ICTs and Social Development Session 6 “ICTs for Development” course 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

UNDP Human Development Index 6.1. Social Development as a Development Goal Idea of human development and UN Human Development Index The HDI consists of four measures but three overall development goals. ASK – what are those three overall development goals? >Health, Education, Wealth >Focus on health, education, ICTs Image source: http://hdr.undp.org/en/2016-report/

Relation Between Health, Education and Economic Growth Better Health Better Education ICTs ? Relation of wealth, health, education is two-way Relation of health/education and ICTs is two-way

Key Health System Actors Health Policy- Maker Health Manager Doctor Paramedic / Health Worker / Nurse Citizen / Patient 6.2. ICTs, Health and Development Categories of e-health via actors: - ordinary citizens via public health and patients - healthcare professionals: more medicine-oriented professionals and more healthcare-oriented professionals; - managers of healthcare facilities; and - higher level policy-makers.

Key Health System ICT Applications Health Policy-Maker Health Manager Doctor Paramedic / Health Worker / Nurse Citizen / Patient Medical/Health Knowledge Public Health IS Health System Information Health Policy IS Health Management IS Health Operations IS Health System/ Health Infrastructure Data Medical/ Epidemiological Data Diagnostic & Treatment Support Systems Practitioner Knowledge Systems Six types of system altogether - Public Health Information Systems: carry health information to members of the public, seeking to change their health-related behaviour. - Diagnostic and Treatment Support Systems: these are the core of the health system and thus to core of e-health applications, helping doctors to diagnose and all healthcare professionals to treat patients. - Practitioner Knowledge Systems: online learning systems to develop the skills and knowledge of healthcare professionals. - Health Operations Information Systems: for example ICTs supporting the supply chains to identify where drugs are running out and need to be re-supplied - Health Management/Policy Information Systems: “traditional” management information systems that supply information for higher-level health facility, system or policy decision-making.

Simplified (DIKDAR) Information Value Chain Health Data Learning Health Information Health Knowledge Health Decision Health Action Health Results EXERCISE Review two e-health cases in Chapter 6. Where in the information value chain does the available evidence about impact focus? >Better data >Better decisions >One example only of action >No health results >Common pattern of data/info/knowledge improvement; some decision improvement; little action/health improvement Look at the e-health challenges examples in Chapter 6. What is the common pattern?

Design-Reality Gaps Design Reality Explain gaps between design and reality in e-health examples.

e-Health: Conflicting Institutional Logics Values Practices Organisations Individuals Institutional Logic Values Practices Organisations Individuals Institutional Logic Scientific Medicine Traditional Healing Peru Decentralisation Centralisation Tajikistan Rational Transparency Politicised Corruption Brazil Conflict between institutional logics in all cases: Scientific vs. traditional ++Rational vs. politicised ++Decentralised vs. centralised You can look out in ICT4D cases for these patterns of conflicting logics esp. the logic of designers vs. the logic of users

Key Education System Actors Education Policy- Maker Education Manager Teacher / Lecturer Student / Learner 6.3. ICTs, Education and Development Main education system actors – students, teachers, managers, policy-makers

Key Education System ICT Applications Education Policy-Maker Education Manager Teacher / Lecturer Student / Learner Topic/Pedagogic Knowledge Public Education IS Education System Information Education Policy IS Education Management IS Education Operations IS Education System/ Education Infrastructure Data Teaching/ Learning Performance Data Teaching & Learning Support Systems Practitioner Knowledge Systems Main e-education applications: - Public Education Information Systems: general systems to help educate ordinary people inc. MOOCs - Teaching and Learning Support Systems: core of e-education, using ICTs to help students learn better. - Practitioner Knowledge Systems: covers e-learning to help teachers become better teachers. - Education Operations/Management/Policy Information Systems: as in health, these help improve operations and decision-making within the education system.

One Laptop Per Child EXERCISE Has the OLPC project achieved what was intended? See evidence in Chapter 6 >No: it finds no or even negative impact on learning, but ... >...there are economic and innovation benefits ASK: why? Image source: https://en.wikipedia.org/wiki/OLPC_XO#/media/File:XO-Beta1-mikemcgregor-2.jpg

ICTs Usage Levels and Learning “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) Extent of use of ICTs Extent of learning ASK – this is evidence from a global study. What relation does it suggest between learning and the extent of use of ICTs? >Inverse-U relation

e-Education Change and Impact Meaning Example Impact Transformation New Learning Paradigm ICT-Enabled Community of Practice Educational empowerment Redesign Radical Change to Learning Processes Teacher-Assisted, ICT-Enabled Group, Interactive Learning Building wider capabilities Improvement Incremental Change to Learning Processes Learning Games and Drills Some skill improvements Digitisation Automation Bringing Computers into Classroom Little or negative learning impact Motivation for Learning Variation in impact depending on extent of change - Just digitise produces little impact - Improved/repeat process raises learning - Changing mode of learning to active, group helps more Changing to new learning paradigm best of all ++Motivation to learn matters most: amplification theory

Helping Achieve Development Goals or Not? Entertainment Gaming Gambling 6.4. ICTs, Capabilities and Development HDI and link to Sen ASK: does watching videos, playing computer games, online gambling help achieve development goals? >Most will think not and NGOs, governments try to block But there is an alternative view … Image sources: https://www.youtube.com/; http://www.addictedcity.com/online-gambling/; https://www.primagames.com/games/league-legends/feature/most-wanted-video-games-2020-olympics

The Capabilities Framework Opportunities: Contextual Capabilities Realised Functionings Unrealised Functionings Individual/ Community/ Context Differences Values Freedoms Development Outcomes Political Economic Social Security Informational Choice Specific Capabilities Basic idea of development as freedom: freedom in theory, freedom in practice ++Freedoms: “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) ++Capabilities: "the alternative combinations of functionings that are feasible for a person to achieve". Realised functionings: "what a person is actually able to do". ++Individual and Situational Differences: culture, ability, context

Capabilities in Practice X Simple developmental view of bicycles – a good thing. But Sen/capabilities: ++Wider values that stop e.g. cultural role of women ++Individual differences that stop e.g. disability ++Other context reasons Image sources: https://en.wikipedia.org/wiki/Bicycle#/media/File:Left_side_of_Flying_Pigeon.jpg; https://en.wikipedia.org/wiki/Culture_of_Cambodia#/media/File:Cambodian_girls_on_bicycle.jpg; http://aminnesotaninchina.areavoices.com/2012/04/21/disabled-in-china/; http://www.forestsmonitor.org/fr/reports/550050/550056

ICTs and Capabilities Digital commodities e.g. hardware, software and their functionalities e.g. digital data processing/ communication Digital capabilities = Vectors of potential digital functionings (affordances) e.g. digital communication Realised digitally-enabled functionings e.g. faster and easier access to better information Differences and Opportunities Values and Choice Means to Achieve Freedom to Achieve Achievement e.g. personal, social and environmental conversion factors e.g. personal preferences, needs, or social pressures Two ICT implications: Like info value chain, ICT just a means to achieve; need personal factors, wider factors, and choice to turn into digital achievements Evaluate not “impact ICTs” but “extent ICTs help people achieve what they value” So, return to earlier question: are video-watching, gaming, gambling things people value achieving? And do these freedoms also contain unfreedoms? DISCUSSION Read Box 6.7 in Chapter 6 – what freedoms were achieved/constrained by external context? >Issues of motivation >Issues of censorship Adapted from Zheng & Walsham 2008; itself adapted from Robeyns 2005