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Archive for the ‘ICT4D’ Category

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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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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Community-based child protection

New Plan report on ICT-enabled development


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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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Mapping Magaiça and other photos from Mozambique

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Putting Cumbana on the map — with ethics

Inhambane: land of palm trees and cellular networks

It’s all part of the ICT jigsaw — Plan Mozambique ICT4D workshops

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I spent the first 2 weeks of November in Mozambique working on the continuation of the Youth Empowerment through Arts and Media project. This year, we are piloting digital mapping in addition to the other ICT tools that we’ve been integrating into the project. We weren’t able to find anyone locally in Mozambique who could train on Open Street Map but luckily were able to link up with Portuguese-speaking Iván Sánchez Ortega from OSM in Spain. (In case you didn’t catch the link – the official language in Mozambique is Portuguese…)

Iván was a great trainer and the youth from the two associations (Vuneka and Litanga) that we are working with really took to the idea of digital mapping and learning some new skills in the area of painting, theater, print journalism, radio, video and blogging. See some of Ivan’s thoughts on this Maps for Mozambique post.

Here are some photos of the work we did while in Mozambique….


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Last summer I had the chance to meet with War Child in Holland to talk about our shared excitement and common challenges in using social media and ICTs in program work (eg., to further program goals and as enablers in community level work with children and youth). I met Ernst Suur there, and over the past several months we’ve been trying to find an on-line Masters Degree in ICT4D. There are a couple places that are considering this type of course in the future, but we were not able to lay our fingers on anything concrete at this point.  As Ernst says: Isn’t it funny that you can learn online how to knit, but ICT4D isn’t taught much online yet?

The constraints that both Ernst and I have are that we work full-time (and then some) at jobs that require a lot of travel so it’s impossible to attend a normal schedule of university classes. We also live on salaries that don’t leave extra for furthering our education and we don’t want to spend the rest of our lives in debt. We would like a program that is not completely focused on the technology, but that instead really goes into depth on how ICTs can enable better processes, results and outcomes in development work. We are both working on program initiatives that would benefit from focused ICT4D research and deeper thinking that a guided process of shared learning and discussion could provide. We work with colleagues across our organizations who, like us, are interested in and would benefit from more systematic learning and focused ICT4D capacity strengthening but who are also not in a position to attend traditional university courses (or these courses are simply not offered where we live).

We are assuming that there are others out there from other organizations in similar conditions with similar interests. For example, at the October 2010 International Conference on Crisis Mapping (ICCM) in Boston there was mention of the need for further education opportunities on ICTs in Crisis Situations.

After doing some on-line research to find options and contacting some individuals, Ernst and I thought a next step would be to do a bit of crowd sourcing to find out if there is something that already exists that we are missing. As Ernst said: Better well stolen than badly invented.

If anyone has any thoughts, please share them in the comments section or contact me at lindaraftree at gmail.

For example:

  • Are there existing on-line masters level courses that we have missed out on in our desktop research?
  • If you could design an on-line ICT4D masters program that would fit your needs, what would it look like – eg, would there be face-to-face meetings? How often and for how long? Where?
  • What are the key topics/areas/disciplines that would be covered in an on-line ICT4D course?
  • What would some of the required courses be and who could teach us?
  • What would a reasonable cost be?
  • Who might be willing to offer scholarships for this type of study course? Eg., in whose interest is it to strengthen these capacities?

Please share your thoughts and ideas so we can build a strong case, because we believe that ICT4D should walk the talk and talk the walk and make online higher education and distance learning available for everyone.

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There’s a new Youth and Participatory Governance initiative that I’m going to be supporting from the social media and ICT side, and I’m really excited about.

My colleague Jess in our UK Office gives an overview:

Plan UK is working with the Institute of Development Studies (IDS) and the International Institute for Environment and Development (IIED) to produce a Special Issue of the journal Participatory Learning Action (PLA) focusing on Youth and Participatory Governance in Africa. The Special Issue will capture and share experiences of the different ways young people in African countries are engaging with government to participate in public policy, planning and budgeting processes at local, national, regional, and international levels.

Key details about the Special Issue:

  • What is the theme? Contributions should capture practical experiences of governance work involving youth. Contributions should include: the processes young people have been engaged in; innovations, achievements and challenges; lessons and ways forward. Each article should be around 2,500 words. (Note: this includes innovative ways that youth are engaging with support of ICTs.)
  • Who can contribute? We are seeking submissions from adults and young people working in the field of youth and governance who would like to contribute an article to this Special Issue. You might be a youth activist, a practitioner from an NGO or international agency, or a member of government, for example.
  • How will contributors be supported? Support will be provided to contributors throughout the drafting process, including a writing workshop (a ‘writeshop’) in Nairobi in March next year during which contributors will receive one-to-one support and meet with others working on participatory governance to discuss and share their experiences
  • When do articles need to be written? Anybody interested in contributing needs to submit a 500 word summary by December 5th. Articles will be selected in December. Authors will submit a first draft of their article in February 2011 and, after further drafting, a final draft in June/July 2011.

Download further information on the Special Issue and the PLA journal here. Download the Call for Proposals here if you think you’d like to submit something or to support youth you are working with to submit.

Why I’m excited about being involved…

I had the chance to talk with Jess (the project coordinator) at Plan UK about my role last week. I’ll be supporting with dissemination (starting here with this post) to help get as many good submissions as possible. I’ll also be reviewing submissions that have ICT components to them; supporting participating youth with writing drafts and at the writeshop in Nairobi this March; and looking at how we can use social media to support the initiative throughout.

I’m really happy to be involved because this is something I want to dig into into and the process will offer a chance to learn about methodological innovations in this area that can be replicated and shared within some of the other programs I’m supporting. I also love that young people are encouraged to submit ideas for the journal and that they will be involved in writing and documenting their experiences. Sometimes their voices are really missing in these debates because they are not in the habit or don’t have time to write and document their work, or because of other factors like language or access. (And we all know that if it’s not on the Internet, to many of us it ‘doesn’t exist’).

To be honest, I’m also excited because it will give me a ton of new stuff to share here, and maybe during the process we’ll be successful in getting some more young people and practitioners blogging.

Another reason I’m keen to participate was this bit in the concept note: Youth and governance efforts have been ‘largely unsystematic and often constrained by the vague and paternalistic parameters of the UN Convention on the Rights of the Child (McGee, forthcoming 2010). However this is changing and there are calls for new models, tools and approaches that enable young people to take a more meaningful role in decision-making.’ Looking forward to the discussions around that.

Submit a concept!

If you are working on programs around youth and governance, youth and transparency, youth and accountability and related areas or know of young people or young people’s organizations who are, please check out this link on how to submit a concept or contact me (lindaraftree at gmail) or Jess (Jessica.Greenhalf at Plan-International dot org). If the youth you’re working with are more comfortable in a language other than English or French, please let us know so that we could see how to support them to engage.

Please share this call for submissions through your own networks – we are hoping for a real variety of contributions to what should be a great Special Issue!

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Our Tracking Violence Against Children in Benin project won first prize for Most Innovative Use of Technology or Social Media in Plan’s internal Global Awards contest. The competition was fierce and we were up against some really great projects.

Here’s a nice video overview of the project and where we hope to take the initiative as we go forward.

We still have some kinks to work out and we are still in pilot phase, but we are pretty happy about the award in any case. It helps motivate us even further to improve on the idea until it’s fully functioning and sustainable and we know that it’s resulting in more reporting of violence, helping to track trends and cases of violence, and being used by local and national authorities for responding and following up on those cases that occur.

Many many thanks to everyone who has helped the project get where it is, including:  Henri da Silva, Carmen Johnson, Bell’Aube Houinato, Amelie Soukossi, Eleonore Soglohoun, Morel Azanhoue, Victoire Tidjani, Alfred Santos, Jean Sewanou, Michel Kanhonou, Paul Fagnon, Camille Ogounssan, Anastasie Koudoh, Mika Valitalo, Ken Banks, Josh Nesbit, Patrick Meier, Juliana Rodich, Henry Addo, David Kobia, James Bon Tempo, Stefanie Conrad, Theresa Carpenter, Penelope Chester, Shona Hamilton, and community leaders, parents, school directors, local authorities, children and youth in the 2 participating communities.

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Fostering a new political consciousness on violence against children

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New Plan report on ICT-enabled development

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Plan just released a new report called ICT Enabled Development: Using ICT strategically to support Plan’s work. The report is part of an on-going process by Plan Finland (kudos to Mika Valitalo for leading the process) in collaboration with Plan USA to support Plan’s country offices in Africa to use ICTs strategically and effectively in their development work. It was written by Hannah Beardon and builds on the Mobiles for Development Guide that Plan Finland produced (also written by Hannah) in 2009.

The idea for the report came out of our work with staff and communities, and the sense that we needed to better understand and document the ICT4D context in the different countries where we are working. 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 process for creating the report included 2-day workshops with staff in 5 countries, using a methodology that Mika, Hannah and I put together. We created a set of ICT training materials and discussion questions and used a ‘distance-learning’ process, working with a point person in each office who planned and carried out the workshop. Mika and I supported via Skype and email.

Hannah researched existing reports and initiatives by participating offices to find evidence and examples of ICT use. She also held phone or skype conversations with key staff at the country and regional levels around their ICT use, needs and challenges, and pulled together information on the national ICT context for each country.

The first section of the report explains the concept of ‘ICT enabled development’ and why it is important for Plan and other development organizations to take on board. “With so many ICT tools and applications now available, the job of a development organization is no longer to compensate for lack of access but to find innovative and effective ways of putting the tools to development ends. This means not only developing separate projects to install ICTs in under-served communities, but looking at key development challenges and needs with an ICT eye, asking ‘how could ICTs help to overcome this problem’?

Drawing on the research, conversations, workshop input and feedback from staff, and documented experience using ICTs in Plan’s work, Hannah created a checklist with 10 key areas to think about when planning ICT-enabled development efforts.

  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?

The checklist helps to ensure that ICT use is linked to real development needs and priorities and appropriate for those who are participating in an initiative or a project. The report elaborates on the 10 key areas with detailed observations, learning and examples to illustrate them and to help orient others who are working on similar initiatives. It places the checklist into a 4-stage process for ICT integration.

  1. Understanding the context for ICT work: includes external context and internal experience and capacity
  2. Finding a match between priorities and possibilities: rooting the system in local needs and priorities and finding good uses for tools and applications
  3. Planning and implementing concrete initiatives: carrying out participatory assessments, linking to other development processes and addressing technical issues and concerns
  4. Building a culture of systematic, sustained and strategic use of ICTs: linking ICTs with program work, transforming the role of ‘the ICT guy’, and building expertise on the cultural and social aspects of ICT use

Additional material and case studies, ICT country briefings, and an overview of Plan’s current work with ICT4D in Africa are offered at the end of the report.

The report includes input from Plan staff in Ghana, Mali, Mozambique, Senegal and Uganda who participated in the ICT4D workshops. It also draws heavily on some of the work that Mika has been doing in Finland and Kenya, and work that I’ve been involved in and have written about in Mali, Cameroon, Mozambique, Ghana, Benin and Kenya involving staff, community members and community youth. You can contact Mika to get the workshop methodology in French or English or to comment on the report (ict4d [at] plan [dot] fi).

There’s so much rich material in the report that I almost want to summarize the whole thing here on my blog, section by section, so that people will take the time to read it…  I think this is a really important and useful piece of work and we’re very excited that it’s now available! Download it here.

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Meeting in the middle

I and C, then T (US)

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I read Malcolm Gladwell’s piece on new media digital activism in the New Yorker and it made some sense to me at first. I’m as skeptical as the next person, and very tired of the ‘slacktivist’ social media campaigns that I come across in the US. However, I think it’s important to note that the problem isn’t in the tools being used by activists/’slacktivists’. The issue goes deeper, and it’s more about context and culture.

A few things that I’m mulling over are:

1) In a repressive environment, using social media tools to organize is just as dangerous and subversive as using ‘traditional’ ways of organizing. Organizers, activists and sympathizers use a combination of tools to participate and to reach specific goals. It doesn’t matter if the tools are digital or not. What matters is whether or not they are effective in the context where they are being employed. Lina over at Context, Culture and Collaboration has a good post on the use of tools to fit the goals.

2) The level of commitment to a cause is in direct proportion to the level of personal risk. i.e., the more committed you are, the higher the personal risk you are willing to take; the higher the personal risk, the more committed activists likely become. In the US context, unless perhaps you are gay or Muslim [update Aug 2014 — “or Black”], there is not a lot of personal risk in uniting or fighting for a cause, and most of the causes that are social media driven do not create any major personal risk to those who join them. I find a lot of US campaigns to be meaningless or misdirected compared to activism in many other places. US-based ‘activism’ campaigns are often more about cause marketing or branding an organization or collecting emails than they are about changing a serious social issue at home or abroad. This is not the fault of the social media tools or of ‘digital activism’, it’s a reflection of US culture, our current values, the organizers behind the causes, and the sociopolitical moment we are living in.

3) Some of the digital media evangelists in the US and in the US media don’t understand enough about grassroots organizing or the sociopolitical contexts in other places to see beneath the social media tools to the networks of engaged, involved people and the broader movements happening off-line. They see social media use and think it’s the core of a movement when in fact it is probably just the only piece of it that they have access to at the global level; it’s the shark’s fin. This comment from Esra’a really got me thinking about that.

When a t-shirt can get you in trouble

When I lived in El Salvador in the early 1990’s, (eg., before social media) political oppression was heavy. During the war, you could get arrested, tortured, or disappeared for something as simple as wearing a political t-shirt; criticizing someone from the ruling political party (ARENA); owning a cassette of Mercedes Sosa, Los Guaraguao, or Silvio Rodriguez; reading a book of poetry by Roque Dalton; or merely gathering in a group or having a meeting. That didn’t stop people from organizing though, both in hierarchical ways and loose networked ways.

In 1994, El Salvador held its first elections since the signing of the Peace Accords. It was the first time that the guerrilla group, the Frente Farabundo Martí para la Liberación Nacional (FMLN) was allowed to participate as a political party. It was a hopeful yet dangerous time. Only the bravest came out publicly to show their support for the FMLN, the past 14 years of repression still fresh in everyone’s minds. There were political assassinations of opposition candidates taking place, fears of widespread fraud, concerns from voters that their votes would not really be secret. ARENA had used every media channel it owned (all of them) to warn foreigners that any ‘interference’ in local political issues would get them deported.

I was working with an international organization that was hosting a group of Ecumenical Elections Observers.  One day, as part of the orientation program, I took a delegation of the observers to the office of the FMLN to meet with the head of the party, Facundo Guardado. (We had met with leaders from ARENA earlier in the week.) Facundo gave us all FLMN t-shirts.

That afternoon, coming home from work, I was walking down the alley way a couple blocks from my house, the t-shirt in my bag. I heard a couple of motorcycles come up behind me and the familiar ‘ch ch, sssss ssssss, mamacita‘. I was alone in the alleyway, so I quickened my pace to reach the little open area where the Barrio women would sit for a minute to catch their breath when coming back from the market with their heavy baskets and the older men would gather to play checkers under the trees in the afternoons. Before I could get there, one of the men pulled his motorcycle up in front of me and the other came up on my left side, cornering me. I saw that these were not just men harassing me, they were in military police uniforms and I got nervous.

They asked for my passport.

‘I don’t have my passport with me. I don’t carry it because I’m afraid it will get stolen.’

They didn’t like that answer. ‘Do you think we can go to your country and walk around without papers? No, we can’t, we’d be deported. Why do you think you can do that here?’

‘Let me look for my driver’s license. I’m sure it must be in my bag. Is that OK?’ They continued to scold me angrily.

I started digging around in my bag to try to find my local driver’s license but failed because my bag was so full of stuff. I was afraid that they were going to see the t-shirt which would lead to a lot of questions and make it look like I was getting involved in internal politics.

My neighbors started popping their heads out of their doorways and windows and watching as the military police questioned the gringa who lived in the Barrio. Just as I was going to be observing and standing witness to their upcoming elections, so they were observing and standing witness for me while I was being questioned by the authorities. Cautiously, one of them said in a respectful voice loud enough to reach the policemen ‘Ella es de aqui.’ She’s from here. Another one agreed. ‘Sí, ella vive aquí.’ The police ignored them and continued to question me. More and more people began standing around to watch from a distance.

My heart was beating loud and fast. The afternoon sun was hot. I started carefully removing things from my bag and placing them on the dirt road… the soda I was bringing home for my husband… my notebook… my sweater… hoping to make some space in my bag to find the driver’s license without the t-shirt coming out. I had no idea what was going to happen if I didn’t find my license. What if they took my bag and searched it and found that t-shirt? Would they seriously arrest me? Would I be deported?

After what seemed like hours, I saw my mother-in-law running towards us, carrying my son. Someone had alerted her that I was in trouble. Her eyes flashed like they did when she was worried, upset or angry. She was on fire. ‘Buenas tardes, oficiales. What’s the problem? What’s happening? Uh hunh, she is my daughter. My daughter-in-law. This is her son. She lives here with us, here in the Barrio.’

‘Sí, es verdad,’ it’s true, several of the neighbors called out. While they were speaking, I finally found my license. It had gotten caught up between the pages of my notebook. I showed the police and they lectured us all about the importance of carrying papers, got on their motorcycles and rode off. For a few days after the incident I felt nervous that they would follow me in the alleyway again, or find me someplace else and continue their questions, out of sight of the neighbors and far from my brave mother-in-law.

So what does that have to do with activism and ‘slacktivism’?

The simplest of things can get you in serious trouble in a repressive environment. Not carrying your identification. Listening to revolutionary songs. Discussing politics. Reading a book by someone who critiques the government. Wearing a political t-shirt. Standing on a street corner to watch a protest.

Would any of that be seen as subversive in the US? As deeply significant and meaningful? No. Most of us don’t have to carry identification. Teenagers listen to Bob Marley without even knowing what the songs are about. We critique politics openly all the time. Our kids read Marx in school. We make fun of our political leaders on TV and billboards and t-shirts. We join political campaigns and publicly demonstrate who we are voting for. These activities are all very low risk at this time in the US cultural and sociopolitical environment. Engaging in activism in the US, wearing t-shirts, joining on-line groups and the like is often seen as slacktivism because these are very easy things to do, don’t require a lot of effort or personal risk. We are not doing a great job of engaging people in real debates in the US, and I worry about some of the changes happening now in the US (think: Tea Party), but it’s hard to deny that we do enjoy an amount of freedom of expression that’s difficult to come by in many other places.

In 1994 in El Salvador, people were not using social media to organize. But if they had been, it would have been every bit as risky as wearing or owning an FMLN t-shirt and just as meaningful. Simply identifying with a cause was subversive, much more so if you actually spoke out or identified yourself publicly. Wearing a political t-shirt in that type of environment is not ‘slacktivism’. If social media had been around then, engaging in the movement digitally would have been dangerous and probably very effective considering both the hierarchical structure of the armed opposition and the networked structure of sympathizers across the country, the region, and the world. Activism is not about the tools, it’s about the movement, the cause, the social change, the level of commitment and the potential danger and risk that people place themselves in when publicly identifying with a cause and fighting for what they believe in. That is what gets people heart and soul into a movement, regardless of the tools that they are using.

I think there is a risk of a US-centric critique of all digital activism as ‘slacktivism’, when that is not always the case. Should we call out the US media and those people who are hyping up social media as the key factor in social and opposition movements such as recent ones in Iran or Moldova? Yes. Should we in the US take a closer look at and question what’s behind our shallowness and cultural propensity towards ‘slacktivism?’ Definitely.

But we should also be careful about projecting our weaknesses and cultural frameworks on all uses of social media tools in activism.

—–

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I spent the past week in New York City attending the UN Digital Media Lounge and Mobile Active’s mWomen Technology Salon. These 2 events happened alongside the Millennium Development Goals (MDG) Summit and the Clinton Global Initiative (CGI), where world leaders, corporations, movie stars/rock stars, innovators, and heads of big development organizations gather. There was a lot of talk about Technology and Innovation, Women and Girls, and Public-Private Partnerships, and, well, a lot of talk in general according to some, but I am not going to go there. Saundra put together a great compilation of MDG and CGI and UN Week posts over at Good Intents where you can read all about it.

My learning highlights for the week were in the area of m4D (mobiles for development) and ICT4D (information and communications technology for development):

  • World Bank Open Data. The Bank is really moving towards opening up their data. They currently have over 2000 websites and they are trying to consolidate them and make it easier for users to access the World Bank’s Data for their own purposes. The Bank has put more than 1,200 indicators, including the full World Development Indicators dataset, on the site. In addition, there are a variety of maps, dynamic graphs where you can compare data sets, and widgets for you to add information to your own website. Check the World Bank Open Data site for more.
  • UN Global Pulse. Over at Global Pulse the team is looking at existing indicators from UN agencies and others and trying to figure out how they can tap into human behavior patterns for early detection of crisis and as a way of quickly investigating and responding to such crises. In this age of real-time information, it’s somewhat bizarre that large development organizations are working based on extrapolations of data that are 2-3 years old.  Global Pulse hopes to change that by identifying and tracking a series of pulse points, such as satellite data, mobile phone and SMS trends, internet and search word trends, increase and decrease of doctor visits and medication sales, and other human behaviors; that can serve as early warning system for crises. Think Flu Trends but pulling in all kinds of data at the global level.  The UN plans to use their own data and the data of others, as well as “data exhaust” from a variety of sources to come up with a new way to predict, mitigate and manage global crises, such as the current food-fuel-finance crisis, and their impact on communities.
  • Civil Society 2.0 Initiative. The US State Department’s Civil Society 2.0 Initiative is working to address the chasm between what NGOs and local organizations need and what the tech community can provide. The idea is to bring the two sectors together and bridge the gap between them. The initiative would work to identify the local needs and local context, and then help with tools to meet the needs using the available technologies. They are also building toolkits for organizations on how to blog, set up SMS systems, and other common social media activities. The aim is to improve disaster response efforts by balancing between communication and ethical standards, operating procedures, alert systems, and technical capabilities and working in advance of disaster and emergencies so that civil society groups are prepared.
  • GSMA. I’m not sure where I’ve been hiding but I hadn’t heard about GSM Association before. GSMA represents the interests of the worldwide mobile operators. They have around 800 members from 219 countries. GSMA engages in policy debate with governments and regulators and advises mobile operators on ways to move their core business forward. GSMA has done a lot of research on women and how to market sales of mobile phones to women, especially in those countries where women are lagging behind in mobile phone ownership. They were part of the Women and Mobile: a Global Opportunity study.  GSMA is working with mobile operators on mobile banking in some 147 countries, which I find a bit mind-boggling, since I hadn’t heard of them before!
  • Pesinet. For just about $1/month, Pesinet provides families in Mali with a micro-insurance service. Healthcare agents visit the homes of children enrolled in the program to  check height and weight and for any signs of illness. If illness is detected, they arrange for a visit to a clinic. Pesinet covers half the price of medication if needed. Using the Pesinet mobile application, the healthcare agents record information about the patient and send it to a central data base at the clinic. By using mobiles and encouraging preventative healthcare, Pesinet is reaching more children and improving healthcare.
  • Souktel.  In developing countries, finding a job can be extremely difficult, and job boards are not prevalent. Using simple SMS, Souktel has created the JobMatch application which allows a person to create a mini-CV which is uploaded into a data base. Employers can also send out job notices which people can receive by text message, in order to connect to those jobs that match their skills.
  • Priyanka Matanhelia’s research on mobiles in Mumbai and Kanpur, India showed that young people in both the cities used cell phones for a variety of communication, news and entertainment needs. They used cell phones to negotiate independence from parents and to maintain friendships and create friendships with members of opposite sex. The young people in the two cities used mobiles differently due to the differences in their lifestyles and socio-cultural factors, however there were only a few gender differences in the use of cell phones.

I also had the opportunity to present some of the work that I’m involved in. You can see the live stream of the ICT4D, Innovations and the MDGs panel on Mashable TV, or check out my Ignite talk from Mobile Active’s mWomen event (download the power point if you want to see the notes). You can also download the new Because I am a Girl 2010 Report on Girls in a Changing Landscape: Digital and Urban Frontiers.

The best part of the week was meeting up with old friends, and tweeting up with people I have been conversing with for months, even years, on Twitter and through emails and blogs.  New York is like a real-life Twitter. There is always something happening, you meet brilliant, intelligent, creative and energized people from all fields and walks of life, and you learn and discuss and constantly broaden your horizons.

That 20 minute Friday afternoon nap in the sun at Sheep’s Meadow in Central Park wasn’t so bad either. I really do love New York….

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