Climate Change Communication and Social Learning - Review and Strategy Development for CCAFS

"Shared, or social learning uses the knowledge and experience of each participant in the learning process - it is a looped (or iterative) process of sharing information, knowledge and experience and then applying that to an action. This in turn informs a new way of proceeding or of organising our systems based on that new experience and reflection, and, done well, can eventually lead us to fundamentally rethink the way we tackle challenges like climate change and food security."

The approach described above was the focus of a research initiative and a working paper by Institute for Development Studies (IDS), International Institute for Environment and Development (IIED), and the University of York, United Kingdom, published by the Climate Change Agriculture and Food Security Programme (CCAFS) of the CGIAR consortium. (Footnotes are removed by the editor throughout.)

This working paper offers an overview of current theory and practice on climate change communication and social learning in the global South with a view of informing CCAFS strategy in this area. It presents a theoretical framework for understanding social learning and communication approaches and reviews the current landscape of approaches, tools, and decision aids in communicating climate change in the context of development. It reviews the challenges of communicating complex issues and scientific evidence as well as relevant local knowledge and perspectives and explores user needs and perceptions both within the CGIAR family and amongst other stakeholders. It provides some case studies from within the CGIAR network of institutions and highlights key themes and recommendations for adopting a social learning approach to communicating climate change and adaptation. It includes a mapping and analysis of 67 communication, knowledge sharing, and learning initiatives from inside and outside the CGIAR system.

The study sought models that involved equitable power dynamics of learning through shared or dialogical approaches to knowledge production. "This process encourages discussion among various voices within a community. As a result of iterative loops of action and reflection, shared knowledge, awareness, and skills can be learned and acted upon by the multiple participants", a process called social learning. "The significant point is that what results is ‘a change in understanding that goes beyond the individual to become situated within wider social units or communities of practice...." The study suggests that because power relationships exist that may affect equity in participation, "greater attention is needed to ‘capacity-building, recognition of the role of risk, and consideration of how incentives could be used to encourage learning. Further consideration of the role of power and marginality among groups participating in the learning process is also needed, as is more systematic evaluation to monitor and measure learning outcomes." In the field of communication for development, "[b]y integrating a more participatory approach, development communication has recognized the knowledge of local populations in forming and implementing development approaches and policies."

"Communication in climate change aims to engage individuals and communities through information dissemination and debate in order to encourage the behavioural changes necessary to mitigate and adapt to increasing climate variability." Though, as stated here, much communication in this field has been linear and from the global North, the need to shift communication to include the global South has resulted in changes: "the focus has shifted to appropriate language, metaphor, and analogy; combining science with narrative storytelling; using vivid visual imagery and experiential scenarios; and delivering by trusted messengers. More localized communication initiatives and platforms abound, including community theatre and centres, and discussions within local religious facilities. More recently, community radio, web forums, participatory web 2.0 platforms, mobile phones, and various other information communication technologies (ICTs) are being utilised." The study discusses knowing the audience, understanding types and roles of information, and developing the aims of communication (expressed in Table 1: Continuum of Climate Change Communication Aims on page 20).

The CGIAR model and communication of scientific research by its centres is discussed. The transition to social learning in science communication is characterised as having challenges around scale and partnerships. "To work effectively at community level requires considerable resourcing as well as a good understanding of the processes of social learning inside the organisations....Nuanced communications strategies targeting different levels of engagement are needed, good capacity to absorb and share information is needed both at community level and also within key partnerships or within the policy environment. CCAFS’ strategy places it as an organisation seeking to inform policy and practice at multiple scales - global, regional and local but it cannot do all this alone - there is also increasing evidence from our recent survey that more definition of the role of key intermediaries is worth exploring." In addition, 9 kinds of partnership groups are identified, ranging from farmers’ organisations and rural communities of practice to policymakers and donors.

Approaches, tools, and decision aides are discussed and illustrated; an appendix describes 11 case studies of projects, listed in a chart on pages 38 - 40 that includes online discussion groups, online knowledge sharing and learning platforms, face-to-face and radio platforms to build capacity, trainings, top-down information sharing tools including sharing articles and research, magazines, workshops, and farmer-inclusive weather data gathering and dissemination, among many. The document concludes with recommendations and reflections on working relationships that support social learning.