32
3 Theory
The distributive performance should look at the differential between the most
advantaged and the least advantaged members of a WUS in relation to its objectives
and targets. Here, the minimum amount of water to safeguard dignity and life, as well
as, the maximum values to ensure water and nature conservation should be explicitly
defined.
Advancing these principles in the context of the current theory promotes fairness
and impartiality. Consequently, the aggregative principle is generally applied after
the minimum and maximum requirements are fulfilled.
Before going to the next subsection, let us be clear that this theory sets the
minimum foundation upon which Chaps. 4 and 5 are built. Meanwhile, the next
two subsections briefly explain three key concerns of the theory, namely, learning,
stakeholders and technology.
3.2 Learning with Stakeholders
Ideas matter and evolving good ideas are vital. Any (smart) system starts at a specific
level of capacity and grows to higher levels of knowledge, understanding and practice. Think of a six-year-old child going to school to learn which happens year after
year with different books and teachers according to her evolution. The same is true
with water management of a WUS and stakeholder involvement. “Capacity development is a long-term process… which needs to be continuously adapted according to
stakeholders’ feedback and needs” (UN-Water 2013). “Transformation of this kind
goes beyond performing tasks; instead, it is more a matter of changing mindsets and
attitudes” (UNDP 2009). Consequently, two ingredients make the basis of a suitable
and continuous learning process: stakeholder’s needs, and management’s mindsets
(Table 3.2). In other words, in advancing water management processes, errors and
serious inadequacies occur, however repeating them are signs of lack of comprehensive stakeholder involvement and/or proper mindset of the management, which has
to do with attitudes and skills. An acceptable mindset promotes transparency and
Table 3.2 Long-term processes of capacity building of stakeholders and managers
Mindset
Least acceptable
Most acceptable
Needs
Low
Develop a proper learning
mechanism along with stakeholders
Progress to new targets with the
stakeholders
A: capacity development of the less
advantaged members of the
management institution
Capacity and capability development
with the three Pillars
High
Perform A and B given in this table
B: capacity development of the less
advantaged stakeholders
Focus on equity (Chap. 5)
Focus on equity (Chap. 5)
3 Theory
The distributive performance should look at the differential between the most
advantaged and the least advantaged members of a WUS in relation to its objectives
and targets. Here, the minimum amount of water to safeguard dignity and life, as well
as, the maximum values to ensure water and nature conservation should be explicitly
defined.
Advancing these principles in the context of the current theory promotes fairness
and impartiality. Consequently, the aggregative principle is generally applied after
the minimum and maximum requirements are fulfilled.
Before going to the next subsection, let us be clear that this theory sets the
minimum foundation upon which Chaps. 4 and 5 are built. Meanwhile, the next
two subsections briefly explain three key concerns of the theory, namely, learning,
stakeholders and technology.
3.2 Learning with Stakeholders
Ideas matter and evolving good ideas are vital. Any (smart) system starts at a specific
level of capacity and grows to higher levels of knowledge, understanding and practice. Think of a six-year-old child going to school to learn which happens year after
year with different books and teachers according to her evolution. The same is true
with water management of a WUS and stakeholder involvement. “Capacity development is a long-term process… which needs to be continuously adapted according to
stakeholders’ feedback and needs” (UN-Water 2013). “Transformation of this kind
goes beyond performing tasks; instead, it is more a matter of changing mindsets and
attitudes” (UNDP 2009). Consequently, two ingredients make the basis of a suitable
and continuous learning process: stakeholder’s needs, and management’s mindsets
(Table 3.2). In other words, in advancing water management processes, errors and
serious inadequacies occur, however repeating them are signs of lack of comprehensive stakeholder involvement and/or proper mindset of the management, which has
to do with attitudes and skills. An acceptable mindset promotes transparency and
Table 3.2 Long-term processes of capacity building of stakeholders and managers
Mindset
Least acceptable
Most acceptable
Needs
Low
Develop a proper learning
mechanism along with stakeholders
Progress to new targets with the
stakeholders
A: capacity development of the less
advantaged members of the
management institution
Capacity and capability development
with the three Pillars
High
Perform A and B given in this table
B: capacity development of the less
advantaged stakeholders
Focus on equity (Chap. 5)
Focus on equity (Chap. 5)