Social learning and catchment-management institutions in Southern Africa
Social Learning <ul><li>Investment in a multi-stakeholder learning process to transform institutional or individual behavi...
Catchment-management institution Concerted action Social outcomes Social and physical context Policy Biophysical Economy S...
Water management context <ul><li>National water Acts of RSA and Namibia influenced by the ‘Dublin principles’ of Integrate...
 
Kuiseb Basin Management Committee (KBMC) Kat River Water User Association (KRWUA)
* must  have ‘appropriate community, racial and gender representation’ Pollution control (polluter pays) Pollution control...
Lack of information sharing [Over]abstraction from the lower aquifer Desertification and climate change High upstream-down...
Water allocation of the Kat reservoir: new demand from ex-Ciskei, the environment, & unscheduled farmers Water Issues Old ...
Catchment-management institution Concerted action Social outcomes Social and physical context Policy Biophysical Economy S...
<ul><li>Constraints to social learning </li></ul><ul><li>Resources  </li></ul><ul><li>Institutions have no independent fun...
Implications <ul><li>Multi-stakeholder participation and, therefore, social learning by relevant actors has been difficult...
Acknowledgements <ul><li>Sheffield University </li></ul><ul><li>Economic and Social Research Council </li></ul><ul><li>Nat...
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  • My talk today is about social learning in the context of water management institutions in Southern Africa The presentation is based on research carried out for my PhD thesis so after talking about the concepts and policy context, I’ll use some examples from my data to illustrate the points that I make
  • Helen Brown Ppt

    1. 1. Social learning and catchment-management institutions in Southern Africa
    2. 2. Social Learning <ul><li>Investment in a multi-stakeholder learning process to transform institutional or individual behaviour (Ison, 2004) </li></ul><ul><li>An approach for the realisation of improved management of natural resources involving relevant stakeholders engaging in a learning process towards concerted action (Watson, 2007) </li></ul><ul><li>Learning and knowledge production by a group of people who have a common interest and are engaged in a shared enterprise (Johnson, 2008) </li></ul><ul><li>Learning our way together to a more sustainable future in dynamic multi-stakeholder situations of uncertainty and complexity (Blackmore, in press) </li></ul>
    3. 3. Catchment-management institution Concerted action Social outcomes Social and physical context Policy Biophysical Economy Society Social Learning Process Stakeholder participation Interaction Content management Learning Modified after Craps & Maurel, 2003
    4. 4. Water management context <ul><li>National water Acts of RSA and Namibia influenced by the ‘Dublin principles’ of Integrated water-resource management: </li></ul><ul><ul><li>Participation (multi-stakeholder, gender) </li></ul></ul><ul><ul><li>Decentralisation (lowest appropriate level) </li></ul></ul><ul><ul><li>Integration (vertical and horizontal) </li></ul></ul><ul><ul><li>Economic good (pricing, efficiency) </li></ul></ul>
    5. 6. Kuiseb Basin Management Committee (KBMC) Kat River Water User Association (KRWUA)
    6. 7. * must have ‘appropriate community, racial and gender representation’ Pollution control (polluter pays) Pollution control (polluter pays) Promotion of efficient water allocation Priority allocation to HDIs Promotion of efficient water allocation Priority allocation to HDIs Cost recovery – after free basic 25l per citizen Cost recovery Decentralised water-management institutions – catchment management agencies (CMAs) and water-user associations (WUAs)* Decentralised water-management institutions – basin management committees* Mandatory ‘ecological reserve’ for each river ‘ Duty-of-care’ towards the natural environment Water under State ownership – riparian principle overturned Water under State ownership – riparian principle overturned National Water Act RSA (1998) National Water Act GRN (2004)
    7. 8. Lack of information sharing [Over]abstraction from the lower aquifer Desertification and climate change High upstream-downstream mistrust Water Issues EU-funded action learning project – multi-stakeholder learning platform Continued under DWA as a BMC to test the new legislation KBMC history Very low population density Extreme socio-economic inequality Variable water use Socio-economic 440km long ephemeral river 0-400 mm/pa rainfall 85% evaporation Physical Catchment
    8. 9. Water allocation of the Kat reservoir: new demand from ex-Ciskei, the environment, & unscheduled farmers Water Issues Old irrigation board Commercial farmers approached RU Action research project KRWUA history High population density in upper Kat History of dispossession and tension Ciskei homeland bisected Kat valley Agricultural land use Socio-economic 80km long perennial river Relatively high rainfall (dual season) High evaporation Physical Catchment
    9. 10. Catchment-management institution Concerted action Social outcomes Social and physical context Policy Biophysical Economy Society Social Learning Process Stakeholder participation Interaction Content management Learning Modified after Craps & Maurel, 2003
    10. 11. <ul><li>Constraints to social learning </li></ul><ul><li>Resources </li></ul><ul><li>Institutions have no independent funding </li></ul><ul><li>Power relations and politics </li></ul><ul><li>All agendas and suggestions must be approved by DWAF/DWA </li></ul><ul><li>Bureaucratic process for legal recognition as statutory body </li></ul><ul><li>Powerful stakeholders using stalling tactics </li></ul><ul><li>Inter government-department politics </li></ul><ul><li>Legislative mandates versus practical reality </li></ul><ul><li>Role of BMCs too ambiguous and WUAs too clearly-defined </li></ul><ul><li>WUAs must empower HDIs but no funding for capacity-building </li></ul><ul><li>Water Acts promote ‘efficient’ and ‘equitable’ allocation </li></ul><ul><li>History of disenfranchisement </li></ul><ul><li>Affects willingness and ability to participate and act </li></ul>
    11. 12. Implications <ul><li>Multi-stakeholder participation and, therefore, social learning by relevant actors has been difficult to enact </li></ul><ul><li>Social learning processes have not led to action and tangible outcomes to date due to a lack of corresponding institutional empowerment </li></ul><ul><li>… However, processes have led to improved stakeholder relations (important given the history of social tension) </li></ul><ul><li>Perpetuation of the status quo in terms of access to water resources…which in turn helps to maintain the socio-economic differential </li></ul>
    12. 13. Acknowledgements <ul><li>Sheffield University </li></ul><ul><li>Economic and Social Research Council </li></ul><ul><li>Natural Environment Research Council </li></ul><ul><li>Dudley Stamp Memorial Fund </li></ul><ul><li>Rhodes University </li></ul><ul><li>Kat River Water User Association (KRWUA) </li></ul><ul><li>Desert Research Foundation of Namibia </li></ul><ul><li>Kuiseb Basin Management Committee (KBMC) </li></ul><ul><li>Dr Chasca Twyman and Prof John Wainwright </li></ul>
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