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Over the last 30 years practitioners and scholars have been dealing with a range of interventions designed to improve global forest management. These included criteria and indicators (C&I), forest certification and, more recently, legality verification and REDD+, to name but a few.
Despite these well intended efforts, frustration exists about their impacts on the ground when addressing deforestation, forest degradation, carbon emissions, and improving the livelihoods of forest dependent people.
Often, potentially transformative interventions are “abandoned” prematurely and replaced by new interventions as stakeholders “learn” about limited results on the ground.
How might learning be developed that might help nurture enduring institutions capable of addressing such thorny challenges?