Learning consciousness in managing water for the environment, exemplified using Macquarie River and Marshes, Australia

Context

Ongoing learning is essential for freshwater ecosystem management, but there is limited documentation of successful integration into management.

Aims

We aimed to increase learning-related understanding required for effective adaptive management of water for the environment, in water-stressed and contested river systems.

Methods

We developed a learning approach (requisite learning) for managing water for the environment, demonstrated with real-world examples from the Macquarie River and Marshes, Australia.

Key results

Four co-existing, interdependent learning types enable effective management of water for the environment: (1) ‘adjusting routines’, (2) ‘adaptive assessment’, (3) ‘changing practice’, and (4) ‘transforming governance’, exemplified by using management of water for the environment for the Macquarie River and Marshes. To enable and improve requisite learning, stakeholder social learning, and flexibility in governance arrangements, must develop.

Conclusions

Ongoing learning is essential for effective adaptive management. Understanding what requisite learning is and how capacity can be improved, will help achieve outcomes required of managing water for the environment.

Implications

Effective management of water for the environment is essential, transparently delivering environmental outcomes and accounting for decision-making. To do this, we need to improve explicit learning understanding by nurturing learning mandates and champions, fostering social learning, increasing flexibility in governance arrangements, and institutionalising learning.