Can bilateral programmes become learning organisations? Experiences from institutionalising participation in Keiyo Marakwet in Kenya

This article explores the question of whether the principles of organisational learning can be successfully adopted in complex bilateral programmes. Organisational learning is seen by many organisations as a means of attaining organisational change for greater impact on development. It covers the areas of team learning, shared vision, common goal, and strategy, and has had impressive results in non-profit organisations and in the private sector.
The case is considered in this piece of a programme between the Dutch and Kenyan governments in Keiyo Marakwaet, Kenya. It analyses the process of institutionalising participation as both a learning and a conflict-generating process. The case reveals some of the gaps and assumptions in the theory of learning organisations in the context of bilateral programmes which have multiple actors, competing interests and conflicting goals. It was found that learning depended on the position of an individual in an institution, which raises that question as to whether what individuals choose to learn or not to learn contributes to a shared vision. In addition, while individuals and teams may learn from the process of institutionalising participation, these lessons may not translate into action towards a common goal. The problem of high staff turnover in bilateral programmes is also a problem as it can lead to the neglect and erosion of institutional memory. It is recommended that in order to make the concept of learning organisation effective in bilateral programmes, organisations should be viewed as political systems and it should be determined what is learned, by whom, how, and for what purpose.