Abstract

Methods to evaluate social learning in conservation and development programs can prove useful to researchers and development practitioners. Emerging multistakeholder initiatives attempt to address ecosystem and livelihood vulnerability and promote resilience and sustainability. We conceptualize ‘sustainability learning’ as social learning within nested systems (farm, household, community/village, and ecosystem), and consider learning as variable at each level. We propose a conceptual framework for evaluating learning and internalizing values, skills, and practices that contribute to sustainable natural resource use. This involves resource users understanding: linkages in human-nature systems; their capabilities to address uncertainty and change values (double loop learning); and systems evolution in the direction of complexity and redundancy in social, economic and ecological terms. Data from key informant interviews, village meetings and participant observation among resource users near Mount Elgon and Bwindi Impenetrable National Parks in Uganda were used to evaluate the extent of sustainability learning. All three objectives of sustainability learning were achieved at local levels (farm, household, village).Evidence of sustainability learning at ecosystem level is limited; people rarely see management and conservation beyond community level as directly benefitting their livelihoods. Conservation and development programs need to link livelihood sustainability with ecosystem well-being.