1. Addis Ababa, 8-10 May, 2012 Communication and social learning: supporting local decision making on climate change, agriculture and food security

2. 2 05/08/12 Adapting Agriculture to Climate Variability and Change Technologies, practices, partnerships and policies for: 1.Adaptation to Progressive Climate Change 2.Adaptation through Managing Climate Risk 3.Pro-poor Climate Change Mitigation Improved Environmental Health Improved Rural Livelihoods Improved Food Security Enhanced adaptive capacity in agricultural, natural resource management, and food systems Trade-offs and Synergies 4. Integration for Decision Making Linking Knowledge with Action Assembling Data and Tools for Analysis and Planning Refining Frameworks for Policy Analysis

3. 3 05/08/12 The study Review and analysis of existing approaches to social learning on climate change in the global South to identify gaps, good practices and opportunities for CCAFS. Concluded with a discussion paper to initiate discussion here. Bringing together people with skills in this area to share experience, views, and possibilities for partnership Identify gaps and research priorities and proposed actions to guide CCAFS engagement in this area alongside partners The workshop

4. 4 05/08/12 Communication and Social Learning for Climate Change Communication and learning – from linear to “looped” approaches Social learning: Facilitating sharing information, knowledge and experience between stakeholders for new collective learning and knowledge. Relevance to the climate challenge: –Complexity; Uncertainty; Limited information; Access divides; Different timescales

5. 5 05/08/12 CCAFS as a partner Long-term program and new set-up / new research space CCAFS as a testbed for new approaches Global brand to help leverage funding Access to CGIAR expertise: research, tools, models, impact assessment, agriculture focus, … Increasing access to ESSP expertise: climate science, global change community, food systems focus, … Global reach of CGIAR: scalability, regions, comparability, partners & linkages, facilities CGIAR commitment to producing international public goods, science-based evidence, …

6. 6 05/08/12 5 areas of change 1.Documentation and testing social learning 2.Social learning in CCAFS/ the CG systesm 3.Endogenous social learning 4.Social differentiation and social learning 5.Timescales to embed in social learning

7. 7 05/08/12 1. Documentation and testing of social learning HOW 1. Inventory, selection of cases Based on USP Based on specific criteria 2. Selection of participants, and invitation Invite and involve “owners”, researchers, “champions”, keeping in mind social differentiation and representativeness WHY Analyse / test social learning as a tool Inform researchers and policy community (and convince them) on the basis of evidence Improve the practice itself – further developing the learning process

8. 8 05/08/12 HOW 3. DescriptionContext, Baseline, Activities, Process, Results, Outputs, Outcome : Has SL reached its goal? 4. Analysis (testing) Different categories (Knowledge, Attitudes, Skills, Practice) Specific focus: Mechanism of causality and attribution How: Analytical frameworks, selection of indicators 5. Writing, sharing, dissemination Different levels: Participants of the process Other CCAFS “Outside world” WHO Facilitator Researchers Media people The “owners” of each case

9. 9 05/08/12 2. Social Learning is validated within CCAFS as a mainstream methodology Indicators –Significant percentage of CG funded proposals that include SL explicitly as a central part, by 2020 –Dynamic basket of artifacts with shared attribution/use –A porous CGIAR and partners’ network with two-way learning

10. 10 05/08/12 Activities A dynamic Basket of Good Practices Design, piloting & launch of a basket Innovation fund –Enabling environment… Catalysing Social Learning across CCAFS network Facilitating the emergence of a Community of practice Advisory group & Coaching Panel Training Awareness Raising

11. 11 05/08/12 3. Supporting endogenous social learning for enhanced food security

12. 12 05/08/12 ActivityWho’s involved 1. Opportunity Assessment Scan regions; select criteria; mapping CCAFS | partners (AA, USAID, ALIN) 2. Learning and Evaluative Framework CCAFS | external experts | Partners knowledge interface 3. Joint Needs AssessmentCCAFS | partners | facilitators 4. Analysis DocumentationCCAFS | partners Individual & comparative analyses CCAFS | experts | partners Re-evaluationCCAFS | experts | partners

13. 13 05/08/12 ActivityWho’s involved 5. Linking across scales CCAFS | partners | strategic partners for interface 6. Influencing & Strategic Catalyzing CCAFS, partners, cross- section of participating actors 7. Outreach & Support Functions CCAFS, partners

14. 14 05/08/12 4. Social learning and social differentiation

15. 15 05/08/12 4. Social differentiation –ACTIVITY 1 – Catalyzing Change from Within (2012 – 2013) Lead: CCAFS Theme 4 Target Audience: CCAFS & current project partners –Internal review of CCAFS/CG to look for opportunities to further social differentiation and developing strategy for augmenting this work through developing a social learning process. –Use baseline work to analyze social differentiation, findings from PAR work –Linking social learning process to its annual Science Meeting –Create working group with CCAFS and experts on social learning and differentiation »(Social LSD) –ACTIVITY 2 – Facilitation (2012 – 2020) Lead: Social LSD Develop a dynamic network cutting across Social LSD Identify ways to coordinate & facilitate the process Organize a working group to lead Activity 3

16. 16 05/08/12 Social differentiation ACTIVITY 3 - Global Action Research Agenda on Social LSD in CC,A, FS (2012-2013) Audience: Climate change and food security community in CCAFS countries (a) Phase 1 – Developing a research agenda (loop 1): Facilitate social learning process to devise research agenda. Phase 1 will help to provide evidence, identify partnership, better understanding, principles, rigorous methodology, and communities of practice. This will also include linking practioners with researchers. This process will: –Use crowd sourcing –Produce literature review on existing work –Conduct scoping process (activities at sub-national level) to help create a research framework –Generate a bucket of tools and approaches on to conduct research on social learning and differentiation –Develop a framework and principles on conducting social learning and differentiation, including action research –Fund initial proposals through a call on social learning and differentiation (b) Phase 2 (loop 2): Research to action 2014-2020 –Iterative process of learning as research underway – e.g. Online forum; Wiki; annual workshops; publication –Capacity development on methodology and approach within the CG system and beyond –Demonstrate the evidence –Move towards impact with partners –Funding ballpark: Activity 1 & 2: $50,000 Activity 3: $300,000

17. 17 05/08/12 5. Time Scales Why? Adaptive capacity will be limited if long-term changes are not considered How? How do long term changes relate to the time horizons of different actors What? Long-term considerations should be addressed through short-term incentives of relevance and interest to stakeholders for their engagement Theory of change Example of a tool to enrich existing projects through social learning processes and make them more effective by connecting short-term relevance to longer term understanding of climate change and ability to adapt

18. 18 05/08/12 Activities Time horizons evaluation tool –): Commission research into time horizons building on state of the art (risk management, psychology, behavioural economics) Motivations framework –Commission research building in short term motivations and goals. Applied at the project level with stakeholders learning from each other Evaluating change –apply incentives and evaluate effectiveness in behaviour change over time Anticipated outcomes Projects better linked to stakeholder needs as well as short/medium term development objectives Short term responses linked to long term adaptation understanding and behaviour change to improve adaptive capacity

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