learning in networks
DESCRIPTION
Presentation by the GPFLR on learning networks and strategiesTRANSCRIPT
Learning in Networks
(Kigali, June 2009)
Taking a landscape...
Well forested catchment
Rich biodiversity
High value timber
Attractive scenery, tourism
Ancestral homeland
Subsistence farm land
Commercial farm land
Biofuel production
Grazing land
Human settlement
Sub-soil richness
Which are the options?
Which are the drivers behind?
Districtpolicy
Local power relations
Decentralisation
Tourism development
Emancipation of minorities
Local food demand
Local Market prices
Migration
Foreigninvestment
Land grabbing
Land tenure regime
Land pressure
Diet change: animal products
Climate change
Need for minerals
Increased Interest in biodiversity
Globalisation
Increased fuel demand
Demand for biofuels
Growing fooddemand
Commodity prices
Increased mobility
Increased exploitation
Population growth
Diet change: animal products
Climate change
Need for minerals
Increased Interest in biodiversity
Globalisation
Increased fuel demand
Demand for biofuels
Growing fooddemand
Commodity prices
Increased mobility
Increased exploitation
Population growth
Multi-level and multi-scale
Giller et al, 2008
Landscape
Change
Drivers of change
Response
Landscapes and governance: mismatches
Bio-geographical scales governance scales juridical scales
Individual
family
Community
Country
Region
Municipality
Local
provincial
National
International
Province/district
department
municipal
Simple and complex systems
Cooking
Simple
Predictable
Recipe
Landscape
Complex
Not predictable
Research
Social learning
Scenarios
Adaptive managemen
Puzzle
Simple
Predictable
Single solution
Trial & error
Machine
Complicated
Not predictable
Guidelines
Problem tree
Planning
Not easy to understand
Cannot be controlled or planned
Can only be influenced
Social learning
Landscapes as complex systems
Learning about complex issues
Alexandrian model Campfire model
Learning about complex issues
Network approach
Living in a network society
Everybody is member of a network
Most likely more than one
Living in a network society
Everybody is member of a network
Most likely more than one
Networks enhanced through:
Face-to-face communication
Telephone
internet
Networks
It is said that through networks, you are no further
than six networks away from anybody in the world
Networks
Networks are connected through its members
Networks: different scales and different levels
Individual
network
Local or
regional
networks
Global
networks
Networks across spaces and scales
Source: Ashish Shah, Kenya
green – localpink - national blue – international
“Me in my landscape”
Networks
Learning in networks
GPFLR Learning Network
GPFLR
Gradually building the learning network:
January-March 2009: Scoping phase
April-September 2009: Development phase
September 2009 onward: Operational phase
GPFLR Learning Network
Scoping report (March 2009)
Expectations of GPFLR partners
Needs of learning sites
Identification of learning strategy
Identification of learning strategy
Identification of opportunities and risks
Positive:
Linking practitioners, policy makers and academia
Up-scaling of site experience
International exposure of site managers
Fosters creativity and critical thinking
Dialogue - action oriented - institutional change
Scoping phase: overall opinion
Scoping phase: multiple objectives
“Reforest the world”
Feed policy makers with evidence-based advice
Further develop FLR concept through shared learning and practice
Enhance local FLR efforts
Research network
Scoping phase: a “cloud” of objectives
Learning
site Learning
site
Learning
siteactoractor
actoractor
Inter-site learning Innovative
policy advice
Forest Landscape Restoration
Site-based learning
Scoping phase: Good practice network
No practice is best, many practices are good
Good practice = Innovative Good practice = Effective Sustainable Good practice = Replicable (?)
Only if shared and contextualised
Scoping phase: Good practice network
We also learn from:
Bad practice Problems encountered Failures Difficulties
Only if openly presented and shared
Only in atmosphere of mutual trust
Scoping phase: users/producers, supporters and connectors
actor
partnerpartner
partner
Network facilitator
Universities
ITTO
CIFOR
IUFRO
Policy
maker Policy
maker media
media
actor
GPFLR
publiccompany
company
actor actor
actor
actor
Learning site 2
Learning site 3
Learning site 1
GPFLR coordinator
supporter
User/producer
connector
Scoping phase: nested networks
Learning process at site level (intra-site)
Learning process at global level (inter-site)
Strengthening local FLR initiatives
Enhancing local multi-stakeholder dialogue
Enhancing local networks
Connecting networks (“nested” networks)
Scoping phase: nested networks
Scoping phase: facilitation
Facilitation of the learning process:
Both at central, and at decentralised level Responsibility of network members Local ownership Multiple leaders
Experience
ReviewAdapt and implement
Conceptualisation
Kolb’s Learning
Cycle
Learning strategy: Reflective learning
After: Kolb’s learning cycle
Plan
Act
Monitor
Evaluate
Plan
Act
Monitor
Evaluate
After: Kolb’s learning cycle
Learning strategy: Reflective learning
Which issues?
Which ones to be tackled first?
Priority setting per learning site
Learning strategy: issue focused
Learning strategy: issue focused
1. Site level restoration techniques
2. Analysing landscape dynamics
3. Stakeholder involvement (multi-stakeholder dialogue)
4. Competing claims and conflicts
5. Governance, multi-scale and transboundary governance
6. Monitoring & evaluation
7. Financing FLR
Active participation requires special skills:
“Technical” knowledge on FLR
Process facilitation
Web-based communication
Learning strategy: Capacity development
Real life encounters
Web-based tools
“Blended” learning
Learning strategy: blended learning
Learning strategy: blended learning
Web-based learning platform
Topical workshops Training
events
Assessment of global restoration
potential
Economic rationale of FLR
Site meetings
Resources & documents
Research
Learning strategy: horizontal and vertical linkages
Horizontal learning:
Learning at sites Learning between site
Learning strategy: horizontal and vertical linkages
Vertical learning:
Inter-action between practitioners, policy makers, and researchers
North-South exchange:
Participation of
Northern/Southern,
Eastern/Western,
Temperate/tropical sites
Learning strategy: North-South exchange
Monitoring of learning networks:
Multiple objectives and multiple activities
No linear process
Outcome unpredictable
Learning-by-doing
Site-specific and cross-country action research
Learning strategy: Monitoring & evaluation
Selection of learning sites:
Limited number of enthusiastic “pilot” sites
Sites proposed by GPFLR partners
IUCN Livelihoods & Landscapes sites
Auto-selection of sites
Learning sites
Criteria for learning sites:
(willing to get) involved in FLR activities
Willing to comply with FLR principles (dual filter, multi-stakeholder involvement)
Willing to share information and learn
Availability of capable and enthusiastic personnel
Learning sites
GPFLR learning sites
United States: South Platte
Ghana: several options
Netherlands: Veluwe
United Kingdom: Kielder and Trossachs
Brazil:
Acre
China:
Miyun
Thailand
Dong Mae Salong
Great
Lakes ?
Indonesia
12 potential sites
Scoping phase: pre-conditions for success
Long term commitment of GPFLR core group ($$)
Envisaged results and impact have to be clearly and collectively defined beforehand
Active participation and contribution of learning sites (local ownership)
In-built disposition at site level to disclose information, release staff time, allocate resources
Kick-off meetings to get to know each other, define learning sites and contacts, define learning priorities
May: Indonesia June: Rwanda (Great Lakes) June/July: Brazil October: England
Four initial meetings
Indonesia workshop (May 2009)
Positive and enthusiastic reply
Wide range of experiences available
FLR fits in new government’s policy for enhanced decentralisation and participatory planning process
Focus on creation of Indonesian network
Twelve potential learning sites defined (to be reduced)
Each site having specific learning focus
Voluntary network facilitator identified
Site profiles developed, follow up meeting in December
Indonesia workshop (May 2009)Specific learning focus:
Site specific restoration techniques
Institutional setting (private/public/NGO sector)
Conservation concessions
FLR in extremely degraded areas (ex-mining)
FLR under conditions of external threat (globalisation)
Cultural/spiritual values of landscapes
FLR in urban fringes
Web-based support
Web-based support presently being developed:
Generic GPFLR website: http://www.ideastransformlandscapes.org
FLR Learning platform: http://learning.gpflr.webfactional.com
GPFLR website and learning platform
GPFLR website and learning platform
GPFLR learning network
Generic GPFLR website: http://www.ideastransformlandscapes.org
FLR Learning platform: http://learning.gpflr.webfactional.com
Questions principales
Quelles sont les principes que nous maitrisons et que nous pouvons partager avec les autres?
Quelles sont les principes que nous ne maitrisons pas et sure la quelle nous devront apprendre?
Comment est-ce que’on pourra l’apprendre? Comment le reseau d’apprentisage pourra faciliter cela?
Quelles sont les premieres sites pilot d’apprentisage? Que sera responsible du reseau d’apprentissage dans ces
sites?