LESSONS LEARNT 38

This final section of related work highlights lessons with respect to the design and evaluation of ICT4D. Instead of listing lessons learnt from every significant ICT4D project, perspective and framework described above, this section focuses solely on two representative groups. Section 3.3.1 presents lessons learnt and recommendations gleaned by the TIER group's experience with ICT4D projects around the world. TIER's work is especially relevant to the Softbridge framework because of their emphasis on computer networks and their applications. Section 3.3.2 presents lessons learnt by bridges.org framed as 'best practice' that emanated from analysis of a very wide array of ICT4D projects rather than actual fieldwork. The work of bridges.org is representative of the development studies perspective. The information systems perspective has already been thoroughly dealt with in Section 3.2.2. 3.3.1 Lessons from TIER

The lessons learnt by the TIER group express a technical computer science-oriented fieldwork point of view on ICT4D design and evaluation. TIER categorizes lessons as technological, environmental and cultural (Brewer et al., 2006). From a technological perspective, TIER designs solutions for challenged environments where connectivity is intermittent, unreliable and very expensive. For communication applications, those conditions

dictate a store-and-forward and/or DTN approach that is fundamentally incompatible with traditional real-time QoS. From an environmental perspective, working in underdeveloped regions means dealing with exaggerated travel times, difficult road conditions, troublesome customs agents and threats of bodily harm. Finally, from a cultural perspective, TIER's work embodies a multi-disciplinary approach that actively involves local participants and beneficiaries to unearth underlying social issues that encourage or hinder use of ICT4D. Brewer et al. (2006) argued that local knowledge, social practices and content are the keys to successful ICT4D, and sought to integrate these considerations into the ICT4D process. Several important themes emerge from their projects.

The first theme is inclusion of the community in the project (Brewer et al., 2005). TIER recognizes that an ICT4D context requires technological researchers to address underlying social issues. Thus, TIER attempts to co-design and co-deploy a given ICT4D solution (Ramachandran et al., 2007). Due to poor literacy, and especially poor e-literacy, computer scientists and engineers partner with social scientists and NGOs. A co-located NGO is already tuned into the specific needs of a community and has experience integrating social processes into upliftment projects.

A second theme is transition planning and management such that any ICT intervention benefits locals. Of course, the whole intention of ICT4D is to benefit locals. However, there can be unintended negative ramifications from the introduction of ICT. For example, record keeping and activity monitoring can threaten informal arrangements, such as squatting (Brewer et al., 2005). ICT can also disrupt informal economies by introducing more effective information flow.

Another theme is free and open source software (FOSS). FOSS has the ability to localize and customize applications and interfaces. FOSS also avoids virus and spyware problems (Brewer et al., 2006). However, TIER also notes that the ubiquity of Windows makes it a valuable skill for locals to have. Therefore, end-user devices like PCs and laptops can run Windows while system and/or server devices run Linux.

TIER came up with a number of recommendations based on their experiences in the field working with real communities (Brewer et al., 2006). Those recommendations straddle technical and social issues, reflecting their influences on one another, and are summarised as follows:

Be flexible. Visiting a community in the field is a logistical burden including travel to the site, travel while at the site, ordering parts ahead of time and getting them in the field either in advance or with the team, and visiting with all the local partners. All of these issues leave very little time to actually perform the research. In underdeveloped regions, unexpected problems pop up all the time. Thus, flexibility is paramount.

Expect delays. All of the issues in the previous point are susceptible to 'time dilation'. TIER found that just about every activity in the field takes longer than expected. Such delays have to be taken into account and treated as an acceptable element of the research process.

Bulletproof everything. All software and hardware has to be made as reliable as possible simply because it is so hard to get out there and/or fix things at a distance. Remote maintenance, though problematic, is helpful.

Provide simple user interfaces. Interfaces have to be designed with the end-user in mind, e.g. web-based interfaces to Linux commands usually done at the command line by sophisticated users.

Leverage local partners. Local partners such as an NGO facilitate the introduction of an ICT4D project into the community and then help maintain a continued working relationship with a community. The trust earned by the local partner is transferred to the project. Most of all, local partners are present in the field to help when the research team is not there.

Start by doing some homework. Perform a needs assessment.

Identify and encourage local ownership and a local champion. Engage a local problem solver.

Form sound partnerships.

Set concrete goals and take small steps. Ensure technology-neutrality.

Involve excluded groups.

Identify and understand external challenges. Monitor and evaluate with appropriate tools. Make it sustainable.

Widely disseminate the results.

Table 3-4 The 12 habits of highly effective ICT-enabled development initiatives

Along with RA/RI criteria, bridges.org offers these 12 habits to assist with the project management aspects of ICT4D interventions. As for RA/RI criteria, the 12 habits were synthesised from studying a large number of ICT4D projects around the world. The simplicity and obvious nature of the 12 habits are testimony to their efficacy.

3.3.2 Lessons from bridges.org

In addition to the RA/RI criteria, bridges.org also suggest a list of "12 habits of highly effective ICT-enabled development initiatives" (bridges.org, 2005a). These 12 habits represent a project management-oriented collection of lessons learnt, and is listed in Table 3-4. The 12 habits are very simple and self-explanatory. However, like the RA/RI criteria, the 12 habits offer a well thought-out crosscutting collection of lessons learnt from studying a wide array of ICT4D projects in the field. Chapters 6, 7 and 8 show how bridges.org's RA/RI criteria and 12 habits are used in practice.