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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

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Mission IICD

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

• Understanding ICT as a tool in core development sectors• Identification and implementation of on-the-ground ICT projects• Up-scaling of projects to programmes• Providing evidence of impact on poverty reduction

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Programs IICD

Programs

• 9 countries in Africa and Latin America

• Sectors agriculture, education, health, governance

• 107 ICT pilot projects

• 11 larger scale national ICT programmes

Target group reached• 50,000 trained users• 700,000 direct users • 6,300,000 beneficiaries• Teachers, students, producers, health staff, civil servants..

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ICT4D failures and success factors

There is an increased awareness among practitioners and policy makers resulting from initiatives such as WSIS

Studies still indicate high failure rates of ICT programmes over time • 31% total failures - 50% partial fail (Standish Group 1994) • High failure rates in education (Mann 2002) • 50% to 80% failure rate health (Day and Norris 2007) • Most ICT projects fail either totally or partially (Heeks 2006) • 35% total failures - 50% partial failures governance (Heeks 2008)

• Overall 70% failure rate (Landry 2008)

• High failure rates are similar in developing and developed countries• We are all developing countries?

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ICT4D failures and success factors

Studies indicate a limited number of success factors (EU task force 2006)

• Lack of leadership • Missing innovation culture and change management• Resistance to organizational change • Ownership exclusively with ICT staff • Lack of training programs• Failing interoperability of systems

• A lot of failure factors are overlooked!• We can learn from ICT4D experiences on the ground?

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Success rate IICD

Data indicate 50% success rate of IICD process

• 100% project ideas generated by partner organizations• 70% ideas formulated and implemented• 50% projects sustainable continued • 10% of projects have stopped

• Average 4 years of support• ICT aligned in core business partner • Used in daily practise by target group • Sufficient competencies to develop and implement ICT• Financial sustainability by budget allocation,

member contributions, external funding

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4 Lessons on ICT4D

1. Think through your ICT4D process

2. Leave identification and formulation to implementing agency

3. Secure alignment into core activities of partner

4. Define new partnerships for up-scaling of program

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Please evaluate me!

ICT4D = ICT4YOU

– Please write down one lesson you think that is relevant for ICT4D in the north?

– We collect your contributions during the presentation

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Lesson 1: Think through the up-scaling process

Apply an A to Z approach• Information • Communication• Technology• Human resources• Finance• Management

Think through not only a project cycle but the full program cicle!• Apply a bottom-up approach • Consider it as a development process not a system process• Adjust your role to the process phase• Example IICD

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Linkagenational vision

MDG & PRS

Linkagenational vision

MDG & PRS

The up-scaling process

ACLO, Bolivia

Gov project

NGO project

Private project

Integration sector

programs

Integration sector

programs

OrganisationalOrganisational embeddingembedding

OrganisationalOrganisational embeddingembedding

Lesson 4: Redefine stakeholder roles

for up-scaling programs

OrganisationalOrganisational embeddingembedding

OrganisationalOrganisational embeddingembedding

OrganisationalOrganisational embeddingembedding

OrganisationalOrganisational embeddingembedding

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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

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Adjust your role to the project phase

Global Teenager Project, Bolivia TanEdu, Tanzania

Sector Sector

policypolicy

Sector Sector

projectsprojects

Role IICDRole IICD

Key wordKey word

CatalystCatalystFacilitatorFacilitatorTrainerTrainer

PilotingPiloting EmbeddingEmbedding

Operational advisorOperational advisorStrategic advisorStrategic advisor

Mali

Zambia

Uganda Bolivia JamaicaSector Sector

policypolicy

Sector Sector

projectsprojects

Role IICDRole IICD

Key wordKey word

Identifi

catio

n

Identifi

catio

n

CatalystCatalystFacilitatorFacilitatorTrainerTrainer

PilotingPiloting

Alignment

Alignment

EmbeddingEmbedding

Operational advisorOperational advisorStrategic advisorStrategic advisor

Up scalingUp scaling

Ecuador

Malawi

Burkina Faso

Ghana

Tanzania

Uganda Bolivia Jamaica

Up-scalingUp-scaling

Strategic AdvisorStrategic AdvisorBrokerBroker

Lesson 1: Think through your

ICT4D process

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Lesson 2: Leave it to the partners!

• Development first – Start with development opportunities and challenges– Relevant content for target group– Leave technology to a later stage – Organize multi-stakeholder workshops with development organisations,

practitioners and some resource persons

• The implementation organisation in the drivers seat– Avoid extensive feasibility studies– Set up small surveys by implementing agencies– The experts only advice

• Go for modular approaches– Start with modular projects on key challenges relevant to the partners– Develop new modules on the basis of interest and experience of partners– Example health in Tanzania

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A modular approachin health in Tanzania

Lesson 2: Leave identification

& formulation to implementing agency

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Lesson 3: Secure alignment

• Leadership and change management– Ownership to implementing organisation (not consultants or donor) – Built awareness and commitment among decision makers– Develop change management process – Success is more than management alone!

• Sustainability– ICT projects should disappear and become core business partner of daily use

of target groups – Technical support and capacity development of the target group– Appropriate soft and hardware– Low-cost solutions affordable by the target group

• Learning and evaluation– Capacity development = Strengthening competencies – Combine local and external content– Promote learning from peers– Let the target group evaluate your and their work!

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Aligning ICT in education in Zambia

Lesson 3: Secure institutional

alignment of projects

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Learning and auto evaluation in Ecuador

Global Teenager Project, Bolivia

• Learning by peers– Promote learning among partners about ICT4D

– Example national ICT network Ecuador

• Auto evaluation approach– 20,000 on-line questionnaires on satisfaction and impact by target group

– Focus groups to discuss outcomes and possible ways to improve

– Adjust and expand projects on the basis of outcomes

– Impact governance projects 2004-2008

0%

20%

40%

60%

80%

100%

Satisfaction Awareness Empowerment Economicimpact

Impact onGovernance

20042005200620072008

Lesson 3: Secure institutional

embedding of projects

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Lesson 4: Involve new stakeholders

Global Teenager Project, Bolivia TanEdu, Tanzania

• From project to programmes– Be patience

– You shall not replicate

– Learn from on-the ground experiences

– Develop programme process

• Redefine roles of stakeholders– Raise awareness among bi-lateral and multi-lateral country offices

– Look beyond the usual suspects: Involve private sector, grass-root organisations and NGOs

– Decide on roles: Donor agencies should not formulate programmes, governments should not implement…

– Example education Bolivia

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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

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Up-scaling program in education in Bolivia

Lesson 4: Redefine stakeholder roles

for up-scaling programs