ABSTRACT

The efforts of Bolivia’s water sector to adapt to climate change include the mainstreaming of adaptation in water policy instruments and broad capacity building processes supported by climate funds and international cooperation. These sector-wide adaptation experiences in the country present important learning challenges across different governance levels. This paper analyzes multi-level learning in the governance of adaptation taking place in the water sector in Bolivia, by focusing on changes in the cognitive, normative and relational domains of learning. The analysis is guided by three questions: (i) Which institutional arrangements enable multi-level learning in the governance of adaptation in Bolivia’s water sector? (ii) What are the cognitive, normative and relational dimensions of learning in these arrangements? (iii) What are the implications of multi-level learning for shaping desired outcomes in the governance of adaptation? The case contributes to understanding multi-level learning processes in the governance of adaptation, including the role of national and international climate change policy instruments in these. In addition, the study provides methodological insights for assessing multi-level learning.

摘要

玻利维亚的水部门为适应气候变化所做的努力包括将适应工作纳入水政策工具的主流，并在气候基金和国际合作的支持下进行广泛的能力建设。该国在这些部门范围内的适应经验给不同治理层面的学习带来了重大挑战。本文着眼于认知，规范和关系学习领域的变化，分析了玻利维亚水部门在适应治理中的多层次学习。该分析以三个问题为指导：（i）哪种体制安排能够在玻利维亚水务部门的适应治理中进行多层次学习？（ii）什么是认知，在这些安排中学习的规范性和相关性？（iii）在适应管理中，多层次学习对塑造预期成果有何影响？该案例有助于了解适应治理中的多层次学习过程，包括国家和国际气候变化政策工具在其中的作用。此外，该研究为评估多层次学习提供了方法论上的见识。