Creative communications campaign fostering social learning loops

Simple item page
cg.contributor.crpClimate Change, Agriculture and Food Securityen_US
cg.coverage.countryUgandaen_US
cg.coverage.iso3166-alpha2UGen_US
cg.coverage.regionEastern Africaen_US
cg.coverage.regionAfricaen_US
cg.identifier.urlhttps://hdl.handle.net/10568/33841en_US
cg.subject.ccafsSOCIAL LEARNINGen_US
dc.contributor.authorHarvey, Blaneen_US
dc.contributor.authorEnsor, Jonathanen_US
dc.contributor.authorGarside, Benen_US
dc.contributor.authorWoodend, Johnen_US
dc.contributor.authorNaess, Lars Ottoen_US
dc.contributor.authorCarlile, Lizen_US
dc.date.accessioned2014-06-11T15:39:08Zen_US
dc.date.available2014-06-11T15:39:08Zen_US
dc.identifier.urihttps://hdl.handle.net/10568/36156en_US
dc.titleCreative communications campaign fostering social learning loopsen_US
dcterms.abstractKabarole Research Centre (KRC, an NGO) started a radio food security awareness raising campaign for farmer groups in Western Uganda. More than 144 radio drama series on the topic of food security were performed and aired on radio as an entertaining means of discussing the topic. Listener demand shaped the shows through on-air phone-ins that led to the formation of local listeners clubs. The topic of granary stores was a key demand and more active listeners clubs such as that in Mugusu Kyagwamwoha invited KRC to facilitate a social learning process that led to granary stores suited to their community, in particular using local building materials. Wider community learning on the issue was fostered by the listeners club themselves performing radio dramas to their own community, building demonstration granaries, and building institutional support for learning processes on granaries and food security at the community level. The NGO has also learned much in terms of its potential to foster social learning processes by adapting its own approaches to research. Key factors here for social learning that led to impacts are: (1) generating initial interest through an engaging mechanism and adapting that mechanism to support differing demand and encourage organic development of learning spaces. Noted here is the Uganda food crisis of 2011 was also a rallying factor of purpose (2) the role of the facilitator was important – in building confidence and in legitimisation of the group to the wider community. Over time facilitators changed and as the success of listeners clubs became more widely known, facilitators self-nominated or were invited from other clubs rather than the need for the NGO to assist. (3) Power and institutional barriers were explicitly tackled –the listeners club identified key institutional people to target for buy-in to the process and developed strategies to target them, facilitated by the NGO to help “legitimise” the group.en_US
dcterms.accessRightsOpen Accessen_US
dcterms.bibliographicCitationHarvey B, Ensor J, Garside B, Woodend J, Naess LO, Carlile L. 2013. Social learning in practice: A review of lessons, impacts and tools for climate change. CCAFS Working Paper No. 38. Copenhagen, Denmark: CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS).en_US
dcterms.descriptionDescribes experience of: KRC with Technology (radio)en_US
dcterms.issued2013-10en_US
dcterms.languageenen_US
dcterms.publisherCGIAR Research Program on Climate Change, Agriculture and Food Securityen_US
dcterms.subjectparticipatory approachesen_US
dcterms.subjectcommunicationsen_US
dcterms.subjectradioen_US
dcterms.subjectagricultureen_US
dcterms.subjectfood securityen_US
dcterms.typeCase Studyen_US

Files

Collections

CCAFS Social Learning Case Studies