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Sustainability 2017, 9(2), 315; doi:10.3390/su9020315

Fostering Learning in Large Programmes and Portfolios: Emerging Lessons from Climate Change and Sustainable Development

1
Overseas Development Institute, London SE1 8NJ, UK
2
United Kingdom Department for International Development (DFID), London SW1A 2EG, UK
3
United Kingdom Department for Business, Energy & Industrial Strategy (BIES), London SW1A 2AW, UK
4
Department of Integrated Studies in Education, McGill University, Montreal, QC H3A 1Y2, Canada
*
Author to whom correspondence should be addressed.
Academic Editor: Stephen Sterling
Received: 31 October 2016 / Revised: 25 January 2017 / Accepted: 9 February 2017 / Published: 21 February 2017
(This article belongs to the Section Sustainable Education and Approaches)
View Full-Text   |   Download PDF [480 KB, uploaded 21 February 2017]   |  

Abstract

In fields like climate and development, where the challenges being addressed can be described as “wicked”, learning is key to successful programming. Useful practical and theoretical work is being undertaken to better understand the role of reflexive learning in bringing together different knowledge to address complex problems like climate change. Through a review of practical cases and learning theories commonly used in the areas of resilience, climate change adaptation and environmental management, this article: (i) reviews the theories that have shaped approaches to reflexive learning in large, highly-distributed climate change and resilience-building programmes for development; and (ii) conducts a comparative learning review of key challenges and lessons emerging from early efforts to promote and integrate reflexive learning processes in programmes of this nature. Using a case study approach, the authors focus on early efforts made in four large, inter-related (or nested) programmes to establish, integrate and sustain learning processes and systems. Eight themes emerged from the review and are considered from the perspective of learning programmes as emergent communities of practice. By investigating how these themes play out in the nested programming, the paper contributes to the limited existing body of evidence on learning in large climate change programmes and identifies areas where future efforts might focus. View Full-Text
Keywords: learning; climate change; resilience; programme design; reflective practice learning; climate change; resilience; programme design; reflective practice
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Harvey, B.; Pasanen, T.; Pollard, A.; Raybould, J. Fostering Learning in Large Programmes and Portfolios: Emerging Lessons from Climate Change and Sustainable Development. Sustainability 2017, 9, 315.

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