Context-specific collaborative learning for locally led adaptation to climate change: a case study in Kiboga district, Uganda

Effective local adaptation to climate change requires bottom-up influence on knowledge creation systems for context relevant decision making. This calls for locally led collaborative learning (CL) approaches, whose establishment processes are currently not understood and documented, especially in the context of least developed countries and communities. This paper is part of a larger study aimed at generating an understanding of what bottom-up collaborative learning processes for climate adaptation look like at local community level. The specific objective of the paper is to communicate the context specific entry points and considerations for initiating locally led collaborative learning. The context of this paper is based on a case study in Kiboga District, which is one of the most drought hazard prone areas in Uganda. This is a qualitative, participatory action-oriented research study involving farmer-led experiential learning with researchers, practitioners and local government personnel. It was exploratory in nature, involving eight farmer groups in a hands-on establishment of collaborative learning activities. This was coupled with participant observations, discussions and interviews to gain understanding of what a farmer-led action-oriented collaborative learning process entailed. Findings show that alignment of meeting schedules to socio-economic activities, events, and respect for socio-cultural differences are very important aspects in establishment of CL. The study shows that important factors for participation in the establishment of CL include the need for new actionable knowledge, existence of farming groups, and farmers’ desire to improve their livelihoods through income generating activities. The most dominant learning needs were the establishment of water and soil conservation structures, identifying appropriate tree species for agroforestry, and knowledge on water harvesting techniques. Ultimately, the findings demonstrate that sustainable local adaptation requires practical climate interventions that intersect with socio-cultural contexts and community livelihood goals. The study offers actionable insights for context relevant community-based collaborative learning for local adaptation to climate change.