Abstract
ABSTRACT 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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Water Resources Development
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
