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Archive for the ‘m4D’ Category

September’s mEducation Alliance Symposium included a special track around mobile technologies for youth workforce development (mYWD) as well as a session to discuss a new mYWD Working Group,  which is now up and running online. (Join by first registering at the mEducation Alliance website, then clicking here to join the mYWD Working Group.)

If the topic of mobile technologies and youth workforce development is of interest, don’t miss the October 15th event Innovations in Mobiles for Youth Workforce Development.  Among others, we’ll have the brilliant Phil Auerswald (@auerswald) helping us frame what we mean by ‘innovation’ in the mYWD space. RSVP info here.

In the meantime, here are some highlights from the mYWD sessions at Symposium:

Session 1: Mobiles for Youth Workforce Development (mYWD): Taking Stock of mYWD started with a presentation on the GSMA’s ‘Shaping the Future report by Lauren Dawes.  Then we heard from Theo Van Rensburg Lindzter (M-UBUNTU) and Thabang Mogale (Millenials as Mobile Educators).

  • The GSMA report found that education was a key priority in the lives of the young people surveyed, preceded only by family and health. Respondents also prioritized a good career and noted that they need to improve their skills to find better work. Only 25% of the young people surveyed listed the classroom as their primary source of education. Word of mouth was their main source of information on employment. The single largest barrier to educational information noted was lack of funds; meaning services need to be affordable if aiming to reach the majority of young people. Mobiles are an important asset for young people, ranking above clothing and shoes. Voice is a favored service among youth; most do not use their mobiles to access data. Key recommendations for mLearning and informal education include that youth are enthusiastic about the possibility and potential of learning and improving their chances of finding meaningful work via their mobiles. Linking mLearning to existing activities and behaviors will bring better results. Targeting the whole family is important as youth may not always be owners of mobiles, and parental gate-keepers may not see value in a handset. The youth surveyed expressed willingness to receive advertising in return for access to content and services.
  • The Millennials as Mobile Education Providers project takes place in South Africa. The pilot project grew out of a partnership between Durban University of Technology (S Africa), the M-Ubuntu Project (Sweden, S Africa, US), Sprint Re:Cycle (US), and six rural and township schools in S Africa. A key part of the program is working to shift attitudes from “youth as a problem” to “youth as untapped resources who can engage, lead and contribute to training initiatives.” The project includes subsidized internships for unemployed or out of school youth that tie vocational skills training to related community service; service learning as a credit-bearing component of university degree programs; in school service learning opportunities for secondary school students; service that meets an identified community need and upfront training accompanied by ongoing support and mentorship. The program utilizes recycled devices as platforms for curriculum-aligned educational content. University students serve as literacy/numeracy coaches for students in under-performing rural and township high schools, especially students who are preparing for graduation exams, and where there is typically a very low rate of passing. Young people like Thabang serve as mobile tech apprentices at schools, handing device charging, repair and content transfer for teachers. Thabang has found incredible personal success through the program, finding a useful skill. He emphasized the numerous global connections made through the program which have motivated him to keep working and striving to be his best.

Session 2 was Connections and Content for Out of School Youth, facilitated by Kimberley Kerr from the MasterCard Foundation. It featured Scott Isbrandt from Education Development Center talking about PAJE-Nieta and the Stepping Stone mobile content authoring platform (video) and Jonathan McKay from Praekelt Foundation talking about: the Ummeli job portal.

  • PAJE-Nieta is aimed at increasing literacy and entrepreneurship skills among 14-25 year olds in small rural villages with few services. The hope is that by increasing those skills, the youth can access market information systems which can then lead to enhanced livelihoods. Scott noted that local youth may produce, but they run into difficulties when it comes to knowing where to sell. There is a database of information available, but it is not accessible unless a person is literate. The challenge is taking the wealth of what has been done with ICTs to places with no electricity and no connectivity, and making it affordable and accessible. EDC determined which handsets were widely available, cheapest, run on Java, could run simple multimedia,had a speaker, and were within the purchasing power range of youth. Then they built Stepping Stone for this model so that teachers could create and push out local content. Stepping Stone includes digital text books, learning assessments, direct feedback capability and an interactive audio that is pre-loaded onto phones. A concern is what happens when the grant is over, so EDC is looking at ways to work with kiosks, pre-loading content on micro SD cards, and thinking about membership fees as something that would enable people to continue to load additional content. Stepping Stone will be released as an open source platform so that others can use it.
  • Ummeli is a mobile platform created because youth who participate in Praekelt’s Young Africa Live initiative expressed that finding meaningful work was a higher priority even than HIV prevention.  Praekelt worked with Vodacom to ensure that there would be no cost, because youth, in marginalized and/or rural communities normally cannot cover data charges. Ummeli has a CV builder that youth can fill out and fax to a potential employer for free. They can also fill out surveys that gain them points that they can use to cover the cost of faxes. Ummeli was designed specifically for mobile and as a community rather than as an individual tool. It is the first purely mobile job platform in South Africa. Rather than only listing job opportunities, Ummeli enables users to create their own opportunities and has extensive supplemental support such as career advice, life skills and peer networking. Youth can geocode or do other small microtasks to earn points that they can use in the Ummeli system. Rather than only looking at ‘finding employment’, Ummeli is set up to help youth find ‘meaningful work.’ This can be in their communities, volunteering or interning, all of which give youth experience, help them make contacts, and help them build their resumes. Ummeli hopes to turn depression into action by positioning youth’s free time as an asset that can be used for positive things like helping their communities. Ummeli is looking at taking existing course work and enhancing it for low-end handsets; they are looking at how to get around the verification and accreditation issue so that these opportunities will be seen as credible. Ummeli currently has 87,000 unique users.

Session 3 was facilitated by Suzanne Philion (U.S. Dept. of State) and looked at mYWD: Mobiles for Youth Skills Development. Speakers were Michael Carrier (British Council) on “Using mobile devices to strengthen educational systems, specifically in English for Basic Education and supporting workforce readiness;” Bhanu Potta from Nokia on “Nokia Life Education services – mLearning at scale of millions;” and Shayan Mashatian from Appexiom – Petanque, with A demonstration of a mobile learning pilot and findings from its implementation.

  • The British Council’s Learn English Apps focus on applications that can help youth to learn English via mobile to increase their chances to obtain employment.  One point that Michael brought up was that people can use their short bits of downtime to learn English on their phone rather than go on a cigarette break or check their Facebook. The Council’s programs are available on different devices from iPhone, Nokia, Samsung, Ovi and the Android OS. Apps include podcasts, a soap opera, pronunciation exercises and games to improve grammar and vocabulary
  • Nokia Life provides education, youth empowerment and lifelong learning; health, agriculture and entertainment services. Nokia has developed software that makes a very cheap mobile look more like a data-enabled phone because, as Bhanu noted, all levels of consumers wish to have a data-like experience. This includes a dynamic home screen with a rotating menu for high discoverability, integration with voices services, a dynamic inbox that highlights new content, and new content channels that can be added using just SMS. Social elements available include ‘ask an expert’, share, and ‘respond to polls’. Nokia Life is currently available in India, Indonesia, China, Nigeria and some additional countries in Middle East and Africa. Nokia Life will provide curated content rather than offer access to all the information available on the Internet via Google. Nokia Browser, a cloud based service will make this information easier to access by compressing the information by 85% making it 3 times faster to download and much cheaper for people to access.
  • Appexiom-Petanque allows for educational content creation via a simple set-up where creators can drop in content, making it easy to publish. This helps overcome some of the current failures of distance learning and addresses the need to see learning differently. Rather than try to put textbooks onto a phone, Sayan commented, m-Learning needs to be re-organized, re-formatted and re-engineered for the mobile phone. It needs to focus on the user experience and provide interactive content, allowing people to choose, multi-task and integrate social media.

Session 4. The final mYWD session shared some initial findings from the mYWD Landscape Study (in process) and looked at setting the foundations of the mYWD Working Group, brainstorming some priorities and topics for the group to tackle, and discussing what makes for a successful community of practice or working group. From this session came the idea for the October 15 Learning Series event on Innovations in mYWD. If you’d like to attend, either let me know or RSVP directly to MFrench at JBSInternational dot com.

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Everybody loves memes and those who work in or care about international development are no exception. One meme that popped up early 2010, is the oft-quoted “there are more mobile phones than toilets.” Apparently, the origin of the phrase was the India census. Subsequently, the statistic was used to raise a point about water and sanitation in India by a UN institute. It was picked up in a New York Times article and became generalized to “more people have [access to] mobile phones than toilets” and “there are more mobile phones than toilets” and other variations.

This simple idea has captured the hearts and minds of many development and technology practitioners and theorists the world over. The phrase has become a staple illustration for those who are looking at the potential of mobiles to change the world. But there is more to it than simple ‘access.’ We need to think beyond access.

What is missed in this meme’s beautiful simplicity is that the mobile access/mobile phones referred to are not necessarily equally distributed. A recent blog post by Marc Bellemare refers to a study he worked on (with Ken Lee) called “Look Who’s Talking: The Impacts of the Intrahousehold Allocation of Mobile Phones on Agricultural Prices.”

“…mobile phones do not seem to be the household public good many development practitioners think they are. In other words, policies designed around the distribution of mobile phones to households (rather than individuals) might contain the seed of their own failure if the intrahousehold [use] of technology matters.

Moreover, after a referee asked us to look at whether major household surveys asked about mobile phone ownership at the household or individual level, I was surprised to find that many of those surveys only collect information on the former.

So if there is one thing I would like our article to change, it’s the kind of data that are collected: We should really collect information on individual rather than on household mobile phone ownership.”

The GSMA and Cheri Blair Foundation study on women and mobiles found that women lag behind in mobile phone ownership in many African, Latin American, Middle Eastern and Asian countries. Women are even further behind in terms of access and use of the Internet.

At the practitioner level, assuming women everywhere can access and use mobiles and Internet can make a project run into problems, as described in this quick video.

In some places where women’s literacy and numeracy skills are quite low, projects designed to share or collect information by mobile can run into additional challenges as related below.

Girls themselves in some places note that despite their interest, boys will physically fight them to access available computers or mock girls who want to learn.

The existence of open and available spaces and platforms (whether virtual or physical) doesn’t automatically mean they are  “accessible” to everyone, including in many cases, to women and girls.

As wonderful as the idea of ‘open’ is (and don’t get me wrong, I’m a huge fan of ‘open’), ‘open’ can still exclude. Even in purposefully open spaces and frameworks like the Open Knowledge Festival, women lag behind in terms of papers submitted for presentation and women speaking on panels. We lag behind slightly less in terms of doing the legwork of organizing, which shouldn’t surprise anyone.

At the Beyond Access Conference put on by IREX yesterday, I had the opportunity to facilitate a discussion session on Women and ICTs where we got into some of these issues and talked about how libraries can help. The panelists included Thinley Choden from the READ Bhutan project, Danica MacAvoy from Clinton Global Initiative, and Marieme Jamme of Africa Gathering. The session space was filled with engaged and insightful folks who shared their valuable ideas and experiences as well, including:

  • Numbers that showed the big access gap between men and women.
  • Access is not the only measure, however – as the conference notes we need to go “Beyond Access” to look at use, purpose, and many other aspects.
  • Safety is the number one reason that girls and women give for not accessing ICTs.
  • Libraries are often seen as knowledge centers and conceived of as more reputable spaces than Internet cafes for girls and women to frequent.
  • Librarians and community facilitators at library spaces can serve as mediators to help ensure that access to equipment and other materials is equally open to all.
  • Women mentors and role models, eg., female librarians, are an important way to encourage girls and women to spend time at libraries or to be more confident in accessing information and communicating through technology.
  • One of the most important things a library can do is create safe space for girls and women to gather and discuss issues of importance to them.
  • Depending on context, in some places this needs to be a physical space; in others situations, a virtual space can work.
  • Men and boys play a big role in advocating and encouraging girls and women to access information, to communicate, and to come together and participate.
  • If offered space and opportunity, women and girls (and anyone else) can teach themselves to use new technologies.
  • Libraries will be most successful for women and girls if they facilitate access and sharing of information that is relevant and in demand by women and girls, not what outsiders think should be in demand.
  • Low information access is holding back girls and women from advancing in careers such as ICTs and coding, because up-to-date books are not accessible in many places.
  • Supporting people to ‘join the global network’ through uploading information about themselves and their lives can serve as a tool by which community and personal projects can be examined, discussed and shared.
  • What a library is and what one looks like will vary according to context and culture; the key is having a physical or virtual safe space where information and communication can take place.

So even if there are more mobile phones than toilets, the conversation can’t stop there. We still need to talk about access, and we need to go “beyond access” too, as this great gathering yesterday so aptly noted.

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I’m just home after a week at the Open Knowledge Festival in Helsinki (and wishing I could have cloned myself and attended each of the 13 streams!):

Here’s a video summary of some of the highlights of the Open Development stream.

Thanks so much to everyone who organized, supported, funded and attended the sessions!

Also see:

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OK Festival is in full swing here in Helsinki, and if today is anything like the past two days, it will be full of information and exchange on everything “open.”

A number of us have been working hard to pull together the Open Development Stream, which started yesterday and which followed very nicely on Tuesday’s fantastic series of panels on Transparency and Accountability (with a heavy focus on the Open Government Partnership and Open Data) and the Open Data Journalism and Visualization streams.

Here’s a quick Storify summary of yesterday’s last Open Development session “Taking it Local: 10 ways to make ‘open’ relevant in low resource or marginalized contexts,” It was moderated by Soren Gigler from the World Bank’s Innovation for Governance Team and included superb group of panelists:  David RodriguezMichael Gurstein, Huy Eng, Philip Thigo, and Barbara Birungi.

For the session, my colleagues David and Max Rodriguez from Plan El Salvador did some really great short videos around transparency, internet access, connectivity and related topics and how they are perceived and lived out in rural communities where they are working.

This first video with Marco Rodriguez (he’s also on Twitter), the Sub-Secretary of Transparency for the Government of El Salvador, is just a small example of some of the realities around “open” and accessibility, and the challenges of engaging every day people in some of the initiatives we are talking about here at OK Festival. (Not to mention it and the other videos with Marco and others have a number of fantastic metaphors and soundbites!)

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This week the mEducation Alliance* will host its second symposium, bringing together institutions and organizations that are interested in and/or supporting the use of mobile technologies in education.

The main theme for this year’s Symposium is partnership, and sessions fall into the following categories: public-private partnerships, mobiles for reading, mobiles for inclusive education and assistive technology, mobiles for education system strengthening, mobiles for youth workforce development, and mobiles for education in crisis and conflict settings.

One reason I’m excited about the Symposium is that I’ll be sharing preliminary findings and seeking input on some research around mobiles and youth workforce development (mYWD) that I’m working on for the mEducation Alliance. The research will culminate in a landscape review published around this time next year. The topic is timely considering the so-called ‘youth bulge’ in many countries, the huge numbers of young people (including those of all education levels) unable to find or create sustainable livelihoods, and the increasing ubiquity of mobile devices.

In general, youth workforce development programs seek to identify the skills and knowledge that specific industries need and to support youth to improve their education and develop the hard and soft skills required to work in those industries. Mobile technologies are being integrated in a number of ways in YWD; from mobile phone repair training to the use of ‘pico’ projectors for training to micro-tasking.

The mYWD landscape review will revolve around key questions such as: Which organizations are working on mYWD? How are mobile technologies currently being used in youth workforce development programming? Are there additional areas where they could be considered? What factors hinder or facilitate the use of mobile technologies in YWD programs and what are some of the challenges? Is there any evidence that mobile technology is having a positive or negative impact on youth workforce development? One important aspect of the study will be its consideration of the intersection of gender and mYWD from a few different angles, including how gender impacts access to mobile youth workforce development programs, how mobiles affect access to youth workforce development programs, and whether mYWD programs have a differential impact on young men and young women.

A working group will be formed to delve more deeply into the topic of mYWD. At the Symposium, we’ll be gathering initial input about what the working group’s priorities should be and what are the best channels and means to discuss topics and share mYWD-related learning. The working group will be open to a wide range of organizations and institutions interested in a more in-depth examination of mYWD.

In connection with the working group and the landscape review, five learning events will take place over the next several months on mYWD sub-themes. These will be documented for sharing and on-line discussion on the mEducation website. I’ll also be doing some key informant interviews and constant scanning of the literature and the field in general over the next several months. If you have something to share, please be in touch!

If you are attending the mEducation Symposium and you are interested in youth, mobile technologies, and workforce development, be sure to check out the mYWD track. (And don’t forget to RSVP for ICT4Drinks on Thursday evening!)

If you’re not attending the Symposium or are otherwise unable to attend the mYWD sessions, keep an eye out for the upcoming Learning Series events or contact Matt French (MFrench [at] jbsinternational [dot] com) or me (lindaraftree [at] gmail [dot] com) for information on the landscape review or to join the working group.

I’m still casting the net far and wide for information on mYWD, so any relevant information is most welcome!

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*The Mobiles for Education (mEducation) Alliance is an international collaborative effort between bilateral and multilateral donors, NGOs, foundations, private sector partners, academic researchers, and implementing organizations. Our collective agenda is to explore cutting‐edge intersections between mobile technologies, education and development, to reduce duplicative efforts, and promote collective knowledge‐sharing. The increasing ubiquity of mobile phones and coverage and the current and possible utilization of other mobile devices, including e‐Readers, tablet computers, flash memory, micro/ “pico” projectors, and audio/visual devices among other technologies, provide valuable opportunities for supporting quality education impact in developing countries.

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New technologies are changing the nature of monitoring and evaluation, as discussed in our previous Salon on the use of ICTs in M&E. However, the use of new technologies in M&E efforts can seem daunting or irrelevant to those working in low resource settings, especially if there is little experience or low existing capacity with these new tools and approaches.

What is the role of donors and other intermediaries in strengthening local capacity in communities and development partners to use new technologies to enhance monitoring and evaluation efforts?

On August 30, the Rockefeller Foundation and the Community Systems Foundation (CSF) joined up with the Technology Salon NYC to host the second in a series of 3 Salons on the use of ICTs in monitoring and evaluating development outcomes and to discuss just this question. Our lead discussants were: Revati Prasad from Internews, Tom O’Connell from UNICEF and Jake Watson from the International Rescue Committee. (Thanks Jake for stepping in at the last minute!)

We started off with the comment that “Many of us are faced with the “I” word – in other words, having to demonstrate impact on the ground. But how can we do that if we are 4 levels removed from where change is happening?” How can organizations and donors or those sitting in offices in Washington DC or New York City support grantees and local offices to feed back more quickly and more accurately? From this question, the conversation flowed into a number of directions and suggestions.

1) Determine what works locally

Donor shouldn’t be coming in to say “here’s what works.” Instead, they should be creating local environments for innovation. Rather than pushing things down to people, we need to start thinking from the eyes of the community and incorporate that into how we think and what we do. One participant confirmed that idea with a concrete example. “We went in with ideas – wouldn’t SMS be great… but it became clear that SMS was not the right tool, it was voice. So we worked to establish a hotline. This has connected [the population] with services, it also connects with a database that came from [their] own needs and it tracks what they want to track.” As discussed in the last Salon, however, incentive and motivation are critical. “Early on, even though indicators were set by the community, there was no direct incentive to report.” Once the mentioned call center connected the reporting to access to services, people were more motivated to report.

2) Produce local, not national-level information

If you want to leverage technology for local decision-making, you need local level information, not broad national level information. You also need to recognize that the data will be messy. As one participant said, we need to get away from the idea of imperfect data, and instead think: is the information good enough to enable us to reach that child who wasn’t reached before? We need to stop thinking of knowledge as discrete chunks that endure for 3-4 years. We are actually processing information all the time. We can help managers to think of information as something to filter and use constantly and we can help them with tools to filter information, create simpler dashboards, see bottlenecks, and combine different channels of information to make decisions.

3) Remember why you are using ICTs in M&E

We should be doing M&E in order to achieve better results and leveraging technologies to achieve better impact for communities. Often, however, we end up doing it for the donor. “Donors get really excited about this multicolored thing with 50,000 graphs, but the guy on the ground doesn’t use a bit of it. We need to let go.” commented one participant. “I don’t need to know what the district manager knows. I need to know that he or she has a system in place that works for him or her. My job is to support local staff to have that system working. We need to focus on helping people do their jobs.”

4) Excel might be your ‘killer app’

Worldwide, the range of capacities is huge. Sometimes ICT sounds very sexy, but the greatest success might be teaching people how to use Excel, how to use databases to track human rights violations and domestic violence or setting up a front-end and a data entry system in a local language.

5) Technology capacity doesn’t equal M&E capacity

One participant noted that her organization is working with a technology hub that has very good tech skills but lacks capacity in development and M&E. Their work over the past year has been less about using technology and more about working with the hub to develop these other capacities: how to conduct focus groups, surveys, network analysis, developing toolkits and guides. There’s often excitement on the ground – ‘We can get data in 48 hours! Wow! Let’s go!’ However creating good M&E surveys to be used via technology tools is difficult. One participant expressed that finding local expertise in this area is not easy, especially considering staff turnover. “We don’t always have M&E experts on the ground.” In addition, “there is an art to polls and survey trees, especially when trying to take them from English into other languages. How do you write a primer for staff to create meaningful questions.”

6) Find the best level for ICTs to support the process

ICTs are not always the best tool at the community or district level, given issues of access, literacy, capacity, connection, electricity, etc., but participants mentioned working in blended ways, eg., doing traditional data collection and using ICTs to analyze the data, compile it, produce localized reports, and working with the community to interpret the information for better decision-making. Others use hand-drawn maps, examine issues from the community angle and then incorporate that into digital literacy work and expression work, using new technology tools to tell and document the communities’ stories.

7) Discover the shadow systems and edge of network

One participant noted that people will comply and they will move data through the system as requested from on high, but they simultaneously develop their own ways of tracking information that are actually useful to them. By discovering these ‘shadow systems’, you can see what is really useful. This ‘edge of network’ is where people with whom headquarters doesn’t have contact live and work. We rely on much of their information to build M&E systems yet we don’t consult and work with them often enough. Understanding this ‘edge of network’ is critical to designing and developing good M&E systems and supporting local level M&E for better information and decision-making.

8 ) The devil is in the details

There are many M&E tools to choose from and each has its pros and cons. Participants mentioned KoBo, RapidSMSNokia Data GatheringFrontlineSMS and Episurveyor. While there is a benefit to getting more clean data and getting it in real-time, there will always be post-processing tasks. The data can, however, be thrown on a dashboard for better decision-making. Challenges exist, however. For example, in Haiti, as one participant commented, there is a 10% electrification rate, so solar is required. “It’s difficult to get a local number with Clickatell [an SMS gateway]; you can only get an international number. But getting a local number is very complicated. If you go that route, you need a project coordinator. And if you are using SMS, how do you top off the beneficiaries so that they can reply? The few pennies it costs for people to reply are a deterrent. Yet working with telecom providers is very time-consuming and expensive in any country. Training local staff is an issue – trying to train everyone on the ICT package that you are giving them. You can’t take anything for granted. People usually don’t have experience with these systems.” Literacy is another stumbling block, so some organizations are looking at Interactive Voice Response (IVR) and trying to build a way for it to be rapidly deployed.

9) Who is the M&E for?

Results are one thing, but as one participant noted, “part of results measuring means engaging communities in saying whether the results are good for them.” Another participant commented that Ushahidi maps are great and donors love them. But in CAR, for example, there is 1% internet penetration and maybe 9% of the people text. “If you are creating a crisis map about the incidence of violence, your humanitarian actors may access it, it may improve service delivery, but it is in no way useful for people on the ground. There is reliance on technology, but how to make it useful for local communities is still the big question…. It’s hard to talk about citizen engagement and citizen awareness if you are not reaching citizens because they don’t have access to technology.” And “what about the opportunity cost for the poor? ”asked one participant. “Time is restricted. CSOs push things down to the people least able to use the time for participation. There is a cost to participation, yet we assume participation is a global good. The poorest are really scraping for time and resources.  ‘Who is the data for?’ is still a huge question. Often it’s ‘here’s what we’re going to do for you’ rather than meeting with people first, asking what’s wrong, then listening and asking what they would like to do about it, and listening some more.”

10) Reaching the ‘unreachable’

Reaching and engaging the poorest is still difficult, and the truly unreached will require very different approaches. “We’re really very much spoke to hub,” said one participant, “This is not enough. How can we innovate and resolve this.” Another emphasized the need to find out who’s not part of the conversation, who is left out or not present when these community discussions take place. “You might find out that adolescent girls with mobility issues are not there. You can ask those with whom you are consulting if they know of someone who is not at the meeting. You need to figure out how to reach the invisible members of the community.”  However, as noted, “we also have to protect them. Sometimes identifying people can expose them. There is no clear answer.”

11) Innovation or building on what’s already there?

So will INGOs and donors continue to try to adapt old survey ideas to new technology tools? And will this approach survive much longer? “Aren’t we mostly looking for information that we can act on? Are we going to keep sending teams out all the time or will we begin to work with information we can access differently? Can we release ourselves from that dependence on survey teams?” Some felt that ‘data exhaust’ might be one way of getting information differently; for example a mode like Google Flu Trends. But others noted the difficulty of getting information from non-online populations, who are the majority. In addition, with these new ICT-based methods, there is still a question about representativeness and coverage. Integrated approaches where ICTs are married with traditional methods seem to be the key. This begs the question: “Is innovation really better than building up what’s already there?” as one participant commented. “We need to ask – does it add value? Is it better than what is already there? If it does add perceived value locally, then how do we ensure that it comes to some kind of result. We need to keep our eye on the results we want to achieve. We need to be more results-oriented and do reality checks. We need to constantly ask ourselves:  Are we listening to folks?”

In conclusion

There is much to think about in this emerging area of ICTs and Monitoring and Evaluation.  Join us for the third Salon in the series on October 17 where we’ll continue discussions. If you are not yet on the Technology Salon mailing list, you can sign up here. A summary of the first Salon in the series is here. (A summary of the October 17th Salon is here.)

Salons run by Chatham House Rule, thus no attribution has been made. 

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On Tuesday, August 14@zehrarizvi and I will be hosting a Twitter Chat on the topic of new technologies and ‘children on the move.’

As I wrote in an earlier post, I’m working on some research at Plan International USA, funded by Oak Foundation. The research aims to compile a ‘State of the Practice’ report that will include examples and case studies of current ICT use by, with, among and for ‘children on the move’; applicable cases and lessons learned from other sectors; gaps, challenges, areas where ICTs may pose new or additional risk; and remaining questions and challenges for future exploration and collaboration.

In talking about this research with Zehra (who is working at the Women’s Refugee Commission on a project related to the empowerment and protection of displaced adolescent girls, also supported by Oak) we realized we are both quite interested in exploring the role of new ICTs in supporting and protecting children who are migrating, displaced or otherwise ‘on the move’. So we decided to collaborate on the Twitter chat.

We’re hoping to gather ideas and perspectives from people working in the areas of migration, working children, displacement, child protection, conflict settings, environmental migration, diaspora communities, ICTs and other related areas.

Please join us on Tuesday, August 14 from 9-10.30 EST. The hashtag will be #CoMandICT.

We will cover 4 key questions in this first chat:

  • Which organizations are working in the area of child migration or ‘children on the move’ and what are they doing?
  • Are new technologies involved? If so, how? If not, why not?
  • Are there existing youth networks that could provide insight into how new technologies are used by children/youth on the move?
  • What else should we know about? What are we missing in our thinking about this project? Who should we talk with?

Tips for a good Twitter Chat:

  • Login 5 mins ahead of time and be ready with a short introduction (eg, “Joe Garcia here, child protection at XYZ in Malawi, managing cross-border project w working children” or “Cathy Kramer, ICT specialist working on mobile data privacy issues at TechTechTechieFirm”).
  • Tools like TweetChat which automatically add the hashtag and refresh often are helpful to keep up with the conversation.

We look forward to chatting on Tuesday August 14th at 9 am EST and welcome any questions or comments before then!

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Over the next year, I’ll be working on some research supported by Oak Foundation* that will look at the intersection of ICTs and children who migrate, a.k.a. ‘Children on the Move.’ As part of the research, we will be conducting a Twitter chat on Tuesday, August 14, at 9h EST and an ongoing online discussion hosted by New Tactics from October 17 through 23.

I hope interested folks will join to share experiences, good practice, challenges, thoughts and ideas on the intersection of ICTs and Children on the Move.

Background

Globally, some 214 million persons are international migrants. In addition, there are an estimated 740 million internal migrants according to the Global Movement for Children. Youth make up a large share of migrants from and in developing countries. Shifts in demographic factors, economic disparity, violent conflict and state failure, natural disasters, resource and environmental pressures, especially climate change, and lack of opportunities for education or employment mean that this number is likely to increase. About one-third of migrants from developing countries are between the ages of 12 and 25, including millions of children under the age of 18. (Stats from here.) “Yet, in debates on both child protection and migration, children who move are largely invisible. As a result, policy responses to support these vulnerable children are fragmented and inconsistent.”

Drawing from the African Movement of Working Children and Youth’s report “Early Exodus and Child Trafficking in West Africa: What progress have working children and youth made?” Sept 2008

‘Children on the Move’

Children migrate and move for a host of reasons. They may move on their own will to seek improved opportunities. They may be escaping violence and abuse in the home or at school or running away from an arranged marriage or other cultural practice. They may move due to a lack of opportunity, reduced resources, conflict, or disaster. They may want to get away from life in a refugee camp, or flee other kinds of hardship. They might migrate together with parents or other adults, or they may go alone or with others their age. The migration decision may be made by children themselves, or they may be encouraged by their parents.

In the past, the phenomenon of child mobility has not been seen in its full scope. Children who migrated were often automatically lumped in with those who were trafficked against their will. Programs to support children on the move have not always addressed the variety of motivations and situations. This lack of understanding of the myriad of reasons for children’s mobility has hindered efforts to support and protect them in their different scenarios. More recently efforts have been made to better understand children’s mobility, for example this fascinating 2008-2010 regional study project, supported by a broad platform of child protection agencies, documented and analyzed the many forms taken by the mobility of children and youths in West and Central Africa.

The term ‘Children on the Move‘ has been suggested to describe this group of children under the age of 18 who have aims, motivations and different life circumstances. This is a group which transcends categories. These children may be in a ‘pre-mobility, mobility or post-mobility’ situation (either having arrived to a destination or having returned home). They may also be ‘children left behind’ by their parents or guardians, who, without abandoning them, have emigrated for work within their country of residence or abroad. They may be stateless children, who also suffer the risks and vulnerabilities of mobility.

Risks Children on the Move face

When children move against their will, and /or in absence of protection services and actors, they become highly vulnerable to the worst forms of child labor, exploitation and other abuses. This vulnerability is present before they move, during their trip, once they reach a new destination or even after they return home, and therefore support and protection need to be considered from the time they are thinking about moving (or others are thinking about moving them), through the actual migration or ‘move’, upon their arrival, and in the case of their return. In addition, some children may be involved in a series of migrations or they may migrate seasonally. “During movement, a child can float from one sub category to the other. For example, an internally displaced child can be recruited by armed forces or moved across borders for the purpose of exploitation. The risks and opportunities differ per trajectory and conditions of movement,” according to the CoM website.

Captured from “Best practices in the fight against early exodus and child trafficking” as printed in the African Movement of Working Children and Youth’s “Early Exodus and Child Trafficking in West Africa: What progress have working children and youth made?” report, Sept 2008.

Children who migrate often face discrimination and marginalization due to beliefs and policies that treat migration as a problem and children who migrate as criminals, and therefore a great deal of work needs to be done to change perceptions and increase societal awareness around the situation of children on the move. Protecting children and reducing their risk of exploitation is a mandate, regardless of the reasons for which they move or migrate.

A systemic approach to protection

In order to improve support for and protection of children on the move, it’s important to look at the situation holistically and systemically and to include the aforementioned different phases of mobility. In addition, several areas need consideration, including children’s own needs and rights; children’s self-protection; community-based protection; government responsibilities and social services; advocacy and public policy and so on. Duty bearers and donors need to improve coordination across silos and borders in order to get better at information exchange, research and data analysis; the creation of prevention and awareness strategies and programs; monitoring actions during all stages; and feedback mechanisms and accountability. (See the proceedings from the CoM Conference for more details.)

How can ICTs help?

Alongside the growth in children’s mobility, access to new technologies, specifically the mobile phone, has exploded. Yet most often, when child protection and ICTs are mentioned in the same sentence, it is with regard to cyber security and protecting children from the Internet or potential on-line predators.

ICTs are playing a huge role in connecting diaspora with those ‘back home.’  The question arises: How are or how could ICTs be enhancing child protection initiatives and supporting children on the move.

The positive and empowering role of ICTs to support children’s self-protection, improve information and communication via new technology tools and enhance systemic approaches to risk reduction has not been fully developed with regard to child protection in its broader sense, or with regard to child mobility and child protection.

The research 

The research will aim to compile a ‘State of the Practice’ report that will include examples and case studies of current ICT use by, with, among and for CoM; applicable cases and lessons learned from other sectors; gaps, challenges, areas where ICTs may pose new or additional risk; and remaining questions and challenges for future exploration and collaboration.

Certainly new questions, frameworks and areas to explore will arise along the way, but at present, questions include:

  • What needs do children have in different categories and stages of mobility and how are these being (or how could they be) enhanced via better use of new ICTs?
  • Which new technologies are already accessible and being used by various stakeholders (e.g. children, parents and caretakers, intermediaries, broader communities, local child protection committees and ‘safe houses’, local institutions, social workers, experts, civil servants, governments, national and international NGOs, local and national law enforcement agencies), especially children, adolescents and youth; during pre-mobility, mobility and post-mobility, and upon return, endogenous or institutional, and for what purpose or to what end?
  • What information and communication systems are currently in use at child and family, community, district, national, transnational /regional and global levels for supporting or protecting children on the move and can these systems be improved, promoted or better accessed using new ICTs such as mobile phones?
  • Are there existing scalable, replicable or adaptable examples of the use of ICTs in this area we can learn from? What were the successes, challenges, failures and lessons/good practices?
  • Can new ICTs support communication for development (C4D) approaches and models to help children on the move protect themselves, inform them of available support, and/or change broader societal attitudes toward migrating children to more positive and supportive ones?
  • What can we learn from how ICTs are being used in other areas (health, human rights monitoring, data gathering / tracking, early warning systems, disasters and emergencies)? Which of these might lend themselves to use with, for, among and by children on the move? Are there relevant evaluations or case studies we can look at and learn from?
  • What are the specific challenges and risks in terms of children on the move that need special attention and exploration when designing programs or eco-systems that integrate ICTs? Security? Privacy? Connectivity? Cost? Context? Sustainability? Feasibility?
  • Where do we take it from here (what needs to happen next)?

Please join us for the Twitter chat on August 14 at 9 a.m. EST.  We’ll be using the hashtag #CoMandICT for the discussion and to keep track of future Twitter conversations on this topic. Stay tuned here at Wait… What? or contact me @meowtree or by email for more information.

Please also consider joining the broader discussion on “Empowering Communities with Technology Tools to Protect Children” the week of October 17-23 hosted by our friends over at New Tactics.

Some related resources:

The excellent 2008 report by the African Movement of Working Children and Youth: Early Exodus and Child Trafficking in West Africa: What progress have working children and youth made? 

The AMWCY’s 2009 report “From the gong gong to ICTs

The fascinating study by a consortium of child protection groups on Child Mobility in West and Central Africa.

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*This work is supported through a grant from Oak Foundation to Plan International USA.

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English version here

A menudo, en el sector de las ONGs, se discute cómo podemos integrar de una mejor manera, las TICs en el proceso de desarrollo de las comunidades. Para mí, este video muestra una de las mejores maneras para lograrlo: contratar a personas como David.

Contratar gente joven y que provienen de las comunidades, personas que entiendan las realidades locales y que además son apasionados/as por mejorar las cosas de su entorno y tienen ganas de hacer cosas nuevas. Contratar personas no pretenciosas, personas que escuchan y que preguntan cuando no tienen la respuesta.

Hay que contratar a personas curiosas, que buscan información y están llenas de motivación propia. Aquellas que no tienen miedo al trabajo duro y que sienten la necesidad de tomar riesgos y además, no le  temen a la posibilidad de fallar. Hay que contratar gente con chispa creativa. Aquellas personas que saben trabajar en equipo, colaborar con otros y aprender de las personas a su alrededor.

Se debe contratar gente joven, que entiendan y usen las nuevas tecnologías y que pasen suficiente tiempo fuera de la oficina para saber cómo se pueden utilizar las TICs como herramienta en el desarrollo y/o en circunstancias difíciles.

Para eso hay que contratar gente como David. Pero no basta solo contratarla.

Una vez contratada, se debe asegurar que tengan las condiciones para crecer y logar su plenitud.

También se debe garantizar que tengan acceso a oportunidades, que participan en reuniones y eventos internos y externos, locales, regionales y globales para compartir sus conocimientos y así  aprender y para hacer contactos y conexiones.

A las personas como David se debe premiarlas, honrarlas y felicitarlas regularmente, aún si están muy ocupadas cumpliendo su trabajo, fuera de la autopromoción y de la política de la oficina.

Se debe asegurar que personas como David, tengan mentores y gerentes que les quiten las barreras para que puedan avanzar con su trabajo y en su desarrollo profesional. Escucharlas y respetarlas. Si, también debe cuestionárseles – pero con la certeza que ellas tienen la capacidad de inventar ideas que pueden funcionar, aún si no son las ideas que usted hubiera inventado. Los mentores y gerentes no deben sentirse amenazados por las personas como David, cuando sepan más que usted sobre algo. Todos y todas pueden aprender del uno al otro si el espacio para el diálogo es abierto y sincero.

Las personas como David son el presente y el futuro de los procesos del desarrollo.

Por las personas como David, me cuesta dar consejos de carrera a las personas en los EEUU que buscan trabajo en otros países. Preferia ver a las personas como David ocupando estos puestos.

David recién ganó el premio del Empleado Nuevo con Mayor Promesa en la región de las Américas durante los Premios Globales de Plan Internacional. Sigue a David al @2drodriguez y aprende más sobre los proyectos que esta hacienda aca: Mis Derechos Ante Desastres, en la pagina del proyecto de Facebook, o al @deantede.

(Gracias a Max Rodriguez por revisar y corregir mi traducción del post)

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USAID has been busy lately with a redesign and roll-out of the new USAID.gov.

You can now access first-generation interactive maps at the country level for 40 missions (see screen capture below).

Screen capture from http://map.usaid.gov/ on July 5, 2012.

In addition, as part of the USAID evaluation policy that ‘sets ambitious standards for the quality and transparency of evaluation to demonstrate results, generate evidence to inform decisions, promote learning and ensure accountability’ the page that houses the Development Evaluation Clearinghouse (DEC) has been revamped. You can now search 50 years of international aid records, submit reports, and ‘get social’ by sharing, rating, tagging and blogging. Introduction videos are available to help you get started.

Not only is there better looking and more accessible information on-line, you can get two mobile applications (available for iPhone and iPad):

  • The DEC mobile app provides access to a subset of USAID Development Experience Clearinghouse (DEC) documents (recent evaluations).
  • The Portfolio Map mobile app allows you to browse the USAID portfolio for a subset of the countries in which USAID is working, access general country overviews at a glance and get more detailed information as needed.

In other news, alongside their own new website, on June 25th, 2012, USAID together with the Department of State announced publication of USAID’s foreign assistance obligation and expenditure data for Fiscal Year 2009-2011 on the Foreign Assistance Dashboard.

As explained during the DC Technology Salon on ‘How will IATI impact international development,’ the Dashboard is the US Government’s main tool for improving foreign aid transparency. It will play a key role in US Government reporting of foreign assistance data to the international community, one of the measures agreed on when the US Government signed onto the International Aid Transparency Initiative (IATI) in November 2011.

According to the June 25th press release, ‘the Dashboard also has budget planning data for the Department of State and USAID, as well as the Millennium Challenge Corporation (MCC)’s foreign assistance budget planning, obligation, and expenditure data.  Data on the site can be manually queried, filtered, and downloaded by users for further analysis.

The Dashboard is designed to allow a range of stakeholders, including U.S. citizens, civil society organizations, Congress, U.S. Government agencies, donors, and partner country governments; to examine, research, and track foreign assistance data in an accessible and easy-to-understand format. It aims to allow users to explore the impact of U.S. foreign assistance funding by country, sector, initiative, and agency by presenting data in a standard and user-friendly way.

According to USAID, ‘as the lead agency in implementing U.S. foreign assistance activities around the world, the launch of USAID obligation and expenditure data on the Foreign Assistance Dashboard represents a significant step forward in the U.S. Government’s efforts to make foreign assistance more transparent.’ (For additional discussion on this point, see the summary post from the aforementioned Technology Salon.)

The Dashboard is currently in an early stage of development. The site eventually plans for the incorporation of ‘budget, financial, program, and performance data in a standard form from all U.S. Government agencies receiving or implementing foreign assistance, humanitarian, and/or development funds.’ (See the table below for an idea of what is currently done and what is coming up.)

For more information about the Dashboard, see the Top Ten Things You Should Know page.

With all this information being made more accessible to everyone, it will be interesting to see if and how it’s used by different people and institutions for different purposes, especially in terms of improving coordination, program planning, transparency, accountability and aid effectiveness.

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