Sector learning, an introduction

These ideas are the starting point for our questions about sector learning. Among other things, we will discuss sector learning, and specifically on this blog, we will look at: initiatives that facilitate and promote sector learning such as resource centre networks, learning alliances, coordination mechanisms, national information systems and country-wide capacity development programmes with a learning component, etc..

Under this broad heading, we are open to discussing a range of issues, concepts, tools, approaches, examples, ideas, trends, questions and answers about learning, facilitating, networking, coordination, innovation, advocating for learning, funding learning initiatives, and other topics that you think are relevant.

What is sector learning?

Sector learning does not really exist. A sector does not learn. Who is part of that sector in the first place? And why all this fuss about sector learning?

Perhaps there is a point to talk about ‘sector learning’ in order to take some distance, some thinking space and to observe the bigger picture. Water, sanitation and hygiene work – and most development work for that matter – is complex. It has always been complex, but we are recognising this only now. It requires more than one organisation to fill the water gaps, it takes more than a project to bring sustainable services to rural communities. Hygiene promotion is not just a problem for village x, y and z, it is a problem for many countries.

We need to look around at what others are doing. What is going on in this WASH sector where we all work? The WASH sector brings together many different kinds of actors. This creates opportunities but also poses a great risk of fragmenting all of our activities into chunks of great work which simply do not bring (good) enough results. For the sector we ought to look beyond the area, the project, and the organisation.

As for the learning: we need to learn, and avoid repeating the same mistakes all over again (even though we recognise mistakes have their value). Learning is what allows us to connect knowledge and create action together. We need to learn as individuals. We need to learn as organisations.We need to learn as a set of institutions working in this sector.

These are our only chances at adapting, anticipating and influencing a changing environment, which can lead us to deliver better performing and more sustainable services.

So even with its limitations, sector learning is still a useful concept that constantly needs to be reflected on and adapted, while keeping the bigger picture in mind. As we define it (for now) in this blog, sector learning is  concerned with all initiatives and processes that create, capture, transfer, mobilise knowledge to reflect deeply, innovate and improve.

Working on sector learning requires the capacity and willingness to do things together, better and often at times differently. It also implies that we acknowledge that it is not only experts who have a say in the processes. All stakeholders bring their knowledge. They can teach and learn from each other; co-creating knowledge and shaping each other’s identity in the process.

Sector learning is a frame of mind that requires us to work across institutional and professional boundaries.

What are the key assumptions behind working for sector learning?

• WASH / development issues transcend single organisations, projects or areas.
• These complex issues actually require different (institutional and individual) stakeholders, working at different levels: local service providers, national regulators and policy makers, etc.
• Working on these issues is not about quick fixes. It is about long-term commitment. Simple training and its elaborate cousin ‘capacity development’ is not enough. This is why ownership by sector players is essential.
• Working on these issues requires a vision. There should be a strategy for learning that is jointly developed and agreed. Ideally, a national steering group should lead the process to tie the initiative with national sector priorities. In this strategy, the leading governmental sector entity should acknowledge the relevance of sector learning and support as well as encourage its development.
• It is best to facilitate such complex social change processes – though facilitation comes at a cost (time, money and capacity). The role of the facilitator is to guide the processes of sector learning towards a joint vision.
• Resources should be committed to learning processes by sector institutions that are part of the initiative.
• Other sector stakeholders should acknowledge and respond to this initiative and commit themselves to contribute and participate.

What are we doing about this on this blog?

These ideas are the starting point for our questions about sector learning. Among other things, we will discuss sector learning, and specifically on this blog, we will look at: initiatives that facilitate and promote sector learning such as resource centre networks, learning alliances, coordination mechanisms, national information systems and country-wide capacity development programmes with a learning component, etc..

Under this broad heading, we are open to discussing a range of issues, concepts, tools, approaches, examples, ideas, trends, questions and answers about learning, facilitating, networking, coordination, innovation, advocating for learning, funding learning initiatives, and other topics that you think are relevant.

If this resonates with you, or if this is utter nonsense, share and learn together with us!

(By Ewen)

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