THE IMPACT OF TECHNOLOGY AND BEHAVIOUR PATTERNS AT BOPDr. Harsha Liyanage
ICT4D Activist (Sri Lanka),Consultant (UK)www.fusion.lk
email: [email protected]
eNovation
WWRF, 25th meeting,16-18 November 2010
London, UK organised by Kingston University
REACHING OUT TO THE NEXT BILLION CUSTOMERS
The Next billion includes;Bottom of the Pyramid communities
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• Bottom of the pyrami
d communities
• Purchasing power (US$)
• $ 1,500 – $ 20,000
• $ 1,500
• < $ 1,500
• > $20,000
• Global population (mil)
• 75 - 100
• 1,500 – 1,750
• 4,000•}
Why is it a challenge?• Complex eco-system
(culture, taboos, poverty)• Thin / limited resources• Latent (ill-defined) needs • Poor education• Politics and peer pressure
UNDERSTANDING BOP – THE CHALLENGE IS ESTABLISHING THE CUSTOMER PROFILE
Who they are?What their needs are?What their behaviour is?What their buying power is?Who and how they take decisions?Who pays and how much?
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Idea Concept Prototype Market testing Launch
IN THE CONTEXT OF TARGETING BOP: IS THERE A NEED TO IMPROVE INNOVATION?
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Partial understanding ofBOP context would handicap each stage of the product / service innovation process.
?
CAN TECHNOLOGY COME WITH A HUMAN FACE? WHAT ABOUT SOCIAL RESPONSIBILITY!
• gender neutrality - do they meet both men & women?
• income generation potential – would it enable local people to generate income for themselves and families?
• affordability - are they affordable to the poor?
• manageability and control – can it be designed, improved, managed & controlled by local people?
• application of local skills – would it use local skills & materials?
• environmental impact – what impact does it have on the local environment?
eNovationSource: E.F. Schumacher, 1973, Practical Action, 2010
LESSONS CAN BE LEARNED FROM INTERNATIONAL DEVELOPMENT PROJECTS
AN EXAMPLE: SARVODAYA-FUSION - SRI LANKA
A Social Enterprise (started in 2007, as a specialist program of Sarvodaya, 50 year old national NGO of Sri Lanka)
‘Fusion-Education’ - a product offered (ICT Education package, books & national examination)
End user – Rural student (mostly poor)
Business model – Dealership based, direct customer purchase, donor support eNovation
Social bottom line
Economic bottom line
•Telecentres owned by local entrepreneurs, sponsored by Government, donors, community
Dealer
•Parents, •Village religious leaders
• Other adults
Decision maker
•Rural youth with high aspirations
•Age 13 - 25• Rural• Mostly <$1500 household income
End user
PRODUCT DELIVERY MODEL
In the context of BOP:• low or no infrastructure• thin / limited resources • poor decision making capacity• culture & peer pressure
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THE CHALLENGE FOR SARVODAYA-FUSION WAS TO SATISFY THE DONOR (CUSTOMER) AND END USER
Strategic approach:1. Define both the customer and end-user 2. Develop appropriate models, to measure the impact
while illustrate the complexity and diversity of the end-user environment
3. Pilot test and prove theoretical and technical rigour
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STRATEGIC TOOLS DEVELOPED AND PILOT TESTED
1. Map the value chain – ‘theory of change’2. Develop a methodology for measuring indicators3. Quantify the progress over time
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COMPLEX VALUE CHAIN
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C
4
6
D,E
Students sit and pass DICA
exam
2
F
A,B
5
Students will have correct attitude and
self-discipline to continue DICA programme
Accessibility of ICT
facilities available
with minimum
restrictions
Students engaged in
self learning
7
Children & youth attend the classes regular basis
ICT training and exam facilities available at local Telecentres
G
Children and parents hear/learn about
programme
Fusion- Education service
1
Children received Scholarships
Children are interested about programme
Children received parental support and
encouragement 3
Students have developed their
marketable ICT skills
Skilled facilitators
would provide training
Increased access to appropriate information
eEmpowerment of Rural Children/ Youth
IMPACT MAPPING TO UNDERSTAND THE COMPLEX CHAIN
C
4
6
D,E
2
F
A,B
5
Students will have correct attitude and
self-discipline to continue
programme Accessibility
of ICT facilities available
with minimum
restrictions
Students engaged in
self learning
7
Children & youth attend the classes regular basis
ICT training and exam facilities available at local Telecentres
G
Children and parents hear/learn about
programme
1
Children received Scholarships
Children are interested about programme
Children received parental support and
encouragement 3
Students have developed their
marketable ICT skills
Skilled facilitators
would provide training
Increased access to appropriate information
eEmpowerment of Rural Children/ Youth
Students sit and pass DICA
exam
Self learning
Exploration
Application
Exposure
Motivation
Skill development
Qualification
INDICATORS TO MEASURE THE IMPACT
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Self learning
Exploration
Application
Exposure
Motivation
Skill development
Qualification
First time exposure to computers, and familiarization with ICTs (seeing & touching)
Generate interest to learn, interact, use or develop application skills
Self learning
Exploration
Application
Exposure
Motivation
Skill development
Qualification
Develop application skills with the assistance of trained staff
Self learning
Exploration
Application
Exposure
Motivation
Skill development
Qualification
Further self learning (added skills) without assistance (or limited assistance)
Self learning
Exploration
Application
Exposure
Motivation
Skill development
Qualification
Exploring beyond basic computer skills to internet, email, web development, database development, social net working, teaching to others, etc.
Self learning
Exploration
Application
Exposure
Motivation
Skill development
Qualification
Systematic application of computers/ internet for self or others benefits (teaching, database development etc.)
Self learning
Exploration
Application
Exposure
Motivation
Skill development
Qualification
Acquiring qualifications
Self learning
Exploration
Application
Exposure
Motivation
Skill development
Qualification
PILOT TEST IS BEING CARRIED OUT IN TWO REGIONS: POST WAR COMMUNITIES (NORTH) AND SEMI-URBAN COMMUNITIES (SOUTH)
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0
50
100exposure
END USER IN POST WAR COMMUNITIES DEMONSTRATED THE LEAST EXPOSURE & MOTIVATION (BASE LINE)
Time 0
*Student name: Sujamila Sriskantharasa, Age,18, Female
motivation
Skill development
Self learningExploration
Qualification
Application
PROGRESS AFTER THREE MONTHS (END USER IN POST WAR COMMUNITIES)
0
50
100exposure
Time 0 3 months
motivation
Skill development
Self learningExploration
Qualification
Application
*Student name: Sujamila Sriskantharasa, Age,18, Female
0
50
100
Male
0
50
100
Male
0
50
100
Female
0
50
100
Female
PATTERNS OF END USERS EXPOSURE AND MOTIVATION TO ICT EDUCATION IN POST WAR COMMUNITIES (BASE LINE)
Time 0
*Student Age,16 - 18, Jaffna district
INDIVIDUAL USERS AT SEMI-URBAN COMMUNITIES (SOUTH) (BASE LINE)
0
50
100
0
50
100
0
50
100
0
50
100
Time 0
*Student Age,16 - 18, Moratuwa
0
50
100
0.00
50.00
100.00
Post war communityCOMPARISON OF AVERAGE EXPOSURE & MOTIVATION BETWEEN TWO COMMUNITIES
Time 0
Semi urban community
Average of 15 students
PROGRESS OBSERVED AFTER 3 MONTHS: BOTH COMMUNITIES PRESENT NEARLY IDENTICAL PROGRESS
Time 0 3 months
Average of 15 students
Exposure
Motivation
Skill-Dev.
Self learnExploration
Application
Qualification
0
50
100
Exposure
Motivation
Skill-Dev.
Self learnExploration
Application
Qualification
0
50
100
Semi-urban community
Post war community
KEY LESSONS
Mapping exercise, Indicators and Star charts, collectively provide a set of tools that enables reasonable understanding about the complex and diverse outcomes at the end-user.
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WHERE COULD THIS BE APPLIED?
To understand the customer profile & value chain in complex BOP environments
Support the product / service innovation process targeting BOP
Improve the social responsibility at innovation targeted at BOP customers and clients
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