The document discusses embedding learning in national adaptation processes and actions. It argues that monitoring, evaluation, and learning (MEL) should focus on learning rather than just accountability. Learning refers to systematically acquiring and sharing new information from MEL activities to improve adaptation policies and practices over time. Embedding learning means establishing learning principles early on and ensuring learning is open and inclusive. It also means developing learning objectives, identifying knowledge gaps, and enabling transformation through the MEL framework, indicators, evaluations, and learning activities. The ultimate goal is for MEL itself to support adaptation as an action through a change in how MEL is framed and implemented.

1. What’s the purpose of
monitoring, evaluation…
and learning?
Adaptation is a learning process in
itself. There is a need to change
perspectives about the role of M&E
towards learning rather than
primarily on accountability.
Adequacy, mutual accountability and learning in the implementation of adaptation action.
Emilie Beauchamp, Lead MEL for climate change adaptation, IISD
MEL occurs to both a distinct phase
and a dedicated set of activities
throughout the adaptation process.

2. Learning is often talked about
but rarely defined… or
intentionally planned!
“Learning refers to the systematic
process of acquiring and sharing new
information and knowledge on
adaptation from MEL activities to
create changes in beliefs, practices,
behaviours, and policies that will
ultimately improve ongoing and
future NAP processes”
* Learning also occurs through other processes
and activities than M&E!

3. What does embedding
learning in (national)
adaptation processes
and actions mean?
Ultimately, changes in practices must be
supported by a change in framing of MEL
– not merely as supporting adaptation
actions, but as an adaptation action
itself as well.
Stage in the
MEL process
Learning-focused actions
Planning your
MEL system
 Starting MEL early in the NAP development process
 Establishing learning principles
 Ensuring that learning is open and inclusive
Designing a
MEL framework
 Developing learning objectives as part of objective
setting
 Identifying knowledge gaps from the risk assessment
process
 Embedding learning in the Theory of Change
 Enabling transformation
Selecting
adaptation
indicators
 Establish realistic expectations for indicators
Monitoring
progress
 Learning as we go from monitoring
Evaluating
performance
 Using evaluations approaches that support learning
 Adopting evaluation criteria that reflect wider principles
for learning (e.g. climate justice, transformation)
Learning from
MEL
 Planning and implementing learning-oriented activities
and processes
 Reporting effectively
 Communicating in useful and practical ways
• Planning and linking learning
activities coherently - such as peer
learning, co-interpretation, training,
knowledge management
• Engineering learning-focused and
complementary M&E – see table