From Knowledge to Action

The report analyzes three case studies to demonstrate how purposeful, collective learning can improve climate adaptation planning. In Côte d’Ivoire, a national platform fostered a community of practice on the gender-climate nexus. Peru established a platform to integrate Indigenous Peoples' ancestral knowledge into its NAP. Rwanda implemented a monitoring, evaluation, and learning (MEL) system to refine adaptation priorities. The report identifies key enabling factors such as inclusive leadership, legal institutionalization, and a culture of public accountability, while noting that sustained financial support remains a primary challenge for maintaining learning momentum.

• Côte d’Ivoire established the National Gender and Climate Change Platform (PNGCC) in 2020 to connect gender and climate actors, resulting in a dynamic community of practice and better integration of gender issues in adaptation planning.
• The provisional final version of Côte d’Ivoire’s NAP includes 174 references to “gender,” 158 to “women,” and 116 to “sex,” with over 20% of the 85 prioritized adaptation measures explicitly referencing gender aspects.
• Peru created the Indigenous Peoples’ Platform for Addressing Climate Change (PPICC) in 2020 to ensure ancestral knowledge informs climate management, leading to the documentation of over 40 Indigenous-led adaptation and mitigation actions.
• The PPICC in Peru has influenced multiple strategic documents beyond the NAP, including the national Climate Finance Strategy, the National Biodiversity Strategy, and Guidelines for REDD+ safeguards.
• Rwanda launched a learning-oriented monitoring, evaluation, and learning (MEL) system for climate adaptation in 2022, which has increased the confidence of government officials and the engagement of district-level actors.
• Rwanda's MEL efforts in the agriculture sector tracked 10 NDC adaptation indicators from 2019 to 2022, finding that the number of developed climate-resilient crop varieties rose from 47 in 2019/2020 to 70 by 2021/2022.
• A strong culture of public accountability in Rwanda, exemplified by annual performance contracts called “Imihigo,” supports learning by emphasizing improvement and the identification of best practices over assigning blame.
• Key enabling factors for collective learning across the case studies include inclusive leadership, formal institutional arrangements (such as legal status for platforms), and the removal of financial and technical barriers to engagement.
• Sustaining collective and deliberate learning is challenging due to staff turnover, shifting political priorities, and the difficulty of securing ongoing financial support across political cycles.

APA

Dekens, J., & Harvey, B. (2025). From Knowledge to Action. NAP Global Network. https://napglobalnetwork.org/wp-content/uploads/2025/10/napgn-en-2025-integrating-learning-naps.pdf

Chicago

Dekens, Julie, and Blane Harvey. From Knowledge to Action. NAP Global Network, 2025. https://napglobalnetwork.org/wp-content/uploads/2025/10/napgn-en-2025-integrating-learning-naps.pdf.

Wikipedia

{{cite report |last1=Dekens |first1=Julie |last2=Harvey |first2=Blane |title=From Knowledge to Action |publisher=NAP Global Network |date=October 2025 |url=https://napglobalnetwork.org/wp-content/uploads/2025/10/napgn-en-2025-integrating-learning-naps.pdf |access-date=23 October 2026 |via=Climate Insights Directory}}

BibTeX

@techreport{dekens2025from, author = {Dekens, Julie and Harvey, Blane}, title = {{From Knowledge to Action}}, institution = {NAP Global Network}, year = {2025}, month = oct, url = {https://napglobalnetwork.org/wp-content/uploads/2025/10/napgn-en-2025-integrating-learning-naps.pdf}, urldate = {2026-10-23}, note = {Indexed by Climate Insights Directory} }