Embed Size (px)
DESCRIPTION
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.
Citation preview
High levels of participation enhances learning
““Nullius in Verba.
On no man's word.- Motto of the Royal Society
4
4
3
38239197
Results
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems
.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplex
problems.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Learningsomething new
Learning aboutthe viewpoints
of others
Alteredunderstanding
of conservation
Learning towork with other
participants
Increasingconfidence in
solvingcomplexproblems
Types of Learning
““
It's the little things citizens do. That's what will make the difference. My little thing is planting trees. Wangari Maathi
?
Understanding others
Time (years)
Time (years)
Time (years)
Time (years)
Solving complex problems
Time (years)
Time (years)
Time (years)
Time (years)
““Men often
become what they believe
themselves to be. 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.
Mahatma Ghandi
Autonomy
Feeling Valued
Information
Involvement
Fair decisions
Learning something new
Learning viewpoints of others
Altered understanding of conservationLearning to work with others
Increased confidence
NEW
VIEW
ALTER
CONFIDENCE
Autonomy
NEW
VIEW
ALTER
Feeling Valued
NEW
VIEW
WORK with OTHERS
Information sharing
NEW
VIEW
CONFIDENCE
Involvement in decision
making
NEW
VIEW
ALTER
Fair decision making
Anna Evely [email protected]
University of St. Andrewsand Aberdeen Centre for Environmental Sustainability
Thanks toSupervisors: Michelle Pinard, Ioan Fazey, Xavier LambinStatistical support: Alex DouglasParticipating 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
Evely, A.C., Fazey, I., Reed, M.S., and M. Pinard (2010) High levels of participation in conservation projects enhance learning. Conservation Letters
