{'fraction_non_alphanumeric': 0.019417475728155338, 'fraction_numerical': 0.0, 'mean_word_length': 5.963963963963964, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Water specialist as andragogist: the application of learning theory in capacity development for improved water management


 This paper argues for greater application of adult learning theory in capacity development for water agencies in developing countries. Although the need for capacity development is clear, we believe its delivery, especially through ‘technical assistance’ projects, is of limited effectiveness. In the authors' experience, this limited effectiveness is due to the mismatch between intention and delivery. This may be due to inappropriate objective setting, lack of focus in training delivery and poor cultural awareness, reinforced by an unchallenged, ineffective model of teaching. A more collaborative and adult learner focused approach can help to define the learner's current situation and identify the learning methods that suit them best. Although the effectiveness of capacity development has many factors, the diligent application of well-tested adult learning practices and culturally appropriate learning methods can give positive results. This paper describes five principles for improving capacity development in developing countries. Those principles are: structural alignment of learning, culturally appropriate learning methods, active learning methods, learning trajectories and ‘water specialist as andragogist’. The paper describes and evaluates three case studies of capacity building activities, where these principles were applied either in a deliberate structured approach or through happy accident.