Integrating Learning Into the National Adaptation Plan Process

The report argues that the effectiveness of National Adaptation Plan (NAP) processes depends on embedding deliberate learning—defined as the collective process of acquiring and applying knowledge to change attitudes and behaviors—rather than assuming learning happens automatically through monitoring and evaluation (M&E). It proposes a framework for fostering learning by integrating it across the planning, implementation, and MEL phases, strengthening enabling environments (such as leadership and institutional arrangements), and linking activities to concrete outcomes. A review of 45 NAP documents reveals that while 89% mention 'learning', most references are generic and high-level, with M&E being the primary identified source of learning. The report concludes with eight considerations for countries, emphasizing the need for clear learning directions, inclusion of marginalized groups, and dedicated resources from knowledge brokers.

• Learning in the NAP process is defined as a collective and deliberate process of acquiring, assessing, and disseminating knowledge that leads to changed or reinforced knowledge, attitudes, and behaviours regarding climate adaptation.
• Effective learning requires deliberate integration across three overlapping phases: planning (e.g., risk assessments), implementation (e.g., project management), and monitoring, evaluation, and learning (MEL), where deeper reviews can inform the next cycle.
• A review of 45 NAP documents submitted to the UNFCCC found that 89% explicitly refer to 'learning', but most references are generic, high-level statements and few countries present NAPs as an ongoing, deliberate learning process.
• Monitoring and Evaluation (M&E) is the primary mechanism identified for generating learning, with over half of the reviewed documents explicitly linking the two, although the report notes that M&E does not automatically result in learning.
• Institutional arrangements and information management are frequently mentioned in NAP documents, but they are rarely explicitly linked to deliberate learning processes.
• Certain countries demonstrate more advanced integration of learning: Colombia includes a dedicated section on systematizing lessons learned, and Bangladesh utilizes 'adaptation pathways' to accommodate learning and uncertainty.
• The report identifies critical enablers for learning, including high-level political leadership, flexible institutional arrangements, engagement with diverse actors, and dedicated financial resources for translating insights into practice.

APA

Dekens, J., & Harvey, B. (2024). Integrating Learning Into the National Adaptation Plan Process. NAP Global Network. https://napglobalnetwork.org/wp-content/uploads/2024/03/napgn-en-2024-learning-naps.pdf

Chicago

Dekens, Julie, and Blane Harvey. Integrating Learning Into the National Adaptation Plan Process. NAP Global Network, 2024. https://napglobalnetwork.org/wp-content/uploads/2024/03/napgn-en-2024-learning-naps.pdf.

Wikipedia

{{cite report |last1=Dekens |first1=Julie |last2=Harvey |first2=Blane |title=Integrating Learning Into the National Adaptation Plan Process |publisher=NAP Global Network |date=March 2024 |url=https://napglobalnetwork.org/wp-content/uploads/2024/03/napgn-en-2024-learning-naps.pdf |access-date=23 October 2026 |via=Climate Insights Directory}}

BibTeX

@techreport{dekens2024integrating, author = {Dekens, Julie and Harvey, Blane}, title = {{Integrating Learning Into the National Adaptation Plan Process}}, institution = {NAP Global Network}, year = {2024}, month = mar, url = {https://napglobalnetwork.org/wp-content/uploads/2024/03/napgn-en-2024-learning-naps.pdf}, urldate = {2026-10-23}, note = {Indexed by Climate Insights Directory} }