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Communication on climate change in the Netherlands
Greening of Industry, Cardiff, 2-5 July 2006 Dr. Judith E.M. Klostermann
Wageningen University, The Netherlands
Contents:
1. Introduction CCSP programme 2. CCSP communication strategy3. Assessing climate communication4. Who are communicating?5. Two arena’s6. Knowledge levels and needs7. Media preferences and processes8. Conclusions: with whom and how?
1. Introduction CCSP programme
• “There is new and stronger evidence that most of the warming observed over the last 50 years is attributable to human activities” (IPCC, 2001)
• ‘Climate Changes Spatial Planning’ (CCSP): – Research relations between climate change and spatial
planning– Eg. nature, agriculture, transport, water management
• 2004 - 2011, 40 million Euros, 30-40 projects• Goals
– strengthen knowledge infrastructure on climate change – investigate possibilities for adaptation and mitigation – to involve as many stakeholders as possible
2. CCSP communication strategy
C: General publicEducation
B: Lower governmentsBusiness
A. ScientistsNational governmentsNGO’s
Figure 1: target groups of the CCSP programme
3. Assessing climate communication
Assessment of climate communication in the Netherlands:
• Communication needs of the target groups • Inventory of existing communication
activities.• Methods:
– Internet scan– Interviews and email questionnaires– Documents and magazines
• Two months
4. Who are communicating?
Internet: hits with climate change
Trustworthy sources of climate info
Organizers of debate
1. NGO’s2. Knowledge
institutes3. National
govern-ments
1. Knowledge institutes (esp. KNMI)
2. National govern-ments
1. Knowledge institutes
2. National and other govern-ments
3. NGO’s
5. Two arena’s• Knowledge institutes,
ministries, politics, NGO’s
• Latest scientific results on climate change, including uncertainties
• Policy measures they may imply: adaptation to climate change, safety, flooding, and energy policy
• Not with citizens or private companies!
• Lower governments, citizens, companies, NGO’s and education
• Implementation of policy measures: wind energy, bioenergy, water projects, agriculture and which sites for building.
• Not about uncertainties• Not with knowledge
institutes!
Consequences of two arena’s:
• nobody discusses the uncertainties of climate change with citizens
• This may not be enough for the implementation of local measures
• Regional and local governments need to inform themselves on complete story including uncertainties
6. Knowledge: levels and needs
• Three knowledge levels: – scientific knowledge– professional knowledge– lay knowledge
• Available: sustainable energy, water adaptation
• Needs: adaptation (16), climate change as such (14), mitigation (11), other (11)
Information needs
• Often two or more themes, sometimes four themes (the whole story)
• Examples of questions:– How should institutional arrangements
change in response to climate change? – What are the latest facts from climate
research? – How can farmers adapt to heavy rainfall? – What climate policy is possible for
production of electricity?
7. Media preferences and processes
• Paper media 23 • Personal contact 19• Internet 19 • Workshops and conferences 9 • radio/TV 7
• most of the respondents use many different media
Information processes
Collection of in-depth information with a specific purpose
Scientific reports and policy documents
Strategic selection and exchange of information, including negotiations
Personal contact, networking, workshops/ conferences
Broad scanning of news to stay informed on a professional domain
Newspapers, TV, trade journals, internet, newsletters
8. Conclusions: with whom and how?
• A-circle: Scientific institutions, national governments and NGO’s already strongly involved
• Need series of media, including articles and reports with in-depth information
• NGO’s sometimes have a problem with the accessibility of scientific information
Conclusions II
• B-circle: provincial governments, water boards, municipalities and private business: more difficult
• Not so interested in scientific facts • Large differences in information levels • Cooperate with national governments
and umbrella organizations • Personal contact will be one of the
most important ways
Conclusions: C-circle
• C-circle: general public, education: will be even harder
• Large size of the groups and diversity• Cooperate with KNMI, NGO’s and
public media • Educational institutions, pupils and
students: not enough info