This research is developed within the framework of the Manafwa Watershed Restoration and Stewardship project. It responds to the need to assess changes brought about by the Integrated Farm Planning (PIP) approach as used by the project within the watershed, and possibilities of scaling up this approach in non-formal and formal settings. This research therefore aims to contribute to watershed stewardship by exploring the role of education, learning, and competence building amongst stakeholders in non-formal and formal settings from a transformative learning ecology perspective. Premised on a critical pedagogy of place and the environmental competence theory, this research will analyse stewardship competences generated by the learning and educational processes related to and generated by the PIP approach. The research will use educational analysis to establish how farmers learn during PIP trainings and related activities, as well as educational design research to inform pupils’ place-based environmental learning for watershed stewardship, as founded on PIP principles of collaboration, integration and empowerment. Furthermore, evaluative research will be employed to establish what farmers and pupils learn by engaging in the PIP-influenced learning processes, and how these lessons translate into transformative competences for watershed stewardship. Methods of data collection will include literature review, semi-structured interviews, focus group discussions, surveys, photovoice, and observations. In non-formal contexts the study will engage PIP farmers, while in formal settings it will focus on upper primary school children. Atlas-ti will be used for data analysis and management.
|Effective start/end date
|1/12/19 → …
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