Learning should be considered at the outset while developing the M&E framework to ensure that the programme focuses on collecting data and reporting information that can be used in realtime to adapt the programme to changing circumstances and can also support longer-term and wider learning beyond the programme.

Your Knowledge Management Workplan can set out how, when and where M&E systems can contribute to learning at different levels (local, country, regional and global). It can explain how processes will feed into existing M&E pla s such as the development of baseline studies, research agendas, monitoring activities, and evaluation plans, as well as describing activities for strategic collaboration with key stakeholders.

See page on how to get started with M&E for the main steps to take when implementing an M&E framework for EVAWG programming.

Learning questions should aim to understand the nuances of how and why changes occurred, explore unintended effects, and understand the implications for future policy and programming. When developing learning questions for a VAWG programme, it can be useful to:

• Centre women and girls so that the learning questions give voice to their experiences and needs
• Use the Theory of Change to identify questions
• Consider what knowledge and learning gaps exist. Review Spotlight Initiative's Learning Agenda which highlights priority global needs and gaps
• Embed learning questions in various activities from results frameworks, reporting, meetings, evaluations and accompanying research questions
• Co-design and validate learning questions with those affected, women’s rights organisations and other key stakeholders to ensure relevance and feasibility
• Clearly identify who will use the insights and how learning will be shared.

Actively involving diverse stakeholders to create more impactful learning and knowledge processes. Collaboration with others brings unique expertise and perspectives, while also increasing buy-in and making it more likely that stakeholders will support and share learnings. It also avoids duplication of efforts on topics already explored. Engage stakeholders early on to gain insights into the feasibility, potential costs and learning needs, as well as understanding how best to increase the uptake of knowledge products. Practitioners, women’s rights organisations, local leaders and civil society groups are key stakeholders and should be included during the process. A collaborative approach ensures that knowledge production is tailored to their needs, and also that they retain ownership of the knowledge they help create, enhancing the overall effectiveness and sustainability.

When developing a knowledge product, maximise quality by ensuring the following:

• The product is relevant, contextual, timely and useful. The product or process directly contributes to furthering the field of EVAWG. It fills gaps and is relevant to your context. Wherever possible, the KP does not only seek to inform the users, but also seeks to mobilise social transformation towards gender equality. The KP should be written in a clear, accessible way, where relevant translated and summarise.
• It is rooted in evidence. The product or process demonstrates rigour and credibility. It draws upon multiple sources of evidence, with methods clearly documented. 
• It is survivor centred. All learning activities should seek to improve impacts and outcomes for survivors in some way. At a minimum, this requires considerations around how survivors may be safely included in learning processes , and drawing on principles of informed consent and confidentiality.
• Intersectionality, and leaving no one behind. Co-creating learning processes and products with diverse civil society organisations and affected communities can be powerful. This requires sharing decision-making power, embedding groups' feedback into final outputs, and  documenting how input has shaped the product.
• Doing no harm. Assess potential risks, including how data collection, framing, and dissemination of Knowledge Products could expose survivors, communities, or partners to harm.

Determining the most suitable activities to capture learning in VAWG programmes requires careful consideration of time, resources, and the types of data needed. Ensure the chosen methods - whether interviews, surveys, observational studies, communities of practice, or another approach - fit the programme timelines and budget constraints. The following table helps to understand the overlaps and different methods used for M&E and learning.

People and organisations learn in different ways, and it is important to share learning in ways that are accessible and tailored to target audiences, particularly practitioners and policymakers working to address violence. Various methods can be used to share findings, including developing learning briefs and video explainers, in-person group meetings, communities of practice (e.g. via Spotlight Initiative’s SHINE hub), dialogues, learning circles and spaces for reflective practice.

Effective dissemination rests upon having a clear aim and target audience. It is important to consider the key audience (primary, secondary, and influence audiences), and tailor dissemination activities accordingly. It is recommended that programmes diversify their outputs - Don’t rely on a single report. Consider short briefs, slide decks, blogs or videos to push out the findings and knowledge from the report to your target audience. Align dissemination activities with political cycles, advocacy milestones, or programme design stages. 
 
Monitor impact and uptake of learning is important, but can be complicated. Programmes can build in simple mechanisms to learn from these processes. These might include document dwnload numbers, short follow-up surveys (“Have you used this knowledge product? If so, how?”), number of product citations, or evidence of impact (e.g. scale up of activity as a result of lessons learned or knowledge product). 
 

Building a culture of learning and collaboration takes time. It involves encouraging open dialogue and knowledge sharing among a diversity of voices, from programme staff and volunteers to external stakeholders, ensuring that every voice is heard and valued. Feedback and learning should be actively sought through regular sessions where people can discuss successes, challenges and lessons learned in a safe, supportive environment. Ideally, these lessons should be documented and shared more widely so that others can learn. Spotlight Initiative aims to build a culture of learning, both online (e.g. through the SHINE hub and global knowledge exchanges), as well as in-person through strategic convening and knowledge exchange.