PDIA Course Journey: Youth Unemployment in Nepal

Guest blog written by Raunak Thapa, Sayujya Sharma, Shraddha Gautam, Srizu Bajracharya, Natasha Kafle, Sameer S.J.B. Rana

This is a team of six development practitioners working for an NGO in Nepal called Daayitwa. They successfully completed the 15-week Practice of PDIA online course that ended in May 2019. This is their story.

We first came to know about the PDIA Course through our colleagues at Daayitwa, who had previously taken the course. They told us how it would help us understand the problems we were working in as an organization. We were very excited about what it does and how it works.

Daayitwa works towards building an entrepreneurial environment for youths in the country – the majority of whom are leaving the country every day for better opportunities in foreign countries. However, most have fallen to work for labor jobs. Some countries in the middle east house many Nepali workers, who sometimes do not return to the country, to their families because of their dire financial situation at home.

Daayitwa since its initiation has been working to make an enabling environment for youths through its different programs: Fellowship, Rural Enterprise Acceleration Program, Leadership Course, and Yuwa Aaja! (Youth Engagement for Youth Employment.)

The six of us (who took the PDIA course) actually come from different entities under Daayitwa; however, we were keen to understand the experience that our friends who had taken the course appreciated so much. Initially, we didn’t comprehend many questions like what is our problem? Who does this matter to? When would be the appropriate time to take actions? How do we work towards the problem?

Sometimes, when you come into an organization – there is already a set way of doing things, which everybody follows. But the PDIA course, helped us (the six of us) look at problems we were looking at in more detail, and gave a chance to work closely and to understand how to deconstruct the issues that we were working to identify solutions. Continue reading PDIA Course Journey: Youth Unemployment in Nepal

PDIA Course Journey: Tackling the problem of basic education in remote areas of Indonesia

Guest blog written by Annisaa Rachmawati, Agusti Padmanisa, Yossy Rachmatillah, and Senza Arsendy.

This is a team of four development practitioners working for an education program in Indonesia, INOVASI, that aims to find out ‘what works’ (and conversely what does not work) to improve student learning outcomes in literacy and numeracy in basic education. They are a multidisciplinary team of officers working in communications, program implementation, monitoring and evaluation, and operations unit. They successfully completed the 15-week Practice of PDIA online course that ended in May 2019. This is their story.

Screen Shot 2019-08-15 at 6.47.37 AM

The term PDIA is something that our team is familiar with, in fact it’s a buzzword we hear everyday at work. Our project uses PDIA as its underlying approach, yet there seems to be different interpretations and debates around how it should be translated into program implementation. Having observed this notion for a while, we decided to enroll in PDIA Online Course to learn rigorously about the approach. We were convinced that this course will equip us with practical knowledge to actually do what we preach in our project.

There are four principles which encompasses PDIA. First, we need to ensure that our intervention is “problem driven” instead of solutions driven. Second, we need to engage relevant stakeholders and create environment which allows for “authorization of positive deviance”. Third, we need to foster experiential learning through “iteration and adaptation”. Last, we “scale through diffusion” successful interventions for reform to be sustainable.

The problem we are trying to tackle is “early grade students in remote areas in Indonesia have difficulties learning to read”, a persisting issue our country has been struggling for decades despite the many efforts collectively put by the government, donor programs, and education practitioners. Policies and best practices (either locally nominated or externally imported) seem to be successful in a short period of time, deceiving us into thinking that we might have solved this problem for good. Not long after specific project or intervention is completed, the same problem reoccurred – leading us right back into capability traps. (Isomorphic mimicry alert!)

Continue reading PDIA Course Journey: Tackling the problem of basic education in remote areas of Indonesia

Using the PDIA Approach for Menstrual Hygiene in Nigeria

Guest blog by Uchechi Okonmah

There have been a lot problems and misconceptions surrounding Menstruation in developing countries particularly in Nigeria. Menstrual Hygiene management amongst women and adolescent girls has become a matter of concern in recent age especially in rural areas where accesses to modern facilities are hindered by a number of factors and myths surrounding this subject.

Screen Shot 2019-08-07 at 8.28.06 PM.png

This era as described by the PHAAE Organization as an “era of new puberty” by a recent study where increasing number of girls starts to develop their sexuality at an early age of 7 or 8. In sharp contrast to the 1960s, where only 1% of girls would enter puberty before their 9th birthday.

In tackling this issue, PHAAE adopted the Problem Driven Iterative Adaptation (PDIA) in order not to be mired by the “big stuck” or “capability trap” where developing countries and organizations thereof are stuck doing the same thing year after year that doesn’t improve or help the situation or produce results. Even when everyone can agree in broad terms that Menstrual hygiene management amongst adolescent girls and women in marginalized areas is very poor as a result of lack of modern facilities, an inability to actually implement a strategy that addresses this means there is little or nothing to show for this realization despite the time, money and efforts (if any). Continue reading Using the PDIA Approach for Menstrual Hygiene in Nigeria

PDIA Course Journey: Legal Education Reform in Ukraine

Guest blog written by Artem Shaipov, Ivan Shemelynets, Sheverdin Maksym, Maryna Yakubovych.

This is a team works for the Ministry of Justice of Ukraine, the Legal Education Committee of the Ukrainian Bar Association, and the USAID New Justice Program in Ukraine. They successfully completed the 15-week Practice of PDIA online course that ended in December 2018. This is their story.

Screen Shot 2019-07-16 at 11.59.48 AM

What were some key takeaways from this course?

This rigorous, insightful course helped our team to become a true team in the first place. We learned a lot on teamwork and multiagent leadership and obtained a better understanding of how, in fact, change materializes in different contexts.

We also gained a bird’s eye view on state capability and its development through the reading on the “big stuck” in state capability. We also got a more nuanced understanding of the  accountability mechanisms through studying four relationships of accountability and how they affect development.

Our comparing and contrasting the 2015 problem with the 1804 problem was quite an eye-opening experience as we better understood how a true development is made possible — through problem-driven, iterative adaptations. Continue reading PDIA Course Journey: Legal Education Reform in Ukraine

PDIA Course Journey: Monitoring FONACIDE in Paraguay

Guest blog written by Daniel Canteros, David Riveros Garcia, Irene Clementina Esquivel Hermosilla, Sofía Belén Pozzo Centurión.

This is a team working a grassroots NGO called reAccion Paraguay which fights corruption in the education sector through promoting citizen participation and technology. They successfully completed the 15-week Practice of PDIA online course that ended in December 2018. This is their story.

In terms of education, Paraguay ranks among the worst in the world, only countries in civil war, continuous political conflicts or periodically affected by natural disasters have worse rankings. Hence, for a country that has lived in a relatively stable democracy for over 25 years, the education problem is a considerable challenge for the future of our nation. We applied to the PDIA course because we have been tackling a problem related to funds for infrastructure in the education sector that are not reaching the neediest schools.

Our team faced a particular challenge. None of our members are from the public sector. We are from a grassroots NGO called reAcción Paraguay, which fights corruption in the education sector through promoting citizen participation and technology. We train students to monitor a national fund for education infrastructure, so that public resources go to the neediest schools. During the course we worked hard to catalyze the 4 years of experience we have monitoring the National Public Investment Fund for Development (aka FONACIDE).

The processes of the FONACIDE law are unknown and not respected by government and non-governmental actors alike (i.e local governments, ministries, parent associations, students, directors, teachers). Our team has verified these irregularities and several others for over four years through the implementation of a monitoring mechanism. It consists of visiting the neediest schools to collect data about the infrastructure works for schools financed with FONACIDE. We then work with university students to match the collected data with open government data in order to expose irregularities.

Continue reading PDIA Course Journey: Monitoring FONACIDE in Paraguay

PDIA Course Journey: Reform and Rebuild Nigeria

Guest blog written by Adepeju Francis-Abu, Beatrice Izeagbe Okpara, Kennamdi Charles Onwuliri, Lami Wendy Adams, Pemwa Danbaba.

This is a team from Nigeria working for the Federal Ministry of Justice, Government Agencies and the private sector. They successfully completed the 15-week Practice of PDIA online course that ended in December 2018. This is their story.

rrnnigeria_44975_223239_Team RRN discussing Group Assignment 12-1

Our team is an interesting mix of people from different organizations within and outside the Nigerian public service and was peculiar because only one of us had prior experience in development work. However, we were all driven by an interest to make a difference within our environment with the hope that the effect would eventually cascade to the entire public service, hence the group name Team RRN (Reform and Rebuild Nigeria).

In the past 15 weeks we’ve expanded our perspective, network, acquired some vital skills in problem solving through PDIA and gained an entirely new perspective on designing solutions by learning to take little and realistic iterative steps towards small & quick wins.

A major takeaway for us individually and as a team was learning to construct and deconstruct our problem using analytical tools like the 5-whys, fishbone diagram, and triple A change space analysis which enabled us to properly assess our problem and determine its true nature and components. Unsurprisingly, during the deconstruction exercises, our team’s initial problem morphed into the streamlined problem statement we eventually focused our engagement on.

In addition, we gained an important lesson “crawling the design space” that we could combine best practices with other practices (latent practice, existing practices, and positive deviance) to achieve desired results. We surprisingly found out that the emergence of ideas could come from latent and positive deviance space, like our serendipitous discovery in the second week of iteration. Continue reading PDIA Course Journey: Reform and Rebuild Nigeria

PDIA Course Journey: Supporting lasting Peace in Colombia

Guest blog written by Catalina Riveros Gomez, Irina Cuesta Astroz, José Luis Bernal Mantilla, Juan Carlos Garzón-Vergara, Juan David Gelvez Ferreira.

This is a team from Colombia working for an independent think tank called Fundación Ideas para la Paz (FIP). They successfully completed the 15-week Practice of PDIA online course that ended in December 2018. This is their story.

In many cases, people use to think that public issues are so complex and it is necessary to re-structure the system to improve or to change a reality. On the other hand, many academics argue that the solution is already done in other part of the world, so we just have to implement what worked in other country/city and the problem is solved. However, the public affairs are complex, it changes and have different reactions depending the time and the territory. With that in mind, this course taught us many things:

  • First, we learned that it is possible to advance in the solution of complex problems, developing small and concrete actions. To do this, it is important to understand that there is no single solution, but we can have multiple alternatives, from which we learned and adapted our responses.
  • Second, we understood that we should not have a fixed plan, but a strategy opened to change based on what we have learned. A key tool for this is iteration to identify what adjustments do we need to do to move ahead.
  • Third, we learned how the iterative process works in practice, and why it is relevant not only to ask what we did, but also what we learned and what we will do to solve it.
  • Fourth, not everything that presents itself as a problem is actually a problem. As highlighted in one of the sessions, many times what exist are solutions disguised as problems. This is a key element, as it facilitates the formulation and dissection of the problem into small pieces that can then be addressed independently.
  • We also learned that time management and expectations regarding possible goals are very important. We had to adjust our expectations about the results we could achieve and set up realistic and doable actions.
  • Finally, we also learned that it is important to translate ideas into practice, because it is through actions that we can learn and adjust what we want to do. I understand better the “try, learn, adapt” method and how the iteration process works.

Continue reading PDIA Course Journey: Supporting lasting Peace in Colombia