Given that learning has become a core element in addressing the ever‐increasing complexities in public sector accountability, we investigate two issues in this paper: (a) how learning was involved in the process of disseminating a competency framework (CF) in four state departments in Kerala, India; and (b) an analysis of the challenges involved in this process, using the theoretical insights from learning accountability. Although the CF would revitalise governance and accountability mechanisms by establishing a conducive environment for administrators to learn in, the nuances of the existing administrative structure limited the scope of this learning exercise. The CF in Kerala generated fear, tension, and resistance amongst the administrators, due to a perceived gap between the very objectives of the CF and the administrative settings, in which learning was insignificant. The paper argues that imposing public administrators’ accountability reforms, such as the CF, would be meaningless until an emphasis is placed on learning accountability. Furthermore, there is a need to “unlearn” or “discard” the prevailing traditional learning and accountability practices; unless this is achieved, a conducive environment for learning accountability cannot be institutionalised, nor can reforms such as the CF be materialised.

中文翻译：

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公共部门的学习问责制：喀拉拉邦的经验

鉴于学习已成为解决公共部门问责制日益复杂的核心要素，我们在本文中研究了两个问题：（a）学习如何在四个州部门的能力框架（CF）传播过程中参与在印度喀拉拉邦；（b）利用从学习问责制中获得的理论见解，对这一过程所涉及的挑战进行分析。尽管CF会通过建立有利于管理员学习的环境来振兴治理和问责机制，但现有行政结构的细微差别限制了该学习活动的范围。由于CF的实际目标与行政机构之间存在明显的差距，喀拉拉邦的CF引起了管理人员的恐惧，紧张和抵制，在其中学习是微不足道的。该论文认为，在强调学习问责制之前，实施公共管理者的问责制改革（如CF）是没有意义的。此外，有必要“取消学习”或“放弃”流行的传统学习和问责制做法；除非实现这一目标，否则就不能制度化有利于学习问责的有利环境，也不能实现诸如CF的改革。