Organizing principals <ul><li>Clear and shared objectives. </li></ul><ul><li>Shared responsibilities, costs and benefits. </li></ul><ul><li>Outputs as inputs for innovation. </li></ul><ul><li>Differentiated but linked learning mechanisms. </li></ul><ul><li>Long-term, trust-based relationships. </li></ul>
Learning cycles Development of key questions ( what do we want to learn? ) Document external knowledge (literature) Document field experience (local, national) How can we use/improve ‘good practice’ (prototype 1.0 - toolkits of approaches, methods, tools and policies) Capacity development Shared documentation, analysis, reflection and learning around the selected topic Field application (context A) Field application (context B) Field application (context C) Existing ‘good practice’ ( what is already known? ) Policy implications / briefs Empirical evidence for theory development Improved practice (prototype 2.0) Contributions to large-scale, systemic change
Reach and Influence Innovation system for rural enterprise development in Central America Indirect learning alliance partners (~116 organizations) Partner beneficiaries (~35,786 families) Direct learning alliance partners (25 organizations)
Lessons learned 1 <ul><li>It’s not what you know, it’s who you know…and trust. </li></ul><ul><li>It’s not about working harder, it is about working better. </li></ul><ul><li>What exactly does it do? </li></ul><ul><li>Miners or mad scientists? </li></ul>
And now what? <ul><li>Spinning off the process. </li></ul><ul><li>Regional knowledge management. </li></ul><ul><li>Healthy value chains. </li></ul><ul><li>Leveraging learning and change with others. </li></ul>
Adapted from Berdegué, et al., 2008 Institutional arrangements Inclusive private policies Effective public policies Methods, Capacity building New Business Models for Sustainable Trading Relationships Enabling environment Organized Farmers Willing Businesses
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