Learning is a core part of partnerships between international development actors (such as (I)NGOs, civil society organisations and communities), but it’s not always done in an equitable way. Too often, learning agendas are imposed, rigid, or shaped only by donor priorities, data is collected in extractive ways and only certain types of knowledge are valued. Expertise from experts from the global South is often undervalued, while Northern experts dominate the design and evaluation of development programs. Researchers from the global North are typically assigned intellectual tasks, whereas those from the global South are relegated to data collection roles. This unequal division reflects a lack of recognition for Southern expertise and risks marginalising or appropriating their contributions.
In this session, we aim to explore these issues and highlight best practices for ensuring more equitable and inclusive learning approaches. Drawing on insights and knowledge from different experts, we will discuss how we can address power imbalances in learning and adopt approaches that ensure that all actors meaningfully participate in and benefit from learning.
This is the third session in the Turning Lessons into Legacy learning series on learning in programs, as organisations and in an equitable way, together with partners. In the first session, we examined how program-specific lessons can be turned in and used as organisational legacy for future programmes. In the second session, we looked into what organisational conditions are needed to make the best use of their staff, ensuring that learning enhances impact. In this final session, we are looking into equitable strategies for learning with partners.