Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 408355
Title Role of an explorative model for learning about sustainable agricultural development in Burkina Faso
Author(s) Paassen, A. van; Ridder, N. de; Stroosnijder, L.
Source International Journal of Agricultural Sustainability 9 (2011)2. - ISSN 1473-5903 - p. 310 - 321.
Department(s) Communication Science
Plant Production Systems
Land Degradation and Development
Publication type Refereed Article in a scientific journal
Publication year 2011
Keyword(s) ontwikkelingsstudies - landbouwontwikkeling - duurzame landbouw - modellen - sociaal leren - burkina faso - development studies - agricultural development - sustainable agriculture - models - social learning - systems
Categories Development Studies (General)
Abstract Agricultural development is complex, highly dynamic and differs among varying contexts. Decision-making for sustainable agricultural development cannot be based on generalized science-based knowledge, but should include context-specific knowledge and values of local stakeholders. Computer models seem a useful tool to integrate scientific knowledge include local-specific data, and explore local-specific solutions. In this paper we study whether and how a multiple goal linear program (MGLP) model could enhance learning for sustainable development. According to the learning theory, multi-actor learning is only productive when it consists of first-order (experiential) learning and second-order (social) learning. We applied an action-research approach and explored the value of an MGLP model SHARES (SHAred RESources) for learning by agricultural extension staff and farmers in an integrated rural development project in Burkina Faso. Fieldwork showed the main value of SHARES in the capacity to generate farm scenarios and trigger second-order learning about tacit frames-of-reference. People rarely engage in secondorder learning, but pursue different objectives and often remain trapped in confusing discussions and action. SHARES was a critical boundary-spanning object that facilitated communication between farmers and agricultural staff, enhanced mutual understanding, and the determination of area- and category-specific farm development goals.
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