Poster: Social Learning in support of Climate-­‐Smart Agriculture: Ge8ng to Outcomes and Impact Poster presented at CSA Conference 2015 in Montpellier authored and prepared by Wiebke Förch, Tonya Schuetz, Philip Thornton, Blane Harvey Read more about the conference: http://ccafs.cgiar.org/3rd-global-science-conference-%E2%80%9Cclimate-smart-agriculture-2015%E2%80%9D#.

1. Social
Learning
in
support
of
Climate-­‐Smart
Agriculture:
Ge8ng
to
Outcomes
and
Impact
Wiebke
Förch,
Tonya
Schuetz,
Philip
Thornton,
Blane
Harvey
Introduc<on
Social
Learning
(SL)
as
a
useful
approach
to
support
transformaConal
change
across
insCtuCons
and
stakeholders,
especially
where
challenges
are
complex
and
soluCons
unclear.
• Need
to
find
sustainable
soluCons
to
complex,
‘wicked’
challenges
such
as
climate
change
• Need
to
show
that
research
contributes
to
posiCve
outcomes,
i.e.
changes
in
pracCces
of
key
stakeholders
• Need
to
develop
mechanisms
to
bridge
between
insCtuCons
and
create
long-­‐
term,
user-­‐supported
improvements
What
is
Social
Learning?
SL
covers
a
range
of
approaches,
as
researchers
have
different
objecCves,
goals
and
needs
but
commonly
SL
takes
into
account
a
series
of
learning
steps
–
“Looped
Learning”.
We
understand
SL
to
be
a
facilitated
process
of
planning,
implemenCng,
reflecCng
and
adapCng.
Learning
goes
beyond
the
individual,
as
diverse
stakeholders
arrive
at
collecCve
soluCons
to
complex
challenges.
CCAFS
has
iniCated
a
community
of
pracCce
around
climate
change
and
social
learning
(CCSL).
Hindsight
–
InformaCon
recepCon
and
disseminaCon
Insight
-­‐
ReflecCng
on
effecCveness
and
efficiency
Foresight
-­‐
ResulCng
in
transforma-­‐
Conal
change
Seven
proposi<ons
for
increasing
up-­‐take
of
Social
Learning
in
CGIAR
adapted
from
J.
Gonsalves
(2013)
1:
More
potenCal
for
social
learning
in
a
reformed
Research
for
development
organisaCon.
2:
InsCtuConal
environments
and
structures
are
criCcal
enabling
factors.
3:
RecogniCon,
rewards
and
incenCves
serve
as
moCvaCon
and
driving
forces.
4:
Research
with
development
orientaCon
requires
openness
and
diversity.
5:
All
stakeholders
are
equal
research
and
development
partners.
6:
Co-­‐development
of
models
for
local-­‐level
acCon.
7:
Development
outcomes
are
desirable
at
mulCple
scales.
Key
Messages
Social
Learning
in
Prac<ce
Climate
Smart
Agriculture
Conference,
Montpellier,
March
2015
Learn
more:
ccafs.cgiar.org/social-­‐learning-­‐and-­‐
climate-­‐change
Contact:
Wiebke
Förch,
w.foerch@cgiar.org
CollaboraCve
AdaptaCon
Research
IniCaCve
in
Africa
and
Asia
(CARIAA)
builds
in
SL
as
a
key
mechanism
for
reflecCng
on
its
performance,
supported
by
IDRC
and
DFID
SL
at
the
core
of
promoCng
local
innovaCon
in
ecologically
oriented
agriculture
&
natural
resource
management
(PROLINNOVA)
CCSL
is
spearheading
SL
evidence-­‐
base
building
through
a
commonly
applied
M&E
framework
Looped
Learning
Stakeholder
driven
future
scenarios
facilitate
transformaCve
change
in
CCAFS
regions
through
SL
CGIAR
shim
towards
wider
use
of
impact
pathways,
building
on
Challenge
Program
Water
and
Food
(CPWF)
experience
Gender
And
Social
Equity
Toolbox
produced
collaboraCvely
by
CCAFS,
ICRAF
and
CARE
using
a
SL
journey
CCAFS
results-­‐based
management
approach,
incl.
Impact
Pathways,
Theory
of
Change,
M&E
framework
as
evidence
of
insCtuConal
change
for
improved
delivery
CCAFS
is
led
by:
CCAFS
Strategic
partner:
The
evidence
on
how
SL
leads
to
improved
outcomes,
and
at
what
cost,
needs
to
be
stronger.
CCSL
is
making
headway
to
put
more
robust
evidence
together.
SL
can
effecCvely
foster
an
ins<tu<onal
learning
culture
and
pave
the
way
for
climate
resilient
systems
and
sustainable
development
outcomes.
Embracing
SL
requires
resources,
being
open
to
experiment,
and
willing
to
challenge
business
as
usual
to
ensure
our
research
outputs
are
useful
and
actually
being
used.