| Autor: |
Thompson, Katie R., Rocliffe, Steve, Rasoanantenaina, Simonnette, Hanitriniala, Feno, Nohasiarivelo, Thierry, Harris, Alasdair, Jenkins, Lekelia, Peckham, S. Hoyt, Singleton, Rebecca, Huet, Jeremy, Riddell, Michael, Wosu, Adaoma, Cachimo, Rachide, Dewar, Katrina, Vincke, Xavier |
| Předmět: |
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| Zdroj: |
FAO Fisheries & Aquaculture Technical Paper; 2019, Issue 644, p134-146, 13p |
| Abstrakt: |
Sharing good practices and experiences among stakeholders can help develop good practices in fisheries management. Facilitated knowledge exchanges among small-scale fisheries stakeholders can support the implementation of FAO's Voluntary Guidelines for Securing Sustainable Small-Scale Fisheries in the Context of Food Security and Poverty Eradication. Fisheries learning exchanges (FLEs) are one form of knowledge exchange that has become increasingly popular. FLEs are peer-to-peer gatherings in which fisheries stakeholders from different communities freely exchange information and experiences surrounding fisheries challenges and solutions. These are usually organized by fishers, Non-governmental Organizations and governments and are credited as an integral tool for the diffusion and adoption of fisheries management strategies. Despite their numerous perceived benefits, little research has been conducted on FLEs. This paper presents a case study of an FLE between Mozambique and Madagascar to explore how FLEs can aid in the sharing of experiences and good practices among small-scale fisheries stakeholders and the further application of those good practices. Nineteen key informant interviews were conducted with FLE participants as the main source of data. Subsequent analysis found that hands-on or informal activities and a diverse participant group were two factors that promoted knowledge sharing and learning among participants. Key recommendations for FLE organizers include: maximizing hands-on and informal activities, fully understanding the cultural norms at play when inviting participants, dedicating adequate time and personnel to make travel arrangements for participants, and providing financial and logistical support for participants to implement what they have learned after the FLE. The results from this case study should prove useful for other parties seeking to facilitate knowledge sharing through FLEs. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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