GDNet Program Closure

Dear GDNet Members,

I am writing with important information about the closure of the GDNet program this week, (GDN’s knowledge service), and details of online resources which you may find useful.

Funding for the GDNet Program ends shortly and the GDNet website and online services are no longer accessible. GDN will be contacting GDNet members in due course to re-register for a new database of researcher profiles. We hope the following links will be of value to you in your research:

GDNet publications: GDNet’s toolkits, research communications handouts, learning publications and project documents (e.g. How To Guides on Policy Influence) are available from DFID’s Research For Development portal.

GDNet’s reflections on the achievements, outcomes and learning of the GDNet programme, 2010 to 2014, are captured in the GDNet Legacy Document.
GDNet’s June 2014 series of short ‘Lessons Learned’ publications comprise:

Free e-journals: INASP and the British Library for Development Studies (BLDS) provide access to several collections of free online journals including collections from Africa, Latin America and South Asia.

How to communicate research: INASP’s AuthorAid portal is a global network that offers support, mentoring, resources and training for researchers in developing countries.

Accessing development research:

Working papers and policy briefs from GDN-funded research are available from the GDN site.

The BLDS Digital Library is a free repository of digitised research papers from African and Asian research institutes.

Eldis is an online information service providing free access to relevant, up-to-date and diverse research on international development issues.

Finally, on behalf of my team, I would like to thank you for your membership of GDNet and to wish you every success in your future work. Many of you took part in our latest Members survey and we are disseminating the results widely. The analysis of the survey is included in our latest Monitoring & Evaluation report (see p.54 and p.84).

Best wishes

Sherine Ghoneim, GDNet Programme Director on behalf of the GDNet Team

Day III of ERF 20th Annual Conference: Emerging lessons from Arab countries in transition

The third and final day of the ERF 20th Annual Conference started with discussions around lessons emerging from the experience of Arab countries in transition. Chaired by Noha El-Mikawy (Ford Foundation), plenary session 3 gathered a number of distinguished economists: Gouda Abdel-Khalek (Cairo University); Georges Corm (Georges Corm Consulting Office); Paul Salem (Middle East Institute); and Zafiris Tzannatos (International Labor Organization).

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In his presentation on ‘Social Justice: lessons of experience for Egypt‘, Gouda Abdel-Khalek (Cairo University) examined the meaning behind ‘bread, freedom and social justice’, which became the main slogan of the uprising in Egypt. He discussed how tricky it is to establish social justice in times of political unrest. To support his argument, Abdel-Khalek referred to social injustice indicators that Egyptian society has been witnessing since January 25th, including decreasing wage share to GDP, rising unemployment (youth unemployment over 30%), rising poverty, increasing urban/rural divide, poor access to water and child undernutrition. It seems very little has been done to achieve the slogan of the revolution; therefore, Abdel-Khalek stressed on the need for reforms touching upon taxation systems and subsidizing agricultural producers.

Read more on ERF blog

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Day two and counting.. ERF 20th annual conference

Comparative Experiences of Social Injustice

The ERF 20th Annual conference carried on for the second consecutive day with plenary session presentations on studies of social justice experiences in different countries across the globe. The 2nd plenary session was chaired by Dr. Heba Handoussa (Egyptian Network for Integrated Development “ENID”), along with a distinguished panel of economists; Shanta Devarajan (World Bank Africa), Mahmoud El-Gamal (Rice University) and Carlos Eduardo Vélez (Universidad de los Andes).

Speakers during the 2nd plenary session

ERF 20th Annual Conference 2nd plenary session

World Bank Africa’s chief economist Shantayanan Devarajan addressed the issue of “capture and the failure of free public services” in developing countries. Devarajan argues how the nature of free public services promotes inequality of opportunity, where the elite can “capture” the better end of public goods distribution. The paper focused mainly on case studies from African and Asian countries; namely Mali, Gabon, India and Indonesia respectively.

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ERF 20th Annual Conference on “Social justice and economic development”

Economic Research Forum (ERF) kick-started its 20th Annual Conference in Cairo yesterday, March 22nd, featuring an impressive line-up of speakers. In light of the significant political transformations happening in the region, this year’s conference is devoted to the theme “Social Justice and Economic Development”. Social justice is widely considered to be one of the main factors behind popular uprisings in the MENA region; Arab societies witnessed an increasing concentration of wealth, unequal opportunities and rising corruption. The conference is addressing social justice with a special focus on what social justice might mean, how different societies were able to bring it about, and the lessons-learned from these experiences for Arab countries, particularly the ones in transition.

Speakers during ERF annual conference

Alternative perspectives on social justice

The opening and first plenary session discussed the alternative perspectives on social justice. Following the opening remarks of Ahmed Galal (ERF Managing Director), and Abdlatif Al-Hamad (Arab Fund for Economic and Social Development), François Bourguignon (Paris School of Economics) discussed the empirical and factual side of inequality in his presentation entitled ‘Inequality trends in the world: Common forces, idiosyncrasies and measurement errors’. When comparing the patterns of inequality in the developed world with that of the MENA region, Bourguignon shows that two thirds of developed countries witnessed an increasing inequality in the two decades between 1980 and 2000; including Sweden and the Netherlands, as do countries in Africa and Latin America. The striking intelligence he shared is that only the MENA region ‘shows surprising stability’.

Watch our interview with François Bourguignon

 

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Are online courses a learning opportunity?

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Like any other course, online courses indubitably offer a learning opportunity for those who decide to go for it; or those who are ‘lucky enough’ to experience it. However, some argue that the learning opportunity in online courses remains very limited as opposed to what offline ones can offer. This particularly because of the flexibility online trainees have in accommodating their participation to their own schedules, the length of online courses which may lead to some losing interest in the learning, as well as the absence of face to face interaction.

Joined HandsIn her post entitled “Online courses as a learning opportunity”, Clara Richards reflects on her experience with CIPPEC in conducting and facilitating online courses. She tells us her story and how the online course on research communications she co-facilitated provided a learning opportunity not only for her trainees, but also for herself. In fact, Clara argues that the richness of online courses lies in the opportunity they create to meet with “different kinds of people working in all sorts of development activities.” Although coming from different regional, cultural and professional backgrounds, trainees and trainers end up sharing their different experiences as they all are after one common objective “how to promote change in our contexts by communicating better what we do and the knowledge we produce.“; she argues.

Reading through Clara’s post on this online course we co-developed and co-facilitated last year, it was kind of an eye opener for me on a very interesting and insightful fact: the real added-value of online courses, in my opinion, lies in the freedom they provide both trainees and trainers with. Both end up having the space, time and courage to express their diverse opinions, share their respective experiences and comment on this simple and friendly forum the online course provide them with. Lots of barriers you face in offline courses are actually broken in the online ones. In this regard, I second what Clara says; “I found the course fruitful and it widened my knowledge not only on research communication, but also on other people’s actual realities, challenges and opportunities.

Under the “Spaces for engagement: using knowledge to improve public decisions” programme from GDNet and CIPPEC I recently co-facilitated an online course on Research Communications. The course lasted six weeks, with an additional week for introductions. Personally, the experience was really enriching, especially as I got to learn how communication works in other contexts. In this respect, I have to confirm and highlight what Vanesa Weyrauch posted in a recent blog on the advantages of online courses: i.e. the great benefits that they deliver in terms of reaching a wide scope of participants and sharing experiences across the globe easily. Furthermore, we can better empathise with those colleagues who, although located on the other side of the world, are having exactly the same difficulties that we are struggling with!

Read more of Clara Richards’ post

Online training is THE thing!

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This post was written by Ravi Murugesan, INASP, as a response to Vanesa Weyrauch’s post titled “Is online training THE thing?” published in Politics & Ideas on April 2013. In her post, Weyrauch refers to online courses as CIPPEC‘s golden star, and lists its different advantages based on CIPPEC’s experience. Among what she considers as strengths of online courses are their cost effectiveness and broad scope, length of the process incorporating knowledge, flexibility for trainees to accommodate participation to their own agendas, and above all the horizontal and co-production driven approach of online courses.

learn-moreIn his post, Murugesan seconds Weyrauch’s argument based on his experience with INASP in developing and conducting online courses, training thus about 150 researchers from over 30 developing countries. He also argues that online courses allow one to reach out to more women, as the latter may lack the flexibility to travel and attend workshops at the expense of their family commitments. Looking at our own experience with online courses, in fact we have seen a gender balance that we could not achieve with our offline courses (in the latest research communications online course, 19 southern researchers and communication practitioners participated, with a gender balance of 50/50). But as Murugesan stated, this opinion is based on our observation and experience with online courses.

I work in the AuthorAID project at INASP, an international development charity in the UK that is dedicated to putting research knowledge at the heart of development. AuthorAID’s mission is to support developing country researchers in publishing their work. Since 2007, when we started out, we have conducted numerous workshops on research writing in our partner countries in Africa, South Asia, and Latin America. In 2011, we initiated e-learning by installing Moodle and developing an online course in research writing. Following the success of the pilot course late that year, we have conducted 3 more courses.

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Is online training THE thing?

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Courtesy of renjith krishnan at freedigitalphotos.net

Courtesy of renjith krishnan at freedigitalphotos.net

In her post, Vanesa Weyrauch refers to online courses as CIPPEC‘s golden star. She takes us through, what she considers are, its various advantages.

For the past five years under the “Spaces for engagement: using knowledge to improve public decisions” programme from GDNet and CIPPEC we have carried out different capacity building (CB) activities using a wide range of mechanisms. We were fortunate enough as to be able try out diverse CB strategies. Thus we have worked as a live lab where we could test different ways of developing capacity, ranging from regional face to face conferences and workshops to peer assistance, technical assistance and online courses.

Thinking about what has been most effective from our experience online courses quickly show up as our golden star. Through 13 courses we have been able to “train” 212 researchers and policy makers from 44 countries, including Latin America, Asia and Africa. After trying out other mechanisms, we have decided to strengthen online training due to its diverse advantages:

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Researcher policymaker: A missing bridge?

Knowledge Café

Knowledge Café

It’s quite amazing the amount of time and effort that southern researchers invest to research their ideas and present them to the world, despite the numerous challenges they face throughout this path. And ohh the pride they take in that! The role of communication is to define how big that “world” is.. It could be anything from a desk drawer to an implemented policy.

In most developing countries, unfortunately, the odds are that most research ends up warm and cozy in an office desk drawer. Not to sound satirical, it’s no secret that developing countries are hardly “the place” for hearing out what the people have to say, let alone the researchers who go out of their way to not only add to their own knowledge but to contribute to bringing about change in their societies. With that said, it’s not quite safe to blame it all on bad communication now, is it?

This blog post is supposed to highlight some of the challenges that African researchers face in “doing” research and “communicating” it to inform and advice policy. Wrapping up our latest GDNet-AERC Policy Brief Training Workshop, we picked some of the participants’ brains regarding that particular topic.

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SK for SFE – Sustaining Knowledge beyond a program’s lifetime

This is a cross-post of a piece written by Leandro Echt (CIPPEC), entitled “A researcher in search of a policy maker: reflections on the sustainability of a project aimed at linking policy and research in developing countries and published on Politics and Ideas

Running a multi-year development programme successfully is not an easy straightforward task; but rather a long journey characterized by its strengths, weaknesses, opportunities and challenges. The latter become even trickiest to overcome when this program is coming to an end.

In which case, the remaining challenge/question is how to sustain such program; in other words, how to make sure all programme products and learning material do not die away when programme closes. The programme “Spaces for Engagement: using knowledge to improve public decisions” (SFE) illustrates this situation. Not only the knowledge produced throughout the lifetime of the programme has been made available for public use, but also a reflective exercise on the programme resulted in a lessons learned paper which has also been made public with the aim to empower other intermediaries and knowledge brokers working in the same field.

The programme “Spaces for Engagement: using knowledge to improve public decisions” (SFE) is a six-year joint initiative by Global Development Network’s GDNet’s program and the CIPPECCenter for the Implementation of Public Polices promoting Equity and Growth (CIPPEC). Many of the lessons learned along these six years have been systematically reflected about in a Lessons learned paper, so as to improve our future work, as well as empower others who are walking or want to walk down the same path.

Started in 2008, the project encompasses six years of intense work aimed at creating diverse range of spaces of engagement with the participation of researchers from policy research institutions that conduct and use research to influence policy, policymakers, and/or decision making processes. For this purpose, SFE has deployed a va­riety of complementary methodologies to engage stakeholders in the field: an ef­fective combination of cutting edge research production, development of training materials, coordination of networks and debates and capacity building (both online and offline) allowed the programme to work with more than 300 researchers, prac­titioners and policy makers from more than 40 countries in Latin America, Asia and Africa.

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Upper Egypt.. The land beyond the temples

Development is about adaptation and innovation, and with that comes poverty reduction. The problem with the poor communities of developing countries, especially the rural ones, is that they are still stuck in a time capsule, all the while their population is growing and natural resources are diminishing. Fortunately, there are many ways to overcome these problems. Unfortunately though, the snag is in introducing them to new methods; i.e. getting them to adapt to innovative solutions.

NGOs play an evidently important role in the development of poor communities in the developing world. ENID is an example of an effectively successful program that contributes with creating more job opportunities and supporting food production and security in rural Upper Egypt.  ENID’s “Sustainable Agricultural Development” program, led by Dr. Dyaa Abdou, is one that focuses on promoting agricultural development. It works to increase the utilization efficiency of scarce natural resources as well as building the capacity of both the rural youth and women to produce and innovate.

The Sustainable Agricultural Development program supports a number of activities that aim at developing the agricultural environment and build the capacity of both the rural people as well as NGOs and governmental sectors to work together. Dr. Abdou highlights the main activities and how they are expected to benefit and up the welfare of Upper Egypt’s rural community. These include:

Integrated Fish Farms

These farms depend on solar power units to extract underground water. The integrated aspect to them emanates from the various agricultural activities hosted on the farms; including food and feed plantations, livestock, recycling agricultural waste to produce organic compost and finally producing Bio Gas to satisfy local needs for electricity/power (e.g. light, heat, cooking… etc.).

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