By Mutizwa Mukute, Kuda Mudokwani, Kudakwashe Mukute and Jerry Kudakwashe
- Introduction to the three learning interactions and their respective objectives
There are three layers of learning interactions that have happened among T-learning participants in Zimbabwe since the beginning of the T-learning research project in Zimbabwe in 2016. We had the first learning in August 2016 and they involved visits to the eight district organic farmer associations in Mashonaland East Province. The interactions were primarily intended to surface and contextualise matters of concern. However, because the district associations were already functional and familiar with the concept of continuous learning, they took advantage of the meetings to jointly tackle the concerns that did not need external input. The unit of analysis for this level of learning was the district organic farmer association. This formed the first layer of learning interactions.
This was following by learning interactions during Change Laboratory (CL) sessions that we held in Harare, which were based on reframing matters of concern and co-developing solutions to them in October 2016. The CL sessions, held on 24-25 and 26-27 October 2016, built on the contextual profiling and situational analysis work that was conducted in August 2016. About 40 organic farmers and eight content specialists and one process ‘specialist’ attended the CL, which was organised into two identical series of sessions. The first series of sessions was attended by organic farmers from four northern districts (Mutoko, Murehwa, Uzumba-Maramba-Pfungwe and Goromonzi); and the second series was attended farmers from four southern districts (Chikomba, Hwedza, Seke and Marondera) of Mashonaland East Province. The design allowed for more farmer representatives (per district) to participate in the inter-district solution-development process; and was meant to make it easier for them to report back in their respective district associations.