1,067 tons of cassava, 423 tons of sweet casava, 23 tons of peanut, and green 4 tons of green bean. Access to electricity in assisted areas considering minim enough. Data from BPS in 2013 explained the details of household electricity customers as follows:


Table 2.2 Numbers of PLN Electricity Customers in Assisted Vilagges of Biboki

Moenleu Sub-district No. Village PLN Private

Generator (Solar)

Total

1 Oepuah 253 205 458 2 North Oepuah 175 70 245 3 South Oepuah 76 297 373 4 Kaubele - 220 220 5 Luniup - 216 216

Total 381 1.008 1.512 Source: Biboki Moenleu Dalam Angka Sub-district, 2014

B3. ASSISTED SCHOOL CHARATERISTICS

Aligned with baseline theme which is Child Centred Climate Change Adaptation (4CA), the main object of this activity is the children who are still at school age. In accordance with the existing conditions in the current field, the presence of infrastructure to support child knowledgement is only the school. Schools which being targeted are SD and SMP at TTU District. Total of school targets are 17 (seventeen) with details of 4 (four) SMPs and 13 (thirteen) S in 9 (nine) assisted villages.

It is very important to know characteristics of school in order to sustain the activitiy of Climate Change Adaptation. The majority of both SD and SMP students, which is 71.9% of respondents, said that they gained knowledge about climate change from their teachers at school. Several other respondents answered that sources of information related to climate change are from televisions and lessons in school. Assisted school which is the research object generally located in the area surrounded by residential and standing on uneven ground contours. With a fairly low population density in each village, the

Picture B3.1. SDN Neontele in Faennake Village, North Bikomi District

Picture B3.2. SDN Teflasi. It is adjoining with SMPN Teflasi and Bannain B Village Office.


distance which students have to reach to school in every village approximately 1 until 5 km by foot.

Assisted Elementary Schools (SDs) which became targets of research are SDN Teflasi, SDK Banain located in Banain B Village; SDN Neontele, SDN Mutis located in Faennake Village. The four schools are located in North Bikomi Sub-district. Next are SDK Buk in Buk Village and SDN Sono in Sono Village, both are located in Central Bikomi Sub-district. For Biboki Moenleu Sub-district, elementary schools which being targeted are SDN Mena and SDN Ketapan in Oepuah Village; SDN Nino in North Oepuah Village; SDN Heut 'Utan and SDN In' Ane in South Oepuah Village; SDN Fatke in Kaubele Village; and SDN Unina in Luniup Village.

For junior high school (SMP), the targeting research are SMP Teflasi in Banain B Village, North Bikomi Sub-district; SMPN 2 East Miomafo in Faennake Village, Central Bikomi Sub-district; SMPN 2 South Biboki in North Oepuah Village and SMP Unina in Luniup Village, both are located in Biboki Moenleu Sub-district.

Through observation that we had done and in-depth interviews to several head teachers and teachers, educators alread knew and gave some learning steps to students about Climate Change Adaptation (CCA). But there were some problems related to the characteristics of each schools. Based on observation results, planting of trees in school environment was constrained by the presence of many livestock animals those roam around the school.

Picture B3.3. SDK Buk in Buk Viilage, Central Bikomi District

Picture B3.4. SMPN 2 BISEL in North Oepuah Village, Biboki Moenleu District


B4. SOCIAL AND ECONOMIC CHARACTERISTICS Presidential Directive (Inpres) No. 9 of 2000 about Gender Mainstreaming (GM) in National Development had given the mandate to heads of ministries/agencies both in central and local levels to integrate gender aspect into development process of policy, program, and activity related to their duty and function. Similarly, local government was expected to undertake concrete efforts for GM implementation into planning and budgeting process development in environment field. Therefore, the presence and participation of women in environmental development activity, particularly climate change adaptation activity are very relevant to implementation of Presidential Directive framework above. According to gender characteristic, the most respondents in this study are female. Gender is an important issue in the development because of its inequality factor and socio-economy differential understanding in one area. Moreover, in a study which was conducted by UNDP (2009), it was found that gender is still not quite explicitly expressed in a variety of climate change policy. Reffering to Fakih (1996), gender is public interpretation of the role, function, and responsibility between men and women which formed fitting with growth era and living environment so it becomes a culture which could influence the interaction between society, including the interaction between men and women. Viewing this study, the majority of respondents (66.2%) are women who potentially could be one of the considerations determining role in management of natural resources which then became known as gender roles. The presence of women is a human resource potential that can be utilized to escalate women role in climate change adaptation activity based on thier status, environment, culture, and community structures. By looking at the great potential of women above, then if this gender role can be managed well, it will be able to contribute positively for the effectiveness of climate change adaptation strategies implementation. Conversely, if gender role is not managed well, it will increasing vulnerability. Gender roles basically can divided into three categories, namely; (1) productive role, the role which undertaken by women and men to get revenue/income; (2) reproductive role, the role which is related to the responsibility of childcare and domestic duties to ensure labour maintenance and reproduction concerning empowerment sustainability. For example, giving birth, nurturing and caring for children, cooking, washing, house cleaning, and so on; (3) community and political management role, which consists of social or community activity management and political management, namely role of community organizing in political formal level. Education level is one of the important characteristics to discover community capacity in climate change adaptation activity. Most respondents in assisted areas are still poorly

33.8

66.2

0

20

40

60

80

Male Female

Household Respondents by Gender (%)

Gender


educated (SD (68.2%) and SMP (13.9%)). This condition is certainly not beneficial to increasing community capacity effort at village level in promoting the values and activities of climate change adaptation because the formation of basic knowledge, skills and behavior attitude of citizens which side to environmental preservation efforts will much hampered by the lack of knowledge.

According to occupation charateristic, majority of household respondents as much as 82.9% work in agricultural sector, meanwhile 11.9% of respondents are jobless and 5.2% respondents work in outside from agricultural sector. This condition explains that TTU community relies heavily on nature – soil and climate for this case-

because most of them are workers in agriculture sector. It is paradox enough indeed when we’re looking at that fact as yet its area is relatively dry and it is hard to find water sources there. Climate change which is happening either simultaneously or dramatically is very influential certainly on people's livelihood patterns in TTU. Looking at infrastructure aspect, TTU Disctrict has potential to revive other sectors beside agriculture, or boost agricultural potential there. It is based on road infrastructure which is a vital medium for smoothness of land transportation flow. From obtained data through the end of 2009, there were roads built along 1102.42 km, with details according to the road status as follows: 829.00 km of district roads (75.2%), 195.97 km (17.8%) of provincial roads, and 77.45 km (7.0%) of country roads. Looking from road surface quality, overall road length above which has been categoried are: 547.89 km (49.7 percent) asphalt roads; 324.47 km (29.4 percent) gravel/paved, and; 230.06 km (20.9 per cent) dirt roads. Despite length dirt roads are still quite a lot relatively, but the quite encouraging is that almost all villages scattered in TTU can be reached by public transportation. When the road infrastructure roles as the pulse, then it means

transportation roles as blood that flows through veins lane.

Regarding to livelihood patterns, it must be underlined that special attention must be given to this thing because the majority of households, as much as 90.1%, have never changed their occupation out of agricultural sector. In the context of climate change, it should be particular concerned for community

HouseholdRespondentsbyEducationLevel(%)

HouseholdRespondentsbyOccupation(%)

UnemployedFarmersOthers

HaveYouEverChangeYourOccupation?(%)


livelihood survival. This condition increases the vulnerability of communities to climate change. Therefore, the majority of people's livelihoods in assisted areas are agricultural sector which is one of the most vulnerable sector to climate change implementation. Climate change could bring immediate impact on cropping pattern, agricultural crops disease, and rainfall patterns change, or growing season change so it may impact farmers adversely.

Based on some households observationing, there are actually quite promising potentials in communities cames from micro , small, and medium business, especially weaving craft. As known, since 1994 under Governor Herman Musakabe regime, the public servants were already obligated to wear woven fabric on every Thursday. If this woven dress obligation increased to two days a week and also applied to private employee, demand of woven fabric will increase and weaver could has more prosperous life.

The existence and potential of UMKM among community can be an alternative livelihood for residents in area which is susceptible to climate change. However, this potential can not used yet optimally by community due to the weak development of local government,

related agency, and business world circle.

Although economically calculations shows that when the profit from selling Sarong is compared with time and cost spending seems not that large, for example unlike beef cattle business, but some villagers said that they could not leave the side job. Sarong has its own values either both as traditional clothing or symbols in “seserahan” of wedding ceremony Timor tradition. Therefore, as long as customs and traditions are exist, the demand for Sarong will always exist too. On the other hand, the women weavers also highlights the government role which is not optimal yet in order to empower the business both in terms of quality, production quantity, and product marketing. This

condition is fitted with respondent characteristics which related to the role of women in households that most of them do domestic activities (in the house), such as cooking. This kind of women characteristic in assisted areas shows that they usually spend their spare time of domestic activities to conduct various types of productive activities, such as weaving.

YesNo

Woman’sRoleinHousehold(%)

CookFindingMashingGirlsWorkingMobileMobileFrewoodGrainsWifeuseruser

Picture B4.5. Daily Woman Activity

Woman’sRoleinHousehold(%)


C. Knowledge Building Conceptually, climate change is a change of earth atmosphere condition in temperature and rainfall distribution fields which carries broad impact on all of human life aspects. These physical change does not happen in a moment, but in a long-term period. The main cause of climate change is Greenhouse Gas (GHG) emission amount increasing in the atmosphere so it triggers average temperature of the earth's surface. Amount increasing of carbon emissions (one of GHG element) caused by increasing of oil and coal burning, as well as the reduction of forest areas (deforestation) as a result of land transfer to plantations, industrial, or residential.

Some elements which closely linked to the climate, such as temperature, precipitation, wet and dry seasons pattern change, outbreaks of disease (particularly malaria and DB), and a rise in sea level, are important basic knowledge known by the public. Therefore, the ability to recognize or identify the basic elements of climate change becomes important which will impacted the ability of climate change adaptation from community. C.1 Children Understanding of Climate Change As the next generation, children/school students has important role and contribution in climate change adaptation activities. Through awareness internalization since early age, the process of climate change adaptation at community level will be able to conducted with more focused, effective, and sustainable. Similarly, the existence of school is handing big role to partner up with families in characterizing process that contain climate change adaptation insights.

The ability of the children/ boy and girl students school in understanding definition about climate shows quite variative diverse knowledge. According to respondent understanding, climate is closely related to rainfall, dry season, and temperature. Table 1 shows that children respondents (boy and girl students) is quite capable in distinguishing the relationship of earthquakes and volcanoes which are not related to climate. Most of children respondents state that rainfall is associated with climate (52.6%). However, most of children respondents actually state that the air temperature has nothing to do with climate (58.9%), as well as the presence of the dry season, it is understood by the most of children respondents that it does not have

anything to do with climate (57.7%). In contrast, most of children respondents state that the phenomenon of earthquakes and volcanoes has nothing to do with climate. This condition suggests that the level of children respondents understanding about basic

Table1.ChildrenUnderstandingofClimateBasicKnowledge

RainfallEarthquakeAirVolcanoDryTemperatureSeason

YesNo


definition climate is still inadequate. Therefore, children (student) respondents answers related to basic elements of climate such as rainfall, air temperature, and dry season ideally consistent with values above 80%. Table 2 shows picture similarly with most children (student) respondents understanding which are thinking that the existence of the rainy season, sea storms, drought, and malaria has nothing to do with the climate issue. In contrast, the tsunami phenomenon correctly understood instead. Tsunami, in respondents’ view is a nature event that has nothing to do with climate. Respondents does not have adequate knowledge about the relationship between malaria and climate change. It is known that climate change could give a direct impact on the life cycle and proliferation of some mosquito types which cause dengue fever disease (DFD) and Malaria. Basic knowledge regarding to the relationship between disease and climate change has become a serious potential problem for children. Therefore, children ignorance related to cylce change/ life cycle of

the mosquito that spreads DFD and malaria will be impacted to preventive effort decreasing of DFD and malaria among community. This situation shows that the performance of programs/activities on health issues in schools, families, and society has not run optimally. The ability of children to understand the irelationships between malaria or DBD with climate will provide preventive effect against health of society imrpovement. Table 3 shows that the understanding of children (students) of characteristics of climate change impact indicates a tendency that they have not able yet to distinguish 3 (three) fundamental features/characteristics of climate change. According to the National Action Plan on Climate Change

Adaptation book (National Council of Climate Change, 2011), there are three main features of climate change, namely weather change, global warming and the greenhouse

Table2.ChildrenUnderstandingofClimateBasicKnowledge(2)

TsunamiRainyseasonSeastormDroughtMalaria

YesNo

Table3.ChildrenUnderstandingofClimateChange

TideRiverWeatherGlobalGlassMuchwaterchangingwarminghousecloudydroughteffect

YesNo


effect. Most respondents could only identify one of the three features/characteristics mentioned, i.e the weather change (71.7%). While both of other features/characteristics i.e global warming (37.2%) and the greenhouse effect (15.0%) are only understood by a few respondents.

Based on gender, respondents knowledge related to climate change have not too flashy differences through few indicators. Only on global warming indicatiors, there is a noticeable difference i.e 11% between boys and girls respondents. Furthermore, there is a difference of 5% between related indicators of climate change which are drought river season and big amounts of cloud. Moreover, there is only one

difference each of 1% for greenhouse effect indicators, tidal sea water, and 2% of garbage accumulation indicators. Overall, there is a difference between knowledge level of boys and girls, but the majority of the girls have more knowledge about climate change. Based on gender, children respondents knowledge against disasters that may occur as a result of climate change shows that landslides event is most widely known disaster, i.e 27% of male respondents and 24% of female respondents. Overall there is a difference between knowledge level of boys and girls, but the majority of the boys have more knowledge about disasters caused by climate change than girls.

Children understanding of climate change highly

dependent on transfer knowledge processes which occur both within family and school environment. Through drawing voice test, it is known that the majority of children mainly know climate change as a condition or situation that nature-related. Children perform copying or repetition when they were given the task of drawing with climate

Picture C1.1 a female student trying to explain climate change through picture

ComparisonofChildrenRespondentsUnderstandingofClimateChange(%)

ChildrenRespondentsUnderstandingaboutDisasterwhichPossiblyhappenedbecauseofClimateChange

WeatherGlobalGlassTideWaterGarbageMuchchangingwarminghouseriveraccumu-cloudyeffectdroughtlation

BoysGirls

FeverEarthLandVolcanoDryTsunamiForestSeaDroughtMalariaSocialWildQuakeslideseasonfiresstormriotfire

Boys Girls


change theme. they do the copying on the basis of images or information in which natural science textbook. The conditions above are recognized by one of the teachers who has double roles as the head teacher as follows: "... We could find knowledge about the environment and climate change in some textbooks, for example, science textbook, social studies texbook, and also Local Content ..." -Wilibrordus Tenesi , Spd. Head Teacher of

SDK In’Ane, South Oepuah It is clear that the condition of educational facilities, especially textbooks have included climate change knowledge, but on the other hand, lack of teachers quality both in knowledge, explaining ability, or less initiative, making the knowledge about climate change is not to delivered well to boys and girls students. In the end, climate change is only understood by the boys and girls students partially, not as a knowledge form of an event which happened as a result of way of human life

changing pattern affecting the natural surroundings. Understanding of climate change adaptation since early age becomes an important part of awareness and character development of children (students) in order to recognize natural changing phenomenon in surroundings. Adaptability to climate change strongly depend on children understanding level against various types of activities which can reduce the adverse effects of climate change in the neighborhood. Table 6 shows that the trees planting in large quantities is understood by 76.7% of children respondents will

becomes an important part of climate change adaptation efforts. However, The effort of gathering raindrops by harvesting a raindrops catchment is only understood by 41.1% of respondents which could help climate change adaptation. In fact, only about 20.9% of children respondents who recognize that recycling is an important part of climate change adaptation efforts.

ChildrenUnderstandingofClimateChangeAdaptationEfforts

Table4.ChildrenUnderstandingaboutDisasterTypesCausedbyClimateChange

CutttingTurningonBuildingBurningPlantingGatheringRecyclingtreesfanmoretrashmorerainwastenearmorehousespiletreesdropshouseoften

DFDEarthLandVolcanoDryTsunamiquakeslideseason

Boys Girls

YesNo


Based on gender, students knowledge of climate change adaptation efforts indicates that female respondents know more about CCA indicators in terms of planting trees, recycling garbage, and gathering raindrops but the unfitted part is female respondents answered that garbage burning is part of CCA. Moreover, male respondents answered for more non-related indicators such as cutting down trees, and building a house.

Climate change which happening extremely can lead to various types of disasters that harm human life. From 3 (three) types of disasters caused by climate change namely DFD spreading, landslides, and prolonged dry season, found that landslide is the only one which understood by 47.8% of respondents. The linkage between DFD disaster with climate change solely understood by 13.4% of respondents. Similarly, the presence of prolonged dry season as a result of climate change is solely understood by 37.2% of respondents. It shows that knowledge and understanding levels of children respondents related

to natural disaster types caused by climate change is still far beyond expectations. In contrast, disaster types not causing by climate change, such as social riot and house fire, is understood well by children respondents. However, malaria disaster which is understood by majority of children respondents (97.6%) not caused by a result of climate change. Similarly, the presence of sea storms and forest wildfires is understood not caused directly by climate change. In conjunction with the efforts of Disaster Risk Reduction (DRR) and disaster mitigation,understanding level of children respondents about disaster types which are still not adequate will affecting the effectiveness of DRR activities at both school and community levels. Understanding of climate change adaptation since early age becomes an important part of awareness and character development of children (students) in order to recognize natural changing phenomenon in surroundings. Adaptability to climate change strongly depend on children

Table5.ChildrenUnderstandingaboutDisasterTypesCausedbyClimateChange(2)

Table6.ChildrenUnderstandingofClimateChangeAdaptationEfforts

ForestSeaDroughtMalariaSocialHousefiresstormriotfires

YesNo

CutttingTurningonBuildingBurningPlantingGatheringRecyclingtreesfanmoretrashmorerainwastenearmorehousespiletreesdropshouseoften

YesNo


understanding level against various types of activities which can reduce the adverse effects of climate change in the neighborhood. Table 6 shows that the trees planting in large quantities is understood by 76.7% of children respondents will becomes an important part of climate change adaptation efforts. However, The effort of gathering raindrops by harvesting a raindrops catchment is only understood by 41.1% of respondents which could help climate change adaptation. In fact, only about 20.9% of children

respondents who recognize that recycling is an important part of climate change adaptation efforts. Children (students) need partners who are synergistically expected to play a major role in climate change adaptation efforts. The existing partners can be found at their surrounding lives, both in the family, school, and community environment. In Table 7, it could be seen that teachers and parents (father and mother) are considered as the most important partner for children to reduce the impact of climate change at surrounding neighborhood. Meanwhile, public figures such as village head, pastor or government officials are not considered as major partners for children. It shows that children are still putting role models in their lives as important actors of climate change adaptation activities. Therefore, involvement of teachers, parents, and friends in climate change adaptation activities holds a key role successing child-centered of climate change adaptation programs. The conditions above are consistent with the recognition of children respondents related to their resources. Table 8 shows impression that teachers are considered as the most information giver relevant with climate change adaptation (71.9%). Besides, the presence of the mass media contributes substantially to level knowledge of children (students), such as televisions (53.4%), newspapers/magazines (42.3%), as well as school subjects (36.8%). Thus, the easiness accessing information from the mass media for children will greatly affects their knowledge increasing and

0

10

20

30

40

50

60

70

80

90

100

Guru Ayah Ibu Koran/Majalah Teman Televisi Internet Pelajarandisekolah

71,9

14,7 16,6

42,3

7,1

53,4

26,5

36,828,1

85,3 83,4

57,7

92,9

46,6

73,5

63,2

Tabel8.DarimanaMemperolehPengetahuanTentangPerubahanIklim

Ya Tidak

Table8.FromWhere/WhotoObtainKnowledgeofClimateChange

Table7.PartiesareConsideredtoHelpReducingClimateChangeImpact

GirlBoyTeacherFatherMotherVillagePreacherSub-DistrictstudentstudentHeadDistrictHeadHead

TeacherFatherMotherLibrary/FriendsTVInternetSchoolMagzsubject

YesNo

YesNo


understanding of climate change adpatation issues. Therefore, the presence of information technology learning-based media at school will accelerate improving children knowledge and awareness in environmental preservation activities.


C.2 Household Understanding about Climate At household respondents, knowledge and understanding level of climate change shows tendency relatively similar with children (students) respondents. In Table 9a for

example, there are 64.9% of households claimed that they never heard climate change term. This shows that process of information dissemination (socialization) concerning climate change issues has been through grassroots level (grassroots) among community. That is certainly a good news for all stakeholders of strengthening community capacities to conduct climate change adaptation. However, the composition of household respondents who have never heard of climate change term is still quite large in number, namely 35.1%. The phrase "climate change" is actually a key word that should have been internalized in publics mind in order to broaden their

insights andcinterests on this issue. Utilization of various public campaigns has not become part of local government statregy as an effort to introduce climate change adaptation issue in the community. Based on its territory, the dissemination of knowledge about climate change term is reflected in Table 9. The area which has the most percentage of residents who know the climate change term is in Banain B Village with 11% of respondents and who are clueless with 1% of respondents. While the area which has the lowest percentage is Sono village with only 4% of respondents. The main information source of household respondents about climate change seems very varied as shown in Table 10. The presence of the mass media, such as televisions (28.5%), parents (23.2%), friends (21.2%), and other source (22.5%), are still being the main references for the respondents to obtain information about climate change. This indicates that the presence and role of closest people still be an important part of exchanging information for the respondents. In contrast, the presence and the role of teachers is not the main reference to obtain information for the respondents. It is reasonable because the teacher does not have an intensive interation with household as if the children (students) respondents. Role and presence of public communication media, such as newspapers, or magazines actually

Table9.HouseholdswhicheverheardofClimateChange(%)

Table9.ProsentationofHouseholdwhicheverHeardofClimateChange(%)

BanainFaennakeBukSonoOepuahKaubeleSouthNorthLuniupOeupahOeupah

YESNO

YesNo


could be an effective medium for public awareness process. However, a low level of accessibility for local newspapers or magazines causing the information sources limited at the community level. Basic knowledge of community related to climate change charateristics could be the first clue to determine their understanding and awareness level of the various efforts or activities of climate change adaptation. In Table 11, more than half of households are able to identify the characteristics of climate change, such as prolonged drought (71.5%), rainy season and dry season period changing (73.5%), rainfall patterns changing (66.9 %), air temperature increasing (66.9%), and disaster of disease (53.6%). However, for the other two characteristics of climate change, namely storming (43.0%) and sea level rising

(36.4%), they were solely understood by a few households. Thus, out of 7 (seven) of the basic characteristics of climate change, there are 5 (five) characteristics which are able to be identified by the majority of household respondents. This suggests that at the household level, it has adequate understanding basics of climate change issue. The basic knowledge will simplify the process of advocacy and climate change adaptation mentoring activities at the community level. One of the adverse effects of climate change for people’s lives

significantly related to their livelihoods sustainability. Socio-economic characteristics of communities in the study area where most of the livelihoods rely on agriculture and plantations, has increased the vulnerability of communities to of climate change impacts. This condition has been recognized by the majority of households, as shown in Table 12. According to to household rspondents understanding, rainfall changing (86.1%), prolonged drought (82.8%), weather patterns changing (80.1% ), air temperature rising (76.8%), the presence of diseases such as malaria or DB (66.2%), as well as extreme weather (51.7%), may increase the risk to the sustainability of their livelihoods in the future. It reflects anxiety of household respondents concern to climate change symptoms of phenomenons that they felt during this time. These natural changing are believed could impact seriously to their agricultural products, such as crop failure threats.

01020304050607080

Kenaikansuhuudara

Perubahanpolacurahhujan

Perubahanwaktumusim

Kemarauberkepanjangan

Wabahpenyakit Badai Kenaikanmukaairlaut

66,9 66,973,5 71,5

53,6

4336,4

Tabel11.PengetahuanTentangCiri-CiriPerubahanIklim (%)

Ciri-CiriPerubahanIklim

0

5

10

15

20

25

30

Guru OrangTua Koran/Majalah Televisi Radio Teman Lainnya

11,3

23,2

6,6

28,5

8,6

21,2 22,5

Tabel10.SumberInformasi RespondenTentangPerubahanIklim(%)

SumberInformasi

Table11.KnowledgeofClimateChangeFeatures(%)

Table10.SourcesofRespondentsofClimateChange(%)

TeacherParentsMagzTVRadioFriendsOthers

AirRaindropsSeasonProlongthDiseaseStormSeatemp.changingtimedroughtplaguelevelincreasingchangingincreasing


Households respondents occupation in assisted areas are quite varied, but the majority of livelihood is farming. The most percentage of respondents who worked in agriculture is in South Oepuah Villagewith 11% of respondents working as farmers and 3% of respondents does not work. The “does not work” answer from respondents does not mean they are jobless, but when the team came to respondents, there are only women who do not work. This is reinforced by the statement of one informant as follows:

"...mostly remain as farmers. This is because human resources have not yet thought of changing professions ... " -Yosef Sasi, 65 yo, RT 06 RW 03 Dusun II, Sono District

Household respondents knowledge related to various actions that may conducted to reduce climate change impact is still at basic level. Activities such as reforestation in forest areas, as well as "anakan" (tree) planting in their neighborhood is considered as the main activities which they may conduct to climate change adaptation. This understanding reflects the differences in the geographical context in acknowledge the issue of reducing climate change impact. Living people in coastal areas and small islands for example, have an understanding that mangrove planting and preserve coral reefs are considered as the main form of activities that may conducted to reduce the climate change impact. Conversely, living people in hinterland as surrounding forest,

0102030405060708090

Kenaikansuhuudara

Perubahancurahhujan

Perubahanpolamusim

Kemarauberkepanjangan

Wabahpenyakit Cuacaekstrim Kenaikanmukaairlaut

76,886,1

80,1 82,8

66,2

51,7

39,1

Tabel12.PengaruhPerubahanIklimTerhadapSumberMata Pencaharian (%)

PengaruhPerubahanIklimTerhadapSumberMatapencaharian

Table12.TheEffectofClimateChangeonLivelihoods(%)

AirRaindropsSeasonProlongthDiseaseExtremeSeatemp.changingtimedroughtplagueWeatherlevelincreasingchangingincreasing

Table13.VariousActstoPreventClimateChange(%)

ReforestationDeforestationPlantingKeepingPreserveringIndustrializationPlantingtreesrivercleancoralreefsmangrove


plantation or farm area, assume that the planting trees is a major activity to reducing climate change impact. The conception applies in this study location as shown in Table 13. Understanding of majority respondents indicates that the reforestation activities (81.5%), and planting trees around the neighborhood (80.8%) are the main actions of climate change preventing. While some efforts such as coral reefs preservation (15.9%) and mangrove planting (37.7%) solely understood by small portion of households as actions contributing to climate change. This such of knowledge level is certainly not complete and comprehensive. Climate change precaution is a series of efforts interconnectedly forming a single entity (systemic). Actions which may prevent or decrease the adverse effects of climate change must be made simultaneously at coastal area/beach/ocean, and land such as forests and streams preservations, industrialization managing activities environmentally friendly, and so on. Climate change effects of livelihood resident sources in assisted villages shows that fewer people are aware of climate change impact on the sustainability of their livelihoods everyday. This condition can be seen in the table below:

Table above describes climate change effect on livelihoods in assisted areas. In Banain B Village showed that the most affecting people’s livelihood is wet and dry seasons changing amounted to 12%. The area which has similarities with climate change impact on livelihoods is Oepuah Village and Luniup Village, which have the same presentation on any climate change indicators. Overall, respondents answer with the same percentage i.e in Oepuah Village as much as 7% and Luniup Village as much as 10%.

TheEffectofClimateChangeonLivelihoodsinVillage(%)

BanainFaennakeBukSonoOeupuahKaubeleSouthNorthLuniupOeupuahOeupuah

AirTemperatureIncreasingRainfallChangingDryandRainySeasonPatternChangingProlongthDrought


Table above is continuity of climate change effects on livelihood sources in each assisted areas. Based on data in the table above, malaria disaster is the most influential thing for residents’ livelihood in assisted areas i.e Banain B Village, South Oepuah Village, North Oeupah Village and Luniup Village respectively by 10%. These assisted areas are the most distant area from overall assisted areas.

C3. Household Contributions on Climate Change Adaptation Activities

Factual conditions shows that the majority of households admitted taking participation in various activities related to climate change adaptation. This participation has been made on individual, group or community scales. In Table 14, it can be seen that the various climate change adaptation efforts have been conducted individually by majority of households. Planting of various types of agricultural or crops, such as teak, mahogany, gamal, or angsono, have been conducted by majority of households (82.1%). Water saving effort, especially for household daily basic needs conducted by 65.6% of

TheEffectofClimateChangeonLivelihoodsinVillage(%)(Continuance)

BanainFaennakeBukSonoOeupuahKaubeleSouthNorthLuniupOeupuahOeupuah

DiseasePlague(Malaria,DFD,DiarrheaExtremeWeatherSeaLevelIncreasing

Table14.ClimateChangeAdaptationEffortsinCommunityLevel(%)

SecondhandWaterElectricityWasteCropsUtilizationSavingSavingRecyclingPlanting


households in various ways, for example leftover cooking water used for watering plants at their house. However, there are several types of climate change adaptation which has not been conducted by household respondents, i.e garbage recycling (18.5%), second-hand goods utilization (28.5%), and electricity savings (47.7%). While climate change adaptation activities which have been conducted at village or community levels shows diversely efforts. In Table 15, it shows that contribution level of household respondents in climate change adaptation activities at the community level is still relatively inadequate. High contribution just seen in several types of activities, such as agriculture land clearing (61.6%), and forest rehabilitation (50.7%). While the contribution of other important activities still seems lower, such as degraded land rehabilitation (48.3%), drain cleaning (47.0%), ponds manufacturing (39.1%), planting mangrove (17.2% ), infiltration wells building (15.2%), and biopori making (6.0%). This biopori making specifically was found in Banain Village, Faennake Village, Oepuah Village, Kaubele Village, and South Oepuah Village. Ponds manufactoring actually is one of the important activities in village location study because its presence will play a major role in storing water reserve for community when prolongth drought comes. However, contribution level of households on these activities is still quite low. Similarly, infiltration wells building or biopori making are very important to keep the soil water reserves, but the contribution of households is still very low.

“..We are gardening family, honestly we’re doing environmentally unfriendly thing, each land clearing is causing air pollutant for a long time...”

-Maria Filomena Meo, RT 03/05 South Oepuah At village level, some climate change adaptation efforts could be seen based on the construction sector, the forestry, agriculture, marine, health, and infrastructure sectors. At forestry sector, climate change adaptation efforts aimed to preserve forest resources, such as trees, rivers, and their ecosystems. Some of the important activities in forestry sector include; reforestation, degraded land utilization, mangrove planting, and perennials planting. There are two strategies of climate change adaptation activities in forestry sector, namely reactive/responsive and proactive/anticipatory. Reactive/ responsive strategies are focused on improving forest management systems, including deforestation prohibiting, and reforestation, improvement of forest widfire management plan, as well as improvement of carbon sequestration by forests. The proactive/ anticipatory strategies are conducted by creating parks/reserves, nature reserves, and biodiversity, including conduct studies of the vulnerability of forest

0

10

20

30

40

50

60

Reboisasihutan Pemanfaatanlahankritis

Penanamanmangrove

Penanamantanamankeras

56,3

44,4

17,2

53,6

Tabel15a.UpayaAdaptasiPerubahanIklimdiSektorKehutananDiDesa%)

UpayaAdaptasiPerubahanIklimSektorKehutanan

Table15a.ClimateChangeAdaptationEffortsinForestSectorinVillage(%)

ReforestationDegradedLandMangrovePerennialsPlantingPlanting


ecosystems, development of "seed plant bank ', as well as the existence of forest widfire early warning system. Table 15a shows that according to household respondents knowledge, climate change adaptation activities is relatively low. It is showed by their knowledge level against some types of activities that have been held in village, such as reforestation (56.3%) and planting perennials (53.6%). Planting trees holds a big role because trees can absorb CO2 which is the largest contributor element of greenhouse gases (GHGs) on Earth's atmosphere. Similarly for similar activities which demonstrate the contribution rate is still low, such as critical land utilization (44.4%), and mangrove planting (17.2%). The existence of critical land on hills or steep slopes, are potentially causing landslides when the rainy season arrives. Therefore, rainy season pattern changing followed by a large rainfall increasing potentially causing landslides that harm the lives of local people. In the agricultural sector, climate change adaptation efforts are more diverse in number and activities type, such as irrigation and pond canals, the development of crop varieties that is resistant to climate change, and so on. There are two types of climate change adaptation strategies in this sector, namely reactive/responsive and

proactive/anticipatory. Reactive/responsive strategies focuses on control erosion efforts, construction of irrigation dam development, introduction of new crops, maintenance of soil fertility, change of fertilizers utilization and application, as well as educational programs and information disseminations about conservation, as well as soil and water management. While the proactive/anticipatory strategies are conducted by developing crops which are more resistant/tolerant to drought and pests, diversification and intensification of crops and plantations, as well as improving water management.

Table 15b shows that the activities of climate change adaptation for the agricultural sector still tend to conduct less widely in village level, such as irrigation making (26.5%), ponds making (29.1%), agricultural crops varieties development with climate change resistant (27.8%), soil treatment technology development (30.5%), farmer protection system development (26.7%), as well as integrated protection system development of crops and livestock (15.9%). In fact, these activities aim to reduce the vulnerability of farmers due to climate change effects. In agricultural sector, one of adaptive ability characteristics of farmers is exist if they have more than one type of agricultural commodities. Farmers dependency of one agricultural commodity types will escalate the risk of welfare decreasing when it comes to crop failure. Therefore, agricultural activities development integrating plants (as a commodity) and livestock animals (as a livestock commodity ), is expected to reduce farmers vulnerabilities.

0

5

10

15

20

25

30

35

Pembuatanirigasi

Pembuatanembung

Pengembanganvarietastanaman

Pengembanganteknologipengolahan

tanah

Pengembangansistem

perlindunganpetani

Pengembangansistemintegrasitanaman&ternak

26,529,1 27,8

30,526,7

15,9

Tabel15b.UpayaAdaptasiPerubahanIklimSektorPertanian diDesa(%)

UpayaAdaptasiPerubahanIklimSektorPertanian

Table15b.ClimateChangeAdaptationEffortsinAgricultureSectorinVillage(%)

IrigationPondsCropsSoiltreat.FarmersCrops&livestockmaking.making.varietytechnologyprotectionintegrationdevelop.develop.systemsystemdevelop.develop.


In maritime sector, climate change adaptation efforts are not conducted enough through development activities of politan mina area, coastal ecosystem management, mangrove planting, development of fish species which are resistant to climate change effects, as well as development of rice mina. There are also 2 (two) activity strategies namely; First, reactive/responsive strategies which are conducted by expanding coastal and marine ecosystems protect

laporan final baseline 4ca 2014 english-final version … · 2016. 7. 27. · so that causing...

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