Looking for sustainable solutions: A Costa Rican case study examining learning through public involvement in the planning and operations of ICE's watershed management agricultural programme

The first phase of the case study focussed on public involvement in the planning and operations of ICE's WMAP. It involved farmers from two different watersheds, Reventazon and Sarapiqui, who were directly involved in the agro-conservation programme. As such, a description of ICE's WMAP, how farmers participate in it, and a qualitative analysis of the kind of learning that participants are experiencing is included in this dissertation. This study found that ICE used collaborative as well as hands-on activities to raise awareness and promote alternative environmentally-sustainable farming practices and technologies. These activities resulted in instrumental and communicative learning as found in transformative learning theory. The instrumental learning that occurred included: acquiring skills and information; determining cause-effect relationships; and task-oriented problem solving. The IMO communicative learning that occurred included understanding values, normative concepts, and understanding others' points of view. Finally, findings showed that the WMAP was promoting sustainability on an individual farm basis but that these benefits could be augmented through greater participation in planning and design.;This study established that both instrumental and communicative learning occurred as a result of participation in the CBSEA process. In terms of instrumental learning, participants learnt both skills and information. More precisely, participants learnt about the CBSEA process as a whole, and the role a CBSEA could play in the planning process; as well, participants acquired certain skills and information associated with doing a SEA. Further, participants also learnt a great deal of information including, but not restricted to, agro-conservation projects, community needs, and watershed protection.;Communicative learning outcomes included understanding values, normative concepts, and understanding others' points of view. More specifically, the deliberative process enabled participants to gain a more critical understanding of themselves and their community. It helped them recognize that within the community an environmental conscientiousness existed which inspired them to take greater responsibility for the protection of the environment. It showed them the utility of working together as well as the potential for the CBSEA process to enable a voice in decisions that affect them. In terms of learning experienced by ICE WMAP teams, ICE learnt a new participatory method and reflected critically on the role communities should play in the decision-making process.;With respect to what facilitated learning, outcome and process results showed that the most important aspects in the CBSEA process that facilitated learning were working collaboratively in generating alternatives and subsequently assessing the impacts of the proposed programme components. Horizontal learning was facilitated through farmers critically engaging in a deliberative process with each other in both small and large groups in these structured assessment activities. The first and final workshops allowed participants and ICE to share information and dialogue although critical engagement with one another was limited. The facilitator played an important role in creating a structured learning environment where participants could stay focussed, be productive and feel valued.;For the second stage of the research, more participatory approaches to the planning and design of WMAP Phase II were tested through the implementation of community-based strategic environmental assessment (CBSEA). This stage involved community members from both watersheds who were either directly involved in the programme or who were interested in agro-conservation and sustainable community development. A comprehensive presentation of results is given from the CBSEAs, from the initial planning stages to facilitation of the workshops to follow-up interviews. An evaluation of this participation showed that participants did provide valuable input into the CBSEA process right from its inception. With respect to the WMAP, the CBSEA facilitated public input at the planning stages between the initial and second phases of ICE's WMAP.;This study concludes that although participation in ICE's WMAP did contribute to sustainability at an individual farm level, greater public involvement in the planning and operations of ICE's WMAP, such as through a CBSEA, could facilitate a more community-level response to sustainable watershed management. Particularly with respect to community sustainability, participating in the CBSEA facilitated the strengthening of community relations and the creation of social infrastructure through constructive engagement. Participation also facilitated capacity building that led to more informed and collaborative community-level planning decisions. Further, it has helped participants better face the enduring challenges as found in natural resources management. (Abstract shortened by UMI.).