Session 1

Understanding ICT4D
ICTs for Development
Slide 1
Aim – to understand the definitions and concepts underlying ICT4D

Objectives – participants will be able to:

 Define the whole and parts of ICT4D
 Explain the connection between ICTs and development
 Categorize the history of ICT4D
 Categorize key theories and concepts of relevance to ICT4D.

Overview
 Define the whole and parts of ICT4D:
ICT stands for Information and Communication Technologies. It refers to all
the technologies that we use to communicate and share information, such as
computers, mobile phones, the Internet, radio, television, etc. ICT4D, then,
refers to using these technologies specifically to achieve development goals.
Development goals can refer to a wide range of things, such as improving
education, healthcare, economic opportunities, or social justice.

 Explain the connection between ICTs and development:

There are many ways that ICTs can be used for development. For example,
ICTs can be used to:
o Improve access to education and healthcare information
o Provide new opportunities for learning and skills development
o Promote economic growth and entrepreneurship
o Improve governance and accountability
 o Empower marginalised communities
 Categorize the history of ICT4D:
ICT4D is a relatively young field, but it has its roots in earlier efforts to use
communication technologies to improve people's lives. For example, early
radio programs were used to educate people about health and agriculture.
 Categories key theories and concepts of relevance to ICT4D:
This objective looks at the different theories and concepts that are important
for understanding ICT4D. Some of the key theories and concepts in ICT4D
include:
o The digital divide: This refers to the gap between those who have
access to ICTs and those who do not.
o Empowerment: This is the idea that ICTs can be used to give people
more control over their lives and communities.
o Participation: This is the idea that people should be involved in the
design and implementation of ICT4D projects.
o Sustainability: This is the idea that ICT4D initiatives should be
designed to have a long-term impact.
Slide 2
ICT4D stands for Information and Communication Technologies for Development.
It's the field of study and practice that focuses on using technology to improve the
lives of people in developing countries. Here are some examples of how ICT4D is
being used:
What did you understand with these pictures?
 Mobile phones: Mobile phones are a powerful tool that can be used for
ICT4D.
A woman is making calls on her farm
Farmers can use mobile phones to get information on market prices, weather
forecasts, and new agricultural techniques. Healthcare workers can use
mobile phones to track diseases, collect data, and communicate with
patients.
  A doctor in a remote village uses a tablet computer to access patient
medical records.
 Radio: Radio is a traditional media that can still be an effective tool for
ICT4D. Radio programs can be used to educate people about important
issues such as health, sanitation, and voting rights.
The Internet: The Internet can be a valuable resource for people in developing
countries. It can provide access to education, healthcare information, and
government services.

These are just a few examples of how ICT4D is being used to improve people's
lives in developing countries. As you continue working on your presentation, you
may want to consider some of the challenges of ICT4D, such as:
 Access: Not everyone in developing countries has access to technology.
 Affordability: Even if people have access to technology, they may not be
able to afford it.
 Literacy: People need to be able to read and understand information to
benefit from ICT4D.
 Infrastructure: Developing countries often lack the infrastructure, such as
reliable electricity, that is needed to support ICT4D initiatives.
The image you sent appears to depict a farmer in a rural area using a mobile
phone. This scenario can be a potential example of ICT4D, depending on how
the mobile phone is being used.
ICT4D: Information and Communication Technologies for Development
ICT4D refers to the application of information and communication technologies
(ICTs) to promote development, particularly in developing countries. Here's
how we can analyze the image through the ICT4D lens:
 Information (I): Is the farmer using the mobile phone to access relevant
agricultural information, such as market prices, weather forecasts, or best
practices for crops? Access to such information can empower farmers to
make better decisions and improve their yields. If yes, this could be
ICT4D.
  Communication (C): Is the farmer using the mobile phone to communicate
with other farmers, extension agents, or buyers? Improved communication
can help farmers share knowledge, coordinate activities, and negotiate better
deals for their produce. If yes, this could be ICT4D.
 Technology (T): The mobile phone itself is the technology component of
ICT4D in this scenario. However, the specific applications or services being
used on the phone are more important for determining whether they
contribute to development.
 Development (D): Does the use of the mobile phone lead to positive
outcomes for the farmer, such as increased income, improved food security,
or greater resilience to climate shocks? If mobile phone use contributes to
the farmer's well-being and economic development, then this could be
ICT4D.
Examples of ICT4D:
Here are some other examples of ICT4D initiatives that consider geographic
location and the nature of the activity:
 Mobile banking in rural areas: Providing access to financial services
through mobile phones can be particularly beneficial in areas with limited
access to traditional banks.
 E-health programs: ICTs can be used to deliver health information and
education to remote communities, or to connect patients with healthcare
providers.
 Precision agriculture: Farmers can use sensors, drones, and data analytics
to improve their agricultural practices and yields.
 E-commerce platforms for artisans: ICTs can help artisans in developing
countries to sell their products to a wider market.
Slide 3
Data, information, and knowledge are fundamental to ICT4D because they are the
building blocks for development itself.
The reason to capture these concepts is to illustrate how ICT4D leverages
technology to manage and utilize this knowledge flow for positive change. Here's a
breakdown of why each element is crucial:
  Data: ICT4D initiatives often rely on collecting large amounts of data. This
data can come from various sources like mobile phone usage, agricultural
sensors, or health surveys. By collecting and analyzing this data, we can
gain insights into development challenges, such as disease outbreaks, crop
yields, or economic trends.
 Information: Raw data is meaningless on its own. ICT4D tools help
transform this data into usable information. This can involve cleaning,
organizing, and visualizing data to identify patterns and trends. For instance,
ICT4D projects might use mobile apps to collect data on crop yields from
farmers. This data can then be analyzed to identify areas with low
productivity, allowing for targeted interventions.
 Knowledge: The true power lies in transforming information into
knowledge. ICT4D facilitates knowledge sharing and collaboration. This can
involve using online platforms, mobile applications, or even traditional radio
broadcasts to disseminate valuable information to communities. For
example, farmers can access information on best agricultural practices
through mobile apps or radio broadcasts. This knowledge empowers them to
improve their yields and livelihoods.
Here's why these concepts are captured on the slide together:
 Understanding the Foundation: By highlighting the data-information-
knowledge hierarchy, the slide emphasizes the importance of a strong
foundation. Just like a building needs a solid base, ICT4D initiatives need
well-managed data to generate valuable information that leads to actionable
knowledge.
 Highlighting ICT's Role: The slide likely showcases how ICT4D tools play
a role at each stage. This could involve using mobile phones for data
collection, online platforms for information dissemination, and discussion
forums for knowledge sharing.
 Promoting Informed Decision Making: Ultimately, ICT4D aims to
empower communities with knowledge to make informed decisions for their
development. The slide likely emphasizes the importance of this knowledge
flow for achieving positive change.
Slide 4
 The CIPSO model and ICT4D are closely linked because both focus on the
effective management of information for positive outcomes.
 The CIPSO Model: The CIPSO model is a framework for understanding
information flow within an organization. It stands for Capture, Input,
Process, Store, and Output.
o Capture: This refers to the process of collecting data from various
sources.
o Input: This refers to entering the captured data into a system.
o Process: This refers to transforming the data into information.
o Store: This refers to storing the information for future use.
o Output: This refers to disseminating the information to relevant users.
 Information Value Chain: The information value chain is a concept that
describes the process of adding value to information as it flows through an
organization. The CIPSO model can be seen as a way of implementing the
information value chain. By following the CIPSO steps, organizations can
ensure that they are capturing, processing, storing, and disseminating
information in a way that maximizes its value.
 Communication and the CIPSO Model: Communication is essential at every
stage of the CIPSO model.
o During Capture, clear communication is needed to ensure that data is
collected accurately and from the right sources.
o During Input, communication is needed to ensure that data is entered
into the system correctly.
o During Process, communication is needed to ensure that information
is transformed accurately and meets the needs of the users.
o During Store, communication is needed to ensure that information is
stored securely and can be easily retrieved.
o During Output, communication is needed to ensure that information is
disseminated to the right people clearly and understandably.
Slide 5
Here's how these concepts can be applied in the scenario:
 Data is the raw, unprocessed facts and figures. In this case, data could
include the patient's name, age, weight, blood pressure, and any other
medical readings.
 Information is processed data that has meaning. For instance, a doctor taking
a patient's blood pressure and recording a reading of 140/90 is data.
However, information would be knowing that this reading is above the
normal range and could indicate hypertension (high blood pressure).
 Knowledge is applying information and understanding to make decisions. In
this case, a doctor knowledgeable about hypertension would understand the
potential health risks associated with the patient's blood pressure reading and
develop a treatment plan.
 Communication is the act of sharing information. In the context of the slide,
communication could involve the doctor:
o Discussing the patient's medical history with them.
o Explaining the results of their examination.
o Sharing treatment options with the patient.
o Writing a prescription or referral for further tests.

Slide 6
The text mentions three scopes of ICT:
 ICT Scope 1: All Digital ICT
 ICT Scope 2: All Electrical ICT
 ICT Scope 3: All ICT
The focus here is on ICT Scope 1: All Electrical ICT.
Unfortunately, without the details in the image, I can't provide a definitive
explanation of what the slide refers to as "All Electrical ICT". However, I can offer
some general possibilities:
  Electrical Technologies for Communication: In its most basic sense, ICT
refers to technologies used for information and communication. Electrical
technologies have played a fundamental role in communication throughout
history. Examples include the telegraph, telephone, and early radio
technologies. These technologies rely on electrical signals to transmit
information.
 Convergence of Electrical and Digital Technologies: Modern ICT heavily
relies on a combination of electrical and digital technologies. For instance,
electrical components facilitate the flow of data within computers and digital
devices, and electrical infrastructure supports the internet. So, even though
ICT has become predominantly digital, electrical technologies remain
essential for its function.
 Focus on Underlying Electrical Infrastructure: It's possible that "All
Electrical ICT" refers to the electrical infrastructure that underpins all ICT,
regardless of whether it's digital or not. This could include power grids,
communication cables, and cell towers. Without this electrical foundation,
the digital technologies we associate with ICT wouldn't function.
Problem 1: Overlap Between Scopes
The definitions for ICT Scope 1 and Scope 2 seem potentially overlapping.
 Scope 1: All Electrical ICT
 Scope 2: All Digital ICT
Since most digital technologies rely on some level of electrical infrastructure (e.g.,
computers, internet), there might be confusion about how these categories are
distinct. The slide might need clarification on how these scopes are differentiated.
Solution:
The slide could address this overlap by:
 Emphasizing the Focus: Clearly state that Scope 1 focuses on the electrical
aspects supporting ICT, while Scope 2 focuses on the digital technologies
themselves.
 Providing Examples: Use examples to illustrate the difference. For instance,
a power grid would be in Scope 1, while a smartphone would be in Scope 2.
Problem 2: Lack of Clarity on Scope 3
The text mentions Scope 3: All ICT, but doesn't elaborate on it.
 Scope 3: All ICT
It's unclear how Scope 3 encompasses both electrical and digital aspects of ICT.
Solution:
The slide could address this gap by:
 Defining Scope 3: Briefly explain that Scope 3 is the broadest
category encompassing all ICT technologies, both electrical and digital.
Additional Considerations:
 The text offers three interpretations of "All Electrical ICT". The slide could
benefit from clarifying which interpretation it intends (electrical
communication technologies, convergence of electrical and digital, or
electrical infrastructure).
 Depending on the context of the presentation, the slide might not need to
delve into such detailed explanations. It might be sufficient to provide a
high-level overview of the ICT scopes and then focus on the specific scope
of interest (Scope 1 in this case).

If you can provide more details about the content of the slide, I may be able to
offer a more specific explanation of ICT Scope 1.
Slide 7
Scopes of Development
The concept of scopes of development refers to categorizing development
initiatives based on their scale and focus. Here's a possible breakdown of three
scopes:
 Development Scope 1: National Development
o This scope focuses on development initiatives at the national level.
o The goal is to improve the economic, social, and political well-being
of an entire country.
 o Examples of national development initiatives include poverty
reduction programs, infrastructure development projects, and
educational reforms.
 Development Scope 2: Regional Development
o This scope focuses on development initiatives in a specific region
within a country.
o The goal is to address development challenges unique to that region.
o Examples of regional development initiatives include programs to
boost tourism in a coastal area or initiatives to revitalize agriculture in
a rural area.
 Development Scope 3: Local Development
o This scope focuses on development initiatives at the local level, such
as a village or community.
o The goal is to address the specific needs and challenges of that local
area.
o Examples of local development initiatives include building a new
school in a village, improving sanitation facilities in a community, or
starting a microfinance program for local entrepreneurs.
Possible Focus of Development Scope 1 in the Slide
While I cannot be certain without seeing the details of the slide, here are some
possibilities for what the slide might say about Development Scope 1:
 Focus on National Development Strategies: The slide could discuss how
ICT4D can be integrated into national development strategies to achieve
broad development goals.
 National Policies and Regulations: The slide might explore how national
policies and regulations can be designed to support the use of ICT4D for
national development.
 Examples of National ICT4D Initiatives: The slide could showcase
successful examples of ICT4D initiatives implemented at the national level.
If you can provide more information about the content of the slide, I may be able to
offer a more specific explanation of Development Scope 1.
Slide 8
The OECD stands for the Organisation for Economic Co-operation and
Development. DAC (Development Assistance Committee) list is a classification
system used by donor countries to identify official development assistance (ODA)
recipients. Countries on the list are considered to be developing countries.
According to the OECD DAC, a developing country is a low- or middle-income
country that is eligible to receive official development assistance (ODA) This
definition is based on a country's gross national income (GNI) per capita, as
published by the World Bank.
The World Bank classifies countries into four income groups:
 Least Developed Countries
 Other Low income (L) Countries: GNI per capita of $1,045 or less in 2013
 Lower-middle income (LM) Countries and Territories: GNI per capita
between $1,045 and $4,125 in 2013
 Upper-middle income (UM) Countries and Territories: GNI per capita
between $4,126 and $12,7455 in 2013
DAC List and Development Aid
The DAC list is important because it determines which countries are eligible to
receive official development assistance (ODA) from OECD member countries.
ODA is a type of foreign aid that is designed to promote economic development
and welfare in developing countries.
Criticisms of the DAC List
The DAC list has been criticized for being too simplistic and for not taking into
account other factors such as a country's level of poverty, inequality, or political
instability. Some argue that some middle-income countries may still face
significant development challenges and could benefit from ODA.
Slide 9
1.1.4. Defining ICT4D
ICT4D stands for Information and Communication Technologies for Development.
It's the field of study and practice that focuses on using technology to improve the
lives of people in developing countries. Here are some key aspects of ICT4D:
 Focus on Development: ICT4D goes beyond just using technology. It aims
to leverage technology to address specific development challenges faced by
developing countries. These challenges can be related to education,
healthcare, economic development, poverty reduction, or other areas.
 Variety of Technologies: ICT4D encompasses a wide range of technologies,
including mobile phones, computers, the internet, radio, television, and
more. The specific technologies used will depend on the context and the
development challenge being addressed.
 Empowerment: A core principle of ICT4D is to empower people in
developing countries. This means giving them the tools and knowledge they
need to use technology to improve their lives and communities.
Implications of Excluding Argentina and US Examples
The text mentions that Argentina and US examples were given earlier, but are
excluded in the definition of ICT4D This exclusion could have a few implications:
 Focus on Least Developed Countries: deliberately focused on developing
countries that face the most significant challenges. Argentina and the US,
being more developed economies, might not be seen as relevant examples in
this context.
 Geographic Bias: If the excluded examples were solely from Argentina and
the US, the definition might have an unintentional geographic bias. ICT4D
projects are implemented all over the world, and the definition should
ideally reflect this global scope.
 Limited Scope of Applications: Argentina and the US might have been
showcasing applications of ICT4D that are not widely considered when
defining the core concept. The exclusion could narrow the understanding of
the field's potential applications.
Here are some additional thoughts:
 It would be helpful to see the specific Argentina and US examples that were
mentioned earlier. This would provide more context for understanding why
they were excluded.
 The definition of ICT4D can vary depending on the source. It's important to
consider the perspective of the author or organization when evaluating a
definition.

Slide 10
 Dominant phases of particular development paradigms: This section
charts the different eras of development thinking. It spans from the 1950s to
the 2010s.
 Modernization (1950s): This theory believed that development is achieved
through the transfer of ideas and values from developed countries to
developing countries.
 Dependency (1960s & 1970s): This theory argued that powerful countries
exploit developing countries.
 Basic Needs (1970s): This theory highlighted meeting the basic needs of
people in developing countries, like food, shelter, and healthcare.
 Neo-liberalism (1980s & 1990s): This theory stressed that free markets are
central to economic development.
 Human Development (1990s & 2000s): This theory focused on improving
the lives of people in developing countries in areas like education, health,
and gender equality.
 Post-development (2000s & 2010s): This theory questioned the entire idea
of development, arguing that it often benefits wealthy countries more than
poor countries.
 Sustainable Development (2000s & 2010s): This theory is meeting the
needs of the present without compromising the ability of future generations
to meet their own needs. It focuses on environmental protection.
 International development goals: This section lists two major international
development goals:
 o The Millennium Development Goals (MDGs) which were a set of
eight goals that aimed to reduce poverty by 2015.
o The Sustainable Development Goals (SDGs) which are the follow-up
to the MDGs and aim to address a wider range of issues by 2030.
Answer to the question:
The development agenda has changed over time to encompass a wider range of
issues.
The text section you provided asks you to identify the development paradigm that
would care most about poor people in developing countries. The answer is Basic
Needs. This development paradigm focuses on meeting the basic needs of people
in developing countries.

Slide 11
EXERCISE
Find the MDGs and SDGs and identify the ICT-specific targets within those goals.
Slide 12
MDG 8F
“In cooperation with the private sector, make available the benefits of new
technologies, especially information and communications.”
Slide 13
“Significantly increase access to information and communications technology and
strive to provide universal and affordable access to the Internet in least developed
countries by 2020”
Plus SDG targets that specifically identify ICTs in relation to:
• higher education scholarships (Goal 4 – 4B)
• women’s empowerment (Goal 5 – 5B)
• innovation capacity (Goal 17 – T17.8)
Slide 14
  Technical critiques argue that ICT4D projects fail to consider the technical
limitations in developing countries, such as lack of infrastructure, unreliable
electricity, and limited digital literacy.
 Instrumental critiques argue that ICT4D is used to promote predetermined
development agendas often designed by wealthier countries, which may not
address the needs of the poorest people.
 Structural critiques argue that ICT4D reinforces existing inequalities
because the poorest people often lack the resources to access and benefit
from new technologies.
These critiques have important implications for ICT4D projects. Here are some
ways to address these concerns:
 Technically ensuring that ICT4D projects use appropriate technologies that
are affordable, reliable, and easy to use in developing countries.
 Instrumentally ensuring that ICT4D projects are designed with the needs of
the poorest people in mind and that they involve local communities in the
planning and implementation process.
 Structurally finding ways to make ICTs more affordable and accessible to
the poorest people, such as through subsidies or shared access models.
By addressing these critiques, ICT4D projects can have a more positive impact on
development.

Slide 15
An ICT4D development paradigm?
Alongside changes in development paradigms, also changes in way we think about
ICT4D.
Slide 16
Disciplinary foundations for development informatics
 Slide 17
Are there any ICT4D theories?
For example, Sein & Harindranath (2004), Kleine (2013).
Also ICT4D value chain (next session) and design–reality gap model
 Session 2
Foundation of ICT4D
Slide 1

Aim – to explain the foundations that need to be in place for ICT4D to work

Objectives – participants will be able to:

- Explain the ICT4D value chain model
- Categorise the technological and human infrastructure of ICT4D
- Identify key ICT4D stakeholders and policy components
- Critique measures of the digital divide

Here's a breakdown of the session's aim and objectives along with insights gleaned from the
image:
Aim of the Session
The session aims to explain the foundations that are essential for Information and
Communication Technologies for Development (ICT4D) initiatives to be successful. By
establishing these foundations, ICT4D projects can have a positive impact on developing
countries.
Objectives of the Session
The session outlines four key objectives that participants will work towards:
 Understanding the ICT4D Value Chain Model: This involves identifying the different
stages involved in delivering ICT4D solutions. The image likely depicts a diagram
illustrating these stages, which could include planning, development, deployment, use,
and impact assessment.
 Categorizing Technological and Human Infrastructure: Participants will learn to
distinguish between the technological infrastructure (hardware, software, networks) and
human infrastructure (skills, knowledge, capacity) required for successful ICT4D
implementation.
 Identifying Key Stakeholders and Policy Components: This objective focuses on
recognizing the different actors involved in ICT4D, such as governments, civil society
organizations, and the private sector. Participants will also explore relevant policy areas
that can support ICT4D, such as spectrum allocation and access regulations.
  Critically Evaluating Measures of the Digital Divide: The session will equip
participants with the ability to critically analyze common metrics used to measure the
digital divide. The image you sent might show a table comparing different indicators,
such as internet access rates or computer ownership. The session likely encourages
participants to consider the limitations of these indicators and explore more nuanced
ways of assessing digital inequality.
By addressing these foundational elements, the course session empowers participants to design
and implement ICT4D projects that are more likely to contribute to sustainable development in
developing countries.

Slide 2

The ICT4D Value Chain

The ICT4D value chain depicts the stages involved in transforming inputs related to information
and communication technologies (ICTs) into development outcomes. If each stage adds value by
contributing to positive development goals, then it can be considered part of an effective ICT4D
value chain.
Theory of Knowledge and Theory of Change
 Theory of Knowledge: This refers to the underlying assumptions about how we know
what we know. In the context of ICT4D, the theory of knowledge emphasizes the
importance of evidence-based approaches to demonstrate the link between ICT
interventions and development outcomes.
 Theory of Change: This outlines the causal pathway through which an ICT4D initiative
aims to achieve its development objectives. The theory of change spells out how the
initiative will contribute to positive changes at different levels (e.g., individual,
community, national).
Stages of the ICT4D Value Chain
The image you sent likely depicts a diagram illustrating the four stages of the ICT4D value
chain:
1. Readiness: This initial stage focuses on assessing a country's preparedness for ICT4D
initiatives. National-level precursors refer to broad factors that contribute to readiness,
such as existing infrastructure (physical and legal), human capacity, and political will.
Initiative-specific inputs are the resources required for a particular ICT4D project, such
as funding, technology, and content.
2. Availability: This stage involves developing and delivering the ICT tools and services
needed for the initiative. Hardware and software deliverables are the tangible outputs
of this stage, such as computers, mobile devices, and applications.
 3. Uptake: This stage focuses on encouraging citizens to adopt and use the ICT solutions
provided. Uptake encompasses both adoption (deciding to use the technology) and use
(frequency and manner of using the technology). Sustainability refers to the ability of
the initiative to continue functioning in the long term, while scalability indicates the
potential to expand the initiative to reach a wider audience.
4. Impact: This final stage measures the effects of the ICT4D initiative on development
outcomes. Micro-level outputs are the immediate results of using the technology, such
as increased access to information or improved communication. Wider costs/benefits as
outcomes consider the broader economic, social, and environmental consequences of the
initiative. Development impact refers to the contribution of the ICT4D initiative to
overall development goals, such as poverty reduction or improved governance.
By carefully considering each stage of the ICT4D value chain, development actors can design
and implement ICT solutions that are more likely to contribute to sustainable and positive
development outcomes.

Slide 3
Telecommunications, Hardware, and Software in ICT4D
The relative importance of telecommunications, hardware, and software in ICT4D can vary
depending on the specific context of a development intervention. However, here's a general
analysis based on the image you sent and considering current trends:
 Telecommunications Infrastructure: A strong telecommunications infrastructure is
essential for providing internet connectivity and mobile phone coverage across a country.
This connectivity is the foundation for delivering many ICT4D solutions. According to
the latest ITU data (reference needed for the most up-to-date data), there have been
significant increases in mobile cellular subscriptions in developing countries in recent
years. This highlights the growing importance of mobile technologies in bridging the
digital divide.
 Hardware: Affordable and reliable devices like mobile phones, tablets, and computers
are needed for people to access ICT solutions. The image you sent might show a chart
illustrating the decreasing cost of computing devices, making them more accessible in
developing countries. However, hardware costs can still be a barrier for some people.
 Software: User-friendly and locally relevant software applications are crucial for
encouraging adoption and use of ICT solutions. Open-source software can be a cost-
effective option for developing countries. The type of software needed will vary
depending on the specific ICT4D intervention. For example, mHealth applications will
require different software than e-learning platforms.
Conclusion
While all three elements are important, in many contexts, telecommunications infrastructure
may be the most critical foundation for ICT4D. Without connectivity, it is difficult to deliver
ICT solutions or services. However, affordable hardware and user-friendly software are also
essential for ensuring that people can benefit from ICT4D initiatives.
It's important to continuously monitor ITU data and identify trends in telecommunications and
hardware to make informed decisions about investments in ICT4D infrastructure.

Slide 4
based on the concept of data quality and the image you sent titled "Data quality: OCARA," we
can discuss how ITU statistics meet the criteria of Openness, Completeness, Accuracy,
Relevance, and Appropriateness of Presentation:
Openness
 ITU statistics are generally considered open and accessible. The ITU website provides a
wealth of data available for download in various formats (reference needed to confirm
data formats). There are also open data initiatives such as the World
Telecommunication/ICT Indicators Database.
Completeness
 ITU strives to collect data from all of its member states. However, the completeness of
data can vary depending on the capacity of individual countries to collect and report data.
The ITU website usually includes information about data limitations and methodologies.
Accuracy
 ITU data collection processes are designed to ensure accuracy. However, data accuracy
can be affected by reporting errors at the country level. ITU works with member states to
improve data reporting standards.
Relevance
 ITU statistics are highly relevant to understanding the availability and use of information
and communication technologies (ICTs) around the world. These statistics are used by
governments, researchers, and civil society organizations to inform policy decisions and
development strategies.
Appropriateness of Presentation
 ITU data is presented in a variety of formats, including tables, charts, and maps. The ITU
website also provides explanatory metadata to help users understand the data. However,
some users may find the level of detail overwhelming.
Overall Assessment
ITU statistics are a valuable resource for researchers and policymakers working in the field of
ICT4D. While there may be occasional limitations in completeness and accuracy, ITU is
committed to providing high-quality and reliable data.
Additional Considerations
The image you sent focuses on data quality in general. Here are some additional considerations
specific to ITU data:
 Timeliness: How often is the data updated?
 Comparability: Can data be compared across different countries and over time?
 Granularity: What is the level of detail provided in the data?
By considering all of these factors, users can make informed decisions about the use of ITU
statistics in their research or policy work.

Slide 5
Based on the descriptions and the image you sent, here's the matching of slide portraits (A to D)
to their corresponding ICT4D ladder roles:
 Slide A (Active user): The woman with a phone represents an Active User on the
ICT4D ladder. Active users interact and transact via ICTs, demonstrating a higher level
of engagement than passive consumers who primarily receive information.
 Slide B (Enabler): The ICT trainer represents an Enabler on the ICT4D ladder. Enablers
assist others by providing ICT training or acting as intermediaries (infomediaries) to help
people access and use ICTs.
 Slide C (Creator (probably)): The doctor at the laptop is likely a Creator on the ICT4D
ladder (although other roles are possible). Creators use ICTs to produce digital content,
such as social media posts or medical documents in this case.
 Slide D (Producer): The image you sent of someone assembling PCs depicts
a Producer on the ICT4D ladder. Producers are involved in the physical creation of ICT
hardware like computers and mobile phones.
Overall, the image effectively portrays the different roles within the ICT4D ladder. By
understanding these roles, development actors can design ICT4D interventions that target
specific groups and empower people to participate more actively in the digital economy.

Slide 6
The slide you sent depicts a pyramid of global ICT4D stakeholders. The pyramid structure
illustrates the varying levels of influence or resources held by different stakeholders. Here's a
breakdown of the stakeholder categories shown in the image:
 Top Tier: The top tier of the pyramid features the United Nations (UN). This positions
the UN as the overall governing body for global ICT4D initiatives.
 Middle Tier: The middle tier of the pyramid groups several UN agencies and
organizations that play significant roles in ICT4D. These include:
o International Telecommunication Union (ITU): The lead UN agency for
information and communication technologies.
o World Bank: A financial institution that funds development projects, including
ICT infrastructure in developing countries.
o United Nations Educational, Scientific and Cultural Organization
(UNESCO): Works to promote universal access to information and knowledge.
o United Nations Conference on Trade and Development (UNCTAD): Focuses
on information and communication technologies in relation to trade and
development.
o WSIS Action Lines: These are the guiding principles developed at the World
Summit on the Information Society (WSIS) to bridge the digital divide and
promote an inclusive Information Society.
 Bottom Tier: The bottom tier of the pyramid encompasses a wider range of actors
involved in ICT4D initiatives. These include:
o Other UNGIS member agencies: This refers to other UN agencies that
participate in the UN Group on the Information Society (UNGIS). UNGIS is a
mechanism for coordination on ICT issues across the UN system.
o UNDP: United Nations Development Programme likely represents all UN
development agencies involved in ICT4D work.
o FAO, UNDESA, WHO: These are specific UN agencies whose acronyms are
listed on the slide. FAO (Food and Agriculture Organization) likely represents
other UN agencies working in agriculture and rural development that are involved
in ICT4D. UNDESA (United Nations Department of Economic and Social
Affairs) likely represents other UN agencies working on economic and social
development that are involved in ICT4D. WHO (World Health Organization)
represents other UN health agencies involved in ICT4D.
o Civil Society Organizations: These organizations represent the interests of
citizens and can play a critical role in advocating for affordable access and
promoting the use of ICTs for development.
o Private Sector: The private sector has investments and expertise to contribute to
ICT4D initiatives.
Overall, the slide highlights the complex ecosystem of stakeholders involved in global
ICT4D initiatives. Understanding the roles and responsibilities of these stakeholders is
essential for designing and implementing effective ICT4D programs.

WSIS Summits (2003, 2005)

 World Summit on the Information Society (WSIS): These were two international
conferences on the Information Society held under the auspices of the International
Telecommunication Union (ITU).
o The first phase took place in Geneva from 10 to 12 December 2003.
o The second phase took place in Tunis, from 16 to 18 November 2005.
WSIS Action Lines
 The WSIS resulted in a set of action lines that serve as guiding principles for building an
inclusive Information Society. The image you sent depicts a diagram outlining these
action lines. Here are some of the key action lines:
o Access: Improving access to information and communication technologies (ICTs)
for all.
o Capacity Building: Developing the skills and knowledge needed to use ICTs
effectively.
o E-government: Using ICTs to improve the delivery of government services.
o E-learning: Using ICTs to improve education and training opportunities.
o Cultural Diversity and Identity: Promoting cultural diversity in the Information
Society.
Responsibilities of Stakeholders
 The image you sent also highlights some of the key stakeholders involved in
implementing the WSIS action lines. These stakeholders include:
o International organizations: Such as the World Bank, ITU, UNESCO,
UNCTAD, and UNDP all have a role to play in supporting ICT4D initiatives.
o National governments: Have the responsibility to create an enabling
environment for ICT development.
o Civil society organizations: Can play a critical role in advocating for affordable
access and promoting the use of ICTs for development.
o Private sector: The private sector has investments and expertise to contribute to
ICT4D initiatives.
Overall, the WSIS summits and action lines represent a global commitment to leveraging
ICTs for development. By working together, stakeholders can ensure that everyone
benefits from the potential of the Information Society.

Slide 7
Traditional National-Level ICT4D Stakeholders
The traditional stakeholders depicted on the slide represent well-established actors involved in
ICT4D initiatives at the national level. These stakeholders include:
 Government: National governments play a critical role in creating an enabling
environment for ICT4D by developing policies and regulations that promote access to
ICTs and encourage investment in the ICT sector.
 Development Agencies: These can be international development agencies or government
aid agencies that provide funding and technical assistance for ICT4D projects.
 NGOs (Non-Governmental Organizations): NGOs can play a valuable role in
implementing ICT4D projects at the grassroots level, particularly in areas where the
private sector is less active.
 Private Sector: The private sector has a vital role to play in investing in ICT
infrastructure and developing ICT applications and services that meet the needs of
citizens and businesses.
Emerging National-Level ICT4D Stakeholders
The slide also highlights newer forms of collaboration emerging in the ICT4D landscape at the
national level. These include:
 Hybrid Organizations: These organizations combine the characteristics of traditional
stakeholders. For example, a hybrid organization might be a public-private partnership
that brings together government, NGOs, and the private sector to implement an ICT4D
initiative.
 Partnerships: Collaboration between different stakeholders is increasingly recognized as
essential for the success of ICT4D initiatives. Partnerships can leverage the strengths of
different organizations and help to ensure that ICT4D initiatives are sustainable and
scalable.
 Networks: Networks of stakeholders can facilitate information sharing, collaboration,
and advocacy on ICT4D issues.
 Hubs: Innovation hubs can provide a physical space and virtual platform for
entrepreneurs, developers, investors, and other stakeholders to work together on
developing ICT solutions for development challenges.
By understanding the roles and potential contributions of both traditional and emerging
stakeholders, countries can develop more effective strategies for leveraging ICTs for
development.
The image you sent likely depicts a diagram illustrating these two categories of stakeholders,
perhaps with visuals to represent each group.

Slide 8

Rationale for ICT4D Policies

ICT4D policies aim to address shortcomings and disbenefits within the digital ecosystem to
ensure effective ICT4D interventions. The image you sent highlights three key areas that ICT4D
policies should address:
 Inclusion: ICT4D policies should promote universal access to ICTs and ensure that no
one is left behind. This may involve policies to address the digital divide and promote
affordability.
 Sustainability: ICT4D policies should support the long-term sustainability of ICT4D
initiatives. This may involve policies to encourage local ownership and capacity building.
 Threats: ICT4D policies should mitigate potential risks associated with ICTs, such as
cybersecurity threats and privacy concerns.
Policy Domains
The image you sent also showcases three policy domains that ICT4D policies should address:
 Infrastructure: This domain focuses on policies to develop and maintain ICT
infrastructure, such as telecommunications networks and broadband access.
 Production/Consumption: This domain focuses on policies to encourage the
development and use of local ICT content and applications.
 Impact: This domain focuses on policies to measure and maximize the positive impact of
ICTs on development outcomes such as education, health, and economic growth.
Overall, a comprehensive ICT4D policy framework should address all of these areas to
create an enabling environment for ICT4D to flourish.
The way these policy domains are illustrated in the image you sent can vary. For instance, it
might be a diagram with these three domains circling a central point representing the overall goal
of ICT4D policies.
Sure, the image you sent along with the text excerpt aligns with the concept of social divisions of
the digital divide. The social divisions refer to the unequal distribution of access to ICTs and the
skills to use them within a country. Here's a breakdown of the key social divisions you
mentioned based on the information provided:

Slide 9
Social Divisions of the Digital Divide
The image you sent depicts a bulging center circle labeled "Connected" surrounded by eight
smaller circles labeled with social divisions that contribute to the digital divide. This illustrates
that while some people are connected to ICTs, many others face barriers due to social factors.
Key Social Divisions
 Income: Low-income individuals and households may not be able to afford ICT devices
or internet connectivity.
 Gender: In many societies, women and girls have less access to ICTs than men and boys
due to cultural norms and gender gaps in education.
 Education: People with higher levels of education are more likely to have the skills and
confidence to use ICTs effectively.
 Age: Older adults may be less familiar with ICTs than younger generations.
 Ethnicity: Minority ethnic groups may face language barriers or cultural disadvantages
that limit their access to ICTs.
 Disability: People with disabilities may require special assistive technologies to access
ICTs.
 Geography: People living in rural areas may have limited access to ICT infrastructure
compared to people living in urban areas.
Overall, addressing these social divisions is essential for promoting digital inclusion and
ensuring that everyone benefits from the potential of ICTs.
The image you sent effectively highlights the multidimensional nature of the digital divide. By
considering these social divisions, policymakers and development actors can design
interventions that target the specific needs of different groups.

Slide 10
illustrates the value chain divisions of the digital divide:
  Availability: This refers to the physical presence and accessibility of ICT infrastructure.
The example you provided highlights that around 500 million people lack mobile signal,
demonstrating a lack of availability in certain regions.
 Accessibility: This refers to the ease with which people can use ICTs, even if they are
available. The example you provided of cultural barriers preventing women from using
public access points highlights a social barrier that affects accessibility.
 Adoption: This refers to the take-up of ICTs by individuals or households. The example
you provided of people who cannot afford to adopt ICTs showcases the economic barrier
that can hinder adoption.
 Application: This refers to the way people use ICTs after adopting them. The example
you provided contrasting smartphone users who only use voice/text functions with others
who use internet transactions highlights the varying levels of application among different
users.
Overall, the digital divide is a complex issue with multiple dimensions. By understanding
these value chain divisions, we can identify and address the different barriers that prevent
people from fully participating in the digital world.

Slide 11
The image you sent depicts a very simplified view of the digital divide as a binary of haves and
have-nots. In reality, the digital divide is much more nuanced, existing on a spectrum rather than
a clear divide. Here's a breakdown of the concept considering the image and the information you
provided:
The Digital Divide as a Continuum
 The image: The image you sent presents a stark contrast between haves and have-nots,
reinforcing the idea of a digital divide as a clear divide.
 The Reality: However, most descriptions of the digital divide acknowledge a spectrum
of access and use. People may have varying degrees of access to ICTs, skills for using
them, and levels of engagement with digital technologies.
 Digital Divide vs. Digital Continuum: This idea of a spectrum is often referred to as the
"digital continuum" in contrast to the more binary concept of the "digital divide."
Digital Provide
 Concept: The concept of "digital provide" refers to the benefits that even non-users of
ICTs can experience due to the increased connectivity of others. Your examples perfectly
illustrate this concept:
o Mobile phones and market efficiencies: Even people without mobile phones
may benefit from more efficient markets due to the increased connectivity of
others using mobile phones (e.g., fish prices dropping for consumers in Kerala).
 o ICTs and infomediaries: People who don't use ICTs themselves can still benefit
from information and services delivered through intermediaries who do use ICTs
(e.g., an infomediary who uses the internet to find market prices for a farmer who
does not use the internet themselves).
Overall
Understanding the digital divide as a continuum and recognizing the concept of digital provide
are important for developing effective strategies to bridge the gap and ensure that everyone
benefits from the potential of ICTs.

Slide 12

the image you sent confirms that the left side of the value chain focuses on the precursors and
inputs that lead to increased ICT readiness. Let's break down the boxes in this section based on
the image and the information you provided about the ICT4D value chain:
Precursors
 Legal: This box refers to the legal and regulatory environment that affects ICT4D
initiatives. Supportive laws and regulations are essential for promoting investment in ICT
infrastructure and services.
 Institutional: This box refers to the institutions that govern the ICT sector and play a
role in ICT4D initiatives. This may include government agencies, regulatory bodies, and
standards organizations.
 Human Resources and Knowledge: This box refers to the availability of skilled ICT
personnel and the general level of ICT literacy within a population. A skilled workforce
is essential for developing, maintaining, and using ICT infrastructure and services.
Inputs
 Data This box refers to the data and information that is essential for ICT4D initiatives.
This may include data on population distribution, infrastructure availability, and
socioeconomic indicators.
 Money This box refers to the financial resources needed to invest in ICT infrastructure,
develop ICT applications, and implement ICT4D programs.
 Technology This box refers to the ICT hardware, software, and networks that are used in
ICT4D initiatives. The choice of technology should be appropriate for the local context
and needs.
Overall, these precursors and inputs lay the foundation for effective ICT4D initiatives. The
next session will likely focus on the processes that transform these inputs into outputs and
outcomes.
 Session 3
Implementing ICT4D
Slide 1
Aim – to explain how best to put ICT4D into practice

Objectives – participants will be able to:

Explain the steps of ICT4D strategy
Describe good practice in ICT4D implementation
Utilise the design–reality gap model in ICT4D implementation
Identify key determinants of ICT4D adoption and use
Summarise key ICT4D evaluation frameworks and issues
Aim: How to Put ICT4D into Practice
The session aims to equip participants with the knowledge and skills to effectively
implement ICT4D initiatives. The image you sent likely depicts a roadmap or
flowchart illustrating the key steps involved in the ICT4D strategy process. This
aligns with the first objective of explaining the steps of an ICT4D strategy.
Objectives
 Explain the steps of ICT4D strategy: The image you sent can be used to
explain the different stages of developing an ICT4D strategy, such as:
o Identifying development challenges and opportunities
 o Assessing the ICT landscape and existing initiatives
o Defining ICT4D goals and objectives
o Developing an implementation plan
o Monitoring and evaluation
 Describe good practice in ICT4D implementation: The session can use
examples of successful ICT4D initiatives to illustrate good practice
principles. These principles may include user-centered design, participatory
approaches, sustainability, and capacity building.
 Utilise the design-reality gap model in ICT4D implementation: The
design-reality gap model is a framework for understanding the dissonance
between the planned design of an ICT4D intervention and the actual context
in which it is implemented. The session can teach participants how to use
this model to identify potential problems and adapt their interventions
accordingly.
 Identify key determinants of ICT4D adoption and use: The session can
explore the factors that influence whether people adopt and use ICTs. These
determinants may include access, affordability, skills, relevance, and cultural
appropriateness.
 Summarise key ICT4D evaluation frameworks and issues: The session
can introduce participants to different frameworks for evaluating the impact
of ICT4D initiatives. It can also discuss the challenges of measuring impact
in the complex context of ICT4D.
Overall, the session and the image you sent aim to equip participants with a
comprehensive understanding of how to put ICT4D into practice. By
addressing these objectives, the session can help participants to design and
implement ICT4D initiatives that are effective, sustainable, and make a positive
impact on development outcomes.

Slide 2
The image you sent aligns with the information about the processes that make up
ICT4D. These processes can be represented by arrows connecting the boxes on the
left side of the ICT4D value chain to the boxes on the right side. Here's a
breakdown of these processes:
  Strategy (represented by an arrow pointing from the left side of the value
chain model to the right side): This process involves developing a clear plan
for how ICT will be used to address development challenges. It includes
activities such as identifying target beneficiaries, setting goals and
objectives, and choosing appropriate technologies.
 Design/Implementation (represented by an arrow pointing from the left
side of the value chain model to the right side): This process involves
turning the ICT4D strategy into action. It includes activities such as
developing ICT applications and content, training users, and building ICT
infrastructure.
 Adoption/Use (represented by an arrow pointing from the left side of the
value chain model to the right side): This process focuses on encouraging
people to adopt and use ICTs. It includes activities such as awareness
raising, capacity building, and making ICTs affordable and accessible.
 Evaluation of Impact (represented by an arrow pointing from the right side
of the value chain model back to the left side): This process involves
assessing the effectiveness of ICT4D initiatives. It includes activities such as
measuring changes in development outcomes, identifying unintended
consequences, and learning lessons for future initiatives.
The ICT4D value chain model highlights the importance of these processes
working together in a cyclical manner. The success of an ICT4D initiative
depends on careful planning, effective implementation, widespread adoption and
use, and rigorous evaluation.
The specific shapes and colors used in the image you sent may vary, but the core
idea of processes represented by arrows connecting the left and right sides of the
value chain should be consistent with the explanation above.

Slide 3
Where Are We Now? (Current Status of ICT4D)
The left side of the image you sent likely represents the current status of ICT4D.
This may include elements such as:
  Existing ICT infrastructure: This could refer to the availability of
telecommunication networks, broadband access, and ICT devices within a
particular country or region.
 Current ICT skills and knowledge: This could refer to the level of digital
literacy and ICT competencies among the population.
 Ongoing ICT4D initiatives: This could refer to existing projects and
programs that are using ICTs to address development challenges.
 Digital divide: This refers to the gap between those who have access to
ICTs and those who do not. The image may highlight the extent of the
digital divide in the current context.
Where Do We Want to Get To? (Future of ICT4D)
The right side of the image you sent likely represents the desired future state of
ICT4D. This may include elements such as:
 Improved access and affordability: Universal access to ICTs and
affordable connectivity for all.
 Enhanced digital skills: A digitally literate population with the skills to use
ICTs effectively for personal development and socioeconomic improvement.
 Sustainable ICT4D initiatives: ICT4D programs that are financially
sustainable and can be maintained over the long term.
 Bridged digital divide: A significant reduction in the gap between ICT
haves and have-nots.
 Positive development impact: ICTs playing a transformative role in
addressing development challenges such as poverty, education, health, and
environmental sustainability.
How Do We Get There? (Actions to Transform the Current Situation)
The arrows in the image you sent likely represent the actions needed to bridge the
gap between the current state and the desired future state of ICT4D. These actions
may include:
 Investment in ICT infrastructure: Expanding broadband access,
improving mobile network coverage, and providing public access points in
underserved areas.
  Digital literacy training: Equipping people with the skills they need to use
ICTs confidently and effectively.
 Development of relevant ICT content and applications: Creating ICT
applications that address local needs and challenges, available in local
languages.
 Policy and regulatory frameworks: Developing policies that promote
investment in ICTs, encourage competition, and ensure affordable access for
all.
 Public-private partnerships: Collaboration between governments, the
private sector, and civil society organizations to leverage resources and
expertise for ICT4D initiatives.
Overall, the ICT4D strategy depicted in the image emphasizes the need for a
comprehensive approach that addresses all aspects of the ICT4D value chain.
By focusing on these key questions and taking concerted action, stakeholders can
work together to shape a future where ICTs are a powerful tool for inclusive
development.

Slide 4
Steps of ICT4D Strategy
The image you sent illustrates the steps of an ICT4D strategy as a cyclical process,
emphasizing the need for continuous monitoring and review. Here's a breakdown
of these steps:
1. Create ICT4D Planning Structures/Roles
 This step involves establishing a structure to oversee the development and
implementation of the ICT4D strategy. This may include a steering
committee, a technical working group, and champions within the
organization or community.
2. Analyze the Current Situation (Where Are We Now?)
 This step involves conducting an audit of the current state of ICT4D in the
target area. The image you sent shows the four dimensions to consider using
the acronym ICTD:
 o Information (I): This refers to the availability of data and
information relevant to ICT4D initiatives.
o Communication (C): This refers to the data flows, interactions, and
transactions that take place using ICTs.
o Technology (T): This refers to the technologies that are available and
used within the target area.
o Development (D): This refers to the general state of socio-economic
development in the target area.
2b. Get Guidance from Wider Strategy (Where Do We Want to Get To?)
 This step involves aligning the ICT4D strategy with broader development
goals. This may involve considering the development priorities of the
community, organization, government, or donors funding the initiative.
3. Set ICT4D Objectives and Principles
 This step involves defining the specific objectives that the ICT4D strategy
aims to achieve. It also involves establishing principles to guide the
implementation of the strategy, such as inclusion, sustainability, and gender
equality.
4. Determine ICT4D Technical Architecture
 This step involves designing the technical infrastructure and systems needed
to support the ICT4D strategy. The specific technologies chosen will depend
on the context and objectives of the initiative.
5. Disseminate and Plan ICT4D Actions
 This step involves communicating the developed ICT4D strategy to
stakeholders and developing detailed implementation plans. This may
include identifying specific activities, timelines, and budgets.
6. Manage, Evolve and Review ICT4D Strategy
 This step involves monitoring and evaluating the implementation of the
ICT4D strategy. This is an ongoing process that ensures the strategy remains
relevant and effective in a changing environment. Based on the findings of
the monitoring and evaluation process, the strategy may be adjusted or
overhauled to better achieve its objectives.
Overall, the ICT4D strategy process depicted in the image is cyclical and
iterative. By continuously monitoring and reviewing the strategy, stakeholders can
ensure that ICTs are used effectively to address development challenges and
promote positive change.

Slide 5
Let's break down the ITPOSMO dimensions and the two architectures based on the
information you provided:
ITPOSMO Dimensions
ITPOSMO is an acronym that stands for seven key dimensions to consider when
designing and implementing ICT4D initiatives. These dimensions are essential for
ensuring that ICT4D projects are successful and sustainable. Here's a breakdown of
the ITPOSMO dimensions:
 Information (I): This refers to the availability of data and information
relevant to ICT4D initiatives.
 Communication (C): This refers to the data flows, interactions, and
transactions that take place using ICTs.
 Technology (T): This refers to the technologies that are available and used
within the target area.
 Process (P): This refers to the business processes and workflows that will be
supported by ICTs.
 Objectives and Values (O): This refers to the goals that the ICT4D
initiative aims to achieve and the values that will guide its implementation.
 Management Systems and Structures (MS): This refers to the
management structures and systems that are in place to support the ICT4D
initiative.
 Other Resources (OR): This refers to all other resources required for the
ICT4D initiative, such as financial resources, human resources, and time.
Two Architectures of ICT4D
The ICT4D technical architecture refers to the hardware, software, networks, and
other technical components needed to support an ICT4D initiative. The social
architecture refers to the human and social aspects of an ICT4D initiative,
including the people involved, the institutions, the skills required, and the way
work is organized.
The image you sent specifically highlights the four final dimensions of the
ITPOSMO framework that fall under the social architecture:
 Management of Change (M): This refers to the strategies and processes for
managing the change that ICT will introduce within a community or
organization.
 Management Systems (MS): This refers to the systems and processes for
managing the ICT4D initiative, such as monitoring and evaluation, project
management, and risk management.
 Methodologies for ICT4D Development (O): This refers to the specific
approaches and methodologies used to develop and implement ICT4D
initiatives.
 Training (T): This refers to the training programs that will be put in place to
equip people with the skills they need to use ICTs effectively.
 Financing Approaches (OR): This refers to the strategies for financing the
ICT4D initiative, such as donor funding, user fees, or public-private
partnerships.
Overall, understanding the ITPOSMO dimensions and the distinction
between the technical and social architectures is essential for designing and
implementing effective ICT4D initiatives. By considering all of these
dimensions, stakeholders can increase the likelihood of their ICT4D projects
having a positive impact on development outcomes.

Slide 6
Data Model
A data model is a representation of the data that is used in an ICT4D initiative. It
defines the types of data that will be collected, stored, and used. For example, an
ICT4D initiative to improve health outcomes might have a data model that
includes data on patients, medications, and vaccinations.
Process Model
A process model is a representation of the business processes that are supported by
ICTs in an ICT4D initiative. It shows the steps involved in each process, as well as
the data that flows between those steps. For example, the health initiative
mentioned above might have a process model for scheduling appointments,
prescribing medications, and recording patient data.
ICT Model
An ICT model is a representation of the information and communication
technologies that are used in an ICT4D initiative. It includes hardware, software,
networks, and other technologies. For example, the health initiative mentioned
above might have an ICT model that includes electronic medical records systems,
mobile phones for communicating with patients, and data servers for storing
patient information.
Data Flow Model
A data flow model shows how data moves between different parts of an ICT4D
initiative. It can be used to identify potential bottlenecks and security risks. For
example, the health initiative mentioned above might have a data flow model that
shows how patient data flows from mobile phones to data servers to electronic
medical records systems.
Data Management Model
A data management model defines the policies and procedures for managing data
in an ICT4D initiative. This includes data collection, storage, security, and
analysis. For example, the health initiative mentioned above might have a data
management model that specifies who has access to patient data, how long data is
stored, and how data is backed up.
These models can be used together to provide a comprehensive understanding
of an ICT4D initiative. By using these models, stakeholders can ensure that their
ICT4D projects are well-designed, efficient, and secure.
Returning to Slide 5
Slide 5 likely focuses on disseminating and planning ICT4D actions. Here's a
breakdown based on the information you provided:
 Disseminate and plan ICT4D actions: This step involves communicating
the developed ICT4D strategy to stakeholders and developing detailed
 implementation plans. This may include identifying specific activities,
timelines, and budgets.

Slide 7
The image you sent appears to depict a failure rate associated with ICT4D projects.
Here are some conclusions you can draw from the slide, considering the
information you provided about Figure 3.4 in the textbook:
 High ICT4D Project Failure Rates: The slide and textbook reference
suggest that a significant proportion of ICT4D projects fail to achieve their
objectives.
 Not Unique to ICT4D: The text mentions that high failure rates are not
unique to ICT4D projects, implying this is a common challenge in
development projects more broadly.
 Learning from Failures: The reference to Figure 3.4 in the textbook
suggests it contains ICT4D project implementation principles designed to
avoid failure and increase success rates. This implies there are lessons
learned from past failures that can be applied to improve future projects.
 Image Specificity: It's important to note that without accessing the specific
content of the image, it's difficult to draw more specific conclusions about
the nature of the failures depicted.
Overall, the slide highlights the importance of careful planning, implementation,
and evaluation in ICT4D projects. By learning from past failures and applying best
practices, stakeholders can increase the likelihood of their ICT4D projects
succeeding in addressing development challenges.

Slide 8
The Principles for Digital Development provide a valuable framework for ICT4D
project implementation, and selecting the most important principle depends on the
specific context of your project. However, based on the information you provided,
here's why "Design with the User" is a strong contender for the most important
principle:
 Understanding User Realities: The design-reality gap model highlights the
dissonance between a project's designed state and the actual context in
which it is implemented. "Design with the User" helps bridge this gap by
 ensuring designers understand the needs, constraints, and cultural context of
the target users. This leads to ICT4D solutions that are more likely to be
adopted and used effectively.
 Addressing User Needs: ICT4D projects should not be technology-driven,
but rather user-driven. "Design with the User" ensures that the technology
developed is relevant and addresses the specific needs of the target
population. This increases the project's likelihood of having a positive
impact on development outcomes.
 User Participation: "Design with the User" encourages active participation
of users throughout the design and implementation process. This
participation can lead to a greater sense of ownership among users, which
can contribute to the sustainability of the project.
Here are some additional points to consider:
 Other Principles for Digital Development, such as "Build for Sustainability"
and "Use Evidence to Improve Outcomes" also play a critical role in
successful ICT4D project implementation.
 The most important principle may vary depending on the specific context of
your project. For example, if you are developing a new mobile health
application, "Design with the User" might be particularly important. On the
other hand, if you are scaling up a successful ICT4D intervention, "Build for
Sustainability" might be more critical.
Overall, "Design with the User" is a foundational principle for ICT4D project
implementation. By understanding and addressing the needs of users, stakeholders
can increase the likelihood of their projects succeeding sustainably.

Slide 9

Evaluate Design-Reality Gap Size: ICT4D project managers need to
continuously assess the difference between the designed state of a project
and the actual context in which it is being implemented. This involves
considering factors such as user needs, infrastructure, and institutional
capacity.
  Identify Large Gaps: Once the design-reality gap is evaluated, project
managers need to identify areas where the gap is significant. These large
gaps represent the highest risks to the project's success.
 Reduce the Gap: There are two main approaches to reducing the design-
reality gap:
o Change the Design: The project design can be adapted to better fit
the reality on the ground. This may involve modifications to the
technology, the implementation strategy, or the training materials.
o Change the Reality: In some cases, it may be possible to change the
reality to better accommodate the project design. This may involve
activities such as building capacity among users, improving
infrastructure, or advocating for policy changes.
Effective ICT4D project management requires a careful balancing act
between these two approaches. Project managers need to be flexible and
adaptable in order to ensure that their projects are successful in the real world.
The arrows in the image you sent likely represent the process of evaluating the
design-reality gap and taking action to close it. By continuously monitoring and
addressing this gap, ICT4D project managers can increase the chances of their
projects having a positive impact on development outcomes.

Slide 10
Absolutely, the image you sent aligns with the concept of the ICT4D prime
question and foundational models of ICT4D adoption and use. Here's a breakdown
based on the information you provided:
The ICT4D Prime Question
The text in the image you sent highlights the critical question that should be asked
when designing and implementing ICT4D initiatives: "What's in it for me?" This
question reflects the importance of understanding the motivations of target users
and ensuring that ICT4D systems provide value to them.
Foundational Models of ICT4D Adoption and Use
Focus on Motivations and Incentives
  Understanding the motivations of target users is essential for encouraging
adoption and use of ICT4D systems. These motivations can be instrumental
(e.g., increased efficiency, cost savings) or intrinsic (e.g., improved learning
outcomes, social connection).
 ICT4D initiatives should be designed to address the specific needs and
challenges faced by target users. By demonstrating the value proposition of
ICT4D systems, stakeholders can increase user motivation and adoption
rates.
Ensuring Fit of Social and Technical Design
 The design of ICT4D systems needs to consider both the social context and
the technical functionality. The social design should be culturally
appropriate and user-friendly, while the technical design should be reliable
and scalable.
 A good fit between social and technical design ensures that ICT4D systems
are adopted and used effectively by target users in the real world.
Overall, understanding the ICT4D prime question and focusing on
foundational models of adoption and use are critical for the success of ICT4D
initiatives. By designing systems that are motivational, valuable, and well-suited
to the local context, stakeholders can increase the likelihood of ICT4D projects
having a positive impact on development outcomes.

Slide 11
Bell Curve: Stages of Adoption
The bell curve in the image represents the staggered nature of adoption over time
by different types of users. Rogers identified five categories of adopters:
 Innovators: These are the first 2.5% of the population to adopt a new
innovation. They are venturesome and eager to try new technologies.
 Early Adopters: These are the next 13.5% of the population to adopt a new
innovation. They are opinion leaders who like to be among the first of their
social circle to try new things.
 Early Majority: These are the 34% of the population who adopt a new
innovation after a healthy demonstration of its benefits by the early adopters.
  Late Majority: These are the 34% of the population who are skeptical of
change but will eventually adopt a new innovation if the pressure to conform
becomes strong enough.
 Laggards: These are the final 16% of the population who are very resistant
to change and are the last to adopt a new innovation.
S-Curve: Cumulative Adoption
The S-curve in the image depicts the cumulative adoption of an innovation over
time. It starts slowly as innovators and early adopters adopt the technology. Then,
there is a period of rapid growth as the early and late majority come on board.
Finally, the adoption rate levels off as the laggards adopt the innovation or it
becomes obsolete.
Understanding ICT4D Users and the Adoption Cycle
In the context of ICT4D, it's important to understand the different types of users
and where they fall on the adoption cycle. This can help stakeholders to develop
targeted strategies to promote adoption and use of ICT4D systems.
Here are some examples:
 Innovators and Early Adopters: These users may be attracted to the
novelty and potential of ICT4D systems. They can be valuable partners in
piloting and testing new technologies.
 Early and Late Majority: These users may need more persuasion to adopt
ICT4D systems. They may be concerned about the costs, benefits, and
complexity of the technology. Stakeholders can address these concerns
through demonstrations, training, and technical support.
 Laggards: These users may be the most difficult to reach. Stakeholders may
need to use targeted outreach strategies and incentives to encourage their
adoption of ICT4D systems.
By understanding the Diffusion of Innovations theory and the different types of
ICT4D users, stakeholders can develop more effective strategies to promote the
widespread adoption and use of ICT4D systems. This can ultimately lead to greater
positive impact on development outcomes.

Slide 12
The technical part of any technical innovation, according to the Diffusion of
Innovations theory, includes five attributes that influence how likely people are to
adopt the innovation. These attributes are:
 Relative Advantage: This refers to the degree to which an innovation is
perceived as better than the idea it supersedes. In the context of ICT4D, this
could mean considering how a new ICT4D system compares to existing
practices in terms of efficiency, cost-effectiveness, or ease of use.
 Compatibility: This refers to the level of compatibility that an innovation
has with individuals as they assimilate it into their lives. For ICT4D
initiatives, this means considering how well a new technology fits with
existing infrastructure, skills, and cultural norms.
 Complexity: This refers to the degree to which an innovation is perceived as
relatively difficult to understand and use. ICT4D projects should strive to be
user-friendly and require minimal training for target users.
 Trialability: This refers to the degree to which an innovation can be
experimented with on a limited basis. In the context of ICT4D, this could
involve piloting a new system in a small community before scaling it up
more broadly.
 Observability: This refers to how easy it is to observe, understand and
communicate the results of an innovation to others. ICT4D projects should
be designed in a way that allows users to see the benefits and impact of the
technology.
The image you sent likely illustrates these five attributes of ICT4D innovations. By
considering these attributes during the design and implementation of ICT4D
projects, stakeholders can increase the likelihood of user adoption and ensure that
ICT4D initiatives have a positive impact on development outcomes.

Slide 13
The image you sent aligns with the foundational questions to consider when
planning an ICT4D evaluation. Here's a breakdown of these questions:
Why Do an ICT4D Evaluation?
The text in the image highlights three common reasons for conducting an ICT4D
evaluation:
  To find out what has been achieved: This is a summative evaluation that
assesses the impact of an ICT4D project after it has been implemented. It
helps stakeholders understand the project's effectiveness in achieving its
objectives.
 To predict what might happen in the future: This can be a formative
evaluation that is conducted during the implementation of an ICT4D project.
It provides insights that can be used to improve the project as it is being
rolled out.
 To be held to account for expenditure: This type of evaluation is often
required by donors or funding agencies. It demonstrates how funds were
used and whether the project represented a good investment of resources.
Who is the Audience for the ICT4D Evaluation?
The text also emphasizes the importance of identifying the audience for the ICT4D
evaluation. This could include:
 Project managers and implementers: These individuals need information
to improve the delivery of the ICT4D project.
 Donors and funding agencies: These stakeholders need to see evidence of
how their funds are being used and the impact of their investments.
 Policymakers: Evaluations can inform policy decisions related to ICT4D
initiatives.
 Beneficiaries: Understanding the perspectives of those who use the ICT4D
system is critical for ensuring long-term sustainability.
By considering these foundational questions, stakeholders can design ICT4D
evaluations that are more meaningful and useful for different audiences. This can
ultimately lead to improved ICT4D project design, implementation, and impact.

Slide 14
The image you sent aligns with the changing focus for ICT4D evaluation over
time. Here's a breakdown of the evolution in evaluation priorities based on the
information you provided:
1990s: Readiness for ICT4D
  In the 1990s, the focus of ICT4D evaluation was on whether developing
countries were ready for ICT4D initiatives.
 Evaluations assessed factors such as infrastructure, human capacity, and
institutional frameworks to determine if the conditions were in place for
ICT4D to be successful.
Turn of the Century: Availability of ICTs
 At the turn of the century, the focus shifted to assessing the availability of
ICTs in developing countries.
 Evaluations examined issues such as internet penetration, mobile phone
coverage, and the cost of ICT access.
2000s: Adoption and Use of ICTs
 During the 2000s, the focus of ICT4D evaluation moved to understanding
how much ICTs were being adopted and used in developing countries.
 Evaluations measured adoption rates, patterns of use, and the digital divide
between different populations.
2010s: Development Impact of ICTs
 In the 2010s, the focus of ICT4D evaluation shifted to assessing the
development impact of ICTs.
 Evaluations began to look at how ICT4D initiatives were contributing to
broader development goals such as poverty reduction, improved education,
and increased healthcare access.
This evolution in evaluation priorities reflects a growing recognition of the
importance of demonstrating the impact of ICT4D initiatives. By focusing on
development outcomes, stakeholders can make a stronger case for investment in
ICT4D and ensure that these projects contribute to positive change.

Slide 15
The image you sent depicts the growing complexity of ICT4D evaluation. The text
mentions multiple factors contributing to this complexity:
 More Goals: ICT4D projects increasingly address a wider range of
development goals such as poverty reduction, improved education, and
 increased healthcare access. This means that evaluations need to consider a
broader set of indicators to measure impact.
 More Actors: A wider range of stakeholders are now involved in ICT4D
projects, including governments, donors, NGOs, and the private sector. Each
stakeholder group may have different evaluation priorities and requirements.
 More Methods: The growing complexity of ICT4D projects necessitates the
use of a wider variety of evaluation methods. This may include quantitative
methods (e.g., surveys, data analysis) and qualitative methods (e.g.,
interviews, focus groups). Triangulation of evidence, which involves using
multiple methods to collect data and corroborate findings, is becoming
increasingly important in ICT4D evaluation.
Here are some additional points to consider:
 Challenges of ICT4D Evaluation: The growing complexity of ICT4D
evaluation also presents a number of challenges, such as attributing impact
to ICT4D projects in complex environments and ensuring that evaluations
are rigorous and credible.
 Importance of Context-Specific Evaluations: There is no one-size-fits-all
approach to ICT4D evaluation. The specific methods used should be tailored
to the context of the project and the evaluation questions being asked.
Overall, the increasing complexity of ICT4D evaluation reflects the growing
maturity of the field. By using a variety of methods and approaches, stakeholders
can conduct more rigorous and meaningful evaluations that demonstrate the impact
of ICT4D initiatives and contribute to positive development outcomes.

Slide 16
The image you sent captures key considerations for interpreting ICT4D evaluation
results. Here's a breakdown of these considerations:
 Perception vs. Reality: Evaluations often rely on perceptions of
respondents, which may not always match reality. There may be reporting
bias, where respondents overstate the positive impacts of an ICT4D project
or downplay the negative ones.
 Whose Evaluation?: Traditionally, ICT4D evaluations have been designed
and conducted by external evaluators. A growing alternative approach is to
 have evaluations owned, designed, and driven by beneficiaries themselves.
This can help to ensure that the evaluation reflects the priorities and
perspectives of those most affected by the ICT4D project.
 Unintended Outcomes: ICT4D projects can have both intended and
unintended outcomes. Evaluations should consider a broad range of impacts,
including those that were not anticipated in the project design (refer to
Figure 3.10 allowance for “other impacts” in the textbook).
 Negative Outcomes: It's important to consider the potential negative
outcomes of ICT4D projects, such as computer crime, pornography,
gambling, threats to privacy and security, and restrictions on freedom of
expression.
 Attribution: It can be difficult to attribute observed outcomes solely to the
ICT4D project. Other factors, such as parallel social changes, may also play
a role. Evaluations should carefully consider the attribution of impacts to
ICT4D interventions.
By considering these perspectives, stakeholders can develop a more nuanced
understanding of ICT4D evaluation results. This can help to improve the design
and implementation of future ICT4D projects and ensure that they contribute to
positive development outcomes.

Slide 17
The image you sent aligns with the concept of different perspectives on ICT4D
impacts and their attribution. Here's a breakdown of the different views depicted in
the image:
Optimism
 Believes that ICT4D initiatives generally have positive impacts on
development outcomes.
 Focuses on the potential benefits of ICT4D, such as improved efficiency,
increased access to information, and enhanced communication.
Pessimism
 Believes that ICT4D initiatives can have negative impacts, such as widening
the digital divide, exacerbating social inequalities, and creating new security
risks.
  Raises concerns about the potential downsides of ICT4D projects.
Socio-technical determinism
 Views technology as a driving force of social change.
 Suggests that ICT4D projects have a significant impact on shaping societies.
Technological determinism
 Views technology as the primary cause of social change.
 Places a strong emphasis on the role of technology in driving development
outcomes.
Social determinism
 Views social factors as the primary cause of ICT4D impacts.
 Argues that the success or failure of ICT4D projects depends more on social
context than on the technology itself.
Contingency
 Believes that ICT4D impacts depend on a complex interplay of
technological, social, economic, and political factors.
 Suggests that there is no single way to understand the impacts of ICT4D
projects.
My perspective
I can't hold personal opinions or beliefs, but based on the information I have been
trained on, I can say that all of these perspectives have some validity. The impacts
of ICT4D projects are likely complex and depend on a variety of factors. It is
important to consider all of these perspectives when designing and evaluating
ICT4D initiatives.
Right and Wrong Perspectives
There isn't necessarily a right or wrong perspective on ICT4D impacts and
attribution. The diagram highlights different viewpoints that can contribute to a
more comprehensive understanding of complex issues. By considering a range of
perspectives, stakeholders can develop more nuanced approaches to ICT4D project
design, implementation, and evaluation.
Here are some additional points to consider:
 The relative importance of different perspectives may vary depending on the
specific context of an ICT4D project.
 It is important to avoid oversimplification and to recognize the complexity
of ICT4D impacts.

Session 4
ICT and Economic Growth
Slide 1
Aim – to understand how ICTs can help deliver economic growth

Objectives – participants will be able to:

explain key strategies and key foundations for economic growth in developing countries
explain the informational context of growth in developing countries
apply a model of ICT4D-enabled change to explain evidence on ICTs and economic growth
analyse evidence and draw conclusions on ICTs and growth at three levels: micro-economic,
supply chain and macro-economic.

The image you sent aligns with the course description for "ICTs for Development". This course
aims to equip participants with the understanding of how Information and Communication
Technologies (ICTs) can contribute to economic growth in developing countries.
Here's a breakdown of the course objectives based on the information you provided:
 Key Strategies and Foundations for Economic Growth: Participants will gain
knowledge on the essential elements and approaches that drive economic growth in
 developing countries. This could include factors like infrastructure development, human
capital investment, and fostering a conducive business environment.
 Informational Context of Growth: The course will explore the role of information in
economic development. Participants will learn how access to information and
communication technologies can empower individuals, businesses, and governments to
make better decisions and participate more effectively in the economy.
 ICT4D-Enabled Change Model: Participants will be introduced to a model that
explains how ICTs can contribute to positive change in developing countries. This model
will likely identify various pathways through which ICTs can influence economic
growth.
 Evidence-Based Analysis: The course will equip participants with the skills to analyze
evidence on the connection between ICTs and economic growth at three levels:
o Microeconomic: This level focuses on how ICTs can improve the performance
and decision-making of individual businesses and entrepreneurs.
o Supply Chain: This level examines how ICTs can enhance efficiency and
productivity within supply chains, potentially leading to economic growth.
o Macroeconomic: This level explores the broader economic impacts of ICTs, such
as increased job creation, foreign investment, and overall economic output.
By understanding these concepts and acquiring analytical skills, participants will be better
positioned to assess the potential of ICTs to contribute to economic growth in developing
countries.

Slide 2
The chart you sent aligns with the concept of economic growth as a development goal. The text
mentions that economic growth correlates well with other development indicators, making it a
reasonable proxy for other development goals.
Economic Growth and Development
 Traditionally, economic growth, measured by Gross National Income (GNI) per capita,
was considered the primary indicator of development. The assumption was that economic
growth would lead to improvements in other areas such as health, education, and poverty
reduction.
 The chart you sent likely shows a positive correlation between GNI per capita and life
expectancy. This correlation suggests that countries with higher levels of economic
growth tend to have longer lifespans for their citizens.
Criticisms and the Multidimensional Approach
  While economic growth is important, critics argue that it is not a sufficient measure of
development. They point out that economic growth may not be equally distributed within
a country, and it may not address social and environmental issues.
 In response to these criticisms, a more multidimensional approach to development has
emerged. This approach considers a wider range of factors beyond just economic growth,
such as:
o Health outcomes (e.g., infant mortality rate, life expectancy)
o Education levels
o Gender equality
o Environmental sustainability
Economic Growth as a Proxy
 Despite the limitations, economic growth can still be a useful proxy for other
development goals. This is because economic growth often leads to increased
government revenue, which can be used to invest in social programs like healthcare and
education.
 The correlation between economic growth and other development indicators, as shown in
the chart, highlights this point.
Overall, economic growth remains a foundational goal for development, although it should
be considered alongside other development indicators for a more comprehensive picture.

Slide 3

Based on the information you provided, the chart you sent does not directly depict the five ways
to bring about economic growth. However, it aligns with the concept of economic growth as the
total value of goods and services produced in an economy.
Here's a breakdown of the five ways to bring about economic growth, how they relate to the
concept of economic growth as total value of goods and services produced, and how they link to
micro, meso, and macro levels:
Five Ways to Bring About Economic Growth
1. Increase the size of the economy: This can be achieved by increasing the population
size (more workers and consumers) or by increasing the labor force participation rate
(more people working). This directly relates to the total value of goods and services
produced as there are more people contributing to production and consumption.
Links: This strategy can be applied at macro level through government policies that encourage
population growth or higher labor force participation rates (e.g., family policies, immigration
reform).
2. Improve economic efficiency: This means producing more goods and services with the
same amount of resources (inputs). Improved efficiency reduces waste and allows the
economy to produce more output for a given level of input. This directly translates to a
higher total value of goods and services produced.
Links: This strategy can be applied at micro level through business practices that optimize
resource allocation and production processes (e.g., lean manufacturing, better inventory
management). It can also be applied at meso level through industry standards and regulations
that promote efficiency (e.g., energy efficiency standards).
3. Enhance profitability: This involves increasing the profit margin of businesses, which
incentivizes them to invest and expand production. Higher profits contribute to a larger
and more productive economy, ultimately leading to a higher total value of goods and
services produced.
Links: This strategy can be applied at micro level through business strategies that increase
revenue or reduce costs (e.g., product innovation, improved marketing).
4. Upgrading the economy: This involves moving from producing low-value goods and
services to producing high-value goods and services. This can be achieved through
technological advancements, skills development, and innovation. Upgrading allows the
economy to generate more value from the same resources, thus increasing the total value
of goods and services produced.
Links: This strategy can be applied at micro level through business investments in research and
development (R&D) and skills training for the workforce. It can also be applied at meso level
through industry-wide initiatives that promote technological innovation and skills development.
Government policies that support R&D and education (macro level) can also contribute to
upgrading.
5. Restructuring the economy: This involves changing the composition of the economy by
shifting resources from less productive sectors to more productive sectors. This can
involve moving from an agrarian economy to an industrial economy or from an industrial
economy to a knowledge-based economy. Restructuring can lead to a more efficient
allocation of resources and a higher overall level of production, increasing the total value
of goods and services produced.
Links: This strategy is typically implemented at the macro level through government policies
that incentivize investment in certain sectors or discourage investment in others (e.g., tax breaks
for high-tech industries).
Understanding Economic Growth
The chart you sent likely depicts a correlation between economic growth (measured by GDP per
capita) and another development indicator, such as life expectancy. This correlation highlights
that economic growth is often associated with improvements in other areas of development.
Overall, economic growth is a complex concept, but these five strategies provide a
framework for understanding how to increase the total value of goods and services
produced in an economy.

Slide 4

The image you sent aligns with the concept of ICTs and micro-economic growth. Here's a
breakdown of the information you provided:
Value Chain and Porter's Model
 The text mentions Porter's model, which is a complex framework for understanding the
competitive advantage of firms. It identifies five primary activities and support activities
that add value to a product or service.
 You've rightly simplified the model down to four core processes:
o Purchasing
o Operations
o Sales
o Administration
Information-Based Decisions and CIPSODAR
 The text highlights that all these core processes involve information-based decisions. This
creates an opportunity to apply the CIPSODAR model to understand how ICTs can
improve decision-making and performance at the microeconomic level (individual
businesses).
CIPSODAR Model
The CIPSODAR model describes six key areas where ICTs can contribute to improvements in
micro-economic performance:
 Cost: ICTs can help businesses reduce costs in a variety of areas, such as procurement,
inventory management, and marketing.
 Information: ICTs can improve the collection, analysis, and dissemination of
information within a business, leading to better decision-making.
 Productivity: ICTs can automate tasks, improve communication and collaboration, and
streamline processes, which can all lead to increased productivity.
  Services: ICTs can enable businesses to develop and deliver new services to their
customers.
 Opportunities: ICTs can help businesses identify new market opportunities and develop
new products or services.
 Relationships: ICTs can improve communication and collaboration with customers,
suppliers, and partners.
By applying the CIPSODAR model to the four core processes of the value chain, stakeholders
can identify specific ways in which ICTs can be used to improve the performance of individual
businesses and contribute to micro-economic growth.
Overall, ICTs play a significant role in enhancing micro-economic growth by improving
decision-making, increasing efficiency, and enabling businesses to innovate and compete
more effectively.

Slide 5
The image you sent aligns with the information failures that can hinder economic growth in
developing countries according to the CIPSODAR model. Here's a breakdown of these
information failures:
 Absence of Information: This occurs when critical information for decision-making is
simply unavailable. In developing countries, businesses may lack data on market size,
customer preferences, or competitor activity.
 Poor Quality of Information: Even when information is available, it may be inaccurate,
outdated, or unreliable. This can lead to poor decision-making by businesses.
 Uncertainty of Information: Information may be ambiguous or difficult to interpret,
making it hard for businesses to make informed decisions.
 Asymmetry of Information: This occurs when one party in a transaction has more
information than the other. This can put businesses at a disadvantage, especially when
dealing with more powerful suppliers or customers.
 Cost of Information: Collecting and accessing information can be expensive for
businesses in developing countries, limiting their ability to make informed decisions.
Examples of Information Failures
These information failures can occur in a variety of transactions, including:
 Purchasing: A business may not have accurate information about the quality or price of
inputs from potential suppliers.
 Operations: A business may not have real-time data on inventory levels or production
processes, leading to inefficiencies.
  Sales: A business may not have good customer data, making it difficult to target
marketing campaigns effectively.
 Administration: A business may not have accurate financial data, making it difficult to
track performance and make sound financial decisions.
Potential of ICTs to Address Information Failures
ICTs have the potential to address these information failures in several ways:
 Improved Data Collection and Storage: ICTs can facilitate the collection, storage, and
analysis of large amounts of data. This can help businesses to gain insights into their
operations, customers, and markets.
 Enhanced Communication and Collaboration: ICTs can improve communication and
collaboration between different parts of a business, as well as with suppliers, customers,
and partners. This can help to ensure that everyone has access to the information they
need.
 Increased Transparency: ICTs can promote transparency in transactions by providing a
secure platform for information sharing. This can help to reduce information asymmetry
and create a more level playing field for businesses.
 Reduced Costs of Information Access: ICTs can help to reduce the costs of information
access by providing more affordable ways to collect, store, and disseminate information.
By addressing information failures, ICTs can empower businesses in developing countries to
make better decisions, improve efficiency, and compete more effectively. This can contribute to
micro-economic growth and overall economic development.
Your Recent Transaction
When considering your own recent transaction, think about the information you needed to
complete it. For instance, if you purchased a product online, you needed information about the
product itself, the seller, the price, and the shipping costs. You may have also wanted to read
reviews from other customers before making your purchase.
Information Failures in Your Transaction
An information failure could have occurred in your transaction if any of this information was
missing, inaccurate, or difficult to find. For example, the product description may have been
incomplete, or the seller may not have had a clear returns policy.
ICTs and Your Transaction
ICTs played a role in your transaction by providing a platform for you to find information about
the product and the seller. They may have also enabled you to read reviews from other customers
and to compare prices from different sellers.
Overall, ICTs have the potential to improve
 Slide 6
The image you sent aligns with the cost of physical journeys, which is a key concept in the
Digitisation level of the DIRT model. The text mentions physical journeys as a way people
obtained information 20-30 years ago.
DIRT Model
The DIRT model is a framework that explains how ICTs can address information and other
failures and facilitate economic growth in enterprises. The acronym DIRT stands for the four
levels of change that ICTs can enable:
1. Digitise: This involves converting analog information into digital form. This can include
things like scanning paper documents, creating digital databases, and automating tasks.
2. Improve: This involves using ICTs to improve existing processes and activities. This
could involve using data analytics to identify inefficiencies or using communication
technologies to improve collaboration.
3. Reorganise: This involves using ICTs to fundamentally change the way a business
operates. This could involve moving to a more decentralized decision-making structure or
creating new business models.
4. Transform: This involves using ICTs to create entirely new products, services, or
business models. This is the most radical level of change, and it requires a high degree of
innovation.
Digitisation and Physical Journeys
The Digitisation level of the DIRT model focuses on converting manual processes to digital
ones. The text mentions physical journeys as an example of a manual process that can be
digitised using ICTs.
 In the past, people might have had to travel to a physical location to ask a question of a
customer, doctor, or vet. This could be costly in terms of time, money, and risk.
 ICTs have enabled people to ask questions through email, phone, or online chat. This
saves time, money, and reduces the risk associated with physical travel.
Overall, the DIRT model provides a useful framework for understanding how ICTs can
transform businesses and contribute to economic growth.

Slide 7
The information you sent aligns with the concept of using ICTs to address the costs of physical
journeys. The text mentions that ICTs can save all three types of costs associated with physical
journeys:
  Direct Cost (Financial): This refers to the monetary expenses incurred during a physical
journey, such as transportation costs, fuel, tolls, and parking fees. ICTs can eliminate
these costs by enabling communication and information sharing remotely.
 Opportunity Cost: This refers to the potential benefits that are lost by choosing one
course of action over another. In the context of physical journeys, the opportunity cost
could be the lost income or productivity from the time spent traveling. ICTs can help
reduce opportunity costs by allowing people to work or conduct business while on the go.
 Risk Cost: This refers to the potential for negative events to occur during a physical
journey, such as accidents, injuries, or theft. ICTs can mitigate risk costs by enabling
people to stay connected and get help in case of emergencies.
The text also acknowledges that the benefits of using ICTs to address physical journeys are
incremental rather than transformative. This means that ICTs improve existing processes rather
than creating entirely new ones.
Example: Mobile Phones and Fishermen
The image you sent depicts a real-world example of how ICTs can address information failures
and reduce the costs of physical journeys for fishermen. Here's a breakdown of the benefits:
 Reduced Travel: By using mobile phones, fishermen can obtain information about
market prices without having to travel to the market themselves. This saves them time
and money on transportation costs.
 More Informed Decisions: With access to real-time market information, fishermen can
make better decisions about where to sell their catch. This can help them get higher prices
for their fish.
 Reduced Waste: By knowing market demand, fishermen can adjust their fishing
practices to avoid catching more fish than they can sell. This helps to reduce waste and
conserve fish stocks.
 Lower Prices for Consumers: Improved market information can lead to more efficient
pricing, potentially benefiting consumers by lowering fish prices.
Overall, the use of mobile phones by fishermen demonstrates how ICTs can address information
failures, reduce the costs of physical journeys, and contribute to a more efficient and sustainable
fishing industry.

Slide 8
The image you sent captures key considerations for interpreting ICT4D evaluation results. Here's
a breakdown of these considerations:
 Perception vs. Reality: Evaluations often rely on perceptions of respondents, which may
not always match reality. There may be reporting bias, where respondents overstate the
positive impacts of an ICT4D project or downplay the negative ones.
  Whose Evaluation?: Traditionally, ICT4D evaluations have been designed and
conducted by external evaluators. A growing alternative approach is to have evaluations
owned, designed, and driven by beneficiaries themselves. This can help to ensure that the
evaluation reflects the priorities and perspectives of those most affected by the ICT4D
project.
 Unintended Outcomes: ICT4D projects can have both intended and unintended
outcomes. Evaluations should consider a broad range of impacts, including those that
were not anticipated in the project design (refer to Figure 3.10 allowance for “other
impacts” in the textbook).
 Negative Outcomes: It's important to consider the potential negative outcomes of ICT4D
projects, such as computer crime, pornography, gambling, threats to privacy and security,
and restrictions on freedom of expression.
 Attribution: It can be difficult to attribute observed outcomes solely to the ICT4D
project. Other factors, such as parallel social changes, may also play a role. Evaluations
should carefully consider the attribution of impacts to ICT4D interventions.
By considering these perspectives, stakeholders can develop a more nuanced understanding of
ICT4D evaluation results. This can help to improve the design and implementation of future
ICT4D projects and ensure that they contribute to positive development outcomes.

Slide 9

The image you sent aligns with the concept of Digital Reorganisation, the third level of the DIRT
model. This level focuses on how ICTs can be used to fundamentally change the way businesses
operate.
Digital Reorganisation: Four Changes
The text describes four key changes that ICTs can enable in terms of digital reorganisation:
1. Decentralisation: ICTs can facilitate decentralisation by enabling decision-making and
work activities to be distributed across different locations. This can lead to a more
flexible and responsive organisation.
2. Empowerment: ICTs can empower employees by giving them access to information and
resources that they need to do their jobs more effectively. This can lead to increased
productivity and innovation.
3. Collaboration: ICTs can improve collaboration between employees, partners, and
customers by providing a platform for communication and information sharing. This can
lead to better coordination and problem-solving.
 4. Customer Focus: ICTs can help businesses to become more customer-focused by
providing them with the tools they need to understand customer needs and preferences.
This can lead to improved customer satisfaction and loyalty.
Impact of ICT on Reorganisation
By enabling these four changes, ICTs can transform the way businesses operate. They can create
a more flexible, responsive, and customer-focused organisation that is better able to compete in
the global marketplace.
Entrepreneurship and ICTs
The later section you mentioned (slide 11) discusses the factors that drive people to start an
enterprise or start selling outputs. While ICTs can play a supportive role in entrepreneurship by
providing tools and resources, research suggests that ICTs alone do not create entrepreneurs.
The image you sent of a woman selling goods in a market highlights that entrepreneurship is
often driven by a combination of factors, such as:
 Identification of a business opportunity: Entrepreneurs see a need in the market that is
not being met by existing businesses.
 Desire for independence and control: Entrepreneurs want to be their own boss and
have control over their destiny.
 Access to resources: Entrepreneurs need access to resources such as capital, labor, and
raw materials to start and grow their business.
ICTs can support entrepreneurs in all of these areas. For example, ICTs can help entrepreneurs
to:
 Identify business opportunities: By providing access to market research and customer
data.
 Develop a business plan: By providing tools for financial planning and marketing.
 Access resources: By facilitating access to financing, suppliers, and customers.
However, it is important to remember that ICTs are just one tool among many that can support
entrepreneurship. The success of an entrepreneurial venture will ultimately depend on a variety
of factors.

Slide 10

regarding the ICTs and economic growth are:

 Limited Change Including Transformation:
This reflection acknowledges that ICTs can drive both incremental improvements and
 transformational change within enterprises. The DIRT model (Digitization, Improvement,
Reorganization, Transformation) highlights this point, showcasing a spectrum of change
ICTs can enable.
 Risk/Reward Ladder:
This reflection emphasizes the importance of weighing the risks and rewards associated
with adopting ICTs. There may be costs involved in implementing new technologies, but
the potential benefits for increased efficiency, productivity, and growth can be
significant.
 Drivers to Change:
This reflection focuses on the factors that motivate businesses to adopt ICTs. These
drivers can include internal pressures to improve efficiency or external pressures to
compete in a global marketplace.

Slide 11

The image you sent aligns with the concept of reduced price dispersion in supply chains, a
benefit of Digital Improvement within the DIRT model for ICTs in economic growth.
Digital Improvement and Price Dispersion
The text mentions that Digital Improvement can lead to a reduction in price dispersion across
markets. Price dispersion refers to the variation in prices for the same product or service in
different locations.
The image you sent shows a real-world example of how ICTs can reduce price dispersion:
 Information Asymmetry Reduced: Traditionally, consumers may not have complete
information about prices in different markets. This could lead to situations where they
pay more than the lowest available price.
 Improved Market Transparency: ICTs, such as price comparison websites and mobile
apps, can provide consumers with more transparent information about prices across
different markets. This empowers consumers to make more informed decisions and find
the best deals.
  Reduced Price Dispersion: With greater market transparency, sellers are less able to
charge arbitrarily high prices. Suppliers compete based on price leading to a narrowing of
the price range for consumers. This can benefit consumers by lowering overall prices and
reducing the risk of being overcharged.
Overall, digital improvement through ICTs can promote more efficient markets and fairer
prices for consumers.

Slide 12
The image you sent aligns with the Digital Reorganisation level of the DIRT model in the
context of ICTs and economic growth, particularly disintermediation within supply chains.
Disintermediation and the Weaving Industry
The text in Box 4.7 discusses a study on the impact of ICTs on weavers in India. The study
found that disintermediation, a key aspect of Digital Reorganisation, did not occur as expected.
 Disintermediation: This refers to the removal of intermediaries from a supply chain. In
the context of the weaving industry, disintermediation would involve weavers selling
directly to consumers without going through middlemen.
 Limited Disintermediation: The study found that ICTs had a limited impact on
disintermediation in the weaving industry. Weavers still relied on traditional
intermediaries to access markets and sell their products.
Reasons for Limited Disintermediation
The text mentions a few reasons why disintermediation may not have occurred as expected:
 Complexity of Transactions: Weaving may involve complex transactions that require
the expertise and relationships of intermediaries.
 Lack of Trust: Consumers may be more willing to purchase from established
intermediaries who can guarantee the quality of products.
 Digital Divide: Weavers may lack the digital skills or access to technology needed to sell
directly to consumers online.
Strengthened Intermediaries
The text also suggests that ICTs may have strengthened the role of intermediaries in some cases.
For example, intermediaries may use ICTs to improve their efficiency and reach a wider range of
customers.
Reflection on DIRT and ICTs in Weaving
The concluding statement in the text reflects on the limited impact of ICTs on Digital
Reorganisation (disintermediation) in the weaving industry. It suggests that we may see more
disintermediation as ICTs become more widely adopted and weavers develop their digital
capabilities.
Overall, the example of the weaving industry highlights the importance of considering the
specific context when evaluating the impact of ICTs on supply chains. Disintermediation
may be a potential benefit of ICTs, but it is not always the outcome.

Slide 13
The image you sent depicts a graph titled “Global mobile phone penetration rate 2005-2022”.
The x-axis represents the year, ranging from 2005 to 2022. The y-axis represents the mobile
phone penetration rate, as a percentage. There is a curve plotted on the graph, which shows a
steady increase in mobile phone penetration rate over the years.
Here’s a breakdown of the information presented in the graph:
 Mobile Phone Penetration Rate: This refers to the percentage of a population that owns
a mobile phone. The graph shows that the global mobile phone penetration rate has been
increasing steadily over the time period depicted (2005-2022).
 Increase in Mobile Phone Use: The upward trend in the curve indicates that mobile
phone use has become increasingly widespread around the world over the past two
decades.
 Potential Reasons: There could be several reasons for this increase, such as:
o Decreasing Costs: The cost of mobile phones and mobile service plans has
generally decreased over time, making them more affordable for a wider range of
people.
o Improved Technology: Mobile phone technology has advanced significantly,
offering more features and functionality, making them more attractive to users.
o Increased Network Coverage: Mobile network coverage has expanded to reach
more remote areas, allowing more people to connect to mobile phone services.
Mobile Phones and Economic Growth
The image you sent aligns with the concept of ICTs (Information and Communication
Technologies) and economic growth. Mobile phones are a key example of ICTs that can
contribute to economic growth in several ways:
 Improved Communication and Coordination: Mobile phones allow for better
communication and coordination between businesses, workers, and customers. This can
lead to increased efficiency and productivity.
 Access to Information and Services: Mobile phones provide access to information and
services that can support economic activity, such as market information, financial
services, and educational resources.
  Entrepreneurship and Innovation: Mobile phones can enable new forms of
entrepreneurship and innovation, particularly in developing countries.
Overall, the increasing penetration rate of mobile phones depicted in the graph suggests
that ICTs are becoming a more important part of people's lives and economies around the
world.

Slide 14
The image you sent aligns with the concept of ICTs (Information and Communication
Technologies) as a cause of economic growth. The text on the image reads: "10 more mobile
phones per 100 people would increase GDP per capita growth by up to 0.6 percentage points"
(Deloitte 2012:4) and "an increase in the broadband penetration rate by 10 percentage points
raised annual growth in per capita GDP by 0.9-1.5 percentage points" (Czernich et al. 2011:530).
These statements suggest a positive causal relationship between ICT investment and economic
growth.
Here's a breakdown of the causal link between ICTs and economic growth:
 Improved Communication and Efficiency: ICTs can improve communication and
information sharing between businesses, workers, and customers. This can lead to
increased efficiency in production processes, better coordination in supply chains, and
faster response times to market changes.
 Access to Information and Knowledge: ICTs provide access to a vast amount of
information and knowledge. Businesses can use this information to improve decision-
making, identify new opportunities, and develop innovative products and services.
Individuals can use ICTs to acquire new skills and knowledge, which can make them
more productive workers or entrepreneurs.
 Entrepreneurship and Innovation: ICTs can lower the barriers to entry for new
businesses and entrepreneurs. They can also facilitate collaboration and innovation by
connecting people and ideas from all over the world.
 Improved Market Access: ICTs can help businesses to reach a wider range of
customers, both domestically and internationally. This can lead to increased sales and
economic growth.
 E-commerce and Digital Services: ICTs enable e-commerce and the development of
new digital services. These activities can create new jobs and contribute to economic
growth.
It's important to note that the relationship between ICTs and economic growth is complex
and not always straightforward. There are a number of factors that can influence the impact of
ICTs on economic growth, such as the level of existing infrastructure, the skills and education of
the workforce, and the regulatory environment.
The image you sent provides evidence to support a causal link between ICT investment and
economic growth. However, it's important to consider the broader context and to acknowledge
that correlation does not necessarily equal causation.

Slide 15

Bigger. According to the text you sent, developing countries are likely to experience a bigger
impact on macroeconomic growth from ICTs compared to developed countries. Here's a
breakdown of the reasons why:
Factors Supporting Bigger Impact in Developing Countries
 Complementary Inputs: In developing countries, ICTs can act as complementary inputs
to existing factors of production (land, labor, capital). ICTs can improve the efficiency
and productivity of existing resources. For example, mobile phones can allow farmers to
access market prices and improve their bargaining power, even if they lack significant
land or capital.
 Critical Mass Achieved Faster: The benefits of ICTs often depend on achieving a
critical mass of users. In developing countries, ICT adoption may lead to a faster
achievement of critical mass due to network effects. For example, the introduction of
mobile phones in a village can be very beneficial if everyone in the village has one, as
communication and coordination are greatly improved.
 Different Cost Equation: The costs of ICTs relative to the benefits may be lower in
developing countries compared to developed countries. For example, the cost of a mobile
phone may be a small investment for a farmer in a developing country if it leads to
increased income from improved market access.
 Addressing Information Failures: ICTs can help to address information failures that are
more prevalent in developing countries. For example, mobile phones can provide farmers
with real-time market prices, which can help them to make better decisions about what to
plant and sell.
The image you sent relates to the concept of complementary inputs. It depicts a construction
worker using a mobile phone. In a developed country, this worker might already have access to
efficient communication channels and project management tools. However, in a developing
country, the mobile phone could be a complementary input that significantly improves the
worker's productivity.
Extensive vs. Intensive Uses of ICTs
The text also mentions the difference between extensive and intensive uses of ICTs.
  Extensive Uses: This refers to the basic adoption of ICTs, such as using mobile phones
for voice calls or text messaging. Extensive use of ICTs can lay the foundation for
economic growth by improving communication and information sharing.
 Intensive Uses: This refers to more advanced uses of ICTs, such as e-commerce, mobile
banking, and the use of big data analytics. Intensive use of ICTs can lead to further
economic growth by increasing efficiency, innovation, and the development of new
products and services.
Overall, developing countries have the potential to benefit more from ICTs due to lower
costs relative to benefits, faster achievement of critical mass, and the ability to address
information failures that hinder economic growth.
It is important to note that these are generalizations and the impact of ICTs on economic
growth will vary depending on the specific context of each country.

Slide 16
The image you sent aligns with the concept of extensive use of ICTs in a developing country,
which can contribute to economic growth. The text you provided mentions several components
of an extensive ICT or digital sector:
 Goods: This refers to the physical equipment and devices used for ICT, such as mobile
phones, computers, tablets, and network infrastructure.
 Software: This refers to the computer programs and applications that run on ICT devices.
 Infrastructure: This refers to the physical foundation of the ICT sector, such as
telecommunication towers, fiber optic cables, and internet data centers.
 Services: This refers to the various services offered over ICT networks, such as mobile
phone services, internet access, and cloud computing.
 Retail: This refers to the sale of ICT goods and services to consumers and businesses.
 Content: This refers to the digital information that is created, distributed, and consumed
over ICT networks, such as websites, social media content, and online videos.
Economic Growth Contribution
The text acknowledges evidence for ICTs contributing to economic growth, but mostly through
incremental improvements rather than transformational changes. Here's a summary of the
evidence:
 Improved Communication and Efficiency: ICTs can improve communication and
information sharing between businesses, workers, and customers. This can lead to
increased efficiency in production processes, better coordination in supply chains, and
faster response times to market changes.
  Access to Information and Knowledge: ICTs provide access to a vast amount of
information and knowledge. Businesses can use this information to improve decision-
making, identify new opportunities, and develop innovative products and services.
Individuals can use ICTs to acquire new skills and knowledge, which can make them
more productive workers or entrepreneurs.
 Entrepreneurship and Innovation: ICTs can lower the barriers to entry for new
businesses and entrepreneurs. They can also facilitate collaboration and innovation by
connecting people and ideas from all over the world.
 Improved Market Access: ICTs can help businesses to reach a wider range of
customers, both domestically and internationally. This can lead to increased sales and
economic growth.
 E-commerce and Digital Services: ICTs enable e-commerce and the development of
new digital services. These activities can create new jobs and contribute to economic
growth.
Limited Transformational Evidence
The text also highlights the limited evidence for transformational changes due to ICTs in
developing countries. This means that ICTs are unlikely to create entirely new industries or
business models on their own.
Extensive vs. Intensive Uses
The text differentiates between extensive and intensive uses of ICTs.
 Extensive Uses: This refers to the basic adoption of ICTs, such as using mobile phones
for voice calls or text messaging, buying and selling goods online, and accessing
information through the internet. The image you sent likely depicts an example of
extensive ICT use in a developing country, where a small business owner is using a
mobile phone.
 Intensive Uses: This refers to more advanced uses of ICTs, such as e-commerce, mobile
banking, and the use of big data analytics. Intensive use of ICTs may have a greater
transformational impact on economies.
Overall, extensive use of ICTs can play a significant role in economic growth in developing
countries by improving communication, access to information, and market efficiency. However,
more evidence is needed to determine the extent to which ICTs can lead to transformational
changes in developing economies.
 Session 5
ICTs, poverty and livelihoods
Slide 1
Overview
Aim – to understand how ICTs can help eradicate poverty

Objectives – participants will be able to:

- Explain the intention of poverty eradication as a development goal
- Categorise the relationship between ICTs and financial poverty eradication
- Summarise evidence on the relationship between ICTs and financial poverty
eradication
- Outline the sustainable livelihoods framework
- Overview evidence on the relation between ICTs and sustainable livelihoods
- Explain the impact of ICTs on gender equality

5.1. Poverty eradication as a development goal

ASK – how would you define poverty?
>Draw out notions of absolute and relative poverty

Let’s understand poverty eradication as a development goal:

 Absolute Poverty: This refers to being deprived of the essentials for
survival, including food, water, shelter, clothing, healthcare, and education.
The image depicts this as living on less than $1.90 a day. Absolute poverty
is a more fixed measure of basic needs.
 Relative Poverty: This refers to the inability to maintain a standard of living
that is considered acceptable in your society. The image shows this as being
excluded from things most people in your community can afford. Relative
poverty is more about how your situation compares to others around you.
Eradicating Poverty as a Development Goal
The aim of poverty eradication is to significantly reduce both absolute and relative
poverty. This means ensuring that people have the resources and opportunities to
meet their basic needs and live a decent life according to their community's
standards.
ICTs and Poverty Eradication
The course you're participating in explores how Information and Communication
Technologies (ICTs) can play a role in achieving this goal. The following sections
will likely explore how ICTs can be used to:
 Increase Incomes: For example, ICTs can connect people to new markets,
provide access to financial services, and improve job skills.
 Reduce Costs: ICTs can help people save money on essential goods and
services by facilitating price comparisons and online shopping.
 Empower People: ICTs can improve access to information and education,
which can help people make informed decisions about their lives and
livelihoods.
  Promote Equality: ICTs have the potential to bridge the digital divide and
give everyone a fair chance to participate in the economy.
Slide 2
Absolute Poverty Numbers
 The text accompanying the image states that around 2 billion people live on
less than $3.10 per day.
 The image itself shows a range of national poverty lines. This means the
income level that defines someone as poor can vary depending on the
country.
Economic Growth and Poverty Reduction
 The text mentions China's experience as an example of how economic
growth can help address absolute poverty.
 The logic is that as economies grow, they create more jobs, increase
incomes, and improve access to basic necessities like food, water, and
shelter. This can lift people out of absolute poverty.
Addressing Absolute Poverty
While economic growth can be a significant factor, it's not the only solution to
absolute poverty. Here are some other points to consider:
 Inequality: Economic growth doesn't always benefit everyone equally.
Policies are needed to ensure that the benefits of growth reach the poorest
populations.
 Other factors: Access to education, healthcare, and social safety nets can
also play a crucial role in lifting people out of poverty.
Slide 3
Relative Poverty and Inequality
 You previously mentioned that relative poverty refers to the inability to
maintain a standard of living that is considered acceptable in your society.
 The Gini coefficient is a statistical tool used to measure income inequality
within a population.
Understanding the Gini Coefficient
  The Gini coefficient ranges from 0 to 1, with 0 representing perfect equality
(everyone has the same income) and 1 representing perfect inequality (one
person has all the income).
 The higher the Gini coefficient, the greater the inequality in a society.
Gini Coefficients in the Image
 The image shows Gini coefficients for several countries.
 By comparing these coefficients, you can see which countries have higher or
lower levels of income inequality.
Relative Poverty and the Gini Coefficient
 A high Gini coefficient indicates that a significant portion of the population
has a low income compared to the average or the wealthiest individuals in
that society.
 This is a marker of relative poverty, as even though everyone might
technically be above the absolute poverty line, a large proportion of the
population lives well below the average standard of living.
Overall
The Gini coefficient is a valuable tool for understanding relative poverty and
income inequality. It helps policymakers and researchers assess the distribution of
wealth within a country and design policies to promote more equitable growth.
Slide 4

The graph represents data from developed countries (Global North) using a
specific definition of the Gini coefficient to measure inequality.
 The lack of a clear correlation suggests that economic growth alone is not
sufficient to reduce income inequality. In other words, countries can
experience economic growth without necessarily seeing a significant decline
in the gap between rich and poor.
 This finding is consistent with wider evidence on poverty eradication.
Economic growth is an important factor, but other measures are also needed
to address poverty and relative inequality.
  The text accompanying the image mentions the need for specific measures
beyond general growth to tackle poverty. This could include policies that
promote inclusive growth, invest in education and healthcare, and support
social safety nets.
 The course you're participating in focuses on how Information and
Communication Technologies (ICTs) can play a role in poverty eradication.
The following sections will likely explore ways in which ICTs can be used
to address inequality and promote inclusive development.
Slide 5

A positive correlation between household income (annual) and internet access in

South Africa. This means that as household income increases, the percentage of
households with internet access also increases. There are two ways to interpret this
relationship:
1. Higher Income Leads to More ICT Access:
This is a common interpretation. It suggests that people with higher incomes have
more disposable income to spend on ICTs, such as internet subscriptions, devices,
and data plans. They may also be more likely to live in areas with better ICT
infrastructure.
2. ICT Access Could Lead to Higher Income:
This is also a possibility. Owning a device and having internet access can open
doors to new opportunities that can increase income. Here are some ways this
might happen:
 Access to information and education: The internet can provide access to
educational resources, online courses, and information that can help people
develop new skills and knowledge, potentially leading to better jobs or
starting their own businesses.
 Improved job opportunities: ICTs can connect people to a wider range of
job opportunities, both locally and globally. They can also facilitate online
applications and remote work possibilities.
  Market access and entrepreneurship: The internet can allow people to sell
goods and services online, reaching a wider customer base and potentially
increasing income.
The Likely Two-Way Relationship
The reality is likely a two-way relationship. People with more income can afford
better ICT access, and ICT access can create opportunities that lead to higher
income. This highlights the importance of digital inclusion initiatives that aim to
bridge the digital divide and make ICTs affordable and accessible to everyone,
regardless of income level.
Slide 6
The concept map illustrates how ICTs might influence people's ability to get, save,
make, and spend money more effectively.
Four Areas of Impact
 Getting Money: ICTs can connect people to new job opportunities, both
locally and globally. They can also facilitate online applications, remote
work possibilities, and access to information and education that can help
people develop new skills and qualifications.
 Saving Money: ICTs can help people compare prices, find deals online, and
access financial services that can help them save money on essential goods
and services.
 Making Money: ICTs can enable people to sell goods and services online,
reach a wider customer base, and potentially increase their income through
entrepreneurship and e-commerce.
 Spending Money: ICTs can help people manage their finances more
effectively, such as by budgeting and making online payments.
Overall
The concept map suggests that ICTs can be a tool for poverty reduction by
increasing people's capabilities in several key financial areas. However, it's
important to remember that:
  Correlation does not equal causation: Just because there is a correlation
between ICT access and reduced poverty doesn't necessarily mean that ICTs
cause poverty reduction. Other factors may be at play.
 Digital Divide: Not everyone has equal access to ICTs. This digital
divide can limit the poverty-reduction effects of ICTs.

Slide 7
Remittances: This refers to money sent back home by people who are working
away from their families, often in another country. These remittances can be a vital
source of income for poor families, helping them to meet basic needs like food,
shelter, and healthcare.

Cash Transfers: These are payments given directly to poor families or individuals
by governments or aid organizations. Cash transfers can be used for a variety of
purposes, depending on the program's design. Some programs aim to meet basic
needs, while others may target specific goals like education or healthcare.
Slide 8

Journey Substitution: As mentioned previously, ICTs can help reduce the cost of
physical travel. For example, people can use mobile phones or video conferencing
to communicate with family members who live far away, instead of traveling to
see them in person. This can free up money that could be saved.
 Accumulating Savings: The text you mentioned suggests that ICTs can also
enable broader saving habits, not just saving on travel costs. The
accompanying image seems to support this idea.
 Mobile Money Accounts: The image depicts a study that found people
using mobile money accounts were 20% more likely to report savings.
This suggests that mobile money can be a useful tool for saving, particularly
for those who may not have access to traditional bank accounts.
Possible Reasons Why Mobile Money Helps Saving
 Security: Mobile money can provide a secure way to store savings,
potentially safer than keeping cash at home.
  Convenience: Mobile money transactions can be done easily through a
phone**, eliminating the need to travel to a bank or other financial
institution.
 Budgeting and Tracking: Some mobile money services may offer features
that help users track their spending and budget more effectively, which
can encourage saving.

Slide 9
Financial Inclusion through ICTs
The concept map highlights how Information and Communication Technologies
(ICTs) can play a key role in promoting financial inclusion, especially at the
Diffusion (D) and Integration (I) levels of the DIRT framework (Diffusion of
Innovations Research Theory). Here's a breakdown of the key points:
 DIRT Framework: The DIRT framework classifies innovations based on
the degree to which an innovation is spread (Diffusion) and how it becomes
integrated into people's lives (Integration).
 D and I Levels: The D and I levels represent the early stages of innovation
adoption, where people are first becoming aware of a new idea and starting
to experiment with it.
 ICTs and Financial Services: The concept map suggests that ICTs can help
diffuse awareness of financial services among previously unbanked
populations (D level). They can also facilitate the integration of these
services into people's lives (I level) by making them more accessible and
affordable.
Examples of How ICTs Promote Financial Inclusion
 Mobile Money: Mobile money services deliver financial services through
mobile phones, reducing reliance on traditional banks and branches. This
can increase access to accounts, money transfers, and potentially savings
products for people in remote areas or those excluded from the formal
financial system.
 Digital Payments: ICTs enable digital payments for goods and services,
which can be more secure and convenient than cash transactions.
  Microloans: ICTs can facilitate the provision of microloans to low-income
individuals to start or grow businesses.
 Financial Information: ICTs can be used to disseminate financial
information and education, helping people make informed decisions about
saving, borrowing, and managing their money.
Overall
The concept map emphasizes that ICTs are a powerful tool for expanding
financial inclusion beyond money transfer. By increasing access to a wider range
of financial services, ICTs can empower people to manage their money more
effectively, build assets, and lift themselves out of poverty.
Important Considerations
 Digital Divide: As discussed previously, not everyone has equal access to
ICTs or the digital literacy skills needed to use financial services offered
through these technologies. Efforts to bridge the digital divide are critical for
inclusive financial development.
 Regulation: Appropriate regulation is needed to ensure the security and
fairness of financial services delivered through ICTs, protecting consumers
from fraud and other risks.

Slide 10
Making Money with ICTs
The concept map outlines two main categories:
 Extensive Use: This refers to using ICTs in a more independent way, often
to create your own opportunities and be your own boss. An example given in
the text is e-commerce.
 Intensive Use: This refers to using ICTs as an employee, using skills and
knowledge to perform a specific job function within an organization. The
image you sent focuses on how ICTs can help people get traditional jobs.
Extensive Use: Working for Yourself
  E-commerce: This refers to selling goods or services online. ICTs facilitate
e-commerce by providing platforms for online stores, marketing and
promotion, and payment processing.
 Freelancing and Consulting: ICTs allow people to find freelance work or
consulting gigs online, offering their skills and expertise to clients remotely.
 Online Content Creation: People can create and share content online, such
as blogs, videos, or music, and potentially earn revenue through advertising,
subscriptions, or donations.
Intensive Use: Working for Someone Else
 Job Searching: ICTs can be used for online job searching, applying for jobs
electronically, and connecting with potential employers through professional
networking sites.
 Improved Skills and Qualifications: ICTs provide access to a wealth of
online learning resources and training courses that can help people develop
the skills and qualifications needed to get a job.
 Increased Efficiency and Productivity: ICTs can improve efficiency and
productivity in many workplaces, which can lead to better job opportunities
and career advancement.
Finding the Right Path
The choice between working for yourself (extensive use) or working for someone
else (intensive use) depends on your individual skills, interests, and risk tolerance.
ICTs can be a valuable tool for both approaches.
Additional Considerations
 Digital Divide: As discussed previously, the digital divide can limit people's
ability to take advantage of ICT-enabled work opportunities.
 Digital Skills: Developing digital skills is essential to thrive in the ICT-
driven economy, regardless of whether you choose to work for yourself or
someone else.
Slide 11
Base-of-the-pyramid ICT jobs
Slide 12
concept that poor people spend a higher proportion of their income on ICTs
compared to wealthier individuals.
Why the Poor Spend More
The text accompanying the image mentions a few reasons why poor people might
spend a higher proportion of their income on ICTs:
 Limited Access to Fixed Landlines: Poor people may lack access to fixed
landline connections for internet or phone service. Mobile phones may be
their primary way to communicate and access information.
 Importance of Mobile Phones: Mobile phones can be essential tools for
poor people, allowing them to stay connected with family, find work, access
government services, and manage their finances. The benefits of having a
mobile phone may outweigh the cost, even if it represents a significant
portion of their income.
Slide 13
Sustainable Livelihoods Framework (SLF), which is a conceptual tool used to
understand the factors that influence people's ability to make a living. Here's a
breakdown of the key components of the SLF and how ICTs can relate to each:
 Livelihood Assets: These are the resources that people need to achieve their
livelihood goals. They can be categorized into five main types:
o Human Capital: ICTs can provide access to education and training
resources, helping people develop skills relevant to the job market.
o Social Capital: ICTs can facilitate communication and collaboration
among people involved in similar livelihoods activities.
o Natural Capital: ICTs can be used to monitor and manage natural
resources more effectively.
o Physical Capital: ICTs can improve access to markets and financial
services, which can help people acquire physical assets needed for
their livelihoods.
 o Financial Capital: As discussed previously, ICTs can enable savings,
money transfers, and access to financial products.
 Vulnerability Context: This refers to the factors that can threaten or
undermine people's livelihoods, such as natural disasters, economic shocks,
or political instability. ICTs can be used for early warning systems, disaster
preparedness, and risk management.
 Shocks and Trends: These are sudden or gradual events that can disrupt
livelihoods, such as droughts, floods, or economic crises. ICTs can be used
to collect data, monitor trends, and develop appropriate responses to shocks.
 Seasonality: This refers to the cyclical patterns that affect livelihoods, such
as seasonal variations in agricultural production or tourism. ICTs can help
people plan for seasonal fluctuations and manage their resources more
effectively.
 Transforming Structures and Processes: These are the institutional
arrangements and policies that shape the environment for livelihoods
activities. ICTs can be used to promote transparency, accountability, and
good governance in these structures and processes.
 Livelihood Strategies: These are the actions that people take to secure their
livelihoods. ICTs can support a wide range of livelihood strategies, as
discussed previously in our sessions on getting, saving, and making money.
 Livelihood Outcomes: These are the results of people's livelihood
strategies, such as income levels, food security, and well-being. ICTs can
contribute to positive livelihood outcomes by empowering people,
improving efficiency, and expanding opportunities.
Slide 14
Before an External Shock (e.g., Earthquake Preparedness)
 Early Warning Systems: ICTs can be used to develop and disseminate
early warnings about impending disasters, allowing people to evacuate or
take precautions to minimize damage.
 Risk Mapping and Vulnerability Assessments: ICTs can be used to
collect data and create maps that identify areas at high risk of natural
 disasters. This information can be used to develop targeted preparedness
plans.
 Public Awareness and Education: ICTs can be used to raise public
awareness about disaster risks and educate people on how to prepare for and
respond to emergencies.
During an External Shock (e.g., Earthquake Response)
 Communication and Coordination: ICTs can be critical for
communication and coordination among emergency responders, government
agencies, and relief organizations. This can help to ensure a more efficient
and effective response to the disaster.
 Search and Rescue: ICTs can be used to locate people who are trapped or
missing after a disaster. For example, drones can be equipped with cameras
to search for survivors in remote areas.
 Information Sharing: ICTs can be used to share information about the
situation on the ground, including the location of damaged areas, available
resources, and urgent needs.
After an External Shock (e.g., Earthquake Recovery)
 Needs Assessment: ICTs can be used to assess the needs of people affected
by the disaster, such as food, water, shelter, and medical care. This
information can be used to target relief efforts more effectively.
 Resource Mobilization: ICTs can be used to mobilize resources for
reconstruction and recovery efforts. For example, online fundraising
platforms can be used to collect donations from around the world.
 Monitoring and Evaluation: ICTs can be used to monitor the progress of
recovery efforts and evaluate the effectiveness of interventions.

Slide 15
Social Capital and ICTs
The text accompanying the image refers to Section 5.3.2, which likely discusses
social capital and how ICTs can help strengthen different aspects of it. Social
capital refers to the networks of relationships that people have and the resources
that are available through those networks. There are three main types of social
capital:
 Bonding social capital: These are close-knit relationships with family and
friends. Strong bonding social capital is essential for social support and trust
within a community. However, an over-reliance on bonding social capital
can limit people's access to new opportunities and resources.
 Bridging social capital: These are connections with people from different
backgrounds or social groups. Bridging social capital can expose people to
new ideas, information, and opportunities.
 Linking social capital: These are connections with people in positions of
power or influence. Linking social capital can help people access resources
and services from government agencies, NGOs, or other institutions.
The Challenge for Poor Communities
The text mentions that poor communities often have strong bonding social capital
but weak bridging and linking social capital. This can be a disadvantage because it
limits their access to information, resources, and opportunities outside their
immediate social circles.
How ICTs Can Help
ICTs can be a valuable tool for strengthening bridging and linking social capital
among poor communities:
 Online communities and social media: These platforms can connect
people with others who share similar interests or goals, even if they live in
different geographical locations. This can help to bridge social divides and
expose people to new ideas and opportunities.
 Online learning and training: ICTs can provide access to educational
resources and training courses that can help people develop new skills and
knowledge. This can improve their employability and increase their access
to better jobs.
 Communication and collaboration tools: ICTs can facilitate
communication and collaboration among people involved in similar
livelihoods activities. This can help them to share information, resources,
and best practices.
  E-governance platforms: ICTs can be used to create online platforms that
allow people to interact with government agencies and access services more
easily. This can help to strengthen linking social capital by giving people a
way to connect with institutions in positions of power.
Overall
ICTs have the potential to bridge the social capital gap faced by poor
communities. By facilitating connections with a wider network of people and
institutions, ICTs can empower individuals and communities to access new
information, resources, and opportunities, ultimately contributing to poverty
reduction and sustainable livelihoods.
Important Considerations
 Digital Divide: Not everyone has equal access to ICTs or the skills to use
them effectively. This digital divide can exacerbate existing inequalities and
limit the benefits of ICTs for strengthening social capital.
 Social Inclusion: Efforts are needed to ensure that everyone has the
opportunity to participate in the online world and benefit from the social
capital that can be built through ICTs.

Slide 16
ICTs have a positive impact on vulnerability context, assets, and livelihood
strategies, their impact on transforming wider structures and processes of
society can be more incremental than transformative.
Limited Transformative Impact
There are a few reasons why ICTs may not always lead to transformative change:
 Reinforcing Existing Structures: ICTs can sometimes reinforce existing
power structures and inequalities. For example, if access to ICTs is unequal,
those who already have more power and resources may benefit more from
ICTs than those who are marginalized.
 Focus on Individuals: Many ICT interventions focus on empowering
individuals rather than addressing the broader structural issues that
perpetuate poverty and inequality.
The Example of Gender Inequality
The image you sent highlights gender inequality as an example of a wider
structure that ICTs may not always transform. Here's a breakdown of the
challenges:
 Digital Gender Divide: Women and girls are often less likely than men and
boys to have access to ICTs and the skills to use them effectively. This can
limit the potential of ICTs to promote gender equality.
 Cultural Norms: Cultural norms that restrict women's mobility and access
to technology can also hinder their use of ICTs for empowerment.
Possible Pathways to Transformative Change
Despite these challenges, ICTs can still play a role in challenging gender
inequality. Here are a few examples:
 Raising Awareness: ICTs can be used to raise awareness about gender
inequality and promote gender rights.
 Education and Training: ICTs can provide women and girls with access to
education and training opportunities, which can empower them to participate
more fully in society.
 Economic Empowerment: ICTs can enable women to participate in the
digital economy, creating new income-generating opportunities.
 Voice and Agency: ICTs can provide women with a platform to share their
experiences and advocate for change.
 Session 6
ICTs and social development
Slide 1
At the end of the lecture, the students should be able to understand and explain the
aim and objectives

Aim – to understand how ICTs can help develop human capabilities and well-
being

Objectives – participants will be able to:

- Explain social and human development as a development goal
- Categorise the relationship between ICTs and social development (health and
education)
- Summarise evidence on the relationship between ICTs and social development
(health and education)
- Outline the capabilities framework
- Summarise implications of the relation between ICTs and capabilities

Understanding ICTs and their Role in Human Development

This session delves into the exciting potential of Information and Communication
Technologies (ICTs) to act as a catalyst for human development and improved
well-being. Through a series of learning objectives, participants will gain a
comprehensive understanding of how ICTs can empower individuals and foster
positive societal change.
Key Areas of Focus:
 The Significance of Social and Human Development: The session
establishes a strong foundation by exploring the concept of social and
human development. Participants will gain a clear understanding of what
constitutes a well-developed society and the factors that contribute to
achieving this state.
 The Power of ICTs in Social Development: This core focus area examines
the multifaceted ways ICTs can influence and improve social development,
with a particular emphasis on the health and education sectors. Participants
will learn to categorize the diverse relationships between ICTs and these
crucial areas. This might involve understanding how ICTs function as tools
for delivering educational resources, facilitating access to healthcare
information, or enabling more efficient communication channels within
these sectors.
 Evidence-Based Approach: The session doesn’t simply assert the potential
of ICTs; it emphasizes a critical approach. Participants will be equipped to
evaluate existing research that demonstrates the positive connections
between ICTs and social development in health and education. For instance,
they might explore studies examining how telemedicine improves access to
healthcare services in remote regions or how online learning platforms
 enhance educational opportunities for individuals who might otherwise face
geographical or socioeconomic barriers.
 The Capabilities Framework: This session introduces a valuable
theoretical lens: the capabilities framework. This framework focuses on the
substantive freedoms and choices available to individuals, rather than simply
their material possessions. Understanding this framework is essential as it
allows participants to assess how ICTs can empower individuals and expand
their capabilities.
 Implications and Applications: The final objective encourages participants
to synthesize the knowledge gained throughout the session. They will
explore the potential consequences of the established relationship between
ICTs and the capabilities framework. This might involve analyzing how
ICTs can enable individuals to access better education, improve their health
outcomes, or participate more actively in their communities.
Here’s a detailed explanation of each objective:
5. Explain social and human development as a development goal:
This objective establishes the groundwork for understanding how ICTs contribute
to progress. It focuses on defining:
 Social Development: This refers to the overall improvement in a society’s
living standards, including access to education, healthcare, and basic
necessities.
 Human Development: This concept expands on social development by
focusing on individual capabilities and well-being. It considers factors like
literacy, health, and the ability to participate actively in society.
By understanding these concepts, participants will grasp why social and human
development are crucial objectives for any society.
2. Categorize the relationship between ICTs and social development (health
and education):
This objective delves into the specific ways ICTs can be used to improve social
development. Here, the focus narrows down to two critical sectors:
 Health: Participants will explore how ICTs can be leveraged to enhance
healthcare delivery. This might involve examining telemedicine
 applications, online health information platforms, or mobile tools for
appointment scheduling and medication reminders.
 Education: This area will explore how ICTs can improve access to
education and enhance learning experiences. Participants will learn about
online learning platforms, educational resources available online, and
communication tools that facilitate interaction between students and
teachers.
By categorizing these relationships, participants can identify the different ways
ICTs can be used to address specific challenges in health and education.
3. Summarize evidence on the relationship between ICTs and social
development (health and education):
This objective goes beyond simply knowing the potential of ICTs. Participants will
learn to critically evaluate existing research that demonstrates the positive
connections between ICTs and social development. This might involve:
 Examining studies on how telemedicine has improved access to healthcare
in remote areas.
 Analyzing research on the effectiveness of online learning platforms in
increasing educational attainment.
 Evaluating the impact of ICTs on communication and collaboration within
the health and education sectors.
By summarizing the evidence, participants will gain a more nuanced understanding
of the effectiveness of ICTs in promoting social development.

4. Outline the capabilities framework:

This objective introduces a theoretical framework that focuses on the “capabilities”
of individuals. The capabilities framework goes beyond just income or material
possessions. It emphasizes:
 Substantive Freedoms: This refers to the real choices and opportunities
available to individuals. For example, access to education allows individuals
to pursue their chosen careers.
  Agency: This signifies an individual’s ability to make their own choices and
participate actively in society.
Understanding the capabilities framework is crucial because it allows participants
to assess how ICTs can empower individuals and expand their options.
5. Summarize the implications of the relationship between ICTs and
capabilities:
This final objective encourages participants to consider the broader consequences
of how ICTs can expand human capabilities. This might involve exploring:
 Increased Access to Education and Healthcare: How ICTs can enable
individuals to access better education and healthcare resources, ultimately
leading to improved health outcomes and greater opportunities.
 Enhanced Participation: How ICTs can facilitate communication and
collaboration, allowing individuals to participate more actively in their
communities and contribute to social change.
 Potential Challenges: It’s also important to consider potential drawbacks,
such as the digital divide or unequal access to technology across different
socioeconomic groups.
Slide 2
Human Development Index (HDI), is a tool developed by the United Nations
Development Programme (UNDP) to measure a country's overall development by
capturing progress in three key areas: health, education, and a decent standard of
living.
The session focuses on how Information and Communication Technologies (ICTs)
can be leveraged to advance these human development goals.
Here's a breakdown of the four measures used to calculate the HDI but summarized
into three overall development goals:
 Health: This is measured by life expectancy at birth.
 Education: This is measured by two factors: the average number of years of
schooling for adults aged 25 and older and the expected years of schooling
for children of school-entering age.
  Decent standard of living: This is indirectly measured by gross national
income (GNI) per capita, a proxy for the material resources available to
people in a country.
While the HDI uses these four measures, it consolidates them into a single score to
provide a more holistic measure of a country's development beyond just economic
growth. This focus on human development is important because it recognizes that a
country's well-being is not just about how much money it makes, but also about the
health, knowledge, and opportunities of its people.
Slide 3
1. Wealth, Health, and Education:
 Wealth can influence health and education: Greater financial resources
can provide individuals with better access to healthcare, healthier food
options, and safer living environments. Wealth can also fund educational
institutions and provide students with the resources they need to succeed,
such as computers, textbooks, and internet access.
 Health and education can influence wealth: A healthy population is more
productive and can contribute more to the economy. An educated population
is also more likely to get higher-paying jobs and contribute to economic
growth.

After the next move

2. Health/Education and ICTs:

 ICTs can improve health and education: Information and Communication
Technologies (ICTs) can be used to deliver educational resources and
healthcare information more widely. For example, ICTs can be used for
online learning platforms, telemedicine applications, and spreading public
health awareness.
 Health and education can influence ICT development: The demands of
healthcare and education can drive the development of new ICTs. For
instance, the need for remote communication in healthcare might lead to the
development of more sophisticated telemedicine technologies.
Overall, wealth, health, education, and ICTs are interconnected. Investments in one
area can lead to improvements in the others, creating a positive feedback loop. This
is why it is important to consider these factors together when designing
development strategies.
Slide 4
This is how Information and Communication Technologies (ICTs) can be utilized
to connect them in the context of e-health. Here's a breakdown of the categories of
e-health users by actor:
Ordinary Citizens/Patients
 Public Health: ICTs can empower citizens to take a more active role in their
health and well-being through public health campaigns or educational
resources delivered electronically.
 Patients: ICTs can provide patients with greater access to information about
their health conditions, treatment options, and self-management techniques.
This can be done through patient portals, online support groups, or mobile
health apps.
Healthcare Professionals
 More Medicine-Oriented Professionals (Doctors): ICTs can streamline
communication and collaboration among doctors and other healthcare
providers. Additionally, e-health tools can facilitate remote consultations,
improve access to medical records, and support clinical decision-making.
 More Healthcare-Oriented Professionals (Nurses, Paramedics
etc.): ICTs can enhance communication with patients, improve care
coordination, and allow healthcare workers to more efficiently manage
patient data and appointment scheduling.
Managers of Healthcare Facilities
ICTs can be used for hospital administration tasks such as:
 Inventory management
 Billing and coding
 Appointment scheduling
  Data analysis to improve efficiency and resource allocation
Higher-Level Policy-Makers
Policymakers can leverage ICTs to:
 Monitor disease outbreaks and track health trends
 Develop and implement health policies
 Allocate resources more effectively
Overall, the diagram highlights the potential of ICTs to improve communication,
collaboration, and information sharing across the healthcare system, with the
ultimate goal of improving health outcomes for patients.
Here are some additional points to consider:
 There are challenges associated with implementing e-health solutions, such
as ensuring internet connectivity in remote areas and addressing privacy
concerns.
 The effectiveness of e-health interventions depends on careful planning,
implementation, and evaluation.
Slide 5
Patient Care
 Public health information systems: These systems aim to educate the
public on health issues and encourage positive health behaviors. This can be
done through public health campaigns delivered electronically, websites
with health information, or social media outreach.
 Diagnostic and treatment support systems: These are core applications in
e-health, designed to assist healthcare professionals in diagnosing and
treating patients. They can include:
o Electronic health records (EHRs) that store a patient's medical history
o Clinical decision support systems (CDSS) that provide doctors with
evidence-based recommendations to guide treatment decisions
o Telemedicine applications that enable remote consultations with
healthcare providers
  Practitioner knowledge systems: These online learning platforms help
healthcare professionals develop their skills and knowledge through
continuing education courses, online tutorials, and access to medical
journals and resources.
Health System Management
 Health operations information systems: These systems support the
logistical aspects of healthcare delivery. For instance, they might be used
for:
o Inventory management of medical supplies and pharmaceuticals
o Appointment scheduling and tracking
o Ambulance dispatch
 Health management/policy information systems: These systems
aggregate data from across the healthcare system to inform management
decisions and policy development at the facility, regional, or national level.
This data can be used for:
o Monitoring resource allocation and identifying areas for improvement
o Tracking disease outbreaks and trends
o Evaluating the effectiveness of healthcare interventions
By implementing these six types of ICT applications, healthcare systems can
potentially improve the quality of care for patients, increase efficiency, and make
better-informed decisions about resource allocation and health policy.
It's important to note that successful implementation of these ICT applications
requires careful planning, infrastructure development, and consideration of privacy
and security issues.

Slide 6

The DIKDAR Model

The DIKDAR model depicts a sequential process where:
  Data (raw, unprocessed facts and figures) is transformed into
 Information (processed and organized data) through analysis and
interpretation.
 Knowledge (understanding and insights) is then gained from information.
 This knowledge is then used to make
 Decisions, which are translated into
 Actions, ultimately leading to
 Results (outcomes or impacts).
Focus of Evidence
The text describes a situation where:
 There's a focus on better data collection and information
creation (beginning of the chain).
 There's some improvement in decision-making based on this better
information.
 However, there's a lack of evidence of these decisions translating
into concrete actions (one example only of action) or leading to improved
health outcomes (no health results).
This suggests that a significant portion of the available evidence focuses on the
earlier stages of the DIKDAR model (data and information), with less emphasis on
how this data and information translates into concrete actions and health
improvements.
Addressing the Gap
To bridge this gap and achieve better health outcomes, more attention needs to be
directed towards the later stages of the DIKDAR model. This could involve:
 Developing strategies to translate knowledge into actionable plans.
 Evaluating the effectiveness of interventions based on health outcomes,
not just data collection or decision-making.
 Building capacity for implementation and action at the local level.
 Slide 7
These gaps arise between the envisioned benefits of e-health solutions during the
design phase and the actual implementation and outcomes in the real world. Here's
a breakdown of some common design-reality gaps in e-health, based on the
information in the text you provided and the concept map:
Gaps in Access and Infrastructure
 Design: E-health solutions might be designed assuming ubiquitous internet
connectivity and access to technology.
 Reality: In many regions, internet connectivity is limited, particularly in
rural areas. Additionally, not everyone may own a smartphone or other
device needed to utilize e-health applications.
Gaps in User-Centered Design
 Design: E-health solutions might be designed by tech developers without
sufficient input from the target users (patients, healthcare workers).
 Reality: This can lead to applications that are too complex, difficult to use,
or not culturally appropriate for the target audience.
Gaps in Privacy and Security
 Design: E-health solutions might be designed with robust security measures
to protect patient data.
 Reality: Cybersecurity threats are evolving, and e-health platforms can be
vulnerable to data breaches if not continuously upgraded and maintained.
Gaps in Sustainability
 Design: E-health solutions might be designed with a focus on short-term
benefits, without considering long-term costs and maintenance needs.
 Reality: Implementing and sustaining e-health programs requires ongoing
financial resources, technical support, and training for healthcare workers.
Gaps in Evaluation
 Design: E-health solutions might be designed with a plan to evaluate their
effectiveness in improving health outcomes.
  Reality: Evaluation can be costly and time-consuming, and e-health
programs are not always rigorously evaluated to assess their real-world
impact.
Slide 8

Scientific vs. Traditional: This refers to the potential tension between Western,
science-based medicine and traditional healing practices used in many
communities around the world.
Rational vs. Politicized: This conflict can arise when e-health solutions are
implemented to serve political agendas rather than focusing solely on evidence-
based practices to improve health outcomes.
Decentralized vs. Centralized: This highlights the potential tension between
approaches that empower local communities to manage their own health
information and those that favor more centralized control by government
authorities.
Looking for these Patterns in ICT4D
These conflicts between institutional logics can create challenges for the successful
implementation of ICT4D projects, particularly those focused on e-health. Here are
some tips for looking out for these patterns:
 Identify the Stakeholders: Consider the different stakeholders involved in
the ICT4D project, such as government agencies, healthcare professionals,
traditional healers, and community members. What are their values and
priorities?
 Examine the Design: Analyze the design of the ICT4D project. Does it take
into account the existing healthcare practices and beliefs of the target
community?
 Evaluate the Implementation: How is the ICT4D project being
implemented? Are there mechanisms in place to address the concerns of
different stakeholders and mitigate potential conflicts in institutional logics?
Designer vs. User Logic
The text also mentions the conflict between designer logic and user logic. This is a
common challenge in ICT4D projects in general, not just those focused on e-
health.
 Designer Logic: Designers often have a particular vision for how their
technology will be used.
 User Logic: However, users may have different needs and preferences, and
they may use the technology in unanticipated ways.
It's important for ICT4D projects to bridge the gap between designer logic and user
logic by involving users in the design process and ensuring that the technology is
adapted to the local context.
By being aware of these potential conflicts in institutional logics and between
designer and user logic, developers of ICT4D projects can increase the likelihood
of successful implementation and positive impact.

Slide 9

Here are the four main groups involved and their potential intersections with
Information and Communication Technologies (ICTs) for education and
development. Here's a breakdown of these actors and how ICTs can impact them:
Students
 Access to educational resources: ICTs can provide students with greater
access to learning materials, educational tools, and online courses,
potentially improving their learning experience and outcomes.
 Communication and collaboration: ICTs can facilitate communication and
collaboration between students, both inside and outside the classroom. This
can allow for peer learning, group projects, and connecting with learners
from other parts of the world.
 Personalized learning: ICTs can be used to personalize the learning
experience by tailoring instruction to individual student needs and learning
styles.
Teachers
  Professional development: ICTs can provide teachers with access to
professional development resources and online learning opportunities.
 Teaching methods: ICTs can introduce new and innovative teaching
methods, such as flipped classrooms or simulations, that can enhance student
engagement and learning.
 Assessment and feedback: ICTs can be used to create online assessments,
quizzes, and other tools to provide teachers with data-driven insights into
student learning and progress.
Managers (School administrators)
 Administrative tasks: ICTs can streamline administrative tasks for school
managers, such as record-keeping, scheduling, and communication with
parents.
 Data analysis: ICTs can be used to collect and analyze data on student
performance, which can inform school improvement initiatives and resource
allocation decisions.
 Resource management: ICTs can be used to manage educational resources
more effectively, such as tracking textbooks and other learning materials.
Policy-Makers
 Educational policy development: ICTs can inform educational policy
development by providing data on the effectiveness of different educational
interventions.
 Resource allocation: Policymakers can leverage ICTs to allocate
educational resources more efficiently and effectively across different
schools and regions.
 Monitoring and evaluation: ICTs can be used to monitor and evaluate the
progress of educational reforms and initiatives.

Slide 10

Outlining six main categories of applications:

Public Education Information Systems
 These systems aim to broaden public access to educational resources and
opportunities. Examples include:
o Massive Open Online Courses (MOOCs) that offer free online courses
from universities and other institutions around the world.
o Government websites providing educational resources and
information for citizens.
o Online educational portals with learning materials on a variety of
topics.
Teaching and Learning Support Systems
 These applications form the core of e-learning and are designed to support
and enhance the teaching and learning process. Examples include:
o Learning Management Systems (LMS) that provide a platform for
delivering online courses, managing assignments, and facilitating
communication between students and instructors.
o Educational software and applications that can be used for
simulations, gamified learning, or practicing specific skills.
o Online collaboration tools that enable students to work together on
projects and assignments.
Practitioner Knowledge Systems
 These systems focus on professional development for educators. They
provide teachers with access to online learning resources, training materials,
and opportunities to connect with other educators around the world.
Examples include:
o Online teacher training courses and workshops
o Professional learning communities and forums for educators
o Online repositories of teaching resources and best practices
Education Operations/Management/Policy Information Systems
  These systems are similar to those used in health systems and support the
administration and management of educational institutions. They can be
used for:
o Student data management (enrollment, grades, attendance)
o School resource management (textbooks, supplies)
o Data collection and analysis to inform decision-making about resource
allocation, budgeting, and educational policies
By implementing these six categories of ICT applications, educational institutions
can potentially improve access to education, personalize learning experiences,
enhance teaching practices, and make better-informed decisions about educational
policies and resource allocation.
Slide 11
A prototype of the XO-1 laptop computer, developed by the One Laptop per Child
(OLPC) program. This program aimed to bridge the digital divide by providing
children in developing countries with rugged, low-cost laptops to enhance their
educational opportunities.
Here's a breakdown of the OLPC program and its goals:
 Goal: Transform education for children in developing countries by
providing them with laptops equipped with educational software and
content.
 Target Users: Children in developing countries
 Laptop Features: The XO-1 laptop was designed to be child-friendly,
durable, low-power, and affordable for developing countries. Some of its
features include:
o A bright display optimized for outdoor use
o A protective rubber case
o Long battery life
o Software designed for offline use (since internet connectivity might be
unreliable in some regions)
Criticisms of the OLPC program:
  Sustainability: The program faced criticism for not having a sustainable
funding model and relying heavily on donations.
 Focus on Hardware: Some critics argued that the program overemphasized
providing laptops and did not pay enough attention to developing high-
quality educational content and teacher training.
 Limited Impact: Studies on the program's impact on learning outcomes
showed mixed results.
Legacy of the OLPC program:
Despite the criticisms, the OLPC program pioneered the concept of using low-cost
laptops to improve education in developing countries. The program helped pave
the way for similar initiatives and influenced the development of low-cost
educational laptops marketed by other companies.
Here are some additional points to consider:
 The OLPC program brought international attention to the digital divide and
the importance of ICTs in education.
 The program sparked discussions about the role of technology in education
and the need for approaches that address not just technology access but also
content, pedagogy, and teacher training.
Slide 12
Results suggest that limited use of computers at school may be better than not
using computers at all, [but] using them more intensively than the current
OECD average tends to be associated with significantly poorer student
performance.” (OECD 2015:16)
Here's a breakdown of the key points:
 Limited Use vs. No Use: Schools that introduced computers and used them
to a limited extent showed some improvement in learning outcomes
compared to schools with no computers.
 Intensive Use vs. Moderate Use: There is a negative association between
very intensive computer use in schools and student performance. Schools
that exceeded the OECD average for ICT usage tended to have lower student
performance.
Possible explanations for the negative association between intensive ICT use
and learning:
 Displacement of Effective Instruction: Overreliance on computers may
displace other effective teaching methods, such as teacher-student
interaction, critical thinking exercises, and hands-on activities.
 Distraction and Disruption: Students may be easily distracted by
computers if not used strategically and monitored effectively.
 Lack of Quality Educational Content: The negative impact could be due
to a lack of high-quality educational software and activities designed
specifically for classroom use.
Important to Consider:
 The OECD report likely looked at average trends across many countries.
The relationship between ICT use and learning outcomes may vary
depending on the specific context, such as the quality of instruction, student
backgrounds, and the types of technologies being used.
 The OECD report was published in 2015. The landscape of ICT in education
has evolved since then. More research is needed to understand the impact of
newer technologies and pedagogical approaches that integrate ICTs more
effectively into the classroom.
Slide 13
Variations in Impact based on Extent of Change
The concept map highlights that the impact of e-learning on learning outcomes
increases as the extent of change in the learning approach moves from simply
digitizing content to fundamentally transforming the learning paradigm. Here's a
breakdown of the different levels of change:
 Digitization: This refers to converting existing learning materials
(textbooks, lectures) into digital formats (e-books, online courses). The
impact on learning of simply digitizing content is generally considered to be
low.
 Improved/Repeat Processes: This level involves using technology to
enhance existing instructional processes. For example, using online quizzes
or interactive exercises to reinforce concepts learned through traditional
 lectures. This approach can lead to some improvement in learning outcomes
compared to traditional methods.
 Changing Mode of Learning (Active, Group): This level emphasizes more
active and collaborative learning approaches using technology. This could
involve online simulations, discussions forums, or group projects facilitated
by technology tools. This approach can lead to greater improvements in
learning outcomes compared to digitization or simply repeating existing
processes.
 Transforming Learning Paradigm: This represents the most significant
change and involves a fundamental shift in how learning is designed and
delivered. This could involve personalized learning paths, adaptive learning
technologies, or game-based learning approaches. This approach has the
potential to lead to the greatest improvements in learning outcomes.
Amplification Theory and Motivation
The concept map also highlights the role of motivation in e-learning, referencing
amplification theory. Amplification theory suggests that technology can amplify
both positive and negative aspects of learning.
 If learners are motivated, technology can enhance their engagement and
improve learning outcomes.
 However, if learners are not motivated, technology can exacerbate
existing problems and lead to poorer learning outcomes.
Slide 14
two-sided perspective on whether activities like watching videos, playing computer
games, and online gambling can contribute to development goals. Here's a
breakdown of the information:
Traditional View
 Most people and organizations like NGOs and governments tend to believe
that these activities are not beneficial for development.
 They might see them as a distraction or a waste of time that could be better
spent on activities that contribute to development goals like education, job
training, or starting a business.
Alternative View
The slide suggests an alternative perspective that these activities could have some
positive impacts related to development goals.
 The image itself doesn't elaborate on the details, but here are some potential
benefits to consider:
o Learning and Skills Development: Certain video content,
educational games, and simulations could have educational value and
help develop cognitive skills, problem-solving abilities, or digital
literacy.
o Social Connection and Community Building: Online games and
platforms can provide opportunities for social interaction,
collaboration, and building online communities.
o Entertainment and Stress Relief: Entertainment can have positive
benefits for mental well-being and stress reduction, which can
indirectly contribute to overall development.
Important Considerations
 Even if there are some potential benefits, it's important to acknowledge
potential drawbacks like addiction, negative social interactions, or exposure
to inappropriate content.
 The impact of these activities likely depends on how they are designed and
used. For example, educational games designed for specific learning
objectives are more likely to have a positive impact than purely recreational
games.
Slide 15
Freedoms
Amartya Sen, the Nobel laureate economist who developed the capabilities
approach, defines freedoms as "what the person is free to do and achieve in pursuit
of whatever goals or values he or she regards as important" (Sen 1985:203). In
essence, this refers to the range of choices and opportunities a person has to live
the kind of life they value.
Capabilities
Sen argues that focusing solely on economic indicators of development is
insufficient. A more meaningful way to assess development is to look at the
capabilities people have. Capabilities refer to the alternative combinations of
functionings that are feasible for a person to achieve. Functionings are the beings
and doings that constitute a person's life - for example, being healthy, being well-
nourished, being able to read, or participating in community activities.
Realised Functionings vs. Potential Functionings
The capabilities framework distinguishes between realised functionings and
potential functionings.
 Realised Functionings: These are the functionings that a person actually
achieves in their life.
 Potential Functionings: These are the range of functionings that a person
could potentially achieve, given the opportunities and resources available to
them.
The capabilities framework focuses on expanding people's potential functionings
by removing obstacles and increasing their freedom to choose the kind of life they
want to live.
Individual and Situational Differences
The framework acknowledges that individual and situational differences play a
significant role in determining capabilities. Factors such as a person's culture,
abilities, and the broader socioeconomic context all influence what functionings
are feasible for them to achieve.
Development as Freedom
The capabilities framework positions development as an expansion of people's
freedom to pursue the lives they value. By focusing on expanding capabilities and
removing obstacles that limit people's choices, we can promote a more meaningful
form of development.
Slide 16
Limitations of a Simple View of Development
The text describes bicycles as an example of a technology that might be seen as
universally beneficial for development. However, the capabilities approach
developed by Amartya Sen highlights several factors that can limit the positive
impact of bicycles on people's lives:
 Wider Values: For example, cultural norms about the role of women might
restrict their ability to ride bicycles or limit the places they can go if they do
ride.
 Individual Differences: People with disabilities may be excluded from the
benefits of bicycles if they are not adapted for different needs.
 Other Contextual Reasons: The concept map mentions road safety,
availability of spare parts, and secure storage as other contextual factors that
can influence the usefulness of bicycles.
Sen's Capability Approach
These limitations align with Sen's capability approach to development, which
focuses on expanding people's freedom to pursue valuable functionings and be who
they want to be. In the context of bicycles, this means considering whether they
genuinely increase people's options and capabilities or if certain groups are
excluded due to social norms, physical limitations, or safety concerns.
Slide 17
ICTs and the Capability Approach
The image illustrates the relationship between ICTs and capabilities, referencing
Amartya Sen's capability approach to development. This approach emphasizes that
ICTs are just tools and their value depends on how they are used to expand
people's capabilities to achieve what they value.
Key Considerations
 Personal Factors: A person's skills, knowledge, and motivation all
influence how effectively they can use ICTs to achieve their goals.
 Wider Factors: The socioeconomic context, political structures, and
cultural norms all shape how ICTs are designed, used, and can limit people's
ability to benefit from them.
 Choice and Freedom: A key aspect of the capability approach is the
freedom to choose how to use ICTs. This can be constrained by issues of
access, affordability, and digital literacy.
Video-Watching, Gaming, and Gambling
Earlier, you mentioned video-watching, gaming, and gambling. The capability
approach suggests we should consider whether these activities expand people's
capabilities to achieve what they value.
 Potential Benefits: If used intentionally, these activities could have benefits
such as learning new skills, social connection, or stress relief.
 Potential Unfreedoms: However, excessive use or addiction to these
activities could limit other important functionings like education, work, or
social relationships.
Freedoms and Unfreedoms
The concept map also mentions that freedoms can contain unfreedoms. This relates
to the idea that external contexts can limit people's ability to make free choices
about how they use ICTs. The two examples given in the text you provided are:
 Issues of Motivation: The design of ICTs can be highly motivational,
sometimes exploiting psychological weaknesses to keep people engaged for
extended periods. This can raise concerns about manipulation and addiction.
 Issues of Censorship: Governments or other actors may censor information
online, limiting people's access to knowledge and freedom of expression.
 Session 7
Slide 1
e-Governance and development
“ICTs for Development” course
Overview
Aim and Objectives
Aim – to understand how ICTs can help develop and improve governance in developing
countries
Objectives – participants will be able to:
explain governance-related goals in development define and illustrate public value analyse the
public value of, and challenges to, e-services in developing countries utilise models to analyse
the role of ICTs in e-accountability and e-democracy initiatives analyse the role of motivation
and power in e-governance initiatives.
 Title: e-Governance and Development
  Subtitle: Transforming Public Services in Developing Countries
Good day, everyone. Today, we'll be exploring the concept of e-governance and its role in
development, particularly in developing countries. By the end of this presentation, you will have
a better understanding of the public value of e-services, the challenges associated with
implementing them, and the role of ICTs in fostering accountability and democracy. Let's get
started!
What is e-Governance?
The use of electronic technologies to deliver government services, improve communication with
citizens, and enhance efficiency and transparency.
 Can include:
o Online portals for accessing government services
o Mobile apps for reporting issues and grievances
o Social media platforms for citizen engagement
e-Governance is the application of information and communication technologies (ICTs) to
transform the way governments function. It encompasses a wide range of initiatives, from online
service delivery to citizen participation platforms. The core objective of e-governance is to
improve the efficiency, transparency, and accountability of government institutions.
Public Value of e-Services
 Increased efficiency and productivity
 Improved access to government services
 Enhanced transparency and accountability
 Greater citizen participation
 More informed decision-making
e-Services can offer significant public value by streamlining government processes, making
services more accessible to citizens, and promoting transparency and accountability. When
citizens can easily access government information and services online, it can save them time and
money. Additionally, e-governance can empower citizens to hold their governments accountable
by providing them with platforms to voice their concerns and track government performance.
Challenges to e-Services in Developing Countries
 Lack of infrastructure: Limited access to computers, internet connectivity, and reliable
electricity.
 Digital literacy: Limited digital literacy skills among citizens can hinder their ability to
use e-services.
  Corruption: E-governance initiatives can be vulnerable to corruption if not implemented
properly.
 Privacy concerns: Citizens may be hesitant to use e-services due to concerns about data
privacy and security.
Developing countries face several challenges in implementing e-services. These challenges
include a lack of infrastructure, limited digital literacy, corruption, and privacy concerns. For
example, if a significant portion of the population does not have access to computers or the
internet, it will limit the reach of e-government initiatives. Additionally, citizens may be hesitant
to use e-services if they are concerned about the security of their data.
The Role of ICTs in e-Accountability and e-Democracy
 ICTs can promote e-accountability by:
o Increasing transparency: Making government data and information more
accessible to citizens.
o Enabling citizen participation: Providing platforms for citizens to report
corruption and hold governments accountable.
o Strengthening oversight: Empowering oversight institutions to monitor
government activities.
 ICTs can promote e-democracy by:
o Facilitating citizen engagement: Providing online platforms for citizens to
participate in decision-making processes.
o Enhancing political communication: Enabling more direct communication
between citizens and their representatives.
Information and communication technologies (ICTs) can play a critical role in promoting e-
accountability and e-democracy. E-accountability refers to the use of ICTs to hold governments
accountable to their citizens. E-democracy refers to the use of ICTs to promote citizen
participation in democratic processes. ICTs can promote e-accountability by increasing
transparency, enabling citizen participation, and strengthening oversight institutions.

Slide 2
Good governance as a development goal

Give governance definition from Section 7.1 text.

ASK – why does good governance matter (see slide)?
>As an input to development: improves ability to achieve development
>As a goal of development: political development alongside socio-economic development
DISCUSSION
What would “better governance” mean to you?
>See different views around size and nature of role for government

7.1. Good Governance as a Development Goal

What is Good Governance?
Good governance doesn't have a universally agreed-upon definition, but the "Good Governance
and SDGs" slide offers valuable insights. It outlines six key characteristics that contribute to a
well-governed society:
 Legislature: A representative body that establishes laws.
 Executive: The branch responsible for enforcing laws and managing daily state affairs.
 Judiciary: The branch that interprets laws and ensures their fair application.
 Effective Services: Delivery of essential services for citizen well-being, like education,
healthcare, and infrastructure.
 Accountability: The obligation of government institutions to answer to the people.
 Democratic Inclusion: Citizen participation in the political process.
Why Does Good Governance Matter? (Refer to Slide)
The slide emphasizes two crucial reasons why good governance is essential for development:
1. As an Input to Development: Effective governance enhances a country's ability to
achieve development goals. When governments establish strong institutions that deliver
essential services, uphold the rule of law, and are accountable to the people, they create
an environment that fosters sustainable development.
2. As a Goal of Development: Good governance is not just a means to an end; it's a critical
development goal itself. It represents political development that progresses alongside
socioeconomic development. When citizens have a voice in government, and decision-
making processes are inclusive and transparent, it fosters stability, equity, and long-term
progress.
Discussion: What Would "Better Governance" Look Like?
While there's no single "correct" answer, the varying perspectives on government size and role
(illustrated in the possible additional image) highlight the context-specific nature of good
governance. Here are some general considerations for what "better governance" might entail:
 Effective and Efficient Service Delivery: A well-functioning government should deliver
essential services like education, healthcare, and infrastructure in a timely, equitable, and
affordable manner.
  Transparency and Accountability: Mechanisms that ensure government institutions are
open and accountable to the people they serve. This includes freedom of information
laws, citizen participation in decision-making, and independent oversight bodies to
combat corruption and abuse of power.
 The Rule of Law: A strong justice system that upholds the rule of law is essential. The
law should be applied fairly and consistently to all citizens, regardless of background or
socioeconomic status.
 Political Participation and Inclusion: Democratic governance requires mechanisms for
meaningful citizen participation in the political process. This includes freedom of
expression, assembly, and association, as well as fair and inclusive elections.
By striving for better governance based on these factors, we can create a foundation for
sustainable development that benefits all citizens.

The Slide shows diagram illustrating the relationship between good governance and
development. Here's a professional explanation of the slide:
The slide depicts a conceptual framework illustrating the relationship between good
governance and development.
 Inputs on the left side represent the resources and processes that are required for good
governance and development.
 These inputs can be broadly categorized into two types:
o Good governance inputs: These are mechanisms such as the rule of law,
accountability, political stability, and citizen participation.
o Other development inputs: These can include factors like infrastructure,
education, and healthcare.
 The center section represents the processes through which these inputs are transformed
into development outcomes. These processes can include policy formulation,
implementation, and monitoring.
 The right side of the slide shows the intended impacts or goals of good governance and
development. These goals can encompass economic growth, poverty reduction, social
equity, and environmental sustainability.
The underlying message conveyed in the slide is that good governance is essential for achieving
development goals. By establishing mechanisms for effective decision-making, transparency,
and accountability, governments can create an environment conducive to sustainable
development.

Slide 3
SDG 16: Promote Peaceful and Inclusive Societies for Sustainable Development
Let’s now turn our attention to Sustainable Development Goal 16, which focuses on promoting
peaceful and inclusive societies.
The text accompanying this goal in the UN’s Agenda for Sustainable Development reads:
"Promote peaceful and inclusive societies for sustainable development, provide access to
justice for all and build effective, accountable and inclusive institutions at all levels."
The “Good Governance and SDGs” slide we’re looking at illustrates the three key components of
effective, accountable, and inclusive institutions, which are essential for achieving SDG 16:
 Effective Governance: This refers to the capacity of government institutions to deliver
essential services and policies in a way that meets the needs of the people. The slide
depicts the legislature, executive, and judiciary as key components of effective
governance.
 Accountable Governance: This means that government institutions are answerable to
the people they serve. The slide highlights accountability as a crucial characteristic of
good governance.
 Inclusive Governance: This implies that all groups of people in society have a voice in
government decisions and an equal opportunity to participate in public life. The slide
emphasizes democratic inclusion as a key feature of good governance.
By establishing institutions that are effective, accountable, and inclusive, countries can lay the
groundwork for peaceful, just, and sustainable societies.

Slide 4
Absolutely, here's an explanation that combines the strengths of both approaches, addressing the
limitations of New Public Management (NPM) and introducing the concept of Public Value:
Limitations of New Public Management (NPM):
The slide you sent depicts a shift from New Public Management (NPM) to Public Value. While
NPM brought a focus on efficiency and business-like practices to the public sector, it has
limitations:
 Overemphasis on efficiency: NPM can lead to a narrow focus on cost-cutting and
efficiency gains, sometimes at the expense of broader societal goals.
 Limited scope: NPM often emphasizes short-term performance over long-term strategic
objectives.
  Inapplicability to all services: Some government services are not easily adapted to a
business model, as their primary objective is not profit generation.
Public Value as an Alternative Principle
The image you sent introduces the concept of Public Value as an alternative guiding principle for
good governance, including ICT-enabled improvements.
Here's a definition of Public Value:
 Public Value: The outcomes or benefits that government initiatives generate for citizens.
These outcomes can encompass both tangible benefits (like improved infrastructure) and
intangible benefits (like increased trust in government).
The Nature and Implications of Public Value
The core idea behind Public Value is that government decisions and initiatives should be
evaluated based on the value they create for citizens, rather than solely on efficiency or cost-
effectiveness. This broader perspective encourages governments to consider the social,
economic, and environmental implications of their policies.
Here are some key implications of focusing on Public Value in governing:
 Citizen-centric approach: Public Value encourages governments to be more responsive
to the needs and aspirations of their citizens.
 Long-term thinking: A Public Value approach encourages governments to consider the
long-term impacts of their decisions, not just short-term gains.
 Collaboration: Creating public value often requires collaboration between different
sectors of society, including government, business, and civil society.
 Focus on outcomes: The Public Value approach emphasizes measuring the actual impact
of government programs and initiatives.
The Role of ICTs in Public Value Creation
Information and communication technologies (ICTs) can play a vital role in helping governments
create public value by:
 Improving service delivery: ICTs can make government services more accessible,
efficient, and convenient for citizens.
 Enhancing citizen participation: ICTs can provide platforms for citizens to engage with
government, share ideas, and hold government accountable.
 Promoting transparency: ICTs can make government data and information more open
and accessible to citizens, which fosters trust and accountability.
 Facilitating collaboration: ICTs can enable collaboration between different government
agencies and between government and other sectors of society.
By embracing the concept of Public Value and leveraging ICTs effectively, governments can
improve governance and deliver better outcomes for their citizens.

Slide 5
The Impact of e-Services in Developing Countries: A Case Study of Bhutan
The case study you provided illustrates the impact of e-services in developing countries using
Bhutan as an example. The study analyzes various indicators to assess the effectiveness of
Bhutan’s e-government initiatives.
Public Value vs. Management Indicators
The case study differentiates between indicators that contribute to public value and those related
primarily to internal management concerns.
 Public Value Indicators: These indicators measure the impact of e-services on citizens
and businesses. In the Bhutan case study, likely public value indicators include:
o External lead time per service type: This measures how quickly citizens can
receive services through e-channels.
o Customer’s time taken in office: This indicates whether e-services are saving
citizens time compared to traditional in-person services.
o Sense of fairness/rule of law felt by customers: This assesses whether e-
services are perceived as fair and transparent.
 Management Indicators: These indicators focus on internal government operations and
efficiencies. In the Bhutan case study, management control and staff working time are
likely examples of management indicators. While important for internal efficiency, these
don't directly measure the value delivered to citizens.
Overall Impact of ICTs on Services in Bhutan
The Bhutan case study suggests that ICTs have had a largely positive impact on government
services in the country. Here's a summary of the case study's findings:
 Improved Efficiency: While e-services may not always drastically reduce internal
government costs, they can improve efficiency by streamlining processes and reducing
administrative burden.
 Enhanced Service Delivery: E-services can make government services more accessible
and convenient for citizens, leading to improved service delivery.
 Increased Transparency: E-government initiatives can promote transparency by making
government information more open and accessible to citizens.
It's important to note that the case study also highlights the challenge of cost**. E-government
initiatives often require investment in technology and infrastructure, and the anticipated cost
savings may not always be fully realized.
Overall, the case study on Bhutan provides valuable insights into the potential benefits and
challenges of e-services in developing countries. By carefully considering these factors,
developing countries can leverage ICTs to improve governance and deliver better services for
their citizens.

Slide 6
the concept of public value is context-specific, and there's no one-size-fits-all model. The image
you sent titled "Public value of e-services in Sri Lanka: alternative model" reinforces this notion.
Here's a breakdown on public value models and how they relate to e-governance:
Public Value Models and E-Governance
Traditionally, public value was often seen as synonymous with economic value delivered by
government services. However, the concept of public value has evolved to encompass a wider
range of benefits for citizens.
The image you sent showcases an alternative model for public value specific to e-services in Sri
Lanka. This model highlights various factors that contribute to public value in this context,
including:
 Information
 Importance
 Choice
 Cost savings
 Fairness
 Citizen's satisfaction
 Security and privacy
 Trust in e-Services
 Effectiveness of public organization
 Citizens' perceptions
Why Citizen Views Matter
E-governance initiatives should be grounded in public value, and the image emphasizes the
importance of surveying citizen views to define what public value means in a particular context.
By understanding citizens' needs and priorities, governments can develop e-services that are truly
valuable and meet their expectations.
Key Points to Remember
 Public value is not a fixed concept; it varies depending on the specific context and needs
of citizens.
 E-governance initiatives should be designed with public value in mind.
 Citizen input is essential for defining public value in the context of e-governance.
By following these principles, governments can leverage e-governance to deliver services that
are more effective, efficient, and equitable for their citizens.

Slide 7
Challenges identified from the image:
The image depicts a table titled "e-Services challenges" that outlines four key hurdles to e-
service adoption:
 Accessibility: This refers to the ability of citizens to access e-services. Challenges can
include lack of infrastructure (internet connectivity, devices), affordability of technology,
and physical limitations.
 Awareness: Even if e-services are available, citizens may not be aware of them or how to
use them. Limited digital literacy and lack of awareness campaigns can contribute to this
challenge.
 Assessment: Citizens need to be convinced of the value of e-services before adopting
them. Uncertainties about security, privacy, and effectiveness can hinder adoption.
 Enablers/Constraints: This category encompasses various factors that can facilitate or
impede e-service adoption. Enablers include government support, investment in
infrastructure, and capacity building programs. Constraints can include legal frameworks
that hinder e-governance, lack of standardization, and corruption.
Additional considerations from Box 7.3 (text not shown but likely refers to benefits/costs):
The text excerpt from Box 7.3, though not explicitly shown, mentions "benefits/costs" as an
additional factor to consider. Citizens need to perceive the benefits of e-services to outweigh the
costs (time, effort, potential risks) associated with adoption.
In conclusion:
By understanding these challenges, governments and other stakeholders can develop strategies to
promote wider adoption of e-services in developing countries.

Slide 8
leveraging the content you provided and the concept of e-accountability, here's an explanation of
the informational model along with mechanisms for all three stages:
E-Accountability and the Informational Model
The image you sent depicts the informational model of e-accountability, a framework illustrating
the process of holding government officials and agencies accountable using information and
communication technologies (ICTs). This model emphasizes transparency, accountability, and
citizen participation as key pillars of e-accountability.
Stages of the Informational Model
The informational model identifies three sequential stages in the e-accountability process:
1. Openness (Stage 1): This initial stage focuses on making government information open
and accessible to citizens. Mechanisms to facilitate openness include:
o Right to Information Laws: Legislation guaranteeing citizens' right to access
government information.
o Open Data Initiatives: Making government data publicly available in machine-
readable formats.
o Government Websites: Websites that provide comprehensive information about
government policies, programs, performance, and budgets.
2. Transparency (Stage 2): This stage involves making government decisions clear and
understandable to citizens. Mechanisms to enhance transparency include:
o E-consultation platforms: Online platforms for citizens to provide feedback on
government policies and proposals.
o Budget transparency portals: Websites that explain government budgets in a
user-friendly manner.
o Performance dashboards: Online tools that track government performance on
key indicators.
3. Accountability (Stage 3): This final stage refers to holding government accountable for
its actions. Mechanisms to support accountability include:
o E-grievance redressal mechanisms: Online platforms for citizens to file
complaints and seek redress for grievances related to government services.
o Social media: Platforms for citizens to engage with government officials and
expose wrongdoing.
o Independent oversight bodies: Institutions like ombudsman offices that
investigate citizen complaints against government agencies.
The Case Study and Mechanisms
The exercise asks you to identify mechanisms for each stage based on the information provided
in Box 7.5 (which isn't included here, but we can discuss general mechanisms). Here's a possible
answer based on the general mechanisms listed above:
 Stage 1 (Openness): Citizens (according to the case study)
 Stage 2 (Transparency): Citizens and central team (possibly collaborating on e-
consultation platforms)
 Stage 3 (Accountability): Local media, collective voice of citizens/champions (raising
awareness on social media), and central team (investigating complaints through e-
grievance mechanisms)
It's important to note that the specific mechanisms used will vary depending on the context of
each country.
Conclusion
The informational model provides a valuable framework for understanding e-accountability. By
implementing mechanisms for openness, transparency, and accountability at all three stages,
governments can leverage ICTs to improve governance and empower citizens.

Slide 9
based on the concepts of e-accountability and the image you sent titled "Accountability cycle
motivations," here's a breakdown of motivations for the three stages:
Motivations in the E-Accountability Cycle
The image you sent depicts a table outlining three key motivations for the different actors
involved in the e-accountability cycle. Let's explore these motivations and how they relate to
each stage:
Stage 1: Openness
 Accounter Motivation (e.g., Public Official or Agency): Bureaucracies may be
reluctant to share information due to concerns about transparency revealing errors or
inefficiencies. Legislation mandating open data can help overcome this reluctance.
Stage 2: Transparency
 Accountee Motivation (e.g., Citizen or NGO): Citizens may lack the interest or
knowledge to actively monitor government performance. Civil society organizations can
play a role in raising awareness and motivating citizen engagement.
Stage 3: Accountability
 Accounter Motivation (e.g., Public Official or Agency): Even when information is
open and citizens are engaged, government officials may not be motivated to change their
 behavior based on public scrutiny. Automated reporting mechanisms can help reduce
opportunities for discretion and improve accountability.
Finding and Creating Motivation
The image you sent prompts us to consider where motivation exists or can be created or
circumvented in e-accountability design. Here are some ideas:
 Legislation and regulations can create mandatory requirements for data sharing and
transparency.
 Building civil society capacity can equip citizens with the skills and knowledge to hold
governments accountable.
 Automating processes can reduce opportunities for human error or manipulation of data.
 Fostering a culture of openness within government can encourage information sharing
and transparency.
Conclusion
By carefully considering motivations at each stage of the e-accountability cycle, and identifying
ways to create or circumvent lack of motivation, e-accountability initiatives can be designed to
be more effective in developing countries.

Slide 10

Public value differs from private value in fundamental ways. Here's a breakdown based on the
concept of public value and the image you sent titled "Models of democracy/governance":
Public vs. Private Value: Core Differences
Public value focuses on the broader wellbeing of citizens, while private value prioritizes profit
and shareholder returns. Here's a table outlining these key differences:

Public Value and Models of Governance

The image you sent depicts five different models of governance and democracy:
 Liberal Individualist: This model emphasizes individual rights and freedoms, with
limited government intervention.
  Communitarian: This model focuses on the importance of community and social
cohesion, with a role for government in promoting these values.
 Authoritarian: This model concentrates power in the hands of a few, with limited citizen
participation.
 Participatory (Deliberative): This model emphasizes citizen participation and
deliberation in decision-making.
 Competitive: This model focuses on competition between political parties for power.
The specific model of governance and democracy that the public values will shape how e-
democracy develops and functions in a particular country. Here's how:
 In liberal individualist societies, e-democracy may focus on providing information and
services to citizens online.
 In communitarian societies, e-democracy may be used to facilitate discussion and
debate on issues of common concern.
 In authoritarian regimes, e-democracy may be a tool for government control and
propaganda.
 In participatory democracies, e-democracy can be used to support deliberative
decision-making processes.
 In competitive democracies, e-democracy may be used to improve citizen engagement
in elections and political campaigns.

Conclusion
Understanding the distinction between public and private value and considering the prevailing
model of governance are crucial for designing e-democracy initiatives that align with public
values and foster democratic development.