LEARNING AND IWRM IN COMMUNITY CONTEXTS

Data obtained through document analysis, interviews, focus group discussions and observations (L2; L4; L5; S1; S4, FG1:3; FG2:2; and FO) indicated that knowledge is gained by communities through training, practices and sharing of information amongst communities of practices. Knowledge learned is specific to a particular community of practice as it should be relevant and useful to that community of practice. Briefly described below is what communities learned in their respective communities of practice.

4.4.1 Water for Food community of practice

Data from documents analysed revealed that the Water for Food community of practice gained valuable knowledge relevant to their particular IWRM practice through the various learning interactions. Knowledge included the following; the rainwater harvesting concept (which include installation of a water harvesting tank and/or pit, water collection, conveyance, and storage methods); methods of water treatment; garden development and management (weeding, watering, pest identification and control, and use of trench beds); soil conservation practices (erosion control and soil fertility improvement through use of organic manure); recycling of household water for use in gardening; fruit and vegetable growing (L2; L4 & L5).

Evidence from interviews and focus group discussions showed that members of a community of practice acquired valuable knowledge through the various learning interactions. A respondent (S4) during interviews indicated that:

Training workshops have been very helpful. For example our soils are not rich in nutrients and so by implementing the activities on soil fertility and management that we learn from workshops, it has helped us improve the quality of our soils and this has resulted in improved production of our gardens.

It was also evident from focus group discussions that members of the community of practice had gained knowledge to enable them to undertake their IWRM practice. Interview extracts showed that: “We collect the water from the rain and store it in our tanks to water our vegetables. We also make manure through compost” (FG2:1). ”I am now able to control pests especially the ntuku (mole) which was my biggest problem in my garden” (FG3:2).

75 | P a g e Focus group discussions also showed that the members of the Water for Food community of practice have acquired basic marketing and business skills. A respondent ((FG3:3) indicated that:

I sell the vegetables and they give me money. I also use the vegetable as food at home. Therefore, I keep planting, selling and eating my vegetables. I keep my garden running to support my family with food and financially through the knowledge I have gained from trainings and others.

Through field observations (FO) which were captured using photographs, it was evident that members of this community of practice have gained knowledge through the various learning interactions. Shown below are photographs of the different activities communities are able to do through the knowledge gained from the various learning interactions (see Figures 4.8 & 4.9).

Fig 4.8: Rainwater harvesting to catchpit and 30,000 litre tank at one

of the homesteads in Skafu, Cata Village (Source, Denilson, 2011)

Fig 4.9: Installed plastic rainwater harvesting tanks at one of the

homesteads in Nyanga, Cata Village

4.4.2 Working for Water community of practice

Through documents analysed, data revealed that community members are being equipped with various skills to enable them undertake their water related activities (L2; L4 & L5). Data from training documents indicated that workers are being trained in the following; first aid, safety and health education (HIV/AIDS), values and ethics, herbicide application and chainsaw management. Other skills

76 | P a g e provided to members included management and supervision, occupational skills, environmental management, forestry and plantation management, identification and control of invasive alien plants and life skills meant to equip the workers to look for more permanent jobs (L2 & L4).

It was also evident from interviews that people were gaining information which was relevant to their community of practice. Some respondents said:

We are trained how to eradicate wattle forests and other invasive alien plants from major water catchments areas, agriculture, grazing lands, and homesteads. Workers are also trained in other areas such as occupational skills, environmental awareness and health education, and life skills to empower them (S1).

These people get trained because when you recruit them you have to call your skills analyst to see what level of literacy and competency they have. We do undertake a skills assessment to establish what kind of training the people will need and the level of training... For example chainsaw training has to be provided because it is a very dangerous activity and is needed to do this kind of work under the Working for Water project. Other training provided includes training such as biological control (K4).

Evidence from observations (FO) also showed that community members congregated through activities that have been initiated and developed around a specific or particular IWRM practice. For example, observations during a field visitation to the Working for Water project site showed community members clearing the wattle and other alien plants along the water catchment areas. Other workers were trimming the off-shoots from the main wattle branches and applying chemicals to the cut surfaces of the alien plant. This is a kind of activity that the members of this community of practice have learnt over time through the various learning interactions.

4.4.3 Cata Agriculture Project community of practice

Data through document analysis showed that through training programmes conducted by service providers, the workers were provided with skills in rainwater harvesting, flood and sprinkler irrigation methods, soil conservation practices such as erosion control, soil fertility improvement and weed control and, farm management (L2; L4; L5 & CAM). Other skills acquired include herbicide application, river bank management, business management, food and hygiene, health education and occupational skills.

Evidence from interviews also indicated that the knowledge obtained by community members through learning interactions is intended to help them develop competences and best practices that will

77 | P a g e enhance their socio-economic status and improve their quality of life. They are also life skills intended to prepare them even after their current work activities are over. This is evidenced by respondents from interviews who indicated that:

The trainings that I have acquired as a clerk recorder have given me skills in administration, management, and many others. Just a few weeks ago I got training in food and hygiene. Even if the project came to a close, I would still survive because of the qualifications and experience I have acquired so far (S2).

The farm workers have acquired life skills through trainings and job experience that they have at the Agricultural Project. People are trained in different skills which they use in the community. As for myself although I only have grade 10 education qualification, I have acquired skills through training provided that have helped me do the job as a manager (S3).

Data from observations also showed that community members under the Cata Agricultural Project have acquired knowledge through various learning processes (FO). During the site visitation of the Agricultural project I observed a number of activities showing what workers have learned and are practising as can be seen in the photographs shown above and Figures 4.10 & 4.11 below.

Figure 4.10: A worker applying fertiliser to a crop of cabbage at the

Cata Agricultural Project farm

Figure 4.11: A worker preparing a field for crop planting at the Cata

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