Learning In Networks
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The document outlines the development of a global learning network on forest landscape restoration called the GPFLR learning network. It discusses establishing nested learning networks at multiple scales from site to global levels. The network will facilitate sharing of experiences and learning among practitioners, policymakers, and researchers involved in forest landscape restoration projects around the world. Initial scoping identified priority issues, learning strategies, and criteria for selecting pilot learning sites to participate in the network. An online learning platform and websites are being developed to support collaborative learning across the network.
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Learning In Networks
- 1. Learning in Networks (Kigali, June 2009)
- 3. Which are the options? High value Rich Well forested timber biodiversity catchment Subsistence farm land Ancestral homeland Grazing land Attractive scenery, tourism Commercial farm land Human settlement Biofuel Sub-soil production richness
- 4. Which are the drivers behind? Migratio n District policy Local food demand Foreign investment Local Market prices Land pressure Local power relations Land Decentralisatio grabbing n Tourism development Land tenure regime Emancipation of minorities
- 5. Population Globalisation growth Growing food Need for minerals demand Commodity Diet change: prices animal products Increased exploitation Increased mobility Climate change Increased fuel demand Increased Interest in biodiversity Demand for biofuels
- 6. Population Globalisation growth Growing food Need for minerals demand Commodity Diet change: prices animal products Increased exploitation Increased mobility Climate change Increased fuel demand Increased Interest in biodiversity Demand for biofuels
- 7. Multi-level and multi-scale Landscape Giller et al, 2008
- 8. Change Drivers of change Response
- 9. Landscapes and governance: mismatches Bio-geographical scales governance scales juridical scales Individual Local family Community Municipality municipal Province/district provincial department Country National Region International
- 14. Simple and complex systems Cooking Puzzle Machine Landscape Simple Simple Complicated Complex Predictable Predictable Not predictable Not predictable Recipe Single solution Guidelines Research Trial & error Problem tree Social learning Planning Scenarios Adaptive managemen
- 15. Landscapes as complex systems Not easy to understand Cannot be controlled or planned Can only be influenced Social learning
- 16. Learning about complex issues Alexandrian model Campfire model
- 17. Learning about complex issues Network approach
- 18. Living in a network society Everybody is member of a network Most likely more than one
- 19. 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
- 20. Networks It is said that through networks, you are no further than six networks away from anybody in the world
- 21. Networks Networks are connected through its members
- 22. Networks: different scales and different levels Individual network Local or regional networks Global networks
- 23. Networks across spaces and scales “Me in my green – local landscape” pink - national blue – international Source: Ashish Shah, Kenya
- 24. Networks
- 27. GPFLR Learning Network GPFLR
- 28. GPFLR Learning Network Gradually building the learning network: January-March 2009: Scoping phase April-September 2009: Development phase September 2009 onward: Operational phase
- 29. 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
- 30. Scoping phase: overall opinion 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
- 31. 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
- 32. Scoping phase: a “cloud” of objectives Learning actor actor site Site-based actor actor learning Learning Inter-site learning Innovative site Learning policy site advice Forest Landscape Restoration
- 33. 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
- 34. 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
- 35. Scoping phase: users/producers, supporters and connectors partner partner partn er GPFLR GPFLR coordinator Learning site 1 Learning site 2 actor actor Networ acto acto k r r facilitato actor r Polic y Learning site 3 Universities make acto Policy r r make supporter r ITTO media CIFOR compan User/producer y public IUFRO company media connector
- 36. Scoping phase: nested networks Learning process at site level (intra-site) Learning process at global level (inter-site)
- 37. Scoping phase: nested networks Strengthening local FLR initiatives Enhancing local multi-stakeholder dialogue Enhancing local networks Connecting networks (“nested” networks)
- 38. Scoping phase: facilitation Facilitation of the learning process: Both at central, and at decentralised level Responsibility of network members Local ownership Multiple leaders
- 39. Learning strategy: Reflective learning Experience Adapt and Kolb’s Learning Review implement Cycle Conceptualisation After: Kolb’s learning cycle
- 40. Learning strategy: Reflective learning Monitor Monitor Evaluate Act Evaluate Act Plan Plan After: Kolb’s learning cycle
- 41. Learning strategy: issue focused Which issues? Which ones to be tackled first? Priority setting per learning site
- 42. 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
- 43. Learning strategy: Capacity development Active participation requires special skills: “Technical” knowledge on FLR Process facilitation Web-based communication
- 44. Learning strategy: blended learning Real life encounters “Blended” learning Web-based tools
- 45. Learning strategy: blended learning Topical Site workshops Training meetings events Economic Assessment of rationale of FLR global restoration potential Research Resources & documents Web-based learning platform
- 46. Learning strategy: horizontal and vertical linkages Horizontal learning: Learning at sites Learning between site
- 47. Learning strategy: horizontal and vertical linkages Vertical learning: Inter-action between practitioners, policy makers, and researchers
- 48. Learning strategy: North-South exchange North-South exchange: Participation of Northern/Southern, Eastern/Western, Temperate/tropical sites
- 49. Learning strategy: Monitoring & evaluation Monitoring of learning networks: Multiple objectives and multiple activities No linear process Outcome unpredictable Learning-by-doing Site-specific and cross-country action research
- 50. Learning sites Selection of learning sites: Limited number of enthusiastic “pilot” sites Sites proposed by GPFLR partners IUCN Livelihoods & Landscapes sites Auto-selection of sites
- 51. 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
- 52. United Kingdom: GPFLR learning sites Kielder and Trossachs Netherlands: Veluwe China: Miyun United States: South Platte Thailand Dong Mae Salong Brazil: Acre Indonesia 12 potential sites Ghana: several Great options Lakes ?
- 53. 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
- 54. Four initial meetings 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
- 55. 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
- 56. 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
- 57. Web-based support Web-based support presently being developed: Generic GPFLR website: http://www.ideastransformlandscapes.org FLR Learning platform: http://learning.gpflr.webfactional.com
- 58. GPFLR website and learning platform
- 60. GPFLR website and learning platform
- 63. GPFLR learning network Generic GPFLR website: http://www.ideastransformlandscapes.org FLR Learning platform: http://learning.gpflr.webfactional.com
- 64. 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?