Community Development

This summary is part of a research project carried out between March and October 2006 in support of the International Institute for Communication and Development (IICD), one of The Communication Initiative (The CI)'s partners.

According to this case study, with a population of over 20 million, Ghana is quickly becoming an urbanised nation. This rapid urbanisation is placing great demand on municipalities for increased services. More and more, responsibility for sustainable development is being delegated to municipal leaders as part of a government decentralisation strategy to address this growing demand. Local capacity building is greatly needed in order to successfully assume this new responsibility.

The Partnership for Local Development project was designed and implemented through LearnLink, a USAID-funded initiative operated by the Global Communications and Learning Systems initiative, in order to support human capacity building in developing countries. Beginning in 1997, Community Learning Centres (CLCs) were established in Accra, Cape Coast, and Kumasi. The CLCs were implemented through a USAID-funded Resident Advisor who identified suitable non-governmental organisations (NGOs) to manage and operate the CLCs, set up and equip the CLCs, select the Internet Service Providers (ISPs), train the NGO and CLC staff in managing and operating the centres, assess the communities’ needs, design community outreach, and develop programmes, services and plans for the CLCs’ ongoing operations. The NGOs operating the CLCs in Accra, Cape Coast, and Kumasi were the Partners for the Internet in Education (PIE), the Central Region Development Commission (CEDECOM), and the Centre for the Development of People (CEDEP), respectively.

The primary objective of the Partnership for Local Development project was to establish CLCs as “learning laboratories,” in which every stakeholder in the community can develop their knowledge and skills through internet-based courses and online and face-to-face sharing of experiences in order to build people’s capacity to manage the numerous development challenges that they are faced with. In addition, each CLC has its own distinct vision and targets, although all prioritise training people in computing skills.

Each CLC is managed day-to-day by a woman and assisted by a male “techie”. NGOs, CLC staff, and the Resident Advisor provide a mix of management expertise at international, institutional, technical, and local levels. CLC staff and management have completed training in computer-based multimedia, as well as business plan development and application.

The type and amount of equipment at each CLC vary, depending on the needs, capacity, and financial and human resourcefulness of the host NGO. In general, each CLC was provided with 4 to 10 computers running Windows 95/98, an equal numbers of surge protectors, two printers, one monochrome laser printer, an ink-jet colour printer; applications software, such as Mavis Beacon, Microsoft Office Suite, Microsoft Project, Corel Draw, and educational CD-ROMs; and dial-up internet installation.

The CLCs provide services to university students and lecturers, health workers, legal practitioners, women’s groups, business people and district or municipal officials with computer training courses, business services, e-mail access, or just plain internet surfing. Private companies, government agencies and NGOs contract with the CLCs to provide staff training in computers. Additionally, internet and educational institutions are beginning to use CLCs for distance education.

The following challenges were noted:

• poor quality technical equipment purchases led to questioning of the integrity of the project;
• a lack of skilled staff to manage the centres proved challenging; and
• the unreliable and costly telecommunications system presented an obstacle to the efficient and effective operation of the centres.

Key factors leading to the success of the project included:

• effort and commitment of the host NGOs to be partners and drivers in the project;
• the local champion of the project, the Resident Advisor, assisted the NGOs in establishing, managing and operating the centres;
• grant funding, equipment and other support provided by the donor was critical as financial resources were limited; and
• employing female managers at all three centres cultivated a female-friendly environment and attracted a growing number of girls and women to the centres.

The following lessons were noted:

• Ensure that all invested parties understand and agree upon the CLC’s mission, goals and targeted groups;
• Assess and recommend the products and services that the CLC can offer based on consideration of the sponsors’ resources;
• Ensure that the sponsor is aware of all requirements regarding technological infrastructure;
• Training in business management of information utilities should be provided to the leadership and staff of all NGOs involved with the management of CLCs;
• CLC business plans must be approved by the sponsor and host NGO. Ensure that the plans promote sustainability and monitor their implementation and impact;
• Conduct a first-hand needs assessment on CLC stakeholder requirements from the outset. Do not assume that those being consulted are capable of articulating their ICT needs;
• Ensure that the CLC’s location presents no physical or psychological barriers to the users;
• Appropriate training for CLC management and staff is required;
• Well resourced, appropriately trained, and having the capacity to empower others are the requisite qualifications of the Resident Advisor. Responsibility and accountability for the initial management of the CLC belongs to the Resident Advisor. Respect his or her input;
• Gender equity must be given due consideration in the use of the CLCs;
• Do not expect too much during the early phases of the CLC;
• Sufficient staff remuneration is necessary to avoid losing competent, trained personnel to the private sector;
• Monitor and evaluate the appropriateness of the training topics/styles/approaches, the effectiveness of the billing system, the effectiveness of the outreach programmes, the efficiency of the technology, and the usage needs of clients, constituents and patrons on an ongoing basis and with regard to local contexts and circumstances;
• Only establish a telecentre where there is societal/organisational readiness to reform the social, economic or educational order, enter the "Information Age", and change the traditional communication patterns and organisational cultures;
• Develop external relations between management, community groups, stakeholders and “powerbrokers”;
• Leverage the networks of local champions to connect with communities and potential partners;
• Establish strategic alliances and partnerships to lobby for and against political issues affecting CLCs and the ICT sector as a whole;
• Carefully design outreach and programmes for local groups and individuals, and particularly women, based on community needs assessments;
• Workspace design and layout matters. Seek professional advice. Designate rooms for training, web browsing, meetings and self-study;
• Whenever feasible, procure top quality technological equipment to facilitate cost effectiveness and efficiency of ICT services provision;
• Expert technical advice is invaluable. Subscribe to ICT periodicals;
• Incorporate traditional methods of communication into ICT applications;
• Effective monitoring and evaluation methods are required to track progress;
• Staff qualifications should include commitment, competency and technical skill in relevant areas. Adequate remuneration, positive feedback and other incentives should be provided to staff;
• Develop a systematic training programme to enhance capacity-building;
• Anticipate setbacks - things always take longer than planned.

Oxfam has recently contracted the CLCs in Ghana to train high school students. USAID in Accra may launch six more CLCs in Ghana.

LearnLink
US Agency for International Development (USAID)
Communications and Learning Systems initiative
Partners for the Internet in Education (PIE)
Central Region Development Commission (CEDECOM)
Centre for the Development of People (CEDEP)

Title: Latchem, Colin and Walker, David [eds.] “Chapter 13: Ghana’s Community Learning Centres” Telecentres: Case studies and key issues.
Year: 2001
Publication: The Commonwealth of Learning - click here to download the resource in PDF format.