Natural resources management in general, and water resources management in particular, are currently undergoing a major paradigm shift. Management practices have largely been developed and implemented by experts using technical means based on designing systems that can be predicted and controlled. In recent years, stakeholder involvement has gained increasing importance. Collaborative governance is considered to be more appropriate for integrated and adaptive management regimes needed to cope with the complexity of social-ecological systems. The paper presents a concept for social learning and collaborative governance developed in the European project HarmoniCOP (Harmonizing COllaborative Planning). The concept is rooted in the more interpretive strands of the social sciences emphasizing the context dependence of knowledge. The role of frames and boundary management in processes of learning at different levels and time scales is investigated. The foundation of social learning as investigated in the HarmoniCOP project is multiparty collaboration processes that are perceived to be the nuclei of learning processes. Such processes take place in networks or "communities of practice" and are influenced by the governance structure in which they are embedded. Requirements for social learning include institutional settings that guarantee some degree of stability and certainty without being rigid and inflexible. Our analyses, which are based on conceptual considerations and empirical insights, suggest that the development of such institutional settings involves continued processes of social learning. In these processes, stakeholders at different scales are connected in flexible networks that allow them to develop the capacity and trust they need to collaborate in a wide range of formal and informal relationships ranging from formal legal structures and contracts to informal, voluntary agreements

Huitema, D., E. Mostert, W. Egas, S. Moellenkamp, C. Pahl-Wostl, and R. Yalcin. 2009. Adaptive water governance: assessing the institutional prescriptions of adaptive (co-)management from a governance perspective and defining a research agenda. Ecology and Society 14(1): 26. https://doi.org/10.5751/ES-02827-140126

We present and analyze 10 case studies of participatory river-basin management that were conducted as part of the European HarmoniCOP project. The main theme was social learning, which emphasizes the importance of collaboration, organization, and learning. The case studies show that social learning in river-basin management is not an unrealistic ideal. Resistance to social learning was encountered, but many instances of social learning were found, and several positive results were identified. Moreover, 71 factors fostering or hindering social learning were identified; these could be grouped into eight themes: the role of stakeholder involvement, politics and institutions, opportunities for interaction, motivation and skills of leaders and facilitators, openness and transparency, representativeness, framing and reframing, and adequate resources. Promising topics for further research include the facilitation of the social learning processes, the role of power, and interactions in political and institutional contexts

Public Participation (PP) has gained widespread recognition as a key water management principle. Despite this, the practical application of PP remains problematic. This article presents the current state of developments in PP theory and practice. It discusses the benefits of PP and gives many suggestions for making PP more effective. It pays special attention to the place of PP in democratic theory, to the cultural context of PP, and to its application in international river basins. This article concludes that PP should not be regarded simply as an accessory in aiding water management. Effective PP is, in fact, an entirely different mode of governance.