High levels of participation enhance learning. Resilience 2011

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Participatory approaches are often suggested to increase sustainability and adaptability of conservation programs because they are assumed to build capacity of participants to learn and manage projects. This article compares participatory projects with different styles of management to determine whether increasing the extent or quality of engagement of participants affects the degree to which they learn. The results show that: (1) Participants in all projects learnt something, but the extent of learning was overall highest for projects with greatest engagement; (2) The length of time participants were involved in a project did not influence how much they learned; and (3) a range of factors relating to engagement influenced learning outcomes. The results suggest that if capacity building is a desired outcome of participation, then it pays to invest in high levels of engagement right from the outset. More research to help understand the processes involved in enhancing learning is required.

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  • Participatory approaches are often suggested to increase sustainability andadaptability of conservation programs because they are assumed to build capacityof participants to learn and manage projects.
  • Alternate translation: 'nothing upon trust'.
  • Learning outcomes selected using Self determination theory
  • The type of project had a significant influence overall on learning.
  • Taking into account time
  • Understanding others viewpoints
  • Understanding others viewpoints
  • Understanding others viewpoints
  • Understanding others viewpoints
  • Confidence in solving complexity
  • Confidence in solving complexity
  • Confidence in solving complexity
  • Confidence in solving complexity
  • Like a healthy ecosystem - learning requires a number of ingredients
  • High levels of participation enhance learning. Resilience 2011

    1. 1. Highlevelsof participation enhances learning<br />
    2. 2.
    3. 3. “<br />“<br />Nullius in Verba.On no man's word.- Motto of the Royal Society<br />
    4. 4. 4<br />
    5. 5. 4<br />
    6. 6. 3<br />
    7. 7. 3<br />82<br />39<br />197<br />
    8. 8. Results<br />
    9. 9.
    10. 10.
    11. 11. Types of Learning<br />
    12. 12. “<br />It's the little things citizens do. That's what will make the difference. <br />My little thing is planting trees. WangariMaathi<br />“<br />
    13. 13. ?<br />
    14. 14. Understanding others<br />
    15. 15. Time (years)<br />
    16. 16. Time (years)<br />
    17. 17. Time (years)<br />
    18. 18. Time (years)<br />
    19. 19. Solving complex problems<br />
    20. 20. Time (years)<br />
    21. 21. Time (years)<br />
    22. 22. Time (years)<br />
    23. 23. Time (years)<br />
    24. 24. “<br />Men often become what they believe themselves to be. <br />If I believe I cannot do something, it makes me incapable of doing it. But when I believe I can, then I acquire the ability to do it even if I didn't have it in the beginning.<br />Mahatma Ghandi<br />“<br />
    25. 25.
    26. 26.
    27. 27. Autonomy<br />
    28. 28. Feeling Valued<br />
    29. 29. Information sharing<br />
    30. 30. Involvement in decision making<br />
    31. 31. Fair decision making<br />
    32. 32.
    33. 33. Anna Evely <br />a.c.evely@abdn.ac.uk<br />University of St. Andrews<br />and Aberdeen Centre for Environmental Sustainability<br />Evely, A.C., Fazey, I., Reed, M.S., and M. Pinard (2010) High levels of participation in conservation projects enhance learning. Conservation Letters<br />Thanks to<br />Supervisors: Michelle Pinard, Ioan Fazey, Xavier Lambin <br />Statistical support: Alex Douglas<br />Participating Projects: Cairngorms Water Vole Project, NE Scotland Water Vole project, Whitchurch Water Vole Project, BASC Green Shoots, Highland Red Squirrel Project, Dundee Red Squirrel Project, Red Squirrels South Scotland, Northern England Red Squirrel Group<br />

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