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.

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As set out in the 2030 Agenda, sustainable development is universal, integrated, and indivisible, and balances economic, social, and environmental dimensions. Initiatives that aim to improve development attempt to address entrenched issues, where previous efforts have been insufficient or adequate responses are not known. They operate under conditions of uncertainty and complexity. Increasingly they involve multi-component or package interventions, delivered by and relating to diverse sets of stakeholders pursuing different, sometimes competing interests, and working in shifting contexts. Each of these factors carry implications for measurement and pose distinct threats to validity and reliability. In recent years, there has been a greater acknowledgement of these challenges and the need for robust mixed methods and more flexible, adaptive approaches. At the same time, how best to gather, combine, and interpret multiple sources of evidence covering multi-dimensional aspects of economic and social development, and communicate and use this evidence to guide policy and programming remains a formidable challenge. As applied researchers attempting to gather credible evidence on the effects and trajectories of efforts to improve development, we must continually ask not only "Are we measuring it right?", but also, more fundamentally, "Are we measuring the right thing?" Based on common challenges that arose through development initiatives in a variety of contexts, this contribution explores four hard-to-measure dimensions of development. In particular, we discuss abstract, multi-dimensional concepts, processes, and issues; challenging settings where there are unpredictable, sudden, or frequent shifts in the environment; multiple, uncertain pathways of change; and multi-layer implementing structures such as cross-sector partnerships or regional/

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.

No abstract