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The art of knowledge exchange: A results-focused planning guide for development practitioners. 2nd ed.
Washington, D.C., World Bank, 2013.  p.Knowledge exchange, or peer-to-peer learning, is a powerful way to share, replicate, and scale-up what works in development. Development practitioners increasingly seek to learn from the experiences of others who have gone through, or are going through, similar challenges. They want to have ready access to practical knowledge and solutions and enhance their confidence, conviction, and skills to customize the solutions to their own context. The second edition of the Art of Knowledge Exchange: A Results-Focused Planning Guide for Development Practitioners follows a strategic approach to learning and breaks down the knowledge exchange process into five simple steps. It also provides tools you need to design your knowledge exchange and practical guidance on how to use them to get the results you want from your knowledge exchange. This second edition contains a full revision of the original Art of Knowledge Exchange as well as new chapters on implementation and results of knowledge exchanges. The Guide also distills lessons from over 100 exchanges financed by South-South Facility, analytical work conducted by the World Bank Institute, and the Task Team for South-South Cooperation, and reflects the rich experiences of World Bank staff, learning professionals, government officials, and other practitioners engaged in South-South knowledge exchange activities.
Global AIDSLink. 2003 Apr-May; (79):12-13.The media plays a unique role within society either to denounce or to perpetuate the bias and moral judgments against people with HIV/AIDS. Sometimes journalists can underestimate how influential their portrayal of HIV/AIDS is in shaping people's attitudes, especially when society fails to distinguish between people and the disease they suffer from; when denial is so pervasive that the infected are ostracized by their families. In addition, reporters, editors and producers constantly grapple with ways to find fresh angles to discuss HIV, and ensure their viewers and readers remain engaged by a topic that never appears to grow old. To address these and other key topics concerning the media and its treatment of HIV/AIDS, the World Bank organized a distance-learning course from June to November 2002 that simultaneously brought together journalists and HIV/AIDS project managers from Tanzania, Uganda, Zambia, Nigeria and Malawi. The course, entitled Fighting the HIV/AIDS Pandemic through Information and Strategic Communication, recognizes the role that successful communication campaigns can play in increasing understanding of the disease and promoting life-saving behaviors. Each program stream consisted of eight video-conferenced modules, which were followed up through in-country work. (excerpt)
Washington, D.C., World Bank, 1982. 68 p. (World Bank Staff Working Papers No. 551)This paper outlines the inclusion of communication support in various lending sectors of the World Bank, describes how communication support activities should be designed and carried out during the project cycle, and addresses some common problems and issues that should be kept in mind when developing and implementing these activities. Communication support refers to information, motivation, or education activities which are designed to help achieve the objectives of a parent project through creating a favorable social climate for change. Usually such activities are financed under the same loan as the parent project. By fiscal year 1979 the World Bank had lent some US$183 million for communication support, usually for education, agriculture and rural development, and population, health, and nutrition. Potential benefits of communication support include facilitating change among project populations, helping create an effective implementing agency, coping with negative behavior or attitudes, and helping prevent negative impact. The World Bank experiences with communication support in 7 sectors of Bank lending are briefly described, including education; population, health and nutrition; agriculture; urban projects; water and wastes; transportation; and telecommunications. Various steps in the design process are then detailed, including identification of institutional arrangements, definition of objectives, identification and segmentation of the people to be reached, identification of the timing and time frame, selection of channels, decisions on communication style, technique and content, design of pretesting, monitoring and evaluation arrangements, and costing. Among issues in the design of communication support programs that are discussed are inclusion of communication support versus managerial complexity; centralization versus decentralization; single agency versus multi-agency responsibility; in-house responsibility versus contracting out; mass media versus personal channels; and overdesign versus underdesign.