Bridging and Enriching Top-down and Participatory Learning: The Case of Smallholder, Organic Conservation Agriculture Farmers in Zimbabwe
This article discusses the combined use of top-down and participatory learning approaches during the course of a 42-month organic conservation agriculture project that is being implemented in eight districts of Mashonaland East Province in Zimbabwe. The initial 18-month project was extended by a fur...
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| Format: | Article |
| Language: | English |
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Environmental Association of Southern Africa
2013-12-01
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| Series: | Southern African Journal of Environmental Education |
| Online Access: | https://www.ajol.info/index.php/sajee/article/view/122261 |