1. Analysis of the MUS learning alliance process in Nepal Monique Mikhail and Bob Yoder IDE-International

5. Single line storage

6. Single line distribution Single line

7. Double tank/line

8. Double tank/line distribution

9. Learning Alliance “MUS can be an entry point for empowering the people.” ~ Department of Agriculture Planning Division Director ~ Conceptual advocacy Practical advocacy Building Advocates

10. “Farmers are the force making government institutions work together to adequately address their needs.” ~ Department of Agriculture Planning Division Director ~ OUTCOMES Community requests Financial support Change in perception of partners Shift in DoI thinking Institutional collaboration Technical training requests Policy change

11. Analysis of the learning alliance approach Need for common understanding Importance of strategy Resistance to coordination Projects matched to community need Seeing is believing Importance of low-cost technologies and marketing

12. Scale-up Barriers Steps to increase partner support Continuation of the learning alliance Scale-up protocol created in the Palpa District Learning Alliance Workshop “MUS helps to maintain the social harmony.” ~ District Agriculture Development Officer -Kaski ~

13. Conclusions Practical advocacy – secured funding & developed partnerships Conceptual advocacy – shared experiences/challenges, brought in new partners, collectively brainstormed future SIMI model successful, but need to expand vision of possibility Building on learning alliance efforts will allow faster scale-up