The normative practitioner: adding value to organisational learning in education NGOs in Uganda

Development cooperation is no longer considered inherently good. Development programmes are often proven ineffective and there are persistent inequalities between the global North and South, black and white, men and women. Development organisations such as NGOs are expected to take a more critical stance and to seek alignment with local systems and needs.

This research looks at organisational learning processes of NGOs that aim at improving lifelong learning in Uganda. Between 2015 and 2019, Marit Blaak has collaborated with practitioners in education NGOs in Uganda to find solutions towards better alignment to local needs and opportunities, especially collectively with communities. By using participatory action research, the team has had the opportunity to try out some of these solutions. During the research, for example, a dialogue was facilitated in a village where over eighteen NGOs operate. In this dialogue, residents explained how NGOs can better shape spaces for collaboration and collective learning. Another example is that one of the participating NGOs adjusted their orientation training for young volunteers to ensure they are better prepared for the complexities of local collaboration and innovation of education activities.

Because of its practical nature, this research has offered insight in how NGOs can facilitate organisational learning processes. What seems to be important are value-laden questions such as: Are we doing the right thing? And for whom? The answers to these questions are often ambiguous, demanding continuous reflection and normative accountability.