Supporting innovation and the use of technologies in accountability initiatives: lessons from Making All Voices Count

Making All Voices Count was an international initative that harnessed the power of innovation and new technologies to support effective, accountable governance. Focusing on six countries in Africa and Asia, the programme was implemented by a consortium of implementing partners, and used funding from four donors to make grants to support new ideas that amplified the voices of citizens, and enabled governments to listen and respond. From the start, Making All Voices Count was also a learning programme. The objective of this learning was not only to bring about change during the programme’s life cycle, but also to leave a legacy that would help to ensure that future governance programmes and initiatives seeking to capitalise on the transformative potential of innovation and technology are more informed, inclusive and impactful. This programme learning report emerged from a wider process of analysing, discussing and synthesising the data and learning from the programme, which wove together evidence-based learning about technology for accountable governance initiatives with experiential learning on how best to support such work. The report highlights five of the lessons learned from Making All Voices Count about how – and how not – to run large, complex programmes that intend to support innovation in governance.DFIDSidaOmidyar NetworkUSAI

Appropriating technology for accountability: messages from Making All Voices Count

Making All Voices Count was a programme designed to solve the ‘grand challenge’ of creating more effective democratic governance and accountability around the world. It used funding from four donors to support the development and spread of innovative ideas for solving governance problems – many of them involving tools and platforms based on mobile phone and web technologies. Between 2013 and 2017, the programme made grants for innovation and scaling projects that aimed to amplify the voices of citizens and enable governments to listen and respond. It also conducted research and issued research grants to explore the roles that technology can play in securing responsive, accountable government and building an evidence base. This synthesis report reviews the Making All Voices Count’s four-and-a-half years of operational experience and learning. It shares 14 key messages on the roles technologies can play in enabling citizen voice and accountable and responsive governance. These messages are presented in four sections: (1) Applying technologies as technical fixes to solve service delivery problems; (2) Applying technologies to broader, systemic governance challenges ; (3) Applying technologies to build the foundations of democratic and accountable governance systems; (4) Applying technologies for the public ‘bad’, when tech can be dangerous for democracy. The tech optimism of the era in which the programme was conceived can now be reappraised from the better-informed vantage point of hindsight. Making All Voices Count’s wealth of diverse and grounded experience and documentation provides an evidence base that should enable a more sober and mature position of tech realism as the field of tech for accountable governance continues to evolve.DFIDUSAIDSidaOmidyar Networ

Seeing the Combined Effects of Aid Programmes

Multiple aid agencies often try to support change in the same places, at the same time, and with similar actors. Surprisingly, their interactions and combined effects are rarely explored. This Policy Briefing describes findings from research conducted on recent aid programmes that overlapped in Mozambique, Nigeria, and Pakistan, and from a webinar with UK Foreign, Commonwealth & Development Office (FCDO) advisors and practitioners. The research found three distinct categories of ‘interaction effects’: synergy, parallel play, and disconnect. We explore how using an ‘interaction effects’ lens in practice could inform aid agency strategies and programming.Foreign, Commonwealth & Development Offic

A Systematic Review of Behavioral Interventions for Elementary School Children with Social, Emotional and Behavioral Difficulties: Contributions from Single-Case Research Studies

Challenges arising from the classroom behavioral management of students with social, emotional and behavioral difficulties are a concern for educational professionals. The purpose of this study is to review common elements of behavior interventions for the disruptive behaviors of children with social, emotional, and behavioral difficulties. A systematic review was conducted through an electronic search of studies (from 2000 to 2017) on ERIC, Web of Science, FRANCIS, and MEDLINE databases. The inclusion criteria involved: (i) an intervention improving behaviors at school of children with disruptive behaviors; (ii) elementary school children with the majority of the sample or average age between 6-11 years old; (iii) at least one measurable outcome focusing on social/emotional/behavioral outcomes; (iv) single-case designs. Of the 5339 articles that were identified in the initial screening, 27 met the criteria to be included in the review. Common characteristics of successful interventions are discussed to make recommendations for future implementation.info:eu-repo/semantics/publishedVersio

The WHAAM Application: a Tool to Support the Evidence-Based Practice in the Functional Behaviour Assessment

Background: The most recent computing technologies can promote the application of evidence-based practice (EBP) in the field of Applied Behavior Analysis (ABA).Objective: The study describes how the use of technology can simplify the application of evidence-based practices in applied behaviour analysis.Methods: The WHAAM application demonstrates this in the following two case studies. We are monitoring dysfunctional behaviours, collecting behavioural data, performing systematic direct observations, creating a visual baseline and intervention charts and evaluating the planned interventions using the TAU-U statistical index. Results: Significant positive changes of children's problem behaviours are observed and recorded. Both the duration of the identified behaviour "to get out of bed in time" (r = -.79, TAU-U = -.58, p < .05) and the frequency of the behaviour "interrupting others" (r= -.96, TAU-U = -.82, p < .01) decreased. Conclusion: the WHAAM application is an effective tool to support functional behaviour assessments and it is an example of how technology can support practitioners by facilitating the application of evidence-based practices and increasing the communication among clinical, educational and family environments

WHAAM: A new online service supporting parents and teachers of children with ADHD

info:eu-repo/semantics/publishedVersio

Web Health Application for ADHD Monitoring (WHAAM): Context-Driven Framework

The Framework (FW) summarizes the experiences and vision of the WHAAM project partners, providing the basis for the development of the WHAAM app and online services. There are many approaches to the treatment of ADHD, with excellent resources available. This FW is a working tool based on partners' experiences, inspiring subsequent project activities. It is divided into three parts: part A explores general issues related to ADHD, focusing on key life contexts such as school, family, and social relationships. Each context is explored in terms of assessment, intervention and support. Part B delves into the relationship between ICT use and ADHD treatment. Finally, Part C briefly explains the main features of the WHAAM app, including functionality and interfaces. The WHAAM project considers the app and online service accessible via PC and mobile devices as a significant advancement in monitoring process management

Navigating Civic Space in a Time of Covid: Synthesis Report

Since long before the Covid-19 pandemic emerged in 2020, civic space has been changing all over the globe, generally becoming more restricted and hazardous. The pandemic brought the suspension of many fundamental freedoms in the name of the public good, providing cover for a deepening of authoritarian tendencies but also spurring widespread civic activism on issues suddenly all the more important, ranging from emergency relief to economic impacts. Research partners in the Action for Empowerment and Accountability (A4EA)'s Navigating Civic Space in a Time of Covid project have explored these dynamics through real-time research embedded in civil society in Mozambique, Nigeria, and Pakistan, grounded in a close review of global trends

Selective anti-Leishmanial Strathclyde minor groove binders using an N-oxide tail group modification

The neglected tropical disease leishmaniasis, caused by Leishmania spp., is becoming more problematic due to the emergence of drug-resistant strains. Therefore, new drugs to treat leishmaniasis, with novel mechanisms of action, are urgently required. Strathclyde minor groove binders (S-MGBs) are an emerging class of anti-infective agent that have been shown to have potent activity against various bacteria, viruses, fungi and parasites. Herein, it is shown that S-MGBs have potent activity against L. donovani, and that an N-oxide derivation of the tertiary amine tail of typical S-MGBs leads to selective anti-leishmanial activity. Additionally, using S-MGB-219, the N-oxide derivation is shown to retain strong binding to DNA as a 2:1 dimer. These findings support the further study of anti-leishmanial S-MGBs as novel therapeutics