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Archive for the ‘ICT4D’ Category

As part of our ongoing work around using ICTs (information and communication technology) in our programs and general operations, 10 staff in Plan Uganda did a 2-day workshop in March, 2010.  The workshop was based on a distance learning pack that my colleague Mika Valitalo (Plan Finland), Hannah Beardon (Mobiles for Development report) and I put together. It includes some narrated slide shows, short videos, and a series of questions and exercises to guide discussion around strategically incorporating ICTs into our work where and when it is appropriate and feasible.  So far the workshops have been conducted in 6 countries with 2 still to come.

Anthony Makumbi, from our Regional Office for Eastern and Southern Africa, facilitated this Uganda workshop (and credit for the information below goes to him). Anthony is the Regional Community ICT Advisor and has a long experience working on ICTs and ICT4D in the region.  He’s also just written up a pretty impressive draft document which will guide Plan’s ICT strategies in Eastern and Southern Africa.

“We initially thought that when you talked about ICT you were referring to the computer guys, but our minds have now been opened further on the topic. We’ve learned that ‘ICT’ does not equal ‘computers’. Instead, the term ICT encompasses any technology tool that enables information flow and communication.”  (participant)

This always seems to come up in these trainings – people realize that thinking about and using ICTs is not something that is limited to technicians, geeks, network specialists, programmers, the IT Department, etc.  Demystifying this term is so important in order to get people interested and to open up to thinking about how ICTs can support their every day work.

Staff also said that they needed more exposure to new ICTs and innovations. “People need to be informed of something in order to be able to seek further information about it.  If we know about available technologies and what they can offer, we will further explore them.”

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Below is a summary of the Uganda team’s general reflections from the workshop:

Multi stakeholder approaches are necessary to promote innovation and a favorable climate for integration of ICTs.  It is vital to work with governments as the main regulators, the private sector to effectively explore the use of technology, and civil society to ensure that the services are accessible to the population. (For example, the Seacom cable was meant to reduce the Internet costs yet there has not been a notable reduction in costs for the general population – what is the role of civil society in making sure this happens?)

Participatory community assessment around trusted information sources. Before embarking on a community ICT initiative, it’s critical to do a participatory assessment of what the trusted information sources are at the community level. This is important especially if you plan on building awareness on particular issues within a community and would like this information to reach as many people as possible.  A participatory assessment can help gain a better understanding of how people communicate and what communication tools  are most effective to reach a particular goal.

Access for women and girls. Cultural practices, the availability or cost of acquiring a tool, and access to that tool or source of information need to be taken into consideration.  Women in many areas are excluded from accessing ICT tools because they do not handle money. A key focus in ICT programs in Uganda should be to strengthen access to information sources, including programs that mitigate women’s and girls’ barriers to use and access. Another tactic might be programs that promote access to basic information for women so that they are also informed and able to utilize information for their own purposes: eg., nutritional information for their children, the need for girls to go to school or avoid early marriages; programs that share information from other sources that influence women’s decisions.

Building on what is available.  Organizations should look at what is around them and leverage available opportunities. In Plan Uganda’s case, for example, this could mean looking at mobile money transfer services linked to Village Savings and Loans Associations (VSLA); closed user group (CUG) services that define private networks and allow calls made within the private network at large discounts; and services such as the Pakalast promotion on Warid Telecom, which gives users access to each other on the same network for 24hrs for about 80 cents. Awareness should also be built about tools that can provide radio signals apart from a radio, such as a phone with radio access.

Literacy levels and local language. In Uganda, literacy levels are low.  Many people do not manage English. Technologies need to be made available in local languages. Fast track learning could also be considered, such as the development of an integrated education program to address technology and literacy. A close look at mobiles phones — which have taken off at their own pace with the existing literacy levels – could help us to think about how other technologies might fare similarly well.

Electricity.  Solar power should be built into all of our initiatives.

Mobile tools. Mobile data collection could be used instead of paper systems that are currently in place and very laborious. Services like use of SMS for accessing national exam results could serve as a stimulus to further expose communities on what these technologies can do for them.  SMS services could also be used to acquire basic quantitative data in, for example, VSLAs to collect information about group portfolios, or gender ratios or youth participation by age. This can then be vital for designing further programming.

GPS. This could be a useful tool in a program like Community Lead Total Sanitation (CLTS). Latrine coverage could be mapped at the start of a CLTS project in a community and after the project has been implemented over time. This could be linked to health programs that could track a reduction in diarrhea cases in the community, and then this information could be linked to home improvement campaigns as evidence based approach.

ICTs in Governance. ICTs can give communities a platform to provide feedback on services rendered and also know of services available to them.

New ICTs or ICT applications that staff found most interesting:  SMS and mobile data gathering, platforms such as Village Diary for managing confidential legal services and potentially HIV/AIDs program information, blogging to open up channels for discussion on issues and bringing together social movements and organizations working on similar issues, wikis for writing reports, podcasting which could be used in capacity building interventions for multiple groups.

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Plan Uganda staff felt that this type of training on ICTs should be expanded to more people in the organization, and to partner organizations, to build more buy in. They recognized the importance of organizational commitment to moving forward in this area, and asked for continuous training on new ICT tools and innovations.  Ongoing evaluation was suggested to measure the value added by ICTs to program activities, and a follow-up workshop was requested to check progress on the ideas that were generated.

Related posts on Wait… What?

It’s all part of the ICT jigsaw: Plan Mozambique ICT4D workshop

I and C and then T

ICT4D Ideas from Plan Cameroon

Mambenanje and the Village Diary Project

ICT4D Kenya:  “ICT and community development is real”

Chickens and Eggs and ICTs

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There are a lot of great ideas floating around about how Information and Communications Technology (ICTs) and technology in general can help to rebuild Haiti.  I hope these ideas keep coming.  I would love to see international development organizations, aid agencies and non-profits in general open up more to ideas on how technology can improve the lives of the people they are trying to support as well as facilitate coordination and program implementation.

But I also hope that the technology folks who haven’t worked in a crisis context such as that in Haiti will lend an ear to those who have experience working in past disasters and on-going development programs, human rights work, volunteer initiatives and advocacy. Those experiences shouldn’t be tossed out as old-school.  Good programs and experiences exist that can be examined, processed and built on.

I work globally, with one foot in community development and the other in ICTs, and I notice a gap between these 2 sectors, though they could really learn a lot from each other and work nicely together.

Cool technology ideas, just like cool program ideas can flop on the ground if the local culture and context are not taken into consideration, users were not involved or consulted during design and testing, the supposed ‘problem’ really wasn’t a problem at all, the proposed idea is not sustainable, a better/preferred local solution already exists, etc., etc.

Sometimes when I hear enthusiastic people sharing ideas for new applications, innovations or program ideas that they want to implement in ‘developing’ countries, I find myself thinking:  “Wow.  They have no idea what it’s like on the ground.”  I don’t want to shoot down someone’s excitement.  But I do wish that those who are not intimately familiar with their end users would slow down, think for a minute, and realize that local context is king. I wish they would remember that ultimately this is not about them and their ideas for other people. I wish they would stop being mad that abc organization won’t take that shipment of xyz technology that they want to send over, or that no one wants to implement such and such program that was so successful in such and such place.  Solutions looking for problems are not the best way to go about things, even when you have the very best of intentions.

However, non-profit organizations (large and small)  can be totally resistant to trying new tools, technologies and programs that could make a huge difference in their effectiveness, impact and quality of programming. They can be bureaucratic and slow to put new ideas to work.  They can be risk averse, afraid of failure, and resistant to innovation and new ideas.  The seemingly limitless relationships that need to be negotiated around can really slow things down.

Sometimes I see non-profits doing things they way they’ve always been done and I find myself thinking “Wow.  I wish they’d be open to trying ________.” I wish organizations would be more willing to test out new technologies and new ideas that don’t come from within their sector. I wish it were easier to make change happen.

When it comes to the Haiti earthquake response, the technology and non-profit sectors are 2 of the key players.  I’m worried that the outpouring of interest in helping will lead to a lot of wheel re-inventing.  I’m worried about local relevance and executability (if that’s even a word) of some of the ideas I am seeing.  I have concerns about the amount of projects being conceived and designed from afar.  I also see that there are new program and technology ideas out there that have the potential to make people’s lives easier if they were well integrated into the local reality, yet there are many factors that prohibit and inhibit organizations from exploring them or using them.

The technology and non-profit sectors benefit quite a lot from each other when they work together and understand each other.  It would be great to see a bigger effort to bridge the gap between these sectors.  Regardless of whether people believe NGOs and/or private enterprises and/or technologists or the Haitian government or the UN are good or bad, there are a lot of experiences that can be learned from and/or improved on from all sides.

The links below might be helpful for thinking about designing technology, ICT and programs in ‘developing’ country contexts and to help avoid known pitfalls and overcome obstacles. They can help reduce the amount of time and other resources wasted on projects that are not sustainable or impactful, or at worst are actually harmful in the short or long term to the very people that we all want to support and help.  There are certainly many more resources out there… please add ones that you find helpful in the comments section.

ICT Works and The 4 C’s of ICT Deployment

Mobiles for Development Guide by Hannah Beardon

IDEO Human Centered Design Toolkit

Changemakers and Kiwanja collaboration: SMS How To Guide

Mobile Active‘s case studies

ML4D:  Mobile learning for development’s design narratives

Ushahidi Blog: February Archives have a lot of information on the Haiti response

iRevolution: thought provoking posts on technology and crisis situations

Educational Technology Debate:  Sustaining, rather than sustainable ICT4E and Designing and sustaining a sustainable ICT4E initiative

Posts on Wait… What? that might be useful:

7 (or more) questions to ask before adding ICTs

Finding some ICT answers in Benin

Meeting in the Middle: A good local process

It’s all part of the ICT jigsaw

I and C and then T

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Mapping Violence against Children in Benin

In my last post, I wrote about key questions to ask before adding ICTs to a development initiative, using the example of a violence against children program I’m working on in Benin. The piece that was missing, and which came together over the past 2 weeks, was the view from the ground.

We just finished two workshops (in Natitingou and Couffo Districts) with 24 youth from 9-10 villages in each district, the district heads of the Center for Social Protection (CPS), and the Ministry of the Family (both of whom are responsible for responding to cases of child abuse/child rights violations in their varying forms).  We covered several topics related to youth leadership and youth-led advocacy.

I was most excited, though, about getting end user input and thoughts about implementing a FrontlineSMS and Ushahidi set-up as a way of reporting, tracking and responding to violence against children.

I had a lot of questions before arriving to Benin, but by the end of my 2 weeks here, I feel satisfied that the system can work, that it’s reflective of real information and communication flows on the ground, that roles of the different actors – including youth – are clear, that it can add value to local structures and initiatives, and that it could be sustainable and potentially scaled into a national level system in Benin and possibly other countries.

What we are tracking.

Violence children said they experience at family and community levels.

Forms of violence that children and youth experience at home and in the community.

The UN Report on Violence against Children (VAC) identified 4 key forms of violence against children (physical, psychological, sexual and neglect) and 5 key places where it takes place (home, school, community, institutions, workplace).  Plan is one of the organizations that participated in the elaboration of the study. Now, together with local, national and global partners, we are working on sharing the study’s results and strengthening capacities at different levels to prevent and respond to violence against children.

Plan’s approach helps rights holders (in this case children and youth) know their rights and engages them in educating on and advocating for those rights. At the same time Plan works to strengthen the capacities of duty bearers (local and national institutions, including the family) to ensure those rights.

The VAC study revealed some shocking statistics on violence against children, yet we also know that under-reporting is a reality, meaning that the magnitude of violence is not fully known.  People don’t report violence for many reasons, including fear of reprisal and stigma, difficulties in communication and access to places where they could report. Institutions also face difficulties in responding to violence for a variety of reasons, including lack of political will, disinterest, lack of awareness on the magnitude of the problem, scarce resources, poorly functioning or corrupt systems, and poor quality information.  Even when violence against children is reported, national response and judicial systems in many countries don’t do a good job of addressing it.

How ICTs can help.

Watching testimonials captured as part of the workshop.

Watching testimonials youth produced during the workshop.

Mobiles can pull in and send out multiple bits of information, creating a kind of glue that can hold a system together.  In Benin, the use of SMS and mapping can bolster and connect the existing system for reporting and responding to cases of violence against children. SMS allows for anonymous and low cost reporting. It’s hoped that this will encourage more reporting.  More reporting will allow for more information, and for patterns and degrees of violence to be mapped.  This in turn can be used to raise awareness around the severity of the problem, advocate for the necessary resources to prevent it, and develop better and more targeted response and follow-up mechanisms. Better information can help design better programs. SMS can alert local authorities quickly and help improve response. Mapping is a visual tool that children and youth can use to advocate for an end to cultural practices that allow for violence against them.

In addition to FrontlineSMS and Ushahidi, digital media tools can be used to record audiovisual information that helps qualify the statistics and better understand attitudes towards violence.  At the workshops we trained youth to use low cost video cameras, mobile phones and audio recorders to document violence and to take testimonials from other youth and community members.  These testimonials can help youth improve and target their messaging to change violent behaviors and can be used to educate in their communities and generate dialogue around violent practices. Testimonials and audiovisual materials also help youth connect with people outside the borders of their communities to share their realities, challenges and accomplishments via the web.

What the system looks like.

My colleague Henri sharing the basic idea of the information flow and how it could intersect with a FrontlineSMS and Ushahidi system.

My colleague Henri explaining the basics of the system.

We had some ideas and a drawing of what the system might look like that we shared to get across the basic idea of the system and to obtain user feedback on it.

After the workshops, with input from the youth, national and district level Plan child protection staff, community outreach staff, the Center for Social Protection (CPS) and the Ministry of the Family, it ended up looking something like this (forgive my poor artistic talents….)

My low tech attempt at drawing out the system....

For now, the Frontline SMS piece of the system will be managed by Henri (see photo above) at Plan’s Country Office. Plan’s district level child protection staff will administer the Ushahidi system, receiving and approving the SMS reports that are automatically forwarded to Ushahidi from Frontline SMS.  Automatic alerts will be set up so that when there is a case reported in a particular community, the Plan staff person who liaises with that community, as well as the CPS point person, and the local police and any other relevant community level persons will be alerted.  These authorities will verify the cases and do the follow up (they are already responsible and trained for this role).  The goal is for management of the whole system to be handed over to national authorities.

Main challenges we face(d) and ideas for overcoming them.

There were many questions and thoughts from users about the system that need to be worked out (see below). But these are not insurmountable.

Lack of resources to respond to violence at the local and national level is the main challenge seen by the CPS and local Plan staff.  It will be easy to report now because there will be a locally available, low cost and fast system.  The number of reports will increase. What if we don’t have enough capacity to respond to them? Children and youth may feel discouraged and stop reporting.

Proposed Solution:  Plan Benin will continue to work closely with the Ministry of the Family and the CPS during the 6-12 month pilot phase in the Natitingou and Couffo districts.  The end goal is that the CPS and Ministry will manage the entire system. The information collected during the pilot phase will be used to advocate for more resources for prevention and response.

Anastasie during some group work with the youth.

Anastasie

Airtime and mobile phone access in order to report incidents was raised as a potential challenge by children and youth in both groups.  What if people don’t have credit?  Can Plan purchase credit for the participating youth leaders and buy them phones?

Proposed Solution:   My amazing colleague Anastasie, who coordinates the program in West Africa, turned around to youth and said, “Hah? Do you honestly think Plan can purchase credit and mobile phones for the entire country of Benin?  No! This is not only Plan’s concern. This is not only happening here in one community or one district.  This is a problem that we all share, and we all have a responsibility to do something about.”  The kids laughed and agreed that anyone could find a way to report by borrowing a phone if necessary or asking an aunt or friend to help them.  The youth that we are working with are all part of organized community youth groups, about half of them have mobile phones and all said that their families or neighbors had phones that they could borrow or use.  Still, Plan will approach the government and cell phone providers about getting a “green” number that would allow for free SMS violence reporting.

Phones and modems. “Here (at the Nokia Store) we don’t carry the older models, surely you would prefer this nice new one with many cool features and capabilities?”  Um, no, actually what we’re looking for is an older, cheaper phone or one of the modems on our list here!  We spent quite some time visiting stores and testing modems and phones to find one that worked with FrontlineSMS.  Mobile phones are a complex ecology with many factors — phone or modem model and auto-installed programs they come with, SIM cards, etc.–that can trip you up and there is not a lot of standardization across phones or countries, so what works in one place may not work in another. It’s good to have an additional day for testing things out.

Proposed Solution:  The young woman working at the Nokia store in Cotonou was very happy to sell us her used old phone for an exorbitant price…..  I’m thinking I will go on e-bay or someplace to find some older model phones that work with Frontline SMS to use as a backup.  I wonder if there are original (not pirated) phones at local markets….

Weak internet, electricity. Staff and CPS wondered: What if our internet is down, or not strong enough to go into the system and verify the reports in Ushahidi?  Will the messages from FrontlineSMS forward to the Ushahidi system if the internet is down?  What if there is a power cut? Will FrontlineSMS still capture the SMS’s and forward them?

Proposed Solution:  Power and electricity are always a challenge, but we were able with a normal degree of patience to make the system work. I was constantly reminded how my habits are based on having constant electricity and high speed internet.  Use patterns are quite different when it’s a weak, intermittent connection, but most people in places with customary weak connections and unreliable electricity have higher tolerances for the situation.  Internet and electricity are not really in our hands, but we did use mobile internet as a back up and that worked in some cases.  The Ushahidi system will be managed from the two Plan district offices for now, which have good internet (the training site where we were working did not). Eventually if/when the system is passed to local authorities this will need to be looked into.

Our own technical knowledge.  We were asked: How can we set it up so that the CPS or Plan staff or local authorities can get an SMS when a case is reported so that they can go immediately to check it out?  Can people make reports by email?  Can we get statistics on a regular basis from Frontline SMS and Ushahidi to send to our superiors?  Is there a way to track the status of each case so that we know where it is in the process from reported to resolved?  Well, yes, there is but we couldn’t get the email or the alert system working.  Likely this is our lack of experience with the system…. and the weak internet didn’t allow us to do a lot of poking around on user forums while at the workshops to find solutions.

Proposed Solution:  We’ll continue to explore FrontlineSMS and Ushahidi to better learn all the functionalities and see what potential ones we can use.  We will also add relevant feeds, add an “about” page, clear off the test SMS’s, etc., so that our Ushahidi instance can go live.  There are likely add-on functions that we could use to query data in FrontlineSMS for exporting to spreadsheets for sorting and managing (I have done this with Frontline SMS Forms but couldn’t make it work with text message contents).  We will look into to a way to manage the status of each incident report, moving from reported into FrontlineSMS, approved in Ushahidi, sent out by alert to the relevant authority for verification, verification completed and marked in the system (hopefully with a report), and some kind of closure of the incident – what response was given or what legal or community resolution process was started and what was the result – and finally, incident closed. Some of the applications developed during Ushahidi Haiti may be useful for us here, or those being used by FrontlineSMS: Medic.

Privacy and protection for violence victims/witnesses who report.  In this sense we have two challenges.  Can we capture all the information that comes in, yet scrub it before publication on Ushahidi so that it doesn’t identify the victim or alleged perpetrators, yet keep it in a file for the local authorities to follow up and respond?  And a second challenge:  If everyone knows everything that happens in the community, how can we ensure privacy and confidentiality for those who report?

Proposed Solution:  Find out how this was managed in the Haiti situation in the case of names of missing or separated children.  Learn more about all of the possible data exports from both FrontlineSMS and Ushahidi.  Find out if a separate box for “Private Information” could be added to the report section of Ushahidi for information to be kept in the system but not published on the public site itself or if there is a program that can query the data base either in FrontlineSMS or Ushahidi. The second challenge, that of information confidentiality at the community level, is actually more of a concern.  Staff will have follow up meetings with children and youth to identify additional ways to ensure confidentiality at the community level.

What if your phone rings while you are making a video report with it!? Strangely enough, this was one of the hottest questions with the most debate at the workshop.  I found that amusing, but it was a question that needed to be resolved then and there.  I suggested that it was unprofessional/rude to answer your phone if you were in the middle of a video testimony.  But what if your family has been in an accident?!  What if it’s an emergency!?

Proposed Solution:   OK, well in the end we decided it was up to each individual to decide what to do!

Next steps.

Draft campaign poster after the first workshop; information to send by SMS will be updated to reflect input from the CPS in Couffo.

Draft poster. Information to send in the SMS will be altered to reflect input from the CPS.

Our main next steps will be follow up training for Plan staff, Ministry of the Family and Center for Social Protection, including discussions on how to pass management of the system over to them. We’ll also continue to support youth to promote the SMS hotline and to do their video and photo testimonies.  We will continuously monitor how the system is working and in about 6-12 months we’ll evaluate what has happened thus far with the system in order to make decisions about potential scaling up to the national level in Benin and/or to other countries. And we’ll follow up on resolving any of the challenges noted above.  During the pilot phase we will also tweak the system according to suggestions by users – including the youth, the CPS, Plan staff, and other reporters and responders.  For the evaluation, we will want to measure results and factor in a variety of elements that may impact on them, both those related to ICTs and those not related to ICTs.

Key principles confirmed.

Your ICT system needs to rest on an existing information and communications flow. Conversations about a new ICT system can be a catalyst to help identify and map out or even adjust that flow, but it’s critical to understand how information flows currently, and to find points where ICT systems can help to improve the flow.

End user input and testing is critical. We learned a lot and our thinking evolved exponentially during the workshops because we had children and youth present, as well as Plan frontline staff who work on child protection at the community and district levels, community members, local authorities responsible for child protection and responding to cases of violence, and the relevant ministry.  At first, my colleagues from the Country Office and I were uncertain that the system could be used for more than gathering information on violence for future decisions; we didn’t feel confident that there was a reliable local/national response system in place.  We wondered what the point of collecting information was if there would be nothing done about it.

However, the excitement of the CPS, children, and Plan staff working at the district level changed our thinking, and during the workshop we adapted it towards supplying information for future decisions as well as for immediate response.  Local authorities did have concerns about their own capacity to respond, but embraced the system and its potential to help them do their jobs.  They suggested many ways to improve it, and fleshed out our original ideas on how the information should flow to those responsible for responding and supporting victims, including local actors that we hadn’t thought of during the initial design phase.

The CPS, for example, suggested that the SMS’s should contain the full name of the victim, which is something we hadn’t thought was necessary for information gathering.  “We will have a much easier time finding the victim and responding if we have a first and last name.”

Testing SMS with the youth was important. We initially set up the word “HALTE” as our key word, but during testing noticed that people were spelling it “HALT” and “ALT” in their messages. So we adjusted the key word in FrontlineSMS to “ALT” to capture the alternative spellings that people might use when sending in reports.  Something we can find out during the next 6 month testing period is how to set up the system for local languages as well.  Local staff brought up the issue of adult literacy.  During local promotion of the violence prevention hotline these will all be key factors to consider.

Youth have a main role in promoting the SMS number and orienting peers of where to go for support.

Youth's role in promoting the line and orienting their peers will be critical.

The role of the participating youth leaders was a bit nebulous before the workshops for me.  I wasn’t clear if they were to be those who reported violence or if they would have another role. I was concerned about potential retaliation against them if they played a leading role in reporting violence. At the workshops it became very clear what they saw as their role – working to promote the SMS number for violence reporting, taking testimonials from youth and community members on the situation of violence, carrying out radio and poster campaigns against violence, leading educational sessions at schools and in their communities about violence and the SMS line, working to approach local leaders and decision makers to engage them in the campaign, and orienting those who had questions about which authorities and institutions they could approach for support if they had been victims of violence.  They are also key people to consult with around how the system is working during the monitoring and evaluation – what are the challenges children and youth face in reporting by SMS, how can we work around them, what other factors do we need to consider.

Input from the CPS and Ministry was critical to flesh out the information flow.  Participation by the CPS and Plan’s Child Protection point persons who know how things work on the ground brought us amazing knowledge on who should be involved and who should receive reports and alerts, and at what levels different parts of the system should be managed.  Their involvement from the start was key for making the system function now, for sustainability over time, and for potentially scaling to a national-level system.

Continued monitoring and evaluation of the effort will be critical for learning and potential scaling to a national system in Benin and for sharing with other countries or for other similar initiatives.  We’ll establish indicators for the various steps/aspects outlined in the information flow diagram.  As we pilot the system in these 2 districts in Benin, we will also want to pay close attention to things like:  additional costs to maintain the system; reporting and response rates; legal action in severe cases; adoption of the system and its sustained use by local entities/government bodies (Ministry of the Family and Center for Social Protection); suggestions from users on how to improve the system; privacy breaches at community level and any consequences; numbers of verified cases; number of actual prosecution or action taken once cases are reported and verified; quality of local level promotion of the hotline and education to users on how to report; progress in obtaining the green (free text) line; factors deterring people at different levels from using the system.

The end goal, something to evaluate in the long term, is whether actual levels of violence and abuse go down over time, and what role this system had in that.  Our main assumption — that education, awareness, reporting and response, and follow up action actually make a difference in reducing violence — needs also to be confirmed.

Related posts on Wait… What?

If you are still in the mood to read… I added a 7a and a 7b to my 7 or more questions to ask before adding ICTs post based on suggestions from readers and my time in Benin.

Here is an update on the project after 2 months:  Tweaking: SMS violence reporting system in Benin

For background on the broader Violence against Children (VAC) initiative:

Fostering a new political consciousness on violence against children

Breaking it Down:  Violence against Children


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Josh's FLSMS Ushahidi Diagram

Drawing by Josh Nesbit (Frontline SMS: Medic) and James Bon Tempo (Jhpiego) from an amazing brainstorming session in early Feb 2010.

When looking at integrating ICTs (Information and Communication Technology) into existing programs, or making an initiative go further or work better with ICTs, there is a lot to figure out before you even get started….

Over the past few months, I’ve been supporting the development of a mobile data gathering/ crowd sourcing and mapping workshop for youth in Benin.  The training is part of a broader initiative to reduce violence against children.  We’ve decided to use Frontline SMS and Ushahidi as tools in the project because we think (and want to test whether) mobile data collection/ crowd sourcing incidents of violence will allow for a better understanding of what is happening in this area.  We also think that geo-visualizing reports of violence against children may have an impact on decision makers and might allow them to better plan prevention and treatment programs and services.

At first I was most worried about whether we could get the technology itself set up and working, but as I started digging in, it was immediately apparent that the technology was the last thing to worry about.

The first thing to consider is probably:  Why are you doing this?

Well, we all have our different reasons…..  But even in a worst case scenario where someone wants you to use ICTs because they are cool or you have funding for them (*not the case in the project I’m writing about, but I’ve seen a lot of this going around) you might be able to salvage the project if you ask the right questions and get the right people involved in finding the answers.  Many of the questions I’m asking myself and my colleagues now will be asked again next week when we are all together on the ground with local staff, youth and community members. I expect there will be more questions added to this list, and that a lot of our current assumptions will change.  But here is the starting list that we’re working from (in no particular order, as answering one may alter answers to another one):

1) What are your specific information and communication needs and goals?

  • Why are you collecting the information?
  • What will be done with it?
  • Who will it be shared with and why?
  • What change will it contribute to?

For example: In our case, we want to gather information on the amount, types and location of violence happening in communities where we are working on a Violence against Children (VAC) project.  We want to know where the violence is happening most, and what kind of violence it is. The information will be used by the youth and project participants, staff, and relevant local or national authorities. We want to generate awareness, inform programmatic efforts, and advocate for more attention and services to prevent, respond to and treat violence against children.

2) Are you working within a particular framework or project/program already?

  • Do you have existing indicators that you want to meet or track using mobiles or mapping or specific information that needs to be gathered?  Does someone else have existing indicators or initiatives or information needs or formats that you should be linking in with/ following/ supporting?  If neither, you probably need to take a step back and think through your goals, purpose, and outline what your information needs are, and why you are gathering information or setting up a project in the first place.
  • Who are the target audiences/persons/decision makers/populations that you want to impact?
  • What information do you need to gather from and/or show to these groups in order to reach your established goals?

For example:  In our case, we are framing our whole project within the UN Study on Violence against Children (UNVAC).  The study identifies types of violence and contexts in which violence happens.  Our information gathering will be set up within that framework.  If possible, we’d also like to track the age and sex of those who experience violence, because that can help in designing prevention programs and services.

3) How is the issue you are working on currently dealt with?

  • Are there local structures that are involved or engaged with your topic/theme/project/initiative already?
  • What do they look like?
  • Who is involved in them?
  • Who currently provides solutions or responses?
  • How can they be involved/engaged?
  • What is the existing information and communications flow? Can you tap into it?
  • Will ICTs improve upon it? (if not, then stop here!)

For example:  In our case, we need to know more about the current community attitude towards violence. We need to know more about local mechanisms and whether they deal with violence as a crime or if those who are violent towards children are ever prosecuted (whether via local justice or national judicial systems)  We need to know which government services intervene or treat cases of violence.  Is there a Child Helpline that we can work with?  Who are the local allies?  How does this initiative fit into larger district or national initiatives and where are the connection points?  How can this initiative  enhance and/or improve what is already existing?  We will know more about this when we are on the ground next week.

4) What are the parameters for information collecting? What is the local use of ICTs?

  • Based on the broader framework of your project or initiative, what is the geographic range for information collecting? (1 community? One district? Nation-wide?)
  • Is there detailed geographical/map information for the area you want to work in? Do you actually need it?  If it doesn’t exist, what will you do about it?
  • How do people in the community use their phones? Are they individual phones? Family phones? Community phones? Who owns phones? Who has access to them?
  • Do people in the community have internet access? Who? How?
  • What is your set-up for collecting information and who will collect it/submit it?  Eg., do you expect a broad public to use SMS to send in information? Or will you do mobile data gathering where trained individuals go around collecting information using mobile based forms such as those on Frontline SMS Forms module?
  • How will people find out about your initiative?  How will you advertise the number to send information to — by radio, television, billboards, handmade posters, word of mouth, in schools?

For example:  In our case, we’ll work in only 2 districts to start.  Because we are concerned about privacy and protection (eg., retaliation against children who report violence) it may be OK to work without extremely detailed maps that could identify particular households or persons.  We are working with youth groups who are trained on violence, but we are afraid that they could be put at risk if they are going around collecting reports from individuals as a mobile survey.  We also feel that information might not be honestly shared if it were collected in survey form.  We assume that not all children own phones, but that phones are readily available.  We assume that if families own phones, they are controlled by one or the other parent.  In a school setting, we assume that children could borrow each other’s phones if some students have phones.

We are thinking that there will be adult allies, and that local community networks can spread the word that children can use SMS to send in violence reports.  We will need to get suggestions from youth and community members on how to ensure that SMSing information in doesn’t put children at further risk if they do not own their own phone.  We’ll have to find a way to remove/reduce the risk of being found out and retaliated against.  If we can’t do that, we won’t do the project.

5) What are the privacy and protection issues that you may run into? This is especially critical if you are collecting information from and/or about children under legal adult age or with sensitive or potentially dangerous areas such as conflicts, elections, health or human rights.

  • What are the risks to those who report information?
  • How can this be managed in the project structure/information gathering set up?
  • Will you have a private Ushahidi instance or public one? (eg. available to the public, or only available to those involved in the project?)  Who can access the RSS feed and the local alerts, and does this put anyone in particular at risk? If you have a public instance, who will have access to the information, and what will your parameters be for removing identifying information that could put people at risk.
  • How can you assure that information remains private both for individuals reporting and within the FLSMS/Ushahidi system once collected and that it’s treated confidentially by those managing the system?
  • Are you prepared to address any information/privacy breaches if they should happen? How? Who will be responsible?

For example:  In our case we are still concerned about privacy and protection, and potential retaliation against children who could be caught reporting violence.  We will discuss this in depth with staff and participating children and youth to be sure that they are aware of the implications of this type of project and information gathering.

Some potential risks that we are already aware of include: a child not deleting the SMS after reporting; a child reporting and expecting immediate help which may not be available; risk to the youth group that is promoting and leading this project; community rejection of the project.

Some possible ways of reducing risk include good promotion of how the project works and of how to delete an SMS after sending; not using an easily identifiable automatic text reply to those who report (eg., an auto reply SMS that says “thanks!” might be smarter than one that says “Thanks for reporting!”); openly raising awareness about the project and getting community support for it; ensuring adult allies and engaged adult decision makers; password protection for the website at first until we’re sure that privacy and protection are well managed and ensured.  Additional mechanisms will be discussed with local staff, local youth and engaged adult community members.

6) How will you close the circle and manage expectations?

  • Will there be a response to those that submit information? What? Who will respond? How? What is the plan?
  • How will you ensure that there are not expectations around the project or information gathering system that you cannot or are not set up to meet?
  • How will you return the information to the community/local district/those who provided so that they can use it for decision making or program intervention?
  • How will on-line/offline be managed and streamlined into an information gathering, communication and feedback system that works for the different levels of access of the populations you want to collect information from and share information with?
  • In your project design, how will you take into consideration and maximize local information sharing formats, customs, and opportunities?
  • And how will you ensure that the information remains in a protected/private state in order to avoid putting anyone at risk?

For example:  In our case, we are not sure yet what the local response mechanism is currently when violence is reported.  We will find out more when we are on the ground in the communities next week with local staff, and we see how we can link the initiative in with existing local systems.  However, we will likely not be able to provide any immediate support to those who report violence unless there is already a system in place that can be enhanced by better reporting through SMS.  We will probably need to be very clear that the point of the project is to collect information for future decisions, not for providing immediate help.  This may or may not have an effect on people’s interest and willingness to actually use an SMS based system to submit information.

We will discuss and agree with the community, youth, local staff and local organizations on how and when the information will available to the community in order to close the circle to be used for decision making and program design, etc.  Determining who has constant access to the information is also a part of this discussion.

7) What other questions come up based on the context of your initiative and your experience?

March 1:  Based on feedback to the post, I’ve added a couple more categories here:

7a)  How will you ensure that your project is sustainable?

  • What will the project look like in 5 years? Where will it be?
  • What happens when you leave? Who will manage and run the initiative? Will you or someone else be needed and available later on to support? How will this be managed?
  • What equipment are you basing your ICT system on? Who will own and care for it? How will it be maintained/upgraded and sustained? What capacities exist (or will you strengthen) at what levels to do this? What future costs are implied in maintaining the system? How will they be covered?
  • Who will own/manage any equipment? How will you ensure that it’s not commandeered by those with more power in the community?
  • What costs need to be considered for sustained functioning, and how will they be met?

7b)  What about scale? Is it something you are striving for and, if so, how will you get there?

  • Can the project set up/idea/initiative be replicated? Where and how?
  • Is scale something you are striving for? If so, is it do-able? How?
  • What sort of buy-in from local and/or national actors will you need to scale?  How will you involve those actors early on and get their input into the process?
  • How are you systematizing and sharing information and lessons learned?
  • How and when will you monitor and evaluate the project to know what outcomes, results, and impact you had?
  • How will you know you had an impact at all? And how will you measure the particular impact that your ICT tools or set up had in reaching those outcomes/results/impact?

**(would still love to hear other people’s key questions too – pls comment below….)

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So, now, after all that, finally…. What will your Frontline SMS, Ushahidi set up look like?

This part is very well covered by the different toolkits that have been developed (see links at the end of this post), but so as not to leave it hanging, here are some of our technology related tasks and questions that we will address when we arrive in Benin:

  • Setting up Frontline SMS and our Ushahidi page for the project
  • Setting up an automatic link between Frontline SMS and Ushahidi so that any SMS’s that come in will go automatically to Ushahidi for uploading onto our map
  • Determining how we will verify reports that come in
  • Determining how to manage auto-replies in a way that lets the person reporting an incident know that we received it, yet doesn’t put them at risk if the wrong person finds the auto-reply message on the phone.
  • Estimating budget for incoming text messages
  • Ensuring there are no legal issues around who is holding this type of data
  • Linking in with a local Child Helpline to involve them in the pilot and  see if we could integrate with them (and use their  short code eventually if they have one)
  • Reviewing on-going system management needs – verifying incidents, managing the back-end on Ushahidi; who will act as the local point person
  • Being sure that all the technology works on the ground….
    • Do we have the right equipment/phones?
    • Is the laptop/server working?
    • Are we able to connect with the phones?
    • Is the information linking back into Ushahidi properly?
    • Are key words / automated responses working?
    • Is verification working?
    • Can we export data?
    • Other things to consider?

Useful resources:

Ushahidi’s Community Resources for Non-Techies (including the Preliminary Practical Considerations guide, which is based on the above post!)

Mobiles for Development Guide by Hannah Beardon

Changemakers and Kiwanja collaboration:  SMS How To Guide

Frontline SMS:  Ning group for asking questions and learning and Frontline SMS site

RANET:  Utilizing Mobile: Installation and Use of Frontline SMS for basic data collection or outbound messaging (there are 3 parts to this series, and you can find it in French and Portuguese also)

Mobile Active: data about mobile use, mobile data communications costs, mobile coverage and operators by country and How to Set up an SMS System.

Mobiles-in-a-Box: Tools and Tactics for Mobile Advocacy

Ushahidi:  The Ushahidi Blog

iRevolution:  for broader discussions, thoughts, questions on crowdsourcing, crisis mapping, and the works.

New Tactics in Human Rights:  for practical tools and discussions around new technology in human rights work

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3 ways to integrate ICTs in development work

Finding some ICT answers in Benin

Tweaking: SMS violence reporting system in Benin

Fostering a new political consciousness on violence against children

Breaking it Down: Violence against Children

It’s all part of the ICT jigsaw

I and C then T

5 ways ICTs can support the MDGs

11 concerns about ICTs and ‘social media for social good’

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I recently had the honor of leading a group of tech, development and gender folks in a discussion around Girls and ICTs at the Technology Salon.  The conversation revolved around 5 aspects I wrote about in an earlier blog post On Girls and ICTs:

  • Tension between participation and protection
  • Online behavior is an extension of, and a potential amplifier of offline behavior
  • Qualifying the digital divide
  • Girls’ involvement in developing and designing ICT solutions for their own needs
  • Research on Girls and ICTs

Check out the Technology Salon’s page for a round-up of our discussions!

Photo:  Informal evening one-on-one ICT time at a Youth Empowerment through Arts and Media (YETAM) project workshop in Cameroon.

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Related post on Wait… What?
On Girls and ICTs

Putting Cumbana on the Map:  with Ethics
Being a Girl in Cumbana

Girl Power and the CGI

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At the Technology Salon hosted by the UN Foundation’s Technology Partnership with Vodafone Foundation on Jan 28, 2010, some folks from the DC area (and beyond) will gather to share experiences around girls and ICTs.

This conversation is an important one, given that gaps exist around discussion, practice and research.  The information and ideas shared at the Technology Salon will feed into the contents of the Girls and ICTs chapter for Plan’s upcoming 2010 “Because I am a Girl” Report (currently in the works).

There are a few points that I hope will be considered in the Technology Salon discussion:

Tension between participation and protection.

There are many examples of ICTs being used for increased participation and connection:  mobile phones for citizen journalism;  Twitter revolution in Iran; girls using mobiles to ask questions about sexuality and to get information to help them improve their sexual and reproductive health; girls married off early or those living in protective societies using mobile phones to maintain contact with friends; new media tools opening up possibilities for youth engagement in important conversations that normally they would be shut out of.

However, due to the very real problems of on-line child pornography, child trafficking, child harassment, and cyber bullying, there is also a strong push for more control, more restrictions on on-line use in the name of protecting children.  The tension between child participation and child protection is a very real one.

As we look at how technology and international development communities can support girls’ development, I hope it’s kept in mind that the more knowledge that girls have about the internet and ICTs in general, the more practical use they are allowed, the more coaching to help them understand implications of their actions, then the better prepared they will be to navigate these realms and to keep themselves safe.  Increasing their knowledge, abilities and desire to protect themselves may be more effective than setting strict external limitations.

Actively engaging girls in this as part of an educational process can be better than restricting their use – and being open to young people’s own ideas and ways of using ICTs is critical.  Adult involvement in this area is important, but it is probably more worthwhile to coach than to control.  Good communication and trust between children, youth and their adult mentors and guides is critical in this process. (Excellent resources on Child Online Protection (COP) for children, youth, educators and parents came out on October 2009 and are well worth the read.)

Online behavior mirrors offline behavior.

I remember getting an obscene phone call when I was around 8 years old.  My mother did not blame the telephone, however. She blamed the pervert that was calling.  She made sure to teach me how to be prepared in case it happened again. She emphasized not giving out information on the phone and hanging up immediately if I felt uncomfortable or didn’t know who was calling.  She did not prohibit me from ever touching the phone again or blame me, but she was vigilant for awhile.

In the same way, new ICTs themselves cannot be blamed for negative and twisted behaviors.  ICTs are tools that exacerbate and extend already existing human behaviors, and the blame lies with those who are using ICTs for child trafficking, cyber bullying and the other evils associated with the internet. It’s important to address underlying behaviors. Research shows that kids who are bullied offline are often also bullied online.  Girls who are vulnerable offline are likely also vulnerable online.  Online is a manifestation of offline, and the root causes of girls’ vulnerabilities online cannot be blamed only on the ICT tools themselves.

I have my own daughter now, and have discussed with her many times how to keep herself safe online and on the phone.  It’s important for her to know this before something happens, not during or after.  She will probably be using the internet and the phone for the rest of her life, so prohibiting them is not an option, and the benefits of using these tools obviously outweigh the risks.  My own involvement and use of social networking sites, texting, etc. is an excellent way for me to know how these sites are used and what security holes there are for my children on the sites. How can parents and teachers in areas with limited use of ICTs be involved and engaged to serve as coaches and leaders in on-line protection together with children?  How can communities help identify existing vulnerabilities in girls (or young people in general) that might manifest themselves online and offer support to prevent exploitation?

Digital gender divide.

There are some amazing examples of ICTs helping women and girls to improve their livelihoods; for example, women selling mobile telephone services; birth attendance being improved by using mobile phones to connect women to midwives, ambulances and other medical services; educational content being  expanded using internet; youth media and youth radio programs bringing girls voices and gender topics into the mix for community discussion and dialogue.

However, in places where boys and men dominate women and girls, boys and men likely also dominate the use of available ICTs.  Men may control the family’s mobile phone and take it with them, or monitor women’s calls. In places where boys are more favored, their confidence to try new things is higher meaning they may rush in to use mobiles, cameras, radio equipment in projects while girls shy back.  In some cases girls report that boys hog and monopolize the computers and equipment, and access is denied.  I’ve seen boys criticize, scorn and ridicule girls who are using equipment for the first time, and girls become too timid to try again.  In many developing countries, just getting girls to attend school is difficult.  If girls are assumed to be less intelligent or less worthy than boys, and their secondary school attendance (where ICT training might be offered) is not a priority, girls will have a very difficult time ever accessing and using ICTs.

Underlying issues surrounding girls’ participation in general need to be addressed.  We need to think about how ICTs can be used to help girls’ inclusion, participation and self esteem increase in general.

Girls involvement in developing and designing ICT solutions for their own needs.

Studies in several countries have shown that girls and boys use technology in different ways and for different things.  What specific ICT needs do underprivileged girls in ‘developing’ countries have? Is anyone asking? What processes or solutions already exist that take girls’ ICT needs into account?  What environments are necessary for girls to engage in defining, deciding and creating ICT solutions? Where are they already engaging, and how can communities, schools, organizations and businesses support and recreate those environments?  How can processes and products be designed together with girls?

Tech is still a field heavily dominated by males.  In the US, for example, some women in tech have pulled together to question this and to advocate for more opportunities for women to break into the male dominated worlds of publication owners, conference speakers, businesses, well known innovators, and “best of” lists.  There have been protests against prominent companies for promoting “Booth Babes” and in one case last year, strippers, at tech conferences.  This brings the question – in places without female tech role models and respectful environments, how can girls see themselves as leaders in this field?

Specific research on girls and ICTs.

There is not a lot of information on the impact of ICTs on the lives of girls in ‘developing’ countries, especially studies that go beyond establishment of computer centers.  There is  anecdotal evidence of positive impact of mobile phones on women. There are studies on the digital gender divide for women; on child trafficking and other negative aspects of the internet; and on use of internet and technology among youth in the US, UK, Australia, etc.  It’s been difficult to find a lot of information on the use of ICTs by girls in the “South.”  It would be interesting for more research to be done on girls and ICTs in the “South” and for some good practices to be shared. Hopefully someone at the Technology Salon will be able to share some insight on this.

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My main experience with disasters comes from working at an international development organization in El Salvador and happening to be the only senior manager who wasn’t on annual vacation when a huge earthquake struck almost exactly 9 years ago, on January 13, 2001. The rush to act was immediate, and it was a lot of learning by doing.  I got handed the responsibility by fate I suppose and didn’t do such a bad job of it, if I do say so.  At that time we were pretty unprepared; something that has certainly changed since then in the organization where I work.  We now have country level disaster plans at hand and support a lot of disaster risk reduction and preparedness work with local communities and governments.

One of the main challenges for us in responding to the Salvadoran earthquakes in 2001 was information:  lack of information, wrong information, too much information to sort through, outdated information, etc.  We spent way too much time in staff meetings and meetings with other organizations/government sharing what we had done and what we were planning to do, only to find out that everything had changed while we were sitting there, and some decisions were no longer valid.  There was no effective way to manage all the information in the constantly moving and changing circumstances.

And in 2010…?

I’m sure things have changed quite a lot in disaster work since 2001, and since 2005 when I spent about 6 weeks in India and Thailand after the Tsunami, but I would bet that information management will still be a major challenge during the relief and recovery efforts in Haiti following the January 12, 2010 earthquake, especially given the scale of the crisis and the number of agencies who are already working there or are just now arriving to set up shop.

Today’s technology should allow us a better way to manage this information.  I hope that organizations working on the ground in Haiti will take advantage of the shared and open digital information systems available to them that can be updated in various ways by various people in various locations.  The convergence of information and communication technologies (ICTs) such as digital mapping, crowd sourcing and crowd feeding of information, GPS, mobile phones and SMS,  geo-visualization for rapid decision making and trend spotting will be put to a massive test as the disaster response in Haiti unfolds.

In comes Ushahidi

The place where these ICT tools are converging right now into one ready to use platform is at www.haiti.ushahidi.com.  (I confess that I’m unaware of other options that offer the same or similar crisis management capacity – feel free to post other examples in the comments section). [update: for regularly updated detailed info on Ushahidi and other digital tools being used in the Haiti Crisis, visit the Ushahidi Situation Room].

According to the Ushahidi blog, work on the Haiti crisis map began about 2 hours after the massive quake struck, thanks to a global effort of people linked to Ushahidi, Frontline SMS/Frontline SMS: Medic, UN OCHA Colombia, the International Network of Crisis Mappers, and the US State Department (and probably others behind the scenes that haven’t been mentioned yet).  The system is now operational.  The in-country short code 4636 went live on January 16th.

What is Ushahidi and how does it work?

Ushahidi could be described as a mapping tool and also as a platform I suppose.  Each Ushahidi ‘instance’ is created based on the information needs of whoever is setting up the instance, and a map of a particular geographical area.  Via email, SMS, Twitter, or by filling in an on-line form, anyone can send in information to populate the map with information.  This information falls into specific topic areas that have been decided beforehand by whoever is setting up the site. (Ushahidi instances have been used to track drug stock outs, to monitor elections and human rights abuses, and in crisis situations, for example.)  In the case of Haiti, it’s deaths, emergencies, threats, responses, missing persons, etc.

The “incident reports” that people send in are uploaded onto the map (using geo-location tags) to give a visual representation of what is happening and where.  They are labeled as “verified” or “unverified”.  As data is triaged, the unverified reports are eventually verified.  Different layers of information can be viewed, and you can see an overview or zoom in for more detail on the map.  [Update:  These reports are being channeled now into Sahana’s system (read about it here) system, developed in Sri Lanka for the Asian Tsunami in 2004.]

To really understand how this works, the best thing is to just visit the site.

Crowdsourcing and Crowdfeeding

Two of the basic concepts behind Ushahidi are “crowd sourcing” and “crowd feeding”. Crowd sourcing means information is obtained from the “crowd”.  Crowd feeding means that the collected information is consolidated and fed back to that same “crowd” so that they are better able to make decisions.  People standing right there on the ground usually know what is happening right there on the ground better than people visiting periodically from centralized headquarters, and via Ushahidi, that information is pulled in from the sources on the ground in almost real-time.  Giving consolidated information back and/or responding to those who provided it completes the circle.

Trust the Public

With a large enough amount of information input, any bogus incident reports can be identified.  I won’t go into all the discussions around the validity of crowd-sourced information as it’s been a large debate, but seems to play out that yes, you can trust the information to the degree necessary to help make quick decisions in times of crisis or emergency — and this information is better than no information or information that comes too late.

In fact, in September, I participated in a meeting about geo-visualization at Google’s offices in Washington, DC (see my before lunch and after lunch posts) and heard presentations by both the American Red Cross (ARC) and the US Federal Environmental Management Association (FEMA). Both organizations talked about the need to trust citizens to report on what is happening right in front of them, and that these reports are every bit as reliable as reports by experts, and a whole lot quicker because people have mobile phones now.  Pulling in information from citizens and mapping out the situation visually can be a huge resource for those making decisions about response.

What’s needed now

What is needed now for Ushahidi in Haiti to work to its fullest potential is for people to share information about what is happening where they are.  The general public in Haiti can text a message into 4636 to submit a report giving their location and telling about their situation: missing persons, need for medical attention, supplies needed, help that has already arrived, changing priorities, etc. [Internationally use 44-76-280-2524, or report using the web form at the Ushahidi Haiti site].

Emergency Aid agencies too

Information sharing is not only something for the public.  In addition to input from the local population, it would be great if local organizations and international agencies would use Ushahidi to share information on what they are seeing as they work in and pass through different communities.  By being open and sharing this kind of information, maybe overall coordination can improve and precious time and resources won’t be wasted because of information challenges.  [Update:  Organizations on the ground can register at Sahana, and receive situation reports so that they can provide assistance.]

One aid agency can’t canvas the whole country alone, and Ushahidi offers a way to get real information from real people on the ground in near real-time. I think it would have much been easier in El Salvador in 2001 if we had the ICTs then that we have now.  I hope people and organizations take the best advantage of them in 2010, now that they are available.


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I come up against a nagging question when I’m thinking about mapping, when I’m talking about the projects I’m involved in, or when I’m working directly with staff and youth in rural communities using participatory mapping methodologies….

Why is this kind of map:

(source:  MapKibera, on Wikipedia)

better than this kind of map?

(Source:  Plan project in Kwale, Kenya)

Well… is it actually better?  And if it is better, when is it better, for whom and why?

I understand how useful mapping information is for big picture decision making, trend spotting and knowledge sharing at different levels.  Mapping in various forms is incredibly useful for program and advocacy work, and there are many examples of how crowd sourcing, digital mapping, and information geo-visualization can be done successfully (mapping stockouts, elections monitoring, human rights incident reporting, crisis management, public health). The potential is huge and exciting.

But when I’m sitting around with a group of people in a rural community without many services, it can be pretty hard to remember or to explain the benefits of digital mapping over low tech map making. Why should people make a digital map if they only have sporadic electricity and internet access (if at all) and not many smart phones.  How will they access that digital map on a regular basis once they make it?  Does the fact that they could make a digital map, necessarily mean that they should?

I guess my key concern is around how digital mapping is directly useful for the folks who are inputting the information, building the map.  The “what’s in it for them” question.

As I was pondering this nagging question, @NiJeL_mapping posted something on Twitter that caught my eye and helped spur along the idea of working through these thoughts.  He was at the Mobile Data for Social Action in the MidEast conference, hosted by UNICEF Innovations and MobileActive.  He tweeted:  “what data are we going to collect, how will we collect it, and from whom?” Then he tweeted:  “Again, the push for technology w/o any knowledge of the intended outcome is frustrating” And a last tweet “overhearing whispers about how we need to focus on the technology, but impossible w/o knowing info to collect”.  This really reminded me that you need to have clear objectives and reasons for collecting data before you decide what cool new technology will be used to do it.  A few days ago I read JD’s blog post giving an overview of the whole conference. The key point for me was that the ‘target’ population delegation “felt overwhelmed by the host of tools and projects presented to them and were unsure how any of this could benefit them”. Luckily, he said, the conference organizers realized this and quickly altered the course of the event.

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Well, if you have ever asked yourself a question, it’s pretty likely that someone else has asked it too, and you can find some answers online. So I went digging around for thoughts from 4 initiatives that I’ve been following over the past year or so: Ushahidi, MapKibera, Wikimapa, and now NiJeL too.

In very quick summary, Ushahidi is often (but not exclusively) used as a crisis mapping tool for rapid crowd sourced information, decision making, and trend analysis. Map Kibera and Wikimapa both use mapping and user-generated media for social inclusion, community voice, community media and community planning. NiJeL works with participatory mapping, bringing it to the web for a variety of geo-visualization uses such as planning, resource allocation, impact visualization and advocacy.

Mine must be not be a unique query, because I found that Erica from Map Kibera answered it pretty directly a couple weeks ago in a blog post called Maps and the Media “…the question about benefit to those who aren’t online misses the point. The digital divide is a fact and needs to be addressed, but when it comes to community information there is also a need for expression outward and collaboration within Kibera. Something like the Kibera Journal or Pamoja FM allows Kibera to talk to itself, while putting facts and stories online allows it to speak to the rest of the world (including wired Nairobi, politicians, national press).”

The objectives of Map Kibera seem similar to those of the
YETAM project, the initiative that has taken up most of my work hours over the past couple years. YETAM’s  main goals are engaging youth in the local development process and helping them develop the skills and tools to communicate and advocate for their rights and their ideas with local, national and global audiences.  The project starts off with map making to visualize community profile, community history, community resources, and risks to child rights and protection. Group discussions ensue, issues are prioritized by the youth, and they then create art and media around those issues.
The arts and media materials that youth produce throughout the project are shared with community members, district officials and national authorities to generate dialogue. They’re also plotted onto a digital version of their map and uploaded to the web for the global audience.

Since the local audience is the main one for the media and arts that youth produce during YETAM project activities, followed by district, national and global audiences, it would seem then that the same is true for the map. It must first speak to the local audience, to the community.  It should be first useful to users and producers of the information, as a learning/discussion tool and as a decision making tool, and secondly be useful to a national and then a global audience. Perhaps this will be the case for many of the initiatives that Plan supports and facilitates, given Plan’s child-centered community develop approach and the fact that we use participatory mapping methodologies in our community work all the time. So we need to find a way for the hand-drawn map to be transformed into a digital map (this is what we’ve been doing up to now in the YETAM project), or find a way to make a digital map attractive and useful to local people. Or we could also keep doing both the low-tech and the digital versions.

[Update:  “Paper rocks!”  Mikel from Map Kibera (read his comment below) shared some additional tools that Map Kibera uses to ensure that information collected is available in the community.  One is called Walking Papers.  It is a paper based GPS where you print the map, re-draw it or add details, scan the new version and it automatically geo-rectifies the paper.  They will also be printing and distributing paper maps, and considering forums around the paper maps to increase participation from people who don’t use computers.  Also Mikel commented that drawn maps like the one in the image above can be stored and/or made available to the community using Map Warper.  Here you scan and upload a map, set control points, and then get a geo-rectified version for use online.  Excellent.  This gets better all the time.  :-)]

The Wikimapa Brazil project (paraphrasing from their website) aims to promote social inclusion using virtual and mobile mapping in low-income areas and slums, since available mapping services have not offered information from these marginalized areas.  The project aims to democratize access to information and raise low-income youth’s social participation from simple consumers of information to providers of information and change agents promoting local development and broadening perspectives and creating new cultural and geographical reference points.  In this case, the project goals are similar to YETAM and Map Kibera, but the project is primarily aimed at reducing marginalization and exclusion within available mapping services.  Therefore it seems relevant that on-line mapping is chosen as the mapping methodology.  It may also be the case that residents in the project area have easy access to internet, meaning they would be able to continually use and benefit from the on-line maps.

Patrick Meier from Ushahidi and the Harvard Humanitarian Institute talks specifically about the concepts of participatory mapping, social mapping and crowd feeding during this 30 min video. He comments that the information that’s collected via “crowd sourcing” needs to go right back to ‘the crowd’ who provided it (crowd feeding).  One way that Ushahidi is doing this in communities that do not have regular access to internet is by allowing people to subscribe to SMS alerts when a crisis event hits a particular area where they have a special interest.  Another way to ensure that map makers have information returned to them, he says, is to use transparencies in a manual approach to GIS where information is made more compelling by laying thematic transparent layers over a base map to show dynamic changes and trends.

Patrick points to Tactical Technology Collective’s Maps for Advocacy booklet which documents a number of different mapping techniques and mapping projects and how they have been used for advocacy.  So, I would conclude that in the case of Ushahidi and crisis mapping to see trends in time and space, to have immediate and up to date information, and to manage a broad set of information for crisis decision making, it also is logical that an online map is the primary mapping methodology.  In this case, the information is crowd sourced, so it comes from many, and it’s processed and aggregated on Ushahidi to go back to many.  Because the information in a crisis situation is changing rapidly, it would be difficult to use a static map, a hand drawn map or one that is updated less frequently.

In the case of Plan, as part of the Violence Against Children (VAC) project we are planning to pilot incident reporting by SMS of violence against children and subsequent mapping of the situation in order to raise awareness among families and community members, and to advocate to local, national and global authorities to uphold their responsibilities and promises in this aspect.  The question here will be how to make both crowd sourcing and crowd feeding something that is easily accessible by the participating youth and communities as well as to the other audiences in order to have the desired impact and reach the desired outcomes. The participating youth have already been trained on violence against children (VAC), its causes and effects, and ways to advocate around it.  Now the key will be training them on the technology so that they can discover and design ways to use it  to meet their goals.  A key point will be evaluating whether the outcome is a reduction in VAC.

So in conclusion I would have to say that one map is not better than the other map.  They are both amazing  tools and need to be selected depending on the situation. There is no one size fits all. It goes back to the point of having defined objectives and outcomes for the initiative, knowing what information will be collected, why, with whom, by whom, and for whom first, analyzing the local context as part of that process, knowing about what tools exist and finding the right tool/technology/information management process for the goals that people want to reach based on the context. It’s also about keeping the end-user in mind, and ensuring that those who are producing information have access to that information. I think I will have to keep my question in mind at all times, actually.
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Related post on Wait… What:

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Saturday, was the last day of the 2-week Youth Empowerment through Arts and Media (YETAM) workshop with the youth.  Each of the sub-groups had the task of prioritizing 2-3 areas that they wanted to focus on over the next 6 months and developing a basic plan. The plans included their focus issues, analysis of the causes of the issue, what they would do about it using their reinforced media and arts skills, when they would do it, and how they would know that they had achieved their short term goals (indicators). Photo: members of one of the media teams.

Nathalia, age 18, presented for the theater group. “We are going to work more on the issue of devaluation of girls by their parents.  This is caused by the belief that men were made to dominate and women to serve, the idea that girls don’t bring any benefit to their parents, but bring only trouble, and the idea that girls are physically and mentally weak.”

The other 4 groups’ topics are:

· Music/Dance group: children’s rights in general, education as the key to a successful future, the value of local culture and traditions.

· Media group:  disaster risk reduction and risks to youth in the community such as the discotheque, alcohol and drugs, and violence.

· Painting group: child rights in general, drug abuse and protecting children from violence/risk.

· Journalism group: sanitation and hygiene, education.

Mobile data gathering?

The groups will prepare work on these topics and extend their messages out to the school community and the surrounding villages.  To track their progress, they plan to survey audiences that have seen their work (eg., their films, paintings, songs, theater, newsletters, etc).  This made us think about the idea of using mobile phones to do the surveys (Nokia Data Gathering or Frontline SMS Forms, depending on which is more feasible and cost effective).

The youth could create surveys on a few devices, and then go around to survey people who have attended their events or viewed their work and heard their messages.  The youth could then have immediate results by exporting the survey results into excel for analysis.  In the process, the youth can learn about statistics, charts and graphs.  Eventually they could also take surveying to another level, such as looking at behaviors and practices, and use the information to inform the outreach work that they are doing.  Photo:  Thinking about mobiles for more than calls and SMS.

“The kids see charts and graphs sometimes in their books, but they never have a chance to learn what actually goes into making a chart or graph, or to cover anything about statistics.  This would be a fabulous hand-on way to see how data is collected and used for decision making and to measure results,” said Lauren, the Peace Corps volunteer teacher at the school. “It would be great for them to get to see immediate feedback on their own work!”

Feedback from youth

Photo: journalism group shows their newsletter.

At the closing ceremony the youth were sad to go. “This is an opportunity that we had to participate in something that has never happened here at Cumbana,” said one girl.  “I encourage my fellow students here to show through their behavior, actions and their studies this coming year that they are now different.  That they are changed.”  (theater group)

“I never imagined that I could be a painter, but now I have the dream that I can do it.  I am happy because I showed what I’m capable of and I expressed my feelings through art.” (painting group)

“My favorite thing was making the big mural. I feel very proud and I can show my friends what I’m capable of.” (painting group)

“This initiative allowed us to show light on our reality. I also know now that I have talent in my mind and in my hands to express myself now and to build my future.” (journalism group)

“I really thank Plan and Nokia because with this workshop I saw myself transforming my life. I will become an artist and I will make something out of my life” (painting group)

“I liked helping to raise awareness in people and to change things in our community and in ourselves.  I want to share the success we’ve had in this project and our work, and to involve more people. There are many things we can achieve.” (media group)

“The best thing about the workshop was the way that they listened to us, they gave us courage to believe in ourselves. They reminded us that nothing comes from nothing and that only through education can we prepare for our futures.” (theater group)

“I liked working with equipment that I had never seen.  Now I know how to use it. I feel able to learn without fear.” (media group)

And facilitators?

“It was great to see the youth increase their knowledge about their culture, history, rights and the role they can play in their community as agents of change.  I loved seeing the youth apply the things that they learned and then do the work by themselves.  I would like to see more adults in the community participating in a workshop like this. There are many things that we can benefit from as well.” (Facilitator)

“I thought the workshop was fantastic.  The kids gained so much experience and confidence and really took advantage of these new opportunities.” (Facilitator)

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We’ve completed our first week of arts and media training with around 55 youth in Cumbana, a coastal community some 450 kms north of Maputo, the capital of Mozambique.  If you ever tried to Google Cumbana, you’d find information about a photographer with the same last name or links to tourist hotels at the nearby beaches in Maxixe or Inhambane, and not much else.  We actually did this as part of our Tuesday session on Internet with the youth.  Googling New York was another story.  But why?

We turned it around to the youth. Why is there no information on Cumbana?  The conclusion was you only find things on internet that someone puts there, and  no one had bothered, no one had ever really uploaded anything about Cumbana.  And that meant that this group of youth has a big responsibility, because they are going to be the ones to put Cumbana on the map. Photo:  After Cumbana, the top Google search among our small population was, of course, Michael Jackson.

What does that mean?  Aside from producing arts and media to raise issues that affect them and engage their communities in jointly finding solutions, the youth will be the ones to define Cumbana.  As Lauren (the Peace Corps volunteer who’s been teaching at the school for the past 2 years) said:  “Did we find anything about you all in Cumbana now on the internet?  No.  When will there be something about Cumbana?  When you make the effort to put it there.”  Photo: Mobile phone connections are much more likely than computers in the near future, so we trained on internet also using mobiles.

Access to internet whether by laptop using mobile internet or directly on a phone is a huge hit with the kids, 75% of whom had never been online before.  Our 2 hour session could have gone on all day for all they cared. The idea of putting yourself on the map seems to have appeal in the same way that having a Facebook page does.  It’s about self publishing and creating an identity. Photo left: Anthony the local Peace Corps Volunteer supported with the internet and is working with the theater group.  Photo below: Lauren, Peace Corps Volunteer, is working with the multimedia group.

But as we are seeing more and more, citizen journalism has its downfalls (think Fort Hood).  So it was great to see the debates about ethics in journalism that also happened last week.  Jeremias from Radio Mozambique facilitated a great session. He was excited to be part of the workshop because, as he said, “I’m a journalist.  I want to groom more young people from right here in the community where I came from to follow in my profession, and this is a great chance for all of us.”

During Jeremias’ session on ethics, the kids hotly debated the question of whether you should show the face of someone caught stealing.  Many felt that this would punish the thief as well as protect the community. Jeremias countered, “In Mozambique, whose job is it to determine guilt or punishment? Eh?  It’s not the role of the journalist. It’s the role of the judicial system. Like it or not, that’s how it is.”  He talked about the basic rules in journalism to protect people, about divulging information and objectivity. “When you leave here, to do work out there in the community, you need to be sure to hear all sides.  You need to protect the good name of people.  This is our responsibility.  This is ethics.  You cannot condemn someone until the judicial system has determined that they are guilty.”

I sat there wishing every self-appointed citizen journalist followed those rules, and self-examining whether I always do.  But it also got me thinking about how when you are not in a free state, your judicial system is totally non functional, or there is corruption within the journalism profession or media houses, things are not nearly so clear.  Sometimes things need to be filmed to get something to happen, whether they’ve been proven or not.  What are the rules and ethics then?  (I’m sure I can Google this and find a debate!)

The youth were cautioned to leave aside sensationalism.  “Often wanting to be the first to get the news out makes us less careful as journalists” Jeremias said.  If we drop the bomb, we’re likely to see the next day that we are the ones being processed, accused of not being ethical.” Photo: Jeremias and a youth participant share ideas.

“The ethics of a journalist come from within us,” he said.  Sometimes even a journalist’s own employers may ask him do things that are not ethical.  Or others want a certain story to come out and they try to bribe a journalist.  This makes it really difficult to be a journalist. A journalist needs to have high and strong ethics and maintain objectivity,” he told the kids.

“So you see, journalist is under constant pressure. It’s REALLY easy to get a recorder, to make a story.  It’s more difficult to think through what the consequences of publishing that story might be.  As a journalist, your goal is not to get famous; it’s to transmit information, so get the idea of fame right out of your head.”

Jeremias is a wise man and we are really lucky to have him training our group of journalists.

Cumbana is the only secondary school (it covers to 10th grade) in the entire district, with 3 sessions a day, serving some 4000 students (if the teacher I asked is correct). The opportunity to participate in a program like YETAM is huge for students and teachers alike.  In addition to the journalist group, there is theater, music and dance, multimedia, and painting.  For the kids, it’s like a 2 week summer camp where they strengthen leadership skills, improve their studies, get organized to address community challenges facing youth, and think about careers outside of the norm.  For the teachers, it’s an opportunity to engage with students in a different way, to strengthen their teaching methodologies and improve their ICT skills.  For the partners, it’s an opportunity to give back to the community and, of course, to discover new talent for their professions.

Related posts:
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Is this map better than that map?

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