Collaborative Learning Methodology
Our collaborative learning methodology supports CDA’s mission to promote effective and accountable engagements that result in significant, positive, lasting change for people and societies around the world.
CDA is well known for its unique role as convener and facilitator of collaborative learning processes. The primary purpose of these processes is to engage a broad range of practitioners in gathering evidence and identifying practical approaches to complex challenges confronted by organizations practitioners and policymakers operating in fragile and conflict-affected settings.
Current collaborative learning processes
What is unique to a CDA Collaborative Learning Process?
These unique elements ensure that the process findings are of high quality, validated by practitioners and people affected by contexts of conflict, broadly relevant across many contexts, and ready for practical application. The process:
– Includes extensive evidence gathering from a wide range of people, through qualitative approaches,
– Enables our partners to share openly and learn with and from each other’s experience,
– Emphasizes the voices of practitioners and people affected by contexts of conflict,
– Convenes a range of agencies, practitioners, policy-makers, and companies to analyze evidence together, and
– Engages partners at all stages.
How do we decide to initiate a learning process?
CDA is committed to continuous learning in each of its areas of practice. CDA decides to launch a major learning process based on:
– The relevance and utility of a proposed topic of exploration for practitioners, and
– the suitability of CDA’s institutional and methodological expertise.
We also undertake more narrowly focused efforts to answer a defined set of questions. These are typically funded through grants from institutional funders, with in-kind support and staff time from partner organizations for case study development, consultations and feedback sessions.