Stijn Van Der Krogt Mainstreaming Ict4 D


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¿Qué podemos aprender de los asociados en el Sur? 4 lecciones de 10 años de controles sobre el terreno la experiencia en ICT4D? Presentación de Stijn Van Der Krogt para el II Encuentro Internacional TIC para la Cooperación al Desarrollo

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  • Stijn Van Der Krogt Mainstreaming Ict4 D

    1. 1. February Dr. Stijn van der Krogt Director Country Programmes What can we learn on mainstreaming from partners in the South? 4 lessons from 10 years of on-the-ground experience in ICT4D
    2. 2. Mission IICD <ul><li>IICD assists people in developing countries to create practical and sustainable solutions that connect people and enable them to benefit from ICT to improve their livelihoods and quality of life </li></ul><ul><li>Understanding ICT as a tool in core development sectors </li></ul><ul><li>Identification and implementation of on-the-ground ICT </li></ul><ul><li>projects </li></ul><ul><li>Up-scaling of projects to programmes </li></ul><ul><li>Providing evidence of impact on poverty reduction </li></ul>
    3. 3. Programs IICD <ul><li>Programs </li></ul><ul><li>9 countries in Africa and Latin America </li></ul><ul><li>Sectors agriculture, education, health, governance </li></ul><ul><li>107 ICT pilot projects </li></ul><ul><li>11 larger scale national ICT programmes </li></ul><ul><li>Target group reached </li></ul><ul><li>50,000 trained users </li></ul><ul><li>700,000 direct users </li></ul><ul><li>6,300,000 beneficiaries </li></ul><ul><li>Teachers, students, producers, health staff, civil servants.. </li></ul>
    4. 4. ICT4D failures and success factors <ul><li>There is an increased awareness among practitioners and policy makers resulting from initiatives such as WSIS </li></ul><ul><li>Studies still indicate high failure rates of ICT programmes over time </li></ul><ul><li>31% total failures - 50% partial fail (Standish Group 1994) </li></ul><ul><li>High failure rates in education (Mann 2002) </li></ul><ul><li>50% to 80% failure rate health (Day and Norris 2007) </li></ul><ul><li>Most ICT projects fail either totally or partially (Heeks 2006) </li></ul><ul><li>35% total failures - 50% partial failures governance (Heeks 2008) </li></ul><ul><li>Overall 70% failure rate (Landry 2008) </li></ul><ul><li>High failure rates are similar in developing and developed countries </li></ul><ul><li>We are all developing countries? </li></ul>
    5. 5. ICT4D failures and success factors <ul><li>Studies indicate a limited number of success factors (EU task force 2006) </li></ul><ul><li>Lack of leadership </li></ul><ul><li>Missing innovation culture and change management </li></ul><ul><li>Resistance to organizational change </li></ul><ul><li>Ownership exclusively with ICT staff </li></ul><ul><li>Lack of training programs </li></ul><ul><li>Failing interoperability of systems </li></ul><ul><li>A lot of failure factors are overlooked! </li></ul><ul><li>We can learn from ICT4D experiences on the ground? </li></ul>
    6. 6. Success rate IICD <ul><li>Data indicate 50% success rate of IICD process </li></ul><ul><li>100% project ideas generated by partner organizations </li></ul><ul><li>70% ideas formulated and implemented </li></ul><ul><li>50% projects sustainable continued </li></ul><ul><li>10% of projects have stopped </li></ul><ul><li>Average 4 years of support </li></ul><ul><li>ICT aligned in core business partner </li></ul><ul><li>Used in daily practise by target group </li></ul><ul><li>Sufficient competencies to develop and implement ICT </li></ul><ul><li>Financial sustainability by budget allocation, </li></ul><ul><li>member contributions, external funding </li></ul>
    7. 7. 4 Lessons on ICT4D <ul><li>Think through your ICT4D process </li></ul><ul><li>2. Leave identification and formulation to implementing agency </li></ul><ul><li>3. Secure alignment into core activities of partner </li></ul><ul><li>4. Define new partnerships for up-scaling of program </li></ul>
    8. 8. Please evaluate me! <ul><ul><li>ICT4D = ICT4YOU </li></ul></ul><ul><ul><li>Please write down one lesson you think that is relevant for ICT4D in the north? </li></ul></ul><ul><ul><li>We collect your contributions during the presentation </li></ul></ul>
    9. 9. Lesson 1: Think through the up-scaling process <ul><li>Apply an A to Z approach </li></ul><ul><li>Information </li></ul><ul><li>Communication </li></ul><ul><li>Technology </li></ul><ul><li>Human resources </li></ul><ul><li>Finance </li></ul><ul><li>Management </li></ul><ul><li>Think through not only a project cycle but the full program cicle! </li></ul><ul><li>Apply a bottom-up approach </li></ul><ul><li>Consider it as a development process not a system process </li></ul><ul><li>Adjust your role to the process phase </li></ul><ul><li>Example IICD </li></ul>
    10. 10. The up-scaling process Linkage national vision MDG & PRS ACLO, Bolivia Integration sector programs Organisational embedding Lesson 4: Redefine stakeholder roles for up-scaling programs Organisational embedding Organisational embedding Gov project NGO project Private project
    11. 11. The IICD ICT4D programme cycle Formulation projects Built external and internal capacities coaching and capacity development Promote learning among peers national ICT4D networks Bring together stakeholders roundtables Institutional alignment Up-scaling programs Identification projects Set up auto-evaluation system on-line questionnaires and focus groups Lesson 1: Think through your ICT4D process
    12. 12. Adjust your role to the project phase Global Teenager Project, Bolivia TanEdu, Tanzania Catalyst Facilitator Trainer Piloting Identification Catalyst Facilitator Trainer Piloting Ghana Lesson 1: Think through your ICT4D process Sector policy Sector projects Role IICD Key word Embedding Operational advisor Strategic advisor Mali Zambia Uganda Bolivia Jamaica Sector policy Sector projects Role IICD Key word Alignment Embedding Operational advisor Strategic advisor Up scaling Ecuador Malawi Burkina Faso Tanzania Uganda Bolivia Jamaica Up-scaling Strategic Advisor Broker
    13. 13. Lesson 2: Leave it to the partners! <ul><li>Development first </li></ul><ul><ul><li>Start with development opportunities and challenges </li></ul></ul><ul><ul><li>Relevant content for target group </li></ul></ul><ul><ul><li>Leave technology to a later stage </li></ul></ul><ul><ul><li>Organize multi-stakeholder workshops with development organisations, practitioners and some resource persons </li></ul></ul><ul><li>The implementation organisation in the drivers seat </li></ul><ul><ul><li>Avoid extensive feasibility studies </li></ul></ul><ul><ul><li>Set up small surveys by implementing agencies </li></ul></ul><ul><ul><li>The experts only advice </li></ul></ul><ul><li>Go for modular approaches </li></ul><ul><ul><li>Start with modular projects on key challenges relevant to the partners </li></ul></ul><ul><ul><li>Develop new modules on the basis of interest and experience of partners </li></ul></ul><ul><ul><li>Example health in Tanzania </li></ul></ul>
    14. 14. A modular approach in health in Tanzania Lesson 2: Leave identification & formulation to implementing agency
    15. 15. Lesson 3: Secure alignment <ul><li>Leadership and change management </li></ul><ul><ul><li>Ownership to implementing organisation (not consultants or donor) </li></ul></ul><ul><ul><li>Built awareness and commitment among decision makers </li></ul></ul><ul><ul><li>Develop change management process </li></ul></ul><ul><ul><li>Success is more than management alone! </li></ul></ul><ul><li>Sustainability </li></ul><ul><ul><li>ICT projects should disappear and become core business partner of daily use of target groups </li></ul></ul><ul><ul><li>Technical support and capacity development of the target group </li></ul></ul><ul><ul><li>Appropriate soft and hardware </li></ul></ul><ul><ul><li>Low-cost solutions affordable by the target group </li></ul></ul><ul><li>Learning and evaluation </li></ul><ul><ul><li>Capacity development = Strengthening competencies </li></ul></ul><ul><ul><li>Combine local and external content </li></ul></ul><ul><ul><li>Promote learning from peers </li></ul></ul><ul><ul><li>Let the target group evaluate your and their work! </li></ul></ul>
    16. 16. Aligning ICT in education in Zambia Lesson 3: Secure institutional alignment of projects
    17. 17. Learning and auto evaluation in Ecuador Global Teenager Project, Bolivia <ul><li>Learning by peers </li></ul><ul><ul><li>Promote learning among partners about ICT4D </li></ul></ul><ul><ul><li>Example national ICT network Ecuador </li></ul></ul><ul><li>Auto evaluation approach </li></ul><ul><ul><li>20,000 on-line questionnaires on satisfaction and impact by target group </li></ul></ul><ul><ul><li>Focus groups to discuss outcomes and possible ways to improve </li></ul></ul><ul><ul><li>Adjust and expand projects on the basis of outcomes </li></ul></ul><ul><ul><li>Impact governance projects 2004-2008 </li></ul></ul>Lesson 3: Secure institutional embedding of projects
    18. 18. Lesson 4: Involve new stakeholders Global Teenager Project, Bolivia TanEdu, Tanzania <ul><li>From project to programmes </li></ul><ul><ul><li>Be patience </li></ul></ul><ul><ul><li>You shall not replicate </li></ul></ul><ul><ul><li>Learn from on-the ground experiences </li></ul></ul><ul><ul><li>Develop programme process </li></ul></ul><ul><li>Redefine roles of stakeholders </li></ul><ul><ul><li>Raise awareness among bi-lateral and multi-lateral country offices </li></ul></ul><ul><ul><li>Look beyond the usual suspects: Involve private sector, grass-root organisations and NGOs </li></ul></ul><ul><ul><li>Decide on roles: Donor agencies should not formulate programmes, governments should not implement… </li></ul></ul><ul><ul><li>Example education Bolivia </li></ul></ul>
    19. 19. Define roles according to competencies Strengths Civil society demand focused on-the-ground experience social capacities executive capacity Strengths Government long-term financial sustainability able to reach national level Effective partnerships Sharing experiences Co-implementation Co-funding Strengths Funding agencies political leverage larger scale funding Strengths Private / Academic sector technical knowledge and capacities innovative Lesson 4: Redefine stakeholder roles for up-scaling programs
    20. 20. Up-scaling program in education in Bolivia Lesson 4: Redefine stakeholder roles for up-scaling programs