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Analysis of the MUS learning alliance process in Nepal

Analysis of the MUS learning alliance process in Nepal. Monique Mikhail and Bob Yoder IDE-International. Single line storage. Single line distribution. Single line. Double tank/line. Double tank/line distribution. “MUS can be an entry point for empowering the people.”

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Analysis of the MUS learning alliance process in Nepal

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  1. Analysis of the MUS learning alliance process in Nepal Monique Mikhail and Bob Yoder IDE-International

  2. Single line storage

  3. Single linedistribution Single line

  4. Double tank/line

  5. Double tank/linedistribution

  6. “MUS can be an entry point for empowering the people.” ~ Department of Agriculture Planning Division Director ~ Learning Alliance Conceptual advocacy Building Advocates Practical advocacy

  7. “Farmers are the force making government institutions work together to adequately address their needs.” ~ Department of Agriculture Planning Division Director ~ OUTCOMES Community requests Policy change Institutional collaboration Change in perception of partners Financial support Shift in DoI thinking Technical training requests

  8. Analysis of the learning alliance approach Need for common understanding Importance of strategy Resistance to coordination Projects matched to community need Seeing is believing Importance of low-cost technologies and marketing

  9. Scale-up “MUS helps to maintain the social harmony.”~ District Agriculture Development Officer -Kaski ~ Barriers Steps to increase partner support Continuation of the learning alliance Scale-up protocol created in the Palpa District Learning Alliance Workshop

  10. Conclusions Practical advocacy – secured funding & developed partnerships Conceptual advocacy – shared experiences/challenges, brought in new partners, collectively brainstormed future SIMI model successful, but need to expand vision of possibility Building on learning alliance efforts will allow faster scale-up

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