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DAPA on World climate teach-in day

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The implications of climate change on agriculture and small-farmers livelihoods A. Eitzinger, P. Laderach, A. Jarvis, J.Ramirez CIAT - (International Center of Tropical Agriculture) Presentation in the context of the „World Climate Teach-In Day“
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Page 1: DAPA on World climate teach-in day

The implications of climate change on agriculture and small-farmers livelihoods

A. Eitzinger, P. Laderach, A. Jarvis, J.RamirezCIAT - (International Center of Tropical Agriculture)

Presentation in the context of the „World Climate Teach-In Day“

Page 2: DAPA on World climate teach-in day

OUTLINE

• Climate change: demanding information for agriculture• Estimate the impact using crop prediction models• Translate results on livelihoods• Upstream supply chain adaptation by participation• Conclusions• Some questions

Page 3: DAPA on World climate teach-in day

Climate change: demanding information for agriculture

• Agriculture is a niche industry - high resolution of IPCC prediction models are needed; Downscaling techniques for 1 - 5 km resolution

• Climate baseline; www.worldclim.org database (Hijmans et al, 2005).• Timeseries of future climate data; monthly data until 2030 (2050) a relevant for

making decisions now • Certainty of prediction; Measurement of agreement between models• Biologically meaningful variables for crop caracterization• Modelling geographic distribution; crop-niche modeling

Page 4: DAPA on World climate teach-in day

Climate baseline WorldClim• Data from mayor climate db (more than 47.000)• SRTM elevation database as input• Interpolated by using thin plate smoothing splines

21 „global climate models“ GCMs• based on atmospheric science, chemistry, physics, biology• Run from the past through to the present and into the future• Use different scenarios for emissions• Downscaled by CIAT to 1 km resolution

Page 5: DAPA on World climate teach-in day

Bioclimatic variables

• 19 variables derived from monthly temperature and rainfall• Represent annual trends• Seasonality and extreme or limiting environmental factors

Examples: Annual mean temperature, Annual Precipitation, Maximum temperature of warmest month, Precipitation of Driest Month, Mean Temperature of Driest Quarter, Precipitation of Wettest Quarter, …

Page 6: DAPA on World climate teach-in day

Generation of future climate

• Current climate from worldclim (1km resolution)– Prec, temp min/mean/max, 19 bioclims

• Future climate– Calculate anomaly (future – current)– Downscale (spline interpolation)– Add to current climate (worldclim)

• Calculate 19 bioclimatic variables for future climate

Current climate + Climate-Change = Future climate

Page 7: DAPA on World climate teach-in day

Estimate the impact using crop prediction models

• EcoCrop - developed by the FAO(http://ecocrop.fao.org/ecocrop/srv/en/home)

• MaxEnt - Maximum Entropy modelling of species geographic distributionhttp://www.cs.princeton.edu/~schapire/maxent/

• CaNaSTA – Crop Niche Selection for Tropical Agriculture http://csusap.csu.edu.au/~robrien/canasta/index.htm

• AquaCrop - Crop Water Productivity Modelhttp://www.fao.org/nr/water/aquacrop.html

Page 8: DAPA on World climate teach-in day

Suitability of crops: MaxEnt principleExample: Coffea arabica in Nicaragua

Input: Crop evidence (5.000 GPS points)19 bioclimatic variables ofcurrent (worldclim) & future climate (18 GCM)

Output:Crop suitability (%)

Page 9: DAPA on World climate teach-in day

• Relation between crop-suitability and altitude for current climates, and predicted for 2050

Page 10: DAPA on World climate teach-in day

• Importance of different climatic drivers (of 19 bioclims)by stepwise regression

Page 11: DAPA on World climate teach-in day

Crop prediction models: Suitability of crops: Ecocrop model

• Evaluates on monthly basis if there are adequate climatic conditions within a growing season for temperature and precipitation…

• … and calculates the climatic suitability of the resulting interaction between rainfall and temperature…

Page 12: DAPA on World climate teach-in day

Example: department of GuatemalaSuitability change of 14 mayor cropsby the year 2050

• Most crops are loosingsuitability between 20-40%

• Few are gaining

Page 13: DAPA on World climate teach-in day

Translate results on livelihoods

• Impact on production, pest and desease of crops in supply chain • Definition Systemvulnerability to climate change

– Exposition of system– Sensibility of system on climate– Capacity to adapt

• Searching for socio-economic indicators depending on climate-change by participatory analysis (Focus groups)

• Use identified indicators for socio-econometric models to transalte results to livelihoods

Page 14: DAPA on World climate teach-in day

Data collection by surveys

• Questions based on indicators ofThe Five Capitals Model of sustainable development– natural– human– social– financial– manufacture

Page 15: DAPA on World climate teach-in day

econometricmodels

• Current and future crop Suitability

• Socio-economic indicators• Economtetric models• System Vulnerability

Methodology

Page 16: DAPA on World climate teach-in day

Upstream supply chain adaptation by participation

• Workshops with case-studies• Include local expert-knowledge• Sharing experience• Best practise examples and adaptation strategies• Identify crop/production alternatives

Page 17: DAPA on World climate teach-in day

Conclusions

• changes in crop suitability a site-specific because of its own very specific environmental conditions.

• Solution is site-specific management• Climate change will bring not only bad news but also a lot of new potential.• The winners will be those who are prepared for change and know how to adapt.

Page 18: DAPA on World climate teach-in day

Some guiding questions

• Where will crop grow in the future?• Where will crop not grow any more?• Where can crop still grow with adapted mgt?• What are crop prediction models?• What are the decisive climate factors to manage?• Which livelihoods are most affected?• How to translate to livelihoods?• How can we design value-chain up-streaming adaptation strategies?• What means participate analysis on climate change?

Page 19: DAPA on World climate teach-in day

CIAT - DAPA Blog on climate changehttp://gisweb.ciat.cgiar.org/

dapablogs/ 

What can we do?

• investigate• share• compare• discuss

…. existing information on climate-change impacts on agriculture

Page 20: DAPA on World climate teach-in day

THANK YOU VERY MUCH

DAPA – “Decision and Policy Analysis” Program of CIATP. Laderach, A. Eitzinger, J.Ramirez, A. Jarvis


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