In seeking to develop ways to build upon and improve the many learning-related initiatives across Results for Development Institute's portfolio of public health, education, and governance programs, the authors of a recently released report, "A New Look at Practitioner Learning in International Development," asked fundamental questions about how frontline practitioners learn. Is there a “best” modality for facilitating practitioner learning? Or does the “ideal” modality vary depending upon the context? If so, how?
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