Social learning and sustainable development

Kristjanson, Patti; Harvey, Blane; Epp, Marissa van; Thornton, Philip K.

doi:10.1038/nclimate2080

Cited by 71 publications

(61 citation statements)

References 13 publications

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“…Prosocial education should thus become an important ingredient in education for sustainable development. Cultivating a more socially oriented propensity to the world in students can result in sustainable behavior in local and global social networks [55,56]. Such an approach is aligned with the proposals of UNESCO [57] that promote the Decade of Education for Sustainable Development (DESD, www.desd.org), stressing that education must provide specific skills, such as learning to live together (en.unesco.org/themes/learning-live-together).…”

Section: Reflections From An Educational Perspectivementioning

confidence: 99%

Toward an Integrated Approach to Environmental and Prosocial Education

2018

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Environmental education programs neglect the aspect of prosocial behavior as a correlate of pro-environmental behavior. This article examines the possible benefits of increasing the emphasis on prosocial behavior as a way to reinforce environmental education. In our study, prosocial behavior was positively related to pro-environmental behavior (r = 0.34, p < 0.001), and even a combined scale consisting of prosocial and pro-environmental behavior items showed an acceptable reliability (separation reliability = 0.82, at the level of the separated scales), which implies that prosocial and pro-environmental behaviors are a similar class of behavior. We can assume that the two underlying propensities (prosocial behavior and pro-environmentalism) are probably only two facets of an overarching common propensity that supports both kinds of behavior. Therefore, promoting one facet will, through its relationship with the other facet, also foster the respective other facet. Even more so, it might be most effective to relate to both propensities equally.

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Section: Reflections From An Educational Perspectivementioning

confidence: 99%

Toward an Integrated Approach to Environmental and Prosocial Education

2018

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“…Further research is needed on policies and reforms to strengthen adaptation as a social learning process, recognizing that it may be necessary to address barriers at broader scales (institutions, regulations or markets) in order to overcome local resource constraints. Creating space for both development partners and farmers to convey their adaptation priorities to policy-makers is a novel and potentially important modality for adaptation mainstreaming in agriculture, again a social learning process (Kristjanson, Harvey, Van Epp, & Thornton, 2014). It may be prudent to consider a broad interpretation of mainstreaming, to include improvement of structural and legal frameworks towards the objective of reducing the underlying vulnerability of all farmers.…”

Section: Discussionmentioning

confidence: 99%

Farmers, food and climate change: ensuring community-based adaptation is mainstreamed into agricultural programmes

Wright

Vermeulen

Laganda

et al. 2014

Climate and Development

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Climate change creates widespread risks for food production. As climate impacts are often locally specific, it is imperative that large-scale initiatives to support smallholder farmers consider local priorities and integrate lessons from successful autonomous adaptation efforts. This article explores how large-scale programmes for smallholder adaptation to climate change might link effectively with community-led adaptation initiatives. Drawing on experiences in Bangladesh, Mozambique, Uganda and India, this article identifies key success factors and barriers for considering local priorities, capacities and lessons in large-scale adaptation programmes. It highlights the key roles of extension services and farmers' organizations as mechanisms for linking between national-level and community-level adaptation, and a range of other success factors which include participative and locally driven vulnerability assessments, tailoring of adaptation technologies to local contexts, mapping local institutions and working in partnership across institutions. Barriers include weak governance, gaps in the regulatory and policy environment, high opportunity costs, low literacy and underdeveloped markets. The article concludes that mainstreaming climate adaptation into large-scale agricultural initiatives requires not only integration of lessons from community-based adaptation, but also the building of inclusive governance to ensure smallholders can engage with those policies and processes affecting their vulnerability.

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“…It can effectively foster an institutional learning culture and pave the way for climate resilient food systems and sustainable development outcomes. For more information see Kristjanson et al (2014), Gonsalves (2013), and Harvey et al (2013) and ccafs.cgiar. org/social-learning-and-climate-change.…”

Section: Box 44: Why Learningmentioning

confidence: 99%

Pathway to Impact: Supporting and Evaluating Enabling Environments for Research for Development

Schuetz¹,

Förch²,

Thornton

et al. 2017

Evaluating Climate Change Action for Sustainable Development

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The chapter presents a research for development program's shift from a Logframe Approach to an outcome and results-based management oriented Monitoring, Evaluation and Learning (MEL) system. The CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS) is designing an impact pathway-based MEL system that combines classic indicators of process in research with innovative indicators of change. We have developed a methodology for evaluating with our stakeholders factors that enable or inhibit progress towards behavioral outcomes in our sites and regions. Our impact pathways represent our best understanding of how engagement can bridge the gap between research outputs and outcomes in development. Our strategies for enabling change include a strong emphasis on partnerships, social learning, gender mainstreaming, capacity building, innovative communication and MEL that focuses on progress towards outcomes.It presents the approach to theory of change, impact pathways and results-based management monitoring, evaluation and learning system. Our results highlight the importance of engaging users of our research in the development of Impact Pathways and continuously throughout the life of the program. Partnerships with diverse actors such as the private sector and policy makers is key to achieving change, like the attention to factors such as social learning, capacity building,

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Social learning and sustainable development

Cited by 71 publications

References 13 publications

Toward an Integrated Approach to Environmental and Prosocial Education

Toward an Integrated Approach to Environmental and Prosocial Education

Farmers, food and climate change: ensuring community-based adaptation is mainstreamed into agricultural programmes

Pathway to Impact: Supporting and Evaluating Enabling Environments for Research for Development

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