ABSTRACT

Social learning is increasingly identified as a valuable tool in the pursuit of sustainable development agenda in the same manner that participatory processes are seen as important avenues for creating social learning situations. Through an empirical case study of participatory processes undertaken to rehabilitate a community-based irrigation system in the Philippines, this study explores two interrelated questions: what feature of the participatory irrigation management approach implemented in the Philippines facilitates social learning, and what were the limiting factors for its long-term success? One of the most prominent features of participatory approaches elucidated in this case study is the integration of traditional institutions into more contemporary formalized farmer associations. While this approach helped legitimize intervention and enhanced local cooperation for a successful project implementation, our findings underscores the need for carefully designed participatory processes that are specifically aimed at creating long term learning outcomes. Further study is recommended to further explore how social learning can be facilitated beyond the intervention phase of project-based participatory approaches.

摘要

社会学习越来越被认为是追求可持续发展议程的宝贵工具，就像参与过程被视为创造社会学习情境的重要途径一样。通过对菲律宾恢复社区灌溉系统的参与过程进行实证案例研究，本研究探讨了两个相互关联的问题：菲律宾实施的参与式灌溉管理方法的哪些特点促进了社会学习，以及限制因素是什么为了它的长期成功？本案例研究阐明的参与性方法最突出的特征之一是将传统机构融入更现代的正规农民协会中。虽然这种方法有助于使干预合法化并加强地方合作以实现项目的成功实施，但我们的研究结果强调需要精心设计专门旨在创造长期学习成果的参与流程。建议进一步研究，以进一步探索如何在基于项目的参与方法的干预阶段之外促进社会学习。