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Knowledge and Learning Programs Glossary

Page history last edited by Emmanuel Asomba 11 years, 9 months ago

Development learning is expanding beyond traditional offerings that target individual change to dynamic programs that target the diverse learning needs of groups and organizations. How do we now define learning and its methods in driving development impact?


Please contribute to the following definitions of concepts and terms related to learning programs. See "How to Use this Wiki" for additional information.


Knowledge and Learning Programs Glossary  



Development  Learning Activities

Also known as capacity development activities. Includes diverse activities, such as technical assistance, training, knowledge exchanges, coalition building and other non-resource based activities.  


World Bank Institute   November 2009
Development Learning

A process of use and application of knowledge and information at different levels of society. With this framework the aim is to bring about a needed change in capacity to achieve development goals. It is to take into account diverse spheres, or instruction designs to link up knowledge and learning and support implementation for comprehensive and dynamic interventions.  Refers to learning not in terms of education, but rather as a strategic instrument for development.


Some Related Resources:



  • Barefoot Collective (2009) Barefoot Guide to Working with Organisations and Social Change


World Bank Institute November 2009

Learning Design


Systematic approach for designing learning activities. Considers learning theories and principles, outcomes and goals, learning methods and delivery modes. World Bank Institute November 2009

Program Logic

Explains how capacity development objective is to be achieved.  The program logic provides the basis for credibly measuring the degree to which specific capacity development activities produce outputs and how these outputs are being utilized by relevant agents of change, i.e. help to achieve intermediate or learning outcomes of capacity development.


Some Related Resources:



World Bank Institute   November 2009

Intermediate Outcomes

[Learning Outcomes]

Also known as learning outcomes. Immediate results of development learning activities observed as changes that occur at the individual level, including changes in understanding, attitude, knowledge, and skills, as well as the changes that occur in the interactions among individuals and groups, and thus in the broader organizational or social environment. Measuring these intermediate outcomes bridges the gap often found between broad development goals and specific capacity development activities. A standard set of indicators for these outcomes that can be customized to different contexts include: raised awareness, enhanced skills, improved consensus/teamwork, fostered coalitions/networks, formulated policy/strategy, and implemented strategy/plan.


Some Related Resources:




World Bank Institute November 2009

Learning Outcomes Typology


Six learning outcomes are essential to change theory. With this conception, the aim is to look for a consistent outlook about the effects of certain instructional or contextual variables on individuals or community-based practices. They take into account factors as: 1. Raised awareness; 2. Enhanced skills for altered status; 3. Improved consensus/teamwork; 4. Fostered coalitions/networks for altered processes; 5. Formulated policy/strategy; and 6. Implemented strategy/plan for new products.


Some Related Resources:



World Bank Institute

November 2009

Capacity Needs Assessment

First stage of the capacity development program cycle.  Assessment of the capacity factors (sociopolitical, policy-related, and organizational) relevant to the development goal. The needs assessment should identify capacity constraints/ challenges and opportunities to achieve specific changes in capacity that can then be targeted by the capacity development effort to achieve results toward the development goal to be advanced.


Some Related Resources:




World Bank Institute November 2009


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