ارزیابی ظرفیت یادگیری اجتماعی سیستم نهادی از منظر حلقه‌های یادگیری در سطح آب‌بران، مطالعه موردی: محدوده مطالعاتی رفسنجان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد/ مهندسی منابع آب، دانشگاه تربیت مدرس، تهران، ایران

2 استادیار /گروه مهندسی منابع آب، دانشگاه تربیت مدرس، تهران، ایران.

3 استادیار /گروه اقتصاد کشاورزی، دانشگاه فردوسی مشهد، ایران

چکیده

تداوم مشکلات بوجود آمده در مدیریت یکپارچه منابع آب و عدم انعطاف‌پذیری این رویکرد در مواجهه با این مشکلات باعث گردید تا موضوعاتی مانند حکمرانی آب، مدیریت تطبیقی - مشارکتی و به‌طور ویژه یادگیری اجتماعی به‌عنوان مفاهیم جدیدی از مسائل آبی مورد توجه قرار بگیرند. آن نوع از یادگیری را که توسط گروه‌های اجتماعی در خلال تعامل باهم رخ داده و به‌سمت دانش جدید، فهم مشترک، اعتماد و درنهایت اقدامات جمعی سوق پیدا می‌کند، به نام یادگیری اجتماعی تعریف می‌کنند. در این تحقیق از حلقه‌های یادگیری، که ابزار ویژه یادگیری اجتماعی هستند، برای ارزیابی ساختار حکمرانی و مدیریت منابع آب در دشت رفسنجان در سطح آب‌بران استفاده شده است. نتایج حکایت از بحران شدید در منطقه از منظر منابع آب زیرزمینی داشت. برای شناسایی بازیگران از روش گلوله برفی استفاده گردید. در مرحله آخر نیز برای ارزیابی حلقه‌های یادگیری با توجه به بازیگران شناسایی شده از روش مصاحبه نیمه‌ساختاریافته برای جمع‌آوری داده استفاده شد. منطقه‌ی مورد مطالعه به پنج زیر منطقه تقسیم شد و نتایج براساس هرکدام از زیرمناطق پنج‌گانه موجود در دشت رفسنجان تحلیل شدند. نتایج نشان می‌دهند که حلقه‌ی غالب یادگیری در بین کشاورزان مناطق نوق و انار از نوع حلقه‌ی دوگانه و حلقه‌ی غالب در بین کشاورزان مناطق کشکوییه، کبوترخان و رفسنجان از نوع حلقه‌ی یگانه یادگیری بود. ارزیابی حلقه‌های یادگیری نشان می‌دهد که دشت رفسنجان برای سازگاری با پدیده کمبود آب نیاز به تغییرات ساختاری دارد و مسیر فعلی که ساختار موجود طی می‌کند به‌سوی از بین رفتن کلی منابع آب این دشت می‌باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Assessment of Institutional Social Learning Capacity with a Reference to Learning Loops in the Level of Agricultural Water Users, Case Study: Rafsanjan Study Area

نویسندگان [English]

  • S Moghimi Benhangi 1
  • A Bagheri 2
  • L Abolhassani 3
1 Department of Water Resources Engineering, Tarbiat Modares University, Tehran, Iran
2 Department of Water Resources Engineering, Tarbiat Modares University, Tehran, Iran
3 Department of Agricultural Economics, Ferdowsi University of Mashhad, Iran
چکیده [English]

Persistence of water problems from one side, and inflexibility of the IWRM approach in dealing with those problems from the other side in recent years, have led to development of new approaches such as water governance, adaptive co-management, and especially social learning. Social learning is defined as learning by social groups as a result of their interactions towards new knowledge, common understanding, and trust, which is eventually led to the collective efforts and actions. This paper relies on the concept of triple loops of learning to assess the context of water resources governance and management in the Rafsanjan plain in the level of “Agricultural Water Users”. The findings show that the area confronts with a severe groundwater crisis. Snowball sampling has been used to identify main actors. To gather the required data, semi-structured interviews were implemented for data collecting. The area was studied in five sub-areas. The results show that the dominant learning loop between farmers of Nuq District and Anar County was a double loop learning (of course oriented towards deterioration of the groundwater resource, while the dominant learning loop between farmers of Koshkuiyeh and Kabutar Khan District and Rafsanjan County was a single loop learning to follow the same attitude of provision with water for agriculture. The assessment of social learning loops indicated that structural changes were needed in Rafsanjan Plain to adapt to water scarcity. Following the current trend of groundwater over-exploitation can result in a tragedy of commons.

کلیدواژه‌ها [English]

  • Water Resources Management
  • Social Learning
  • Triple Loops of learning
  • Rafsanjan Plain
  • water crisis
Argyris C, Schön DA (1978) Organizational learning: a theory of action perspective. Addison-Wesley Pub Co
Argyris C, Schön DA (1996) Organizational learning ii: theory, method and practice. Reading, MA, Addison-Wesley
Babaeian F, Bagheri A, Rafeian M (2016) Vulnerability analysis of water resources systems to water scarcity based on a water accounting framework (case study: Rafsanjan study area). Iran Water Resources Research Journal 12(1):1-17 (In Persian)
Bandura A (1977) Social learning theory. Prentice Hall
Bettini Y, Brown RR, de Haan FJ (2015) Exploring institutional adaptive capacity in practice: examining water governance adaptation in Australia. Ecology and society, 20(1):47
Coudel E, Tonneau JP, Rey-Valette H (2011) Diverse approaches to learning in rural and development studies: review of the literature from the perspective of action learning. Knowledge Management Research & Practice, 9(2):120-135
Ghafouri Fard, Samira, (2015) Integrated water resources system assessment of the Rafsanjan study area. M.Sc. thesis of water resources engineering, Tarbiat Modares University, Department of water resources engineering
Huitema D, Mostert E, Egas W, Moellenkamp S, Pahl-Wostl C, Yalcin R (2009) Adaptive water governance: assessing the institutional prescriptions of adaptive (co-) management from a governance perspective and defining a research agenda. Ecology and society, 14(1):26
Huntjens P, Pahl‐Wostl C, Rihoux B, Schlüter M, Flachner Z, Neto S, Koskova R, Dickens C, Nabide Kiti I (2011) Adaptive water management and policy learning in a changing climate: a formal comparative analysis of eight water management regimes in Europe, Africa and Asia. Environmental Policy and Governance, 21(3):145-163
Iran Water Resources Management Co. (2011) The report on forbiddance of Rafsanjan plain, Bureau of Groundwater Conservation (In Persian)
Johannessen Å, Hahn T (2013) Social learning towards a more adaptive paradigm? reducing flood risk in Kristianstad municipality, Sweden. Global Environmental Change, 23(1):372-381
Keen M, Brown VA, Dyball R (2005) Social learning in environmental management: towards a sustainable future, Routledge
Kumler LM, Lemos MC (2008) Managing waters of the Paraíba do Sul river basin, Brazil: a case study in institutional change and social learning. Ecology and society, 13(2):22
Lebel L, Grothmann T, Siebenhüner B (2010) The role of social learning in adaptiveness: insights from water management. International Environmental Agreements, Politics, Law and Economics, 10:333-353
Lee E, Krasny ME (2015) The role of social learning for social-ecological systems in Korean village groves restoration. Ecology and society, 20(1):42
Management and Planning Organization (2005) Master plan on adaptation to climate change (Balance between supply and demand in the basins, The status quo and the future conditions) – Kavir Daranjir-Saghand Basin, vol. 1, Jamab Consultant Eng. Co. (In Persian)
Mayring P (2014) Qualitative content analysis: theoretical foundation, basic procedures and software solution
Medema W, Adamowski J, Orr CJ, Wals A, Milot N (2015) Towards sustainable water governance: examining water governance issues in Québec through the lens of multi-loop social learning. Canadian Water Resources Journal/Revue Canadienne des Ressources Hydriques, 40(4):373-391
Mian S (2014) Pakistan's flood challenges: an assessment through the lens of learning and adaptive governance. Environmental Policy and Governance, 24(6):423-438
Mosello B (2015) Water governance throughout history and science how to deal with climate change? (pp. 13-54), Springer
Pahl-Wostl C (2007) The implications of complexity for integrated resources management. Environmental Modelling & Software, 22(5):561-569
Pahl-Wostl C) 2009) A conceptual framework for analysing adaptive capacity and multi-level learning processes in resource governance regimes. Global Environmental Change, 19(3):354-365
Pahl-Wostl C, Craps M, Dewulf A, Mostert E, Tabara D, Taillieu T (2007) Social learning and water resources management. Ecology and Society, 12(2):5
Senge PM (1991) The fifth discipline, the art and practice of the learning organization. Performance+ Instruction, 30(5):37-37
Shuell T (2013) Theories of learning. http://www.education.com/reference/article/theories-of-learning retrieved 2015/05/01
Speziale HS, Streubert HJ, Carpenter DR (2011) Qualitative research in nursing: advancing the humanistic imperative. Lippincott Williams & Wilkins
UNSD (2012) System of environmental-economic accounting for water. Statistics Division, United Nations Department of Economic and Social Affairs, New York
Vrba J, Hirata R, Girman J, Haie N, Lipponen A, Shah T, Wallin B (2007) Groundwater resources sustainability indicators. UNESCO Paris
Weibell CJ (2011) Principles of learning: A conceptual framework for domain-specific theories of learning. Ph.D. thesis, Brigham Young University, Retrieved from http://search.proquest.com/docview/882863391?accountid=45163 ProQuest Central; ProQuest Dissertations & Theses Global database
Wenger E (1998) Communities of practice: learning, meaning and identity. University of Cambridge, Cambridge, UK