The European Union Water Framework Directive (WFD) encourages water managers to implement active stakeholder involvement to achieve sustainable water management. However, the WFD does not describe in detail how member states should operationalize participation. The need for local experience and local understanding of collaborative governance (co-governance) processes remains. The WaterCoG project evaluated 11 local pilot schemes. Building on the participatory, qualitative evaluation of pilot schemes from Sweden, United Kingdom, Denmark, The Netherlands, and Germany, the authors take a closer look at how co-governance can improve water governance, how water managers can make best use of tools and knowledge, and how they can improve process designs. The results reflect how social learning and successful co-governance are linked. Social learning as a shared understanding of complex ecosystem and water-management issues can be supported with active stakeholder involvement and citizen science. As such, in co-governance processes, stakeholders need technical access to data and knowledge and a shared process memory. This enables them to develop a shared understanding and facilitates bringing together competing interests and finding new solutions. Participatory tools became part of successful processes by building trust and knowledge based on commitment. However, proficient process design and facilitation make these tools more effective.
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The diversity and intensity of human activities in the North Sea region (NSR) and other maritime regions are increasing. This necessitates transboundary coordination at the sea basin level, which is required but yet insufficiently established. Through European co-funded projects, national policymakers, stakeholders, and scientists in MSP are enabled to develop transboundary coordination (TBC) mechanisms. TBC requires, alongside other factors, a form of social and policy learning between these actors in different countries. The NorthSEE project (2016–2022) was an example of such an EU-co-funded project and was aimed at enhancing coherence in MSP processes and plans across the NSR. This article examines the project's key learning outcomes, the role of the MSP Challenge Simulation Platform in supporting these outcomes, and factors that enabled or constrained learning within the project. Data was collected during the project via document analysis, questionnaires from participatory stakeholder workshops, interviews with sixteen project participants and ten workshop participants, and observations. The study highlights that project participants have gained more insight into each other's planning systems, are able to contact each other more easily, and have initiated several follow-up initiatives. Furthermore, it shows that interactive and participatory tools, such as the MSP Challenge Simulation Platform, can contribute to individual and social learning by providing participants with instant feedback on their decisions. These learning outcomes have been influenced by various enabling and constraining conditions, including time, resources, and the differing levels of expertise and knowledge among project partners and participants. Assessing the broader societal impact remains a challenge and warrants further attention.
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