TY  - JOUR
N2  - Many small-scale irrigation schemes are dysfunctional, and learning,
innovation and evaluation are required to facilitate sustainable
transitions. Using quantitative and qualitative data from five irrigation
schemes in sub-Saharan Africa, we analyze how learning and
change arose in response to: soil monitoring tools, which triggered
a deep learning cycle; and agricultural innovation platforms, which
helped develop a social learning system. Knowledge generation
and innovation were driven by the incentives of more profitable
farming. Learning and change spread to farmers without the tools,
and learning at different levels resulted in extension and governance
stakeholders facilitating profound institutional change.
N1  - This study was part of the project Transforming Small-Scale Irrigation in Southern Africa, partially
funded by the Australian government via the Australian Centre for International Agricultural
Research (FSC-2013-006 and LWR/2016/137); CGIAR?s Research Program on Water, Land and
Ecosystems; and CGIAR Fund Donors.
AV  - public
KW  - Government-owned smallscale irrigation schemes
KW  - 
Learning system
KW  -  Innovation
KW  -  Mozambique
KW  -  Tanzania
KW  -  Zimbabwe
A1  - Parry, K
A1  - van Rooyen, A F
A1  - Bjornlund, H
A1  - Kissoly, L
A1  - Moyo, M
A1  - de Sousa, W
TI  - The importance of learning processes in transitioning small-scale irrigation schemes
UR  - https://doi.org/10.1080/07900627.2020.1767542
JF  - International Journal of Water Resources Development (TSI)
SP  - 1
Y1  - 2020/06//
ID  - icrisat11621
EP  - 25
SN  - 0790-0627
PB  - Routledge
ER  -