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This book presents eleven case studies of impact assessment in information and communication projects such as CATIA, Reflect's ICT projects in India, Tearfund's Footsteps project, Bernard van Leer Foundation's Effectiveness Initiative and others. Each case study begins with a summary of the study, followed by first-hand accounts of the key people involved in each assessment. The central issues raised by the studies include learning and accountability, attribution, context, communication, donor issues, resources, and planning. The case studies are bracketted by sensitive and analytical introductory and concluding chapters, which synthesize the practitioners' voices from the case studies, contextualise them in wider debates in development impact assessment, evaluation and learning

This website was created as part of a DFID-funded research programme on sustainability factors in ICT for development projects. It presents a diverse range of case studies of programmes attempting to use information and commuication technologies as an integrated component of development programming, addressing economic, social and institutional sustainability. A brief description and the key objectives are provided for each, with a link through to each of the actual studies. The website also includes links to the research report, which provides useful analysis

This study's main objectives are to evaluate traditional means of communication; to note their constraints; to select the traditional methods which can best be used for the diffusion of information and to devise a strategy for implementing the selected method of traditional communication. The methodology of this survey is based on the Active Method of Participative Research.
The study illustrates that the traditional media for communication in Cameroon are: the gong and songs accompanied by dances (in all of the surveyed provinces); the xylophone (in the center and south); griot [travelling poet] and balafon (in the east); colleagues of the traditional chiefs (Lawanes, Djaoros); and messengers of traditional chiefs or muezzins (extreme north).There are numerous constraints to using individuals in devising communications strategies: a lack of trained musicians, the lack of initiative on the part of the village elders, the disinterest of the youth, conflict among the different generations, the proliferation of modern communications technologies, the complexity of training in various methods, the possible alteration of messages, a lack of motivation and the slow speed of transmission. The study notes that the best methods for the diffusion of information in the regions surveyed in Cameroon are: the gong, the colleagues and messengers of traditional chiefs to organize village meetings in which reproductive health issues could be raised, singing and dancing, travelling poets and xylophones.
In order to devise effective strategies for conveying messages about reproductive health through these traditional methods of communication, traditional authorities must be engaged early on in the process and informed of the importance of these means of communication; qualified individuals must be identified as resources and others trained; and a training of trainers must be conducted

[Publisher's abstract] This book is a product of the second phase of a DFID-funded KaR project that is aimed at increasing the impact of research through improved dissemination of the research process and findings. It develops the ideas from phase one of the project 'Spreading the Word: Practical guidelines for research dissemination strategies' (Saywell and Cotton, 1999) (Source record number 35244). Based on in-depth consultation with Southern agencies about appropriate methods and formats by which to share information and knowledge relating to development research projects, this book provides dissemination checklists and guidelines. It also provides a useful overview of the issues and more specific advise for anyone engaged in development-related research, whether as contractors, practitioners or donors, at all stages of the project cycle

This book has been written as a tool for people involved or interested in communication and natural resource management who seek a better understanding of how different theories and strategic change principles relate to actual practise. It relates a variety of theories and change principles in simplified, almost schematic form, to a series of real initiatives in the field through interactive 'experiences'. Each 'experience' is organised around a theme, a learning objective, a description of an actual natural resource management and communication initiative, and one or two theoretical lenses through which to analyse the initiative. The idea is not to 'discover' the right approach but rather to create an interactive space that enables you to reflect on what might work in your own context and also on how different contexts may require different approaches, principles and theoretical frameworks. People working in development fields other than natural resource management will also find this book very useful

This set of tools draws on learning among partners in the Streams of Knowledge (SoK) coalition, who have worked to strengthen resource centres' contributions to improved water and sanitation delivery. Tools include: 1. Diagnostic study; 2. Understanding the resource centre concept; 3. Assessing the potential of a resource centre; 4. Gender scan guideline; 5. Consolidating resource centres; 6. Electronic information services; 7. Evaluating effectiveness of resource centres and their partners; 8. Self-assessment guide; 9. Improving management & control functions; 10. Quality assurance; 11. Impact Assessment

Argues that communication, not technology, should be the central concern of ICT activities. Points out that strong health systems and other basic services are essential for effective use of ICTs. Establishes that local ownership, participation and content improve the relevance of ICT activities, in conjunction with increased capacity to access, organise, repackage and use information effectively. ICTs should complement other communication work and be integrated into broader programmes