There has been a fascination without foundation about organizational learning theory among scholars of public sector organizations because the validity and utility of organizational learning has not been tested in public sector organizations. This study tested the relevance of organizational learning theory to public sector organizations and found evidence of some differential, dispersed, and intermittent learning in various localities due to a policy intervention in collaboration with univerisity. The evidence suggested four types of learning- conscious, facade, unaware, and absent- took place. Those localities that learned and exhibited evidence of a learning environment are referred to as conscious learners; those localities that saw the presence of learning environment but had not been able to learn are referred to as having experienced facade learning; those localities that have learned but did not see a presence of a leaning environment are referred as to being marked by unaware learning; and those localities that did not learn and did not have a presence of a learning environment are referred to as exhibiting absent learning.

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