Lessons on sector learning with WASH Resource Centre Networks

Emerging lessons on Sector Learning with WASH Resource Centre Networks

July 2012, Carmen da Silva Wells

Overview of presentation

• Exploring sector learning:

PSO programme

• What is sector learning?

• Towards a framework for

tracking sector learning

• Progress

• Challenges

• Reflections and Implications,

what next?

Sector Learning with WASH RCNs2

The PSO-supported programme

• PSO

• Phase 1 (2009-2010)

phase 2 (2011-July

2012)

• 5 countries: Burkina

Faso, Ghana,

Honduras, Nepal and

Uganda


http://www.pso.nl/en

Reflexive Monitoring in Action (RMA)

• Method for exploring the

concept of ‘sector learning’

• Clarifying steps and

assumptions:

– 2021 Vision

– Theory of change: outcomes

– Stories of change

– Joint reflection: workshops

skype chats on learning

questions, wiki


http://www.com.wur.nl/UK/publications/RF

Why sector learning?

improve service delivery

respond to

challenges

spread innovations

support reform

• A dynamic, mature

sector needs ongoing

learning to support stakeholders to meet challenges and to adapt to change”. (Leaflet sector

learning 2008/2009)


How does sector learning help?

Sector learning contributes to better performance by:

• Providing evidence-based learning

• Developing and validating approaches etc

• Facilitating use of knowledge

• Organising time and space for reflection

• Developing capacities to upscale innovations

• Developing capacities to adapt to changing circumstances

(Leaflet sector learning 2008/2009)

Capacity development

Joint reflection

Developing new

knowlegde


Working definition sector learning

• Sector learning is the ability of sector

stakeholders to jointly systemise the

capture and sharing of experiences in the

sector and to develop joint capacity to

reflect on these lessons in order to adapt

and improve service delivery.


Important elements of sector learning

•Sector learning for responsive and improved WASH governance and services (CHANGE)

• Joint learning by range of actors (need to explore who is in/out) at different institutional levels

• Sector learning includes:a) change in understanding and behavior, b) that goes beyond the individual, and c) occurs through interactions between actors in

network.


Towards a framework for tracking sector learning

(RMA Workshop April 2011)


Towards a framework for tracking sector learning

Effects New insights/ knowledge

Changes of behaviour, practices, action

Institutional changes

Person

Organisation

Network

Sector

‘learning effect framework’ (RMA Workshop April 2011)

Sector learning: New insights and practices at sector level, and ultimately institutional changes

10

Uganda


A dynamic, coordinated Learning WASH sector that

provides equitable and sustainable WASH services

Policy makers, planners, service providers, donors,

communities are aware and perform their responsibilities

A vibrant sharing reflection and

coordination platform exists

Sector policies allow for continuous improvement

in WASH service provision

Existence of human and financial resources to

run the sector

Planned activities:1. Mapping existing learning

initiatives of RCN and Sector2. Conduct a study on how to

institutionalize learning in the sector

3. Document the learning processes

Progress on outcomeUn-expected: Series of meetings led to a round- table meeting on learning with key sector stakeholders Ministry, donors and UWASNET. Discussions are now around mandate for learning in the sector. Ministry with support from Triple -S is carrying out a study on how to mainstream learning in the sector.

Theory of Change (ToC) Commonalities

• Improved sector harmonisation

and coordination

• Sustainable and lasting services

provision

• A sector that is improving

continuously and adapts when

needed

• A sector that uses shared

approaches and mechanisms

• A sector that documents and

shares good practices.

Ghana ToC 2011: a knowledge- driven sector12

Theory of Change differences

• Broad focus on sector

(knowledge driven) -vs- learning

in the network (role driven).

• Focus on decentralised learning

and decision making processes

at lowest level -vs- focus on

national level.

• Need for links with education

sector to improve human

capacity not raised in each ToC. Part of BF ToC 2011: municipalities have assessed learning needs and identified funding sources


Progress

• From 2002 onwards gradual move towards sector

learning, capacities of RCN built to facilitate

multistakeholder learning

• Lots of interest by sector stakeholders for KM and

learning, and increased recognition of RCN.

• RCNs still mainly focus on single learning/

documentation loop, but some progress on change at

institutional level


Stories of change Stories Highlights

Decentralisation of WASH Resource Centres (Nepal)

Support for Regional RC, coordinating committees mandatory at all administrative levels

Thematic groups become mechanism for sector learning and sector change (Honduras)

Multi-stakeholder Thematic groups provide evidence based information and practical products which lead to change in practice & policy

Acknowledgement of importance of KM and network in facilitating knowledge sharing (Nepal)

KM, coordination, joint review seen as crucial for sector, RCNN positioned itself with info products, KM strategy, events

Budget tracking of national WASH budget (Ghana)

NLLAP meeting and documentation generated discussion and contributed to budget tracking exercise, transparency

Increased demand for sector learning products and services of network (Ghana)

RCN engaged in planning, facilitation and publicity of key sector events. Recognition and commitment by key sector players

Towards knowledge management and sector learning (Burkina Faso)

KM study highlighted key gaps and generated new initiatives, CB activities have increased documentation in sector

Linking national and district sector learning (Uganda)

Linking lessons from different levels leads to upscaling and institutionalising learning15

Challenges

• Support to RCNs from IRC different in different countries.

• Staff turnover.

• Making time for joint reflection.

• Competition RC host and network members.

• Contested mandate of the network for KM/ learning.

• Network requires on-going inputs, support and energy and

coordinators are overstretched.


Looking ahead

Sustainability?

• To get real commitment, especially government, we need to clarify what sector learning

is, how it makes a difference and how we can measure this difference.

Effectiveness?

• IRC could benefit from more research into the ability of RCs to catalyse learning.

Sensemaker or other method could be used to supplement stories collected.

• Are IRC supporting the right RC partners?

• We need to also look at a range of learning mechanisms in a country, so not only RCs,

but also LAs, sector working groups, coordination platforms, joint technical reviews etc.

• Still many questions on institutionalizing learning (beyond projects), linking

learning at different levels, measuring learning. More innovative work for IRC

and partners to do…resources?


Find out more

• RCNs and sector learning on our thematic pages:

http://www.irc.nl/page/50054

• We blog about our lessons here:

http://learningforchange.wordpress.com/category/sector-learning/

• Watch these videos about what sector learning means in 5 focus

countries: http://

www.youtube.com/playlist?list=PL893F938E027D9EF9

• Reflexive Monitoring in Action guide:



http://www.irc.nl/page/50054

http://learningforchange.wordpress.com/category/sector-learning/

http://www.youtube.com/playlist?list=PL893F938E027D9EF9




Education

Lessons on sector learning with WASH Resource Centre Networks