1. DRAFT 1.1 FOR CONSULTATION AND TESTING
Contact for more information: Maggie Ibrahim m.ibrahim@ids.ac.uk Katie Harris k.harris@ids.ac.uk ©T. Mitchell and M.Ibrahim (2010)
A climate smart approach to
disaster risk management
What goals do you
want to achieve?
Example guiding questions
Component/ condition/ example indicator What are the
for understanding the current
for a climate smart approach to disaster risk management barriers and how
situation
will you overcome
them?
Make climate-smart disaster risk management a priority To what extent is climate change already part
Integrated strategies – e.g. climate change considerations are integrated into national, regional and local disaster risk of disaster risk management strategies at
management strategies. Climate-smart disaster risk management integrated into development policies and plans different scales? How do climate and
(such as PRS/PRSPs) disasters communities communicate?
Multi-sector platforms – e.g. climate change actors active part of disaster risk management platforms.
Tackling Exposure to Changing Hazards
Assess changing risk and vulnerability patterns How is information about changing climate
Risk Assessments – e.g. climate risk assessments conducted based on information from local communities and from risks (both hazards and impacts on
meteorologists/climate scientists about experienced and predicted changes in extreme events and more gradual vulnerabilities) being collected and used at
changes in climate. different scales?
and Disaster Impacts
Vulnerability and Capacity Assessments – e.g. local knowledge of changing hazard types, frequency, magnitude, along
with shifting vulnerability captured through seasonal calendars, scenario tools and timelines for example.
Increase public awareness of climate change and disaster risks How are early warning systems integrating
Early warning and preparedness – e.g. early warning and preparedness systems able to deal with surprise events. new knowledge about the impact of climate
Proactive Local institutions – e.g. local institutions conduct awareness campaigns and programmes that advocate change on extremes and how are education/
integrated approaches to tackling climate change and disaster risks. public awareness programmes supporting
Education – e.g. tackling climate change and reducing disaster risk part of curriculum. this?
Reduce exposure of physical environment to changing risks How are policies, programmes and projects,
Relocate – e.g. relocate infrastructure from hazardous zones following assessment of how hazards are changing which ensure secure living conditions,
Restore Natural Buffers – e.g. mangroves, wetlands restored, reforestation to buffer from storm surges and flood peaks integrating and acting on knowledge about
Protection Infrastructure including accommodation – e.g. flood proofing buildings in line with codes based on the impacts of and risks associate with
consideration of changing extremes climate change?
Reduce exposure of livelihood strategies to changing risks Are vulnerable people’s livelihoods strategies
Local Economy – e.g. livelihood strategies are diversified based on knowledge of shifting resource patterns shifting as a result of climate change and
and hazard exposure other drivers of poverty and how are schemes
Social relations – e.g. schemes are in place to share risks and impacts across regions and communities helping support shifts to more resilient
(such as savings schemes, innovative insurance measures etc.) livelihoods?

2. DRAFT 1.1 FOR CONSULTATION AND TESTING
Contact for more information: Maggie Ibrahim m.ibrahim@ids.ac.uk Katie Harris k.harris@ids.ac.uk ©T. Mitchell and M.Ibrahim (2010)
Creating flexible and effective institutions How have institutions promoting disaster risk
Effective delivery – e.g. Institutions focus on increasing their legitimacy and efficiency through improved transparency management and adaptation to climate
and accountability mechanisms. change created space for innovation and
Flexibility – e.g. Staff highly knowledgeable, well networked, innovative, experimental and able to operate across experimentation?
Enhancing Adaptive Capacity
communities of practice.
Are disaster risk management organizations
delivering effectively and transparently?
Promoting learning Have policies, programmes and projects
Iterative learning – e.g. frequent learning circles bring together and encourage action based on experiences from a been updated based on learning from
range of stakeholders on assessing the risks and impacts of climate change on changing vulnerabilities and extremes experiences of good and bad practice and
with evolving knowledge of shifting extremes
and vulnerabilities?
Adopting multi-Level perspectives What links exist between local, district and
Linkages across scales – e.g. local and provincial policies are well connected and integrated within national policy national levels to reduce disaster risk and
frameworks and vice versa. tackle climate change?
Considering greater uncertainty Have scenario planning exercises informed
Scenario planning – e.g. preparedness and planning based on scenario exercises, including extreme events not design of the intervention?
experienced before, and on actions based on likelihood of system failure
Redundancy – e.g. consideration given to availability of parallel support systems in event of system failure
Promote equitable economic systems How are policies and programmes providing
Markets – e.g. fair, equitable access to markets within easy reach of vulnerable communities. access to markets, employment, skills and
Employment and Skills – e.g. training and employment available in a range of livelihoods strategies that reduce new technologies based on understandings
dependency on single ecosystem-based livelihoods or those involving work in exposed locations. of climate change risks and impacts?
Addressing Poverty, Vulnerability
Social protection/Safety Nets – e.g. schemes in place that ensure poorest and most vulnerable people and their
livelihoods protected and promoted.
Promote access to education and health care What policies and programmes are in place to
and their Causes
Primary education – e.g. children complete a full course of primary schooling support access to basic services and how
Health care access – e.g. child mortality reduced through universal access to basic health care services successful are these?
Promote access to structures, power and accountability Are decision-making structures decentralised
Participatory decision-making – e.g. open election of government, representation of stakeholder groups on local/ and participatory?
national decision-making bodies and frequent opportunities to meet with local and national government representatives
Non-discrimination and equitable representation – e.g. open media able to challenge government publicly. What policy spaces exist for community voice,
Transparency and Accessibility – e.g. institutions, programme or project has publish what you spend system deliberation and organisation?
What accountability mechanisms exist for
government officials and spending? How
effective are these mechanisms?
Promote Sensible Carbon Stewardship Does the intervention consider carbon
Environmentally sustainability – e.g. the intervention design has involved a thorough environmental impact assessment emissions and environmental sustainability?
that considers the effects on carbon emissions and on the environment.