Capacity development through mobile technology: Lessons from ILRI’s mNutrition
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Presented by Edwin Kang’ethe at the ILRI Capacity Development Week, 14-17 December 2015
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Capacity development through mobile technology: Lessons from ILRI’s mNutrition
- 1. Capacity development through mobile technology: Lessons from ILRI’s mNutrition Edwin Kang’ethe ILRI Capacity Development Week, 14-17 December 2015
- 2. Structure of presentation 1. Introduction to mNutrition 2. Why mobile technology? 3. The task 4. The solution 5. ILRI take home
- 3. mNutrition Project Introduction Is a 3 year project structured into two programmes The mHealth programme brings together the mobile industry and health stakeholders to improve health outcomes in the ten African countries, with initial focus on Millennium Development Goals 4, 5 and 6. The mAgri programme enhances the livelihoods and quality of life of developing world smallholder farmers by improving access to information, financial services and supply chain solutions, delivered via mobile. mHealth mAgri
- 4. Intro. continued • Aims to improve nutrition for the poor over a period of 5 years • Entails the launch of behavior change communication services, agricultural extension services, population-level registration and data tracking • Will deliver a range of mobile services covering areas of nutrition, agriculture and healthcare, targeting mothers and children in 13 countries
- 5. Restricted Information © GSMA 2013 9 in Sub-Saharan Africa: Ghana Malawi Mozambique Nigeria Tanzania Kenya Rwanda Uganda Zambia 4 in Asia: Bangladesh Myanmar Pakistan Sri Lanka Coverage
- 6. Why mobile technology? Mobile network coverage • More than 85% in the emerging markets • Ubiquitous access to mobile services by rural and urban settings Smartphone ownership base • 1.9billion globally • Driven by mobile VAS – ringtones, offers, emails Learning driven by mobile Mobile is a behaviour change communication (BCC) enabler eLearning: mobile data facilitates remote learning via computers, tablets and phones
- 7. The task • Develop content that is safe, factual, relevant and accessible to the target group • Used local content partners • Pass this (behaviour change) information to poor households including farmers (low education )in non- traditional formats – SMS, voice • Language • Format • Technical depth
- 8. The solution • Training curriculum for content developers to ensure they produce service ready factual, relevant and accessible content • With 13 countries, one-off trainings would never be sufficient due to attrition, content retention etc • There's need for refreshers- too expensive to fly back to 13 countries • Quality assurance framework to ensure developed content is relevant and accessible by target group • Train local partners through blended Learning to enhance training content retention
- 9. ILRI take home • Validated process of transforming complex information (research outputs) to simple information (fact sheets and SMS) • Content development tools – factsheet and message templates • Structuring a Knowledge bank • Implementing blended learning for improved learning outcomes • Mobile Public Private Partnerships to achieve scale
- 10. This work is financed by GSMA, DFID It is implemented in a partnership with BMJ, CABI, GAIN, OXFAM It contributes to the CGIAR Research Program on Agriculture for Nutrition and Health (NO 4) Acknowledgements
- 11. The presentation has a Creative Commons licence. You are free to re-use or distribute this work, provided credit is given to ILRI. better lives through livestock ilri.org
Editor's Notes
- There MUST be a CGIAR logo or a CRP logo. You can copy and paste the logo you need from the final slide of this presentation. Then you can delete that final slide To replace a photo above, copy and paste this link in your browser: http://www.flickr.com/photos/ilri/sets/72157632057087650/detail/ Find a photo you like and the right size, copy and paste it in the block above.
- Mobile network coverage: Mobile coverage is more than 85% of the emerging market population that includes Africa, making access to mobile services nearly ubiquitous in urban and rural settings with high population density. In Kenya, for example, the ICT sector continues to grow exponentially, with the mobile penetration rate hitting 83.9 per cent by June 2015. The Africa Market for Self-paced eLearning Products and Services: 2011- 201 6 Forecast and Analysis (Read report here) Q4 2014 – 2015 Sector Statistics Report, Communications Authority of Kenya (Read report here) Learning Driven by Mobile Data: Deployment of eLearning to resource poor countries might initially seem enigmatic. After all, these are countries that lack the appropriate basic education infrastructure so how could they support the more modern and technology based eLearning? Improbably, it turns out that in this case, the mobile based learning might be more forgiving to the lack of certain infrastructures, to the point of being an opportunity for adopting new methodology of learning – eLearning; and more importantly, much more cost effective. Resource poor African countries that lacked a wired telecommunication infrastructure, have found it easier and cheaper to adopt mobile telephony. As smartphones and mobile data become increasingly affordable, the opportunity for eLearning becomes real. In 2013, Ambient Insight Research, an eLearning research firm identified Africa as the leader in eLearning growth, with a forecasted 15% annual growth rate for the next 4 years, and individual countries such as Senegal and Zambia exhibiting up to 30% growth in eLearning reach and deployments. The Africa Market for Self-paced eLearning Products and Services: 2011- 201 6 Forecast and Analysis (Read report here)
- The mNutrition Initiative is developing nutrition and agriculture service ready mobile messages to send to poor households including farmers and who are in most cases of low education levels. this, the project is relying on local partners in the 13 countries of implementation to develop context specific agriculture and health content (factsheets, text SMS, voice messages). To ensure only quality content is produced, ILRI has trained content writers in seven countries on the Principles of Producing Agriculture and Health Content to ensure only relevant, accurate and factual content is sent via mobile. ILRI is also undertaking quality control review of all the content being produced in all these countries. This is to instill confidence in the mobile network operators who will be disseminating this content and also to safeguard the interest of our target group by ensuring only factual, safe and relevant content is sent to them. One problem that we’ve encountered with classroom training is very little comprehension of concepts and retention of knowledge by the learners which has had a direct negative impact on the quality of content produced. Refresher training for the learners to mitigate this has proven unfeasible due to the associated financial and time costs of traveling to 13 countries to deliver the same. Traditional formats would be community barazas/meetings etc
- The two projects have adopted the Blended Learning approach, which is the use of both traditional ‘brick and mortar’ classroom and a virtual/eLearning classroom (computer, mobile phone, tablet) for training.