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On the Map: Ndop, Okola and Pitoa

Posted in Cameroon, development, ICT4D, mapping, participation, YETAM, youth, tagged , , on February 8, 2011| 5 Comments »

Forget that show “Off the Map.”  Real live on the map is way more interesting.

Last July via the Youth Empowerment through Arts and Media project, we did some GPS and Open Street Map (OSM) training with Ernest Kunbega in Bamenda, Cameroon. I left for Kenya to attend a similar training with Map Kibera, and Ernest continued working with staff, local partners and youth in Ndop, Okola and Pitoa over the next several months to make maps of the 3 areas where the project is being implemented.

I got an email this week from Ernest and I was thrilled to hear that maps of the 3 areas have been completed. They did a fab job, too. Check these out.

This is what you used to find when you looked for Ndop on Open Street Map, and what you will still find on Google Maps (eg., not much):

and this is what you’ll find now if you look for Ndop on Open Street Map (close up):

This is what Okola looked like before on OSM, and what you will currently find on Google maps:

And what Okola looks like now on OSM (close up):

But in addition, they mapped out the chefferies in the larger Okola area:

And I’m pretty sure this is the youth’s work because nothing else around is mapped in this level of detail:

And lastly we have Pitoa as it is on Google/was on OSM:

And Pitoa after Ernest and the youth mapped it on OSM (close up):

And the chefferies in the whole area of Pitoa:

And Pitoa (on the right) compared to Garoua (lower left):

For more background on the training in Cameroon, check out this post: A catalyst for positive change.

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Mathare Valley is blogging

Posted in accountability, activism, communications, development, ICT4D, ICTs, mobile and technology, Kenya, mapping, participation, smart aid, social media, youth media, tagged , , , , , , , , , on February 1, 2011| 8 Comments »

In the past couple years, social media combined with traditional media has allowed people all over the world to feel they are supporting and participating in very visible revolutions (think Iran, Tunisia, Egypt). There is also a slow and steady revolution happening as more and more communities around the world access the tools to tell their own stories in their own words from their own perspectives.

I came across the Mathare Valley blog this weekend. It’s beautiful, artful and powerful.

Prayer of a slum dweller from the Mathare Valley blog

According to the ‘about’ page, the authors of the blog:  Simon Kokoyo, Ivyonne Tiany and Jeff Mohamed, grew up in or around Mathare. They are now involved in community programs there, including the Map Mathare Initiative.

Jamie Lundine, who works at MapKibera and who’s supporting some community mapping in Mathare, wrote an excellent post about integrating participatory community development work and digital mapping in Mathare, showing how development and tech folks can combine their expertise and work together with communities to strengthen local development processes.

In my last post, I wrote about how communications (and ICTs) should be ‘built in, not bolted on‘ to development initiatives. The Mathare Initiative looks like a good example of that, with community members taking a strong lead.

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Strategizing around communications in development work

Posted in accountability, communications, development, ICT4D, participation, smart aid, transparency, tagged , , , , , on January 29, 2011| 2 Comments »

I was in a global strategy meeting at the organization where I work last week. We had people from various disciplines present from across the organization and the goal was to chart a path to 2015 and beyond.

For the first couple days it seemed like a lot of talk and a lot more talk. We had very bright, very capable people representing different aspects of our work in the room. This can make things quite messy and tiring, and it can feel like everyone is talking in circles because there are so many perspectives and angles and factors that need to be considered in finding shared ground. Sometimes we are so participatory and complicated that we get in our own way. But by the 3rd and final day the perspectives had come together into a much clearer view of where the organization is headed, and we had the beginnings of a shared plan for how to get there.

We worked in a few main groups, and I participated in the Communications group. Much of our discussion centered around integrating better communication in all aspects of our work rather than seeing the role of Communications (and the Comms Team) as designing one-way messages out to the public. One colleague described this as ensuring ‘built in’ rather than ‘bolted on’ communications.

For me the discussions and end decisions were great, because there was a shared push in the group to move the organization towards things that I think are very important.

Some of the aspects we talked about included:

Communicating within programs

  • the critical role of Communications within programs – eg., Communications shouldn’t only happen at the end of a program (press releases, events or media work to share what was done); rather communication is a critical tool within programs to help reach program and development goals at various levels
  • the role of information and communications tools (new and old ones, high and low tech) at the community level to improve impact, efficiency, reach, engagement, decision-making, transparency and accountability
  • the need to strengthen our ability to better integrate information and communication tools into program efforts, measure the impact of different tools and efforts, and share experiences around this
Communicating with ‘the public’ (our ‘stakeholders’)
  • ensuring consistency in what we do and how we talk about what we do
  • space for children and young people to tell their own stories both behind the camera and in front of the camera, as producers of media not as objects of or consumers of media
  • reaching people through the ‘heart’ (which we are quite good at) as well as the ‘head’ (which we need to get better at)
  • communicating evidence of impact as well as anecdotal and personal stories
  • using different information and communication tools to communicate at varying levels of complexity and technicality to different ‘audiences’
  • using various kinds of media to tell a deeper and more complex story than is currently told
  • finding the sweet spot between a) talking to ourselves in boring technical language and b) over-simplifying or ‘dumbing down’ the complexity of people’s lives and the work that we’re involved in
  • having a strong and unified global goal so that each team or office can move towards that shared goal, but allowing the flexibility to take the path that makes the most sense locally
  • good communication at every level — community, district, national, global, ‘North’ and ‘South’, internal and external, networked — to involve people (including ‘beneficiaries’, ‘supporters’, ‘advocates’ and any other ‘stakeholder’) in community development work and in achieving child rights
  • opening the channels and lessening hierarchical controls on communications so that staff can feel more confident about communicating and using social media both internally and externally
  • using a combination of communication channels to reach our goals; eg., community radio enhanced by SMS; television programs enhanced by use of web and vice versa
  • new communications technology to facilitate connections among the network of people we reach (the ‘participants’ and the ‘supporters’ and all those in between)
Communicating for decision-making and accountability
  • the role of communications in knowledge sharing and knowledge management, internally and externally
  • creating better feedback and accountability loops to enable communities and the children and youth that we work with to have more of a say about the work we are doing and how we talk about it
  • using new technology to better organize, share and use the information that we already have, both internally and externally
  • using info-graphics to visualize information so that we can make better decisions about programs and to be more accountable to the public and to program participants
Even more important than ‘talking about’ the topics above, we worked on plans to actually do them…!
Note: this is not an official meeting report but rather my own take-aways from the workshop.

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Incorporating ICT into proposals

Posted in development, ICT4D, ICTs, mobile and technology, tagged , , , , , , on January 24, 2011| 3 Comments »

This is a summary of the January 20th Technology Salon. It’s cross-posted from the Technology Salon blog.

Using GPS in Kwale, Kenya

At the Technology Salon on “How to Incorporate ICT into Proposals”, we discussed some of the challenges and solutions for proposal writers when they try to incorporate information and communication technologies into future program design. (Sign up to get info on the next Salon)

Problems with Incorporating ICT into Proposals

Essentially, short time frames for preparing proposals don’t allow for participation and end-user involvement and feedback during development of technology solutions. Donors often want details about a technological solution within a proposal; however, in order to define details, more knowledge of local context, a participatory local communications assessment, end-user testing and more need to be done.

This causes proposal writers to sometimes put unrealistic goals in proposals in order to secure funding or because they don’t have information about the local context and actual feasibility of a proposed technology solution; implementors may find later that they are unable to deliver

The issue is compounded by the real lack of organizational buy-in to allow for testing and iterating, for trial and error, and even failure, in organizations and within projects to learn what works and what can be scaled up through proposals and donor funding.

Solutions to Including ICT in Proposals

Overall, organizations that want to integrate ICTs in their work need to plan ahead, strengthen their staff capacity on the ground, and have a clear understanding of the steps to follow when integrating ICTs into proposals. And rather than detailing an exact tech solution into a proposal, the proposal writer could offer a few options, say that “a solution could be” or “might look something like this”, or be clear when negotiating with the donor that an idea will be tested but may change along the way when participatory work is conducted with end users, and as it is tested and adapted to the local context.

This can help remind donors that digital technology is only one way to innovate, and technology needs to be seen as one tool in the information and communication toolbox. For example, SMS might be just one communication channel among many options that are laid out in a project or program, and the most appropriate channels (which might also include face-to-face, paper, community bulletin board, phone calls, etc.) need to be chosen based on a local situation analysis and end-user input.

For staff, integrating ICTs as smaller aspects in programs can offer opportunities for small trial and error and learning; eg., using SMS as one channel of communication in an education or health program and comparing results with a program that didn’t use SMS could allow an organization to test small ICT efforts and slowly learn, modify and integrate those that work. (See How Plan Kwale has been using ICT in their programs since 2003)

When staff experiment with and experience ICTs in one program, they may be more likely to innovate with technology in another program. As ICTs become more commonly used in communities and by local development practitioners, space for innovations grows because innovation can happen right there, closer to the ground rather than being designed in an office in DC and parachuted into communities in other places.

Experimentation with youth programs is a good place to start with tech innovations because youth tend to be more literate (if they are school going youth) and they pick up technology skills easily in many cases. Adults need not be left out, but the learning methodology may need to be different. Engaging the community in detailing potential protection and privacy risks in data collection is key to finding ways to minimize risks. (See 8 Elements for a Positively Brilliant ICT4D Workshop)

The Plan Example

Plan Finland with support from Plan USA commissioned the ICT Enabled Development guide (PDF) to better understand and document the ICT4D context in several of the countries where Plan is working in Africa. Country offices wanted to strengthen their capacities to strategically incorporate ICTs into their work and to ensure that any fund-raising efforts for ICTs were stemming from real needs and interest from the ground. Plan offices were also in the process of updating their long-term strategic plans and wanted to think through how and where they could incorporate ICTs in their work internally and with communities.

The report process included 2-day workshops with staff in 5 countries, based on a set of ICT distance learning materials and discussion questions. The idea was to combine background and situational research, learning about ICT4D, and further input from Country Office colleagues into this process to come up with a realistic guide on how and where Plan could begin integrating ICTs into its work directly, strategically and indirectly (See 3 ways to integrate ICTs into development work).

The report team worked by Skype and email with a point person in each office who planned and carried out the workshop. The report team also developed the multi-media training pack with materials that the point persons used to support the workshop, and compiled the ICT-Enabled Development guide based on the experience.

From the report and this experience, Plan produced a 10-step process for integrating ICTs into development initiatives:

  1. Context Analysis: what is happening with ICT (for development) in the country or region?
  2. Defining the need: what problems can ICT help overcome? what opportunities can it create?
  3. Choosing a strategy: what kind of ICT4D is needed? direct? internal? strategic?
  4. Undertaking a participatory communications assessment: who will benefit from this use of ICT and how?
  5. Choosing the technology: what ICTs/applications are available to meet this need or goal?
  6. Adjusting the content: can people understand and use the information provided for and by the ICTs?
  7. Building and using capacity: what kind of support will people need to use and benefit from the ICT, and to innovate around it?
  8. Monitoring progress: how do you know if the ICT is helping meet the development goal or need?
  9. Keeping it going: how can you manage risks and keep up with changes?
  10. Learning from each other: what has been done before, and what have you learned that others could use

See the 3-page “ICT-Enabled Development Checklist” for more detail on how to go about integrating ICTs into a development proposal and be sure to download the ICT Enabled Development guide (PDF).

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A country never dies. Haiti, one year on.

Posted in development, disaster and emergencies, Haiti, participation, smart aid, youth, tagged , , , , , , on January 5, 2011| 5 Comments »

This is a post by Jo-Ann Garnier-Lafontante. Jo-Ann and I go back a long way. We worked together on a few youth media and participation programs in the past and became friends. She and the youth that I met through her were the first people I thought of when I heard about the earthquakes in Haiti last January. It’s people like Jo-Ann and the youth she works with who are bringing Haiti back to its feet.

On January 12th at 4h53pm I was in my third-floor office at Plan Haiti, meeting with Guerdy the Human Resources Manager and talking about staff issues and projects for the New Year. Suddenly the ground seemed furious with us. I can still hear the sound of heavy concrete collapsing and people screaming. After I saw the toilet literally explode in front of us, I told Guerdy “We’re going to die.” I saw images of my family before me. I tried to call them, but I could not get through. I was terrified. My husband worked in a 6-story building and I could not reach him…

Between three violent aftershocks Guerdy and I managed to get out of the building and into the parking lot. I remember seeing several shoes my colleagues had lost in the stairs while running out of the office. I saw my other colleagues horrified, crying and trying desperately to communicate with their loved ones on their cell phones. I saw this little girl, maybe she was 12, who had come to hide in our parking lot. I had never seen her before… she smiled at me. She told me she lived in the neighborhood, that she escaped from her house and the rest of her family was still missing. She was wounded, the features of her face hidden behind dust.

Four hours later, my husband miraculously appeared in our parking lot, sweating and breathless. I had tears in my eyes when I saw him.  He told me about the things he saw on his way to Plan’s office and we started the journey home together. It was awful. We saw people either walking like zombies, screaming, crying, carrying injured people or dead bodies—or desperately looking for loved ones. When we got home, my mother, my 1-year-old daughter and 7-year-old son were in the street in front of our house…stunned and speechless. I grabbed them and held them so tight. I heard that my father and nieces were stuck downtown but they were okay. Now… what about the rest of the family, friends … we could only wonder.

I remember the funerals of my aunt and my grandmother. My father had to remove his own mother from the rubble that had been her home, after six days of digging. We had gotten my aunt out of her collapsed home after two days of digging but she died on the way to the hospital—and then her body was lost among the other bodies and we never found her again.

I remember seeing so many people around Port-au-Prince queuing for burial ceremonies for their loved ones. I thought Haiti had died.

On the last day of 2010, I sat at a meeting at Plan’s new office in Port-au-Prince. It was for the children’s and youth event we are planning for the anniversary of the earthquake. I was amazed at the change since last January. At the meeting we talked about celebrating life. We talked about a new beginning for Haiti and how the engagement of children and youth is essential to its success. I felt our excitement. I feel so proud to be a part of this.

According to what I have witnessed over the past year, Haiti’s promising future is guaranteed because of the potential inside its children and youth. After the earthquake, I saw how young people were so keen and motivated to support their peers. Now I see them mobilizing again to raise awareness about cholera and saving lives.

The earthquake devastated Haiti, but it also provided a chance for this country to be reborn. Children and youth immediately understood their role in this reshaping—they played a key part in the emergency response and they have told us from the beginning that they are ready to do whatever it takes to help reconstruct their country. We adults—and especially the decision makers among us—should listen to their insights and follow in their footsteps and do whatever it takes to fulfill our responsibilities to this country. In the near future, I think there should be a group of young advisors standing behind the President and each Minister.

Today I weep for my aunt, Gagaye (this is how we called her), and my grandmother, Nini, and so many other family members and friends whom I am missing, and also for those I did not know and who left us too soon. But today I also celebrate life. I celebrate the strength I see in the communities where Plan works. I understand the wise person who said “a country never dies…” I now know this is true more than ever because a country like Haiti can count on its children and youth to keep it alive.

Jo-Ann narrates the video below about the work she’s been involved in over the past year. It’s worth a look.

Related posts on Wait… What?

Haiti through our eyes – an uplifting series of photos by Haitian youth

Children and young people’s vision for a new Haiti – 1000 youth input into Haiti’s reconstruction plan

Children in Emergencies: Applying what we already know to the crisis in Haiti – lessons learned from past disasters

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Haiti, through our eyes

Posted in children, development, disaster and emergencies, Haiti, participation, smart aid, social justice, social media, transparency, youth, youth media, tagged , , , , , , , on December 16, 2010| 16 Comments »

When people tell their own stories and take photos of themselves, the results are quite different from when outsiders bring in their stereotypes and their agendas.

I love love love this photo series by youth in Croix des Bouquets and Jacmel.

In October, 2010, Plan commissioned Natasha Fillion, a Canadian photojournalist based in Port-au-Prince, to train and work with 22 teenagers to document their own lives in their own home, neighborhoods and schools. The youth, ages 14-19, got a crash course in photography and were given a digital camera and sent out ‘on assignment’ in their communities. Their brief was to cover topics such as home life, education, leisure, friends, everyday Haiti, and anything about which they were passionate. The photos were taken over a period of 2 weeks.

Fillion commented ‘I go out and I’m covering demonstrations, violence and destruction but there’s a whole side of Haiti that the media, the whole world doesn’t get to see, and I told the students — this is your opportunity to show people what Haiti is really like. These are photos that tell the story of Haiti as a whole, not just news.’

February 3, 2011, update:

Interview with 2 of the youth photographers and Natasha Fillion.

Related posts on Wait… What?

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Where are the local aid and development worker blogs?

Posted in development, ICT4D, ICTs, mobile and technology, participation, random, musing or confusing, social media, tagged , , , , on December 9, 2010| 33 Comments »

I got a great comment from Gareth on my last post Why aid and development workers should be reading blogs:

Do you know of any good blogs from local aid workers? I enjoy reading all these blogs from western-educated aid workers like myself, but we do tend to have a fairly similar way of looking at things, so it’d be great to read something from a different perspective. Any suggestions?

He’s right of course.  It would be nice to add some local perspectives to the lists of aid and development bloggers that float around.

Two well-known sites to find ‘local’ voices are Global Voices and Rising Voices. There is also Maneno which is (used to be?) a platform for bloggers in Africa, but it seems to be under maintenance while an open source platform is developed. I’m not sure how many of the bloggers on those platforms technically work at aid or development organizations, but regardless of that minor detail, you will get great local perspectives on aid and development issues there.

But the question stands – where can we find local aid and development worker blogs?

Suggestions please!

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Why aid and development workers should be reading blogs

Posted in development, ICTs, mobile and technology, politics, smart aid, social media, tagged , , , , , , on November 30, 2010| 15 Comments »

Dave Algoso, a grad student at NYU, just published a great post called A Grad Student’s Guide to the International Development Blogosphere wherein he explains why grad students should be reading blogs. It struck me that many of the reasons he recommends students read blogs are similar to why I recommend that you, my dear colleagues and friends who are development or aid practitioners or who sit in headquarters or fundraising or regional offices, or who make policy decisions, read blogs.

I’m a bit hesitant to share these tips because then you will realize that I’m not really all that smart, I just read a lot of blogs and discuss them a lot on Twitter…. On the other hand, I’m fairly confident that no matter how much I recommend blogs and Twitter, most of you will say you don’t have time, and I’ll still come out looking like a genius for knowing what’s going to hit the New York Times 2-3 days ahead of when you read it and forward it to me asking me if I’ve seen it!

You can read Dave’s post here and I encourage you to do so – so that he will get additional hits to his site and because he deserves the credit for writing the original post.

Below, I’ve taken Dave’s post (note: with permission) and substituted “development and aid workers” for “grad student” and switched it up just a bit to make it fit that context.

Here’s Dave’s post with my changes in italics:

Several friends have recently asked me which blogs I read and how I manage my reading. This post is targeted at my fellow aid and development practitioners, but those of you who work on policy, advocacy, customer service, grant writing and technical support, communications, marketing, and anyone who wants to know what’s happening in aid and development should find it useful as well. Let’s start with why to read blogs, then move on to the how, and finally the what.

1. Why should I read blogs? I do plenty of reading for work already…

I’m a fan of reading blogs. No big surprise there. Reading blogs should be part of how you get smart about your field. You read the news, right? New York Times or the Economist or People Magazine (you know who you are!) or whatever? Well newspapers write for general audiences. They won’t get very far into the complexity and nuance. You read a bunch of internal reports for work too? Well most reports are written for donors. They generally won’t tell you about what the theories and the practical work have to do with the larger picture of development. They also won’t critique the way you do business or offer you a cross cutting picture of where development and aid are headed across sectors and across organizations.

Blogs cover many of the same issues as both newspapers and journals and project reports, but with an eye toward what they mean for practitioners and policy makers. You’ll get stories from the field, scathing critiques of the latest development fads, and heated debates on everything from microfinance to conflict minerals. The blogosphere is the one place where geography is no barrier to the conversation. Academics, journalists, donors, Washington think tank-ers, UN or NGO staff — they all bounce ideas around here.

For a development worker, blogs also provide a check on what the experts, your bosses, top government officials, donors, advocates, marketers, policy-makers and celebrity spokespersons say. You’ll find out pretty quickly which issues are actually top-of-mind for practitioners and which issues only matter to the Ivory Tower types, those sitting in offices making policies, and those making things up. And if work, work meetings, conferences and discussions around the water cooler don’t allow you to delve far enough into an issue you care about, blogs can make up for that.

2. Blogs can be overwhelming. How do I manage the information flow?

First and foremost: You do not need to visit every blog’s website to check for new posts. In fact, you shouldn’t. You can subscribe by email if you like (most blogs have a button on the right hand side where you can subscribe by email) but even that can be overwhelming as blog posts mix with your normal emails.

There’s an easier way to read blogs. Instead of subscribing by email, you subscribe to the blog’s RSS feed. RSS means “really simple syndication.” You just subscribe to the RSS feed using a feed aggregator, and you’ll get all of your blogs in one place.

Some email programs (e.g. Outlook) can act as feed aggregators. I prefer to use Google Reader; if you have a Google Mail account, then you already have a Google Reader account. If you are on the road someplace with spotty internet connections, you can use a free program called FeedDemon; it’s a little clunkier than Google Reader, but it can download posts for viewing when you’re offline. On your iPhone, you can use another free program called MobileRSS. Both FeedDemon and MobileRSS sync with Google Reader, so your RSS subscriptions or starred items will always be the same in all three. (There are also many other options for feed aggregators.)

Once you have a feed aggregator, start subscribing. Most sites with feeds will have a link that looks like this orange square. Click on it to subscribe. Often you can just type the site’s URL into the feed aggregator, and it will figure out the rest.

The practical upshot of this feed aggregator stuff is that you can go to one place and see all of the new posts from all the blogs you follow. You can also “follow” your normal news (more on this below). This keeps you from being overwhelmed, so you’re more likely to keep up with them.

3. Okay, I’m sold. What should I be reading?

In my opinion, there are seven must-read blogs for any one working in the field of aid and development.

Following these seven will keep you up to speed with the debates of the day, and you’ll get links to the most interesting posts from other blogs. Seriously, if you read nothing else, at least subscribe to these seven.

4. C’mon. Only seven? I can handle a few more.

I hoped you’d say that. Here are some others that I highly recommend.

Most of the blogs above are pretty general, though everyone brings different perspectives and interests. There are also many issue/region-specific blogs you may want to check out. Here are a few that I recommend.

(Note from Linda here: I also have a list of blogs I read regularly – you can see it here on the right hand side bar under the title ‘blogroll’. Check some of them out when you have a chance. Or if you have a particular area of development or aid that you are interested in, let me know and I’m happy to give you some recommendations on specific blogs on that topic to get you started.)

I generally steer away from the blogs of NGOs and donor agencies. The content tends to be fluff. Of course, if you work for (or want to work for) a particular organization, it might be worth following them. There are two that I would recommend as generally thoughtful and interesting:

Finally, there’s news. Almost every news website does RSS feeds, so you can subscribe to them through Google Reader. I get the Economist, the New York Times Africa feed, the East African, Foreign Policy, and others bundled together with my blogs. I also subscribe to TED talks, xkcd, Gallup World polls, and more. If a site publishes regular content, it probably has an RSS feed. I barely even go to websites anymore.

5. But hey, you forgot about…

Am I missing anything? Feel free to fill the comments section here and on Dave’s post with suggestions.

Please don’t be offended if I failed to include you or your favorite blog above. This isn’t meant as a definitive list. Here are some more blogs I think are worthwhile. The full list of what I follow is longer still. The above is simply meant to get people started — and I don’t want to scare off the newcomers.

*****

Thanks to Dave for the great post, and hopefully some of you colleagues who haven’t caught the blog bug yet will get motivated!

Hopefully some more of you will start writing blogs too…. here are a couple links that talk about some of the reasons that blogging and other kinds of social media can be helpful in thinking about our program work:

Working and living out loud

Social media and humanitarian response

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Can ICTs support accountability and transparency in education?

Posted in accountability, activism, children, development, education, Egypt, Ghana, ICT4D, ICTs, mobile and technology, Kenya, m4D, MDG, Mozambique, participation, protection, Senegal, social justice, transparency, Uganda, VAC, violence, youth, tagged , , , , , , , , , , , , , , , , , on November 25, 2010| 3 Comments »

I spent a few days in Nairobi early last week with our education and our ICT staff from Ghana, Uganda, Senegal, Mozambique, Kenya, Egypt and a few other folks, including the brilliant Mika Valitalo from our Finnish office and people from regional and headquarters levels. We were looking at goals and challenges in our education programs and thinking about where ICTs might play a role.

The process was really interesting. Starting a few months back, each country shared their education context analysis onto a wiki. In a second round they narrowed down to a specific area in education, looked at the information and communication flow and gaps, and identified areas where there might be an ICT solution. They focused mostly on mobiles, but in many cases mobiles were supported by computers, servers and laptops as well as non-digital information and communication tools and also solar technologies. Each country team met by Skype with Mika and an external consultant to discuss the concepts and get ICT advice and support. Then they updated their concepts and got additional feedback. For the third round, they added rich pictures to show what the specific ICT solutions might look like. Everyone had an opportunity to give input into everyone else’s ideas via the wiki.

At the meeting in Nairobi, we spent a day sharing the concepts with each other for clarification and focused input. Colleagues shared the broader education context in their countries and specifically in the communities where they are working. Then they illustrated the specific education issues and the ICT solutions that they were suggesting and/or the places they felt ICTs could help. Some of the ICT solutions focused on a very specific technology or device. Others showed how different types of ICTs could be integrated at different points in the process. Others required development of a totally new ‘solution’.

Some of the areas where colleagues thought ICTs could support education included: teacher training for those working in remote communities, adult literacy (especially literacy retention post literacy training), improving exam scores, livening up and improving in-class curriculum, and transparency and accountability in education. We spent 2 days then working in different small groups on the concepts, cross-pollinating ideas and deciding which of the concepts were most relevant to all 6 countries (in order to make it more possible to scale them) and which were most feasible and do-able.

The ideas were all a good fit with our global education strategy (see page 9) which focuses on service delivery (in partnership with local governments and communities); organizing and empowering rights holders; and grassroots participatory advocacy to influence education policies, financing and practice. The strategy prioritizes actions around equal access to education, quality of education, and education governance (see page 10).

Accountability and transparency in education

One of the concepts that captured the most interest from the whole group was that of using ICTs to improve accountability and transparency in education. Education is one of the areas where “Quiet Corruption” is often found. ‘Quiet corruption, which can take the form of absenteeism among teachers or doctors, the distribution of fake drugs, or the sale of diluted fertilizers to poor farmers, is having a damaging effect on people in Africa, according to the African Development Indicators report released by the World Bank….’ (March 18, 2010 article)

It's time for class.... where is the teacher to be found?

Edison, Charles and Erik, our colleagues from Uganda, did a short skit illustrating the different points in the primary education system where corruption happens. Their points correlated well with this summary of quiet corruption in education from a July 5, 2010 article in the Independent:

‘Early this year, the Transparency International (TI) Africa Education Watch Programme report: Africa Education Watch: good governance lessons for primary education showed that the government’s perception that massive enrollment is a sign of success of the UPE [universal primary education] programme must be revised to address the problem of overcrowding in classrooms, studying under trees, poor financial management, illegal fees, and lack of school inspection. The report exposes irritating embezzlement of UPE funds and abuse of authority by head-teachers who charge illegal fees, make students offer labour on teachers’ projects, sexual harassment, and systematic teacher absenteeism. The report noted that 85% of schools surveyed had either deficient accounting systems or none at all. In most cases, financial records were either unavailable or incomplete. The survey found limited financial documentation at district education offices and at schools. Most people who handle school grants had no training in basic finance management.

Another survey titled, The Efficiency of Public Education in Uganda, conducted in 2007 by the Ministry of Education to determine efficiency in provision of education services found an average rate of teacher absenteeism of 27% in Uganda, compared to other countries like Zambia (17%), and Papa New Guinea (15%). The aggregate loss caused by this absenteeism constituted 19% which translates into Shs 53 billion out of the Shs276 billion of the Education ministry’s wage bill.

In a swift headcount at the beginning of this year, the Education ministry established that the number of pupils listed in primary school registers was 25% higher than those actually studying. Similarly, the report established that the number of students in lower secondary schools had been exaggerated by 12%. For instance at Amaji Primary School last year, the school register had 816 pupils. But when the headcount was conducted the school administration could not account for 302 pupils.

It is reported that many districts’ chief administrative officers have failed to show proper accountability for the UPE and USE funds.’

The Uganda team also explained that:

  • Parental interest in education is very low because since Universal Primary Education launched, parents feel it’s the government’s responsibility. Some youth we were working with in Kenya last year made a short film about poor performance in primary schools covering the same issue  (see below).
  • Teachers’ salaries are paid directly to their bank accounts, and there is no way to punish them if they don’t show up.
  • There are mechanisms to ensure that donor funds go from the national level to the district level and then on to the school, but no accountability mechanisms to ensure that they get from the school to the classroom and are translated into quality education for children.
  • District level government authority and accountability ends when they transfer funds to the schools; school directors can report to them that they have received funding and that everything is going fine when it’s really not.
  • Local school committees are often made up of people who are not neutral and who do not have the best interest of the children in mind. In some cases, school committee positions are used for personal gain and to launch individual political careers and political campaigns.
  • Lack of parental and community involvement in the education process and in school governance means that no one is demanding accountability from teachers and schools.
  • Sexual and physical violence in schools is very common and underreported. When it is reported, often nothing is done about it.
(Start playing the video, then click the small ‘cc’ button to turn on captions in English)

Colleagues from the other countries face the same challenges in their work and in their own children’s education.

Can ICTs play a role?

What is the solution then? Colleagues suggest that motivating parents and the community to get more involved in school governance and demanding transparency and accountability can begin to change the situation. This obviously requires a lot more than ICTs. So several different actions would be taken to engage and motivate parents and the community to take a bigger role in their children’s education. Then ICTs can be integrated into and support the process for sharing education information with parents, such as student absenteeism, grades, parent-school meetings, exam dates and scores, etc. Parents and students would also be able to report when teachers do not show up or suspected corruption. Students could also report abusive teachers, absent teachers, and other issues they are not happy with at the school. A neutral party would manage and hold the information that flows in and out to protect students from reprisal and to protect teachers from any abuse of the system in case fraudulent or incorrect information is reported. Commitment from those responsible for overseeing education to respond to the issues raised and take serious action is also needed, and this may be the biggest challenge overall. Plan can play a role there, leveraging existing relationships with local and national governments and Ministries.

The idea needs quite a bit of further work, a closer look at feasibility, and more research and input from local communities and parents. As mentioned, the ICTs are actually a small, but potentially very important, part of a much larger initiative to get parents and communities involved in school governance to demand transparent, accountable and quality education and budget spending.

Challenges in the process

Some of the challenges that we had to manage well during this initial piece of the longer process included:

  • We needed to ensure that we were starting with the context and the need for better information and communications, not starting with the technology and devices and building initiatives around them. Yet we also had to avoid getting lost in the overall context and missing the opportunity to pinpoint potential ICT solutions at specific places within the context. Role play and flip chart illustrations of the  ‘problem’ and the ‘solutions’ were very useful for getting more concrete (“So, Kofi is here in his community and he wants to …. So he uses xxx to do this, and then this happens and then….).
  • Though we wanted to specifically look at places that mobiles and other ICTs could support, it was important to list out all the factors that needed to be in place in order for the ICTs to work and to think clearly about the constraints we might face during implementation. One good question to help with that was, after seeing an idea or ICT solution presented, to ask “What needs to be in place in order for that to happen?” Then you start to remember critical things like community motivation, government interest to actually resolve a problem, electricity, someone to set up and manage a server, a strong enough network to download multimedia content, mobile versions of websites, educational content re-design for mobiles, teacher training on how to integrate ICTs in the classroom, limitations of SMS for doing something other than rote learning, higher versions of a mobile operating system, a smart phone, etc.
  • We had input from a potential corporate partner during the process. We learned that corporations are thinking several years ahead to what will be coming down the line; however non-profit are normally working within existing constraints and trying to find solutions that work here and now in the resource poor places where we work or ways to get around those constraints. Multi-level solutions seemed to be a good possibility; eg., ideas that can rely on SMS today, but have potential to expand as networks expand and data enabled mobiles become more available.
  • A corporation tends to think in terms of vendors, results, timelines, launch dates, price points, return on investment whereas a non-profit (at least ours) tends to think in terms of community members, organizations, process, participation, local context. Our facilitator even told us that a corporation normally does a presentation by starting with the solution, and then spending the rest of the presentation showing why that is the right solution. A non-profit usually starts a presentation by sharing all the context and background, and showing the process that led to eventually reaching the potential solution, including every step along the way, how ownership was achieved in the process, why different decisions were made and who participated in them. So keeping corporate vs non-profit cultures and languages in mind is also important when working on joint initiatives.
  • We need to remember to establish measurable indicators of success so that we can tell if this new type of intervention has a different/ better/ greater / lesser impact than carrying out a similar process without ICTs or with a different set of ICTs. This is something we will address once the full idea is developed. Impact measurement is very important to both corporate partners and development organizations.
  • This was the first time many were involved a process of this kind, so keeping the balance between technology and development goals was a constant challenge. We sometimes veered too far towards focusing on all the details of the context and then back to focusing too much on that piece of the context where a potential technology solution was seen. I think we were moving toward a pretty healthy mix of both. The process is nowhere near complete, and as we continue to work on the ideas and look at feasibility and actual implementation, we should find the sweet spot.
The work above was guided by Plan Finland’s recent publication ICT Enabled Development – Using ICT strategically to support Plan’s work.  On the whole, it was a great learning process for everyone involved, and we came up with some good ideas that we will flesh out in the coming months. Having the opportunity to patiently and carefully think through areas and ways that ICTs can support program goals around education and discussing the ideas at length with colleagues was a capacity strengthening exercise for all involved and will mean that we will be more prone in general to thinking about incorporating ICTs in our work going forward.

Resources

ICT-Enabled Development

Plan’s Education Strategy 2010-2013

African Development Indicators Report by the World Bank

Africa Education Watch: Good Governance Lessons for Primary Education by Transparency International

The Efficiency of Public Education in Uganda by the World Bank

Learn without Fear Report on School Violence by Plan. Summary and Full Report (also available in French and Spanish).

Painful lessons: the politics of preventing sexual violence and bullying at school by the Overseas Development Institute

Expel violence! A systematic review of interventions to prevent corporal punishment, sexual violence and bullying in schools by the International Observatory on Violence in Schools

School violence in OECD countries by Karen Moore, Nicola Jones and Emma Broadbent

Update: Owen Barder published an interesting post called Development 3.0 – is social accountability the answer, which refers to social accountability in education in Uganda and links to 2 other quite interesting papers: Fighting corruption to improve schooling: evidence from a newspaper campaign in Uganda; and a 2007 paper by the Center for Global Development challenging the findings of that paper: Putting the Power of Transparency in Context: Information’s Role in Reducing Corruption in Uganda’s Education Sector

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Maps for Mozambique

Posted in development, ICT4D, ICTs, mobile and technology, mapping, Mozambique, participation, politics, tagged , , , , , , , , , , on November 20, 2010| 4 Comments »

Ivan and Massilau working on some mapping in Inhambane, Mozambique.

I had the pleasure of working with Iván Sánchez Ortega in Mozambique earlier this month, and I learned a ton about the broader world of GIS, GPS, FOSS, Ubuntu and Open Street Maps from him. We also shared a few beers, not to mention a harrowing plane ride complete with people screaming and everyone imagining we were going to die! But I suppose it’s all in a day’s work.

Below is a cross-post by Iván about Maps for Mozambique. You can find the original post here, and a version in Spanish here. Note: the opinions expressed below belong to Iván and not to his former, current or future employeers…..

*****

Last week was a small adventure. I went to Mozambique to make maps, as part of the Youth Empowerment through Arts and Media program. The main goal was to train youngsters in order for them to make a basic cartography of the surrounding rural communities.

This travel is part of the Humanitarian OpenStreetMap Team activities. After the successes of Kibera and Haiti, we want to check how much we can help by providing cartography.

Cartography in developing areas provides a great amount of situational awareness – in order to help, one needs to know where the help is needed. In the case of Mozambique rural communities, we’re talking about knowing who has a water well and access to healthcare and education, and who doesn’t.

The problem with rural Mozambique is that the population is very disperse. Each family unit lives in an isolated set of huts, away from the other families in the community. There is so much land available that the majority of the land is neither used or managed.

Which leads to think that, maybe, the successes at Kibera and Haiti are, in part, due to them being dense urban areas, where a kilometer square of information is very useful.

It has been repeated ad nauseam that geographic information is the infrastructure of infrastructures. Large-scale humanitarian problems can’t be tackled without cartographic support – without it, there isn’t situational awareness, nor will coordinating efforts be possible, something very important in an era when aid can get in the way of helping. However, even with agile surveying techniques and massively crowdsourced work, the cost of surveying large areas is still big. And, as in all the other problems, technology isn’t the silver bullet.

—-

That said, the way one has to go to reach the rural communities doesn’t have anything to do with the occidentalized stereotypical image of rural sub-Saharan Africa. There are no lions, nor children with inflated bellies due to starvation.

There is, however, the image of a developed country but in which the public agencies work at half throttle. Mass transit, garbage collection, urbanism, civil protection, environment, job market, education, social security. Everything’s there, but everything works at a much lower level than one could expect. To give out an example, the Administraçao Nacional de Estradas (national roads administration) plans switching of one-way lanes over hand-drawn sketches.

The reasons that explain the situation of the country are not simple, not by far, but in general terms they can be resumed in two: the war of independence of 1964-1975 and the civil war of 1977-1992. Living is not bad, but also not good, and part of the population is expecting international humanitarian aid to magically solve all of their problems.

When one stops to think, the situation eerily reminds of the Spanish movie Welcome, Mr. Marshall. Only that everyone’s black, they don’t dance sevillanas, and instead of railroads they expect healthcare and education.

Wait a moment. A reconstruction 20 years after a civil war, external aid, and the need of cartography for a full country. This reminds me to the 1956-57 Spain general flight, popularly known among cartographers as the American flight.

These aerial photographs, made in collaboration with the U.S. Army Map Service, had a great influence in the topographic maps of that period, and even today they are an invaluable resource to study changes in land use.

—–

Which is, then, the best solution? To inject geospatial technology may be a short-term gain, long-term pain in the form of 9000€/seat software licenses. Mr. Marshall won’t come with a grand orthophotogrameric flight. Military mapping agencies won’t implement SDIs (spatial data infrastructures) overnight. Training aid workers and locals into surveying is possible, but slow and expensive, although it might be the only doable thing.

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