A learning alliance is a diverse network of individuals committed to improving knowledge on a specific research topic.[1] Learning alliances are often made up of small networks of public, private and/or civil society actors seeking to further social or political change.
Learning alliance structure
editLearning alliances consist of a series of facilitated meetings or informal exchanges between stakeholders with a common advocacy interest.[2] Individual actors or groups share knowledge on a topic in order to improve the validity, accuracy and dissemination of their analysis.[3]
In the humanitarian sector
editLearning Alliances in the humanitarian sector often place importance on improving the capacity of disadvantaged social groups to solve problems on their own behalf.[4][5] The learning alliance concept has ties to the field of Participatory Action Research, or PAR, an approach to social research that emphasizes participation and action by community members.[6]
In humanitarian, development and social research fields, the term Learning Alliance has been used by international aid groups to describe cross-boundary stakeholder networks focused on improving local civil society capacity.[7]
Academic literature
editThe Learning Alliance approach was first discussed in literature in 1994 investigating what Michael Gibbons called mode two knowledge production.[8] Mode two knowledge production involves multidisciplinary teams that work together on specific problems in the real world, in contrast to mode one knowledge production, “which is motivated by scientific knowledge alone... and which is not bothered by the applicability of its findings”.[citation needed] Gibbons noted that this type of research “promotes the interaction of multiple actors with multi-layered sources of knowledge to cope with the complexity of fostering continuous technological, social and institutional innovations to respond to rapidly changing contexts and demands”.[3]
Examples of learning alliances
editIn 2012 the United Nations Barrier Monitoring Unit (BMU) launched a formal Learning Alliance called the Academic Cooperation Palestine Project (ACPP) to enhance the educational and technical capacity of Palestinian researchers.[9] ACPP hosted local and international research partnerships around sensitive issues related to the Israeli Separation Wall, including land degradation, water rights and land title controls.[10] ACPP is now called the WALL Learning Alliance.[11]
In the United States, the Digital Learning Alliance group formed to “improve economic growth in underserved areas of the U.S. by advocating for personalized education through the use of digital learning technologies”.[12]
The Learning Alliance, started in 2009 in the United States, was organized to further literacy among school children.[13] In Indian River County, Florida, the Alliance worked with parents, community leaders, educators, and concerned citizens to achieve 90 percent literacy by third grade by 2018.[14] In 2017, through professional development opportunities, book drives, and after school and summer programs, literacy had increased to 56 percent.[14] Following a learning alliance structure, the group meets monthly.
LearningAlliance.ch was subsequently established as an NGO in Geneva by Stefan G. Ziegler in 2014 and five more learning alliances were subsequently established by the NGO.[15]
Learning Alliance - International Law for Youth (LAILY)
editLAILY is a unique educational initiative that stands as the sole learning alliance dedicated to international law for youth applying documentary film. Established by Stefan Ziegler, LAILY strives to share knowledge on international law within the context of conflict situations to secondary school students globally. The initiative employs a dynamic bottom-up approach, actively involving local actors and interest groups in participative learning cycles and the exchange of knowledge among peers.[16] LAILY fosters synergies among diverse stakeholders, including civic organizations, teachers, international law societies, academics, and donors. At the heart of LAILY's mission is the groundbreaking educational documentary film "Broken-for-the-Curious," produced by AdvocacyProductions Sàrl.[17] Tailored for young individuals aged 14 and above, the film aims to stimulate curiosity and critical thinking about the causes of armed conflict, the perceived shortcomings of International Law, and the transformative journey from law to justice.
References
edit- ^ Lundy, M. 2004. Learning alliances with development partners: a framework for out scaling research results. In: Pachico, D. (ed.) Scaling Up and Out: Achieving Widespread Impact Through Agricultural Research. Cali, Colombia: International Center for Tropical Agriculture (CIAT)
- ^ "Learning Alliance Wall Monitoring". learningalliance.ch. Archived from the original on 2016-02-03. Retrieved 2014-12-24.
- ^ a b Lundy, Mark; Gottret, Maria Veronica (2006). Learning Alliances: An approach for Building Multi-stakeholder Innovation Systems in Smits, S.J., P.B. Moriarty and Sijbesma, C. (eds.) (2007) Learning Alliances: Scaling up innovations in water, sanitation and hygiene sector. Delft, the Netherlands, IRC International Water and Sanitation Centre (Technical Paper Series No 47). p.2
- ^ Lundy, Mark, Maria Verónica Gottret, and Jacqueline Ashby. 2005. "Learning Alliances: An Approach for Building Multi-Stakeholder Innovation Systems," ILAC Brief, no. 8 (2005). P.2
- ^ Lundy, M. 2004. Learning alliances with development partners: a framework for out scaling research results. In: Pachico, D. (ed.) Scaling Up and Out: Achieving Widespread Impact Through Agricultural Research. Cali, Colombia: International Center for Tropical Agriculture (CIAT).
- ^ Flood, R. L. (2007). The Relationship of "Systems Thinking" to Action Research. In P. R. al., Handbook of Action Research.
- ^ LearningAlliance.ch. 2014. Web resource. http://learningalliance.ch/LearningAllianceWallMonitoring.html Archived 2016-02-03 at the Wayback Machine. Accessed April 1, 2015
- ^ Gibbons, Michael; Camille Limoges; Helga Nowotny; Simon Schwartzman; Peter Scott; Martin Trow (1994). The new production of knowledge: the dynamics of science and research in contemporary societies. London: Sage Publishing.
- ^ Golay, Francois et al. ‘Academic Cooperation to Foster Research and Advocacy Competences in the Occupied Palestinian Territory (West Bank). In Bolay Jean-Claude (eds.) Technologies for Sustainable Development. Springer: Cham, Switzerland, 2014.
- ^ United Nations Relief and Works Agency. 2012. Barrier Monitoring Unit. Online Resource. http://www.unrwa.org/userfiles/2012061311624.pdf Archived 2016-03-04 at the Wayback Machine . Accessed April 1, 2015
- ^ Wall Monitoring. The WALL Learning Alliance. Online Resource. http://learningalliance.ch/LearningAllianceWallMonitoring.html Accessed April 1, 2015
- ^ "Home". digitallearningalliance.org. Archived from the original on 2022-08-03. Retrieved 2022-08-07.
- ^ "Our History - The Learning Alliance". www.thelearningalliance.org. Archived from the original on 2017-12-01. Retrieved 2017-11-22.
- ^ a b "Literacy project gaining national attention for its success with county school children". TCPalm. Archived from the original on 2020-09-19. Retrieved 2017-11-22.
- ^ "Home". learningalliance.ch. Archived from the original on 2024-01-30. Retrieved 2024-01-30.
- ^ "Home". laily.website. Archived from the original on 2024-04-03. Retrieved 2024-05-31.
- ^ "Home". advocacyproductions.ch. Archived from the original on 2024-03-20. Retrieved 2024-01-30.