New Models of Technology Assessment for Development

This report explores the role that ‘new models’ of technology assessment can play in improving the lives of poor and vulnerable populations in the developing world. The ‘new models’ addressed here combine citizen and decision-maker participation with technical expertise. They are virtual and networked rather than being based in a single office of technology assessment (as was the case in the United States in the 1970s-90s). They are flexible enough to address issues across disciplines and are increasingly transnational or global in their reach and scope. The report argues that these new models of technology assessment can make a vital contribution to informing policies and strategies around innovation, particularly in developing regions. They are most beneficial if they enable the broadening out of inputs to technology assessment, and the opening up of political debate around possible directions of technological change and their interactions with social and environmental systems. Beyond the process of technology assessment itself, the report argues that governance systems within which these processes are embedded play an important role in determining the impact and effectiveness of technology assessment. Finally, the report argues for training and capacity-building in technology assessment methodologies in developing countries, and support for internationally co-ordinated technology assessment efforts to address global and regional development challenges

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development

Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives

Young adolescents and digital media: uses, risks and opportunities in low- and middle-income countries: a rapid evidence review

This rapid evidence review examines adolescents’ access to and use of digital media (especially mobile phones and the internet), together with the associated digital skills and practices, opportunities and risks, and forms of safety mediation, in low- and middle-income countries (LMICs). The review is especially concerned with 10- to 14-year-old girls’ digital media uses, although little evidence specifically addressed this group. It is guided by two overarching research questions: 1. What do scholars and practitioners know about how young adolescents are using digital media (computers, mobile phones and other information and communication technologies, ICTs) and the key challenges these children face? What are the opportunities involved in their use of such media and what are most significant gaps in our knowledge? 2. What evidence is there of local, national and international development programmes’ effective use of digital media to target 10- to 14-year-olds (rather than older adolescents)? What are the most significant gaps in the existing knowledge about these interventions and their outcomes

Getting from crisis to systems change: Advice for leaders in the time of COVID

The report recognises that we are in a crisis so deep that only far-reaching systems change can get us out of it and on a path towards a just, inclusive and sustainably prosperous world. It contains dozens of ideas across 14 key issues that are continually being fine-tuned. The report also mentions cross-cutting proposals for giving social entrepreneurs a seat at the table when world leaders meet to make decisions that will impact billions of people. This will help to break down silos impeding holistic approaches and to make it easier for social entrepreneurs to contact and collaborate with other key institutions in the ecosystem for delivering the UN Sustainable Development Goals, from multilateral institutions and national governments to businesses and philanthropies.

Guidance Note on Scaling up Social Norm Change

This is a guidance note on how DFID can support the scale-up of inclusive approaches to complex social change for marginalised and vulnerable groups. It looks at how to scale up approaches to shift social norms that underpin behaviours preventing particularly women, girls and people with disabilities from participating and benefiting equally from development and development interventions. Achieving impact at scale on such harmful behaviours may come from extending the reach and/or improving the effectiveness of strategies focusing on social norms. Alongside this main note, four companion Briefs provide further information and practical examples on (1) concepts and resources; (2) types of scale-up; (3) resourcing and value for money of scale-up; and (4) risk management and monitoring

NGO provision of basic education: alternative or complementary service delivery to support access to the excluded?

While access to state schooling has grown in many countries in recent years, a hardcore of marginalised children continue to be excluded from this. Some of these children are able to gain access to education through non-state provision. The focus of this paper is on primaryschool aged children who find access through (international) non-government organisations (NGOs). Based on a review of the available literature, the paper shows that there have been fluctuations in attention paid to NGO provision by education researchers since the 1970s. Changes are due in part to the prevailing political and economic environment, as well as to pressure placed on international agencies and national governments to reach education targets. The paper also shows that there has been a shift in the priorities of these providers over this period, from seeing themselves as supporting a parallel, alternative system of education independent of the state system, towards one aimed at being complementary to the state system, with the intention of ultimately supporting children’s access to a state-provided education. The paper highlights that much of the available literature suggests that NGO provision often intends to bring benefits in terms of the alternative forms of pedagogy and accountability it aims to offer. However, as the paper indicates, there is very little systematic, critical analysis of who is gaining access to education offered by alternative providers, or what they are actually getting access to. As such, there is a need for analysis of educational access to pay greater attention to diverse forms of access – both in terms of who provides, and what is provided. Moreover, changes in priorities associated with the effects of the international economic and political agenda, along with the intention of integrating multiple providers of education into a system-wide approach, give rise to the need for an analysis of the implications for NGO-government collaboration to ensure sustainability of educational access to those who would otherwise be excluded

Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries

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Exploring Research–Policy Partnerships in International Development

This Issue aims to identify how partnerships focused on the production of policy-engaged research seek to achieve societal impact and explores the challenges in these processes. The collaborations analysed span academia, civil society and government, from the grassroots to the national and global levels. By locating these examples within the broader debates on interactions between researchers and research users designed to strengthen evidence informed decision making, this publication offers concepts and practices to inform those funding, designing and undertaking development research. The featured case studies are explored through the perspectives of both researchers and their partners in civil society and policy. They are predominantly taken from a diverse portfolio of research projects funded through the UK’s Economic and Social Research Council (ESRC) and the Department for International Development (DFID) Strategic Partnership. A collaboration with the Impact Initiative, this bulletin is essential reading for all those in research organisations, development agencies and donors committed to the better use of evidence and learning for development.Department for International Development (DFID)Economic and Social Research Council (ESRC

Exploring innovative strategies to improve perinatal mental health in Scotland:co-development of an action research agenda with women, families and practitioners

Perinatal mental health (PNMH) is an ongoing concern for women and families, as well as for health and social care services. It is estimated that 10-20% of women will experience mental health issues and up to 10% of fathers may also experience difficulties with their mental health. This issue was recently highlighted by national media.Our previous stakeholder consultation work identified service gaps for women in the mild-moderate category of PNMH. This project aimed to explore this identified gap further by bringing together a diverse group of partners, including women/families, practitioners and researchers to co-develop a collaborative action-research agenda. Project design and delivery was developed in collaboration with an expert with lived experience to ensure all elements were relevant and relatable.It is crucial to involve all stakeholders, including those with lived experience and practitioners, in discussions regarding successful interventions for perinatal mental health. This approach ensures that families receive better outcomes in a sustainable and scalable manner