Learning for a low-carbon climate resilient society

The document outlines a framework for institutional learning to address the climate crisis, emphasizing that traditional reports are insufficient to drive change. It presents findings from the ICF Learning for Change Dialogues, including the tension between monitoring and evaluation (M&E) and learning, the need for institutional incentives, and the challenge of aggregating micro-level project learning to the portfolio level. The guide proposes ten emerging principles for effective learning—such as framing learning as a strategic path to impact and 'failing fast'—and provides a set of dimensions (e.g., supply vs. demand, top-down vs. bottom-up) to help organisations design and evaluate their learning interventions.

• There is a distinct tension between monitoring and evaluation (M&E) and learning; while M&E is often used for accountability and compliance, learning is a means to improve performance. The document suggests that M&E can be a starting point for learning, but simply following an M&E process does not automatically result in learning.
• Institutional learning is often hindered by a lack of incentives, with pressure frequently placed on implementing projects or pursuing new topics rather than consolidating and disseminating existing knowledge. Effective learning requires being designed and resourced from the beginning of a project.
• A significant gap exists between micro-level learning (at the project or country level) and portfolio-level sense-making. The document notes that findings from one climate programme are often highly relevant to others, yet there is frequently no system to aggregate this learning to influence institutional investment strategies.
• Effective institutional learning requires navigating 'complex systems' where cause and effect are only perceived in retrospect. In such environments, the document advocates for co-creation, agile planning, and adaptive management over simple instructions or manuals.
• The guide proposes ten principles for effective learning, highlighting the importance of articulating clear learning questions, grounding learning in action, and viewing failure as a learning opportunity to 'fail fast to succeed sooner'.

APA

Clark, J., Phillips, R., Nier, J., & Herding, W. (2015). Learning for a low-carbon climate resilient society. Climate and Development Knowledge Network. https://cdkn.org/sites/default/files/files/Learning-for-a-low-carbon-climate-resilient-society_2015.pdf

Chicago

Clark, Jane, Rachel Phillips, Juliane Nier, and Wiebke Herding. Learning for a low-carbon climate resilient society. Climate and Development Knowledge Network, 2015. https://cdkn.org/sites/default/files/files/Learning-for-a-low-carbon-climate-resilient-society_2015.pdf.

Wikipedia

{{cite report |last1=Clark |first1=Jane |last2=Phillips |first2=Rachel |last3=Nier |first3=Juliane |last4=Herding |first4=Wiebke |title=Learning for a low-carbon climate resilient society |publisher=Climate and Development Knowledge Network |date=May 2015 |url=https://cdkn.org/sites/default/files/files/Learning-for-a-low-carbon-climate-resilient-society_2015.pdf |access-date=23 October 2026 |via=Climate Insights Directory}}

BibTeX

@techreport{clark2015learning, author = {Clark, Jane and Phillips, Rachel and Nier, Juliane and Herding, Wiebke}, title = {{Learning for a low-carbon climate resilient society}}, institution = {Climate and Development Knowledge Network}, year = {2015}, month = may, url = {https://cdkn.org/sites/default/files/files/Learning-for-a-low-carbon-climate-resilient-society_2015.pdf}, urldate = {2026-10-23}, note = {Indexed by Climate Insights Directory} }