International Journal of Education and Development using ICT

International Journal of Education and Development using ICT > Vol. 4, No. 4 (2008)

Evaluating a participatory approach to information and communication technology development: The case of education in Tanzania

Nicolaas Paul Moens, Athena Institute
Jacqueline E.W. Broerse, Athena Institute
Joske F. G. Bunders, Athena Institute

Abstract
ICT projects in Sub Sahara Africa have a high failure rate due to inadequate (participatory) approaches and contextual differences. This study evaluates the outcomes of a participatory and multi-stakeholder approach to develop ICT applications in education in Tanzania, called the Round Table (RT) process. This process is an interpretive approach grounded in Constructive Technology Assessment (CTA). The outcomes are measured in terms of sustainability, scalability of projects and impact on users. Sense making and learning-by- doing are key words in order to ‘grow’ ownership. At sector level it turns out difficult to create a ‘paying’ market and to stimulate relevant policy making. The study compares the outcomes with similar participatory processes in six other countries and against a ‘norm’ on success and failure of ICT projects. Some difficulties with CTA are discussed. Based on this study we conclude that the CTA approach is a promising avenue, but further research is needed.

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