Twenty-eighth Report Adapting Institutions to Climate Change Cm ...

communicative learning in terms of how a person (or, for our purposes, institution) approaches
a situation or point of view and learns how to co-operate with others in solving collective
problems, including developing a sense of group solidarity. Importantly, communicative
learning often involves values, intentions and feelings, which can be defined only in their
specific and often local contexts.
4.102 Importantly, both these components of learning are known to be essential in responding to
complex environmental problems and in promoting environmental citizenship. 66 Instrumental
learning (e.g. simply learning about the potential effects of climate change) is insufficient to
support institutional or individual behavioural change and response.
4.103
The key elements of an integrated approach to instrumental and communicative learning include:
the generation and sharing of information, particularly in a discussion-based environment
(4.106-4.112);
use of information and knowledge (numbers, projections, assessments, models, targets,
valuations, etc.) (4.113-4.114);
strategic memory and social learning (4.115-4.116); and
innovative (non-standard) approaches (4.117-4.118).
4.104 Although framing, implementation and learning have been discussed separately, we repeat that
they are not discrete activities. This is particularly important when considering learning: it should
occur throughout framing and implementation.
4.105 It can be hard to measure the progress of learning because, as we have seen, there are currently no
widely agreed indicators for adaptation. There is also potentially a problem with the translation of
science research into social policy, which can lead to delays in learning and application of the best
knowledge, for example the time delays between International Panel on Climate Change (IPCC)
reports, or the interval between the production of UKCIP scenarios. Skills and capacity are
important, and some of the evidence we have seen has suggested that there is a shortage of both
engineers and planners which could impact on the UK’s adaptive capacity. 67 But decision-makers
also need to learn how to interpret and use information, particularly the UKCP09 projections,
which will require appropriate training.
The generation and sharing of information
4.106 Effective learning depends on where institutions source their information and how that
information is shared. There was a high level of commonality in where institutions sourced their
information from in the evidence we received: many cited the UKCIP02 projections and were
waiting in anticipation for UKCP09 (published during the course of this study, Box 2B). Others
mentioned the IPCC reports as valuable sources of information. One of the concerns that the
Commission has already mentioned is that there can be an over-reliance on the information that
UKCP09 provides; it needs to be used appropriately, recognising the inherent uncertainties that
exist in its projections.
4.107 There is already extensive sharing of information on climate change through network organisations,
for example the sharing of good practice between local authorities through the local government
associations. National indicator NI188 in England (3.25) attempts to measure adaptation to climate
change, and around one-third of local authorities have signed up to it. Some local authorities who
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Chapter 4