Learning in Practice – Recent and Current Engagements
We work inside real systems—alongside practitioners and institutions—where learning is expected to lead to action. Our engagements are selective and collaborative, shaped by context and by the experience people already carry into the room.
What follows is a small set of recent and current work that reflects how we approach learning in practice. For more on how we work—our approach to learning design, facilitation, and collaboration.
WPRO STAR Revamp
World Health Organization – Western Pacific Regional Office
THE CHALLENGE
Country emergency risk profiling is often treated as a technical exercise, with limited space for dialogue, shared sense-making, or translation into workforce and surge-strengthening decisions.
our role
Working with WHO WPRO to redesign the STAR approach and facilitator resources so that risk profiling becomes a participatory learning process—one that draws on the lived experience and knowledge of country stakeholders and supports shared analysis and decision-making.
Our approach in practice
- Shifting from content-heavy delivery to facilitated learning conversations
- Designing sessions that surface participants’ existing experience across sectors
- Linking emergency risk profiling directly to collective reflection and action on workforce readiness
- Developing a Learning Facilitation Lab that supports adaptation, engagement, and responsive facilitation rather than scripted delivery
- Using simulation and tabletop exercises as spaces for learning, alignment, and consensus-building
What this work is building
A facilitation-ready learning system—combining participatory methods, simulations, and facilitator guidance—that enables countries to learn from their own risk profiles and apply insights to emergency workforce strengthening in context.
Learning Learning to Transform Training (LLTT) – Papua New Guinea
University of Newcastle / Field Epidemiology in Action (FEiA)
THE CHALLENGE
Public health professionals are often asked to lead training without having experienced participatory, learner-centered facilitation themselves. As a result, training can default to content delivery rather than learning that changes practice.
our role
Working with FEiA and the University of Newcastle to adapt and deliver Learning Learning to Transform Training in Papua New Guinea—supporting public health professionals to experience, practice, and reflect on facilitation as a learning process rather than a technique.
Our approach in practice
- Designing the workshop as a facilitated learning journey rather than a scripted course
- Drawing explicitly on participants’ existing experience, context, and professional judgment
- Modeling facilitation throughout, so participants learn by being facilitated
- Preparing and mentoring local co-facilitators through structured pre-work and shared delivery
- Emphasizing reflection, peer feedback, and sense-making alongside practice
What this work is building
Local facilitation capacity—confidence, shared language, and practical tools—so training can be designed and led by national teams, grounded in PNG’s realities and sustained beyond a single workshop.
We take on a limited number of engagements each year and we work best with partners who are willing to treat learning as a shared, reflective, and ongoing practice.