| IK
Notes
reports
periodically on Indigenous Knowledge (IK) initiatives in Sub-Saharan
Africa and occasionally on such initiatives outsider the Region.
It is published by the Africa Region’s Knowledge and
Learning Center as part of an evolving IK partnership between
the World Bank, communities, NGOs, development institutions
and multilateral organizations. The views expressed in this
article are those of the authors and should not be attributed
to the World Bank Group or its partners in this initiative.
A webpage on IK is available at http://www.worldbank.org/afr/ik/ |
“South-South” Learning Exchange for Client Capacity
Enhancement
Client
feedback surveys in Africa indicate that the Bank’s performance
requires strengthening with regard to (a) respect for local cultures,
(b) adaptation of knowledge to the local context and (c) incorporation
of local knowledge into development efforts. They would like to
see greater involvement by beneficiaries and local project experts
in project design to ensure that country conditions are better
taken into account. Clients would also like the Bank to develop
new approaches to capacity enhancement aimed at transferring knowledge
to and between a broader range of stakeholders. To respond to
these requests, the Africa Region’s Knowledge and Learning
Group (AFTKL) undertook the second “South-South” learning
exchange between East Africa and South Asia in June 2004 (the
first was held in September 2002). The main goal of this cross-regional
learning exchange was to help enhance client capacity in selected
countries in East Africa to leverage indigenous knowledge (IK),
informatics and social capital for development.
Capacity
Enhancement model
The
capacity enhancement model posited by many development practitioners
in Africa suggests that there are three critical pillars to success:
(a) empowering clients, (b) adapting knowledge to the local context
and, (c) behaving as an enabler. This involves creating space
for the client to learn by doing, finding the best local fit and
nurturing effective behavioral competencies. This process is designed
to promote local/country ownership and help bridge the knowledge
adaptation gap by leveraging local and global knowledge to bring
just in time and just enough expertise to help enhance client
capacity.
“South-South”
IK Learning & Exchange – June 2004
The
“Cross-Regional Learning Exchange” took place from
June 14-30, 2004 between Ethiopia, Malawi and Tanzania and Bangladesh,
India and Sri Lanka and involved three project teams - Women’s
Development Initiatives (WDIP) Ethiopia, the Malawi Social Action
Fund (MASAF) and the Tanzania Social Action Fund (TASAF). Five
Bank staff served as knowledge brokers to ensure that the lessons
of experience were effectively captured through Debriefings (videotaped
open-ended dialogue) to facilitate learning through reflection.
The
theme of this “Learning & Exchange” mission was
to learn from the extensive experiences in India, Bangladesh and
Sri Lanka to “leverage social capital for economic development
with indigenous knowledge, and informatics ”. The two main
objectives were (a) to adapt, integrate and possibly scale-up
lessons learned from South Asian experiences into East African
development policies and Bank-assisted projects; and (b) to establish
indigenous knowledge and learning partnerships to accelerate South-South
dialogue and technical cooperation.
A
half day launch in New Delhi showcased a number of IK-based success
stories from India. This event included a brief presentation by
several South Asian organizations that were to be visited during
the tour. In addition, the team reflected on one outcome of the
earlier exchange where the Bank’s IK Program had helped
the Government of Kerala integrate IK into the state’s 10th
Five Year Plan (2002-2007). The launch helped (i) the East African
delegation and Bank staff in the Delhi office to revisit the results
of the first exchange; (ii) to prepare the delegation for the
upcoming visits and (iii) Bank staff in the Delhi office to explore
further partnership opportunities for South-South cooperation
between IK practitioners/institutions in East Africa and South
Asia.
Partnership
Process Model
The
partnership process is built in four phases : (i) Building linkages
comprising of a mapping exercise and initiating dialogue; (ii)
Learning exposure for East African countries; (iii) Capacity building
at country level; and (iv). Continuing linkages for further cooperation.
The first phase seeks to build linkages between the East African
and South Asian projects. The second phase involved a learning
exposure for project personnel and Community-based Organizations
( CBO ) partners from project communities in East Africa to projects
in India, Bangladesh and Sri Lanka. The third phase will focus
on building capacity for integrating IK into project activities
and strengthening country level initiatives in the East African
projects. The fourth phase will help the projects to continue
the partnership for further cooperation and learning. The activities
are designed in these four phases to emphasize the importance
of building and continuing the partnership rather than just undertaking
study tours.
South
Asia Partner Projects
Eight
projects/partners were identified, five in India, two in Bangladesh
and one in Sri Lanka through a consultative process involving
knowledge sources in South Asia, Bank staff and other practitioners.
These projects have used indigenous knowledge and practices in
development in the areas that are very relevant to the projects
in East Africa. These projects were : (a) Self Employed Women’s
Association (SEWA), Ahmedabad, India; (b) Honeybee Network, Ahmedabad,
India; (c) MYRADA, Bangalore, India (d). Andhra Pradesh District
Poverty Initiatives Project, India; (e) Center for Good Governance,
Hyderabad, India; (f) Bangladesh Rural Advancement Committee (BRAC)
in Bangladesh; (g) Grameen, Bangladesh; and (h) Conservation and
Sustainable Use of Medicinal Plants Project, Sri Lanka.
Learning
Exposure
Selected participants from each of the EA projects visited the
projects in India, Bangladesh and Sri Lanka . While the entire
team visited the five projects in India, it subsequently split
into three groups with one group visiting Bangladesh, another
visiting Sri Lanka while the third remained in India.
The South-South learning exposure itself consisted of : (a) field
visits to selected project sites/communities to understand how
the process is working; (b) interaction with field functionaries
to understand how IK catalyzed the communities’ environmental
and social assets into economic gains; and ( c) a final workshop
at the Country Office in India comprising a wrap-up meeting, debriefing
and an action plan. The workshop provided an opportunity for participants
to reflect upon what they had learnt and how it could be applied
in the African context.
The
Debriefing method ( videotaped open-ended interviews ) had proved
to be a major asset in capturing and facilitating the learning
process in the 2002 study tour. Consequently, it was decided to
develop another set of debriefings for the 2004 learning exchange.
This took place periodically at several junctures (on average,
once in three days), with a final wrap-up session in Delhi.
Lessons
learned
The
following are key lessons that the East African clients learned
from South Asia. The lessons are introduced by some general observations,
followed by specific ones related to community development, implementation
arrangements and technical aspects in the following areas
Way
Forward
Based
on the lessons learned from South Asia, each of the three East
African project teams are currently developing Action Plans to
help integrate lessons learned in relation to community development,
micro-finance and IK into their projects and their domestic policy
dialogue. The focus will be on the following key areas : (a) Partnerships
and Networking; (b) Cross-Institutional Capacity Building; (c)
Policy level dialogue; (d) Grassroots activities or innovation;
and (e) Awareness Raising and Dissemination
In
the coming months, the facilitation team will work with the participants
to ensure follow-up to this “South-South” Learning
Exchange. This will be part of the Region’s effort to emphasize
the value of identifying, validating and incorporating indigenous
knowledge and practices for better quality development assistance
and outcomes.
This
note was written by Krishna Pidatala based upon the “South-South
Learning Exchange” undertaken in June 2004. For more information,
please contact Krishna Pidatala at the World Bank, 1818 H. Street
NW, Washington D.C. 20433. Tel. No.: (202)-473-7353 Email addresses
: kpidatala@worldbank.org