1.1. Importance of Local Involvement

So therefore we need to prepare them small and large intervention we need to promote there, there are so many projects are going on there in this place and many of this project are focusing on the disaster risk management and climate change adaptations.

This chunk introduces the importance of local involvement in projects related to disaster risk management and climate change adaptations. It emphasizes the need for both small and large interventions to effectively address these issues. Local people play a crucial role in the success of these projects.

Think of a community garden where local residents come together to grow food. If everyone participates, the garden thrives and becomes a source of fresh produce for everyone. Similarly, local involvement in larger projects ensures that they are more effective and suited to the community’s needs.

Now we want to see that in these projects on all this climate change and disaster risk management projects, how people see these projects, what are the involvement they have and how they feel that they can better involve into these projects.

This chunk focuses on assessing how the local community perceives various projects related to climate change and disaster risk management. It seeks to understand the level of involvement that people have and what they believe would enhance their participation in these initiatives.

Imagine asking students how they feel about school activities. By understanding their thoughts and ideas, teachers can create a more engaging environment. Similarly, understanding community perceptions can help design better projects.

We conducted this survey in four villages in Wa district, West district, Chietanaga, Bankpama, Zowayeli and Baleowafili.

In this chunk, the focus shifts to a practical approach where a survey was conducted in specific villages to gather information. This survey was designed to capture the voices of local residents to understand their viewpoints on public participation in projects.

Think of conducting a class survey to figure out what extracurricular activities students want. Just as teachers would gather input from students to improve the school experience, this survey gathers local perspectives to improve project outcomes.

We gave questions to the people and asking them that what they think about the public participations, we wanted to tell them that tell us that what are the outcomes and what are the process they want from public participations.

This chunk explains the purpose of the survey, which was to question local people about their thoughts on public participation. It highlights the goal of obtaining not only their attitudes but also the desired outcomes and processes they expect from these participatory programs.

Just like a restaurant might ask customers for feedback on their menu, this survey seeks to gather constructive input from community members to fine-tune how projects engage local participants.

So they had a flood in 2007-2010. And you can see what people told us they said that process there should be representation of all groups, clear objectives, agreed objectives, power to influence decisions, continued relation with the community, incorporating local knowledge, good facilitator.

The chunk reveals key themes from the feedback received from participants. Their experiences, particularly during a flood that occurred from 2007-2010, influenced their views. They emphasized the need for inclusive representation, clear and agreed-upon objectives, and the importance of community relationships and knowledge in the decision-making process.

When organizing a school event, the input from all students is important to ensure everyone feels included and invested. The same principle applies to these community projects, where everyone’s voice matters.

And outcome; There should be livelihood security, plan implementation, ownership, self-reliance, time effective.

This section discusses the desired outcomes participants expect from involvement in these projects. They highlighted key points such as livelihood security, the need for effective implementation of plans, ownership of projects by the community, self-reliance, and the importance of time efficiency.

Consider a neighborhood planning to start a recycling program. They would want to ensure that everyone has the resources (livelihood security) to participate, the plan is executed well, and they have a sense of ownership over the initiative for it to succeed.

So therefore instead of we define the community participations it should be from the community who would decide that what is the meaning of community participation.

The conclusion emphasizes that the understanding and definition of community participation should be driven by the community itself. It suggests that locals are best positioned to articulate what community involvement looks like and how it should be structured.

Imagine a group of friends trying to plan a vacation together. They’ll have the best discussions and make the best plans when everyone shares their ideas and preferences. The same applies to community projects — engagement and decisions should stem from the community.

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