1. 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 A Case Study in Early Childhood Development Presented by Stacy Langner Associate, Khulisa Management Services Email: slangner@khulisa.com PHASE 1 Monitoring Tool Development to Assess ECD Centres CREATE Held interviews and workshops with ASHA management, centre managers and school support officers to develop indicatorsHeld interviews and workshops with ASHA management, centre managers and school support officers to develop indicators Conducted site visitsConducted site visits Reviewed legislation relating to ECD and existing ASHA policiesReviewed legislation relating to ECD and existing ASHA policies CAPTURE Completed initial draft of monitoring toolCompleted initial draft of monitoring tool Pilot tested the tool and analysed dataPilot tested the tool and analysed data Revised monitoring toolRevised monitoring tool TRANSFER Explicit to explicit: Knowledge captured during the drafting and piloting phases was transferred through a report.Explicit to explicit: Knowledge captured during the drafting and piloting phases was transferred through a report. Explicit to tacit: The report was read by ASHA management.Explicit to tacit: The report was read by ASHA management. Tacit to tacit: Discussions were held with centre managers to explain how the monitoring tool was created and how it will be used.Tacit to tacit: Discussions were held with centre managers to explain how the monitoring tool was created and how it will be used. USE Used tool to monitor the performance of individual centres and ASHA as an organisation.Used tool to monitor the performance of individual centres and ASHA as an organisation. Identified areas where additional training and support are neededIdentified areas where additional training and support are needed 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 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 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, tacit (in one’s head) and of knowledge, tacit (in one’s head) and explicit (written). There are four types explicit (written). There are four types of knowledge transfer: of knowledge transfer:USE Once knowledge has Once knowledge has been created, captured and been created, captured and transferred, it is ready to be used, resulting in programme improvement. improvement. 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 to create meaning. 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 clients. Our slogan, Accurately Measuring Progress, reflects our focus on assisting partners and clients to 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 supports the community management of 40 preschools in Soweto, providing services for than 5 000 pupils, their families and their community. 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 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 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. PHASE 2 Instructional Handbook Development for ECD Centre Managers CREATE Identified need for a handbook and areas that to address within it through the use of the monitoring toolIdentified need for a handbook and areas that to address within it through the use of the monitoring tool Held a series of intensive, topic- specific workshops with centre managers and school support officers to create knowledge about best practises and training gapsHeld a series of intensive, topic- specific workshops with centre managers and school support officers to create knowledge about best practises and training gaps Continued review of ECD legislation and existing ASHA policiesContinued review of ECD legislation and existing ASHA policies CAPTURE Completed Initial draft of handbookCompleted Initial draft of handbook Gathered feedback and comments from ASHA management, school support officers and centre managersGathered feedback and comments from ASHA management, school support officers and centre managers Revised handbookRevised handbook TRANSFER Tacit to tacit: Ideas were shared during workshops.Tacit to tacit: Ideas were shared during workshops. Tacit to explicit: Knowledge created during the workshops was transferred to the handbook.Tacit to explicit: Knowledge created during the workshops was transferred to the handbook. Explicit to explicit: Information from ECD legislation and existing ASHA policies was transferred to the handbook.Explicit to explicit: Information from ECD legislation and existing ASHA policies was transferred to the handbook. Explicit to tacit: The handbook is read by centre managers.Explicit to tacit: The handbook is read by centre managers. USE Used knowledge from handbook and workshops to improve practises within each centreUsed knowledge from handbook and workshops to improve practises within each centre Knowledge Management 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