Learn in Monitoring and Evaluation

[TEKU AARON YAO]

A team of 29 people from 18 countries brainstormed on the topic ‘Learning M&E and Knowledge Management’ at the National Institute of Labour Economic Research and Development (NILERD) in India.

Below are the points compiled and discussed.

Why Monitoring and Evaluation

• Accountability and Decision making eg. Donors and beneficiaries
• Learning from success/failures, process as well as learning between different department
• Effectiveness and efficient use of resources
• It helps in the measuring of results. It focuses on result. It’s because we are trying to bring change.
• Provide feedback to stakeholders.
• Mid-course correction
• Helps organisation to secure funds. All stakeholders should be involved in monitoring and evaluation.
• Monitoring and evaluation is related but not the same
• Monitoring is internal process
• We are accountable to donors, beneficiaries. Accountability is both upwards and downwards
• Helps to manage the project (Are we on track)
• Example to look at Nepal and South Africa.

 

Process or loop

What actually happens on the ground?

• Focus on result to secure funds and sharing with others website
• We do it because is part of our project proposal. It is just a formality
• We often don’t use report and recommendations for future projects and with other organizations. Thus lesson is more of recommendation from financial aspects.
• Political aspects gain votes
• Analysis and reflection from data and learning is often missing

 

WHAT IS LEARNING (EMPOWERMENT)

• Acquiring knowledge, skills from others and from studying
• Using the knowledge, translate into actions
• Action may or may not lead to change (Positive or Negative)
• Is a process in various in stages
• It’s a continuous process, collective learning in M&E

 

Who is learning in Monitoring and Evaluation?

All stakeholders e.g

-        Implementers

-        Donors

-        Communities (Beneficiaries)

-        Policy makers

Implementing Agencies should a facilitating role for collective learning

 

What are the factors that can help us in collective learning?

v  Open to learning

v  Humility to learn from each others

v  Listening

v  Prior/context/idea  on the subject

v  To ensure collective learning facilitative role of an agency is required

v  Documentation of what we learn

 

What is Data?

• It is a basic raw fact. Can be statistical, qualitative, quantitative
• It is information that has been translated into a form that is more convenient to move or process
• Information in raw or unorganized form (such as alphabets, numbers, or symbols) that refer to, or represent, conditions, ideas, or objects

 

What is Knowledge?

ü  It is the interpretation of data

Data                                           Information                                            Knowledge

ü  Knowledge is a familiarity, awareness or understanding of someone or something, such as facts, information, descriptions, or skills, which is acquired through experience or education by perceiving, discovering, or learning. 

ü  Knowledge can refer to a theoretical or practical understanding of a subject.

What is knowledge management?

     It is the connection and coordination of information from the right place at the right time

     It is the process of capturing, developing, sharing, and effectively using organisational knowledge

 

Explicit knowledge is acquired through reading reports, speeches, books etc.

Experience knowledge is knowledge acquired from experience as well as outcome mapping.

LEARNING%20MONITORING%20AND%20EVALUATION%20AND%20KNOWLEDGE%20MANAGE...

[Cecilia Manyame]

Than k you Rituu and Aaron, as the saying goes in Zimbabwe. "learning does not end".  I learn something new or learn a different perspective from others' experience.  

[Rituu B Nanda]

Aaron, thanks for posting ! Please see this discussion on interdependence between learn and M&E http://gendereval.ning.com/forum/topics/looking-for-experi

[Paul Kojo Asare]

thanks for the information. let me also add some few information i researched on.

There is so much disagreement over what are, exactly, the different types of knowledge that an agreed upon “master list” simply does not exist. This is because knowledge is purely philosophical; debates span centuries, arguments supersede fact and everyone has a different opinion about what is, or is not, knowledge.

What follows is a master list (although, of course, it won’t be agreed upon) of the different types of knowledge and theories of knowledge that are out there. Turn this newfound “knowledge” on yourself with this awesome class on how to take inventory of yourself and gain authentic self-...

 

1. 1.     A Priori

 

A priori and a posteriori are two of the original terms in epistemology (the study of knowledge). A priori literally means “from before” or “from earlier.” This is because a priori knowledge depends upon what a person can derive from the world without needing to experience it. This is better known as reasoning. Of course, a degree of experience is necessary upon which a priori knowledge can take shape.

Let’s look at an example. If you were in a closed room with no windows and someone asked you what the weather was like, you would not be able to answer them with any degree of truth. If you did, then you certainly would not be in possession of a priori knowledge. It would simply be impossible to use reasoning to produce a knowledgeable answer.

On the other hand, if there were a chalkboard in the room and someone wrote the equation 4 + 6 =? On the board, then you could find the answer without physically finding four objects and adding six more objects to them and then counting them. You would know the answer is 10 without needing a real world experience to understand it. In fact, mathematical equations are one of the most popular examples of a priori knowledge.

Interested in learning more about philosophy? Check out this five-star course on an introduction to philosophy and its different...

 

2. A Posteriori

 

Naturally, then, a posteriori literally means “from what comes later” or “from what comes after.” This is a reference to experience and using a different kind of reasoning (inductive) to gain knowledge. This kind of knowledge is gained by first having an experience (and the important idea in philosophy is that it is acquired through the five senses) and then using logic and reflection to derive understanding from it. In philosophy, this term is sometimes used interchangeably with empirical knowledge, which is knowledge based on observation.

It is believed that a priori knowledge is more reliable than a posteriori knowledge. This might seem counter-intuitive, since in the former case someone can just sit inside of a room and base their knowledge on factual evidence while in the latter case someone is having real experiences in the world. But the problem lies in this very fact: everyone’s experiences are subjective and open to interpretation. This is a very complex subject and you might find it illuminating to read this post on knowledge issues and how to identify and use them. A mathematical equation, on the other hand, is law.

 

3. Explicit Knowledge

 

Now we are entering the realm of explicit and tacit knowledge. As you have noticed by now, types of knowledge tend to come in pairs and are often antitheses of each other. Explicit knowledge is similar to a priori knowledge in that it is more formal or perhaps more reliable. Explicit knowledge is knowledge that is recorded and communicated through mediums. It is our libraries and databases. The specifics of what is contained is less important than how it is contained. Anything from the sciences to the arts can have elements that can be expressed in explicit knowledge. Get a taste of explicit knowledge for yourself with this top-rated course on learning how to learn and knowing how to tap in...

The defining feature of explicit knowledge is that it can be easily and quickly transmitted from one individual to another, or to another ten-thousand or ten-billion. It also tends to be organized systematically. For example, a history textbook on the founding of America would take a chronological approach as this would allow knowledge to build upon itself through a progressive system; in this case, time.

 

4. Tacit Knowledge

I should note that tacit knowledge is a relatively new theory introduced only as recently as the 1950s. Whereas explicit knowledge is very easy to communicate and transfer from one individual to another, tacit knowledge is precisely the opposite. It is extremely difficult, if not impossible, to communicate tacit knowledge through any medium.

For example, the textbook on the founding of America can teach facts (or things we believe to be facts), but someone who is an expert musician can not truly communicate their knowledge; in other words, they can not tell someone how to play the instrument and the person will immediately possess that knowledge. That knowledge must be acquired to a degree that goes far, far beyond theory. In this sense, tacit knowledge would most closely resemble a posteriori knowledge, as it can only be achieved through experience.

The biggest difficult of tacit knowledge is knowing when it is useful and figuring out how to make it usable. Tacit knowledge can only be communicated through consistent and extensive relationships or contact (such as taking lessons from a professional musician). But even in this cases there will not be a true transfer of knowledge. Usually two forms of knowledge are born, as each person must fill in certain blanks (such as skill, short-cuts, rhythms, etc.). You can better understand this theory and other ways we use knowledge with this video textbook on the psychology of learning.

 

5. Propositional Knowledge (also Descriptive or Declarative Knowledge)

 

Our last pair of knowledge theories are propositional and non-propositional knowledge, both of which share similarities with some of the other theories already discussed. Propositional knowledge has the oddest definition yet, as it is commonly held that it is knowledge that can literally be expressed in propositions; that is, in declarative sentences (to use its other name) or indicative propositions.

Propositional knowledge is not so different from a priori and explicit knowledge. The key attribute is knowing that something is true. Again, mathematical equations could be an example of propositional knowledge, because it is knowledge of something, as opposed to knowledge of how to do something.

The best example is one that contrasts propositional knowledge with our next form of knowledge, non-propositional or procedural knowledge. Let’s use a textbook/manual/instructional pamphlet that has information on how to program a computer as our example. Propositional knowledge is simply knowing something or having knowledge of something. So if you read and/or memorized the textbook or manual, then you would know the steps on how to program a computer. You could even repeat these steps to someone else in the form of declarative sentences or indicative propositions. However, you may have memorized every word yet have no ideas how to actually program a computer. That is where non-propositional or procedural knowledge comes in.

Now might be a good time to brush up on how we learn with this sweet course on how to base goals on what you want to learn in order to exceed your wildest dreams.

 

 

 

6. Non-Propositional Knowledge (also Procedural Knowledge)

Non-propositional knowledge (which is better known as procedural knowledge, but I decided to use “non-propositional” because it is a more obvious antithesis to “propositional”) is knowledge that can be used; it can be applied to something, such as a problem. Procedural knowledge differs from propositional knowledge in that it is acquired “by doing”; propositional knowledge is acquired by more conservative forms of learning.

One of the defining characteristics of procedural knowledge is that it can be claimed in a court of law. In other words, companies that develop their own procedures or methods can protect them as intellectual property. They can then, of course, be sold, protected, leased, etc.

Procedural knowledge has many advantages. Obviously, hands-on experience is extremely valuable; literally so, as it can be used to obtain employment. We are seeing this today as experience (procedural) is eclipsing education (propositional). Sure, education is great, but experience is what defines what a person is capable of accomplishing. So someone who “knows” how to write code is not nearly as valuable as someone who “writes” or “has written” code. However, some people believe that this is a double-edged sword, as the degree of experience required to become proficient limits us to a relatively narrow field of variety.

But nobody can deny the intrinsic and real value of experience. This is often more accurate than propositional knowledge because it is more akin to the scientific method; hypotheses are tested, observation is used, and progress results.

source:https://blog.udemy.com/types-of-knowledge/

[Paul Kojo Asare]

thanks for sharing my brother. 

I will like to add that we have about six type of knowledge and i will like to share as well.

There is so much disagreement over what are, exactly, the different types of knowledge that an agreed upon “master list” simply does not exist. This is because knowledge is purely philosophical; debates span centuries, arguments supersede fact and everyone has a different opinion about what is, or is not, knowledge.

What follows is a master list (although, of course, it won’t be agreed upon) of the different types of knowledge and theories of knowledge that are out there. Turn this newfound “knowledge” on yourself with this awesome class on how to take inventory of yourself and gain authentic self-...

 

1. 1.     A Priori

 

A priori and a posteriori are two of the original terms in epistemology (the study of knowledge). A priori literally means “from before” or “from earlier.” This is because a priori knowledge depends upon what a person can derive from the world without needing to experience it. This is better known as reasoning. Of course, a degree of experience is necessary upon which a priori knowledge can take shape.

Let’s look at an example. If you were in a closed room with no windows and someone asked you what the weather was like, you would not be able to answer them with any degree of truth. If you did, then you certainly would not be in possession of a priori knowledge. It would simply be impossible to use reasoning to produce a knowledgeable answer.

On the other hand, if there were a chalkboard in the room and someone wrote the equation 4 + 6 =? On the board, then you could find the answer without physically finding four objects and adding six more objects to them and then counting them. You would know the answer is 10 without needing a real world experience to understand it. In fact, mathematical equations are one of the most popular examples of a priori knowledge.

Interested in learning more about philosophy? Check out this five-star course on an introduction to philosophy and its different...

 

2. A Posteriori

 

Naturally, then, a posteriori literally means “from what comes later” or “from what comes after.” This is a reference to experience and using a different kind of reasoning (inductive) to gain knowledge. This kind of knowledge is gained by first having an experience (and the important idea in philosophy is that it is acquired through the five senses) and then using logic and reflection to derive understanding from it. In philosophy, this term is sometimes used interchangeably with empirical knowledge, which is knowledge based on observation.

It is believed that a priori knowledge is more reliable than a posteriori knowledge. This might seem counter-intuitive, since in the former case someone can just sit inside of a room and base their knowledge on factual evidence while in the latter case someone is having real experiences in the world. But the problem lies in this very fact: everyone’s experiences are subjective and open to interpretation. This is a very complex subject and you might find it illuminating to read this post on knowledge issues and how to identify and use them. A mathematical equation, on the other hand, is law.

 

3. Explicit Knowledge

 

Now we are entering the realm of explicit and tacit knowledge. As you have noticed by now, types of knowledge tend to come in pairs and are often antitheses of each other. Explicit knowledge is similar to a priori knowledge in that it is more formal or perhaps more reliable. Explicit knowledge is knowledge that is recorded and communicated through mediums. It is our libraries and databases. The specifics of what is contained is less important than how it is contained. Anything from the sciences to the arts can have elements that can be expressed in explicit knowledge. Get a taste of explicit knowledge for yourself with this top-rated course on learning how to learn and knowing how to tap in...

The defining feature of explicit knowledge is that it can be easily and quickly transmitted from one individual to another, or to another ten-thousand or ten-billion. It also tends to be organized systematically. For example, a history textbook on the founding of America would take a chronological approach as this would allow knowledge to build upon itself through a progressive system; in this case, time.

 

4. Tacit Knowledge

I should note that tacit knowledge is a relatively new theory introduced only as recently as the 1950s. Whereas explicit knowledge is very easy to communicate and transfer from one individual to another, tacit knowledge is precisely the opposite. It is extremely difficult, if not impossible, to communicate tacit knowledge through any medium.

For example, the textbook on the founding of America can teach facts (or things we believe to be facts), but someone who is an expert musician can not truly communicate their knowledge; in other words, they can not tell someone how to play the instrument and the person will immediately possess that knowledge. That knowledge must be acquired to a degree that goes far, far beyond theory. In this sense, tacit knowledge would most closely resemble a posteriori knowledge, as it can only be achieved through experience.

The biggest difficult of tacit knowledge is knowing when it is useful and figuring out how to make it usable. Tacit knowledge can only be communicated through consistent and extensive relationships or contact (such as taking lessons from a professional musician). But even in this cases there will not be a true transfer of knowledge. Usually two forms of knowledge are born, as each person must fill in certain blanks (such as skill, short-cuts, rhythms, etc.). You can better understand this theory and other ways we use knowledge with this video textbook on the psychology of learning.

 

5. Propositional Knowledge (also Descriptive or Declarative Knowledge)

 

Our last pair of knowledge theories are propositional and non-propositional knowledge, both of which share similarities with some of the other theories already discussed. Propositional knowledge has the oddest definition yet, as it is commonly held that it is knowledge that can literally be expressed in propositions; that is, in declarative sentences (to use its other name) or indicative propositions.

Propositional knowledge is not so different from a priori and explicit knowledge. The key attribute is knowing that something is true. Again, mathematical equations could be an example of propositional knowledge, because it is knowledge of something, as opposed to knowledge of how to do something.

The best example is one that contrasts propositional knowledge with our next form of knowledge, non-propositional or procedural knowledge. Let’s use a textbook/manual/instructional pamphlet that has information on how to program a computer as our example. Propositional knowledge is simply knowing something or having knowledge of something. So if you read and/or memorized the textbook or manual, then you would know the steps on how to program a computer. You could even repeat these steps to someone else in the form of declarative sentences or indicative propositions. However, you may have memorized every word yet have no ideas how to actually program a computer. That is where non-propositional or procedural knowledge comes in.

Now might be a good time to brush up on how we learn with this sweet course on how to base goals on what you want to learn in order to exceed your wildest dreams.

 

 

 

6. Non-Propositional Knowledge (also Procedural Knowledge)

Non-propositional knowledge (which is better known as procedural knowledge, but I decided to use “non-propositional” because it is a more obvious antithesis to “propositional”) is knowledge that can be used; it can be applied to something, such as a problem. Procedural knowledge differs from propositional knowledge in that it is acquired “by doing”; propositional knowledge is acquired by more conservative forms of learning.

One of the defining characteristics of procedural knowledge is that it can be claimed in a court of law. In other words, companies that develop their own procedures or methods can protect them as intellectual property. They can then, of course, be sold, protected, leased, etc.

Procedural knowledge has many advantages. Obviously, hands-on experience is extremely valuable; literally so, as it can be used to obtain employment. We are seeing this today as experience (procedural) is eclipsing education (propositional). Sure, education is great, but experience is what defines what a person is capable of accomplishing. So someone who “knows” how to write code is not nearly as valuable as someone who “writes” or “has written” code. However, some people believe that this is a double-edged sword, as the degree of experience required to become proficient limits us to a relatively narrow field of variety.

But nobody can deny the intrinsic and real value of experience. This is often more accurate than propositional knowledge because it is more akin to the scientific method; hypotheses are tested, observation is used, and progress results.

source:https://blog.udemy.com/types-of-knowledge/