Learning and Reflection from Sierra Leone and Macedonia

Abstract

AbstractThis chapter examines the data from an organizational learning and reflection perspective. It begins with a state-of-the-art review of developments in the field of learning from peacebuilding M&E, before examining the learning practices of the partner INGO. Learning behaviours in the two country cases are classified into four types: static, adaptive, creative, progressive, and are examined across the different phases of programming over 15+ years. The meta-ethnographic synthesis results from Macedonia highlight the importance of continuity, both in terms of programming staff, and the project focus, for successful institutionalization. In Sierra Leone, the breadth of work undertaken by the country office presented a far from organic evolution. It was more learning-oriented and willing to adapt projects based on the feedback from evaluations compared with the staff in Macedonia. This learning orientation did not translate into stronger institutionalization, however, due to weak formal links with the national agencies.