Addis Ababa, 8-10 May, 2012

Communication and social learning: supporting local decision

making on climate change, agriculture and food security

2 • 05/08/12 Adapting Agriculture toClimate Variability and Change

Technologies, practices, partnerships and policies for:

1.Adaptation to Progressive Climate Change2.Adaptation through Managing Climate Risk3.Pro-poor Climate Change Mitigation

Improved Environmental

HealthImproved

Rural Livelihoods

Improved Food

Security

Enhanced adaptive capacity in agricultural, natural

resource management, and food systems

Trade-offs and Synergies

4. Integration for Decision Making

•Linking Knowledge with Action•Assembling Data and Tools for Analysis and Planning•Refining Frameworks for Policy Analysis

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The study• Review and analysis of existing approaches to social learning on climate change in the

global South to identify gaps, good practices and opportunities for CCAFS.• Concluded with a discussion paper to initiate discussion here.

• Bringing together people with skills in this area to share experience, views, and possibilities for partnership

• Identify gaps and research priorities and proposed actions to guide CCAFS engagement in this area alongside partners

The workshop

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Communication and Social Learning for Climate Change

• Communication and learning – from linear to “looped” approaches

• Social learning: Facilitating sharing information, knowledge and experience between stakeholders for new collective learning and knowledge.

• Relevance to the climate challenge:– Complexity; Uncertainty; Limited

information; Access divides; Different timescales

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CCAFS as a partner• Long-term program and new set-up / new research space• CCAFS as a testbed for new approaches• Global brand to help leverage funding • Access to CGIAR expertise: research, tools, models, impact

assessment, agriculture focus, …• Increasing access to ESSP expertise: climate science, global

change community, food systems focus, …• Global reach of CGIAR: scalability, regions, comparability,

partners & linkages, facilities• CGIAR commitment to producing international public

goods, science-based evidence, …

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5 areas of change1. Documentation and testing social learning2. Social learning in CCAFS/ the CG systesm3. Endogenous social learning4. Social differentiation and social learning5. Timescales to embed in social learning

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1. Documentation and testing of social learning

HOW 1. Inventory, selection of cases •Based on USP•Based on specific criteria

2. Selection of participants, and invitation

Invite and involve “owners”, researchers, “champions”, keeping in mind social differentiation and representativeness

WHY • Analyse / test social learning as a tool• Inform researchers and policy community (and convince them) on the basis of evidence• Improve the practice itself – further developing the learning process

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HOW 3. Description Context, Baseline, Activities, Process, Results, Outputs, Outcome : Has SL reached its goal?

4. Analysis (testing)

Different categories (Knowledge, Attitudes, Skills, Practice)Specific focus: Mechanism of causality and attributionHow: Analytical frameworks, selection of indicators

5. Writing, sharing, dissemination

Different levels:•Participants of the process•Other CCAFS •“Outside world”

WHO FacilitatorResearchersMedia peopleThe “owners” of each case

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2. Social Learning is validated within CCAFS as a mainstream methodology

Indicators

–Significant percentage of CG funded proposals that include SL explicitly as a central part, by 2020–Dynamic basket of artifacts with shared attribution/use–A porous CGIAR and partners’ network with two-way learning

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Activities• A dynamic Basket of Good Practices

Design, piloting & launch of a basket Innovation fund

– Enabling environment…

• Catalysing Social Learning across CCAFS network Facilitating the emergence of a Community of practice Advisory group & Coaching Panel Training Awareness Raising

•

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3. Supporting endogenous social learning for enhanced food security

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Activity Who’s involved

1. Opportunity Assessment

Scan regions; select criteria; mapping

CCAFS | partners (AA, USAID, ALIN)

2. Learning and Evaluative Framework

CCAFS | external experts |

Partners knowledge interface

3. Joint Needs Assessment CCAFS | partners | facilitators

4. Analysis

Documentation CCAFS | partners

Individual & comparative analyses

CCAFS | experts | partners

Re-evaluation CCAFS | experts | partners

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Activity Who’s involved

5. Linking across scales

CCAFS | partners | strategic partners for interface

6. Influencing & Strategic Catalyzing

CCAFS, partners, cross-section of participating actors

7. Outreach & Support Functions

CCAFS, partners

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4. Social learningand social differentiation

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4. Social differentiation– ACTIVITY 1 – Catalyzing Change from Within (2012 – 2013)

• Lead: CCAFS Theme 4• Target Audience: CCAFS & current project partners

– Internal review of CCAFS/CG to look for opportunities to further social differentiation and developing strategy for augmenting this work through developing a social learning process.

– Use baseline work to analyze social differentiation, findings from PAR work

– Linking social learning process to its annual Science Meeting– Create working group with CCAFS and experts on social learning and

differentiation » (Social LSD)

– ACTIVITY 2 – Facilitation (2012 – 2020)• Lead: Social LSD• Develop a dynamic network cutting across Social LSD• Identify ways to coordinate & facilitate the process• Organize a working group to lead Activity 3

16 • 05/08/12 Social differentiationACTIVITY 3 - Global Action Research Agenda on Social LSD in

CC,A, FS (2012-2013)Audience: Climate change and food security community in CCAFS

countries• (a) Phase 1 – Developing a research agenda (loop 1): Facilitate social

learning process to devise research agenda. Phase 1 will help to provide evidence, identify partnership, better understanding, principles, rigorous methodology, and communities of practice. This will also include linking practioners with researchers. This process will:

– Use crowd sourcing– Produce literature review on existing work– Conduct scoping process (activities at sub-national level) to help

create a research framework– Generate a bucket of tools and approaches on to conduct research

on social learning and differentiation– Develop a framework and principles on conducting social learning

and differentiation, including action research– Fund initial proposals through a call on social learning and

differentiation• (b) Phase 2 (loop 2): Research to action 2014-2020

– Iterative process of learning as research underway – e.g. Online forum; Wiki; annual workshops; publication

– Capacity development on methodology and approach within the CG system and beyond

– Demonstrate the evidence– Move towards impact with partners

– Funding ballpark: • Activity 1 & 2: $50,000• Activity 3: $300,000

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5. Time Scales

Why? Adaptive capacity will be limited if long-term changes are not consideredHow? How do long term changes relate to the time horizons of different actors What? Long-term considerations should be addressed through short-term incentives of relevance and interest to stakeholders for their engagement

Theory of changeExample of a tool to enrich existing projects through social learning processes and make them more effective by connecting short-term relevance to longer term understanding of climate change and ability to adapt

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Activities•Time horizons evaluation tool

– ): Commission research into time horizons building on state of the art (risk management, psychology, behavioural economics)

•Motivations framework– Commission research building in short term motivations

and goals. Applied at the project level with stakeholders learning from each other

•Evaluating change– apply incentives and evaluate effectiveness in behaviour

change over time

Anticipated outcomes•Projects better linked to stakeholder needs as well as short/medium term development objectives• Short term responses linked to long term adaptation understanding and behaviour change to improve adaptive capacity

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