art of ke primer final

7/29/2019 Art of Ke Primer Final

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THE ART OF

KNOWLEDGE

EXCHANGE

A Primer for Government Officials andDevelopment Practitioners


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The ArT of

KnowledgeexchAngeA Primer or Government Ofcials and

Development Practitioners


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AcknOwleDGements

thi pubiaio i a produ o h kodg exhag Prai o h word BaIiu. th ai auhor o h pubiaio i svi siavi; ih krior tagri ad

mio Grigorov providig rarh ad dioria uppor. A adviory pa o xpr

opriig Jua Bazquz Ai, Phiip karp, eriqu maruri, ad Dai s rrd

h pubiaio ad providd houghu o ad uggio o ha i

ovra quaiy. th pubiaio a prpard udr h gra guida o Aihio

nihio, Diror o Opraio, wBI ad Ha Frar, maagr, kodg exhag

Prai, wBI. A dir ag h prir bfd ro h o o Oar d

Bruy kop, Brigi krby-Dia, s Jau, shobha kuar, Aaro loard, nioa

myr, laia sou-Gao, nioa sihr, Da thopo, Dgi Youg (a wBI)

ad Gorgia wihr o GiZ.


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TABle of conTenTS

I. IntrODuctIOn 2

II. unDerstAnDInG knOwleDGe excHAnGes 5

III. tHe knOwleDGe excHAnGe lIFe cYcle tHe sIx elements

OF A successFul sske 9

IV. HOw cAn tHe wOrlD BAnk AssIst YOu? 28

V. ADDItIOnAl resOurces 29

VI. GlOssArY OF terms 31


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04 IntroductIon

I. InTroducTIon

In 2009, in the midst o the nancial crisis, analysts were concerned that banks in Nepal weredangerously overexposed to infated real estate and equity markets. Nepals Central Bank (NRB)decided to evaluate its commercial banks, but needed outside expertise and assistance or stress-testing its banks and assessing the damages that could result rom economic shocks. StandardInternational Monetary Fund (IMF) models or evaluating banks in developed economies, however,proved too complex and were unsuitable or the circumstances o a small developing country.

Meanwhile, the State Bank o Pakistan (SBP) had been carrying out quarterly stress-testing obanks in Pakistan. Upon hearing about SBPs capabilities rom the World Bank, NRB leadership waseager to learn how to apply Pakistans regulatory analysis in Nepal. The World Bank acilitated andunded a knowledge exchange between the two central banks so that NRB sta could learn to use

a simplied stress-testing, scenario-based model to evaluate the nancial stability o Nepals banks,develop regulations to maintain the stability o banking institutions, and establish contingencyplans in the case o ailure o a Nepalese bank.

This story demonstrates the power o doing development dierently. Nepal is very motivated tosolve a pressing problem. It actively shops or a solution: the standard model is not suitable, butthe Pakistani model is. Pakistan is eager to share its model with Nepal. Nepal adopts and adaptsit, and it works.

The World Bank expert involved in this exchange reaches beyond his comort zone: he doesnot prepare a loan, nor does he provide the expertise himsel. Rather, he brokers the exchange:knowing the demand, he mobilizes the supply and acilitates the learning. As he watches Nepal andPakistan learn, he also learns and brings this knowledge to the World Bank.

In the changing development landscape, this scenario is increasingly common. The demand orpractitioner knowledge and customized transormational learning has moved to the oreront othe development agenda. Government ocials and development practitioners want to connectwith peers in similar situations and learn the how-to o reorm processes. There is a growingrecognition that developing countries have the knowledge o what worksand what doesnttogenerate growth.

South-South Knowledge Exchange (SSKE) connects government ocials and practitioners to oneanother so they can learn rom each others practical experiences. SSKE oers the opportunity oan inclusive global partnership to help countries seeking a new approach or new partner to achievesustainable development results.

In this guide, knowledge sharing among developing countries is reerred to asSouth-South knowledge exchange (SSKE). Through SSKE, government ofcialsbecome more efcient and eective in identiying, designing, implementing, andmeasuring development solutions.

The demAnd for A SouTh-SouTh Knowledge exchAnge PrImer

As countries take a more proactive role in exchanging development knowledge with their peers,there is a growing demand or resources on how to best plan, design, implement, and assess

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05IntroductIon

the eectiveness o these exchanges. In response, the World Bank has developed this guide. Itspurpose is to explain the lie cycle o South-South Knowledge Exchanges (SSKE) so that countriescan better plan and implement knowledge exchanges.

The guide summarizes the lessons learned and good practices observed by countries aroundthe world that have participated in SSKE. Conceived as a primer, the guide oers an overview oSSKE, breaking it into simple steps, with practical tips and lessons learned. As a primer, the guidedoes not present a one-size-fts-all model o capacity development, nor a turnkey rameworkor a successul knowledge exchange. Rather, it oers government ofcials and developmentpractitioners a ramework with concrete steps and suggestions to use when developing their ownunique exchanges.

Development practitioners and policymakers are eager to explore new ideasand approaches, learn rom each other, share their own experiences, and buildhorizontal partnerships based on equity, trust, mutual beneft, and long-term

relationships.

who IS ThIS guIde for?

Successul knowledge exchanges involve many dierent partners and stakeholders who ulfll importantroles during the exchange. This guide is or government ofcials and development practitioners at thenational or state level, regardless o the specifc role they play in an exchange.

As an overview o all the elements to consider during a knowledge exchange, the guide presentsinormation or all, whether you are involved in the planning, implementation, or evaluation o anexchange. It is meant or both primary learners and knowledge providers, regardless o your levelo experience with knowledge exchanges.

whATS InSIde ThIS guIde?

Identiying the right peers, planning or the exchange, and making it happen can be a majorundertaking. This guide takes the guesswork out o the process by explaining the South-SouthKnowledge Exchange lie cycle in simple steps.

The guide will help you to

defne your goals.

identiyappropriate knowledge exchange partners.

design the knowledge exchange.

implement the knowledge exchange.

collect lessons learned and share results.


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We found that our peers in other countries face many of the same problems we face. Civil society and professionalassociations are really empowered and get involved in the process of medical licensing. It really helps make theprocess transparent and accountable.

Phan Thi HaiMedical Service Administration, Ministry of Health, Vietnam

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07UNDERSTANDING KNOWLEDGE EXCHANGES

TyPeS of Knowledge And Knowledge ShArIng

Lets start with the concept o knowledge. We can defne it as inormation, acts, data, know-how,and experience. Within this defnition, we can distinguish between two types o knowledge, explicitand tacit. Explicit knowledge can be codifed and written down to be shared. Academic papers,books, or data are typically considered explicit knowledge; so is this guide.

Tacit knowledge, on the other hand, is non-codifed, unarticulated knowledge that you and yourpeers carry in your heads. It is hard to ormalize and communicate because it is rooted in experience,insight, and intuition. Tacit knowledge can be shared best through knowledge exchanges.

This distinction between explicit and tacit knowledge is important. Take a look at the image on thenext page. I we think o knowledge as an iceberg, the explicit knowledge is the small portion thatshows above the water line. Even with all the books and articles being shared around the world, themajority o knowledge, that is, the tacit knowledge sitting in peoples heads (or underwater, in themetaphor) would be let untouched and thereore unused.

Just as with knowledge itsel, we can distinguish two main orms o knowledge sharing. unidirectionalknowledge sharing reers to users accessing explicit, written knowledge materials. mltidirectionalknowledge sharing reers to peers directly sharing their experiences and practices.

why SouTh-SouTh Knowledge exchAnge

Government ofcials and development practitioners increasingly want more than explicit knowledgeand unidirectional knowledge sharing. They want to be directly connected to peers who acesimilar challengesto learn rom practical experiences the how-to o development and policyreorms. This interaction can enrich the analysis and understanding o their own circumstances,opportunities, and constraints.

Lessons drawn rom the practical experience o others who have recently addressed similarchallenges can improve stakeholder buy-in and create an enabling environment or designingand implementing development initiatives and reorms. Knowledge exchange provides space orlearning and strengthens policymakers capacity to take charge o their own development processes

by identiying, designing, implementing, and evaluating solutions. With this more efcient andeective process, countries witness an overall improvement in perormance.

The majority of books and articles published on country development worldwidestill come from high-income countries. Documenting and sharing explicitknowledge from SSKEs is a good way to democratize development.

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II. underSTAndIng

Knowledge exchAngeS


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As the demand or tacit knowledge has risen, so has the demand or a more diverse pool oknowledge providers. There is a growing recognition that developing countries have the knowledgeo what worksand what doesntto generate growth. Developing countries have become an

important source o development knowledge transer. Thus knowledge exchange constitutes oneo the most important orms o South-South and triangular cooperation.

whAT IS TrIAngulAr cooPerATIon?

Triangular cooperation involves three partners. It combines the strengthso traditional donors, multilateral institutions, and providers o South-Southcooperation to implement knowledge sharing programs in benefciary countries(primary learners). Triangular cooperation provides access to diverse butcomplementary intellectual capital.

Multilateral institutions and traditional donors oten play the role o brokers, but

they can also provide expertise and knowledge, while strengthening the capacityo developing countries as providers o development cooperation.1

why counTrIeS PArTner In SSKe: IncenTIveS And BenefITS

K Pis: Countries increasingly want to become primary knowledge providers ormany reasons. Here are just some o the benefts.

1 For more information on triangular cooperation, see http://www.oecd.org/dataoecd/62/54/44652734.pd.

20% exPlIcIT Knowledge

80% TAcIT Knowledge

sOurce: OlIVIer serrAt, AsIAn DeVelOPment BAnk (2008)

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09UNDERSTANDING KNOWLEDGE EXCHANGES

Political benefts: Participating in knowledge exchanges allows countries to establish newrelationships with other countries, complementing trade and political dialogue.

Economic benefts: Participation can lead to uture business opportunities as ofcials gain abetter understanding o oreign markets and improve inter-country cooperation. Engaging inSSKE also shows solidarity with other countries and can improve regional integration.

Increased visibility: Countries become knowledge providers to showcase their successuldevelopment experiences and increase their global visibility. More and more middle incomecountries use knowledge exchanges to present themselves as centers o development andinnovation.

Validated fndings and eedback: Knowledge providers oten receive valuable eedback duringknowledge exchanges and can use the interactions with their peers to validate their previousfndings. Knowledge providers can become learners during exchanges and are able to considertheir project rom various perspectives.

Increased knowledge stock: Research on learning shows thatinteracting with others and adaptingknowledge to a new environment can add to your knowledge stock and help you internalize yourown lessons learned. Sharing knowledge with others involves critically and analytically rethinkingthe observations you want to share; so you learn in the process.

While we teach, we learn.

- Seneca

whAT Are Knowledge huBS?

A knowledge hub is a country-led institution or inter-institutional platorm. It can bepublic or private. A hub supports and connects national actors, mainly developmentpractitioners, to external peers and partners who oer or seek developmentexperience and expertise.

In policy terms, a knowledge hub is ideally ramed by a strategic approach to knowledgeexchange as a tool to achieve development results and strengthen local capacity. In practicalterms, it acilitates and coordinates national actors who are willing to engage in knowledge

exchange with other Southern countries around relevant development experiences.

A hub provides practical tools or the identifcation o relevant experiences as wellas or the design and implementation o result-based knowledge exchanges. Italso acilitates access to unding o knowledge exchange initiatives and engages inpartnerships, nationally and internationally, with other knowledge institutions andmultilateral organizations.

A number o countries are developing or strengthening their knowledge hubs,including South Arica, Indonesia, Singapore, China, Mexico, and Brazil.

The road to learning by precept is long, but by example short and eective.

- Seneca


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10 UNDERSTANDING KNOWLEDGE EXCHANGES

Knowledge recipients and primary learners: Knowledge recipients usually gain the most romdemand-driven knowledge exchanges, receiving a variety o benefts.

Better understanding of their circumstances: Lessons drawn rom the practical experience o

others can enrich the analysis and understanding o countries own circumstances, opportunities,and constraints, allowing or more holistic solutions. Knowledge exchanges enable countries tovalidate their ideas and seek input and advice.

Exposure to best practices and success stories: Countries can learn rom their partners aboutapproaches and tools that worked wellor ailed. They can gain valuable insights into successuland innovative models and examples rom other countries and can adapt these to their localcontexts or eective capacity development.

Strengthened endogenous capacity development: Knowledge exchanges can improvestakeholder buy-in and provide space or learning. They also strengthen policymakers capacityto lead their own development process.

Increased cost-effectiveness through proven technologies: Knowledge recipients may gain

access to tested and adapted technology, tools, and theories without having to reinvent thewheel. As a result, countries can save signifcantly on cost and time as knowledge exchangespromote smart use o resources.


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11The Knowledge exchange life cycle

While every knowledge exchange is dierent, nearly all comprise certain important elements.(Please note that these elements do not necessarily occur in any defned order.) The brokering stageo the exchange includes matching the supply and demand between the prospective knowledgepartners to achieve the defned goal. Exchange organizers secure unding, plan and design theexchange, and decide how to share knowledge among the partners. They implement the exchange

and document, evaluate, and share the results and outcomes.

There are six dierent elements o a knowledge exchange engagement. You need all six or asuccessul exchange. Each element is critical in its own right.

Element 1 Defning your goals

Element 2 Brokering: Identiying appropriate knowledge exchange partners

Element 3 Financing the knowledge exchange

Element 4 Designing the knowledge exchange

Element 5 Implementing the knowledge exchange

Element 6 Collecting lessons learned and sharing results

III. The KnowledgeexchAnge lIfe cycle The SIx elemenTS of A SucceSSful SSKe

Tab 1. St St K ea li

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12 The Knowledge exchange life cycle

1. defning your goals:You need to anchor the knowledge exchange in the development

goals and development outcomes your country is trying to achieve. As the knowledge seeker,

beore beginning any knowledge exchange you should ask yoursel the key question, What

positive outcome are we seeking in my country and what do I need to learn to contribute tothis change? Learning goals should align with decision-makers priorities and their ability

to ocus on and implement targeted changes. I you are approaching the exchange as the

knowledge provider, you should also ask proposed knowledge seekers this question, so that

the initiative can be designed to meet these objectives.

2. Brokering: Ientiying appropriate knowlege exhange partners: Once you have identifed

the learning goals, you need to strategically match the demand and supply sides o the knowl-

edge exchange. This means making sure participants have relevant experience to share and are in

key positions to eect change. I you are the knowledge seeker, key questions to ask yoursel are,

What country is the right match or my learning needs? What country has gone through similar

challenges? Who has the knowledge I need? As a knowledge provider, you should ask, Whatexperience or knowledge exists in my country that other countries might want to learn rom? What

is the best mechanism to make this knowledge available to my knowledge exchange partners?

3. inaning the knowlege exhange: Another key element in the SSKE lie cycle is unding the ex-

change. You will need to make sure all relevant resourcessustainable unding, stafng, technology,

and implementing institutionsare available to support an ongoing knowledge exchange.

4. designing the knowlege exhange: For thisphase you will select an eective learning de-

sign and the most suitable instruments and activities to meet the knowledge seekers learning

goals. These are described in detail.

5. Implementing the knowlege exhange: Here is where the real action happens, as knowledge

partners meet and exchange experiences. You mustthis is criticaluse available resources e-

ectively and implement the knowledge exchange instruments through thoughtul project man-

agement. Doing so increases exponentially your knowledge exchanges chances o success.

6. colleting lessons learne an sharing results: Ater completing the knowledge exchange,

you need to promote and maintain continued interactions both between countries and within

each participating country to sustain learning. You will need to schedule recurrent interaction,

not just a single ollow-up session.

Knowledge exchanges allow learners to replicate and scale up best practicesthat worked or other countries. But one o the greatest strengths o SSKE is thatit helps countries avoid pitalls by learning about approaches that did not work.Ask your knowledge exchange partner about common mistakes or ideas that,in the fnal analysis, were ineective or costly. With this inormation, you can besure not to make the same mistake.


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Knowledge exchAnge AcTorS, roleS, And reSPonSIBIlITIeS

Successul knowledge exchanges involve a variety o partners and stakeholders, who, throughout

the lie cycle, ulll important roles and tasks. While every knowledge exchange is dierent, anumber o key roles are central to all exchanges. Note that actors can ulll more than one roleover the course o the exchange.

Most South-South knowledge exchanges connect two or more countries and their institutions,where one is the primary knowledge providerand the other the primary learner. This inter-countrypartnership is the core o the exchange.

A brokermatches and connects the partner countries, while a fundernances the exchange.

The partnering countries usually select the people or the planning and coordinating team thatleads the exchange. Members o the team may act as facilitators, running workshops, conerences,and study tours. Alternately, the planning team may hire outside consultants and vendors to handlethese tasks.

The oundation o the exchange is its stakeholders, participants, and change agents.Its successdepends on having the right individuals, groups, and institutions involved; these should representa broad group o interests in both partner countries.

Next, you will nd lessons and recommendations or creating successul knowledge exchangeprograms. We have structured the lessons along the lie cycle, and explain key concepts usingexamples rom past exchanges.

defInIng your goAlSKnowledge exchange can be a highly successul tool or mutual learning. But like any good capacitybuilding approach it should be anchored in the broader development context, and nationalpriorities should drive its agenda.

So, what is a development goal? How can SSKE help in achieving this goal? A development goalstates the broad objective a country hopes to achieve. It should provide clear economic and socialvalue to targeted beneciaries.

To achieve its national goals, a country must have the institutional capacity to do sowhich meanshaving adequate ownership and interaction between key stakeholders, a solid legal and institutionalramework, and the ability to eciently and eectively deploy resources.

The aim o the SSKE is to strengthen a countrys capacity to advance national goals. The knowledgeexchange organizers, thereore, need to engage individuals who can infuence these institutions orinitiate or drive a change process. This is where the SSKE impact starts. The knowledge exchangeaects local agents, increasing their skills, knowledge and motivation; they then eect a change

in institutional capacities, which contributes to achieving the development goals. Knowledgeexchange, alone, will not enable countries to achieve their development goals, yet should contributeto its achievement.

Beore committing to a ull-fedged knowledge exchange initiative ask yoursel these questions:

What development goal do I want to contribute to with this knowledge exchange?

What are the main constraints hindering the achievement o these goals?

What should change as a result o this knowledge exchange? (capacity objective)

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Defning your goal or goals is the frst step in the SSKE lie cycleand it is a critical one. Well-articulated goals are imperative or the success o the initiative and or results measurement. Withclear goals you will be able to prioritize what is important and what is not, and appropriately guidethe other elements o the lie cycle.

Tabl 2. how SSKe contributs to dvlopmnt goals an Institutional capaity Builin

The wise man learns from the mistakes of others.

- Otto von Bismarck


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exAmPle 1: suPPOrtInG ADmInIstrAtIVe reFOrm OF sOcIAl securItY In VIetnAm

The Government o Vietnam wanted to reorm its inadequate social security administration tobecome modern, air, and transparent (dvop goa). The government identifed key areasthat needed attention: a ragmented legal ramework, poor coordination and inormation sharingbetween government agencies, lack o knowledge about social security laws and complianceprocedures, inadequate proessional skills, and inadequate ICT systems(iiioa hag).The Vietnamese ofcials especially wanted to learn about the business processes, inormationmanagement systems, and IT solutions that had allowed other countries to reorm their systemsor administering old age pensions and health insurance(aig d of idivida).

exAmPle 2: DAIrY sectOr reFOrm PrOJect In tAnZAnIA

The Government o Tanzania realized that improving the dairy sectors would increase incomeor small rural households (dvop goa). Tanzania had established a National DairyDevelopment Board (NDDB) to strengthen its dairy sectors, but dairy output remained constrainedby weak production, processing, and marketing techniques; slow uptake o technology; problemsin the dairy regulatory environments; and inconsistencies in the organization o village-baseddairy cooperatives (iiioa hag). The Ministries o Agriculture and NDDB ofcials

had limited technical and administrative capacity to overcome these hurdles and guide growthin the sector; they wanted to enhance their knowledge and skills to promote a comprehensiveplan and build consensus or dairy sector reorm (aig d of idivida).

IdenTIfyIng APProPrIATe Knowledge

exchAnge PArTnerS

A key challenge in creating knowledge exchanges is fnding the best match o demand and supply.While all participants in the exchange are to some extent both learners and knowledge providers, inmost cases you will have primary knowledge providers and primary learners.

What makes or the most suitable match between knowledge providers and specifc learners?At the matchmaking stage, a prerequisite is that exchange practitioners know enough about theparticipating countries needs and comparative advantages. In other words, beore a country can setout to fnd a knowledge exchange partner, its goals need to be clearly defned, as described above.In what area is the learner seeking knowledge, or can the provider identiy lessons and experiencesto share? In many instances, the roles o the providers and recipients are not very distinct; when thisis this case, you can design the knowledge exchange or mutual learning and sharing.

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Also, at this stage it is important to be clear about who the change agents are. What are the profleso the participants you want in the knowledge exchange? Ask yoursel, Which people or groupsare most likely to make the change happen? Why are they the best placed to do so? Consider who

can and will initiate and manage the changes needed to address the capacity constraints. Thesechange agents might be rom just one institution or a mix o individuals, groups, and institutions.

Consider the ollowing when selecting the participants:

Who will champion the cause and make the envisioned change happen?

How does the persons role or status help him/her contribute to the exchange and its atermath?

Are dierent change agents needed to achieve dierent outcomes?

What incentives do participants have to apply their learning as expected?

To identiy the right match, or peer, on the knowledge provider side, you need to know the learningneeds and participant profles o the knowledge seeker.

Having the right knowledge providers is key to a successul knowledge exchange. Knowledgeproviders can be individuals, groups, or institutions hailing rom the private, public, or civil sector.They can come rom the same region as the knowledge seeker or rom somewhere very distant.

In identiying the most appropriate knowledge provider, ask yoursel, Which individuals or groupshave the most relevant and transerable knowledge and experience to share? Do they have theresources and capacity to share it?

how to select te ideal knowledge provider

You can use this list o criteria when selecting knowledge exchange partners:

Demonstrated success in eectively addressing similar development challenges

Relevant experience in providing knowledge, receiving delegations, and applying the proposedknowledge exchange methods

Available resources to plan and implement the knowledge exchange in the proposed time rame

Readiness to deliver, supported by confrmed commitment and a clear distribution o responsibilities

Prior relationships between knowledge-provider and knowledge-receiving institutions, groups,or individuals

Understanding o potential logistical issues and risks, such as translation needs and travel challenges

The knowledge provider(s) may change or any number o reasons as planningprogresses. This is a natural part o the process, so dont get discouraged.Finding the right match o participants is what counts. The ideal knowledgeprovider is both available and willing to share the details o its developmentexperiencebut the ideal doesnt always happen.


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for Knowledge SeeKerS

To develop an efcient knowledge exchange, frst identiy your needs anddescribe your demands.

Be sure to target and engage the appropriate change agentspeople orgroups best positioned to initiate and manage the changes you want.

Be proactive in discerning your developmental needs and show commitmentand ownership or long-term sustainability o learning outcomes.

h t st t ia as a ats

When considering whom to invite (and whom not), work with your knowledge exchange partnersand any participants you have already identifed. Your participants should be well positioned to

leverage their experience. Who is best placed to beneft rom the knowledge exchange and act onwhat theyve learned?

Change agents play a critical role. They initiate and manage the change process. Seek the championso the desired resultthose who are open to reorm and who will drive the desired change.

chAnge AgenTS An exAmPle

The change agents relevant to a particular program might or might not bethe same as the organization(s) targeted or change. For example, i the goalis to improve parliamentary oversight, the agents o change could include the

ollowing:

Parliament itsel (or particular employees or groups o employees), in which casethe agent o change would also be part o the targeted capacity actor.

Outside parties such as (a) civil society or media organizations that put pressureon Parliament or better accountability and (b) capacity-building organizationsthat help to enhance skills o Parliament sta to improve the oversight unction

mAKe The moST ouT of your BudgeT

When designing a knowledge exchange, you have a large variety oinstruments and activities to choose rom. All have their merits andassociated costs. In the next section, you will fnd guidelines on how to pickthe most eective tools or your circumstances, budget, and learning goals.


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exAmPle 1: suPPOrtInG ADmInIstrAtIVe reFOrm OF sOcIAl securItY

In VIetnAm

In this knowledge exchange, change agents included key Vietnamese Social SecurityAdministration sta at headquarters and three provincial ofces, technical sta romall related technical departments, as well as a wider audience o Vietnamese ofcials(including the Ministry o Labor and Social Aairs and the Ministry o Finance), civilsociety, and think tanks. The desired goal was to design and monitor a comprehensivereorm program to modernize Vietnams social security system; this large undertakingwould only be successul i consensus among all the stakeholders could be built.

In terms o knowledge providers, the Government o Vietnam wanted to learn rom the expe-riences o other middle-income countries that had modernized their systems or old age pen-sions and health insurance. Vietnam was particularly interested in countries that had imple-

mented World Bank projects or social security reorm. So, it selected Latvia, Bulgaria, andTurkey as suitable knowledge exchange partners. The Social Security Agencies (SSA) in thesecountries had managed business process re-engineering and implemented inormation andcommunication technology (ICT) upgrades. They also had managed their human resourcesand established procedures or overseeing and managing social insurance reserves.

exAmPle 2: DAIrY sectOr reFOrm PrOJect In tAnZAnIA

In Tanzanias case, the change agents included representatives rom Tanzanias National DairyBoard and the Ministry o Agriculture. These institutions are responsible or dairy policies andsector oversight and are uniquely suited to improve the operational efciency o the dairysupply chains. Leading dairy producers, processors, and distributors were also included in theexchange as they can push or greater reorms and will eventually also beneft rom havinga better system. They are proven champions o reorm and were selected because o theirdesire to apply learning and share it with others.

As or the suitable knowledge provider, Tanzania picked Indias National Dairy DevelopmentBoard and the Gujarat Cooperative Milk Marketing Federation. The Indian National DairyBoard, apreeminent oversight agency, was instrumental in catalyzing the countrys WhiteRevolution, which led to an increase in Indias milk production rom 20 million to 100 millionmetric tons in only 40 years, turning India into the largest milk producer in the world. Indias

National Dairy Development Board was interested in sharing its experiences analyzingconstraints and restruturing dairy operations, and brought a proven track record in undertakingexchanges worldwide. Gujarat Cooperative was picked as it could provide direct linkages toa cooperative that dramatically scaled up its operations, especially through its global brandAMUL. Both organizations had confrmed resources to deliver all exchange activities withinthe noted time rame.


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fInAncIng your Knowledge exchAnge

Knowledge exchanges are generally considered a cost-eective capacity development tool:

countries learn rom each others development experiences. Nevertheless, to get the most out oSSKE, just-in-time, adequate, and sustained unding is a prerequisite. You need adequate undingto nance, or example, a study tour or an expert visit; and you need sustained unding to sharelearning goals with others and to mainstream the lessons learned. Thereore, access to undingmechanisms is highly important or a successul SSKE.

wat i aiss a avaiab St-St k as?

As a South-South knowledge exchange partner, you should secure your own internal unds to co-nance the knowledge sharing initiatives. You will need to advocate or permanent and reliablesources o unding within your country to allow or sustained and fexible knowledge exchanges.However, there are a variety o national, regional, bilateral, and multilateral platorms or South-South unding that you can investigate or support.

Policymakers can increase the chances of receiving adequate funding if theknowledge exchange program is part of a series of other capacity developmentinterventions. You can also link knowledge exchange programs to thepolicymaking process, instead of creating one-time interventions.

natia bt: Linking South-South knowledge exchange to national development goals andpriorities can be highly successul and cost-eective or national capacity development. Be sure to rstsee what national and regional unding mechanisms already exist.

K a pats: A good source o unding can be a knowledge exchange

partner (as primary provider or learner). When designing an exchange and choosing partners,see i any o them are willing and able to support the exchange nancially. You can also opt ortrilateral cooperation agreements that bring in a third party to und the exchange.

Ti-pat i: There are many alternative sources o unding, ranging rom multilateralinstitutions to NGOs and country-led trust unds. You will nd a list o additional unding sourceson our website, wbi.worldbank.org/sske. Below is an overview o unding sources made availablethrough the World Bank system.

w Bak i: Since South-South knowledge exchange addresses capacity developmentconstraints, you may work with the World Bank to explore lending type nancing options associatedwith broader development programs supported by the World Bank. South-South knowledgeexchanges can also be nanced as part o multi-year World Bank development projects and programs.

St-St epi ea faiit: This instrument is a demand-driven multi-donortrust und to support sharing development experience and knowledge among World Bank clientcountries. Created in 2008, the Facility is located in the Knowledge Exchange Practice o theWorld Bank Institute and is the only World Bank nancing source that is solely dedicated tosupporting South-South knowledge exchange. For more inormation on eligibility visit www.worldbank.org/seetf.

f-bas svis (fBS): In approved cases, the World Bank may provide South-Southknowledge exchange services on a ee-or-service basis. The World Bank works with countries attheir request, providing advice and expertise without providing lending. Countries reimbursethe Bank or the costs o its advice. In providing ee-based services, the Banks purpose is toexpand the options and services available to clients beyond those that it can ully und through

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its administrative budget. For many high- and middle-income countries, World Bank ee-basedknowledge and advisory services are becoming increasingly important.

In the example cases o Tanzania and Vietnam cited earlier, knowledge exchanges were unded

through the World Banks South-South Experience Exchange Facility.

Designing the KnowleDge exchange

The two most basic elements o a knowledge exchange design are speciying the learningobjectives and selecting the learning methods. I you know the overall development goal, theinstitutional capacity constraints, and participants learning objectives, you can design theknowledge exchange. This is when the initiative starts to take shape.

As you design and develop the knowledge exchange, you will refne your participant list, workwith your key stakeholders to fne-tune the learning objectives, assemble your instruments andactivities, and plan how to measure the results.

It is important to maintain momentum and regularly involve your participants in the planning. Bythe time the exchange is ready to launch, you and your participants will have a strong sense o thelearning objectives and expected outcomes.

When assembling your initiative, ollow the steps below.

(1) cdr pr r.

What are the human, environmental, budgetary, and time constraints for the knowledge exchange initiative?Among the frst things to consider at an early design stage are the operating constraints.

(2) s kd ru.

Which instrument(s) will work within the operating constraints and help participants achieve thelearning goals?

Most knowledge exchange initiatives consist o one or more instruments. They can be used aloneor in combination. Each instrument has its own strengths and limitations, with some more suitableor particular types o learning than others. Each knowledge exchange instrument should bedesigned to help achieve the desired capacity outcomes.

Selecting the instruments or your participants is like considering what menu to prepare or agroup o dinner guests. Knowing their tastes, you should have a airly good idea o what will beappreciated and what will not. Suppose you decide on a hearty soup; it should be enough byitsel, but by complementing it with good bread you make a meal. Similarly, you may fnd that oneknowledge exchange instrument will meet your participants basic needs, but by adding anotherinstrument you can leave them ully satisfed.

element 4


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Tab 3. mst c us K ea IsttsA Bi oi

Tii is a process that pairs anorganizational entity in a developingcountry with a similar but moremature entity in another country.

cit pati (cP) isa group o people who interactregularly on a common topic oshared interest with the goal olearning rom one another. A CoPcan be ormal, with a detailedmission, structure, unding, etc.,or inormaldriven by peer-to-peer exchange o knowledge and

inormation.

cs a s areopportunities or a large numbero stakeholders to engage on aspecifc topic with a high level ointeraction among participants.

gba ias provide anopportunity to explore participantsknowledge on a common subjectrom which new or strongerunderstanding, meaning, andpossibilities can emerge. Dialoguesraise awareness, support consensusbuilding, and encourage inormedaction.

ept isit is an instrument wherea subject matter expert (or group)goes to a requesting country, city, ororganization to impart knowledge

on their area o expertise. The visitsallow or in-depth considerationo an issue or problem and thelocalization o practical knowledgeand experience to address it.

wksp is an educationalseminar or series o meetingsemphasizing interaction andexchange o inormation among

participants (usually small number).

St t is a visit by an individualor a group to one or morecountries/areas or knowledgeexchange. Study tours provide an

opportunity or key stakeholders tolearn relevant, good developmentpractice rom their peers.

communITy of PrAcTIce conferenceS And forA

exPerT vISITS worKShoP STudy TourS

TwInnIng ArrAngemenTS

dIAlogueS

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(3) Seet and sequene ativities.

In a knowledge exchange, learning commonly takes place through presentations, group discussions,brainstorms, and action planning sessions. Each activity should contribute to the participants

desired learning objectives. Like the instruments, each activity has its own strengths and limitations,with some more suitable or particular types o learning than others. What activity you choosewill depend, in part, on the participants profles, group size, time, logistical constraints, and theresources available.

Returning to the ood analogy, think o the activities as the special ingredients that make up yoursoup. You can add these ingredients to the knowledge exchange instrument in dierent orders.Sequencing your activitieswhich should occur frst, which nextis another actor to consideras you select activities. Some activities are more suitable or the knowledge-exchange planningphase, while others are more eective or delivery and ollow-up.

you wi usua hoose one deiver mode over another beause of one or more of theseonstraints:

cost: Video conerencing costs less per participant than ace-to-ace meetings, but neithermode provides economies o scale. E-learning, on the other hand, takes a lot o preparation,but once it is ready becomes by ar the cheapest delivery mode.

Aess to tehnoog: Video conerencing, e-learning and other online knowledgeexchange activities require access to certain technologies. Most online platorms are ree orcost very little. Video conerencing, however, requires special equipment and acilities.

Audiene harateristis: High-level people, given their schedules and profles, are bestsuited or synchronous delivery modes such as ace-to-ace sessions and video conerencing.Large or distributed audiences are best reached through asynchronous delivery modes, such ase-learning.

litera (including digital literacy): Your participants should eel comortable with the

technology used or delivery i they are to engage eectively in the activity.

language: Accommodating multiple languages can be challenging. Simultaneousinterpretation is easier or presentations and in KE activities where there is more structure.Asynchronous activities allow time or translation.


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23The Knowledge exchange life cycle 23

Tab 4. mst cy us Kw eha AtivitisA Bi ovviw

e-isssi is an online dialoguethat permits discussion o a topicin an open setting. E-discussionsare asynchronous; communication

does not have to occur at the sametime, so participants can engagewhen it is convenient or them.E-discussions are managed onlinethrough a discussion orum orsimilar tool.

Baisti is a group problem-solving technique or generatingmany ideas about a specifc topicor issue. A brainstorming sessionshould tap into the wisdom opeers, encourage novelty, and occurin the initial stages o a project orprocess.

gp isssi may be topic-based, case-based, or general; theobjective is to solve a problem,make a decision, or create

something together.

dstati is an activity duringwhich an expert or presenter showsparticipants how to perorm anactivity or procedure or introduces anew process or innovation. Ultimately,learners should be able to perormthe demonstrated task on their ownand apply it in their specifc workenvironment. A discussion requently

ollows the demonstration.

Pa pts is a group opeople with specialized knowledgewho are invited to discuss a topic/issue beore an audience. It requires

a coordinator and a moderator.An action plan describes howparticipants will implement theknowledge gained during theexchange.

Ati Pai describes howparticipants will implement theknowledge gained during theexchange. Its a road map or ollowup actions. Usually, a acilitatorhelps the participants create theaction plan.

AcTIon PlAnnIng BrAInSTormIng demonSTrATIon

e-dIScuSSIon grouP dIScuSSIon PAnel of exPerTS

ctis t pa >

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S is a way to gatherinformation from participants.Surveys can be used to promptdiscussions, surface areas

for consensus or stakeholderownership, and prioritize importantnext steps from knowledge-exchange activities.

Pstati isan oral report,usually a one-way transmissionfrom the presenter to participants.To be sure that the audience staysengaged, you will need to assessthe presenters communicationand delivery skills as well as thepresentation format.

r pa is a highly interactiveactivity in which participants act outsituations and problems and thenanalyze the situation with the helpof other participants and observers.Role play requires an experiencedfacilitator.

Siati presents a realisticsituation and invites learners tointeract in that setting with objectsand/or people (for example, throughrole play, model building, andcomputer games). Many simulationstake the form of games; the mostsuccessful is the real-estate game

Monopoly.

PreSenTATIon role PlAy SImulATIon

Survey

Tab 4. mst c usd Kwdg exhag AtiitisA Bif oiw

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exAmPle 1: VIetnAms selectIOn OF ke Instruments

Vietnam sought help rom the World Bank country sta in Vietnam to plan the exchange.World Bank country sta in Vietnam worked with World Bank sta in the knowledge-providingcountries to identiy the right sources o knowledge. First, a delegation o eight high levelofcials rom Vietnams Social Security (VSS) headquarters and three provincial ofcesparticipated in a study tour to Latvia. A separate delegation o 10, consisting o vice ministersand technical sta rom payment and IT departments, went on a second study tour to Turkeyand Bulgaria to learn about those countries social security reorm experiences.

Three months ater the study visits, VSS sta rom all related technical departments as well asa wider audience o Vietnamese ofcialsincluding the Ministry o Labor and Social Aairsand the Ministry o Finance, civil society, and think tanksattended a conerence in Vietnam.Ofcials rom the provider countries made presentations outlining their successul, WorldBank supported social security reorm experiences, ocusing on reorm project management.

Sequencing of Knowledge Exchange Activities for Conference in VietnamPlanning: To plan or the conerence, Vietnam, Latvia, Turkey, and Bulgaria country teamsorganized a preliminary brainstorm to defne the scope o the conerence and held a series oe-discussions to put together the agenda.

delivery: The conerence included a series o presentations by knowledge providing countrieson their reorm eorts rom both political and project management perspectives. Memberso the Vietnamese study tour delegation also presented their lessons learned and the actionplan they developed through group discussions. In addition, the organizers showcased othercountry case studies through video presentations.

follow up: Participants shared lessons learned through a series o presentations and thedistribution o back-to-ofce reports to colleagues and decision-makers.

exAmPle 2: tAnZAnIAs selectIOn OF ke Instruments

A working group o members rom Tanzania and India planned the exchange. A 10-day expertvisit to Tanzania by six ofcials rom the Indian National Development Dairy Board and theGujarat Federation anchored the exchange. Then a delegation o 14 Tanzanian ofcials romthe Ministry o Agriculture, National Development Dairy Board, dairy producers, processors,and distributors visited India to see frsthand how the Indians had implemented reorms intheir own country and the results o their work.

Sequencing of Knowledge Exchange Activities for Tanzanias Study Tour to India

Planning: To plan or the second phase o their knowledge exchange initiative, the study tour,Tanzania and India organized a preliminary videoconerence brainstorm to defne the scopeo the visit. They also organized an e-discussion to prepare a concept note or the visit.

delivery: The study tour included presentations and feld visits aimed at learning about Indiasdairy revolution and how it was implemented, rom both a political and practical standpoint.In addition, the organizers arranged or group discussions with Indian business leaders topromote uture partnerships or improving Tanzanias dairy sector.

follow up: A series o presentations to colleagues and decision-makers back home providedan opportunity or the Tanzanians to share lessons learned and propose a way orward.


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ImPlemenTIng The Knowledge exchAnge

By now, you and your partners have agreed on the learning objectives and expected outcomes. You

have assessed your operating constraints and designed and assembled your exchange, selectingappropriate instruments and activities.

You eel ready to carry out the activities you have assembled to achieve your targeted outcomesand results. This is it: you are ready or implementation. In implementation, you move rom planningto execution, putting your instruments and activities to use. This is the phase when the actionhappens, and it is important to get it right.

A basic implementation plan should bring together all prior planning aspects into a coherent andunifed process. The plan will help your implementation be ocused, practical, and cost-eective.

You should bear in mind several key steps when implementing knowledge exchange instrumentsand activities.

1. Detail all tasks and prioritize them based on your implementation plan, resources, and objectives.

2. Determine roles and responsibilities in your team. List timelines or engagement and deadlines

or each task, and explain reporting mechanisms each team member will use.

3. Ensure that participants in the exchange are not preoccupied with other commitments and can

ocus on the exchange.

We developed detailed implementation guidance sheets or each o theseven instruments and ten activities. The templates walk you through theimplementation process step by step. You will fnd the complete sheets aswell as other useul resources (e.g., sample Terms o Reerences and sampleprograms) in the implementation section o our website:ttp://bi.bak./ssk/iptati.

collecTIng leSSonS leArned AndShArIng reSulTS

A knowledge exchange without results is not ruitul. The main purpose o this guide is to help youensure that your knowledge exchange initiativeand all the work you and others put into itleads to

results.Once a phase o your knowledge exchange or the overall engagement comes to an end, it is timeto assess the learning outcomes and results. Was the knowledge exchange a success? As discussedin detail earlier, you need to be clear about your development goals, institutional challenges, andparticipants learning objectives early on. Now, at the completion o the exchange, you should lookback and assess how well youve achieved the learning outcomes and what progress youve madetoward the development goal.

Beore you can start this evaluation process, you will need to ensure that the knowledge exchangehas been well documented throughout the lie cycle. Weak documentation and reporting otenlead to the perpetuation o bad practices. And i you havent recorded good practices, you will notbe able to disseminate them. Always make sure every step o your exchange is well documented.

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elemenT 6


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Once you have the entire documentation ready, you can start with your assessment. You shouldevaluate both the processes and methods used (e.g., the choice o instruments or selection oparticipants) and the learning outcomes and results (what youve learned, what changes in capacity

you see).To measure the success o a knowledge exchange, it is important that you understand the dierencebetween outputs and outcomes. Outputs are the hard products that you can quantiy (e.g.,number o people trained), deliverables (e.g., policy recommendations created), or milestones(e.g., learning module completed). These aspects serve an important monitoring unction; you canuse them during the exchange to judge whether a project needs adjustments to achieve results.

Outcomes reect behavioral and institutional changes resulting rom the use and application oacquired knowledge and inormation. Outcomes, measured through impact and results assessment,demonstrate a countrys increased capacity or achieving certain development goals.

To track progress toward outcomes, you need to monitor results at two levels:

The level o the change agents: Here you will look at the change agents capacity outcomes

as a result o the knowledge exchange. Are they more able to take action because o raisedawareness, enhanced knowledge and skills, improved consensus and teamwork, strongercoalitions, enhanced networks, or increased implementation know-how?

The level o institutional capacity: Here you will ocus on the areas o strengthening stakeholderownership, enhancing efciencies in policy instruments, and improving eectiveness oorganizational arrangements.

Each capacity outcome targeted by the knowledge exchange initiative can and should bemeasured. As such, it is important that you embed indicators and results monitoring in the designand implementation o knowledge exchange programs. You will want to know, and be able todemonstrate, how the exchange has empowered participants to achieve the capacity outcomes they setor themselves, and how their empowerment contributes to the institutional change they seek.

Without high-quality, precise results measurement or eective results tracking, you are less likelyto be able to make needed, timely adjustments your knowledge exchange. As implementationproceeds, you need a exible design structure that allows you to periodically assess how well theprogram has achieved the outcomes envisioned. This inormation on progress eeds into timelyrevisions o the program design and implementation.

Develop a program that allows you to monitor progress toward results at dierent levels; that wayyou can, when necessary, adjust the program. This approach also can inorm your decisions aboutthe design o later program activities. A well-planned program with a solid results monitoringmechanism will contribute to the growing body o inormation on what works and what doesnt inknowledge exchange programs.

In some cases, you might be able to measure changes in capacity indicators when your program endsor shortly thereater. In other cases, however, changes in capacity indicators or other development

results may be expected to occur well ater completion o the program activities. For this reason,you may need a medium- to long-term results assessment to accurately measure changes in thecapacity indicators and to assess the capacity actors.


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exAmPle 1: VIetnAms results

Vietnamese ofcials enhanced their knowledge and skills and their implementation know-how. More specifcally, delegates learned how each visited countrys Social Security Agency(SSA) had managed business process re-engineering and how it had implemented ICTupgrades. They also learned how each SSA had managed human resources, and learnedprocedures or overseeing and managing social insurance reserves. As an immediate policyoutcome o the exchange, Vietnam has assessed whether to integrate tax and social securityrevenue collection. The knowledge acquired during the study tour also helped VietnamsSocial Security Agency to design a comprehensive reorm program to modernize its socialsecurity system.

exAmPle 2: tAnZAnIAs results

Ofcials in the Ministry o Agriculture, National Dairy Development Board, leading dairyproducers, processors, and distributors enhanced knowledge and skills. As such, theyhave a better understanding o the constraints acing Tanzanias dairy sector and they havedeveloped eective policies to improve perormance based on the Indian model. Knowledgeexchange participants reached agreement on a blueprint o potential dairy sectorreorms appropriate in Tanzania. Improved consensus and teamwork led to the endorsementand publication o a blueprint or reorm.

Sharing knowledge and sustaining results

Disseminating practical lessons learned is critical or uture knowledge exchange programmingby the development community. Maintaining peer-to-peer interaction is the most eective way toexchange tacit knowledge and sustain horizontal partnerships. Also, knowledge exchange withina countryor example, sharing inormation among central, regional, and local governmentsisan important learning area that has been overlooked in the past. During completion and sel-evaluation, you should address the ollowing questions:

What processes and methods could be improved?

What were the overall learning outcomes achieved by the knowledge exchange?

Was progress made toward the development goal? Can that progress be plausibly related to thechange process supported by the learning outcomes?

Do you anticipate any changes that would result ater the programs completion? I yes, establisha timeline or ollow-up assessment.

What key lessons could you share horizontally and vertically?


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30 How Can tHe world Bank assist You?

As a global development institution that oers fnancing, knowledge, and connecting services, theWorld Bank is well placed to provide support to government ofcials and development practitionersor South-South Knowledge Exchange. The World Bank Institute (WBI) spearheads this agenda incollaboration with the rest o the organization.

Below you will fnd an overview o the resources, products, and services we are developing tohelp government ofcials and development practitioners plan, design, and implement successul

results-oriented knowledge exchanges.Bkig: With country ofces in 120 countries, the World Bank is well positioned to help identiyopportunities or eective peer-to-peer practitioner learning and to oer a regional or globalperspective. The Bank can assist in matching knowledge providers to knowledge seekers. Countriesand individuals can contact their local World Bank (WB) ofce or assistance.

The World Bank can play an important strategic role in South-South Knowledge Exchange as aglobal knowledge connector. It can respond just-in-time to requests rom countries to learn romother countries and broker knowledge sharing across regions.

fiaig: We incubate fnancing mechanisms or SSKE, such as the South-South ExperienceExchange Facility. For more inormation on unding, please reer to Element 3.

dsig: We oer know-how and toolkits (such as this guide) on planning and designing knowledge

exchanges or lasting results.

Impmtati: We advise and support countries as they develop their capacity to implementSSKE. We are also the home o the secretariat or the Global Development Learning Network(GDLN), a partnership o over 120 recognized global institutions in over 80 countries that providelearning solutions or individuals and organizations working in development.

We support governments as they develop a strategic approach to knowledge sharing and identiywhat institutional systems would work more eectively in their specifc setting to promote efcientparticipation. We started an initiative with the goal o acilitating exchange between countriesinterested in developing and/or strengthening their SSKE institutional arrangements.

rsts: We document the results o SSKE through its online knowledge platorms. We oer anonline library o best practices and results stories. SSKE results stories help inspire, raise awareness,

and promote feld-tested practices and tools that allow change agents to design, implement, andevaluate their own South-South knowledge exchanges. For a database o knowledge exchangeresult stories, go to http://wbi.worldbank.org/sske/result-stories.

Iv. how cAn The worldBAnK ASSIST you?

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31How Can tHe world Bank assist You?

The most extensive repository o inormation about knowledge exchanges on the Internet can be ound onthe World Bank Institute Knowledge Exchange practices website at http://wbi.worldbank.org/sske. The sitecontains numerous brochures, reports, videos, and links to signifcant current global events in South-Southcooperation. For specifc inormation, you might want to visit the ollowing publications and web pages:

The Art o Knowledge Exchange A Results-ocused Planning Guide or Development Practitioners,World Bank Institute (Washington, 2012), accessible at http://wbi.worldbank.org/sske/sske/stories/

planning-guide.

This document provides a toolkit or designing, implementing, and monitoring knowledgeexchange activities. Although it is primarily geared towards World Bank sta members whoacilitate mutual learning among countries, it oers a menu o practical options or conductingexchanges. As such, it elaborates on many o the ideas, instruments, and activities presentedin this primer.

Library o Results Stories, World Bank Institute, accessible athttp://wbi.worldbank.org/sske/all-result-stories.

WBIs database currently contains over 70 results stories that cover all regions o the globalSouth and spread over dierent sectors, including agriculture, industry, energy and mining,water and sanitation, fnance, health, education, public administration and law, transportation,and communications. These stories address relevant themes, such as climate change, gender,

governance and anti-corruption, and ragile states. The results stories serve as both inspirationand inormation or development practitioners and government ofcials on how to design andimplement successul knowledge exchanges. They also detail pitalls to avoid.

The SouthSouth Experience Exchange Facility o the World Bank Institute; inormation accessible athttp://wbi.worldbank.org/sske/sske/donors.

For more inormation about the Facility, reer to Element 3.

In additional to the World Bank Institute, several other global organizations promote and work in South-South cooperation and knowledge exchanges. Together they assist the global South in shaping South-South cooperation to encourage growth and development.

The Special Unit or South-South Cooperation at the United Nations Development Programme(UNDP), website accessible at http://ssc.undp.org/content/ssc.html.

The site contains links to UN publications and events on South-South and TriangularCooperation, including the South-South GATE (Global Assets and Technology Exchange), aplatorm or entrepreneurs in developing countries to interact and obtain needed technology,assets, and fnancing. In addition, the United Nations Environmental Program (UNEP) has itsSouth-South Cooperation Mechanism, which includes South-South Cooperation Case Studies,accessible at http://www.unep.org/south-south-cooperation/.

The Task Team on South-South Cooperation, accessible at http://bit.ly/oecd-tts

The Task Team explores synergies between South-South Cooperation (SSC) and the eectiveness

v. AddITIonAl reSourceS

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32 AdditionAl ResouRces

agenda through the triple mandates o the Accra Agenda or Action (AAA). These include enrichingand adapting the aid eectiveness agenda with SSC practice and ensuring synergies between SSCand North-South cooperation. The website also contains case studies in SSC.

The South-South Opportunity, website accessible at http://www.southsouth.info/.

The South-South Opportunity is an online community that includes over 1500 proessionalsdedicated to South-South cooperation, knowledge exchange and learning or development.The up-to-date content is entirely generated by users through blogs, group discussions, andcomments rom South-South practitioners.

The following documents provide extensive additional information on knowledge exchanges. They havebeen compiled from a variety of development sources.

Scaling Up Knowledge Sharing for Development, a working paper for the G-20 DevelopmentWorking Group (Pillar 9,2011), accessible at http://bit.ly/WBI-Scalingup.

The working paper describes how knowledge sharing, through North-South, South-South, and

triangular cooperation, can be scaled up in support o growth and development. A workinggroup consisting o representatives o the Task Team on South-South Cooperation and UNDP,as well as OECD and World Bank Institute developed the paper.

Knowledge for Development: The State of the World Bank Knowledge Services, World Bank(Washington, 2011).

The report concludes that increased access to fnancial, technical, and medical knowledge iskey to sustained economic growth and poverty reduction. It describes how the World Bankis positioning itsel as a knowledge banknot just a lending bankcreating, sharing, andapplying knowledge or development.

Good Practice Paper Towards Effective South-South and Triangular Cooperation, Task Teamon South-South Cooperation(Bogota,2011), accessible at http://bit.ly/triangular-cooperation.

Based on 31 case studies o South-South and triangular experiences, this Good Practice Paperhas inormed the G20 development agenda and the Busan Partnership (see below). It providespractical guidance on how to ensure and deepen the eectiveness o knowledge exchanges.

Using Knowledge Exchange for Capacity Development What Works in Global Practice? KoreaDevelopment Institute and World Bank Institute(Washington, 2011), accessible at http://bit.ly/Capacity-Development.

Drawing on specifc case studies, the paper explains how to ocus on results in knowledgeexchange activities, or example by identiying key change agents, building momentum, andclariying measurement statistics.

Busan Partnership for Effective Development Cooperation, accessible at http://bit.ly/Busan4.

The Busan agreement recognizes the role o South-South and triangular cooperation, statingthat these approaches can transorm developing countries in ways dierent rom traditionalNorth-South cooperation. The agreement promotes ownership o the development agendaby developing countries urges a ocus on results, inclusive development partnerships, andtransparency and accountability.


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33Additional Resources

brokering: Matching prospective knowledge partners, providers, and recipients o knowledgeexchanges to achieve the defned goal.

capacity-development objective: The institutional change the knowledge exchange recipientsseek to accomplish in their country.

change agents: Individuals who can initiate and manage the changes needed to reach the capacity-development objective.

development goal: The major, high-level objective the country wants to achieve, such as reducinginant mortality rates or improving business-enabling environments.

explicit knowledge: Knowledge that can be codifed and written down to be shared, such asacademic papers, books, or data. Compare tacit knowledge.

facilitator: Someone who ensures that a productive knowledge exchange occurs between theparticipantsby helping them understand their common objectives and plan how to achieve them. Theacilitator does not take a particular position in discussions, workshops, study tours, conerences, etc.

institutional capacity challenges: The main obstacles in achieving the development goal. Theyusually result rom weak stakeholder ownership, inefcient policy Instruments, or ineectiveorganizational arrangements.

knowledge exchange: An event or series o events that connects government ofcials, privatesector proessionals, and development practitioners to one another so they can learn rom eachothers practical experiences.

knowledge exchange activity: A basic ingredient o the knowledge exchange.For a list o activitiesand their descriptions, reer to page 23.

knowledge exchange instrument: The main stand-alone building block o the knowledgeexchange. A knowledge exchange may involve one or more instruments. For a list o instrumentsand their descriptions, reer to page 21.

knowledge hub: A country-led institution that supports and connects national actors, mainlydevelopment practitioners, to external peers and partners who oer or seek developmentexperience and expertise.

knowledge providers: Individuals, groups, or institutions coming rom the private or public sectorwho possess the knowledge and experience to help the knowledge recipients reach their capacity-development objective.

knowledge recipients: Individuals or institutions who will learn rom the knowledge providers anduse these lessons and experiences to reach the capacity-development objectiveand ultimately thedevelopment goal; also called knowledge seekers.

knowledge seekers: See knowledge recipients.

multidirectional knowledge sharing:a process which allows a group o peers and stakeholdersto share knowledge through dierent activities, which are not linked in a linear ashion, but can

vI. gloSSAry of TermS

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34 GLOSSARY OF TERMS

occur in dierent sequences or even simultaneously. In a multidirectional process, knowledgecan ow in all directions, sometimes blurring the dierences between knowledge providers andknowledge recipients. This allows participants to share directly their experiences, practices, andtacit knowledge. See unidirectional knowledge sharing.

operating constraints: Limiting actors or the knowledge exchange, including availability opeople, unding, time, and technology.

participants: Individuals physically engaged in the knowledge exchange either as knowledgerecipients, knowledge providers, or sometimes both simultaneously.

planning and coordinating team: A team o individuals selected by the participating countries or

brokering institution to plan and coordinate the knowledge exchange activities.

South-South knowledge exchange: A knowledge exchangethat connects two or more countrieso the global South.

stakeholder: An individual or an institution whose actions could aect and/or be aected by, eitherdirectly and indirectly, the knowledge acquired during the knowledge exchange.

tacit knowledge: Non-codifed, unarticulated knowledge that is hard to ormalize and communicatebecause it is rooted in experience, insight, and intuition and thus can be best shared throughexperience and knowledge exchanges. See explicit knowledge.

triangular cooperation: A type o development cooperation that involves three parties, usually atraditional OECD donor, a providerrom the global South, and a benefciary country. In triangularcooperation, multilateral institutions and traditional donors provide expertise and knowledge oract as brokers between two or more partners o the South.

unidirectional knowledge sharing: a process, usually linear, which allows or knowledge to bepassed in one direction. This usually involves explicit knowledge, such as lectures and writtenmaterials. See multidirectional knowledge sharing.

we vAlue your feedBAcK!

You can fnd additional resources and links to other national and multilateralactors working in this evolving feld on our website, bi.bank.g/ssk.The World Bank Institute welcomes your comments and suggestions. We lookorward to hearing rom you.


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03GLOSSARY OF TERMS


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THE ART OF

KNOWLEDGE

EXCHANGEA Primer for Government Officials andDevelopment Practitioners

wbi.worldbank.org/sske

Printed on recycled paper

For more information, please visit or [email protected]

The World Bank Institute (WBI) seeks

to strengthen the capacity ofdeveloping countries to reducepoverty.

We connect individuals, networks,and institutions to help them findsolutions to their developmentchallenges. With a focus on thehow of reform, we facilitateknowledge exchange, foster innova-tion, and build coalitions for positivechange.

To reach more people and toincrease our impact, we work withand through global, regional, and

country-based institutions as well asglobal and local networks of devel-opment practitioners.

art of ke primer final

Documents