I am very interested in the subject under discussion: "lessons learned". I would like to clarify that the notion of lessons learned has a much more scientific and didactic connotation. It is not about findings or recommendations. They are strong inferences that emerge as lessons that can be retained and applied in other contexts. The lessons are drawn for application beyond the current study context. Indeed, monitoring and evaluation is carried out in a given context. However, the in-depth analysis of the results obtained and the facts observed makes it possible to draw lessons that go beyond this context; lessons that are like formulas applicable in other circumstances. The lessons learned are therefore meant to shape our knowledge, know-how and behaviour in other professional situations. They are lessons that can be used in a decontextualized way, i.e. without necessarily referring to the circumstances in which they were generated. Recommendations should be formulated taking into account these lessons learned. The same applies to the method of conducting future similar studies. The strongest and most stable lessons learned are those that are methodologically rigorous and exist as accepted formulae. Examples are the Pythagorean theorem (a² + b² = c²), the law of diminishing returns (Turgot), demand is a decreasing function of price (Neoclassics), etc. The lessons learned are in line with the logic of knowledge accumulation as a continuous and cumulative process in social sciences. The lessons learned are thus miniature contributions to the improvement of scientific and technical knowledge in project monitoring and evaluation.
Thank you.
Dr Ir. Emile N. HOUNGBO, Senior Lecturer, Agroeconomist, Director of the School of Agribusiness and Agricultural Policy, National University of Agriculture of Porto-Novo.
RE: How to define and identify lessons learned?
Dear colleagues,
I am very interested in the subject under discussion: "lessons learned". I would like to clarify that the notion of lessons learned has a much more scientific and didactic connotation. It is not about findings or recommendations. They are strong inferences that emerge as lessons that can be retained and applied in other contexts. The lessons are drawn for application beyond the current study context. Indeed, monitoring and evaluation is carried out in a given context. However, the in-depth analysis of the results obtained and the facts observed makes it possible to draw lessons that go beyond this context; lessons that are like formulas applicable in other circumstances. The lessons learned are therefore meant to shape our knowledge, know-how and behaviour in other professional situations. They are lessons that can be used in a decontextualized way, i.e. without necessarily referring to the circumstances in which they were generated. Recommendations should be formulated taking into account these lessons learned. The same applies to the method of conducting future similar studies. The strongest and most stable lessons learned are those that are methodologically rigorous and exist as accepted formulae. Examples are the Pythagorean theorem (a² + b² = c²), the law of diminishing returns (Turgot), demand is a decreasing function of price (Neoclassics), etc. The lessons learned are in line with the logic of knowledge accumulation as a continuous and cumulative process in social sciences. The lessons learned are thus miniature contributions to the improvement of scientific and technical knowledge in project monitoring and evaluation.
Thank you.
Dr Ir. Emile N. HOUNGBO, Senior Lecturer, Agroeconomist, Director of the School of Agribusiness and Agricultural Policy, National University of Agriculture of Porto-Novo.
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