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: slangner@khulisa.comEmail: slangner@khulisa.com

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

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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

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