Evaluating a participatory approach to information and communication technology development: The case of education in Tanzania

ICT projects in Sub Sahara Africa have a high failure rate due to inadequate (participatory) approaches and contextual differences. This study evaluates the outcomes of a participatory and multi-stakeholder approach to develop ICT applications in education in Tanzania, called the Roundtable (RT) process. This process is an interpretive approach grounded in Constructive Technology Assessment (CTA). The outcomes are measured in terms of sustainability, scalability of projects and impact on users. Sense making and learning-bydoing are key words in order to ‘grow’ ownership. At sector level it turns out difficult to create a ‘paying’ market and to stimulate relevant policy making. The study compares the outcomes against a ‘norm’ on success and failure of ICT projects. Some difficulties with CTA are discussed. Based on this study we conclude that the CTA approach is a promising avenue, but further research is needed.