Early Childhood Development (ECD) encompasses the many ways in which young children grow and thrive:...
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Early Childhood Development (ECD) encompasses the many ways in which young children grow and thrive: physically, mentally, emotionally, morally and socially. The early years of a child’s life are critical to his or her long term development. ECD programmes include a variety of strategies and a wide range of services directed at helping families and communities to meet the needs of very young children. M&E for Knowledge Management M&E for Knowledge Management A Case Study in Early Childhood Development A Case Study in Early Childhood Development Presented by Stacy Langner Presented by Stacy Langner Associate, Khulisa Management Services Associate, Khulisa Management Services Email: [email protected] Email: [email protected] PHASE 1 PHASE 1 Monitoring Tool Monitoring Tool Development to Assess Development to Assess ECD Centres ECD Centres CREATE CREATE • Held interviews and workshops Held interviews and workshops with ASHA management, centre with ASHA management, centre managers and school support managers and school support officers to develop indicators officers to develop indicators • Conducted site visits Conducted site visits • Reviewed legislation relating Reviewed legislation relating to ECD and existing ASHA to ECD and existing ASHA policies policies CAPTURE CAPTURE • Completed initial draft of Completed initial draft of monitoring tool monitoring tool • Pilot tested the tool and Pilot tested the tool and analysed data analysed data • Revised monitoring tool Revised monitoring tool TRANSFER TRANSFER • Explicit to explicit: Explicit to explicit: Knowledge captured during the Knowledge captured during the drafting and piloting phases drafting and piloting phases was transferred through a was transferred through a report. report. • Explicit to tacit: The report Explicit to tacit: The report was read by ASHA management. was read by ASHA management. • Tacit to tacit: Discussions Tacit to tacit: Discussions were held with centre managers were held with centre managers to explain how the monitoring to explain how the monitoring tool was created and how it tool was created and how it will be used. will be used. USE USE • Used tool to monitor the Used tool to monitor the performance of individual performance of individual centres and ASHA as an centres and ASHA as an organisation. organisation. Accurately Measuring Progress Accurately Measuring Progress 26 - 7th Avenue Parktown North Johannesburg South Africa 2193 Tel: +27 11 447-6464 Fax: +27 11 447-6468 Web: www.khulisa.com CREATE CREATE Knowledge is created though monitoring Knowledge is created though monitoring and evaluation, but knowledge is more than and evaluation, but knowledge is more than just data. To become knowledge, data just data. To become knowledge, data must undergo analysis must undergo analysis to create meaning. to create meaning. USE USE Once knowledge has Once knowledge has been created, captured and been created, captured and transferred, it is ready to transferred, it is ready to be used, resulting in be used, resulting in programme programme improvement. improvement. CAPTURE CAPTURE Knowledge capture Knowledge capture is distinct from is distinct from data capture. It data capture. It is the process of is the process of capturing analysed capturing analysed information in a information in a usable format. usable format. TRANSFER TRANSFER Knowledge transfer occurs between Knowledge transfer occurs between individuals or groups. It can use two types individuals or groups. It can use two types of knowledge, of knowledge, tacit tacit (in one’s head) and (in one’s head) and explicit explicit (written). There are four types (written). There are four types of knowledge transfer: of knowledge transfer: Founded in 1993, Khulisa Management Services is a South African firm, Founded in 1993, Khulisa Management Services is a South African firm, dedicated to Monitoring and Evaluation across the continent. Khulisa’s dedicated to Monitoring and Evaluation across the continent. Khulisa’s services are tailored to the specific needs of partners and clients. Our services are tailored to the specific needs of partners and clients. Our slogan, slogan, Accurately Measuring Progress Accurately Measuring Progress , reflects our focus on assisting partners , reflects our focus on assisting partners and clients to better monitor their own performance as well measuring the and clients to better monitor their own performance as well measuring the impact of their efforts on beneficiaries. impact of their efforts on beneficiaries. The African Self Help Association (ASHA) Preschool Association is a The African Self Help Association (ASHA) Preschool Association is a community-based organisation which supports the community management of 40 community-based organisation which supports the community management of 40 preschools in Soweto, providing services for than 5 000 pupils, their preschools in Soweto, providing services for than 5 000 pupils, their families and their community. families and their community. Khulisa was contracted by ASHA in 2006 to develop an evaluation tool and Khulisa was contracted by ASHA in 2006 to develop an evaluation tool and instructional handbook for use in their centres. Khulisa developed instructional handbook for use in their centres. Khulisa developed indicators and designed a questionnaire for an evaluation tool to be used by indicators and designed a questionnaire for an evaluation tool to be used by ASHA staff to monitor the quality of services and management at each school. ASHA staff to monitor the quality of services and management at each school. The project also included the development of training modules, which form The project also included the development of training modules, which form the basis of a handbook for centre managers on how to run a preschool. The the basis of a handbook for centre managers on how to run a preschool. The handbook, developed through a series of interactive workshops, is a tool for handbook, developed through a series of interactive workshops, is a tool for sharing best practices and building on the success of the ASHA model. sharing best practices and building on the success of the ASHA model. PHASE 2 PHASE 2 Instructional Instructional Handbook Development Handbook Development for ECD Centre for ECD Centre Managers Managers CREATE CREATE • Identified need for a handbook Identified need for a handbook and areas that to address and areas that to address within it through the use of within it through the use of the monitoring tool the monitoring tool • Held a series of intensive, Held a series of intensive, topic-specific workshops with topic-specific workshops with centre managers and school centre managers and school support officers to create support officers to create knowledge about best practises knowledge about best practises and training gaps and training gaps • Continued review of ECD Continued review of ECD legislation and existing ASHA legislation and existing ASHA policies policies CAPTURE CAPTURE • Completed Initial draft of Completed Initial draft of handbook handbook • Gathered feedback and comments Gathered feedback and comments from ASHA management, school from ASHA management, school support officers and centre support officers and centre managers managers • Revised handbook Revised handbook TRANSFER TRANSFER • Tacit to tacit: Ideas were Tacit to tacit: Ideas were shared during workshops. shared during workshops. • Tacit to explicit: Knowledge Tacit to explicit: Knowledge created during the workshops created during the workshops was transferred to the was transferred to the handbook. handbook. • Explicit to explicit: Explicit to explicit: Information from ECD Information from ECD legislation and existing ASHA legislation and existing ASHA policies was transferred to the policies was transferred to the handbook. handbook. • Explicit to tacit: The Explicit to tacit: The handbook is read by centre handbook is read by centre managers. managers. Knowledge Knowledge Management Management Cycle Cycle •Tacit to tacit •Tacit to explicit •Explicit to explicit •Explicit to tacit Ajax House, 120 Caroline Street, Brixton Telephone: +27 (11) 830 1913 Fax: +27 (11) 830-0969
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Transcript of Early Childhood Development (ECD) encompasses the many ways in which young children grow and thrive:...
Early Childhood Development (ECD) encompasses the many ways in which young children grow and thrive: physically, mentally, emotionally, morally and socially. The early years of a child’s life are critical to his or her long term development. ECD programmes include a variety of strategies and a wide range of services directed at helping families and communities to meet the needs of very young children.
M&E for Knowledge ManagementM&E for Knowledge ManagementA Case Study in Early Childhood DevelopmentA Case Study in Early Childhood Development
Presented by Stacy LangnerPresented by Stacy LangnerAssociate, Khulisa Management ServicesAssociate, Khulisa Management Services
Email: [email protected]: [email protected]
PHASE 1PHASE 1
Monitoring Tool Monitoring Tool Development to Development to
Assess ECD CentresAssess ECD CentresCREATECREATE
•Held interviews and workshops Held interviews and workshops with ASHA management, centre with ASHA management, centre managers and school support managers and school support officers to develop indicatorsofficers to develop indicators•Conducted site visitsConducted site visits•Reviewed legislation relating to Reviewed legislation relating to ECD and existing ASHA policiesECD and existing ASHA policies
CAPTURECAPTURE•Completed initial draft of Completed initial draft of monitoring toolmonitoring tool•Pilot tested the tool and Pilot tested the tool and analysed dataanalysed data•Revised monitoring toolRevised monitoring tool
TRANSFERTRANSFER•Explicit to explicit: Knowledge Explicit to explicit: Knowledge captured during the drafting and captured during the drafting and piloting phases was transferred piloting phases was transferred through a report.through a report.•Explicit to tacit: The report was Explicit to tacit: The report was read by ASHA management.read by ASHA management.•Tacit to tacit: Discussions were Tacit to tacit: Discussions were held with centre managers to held with centre managers to explain how the monitoring tool explain how the monitoring tool was created and how it will be was created and how it will be used.used.
USEUSE•Used tool to monitor the Used tool to monitor the performance of individual performance of individual centres and ASHA as an centres and ASHA as an organisation.organisation.•Identified areas where Identified areas where additional training and support additional training and support are neededare needed
Accurately Measuring ProgressAccurately Measuring Progress
26 - 7th AvenueParktown NorthJohannesburg South Africa2193Tel: +27 11 447-6464Fax: +27 11 447-6468Web: www.khulisa.com
CREATECREATE Knowledge is created though monitoring Knowledge is created though monitoring
and evaluation, but knowledge is more thanand evaluation, but knowledge is more than just data. To become knowledge, data just data. To become knowledge, data
must undergo analysis must undergo analysis to create meaning.to create meaning.
USEUSE Once knowledge has Once knowledge has
been created, captured and been created, captured and transferred, it is ready to transferred, it is ready to
be used, resulting in be used, resulting in programme programme
improvement. improvement.
CAPTURECAPTURE Knowledge capture Knowledge capture
is distinct from is distinct from data capture. It data capture. It
is the process of is the process of capturing analysed capturing analysed
information in a information in a usable format. usable format.
TRANSFERTRANSFER Knowledge transfer occurs between Knowledge transfer occurs between
individuals or groups. It can use two types individuals or groups. It can use two types of knowledge, of knowledge, tacittacit (in one’s head) and (in one’s head) and
explicitexplicit (written). There are four types (written). There are four types of knowledge transfer:of knowledge transfer:
Founded in 1993, Khulisa Management Services is a South African firm, dedicated to Monitoring and Founded in 1993, Khulisa Management Services is a South African firm, dedicated to Monitoring and Evaluation across the continent. Khulisa’s services are tailored to the specific needs of partners and Evaluation across the continent. Khulisa’s services are tailored to the specific needs of partners and clients. Our slogan, clients. Our slogan, Accurately Measuring ProgressAccurately Measuring Progress, reflects our focus on assisting partners and clients to , reflects our focus on assisting partners and clients to better monitor their own performance as well measuring the impact of their efforts on beneficiaries.better monitor their own performance as well measuring the impact of their efforts on beneficiaries.
The African Self Help Association (ASHA) Preschool Association is a community-based organisation which The African Self Help Association (ASHA) Preschool Association is a community-based organisation which supports the community management of 40 preschools in Soweto, providing services for than 5 000 pupils, supports the community management of 40 preschools in Soweto, providing services for than 5 000 pupils, their families and their community. their families and their community.
Khulisa was contracted by ASHA in 2006 to develop an evaluation tool and instructional handbook for use Khulisa was contracted by ASHA in 2006 to develop an evaluation tool and instructional handbook for use in their centres. Khulisa developed indicators and designed a questionnaire for an evaluation tool to be in their centres. Khulisa developed indicators and designed a questionnaire for an evaluation tool to be used by ASHA staff to monitor the quality of services and management at each school. The project also used by ASHA staff to monitor the quality of services and management at each school. The project also included the development of training modules, which form the basis of a handbook for centre managers on included the development of training modules, which form the basis of a handbook for centre managers on how to run a preschool. The handbook, developed through a series of interactive workshops, is a tool for how to run a preschool. The handbook, developed through a series of interactive workshops, is a tool for sharing best practices and building on the success of the ASHA model.sharing best practices and building on the success of the ASHA model.
PHASE 2PHASE 2
Instructional Instructional Handbook Handbook
Development for ECD Development for ECD Centre ManagersCentre Managers
CREATECREATE•Identified need for a handbook Identified need for a handbook and areas that to address within and areas that to address within it through the use of the it through the use of the monitoring toolmonitoring tool•Held a series of intensive, topic-Held a series of intensive, topic-specific workshops with centre specific workshops with centre managers and school support managers and school support officers to create knowledge officers to create knowledge about best practises and training about best practises and training gapsgaps•Continued review of ECD Continued review of ECD legislation and existing ASHA legislation and existing ASHA policiespolicies
CAPTURECAPTURE•Completed Initial draft of Completed Initial draft of handbookhandbook•Gathered feedback and Gathered feedback and comments from ASHA comments from ASHA management, school support management, school support officers and centre managers officers and centre managers •Revised handbookRevised handbook
TRANSFERTRANSFER•Tacit to tacit: Ideas were shared Tacit to tacit: Ideas were shared during workshops.during workshops.•Tacit to explicit: Knowledge Tacit to explicit: Knowledge created during the workshops created during the workshops was transferred to the was transferred to the handbook.handbook.•Explicit to explicit: Information Explicit to explicit: Information from ECD legislation and existing from ECD legislation and existing ASHA policies was transferred to ASHA policies was transferred to the handbook.the handbook.•Explicit to tacit: The handbook Explicit to tacit: The handbook is read by centre managers.is read by centre managers.
USEUSE•Used knowledge from handbook Used knowledge from handbook and workshops to improve and workshops to improve practises within each centrepractises within each centre
Knowledge Knowledge ManagemeManageme
nt Cyclent Cycle
•Tacit to tacit•Tacit to explicit•Explicit to explicit•Explicit to tacit
Ajax House, 120 Caroline Street, Brixton Telephone: +27 (11) 830 1913 Fax: +27 (11) 830-0969
