The development of aid agency policy on the use of imported biscuits in emergency relief

During 1985 more than 5,000 tonnes of biscuits consisting of twenty-eight different brands were sent to Ethiopia and Sudan for emergency relief feeding. They were freely available to recognized agencies operating feeding programmes. Biscuits were popular with programme supervisors as few resources (fuel, staff and personnel) were required for their preparation and distribution. They were also popular with beneficiaries.
Different aspects of biscuits were examined and characteristics considered important included: nutritional composition, acceptability to beneficiaries, packaging, the biscuit dimensions, shelf-life and accompanying information (nutritional composition, ingredients and guidelines for use).
The results of a field study indicated that biscuits have a limited, but useful, role to play in the early stages of emergency relief. Based on the study, guidelines for both donors and users, on the use of food aid biscuits were developed, which emphasize their joint responsibility in minimizing the misuse of biscuits.     

Promoting system-level learning from project-level lessons: An analysis of donor-driven ‘indirect’ learning about EIA systems in Ghana and the Maldives

A growing number of low and middle income nations (LMCs) have adopted some sort of system for environmental impact assessment (EIA). However, generally many of these EIA systems are characterised by a low performance in terms of timely information dissemination, monitoring and enforcement after licencing. Donor actors (such as the World Bank) have attempted to contribute to a higher performance of EIA systems in LMCs by intervening at two levels: the project level (e.g. by providing scoping advice or EIS quality review) and the system level (e.g. by advising on EIA legislation or by capacity building). The aims of these interventions are environmental protection in concrete cases and enforcing the institutionalisation of environmental protection, respectively. Learning by actors involved is an important condition for realising these aims. A relatively underexplored form of learning concerns learning at EIA system-level via project level donor interventions. This ‘indirect’ learning potentially results in system changes that better fit the specific context(s) and hence contribute to higher performances. Our exploratory research in Ghana and the Maldives shows that thus far, ‘indirect’ learning only occurs incidentally and that donors play a modest role in promoting it. Barriers to indirect learning are related to the institutional context rather than to individual characteristics. Moreover, ‘indirect’ learning seems to flourish best in large projects where donors achieved a position of influence that they can use to evoke reflection upon system malfunctions. In order to enhance learning at all levels donors should thereby present the outcomes of the intervention elaborately (i.e. discuss the outcomes with a large audience), include practical suggestions about post-EIS activities such as monitoring procedures and enforcement options and stimulate the use of their advisory reports to generate organisational memory and ensure a better information dissemination.