IKM strategy of the IEP

1
IKM strategy of the IEP ? aims to create a
network of informed users who generate, retrieve,
share information ? aims to add value to the
knowledge of the network by identifying and
promoting existing expertise
2
Objectives 1) create a virtual community for
communication and sharing of information 2)
create a knowledge space around the work of
foundations (what knowledge exists, where) 3)
support information processes within strategies
and projects.
3
Create virtual community for communication and
sharing of information - set-up of usable and
useful tools (listservs, website, newsletter) -
provision of timely and relevant information.
4
Create a knowledge space around the work of
foundations (what knowledge exists, where) -
set-up of databases (of experts, of know-how, of
lessons learnt, of structured knowledge
(strategies, reports)) - support sharing of
relevant materials created in the network -
support research and publications - support
partnerships and co-operation.
5
Support information processes within strategies
and projects - INTERNAL TO PROJECTS support the
creation of the information loop for project
management - MAPA - EXTERNAL TO PROJECTS
provide advice and information on education
information systems and on the use of information
to support change in education.
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Support the creation of the information loop for
project management - provide methodology and
support for participatory planning and
evaluation - encourage co-operation within the
network for designing, planning and evaluating
projects - support in-country development of
partnerships around project planning and
evaluation.
7
Provide advice and information on education
information systems and on the use of information
to support change in education - provide
references, materials, updated information -
support discussions and debate around topics of
common interest for supporting change in
education - identify and document specific
information-related issues in specific projects -
ex POLICY PROGRAMMES.
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POLICY PROGRAMMES a) analytical studies issues
related to information (mainly, dialogue with
policy-makers, and political bias) - too many
studies, of the wrong sort - language of the
studies not understood by practitioners -
contradictory analyses, poor-quality analyses,
too broad analyses, delayed analyses - failure to
also also define the problems analytically - fail
to provide alternative solutions, to offer
options of dealing with uncertainty
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b) policy-making issues related to sharing of
information - hierarchical decision-making
processes (fail to take into account more
perspectives) - fail to have relevant analyses to
rely upon - fail to have alternative sources of
information - fail to have clear problem
formulation - fail to see interaction at the
centre of democratic policy formulation - fail to
open the agenda to relevant issues - policy
processes fail to be learning processes
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c) policy implementation - information generated
at the implementation phase is not fed back to
the policy-making process - fail to monitor
implementation - fail to evaluate -
implementation often left to bureaucratic
institutions enter hierarchical systems - rarely
policy evaluation processes
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Inequalities of information, education and
socialisation converge. Lindblom, Woodhouse -
referring to the creation of democratic
policy-making process gt we work with many
embedded processes - and if we take care to open
them all, and to embed our values in the way we
share and use information, in the way we conceive
education systems, in the way we support the
policy processes - the spiral will be towards
democracy and increased knowledge, rather than
the vicious circle of promoting social
inequality. (no ideological message intended...)