|
Appendix:
Methodology Used in the Learning Circles
Most of the conclusions contained in the strategy paper developed by Conectándonos al Futuro arose from the work carried out by six sectorial working groups, or learning circles: local development, rural development, education, migration, micro-small-medium enterprise, and large organizations.
Composition of the circles
The six learning circles were made up of an average of ten representatives from public institutions, non-governmental organizations, academic institutions, and private enterprise. These individuals were selected by Conectándonos al Futuro on the basis of three criteria: interest in the issue of learning, leadership or representation in their sector, and availability. The project coordinators also sought to ensure a broad diversity of institutions. Each circle was facilitated by a hired staff member; the two project coordinators each participated in three of the six circles [see list of participants].
The circles also relied on the experience of outside experts and representatives of other leading organizations in the field, as well as case studies[1], best practice forums, and international electronic dialogues.[2]
Steps taken
A seminar on the nature of a learning society and its applicability to El Salvador (Learning Circles Inauguration, July 23, 1998), in which the strategic planning methodology was defined along with the goals of each circle, was useful in defining the scope of the work ahead. The circles then began meeting two or three times per month, for approximately three-hour sessions, from July 1998 to April 1999.
A meeting among all the circles (Seminar to Share Experiences among Learning Circles, December 15, 1998) helped share analysis criteria used, set up exchange dynamics among groups, and compare experiences.
Finally, each circle presented its draft product at a national seminar open to the public in general, on April 22, 1999, which helped validate the proposals and secure additional input through discussion groups.
Following the seminar, the circles finalized their reports and proposals, which were integrated as an overall strategy document by the project’s two coordinators.
Methodology
The circles followed a series of logical steps betwen July 1998 and April 1999:
- Vision of the circle related to learning society objectives: what do we want for our sector in regard to information and knowledge?
- Mission of the circle in light of the challenge posed by the vision – potential scope of future projects and initiatives: what is our role as a learning circle in attaining the mission goals?
- Analysis of the respective sector and its different players, categorization of stakeholders, definition of hierarchical and horizontal relationships among them.
- Megatendencies at the international, regional, national, and sectorial levels; dynamics and intensity of each tendency, weighting of forces.
- Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis in the given sector with regard to information and knowledge.
- Strategic areas based on the above: what are the priority areas for building on opportunities and strengths while overcoming weaknesses and threats?
- Critical issues, or principal bottlenecks for each strategic area, and setting of priorities.
The analysis of each critical issue includes the following stages:
- Documentation, data, and investigation relating to the issue.
- In some cases, relevant case studies, both local and international.
- Analysis of knowledge flows related to that critical issue: weaknesses and strengths in the creation, recording, dissemination, storage, access, assimilation, application, and systematization of knowledge and information (see Diagram).
- Identification of the probable causes of the issues identified, which could be related to systems and processes, institutions and individuals.
- Conclusions, prioritizing most relevant critical issues and directions for action.
A knowledge flow model was used to facilitate analysis, as it allowed for more precise identification of problems related to the circulation of information and knowledge:
Model of knowledge and information flows [3]
K=knowledge I=information
© Michel Menou, CIDEGI
Each circle drew up a set of proposals for action, using logical framework analysis. Four types of initiatives were proposed:
- Projects unique to each circle – innovative efforts aimed at building new learning dynamics related to the creation, dissemination, assimilation, and application of knowledge and information.
- Initiatives which overlap with other learning circles.
- Proposals to enhance ongoing initiatives, in order to leverage their support for learning in the respective sector.
- Recommendations for public policies aimed at building an enabling environment for the previous initiatives.
Notes:
1. See Appendices – "Summaries of case studies and fieldwork". [return]
http://www.vita.org/technet/esls/ contains the full text of the electronic conference held in February and March 1999; see also Appendix – "Electronic Conference". [return]3. The inside arrows represent a first circuit, after which the knowledge base and stock of information increase, building a virtuous circle of knowledge and information growth, and leading to enhanced processes represented by the outside arrows. [return]
All rights reserved. Permission is granted to reproduce all or part of this publication as long as the complete source is cited: Conectándonos al Futuro de El Salvador, "Strategy for Building a Learning Society", San Salvador, 1999, http://www.conectando.org.sv/English/Strategy/
