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The Learning Route methodology: An example on women’s land rights from East Africa Kenya, Uganda, Rwanda and Burundi.

TIM 2264 2 copy

June 2017

To date, many development agencies and institutes rely on traditional methods such as information dissemination and school-like workshops for awareness raising and capacity building of rural populations. These methods have often produced limited results in the building of functional and technical capacity and in triggering the uptake of innovations.

These limited results have increased the interest of development professionals in the design and testing of new learning tools that can effectively build technical and functional capacities of rural populations, and that can trigger the uptake of innovations.

Within the context in which this knowledge system has been developed, the concept of learning from the know-how of others inspired the creation of the Learning Route methodology as an alternative to traditional training methodologies. PROCASUR’s Learning Route methodology successfully combines the harvesting and systematization of knowledge produced by local champions, organizations or communities that undertake innovative activities, with an on-the-ground learning strategy that promotes exchange of knowledge and good practices to resolve the problems of peasant organizations, projects and public and private institutions.

The Learning Route is a methodology developed by the organization PROCASUR that facilitates practical learning in the field, through the direct exchange of experiences amongst local champions and rural practitioners. The Learning Route is effective for the exchange of embodied local knowledge about rural development issues that vary from climate change adaptation to the claiming of political rights. The present case study explains the Learning Route’s methodology by means of two Routes that took place in East Africa on women’s land rights implemented in 2010 and 2014.

This case study draws on two Learning Routes on women’s land rights in eastern Africa to illustrate the methodology. One Learning Route consisted of an exchange between Kenya and Uganda in 2010 and the second between Rwanda and Burundi in 2014. This case study is part of the International Land Coalition (ILC) Database of Good Practices, an initiative that documents and systematizes ILC members and partners’ experience in promoting people-centred land governance.

This case study supports people-centred land governance as it contributes to:

Commitment 1: Respect, protect and strengthen the land rights of women and men living in poverty

Commitment 4: Ensure gender justice in relation to land

Additional reading on the lessons learnt in the case study here