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Title: Networking for Capacity Building in Infrastructure, Water and Environment in Indonesia with CKNet-INA


1
Networking for Capacity Building in
Infrastructure, Water and Environmentin
Indonesia with CKNet-INA
In association with
by Jan Luijendijk Jan T.L. Yap
February 2006
2
Contents of the presentation
  • 1. Capacity Building Why?
  • 2. The Capacity Building Concept
  • 3. Role of Knowledge
  • 4. Knowledge Networks

3
Capacity Building .. WHY??
4
A WORLD OF CHANGE
  • Ever-increasing world population
  • Limited natural resources
  • Limited financial resources
  • Conflict of interests
  • Competition for land and water
  • Deterioration of the environment
  • Uncontrolled development
  • Internationalization takes root

5
THE FAILING PROJECT APPROACH
  • Weak management
  • Systematic deficiencies of related Institutions
  • Absence of a long-term vision
  • Absence of consistent economic rationale for
    project selection
  • Lack of Community participation
  • Heavily construction focussed
  • Top-down approach
  • Single-sector approach
  • Inconsistent decision making

6
NEED FOR WATER SECTOR REFORM
  • Previous investments were more focussed on
    centrally controlled construction projects
  • Proper management of water resources had a lower
    priority over physical infrastructure
  • Little attention was given to efficient operation
    and proper maintenance of infrastructural works
  • Institutional capacity building was weak
  • Participation of the beneficiaries was low
  • Sense of belonging from the community low or
    missing

7
Paradigm Shift Government
  • From
  • The government as a service provider
  • A Centralistic Government System
  • A Centralistic Development Approach
  • A Bureaucratic Normative Service oriented
    Government
  • Water as a social good
  • To
  • A service enabler
  • A Decentralist Government System
  • A Public-Private Partnership Community
    Participative Development and Management Approach
  • A professional, responsive, flexible and neutral
    service oriented Government
  • Water as a social good with an economic function

8
Paradigm Shift Water Sector 1
  • From
  • a predominantly development" orientation
  • a focus on river and irrigation water and their
    infrastructure
  • an exclusive technology-centred approach
  • the "construction engineer" as "the king" of
    infrastructure
  • pure technically oriented irrigation engineers
  • To
  • an orientation with less new construction, and
    much more management
  • a more comprehensive and integrated approach of
    water quantity and quality
  • an approach incl. management, economics,
    financial management social sciences
  • teamwork where more disciplines and stakeholders
    actively participate and take decisions
  • advisers who assist water user associations in
    running (most of) the irrigation scheme

9
Paradigm Shift Water Sector 2
  • From
  • a "development" approach completely financed from
    the State budget
  • a concept where everything after construction is
    less interesting, and users are only
    "beneficiaries" who should be happy with the
    infrastructure
  • a time on Java and Sumatra with an abundance of
    water and where one could count on adequate
    rainfall
  • To
  • an approach with scarce finance where new
    infrastructure will be financed by different
    financing sources
  • a concept where the users are stakeholders, take
    decisions, receive a "water or irrigation
    service", and pay for it
  • one where water has become scarce due to
    pollution, the destruction of catchments and
    increasing competition for good-quality water and
    the need for a more accurate prediction of water
    availability

10
Paradigm Shift Learning 1
  • To
  • demand oriented programs to address real
    professional needs
  • a more professional oriented curriculum, case
    studies, participative learning, role play,
    simulation groupwork addressing multi-sectoral
    problem formulation and multi-criteria decision
    making
  • a system that placed emphasis on professional
    skill, strategic and conceptual thinking and
    where professionalism rather than scientific
    degrees receive higher valuation
  • From
  • a supply oriented education training program
    delivery
  • mainly academic oriented curriculum, textbook
    based mostly one-way handbook teaching methods
    practice
  • a higher education system that follows a
    conventional approach where knowledge of facts
    and academic rather than professional performance
    of students receive more attention

11
Paradigm Shift Learning 2
  • From
  • a provider-pay training system, which is
    project-oriented (provision of fellowships
    without real need assessment) that cannot
    sustained once the project ends
  • existing training programs and activities that
    are mainly uncoordinated in their planning and
    execution, with lack of consistencies in content
    and quality
  • study programs that are mainly related to
    infrastructure planning, engineering and
    construction management (project oriented)
  • To
  • a user-pays market-based system where
    competitive bidding and increasing available
    training products can only improve the standard
    of the products on offer
  • a well developed and quality based training
    programs with clear learning targets skill
    development following an established quality
    assurance system
  • study programs that also address the concepts of
    service oriented management, accountability,
    participative planning and management

12
Role of academic institutes
  • In many developing countries academic institutes
    offer insufficiently specialised programmes and
    are as such a limiting factor in the performance
    of the sector.
  • Therefore academic institutes need support to
  • focus on local technical and multi-disciplinary
    problems,
  • introduce more interactive and stimulating
    teaching methodologies,
  • involve practitioners in the teaching program,
  • shift from teaching factual knowledge to
    developing skills attitudes to solve problems.

13
Capacity Building (1)
  • Investments in water infrastructure in the last
    thirty years approximately US600 billion.
  • No corresponding investment in the capacity to
    manage such infrastructure.
  • up to one quarter of the investments made in
    water-related sectors by developing countries has
    been ineffective due to lack of governance and
    management capacity (Alaerts 1999).

14
Capacity Building (2)
  • Good governance and management of water
    resources, water services and infrastructure
    require
  • capable and knowledgeable people
  • an enabling institutional setting that provides
  • timely access to adequate knowledge and
    information for decision making
  • create and nurture a conducive environment for
    the people to work and perform
  • There is growing consensus among policy-makers in
    the developing world that this lack of capacity
    is a primary constraint on sustainable
    development and management of water services.

15
An Indonesian case (WB study,2003)
  • Improvement of irrigation performance
  • large-scale pilots where Water User Associations
    were empowered through capacity building and
    appropriate regulatory changes
  • An economic analysis showed that conventional
    rehabilitation projects have an ERR of 10-18.
  • However, when an enhanced capacity of the WUAs
    was realized, the ERR rose to 30-40.
  • The social capital can be considered as the core
    of the matter while the works are the
    instruments through which the capacity is
    built.

16
The Capacity Building Concept
17
What is Capacity?
  • A Nations capacity is a combination of
  • an enabling and stimulating management and
    regulatory framework (the enabling environment)
  • effectiveness, flexibility and adaptability of
    organizational processes (institutional capacity)
    and
  • individual capacities (human resources).
  • This requires a broad and holistic view of the
    central concerns of management, namely how to
  • manage change
  • resolve conflict
  • manage institutional pluralism
  • enhance coordination
  • foster communication, and
  • ensure that data and information are collected,
    analyzed and shared.

18
Capacity
  • Capacity is the ability of an individual, and
    organisation or a system to perform functions and
    to meet objectives effectively and efficiently.
  • This should be based on a continuing review of
    the framework conditions, and on a dynamic
    adjustment of functions and objectives.
  • The ability to achieve performance, to produce
    outputs and outcomes.
  • Dynamic dimension re-defined and re-assessed
    continuously.

19
Capacity
  • More than
  • technical competence
  • the availability of sufficient financial,
    material or human resources
  • It includes how such inputs are being applied
    and used to produce certain outputs, results and
    outcomes
  • Seen as a Process and as an Outcome

20
Capacity development
  • Lopes and Theisohn (UNDP,1997) defined capacity
    development as follows
  • Capacity development is the process by which
    individuals, organizations, institutions and
    societies develop abilities (individually and
    collectively) to perform functions, solve
    problems, set and achieve objectives.

21
Capacity Development/Building
  • Is about creating Learning Organisations
  • Is task specific, and have to be tailored to the
    specific situation (Milen 2001)
  • Consists of phases, which are closely related,
    but do not necessarily occur in a linear sequence

22
Components
  • System regulatory framework, policies and frame
    conditions that support or hamper the achievement
    of the policy objectives
  • Organisational Structure, decision-making
    processes, procedures working mechanisms,
    management instruments
  • Individual individual skills and qualifications,
    knowledge, attitudes, work ethics and motivation
  • Financial sustainability capability to finance
    capacity building activities in a sustainable way.

23
Human Institutional Capacity Development
  • Include initiatives to modify framework
    conditions
  • Legal regulations
  • Resource endowment
  • Institutional landscape
  • To change structures and working procedures of
    organisations
  • Make sure that capacity is increased on the
    individual level (Human Capacity Development) and
    that there is a positive impact on the services
    and products of the organisation (Institutional
    Capacity Development)

24
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25
Capacity building framework
26
Conclusions Capacity Building More than
Training!
  • Much wider than a narrow focus on training and
    human resource development by sending staff to
    attend training or education programmes
  • Consider how this staff can make use of its new
    knowledge and skills
  • Consider whether the working systems allow them
    to achieve good performance
  • Assess organisational structure
  • And its relation with other institutions

27
It is a Process, not an Output
  • In theory ? indefinite process, because of
  • Ever-changing conditions of governance forcing
    organisations to constantly identify and meet new
    challenges
  • New economic development,
  • Social cultural changes,
  • Technological advances
  • Political maturation of the society

28
And .. it is .
  • not a Project !!!
  • a Process
  • a cyclic process
  • not new!
  • multi-sectoral
  • about institutional changes and framework
    interventions needed to enable people and
    organisations to fully use of their potentials

29
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30
Capacity Building Needs Priorities
  • Each group or stakeholder identify own needs
  • Decision based on Good Governance principles
  • Participatory processes
  • Involving various stakeholders or groups
  • Finally be integrated into an overall process
  • Always needed Learning Organisation concept
  • Cyclical process that mirrors a Strategic
    Planning Process

31
Capacity Building Needs Identification
  • CB needs to be identified and formulated
  • Needs can come from inside or from outside, or
    both
  • Unsatisfactory quality of services
  • Insufficient quantity of services
  • Irrelevant services
  • Customer satisfaction surveys

32
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33
Institutional framework capacity building

Capacity
Building

34
Role of Knowledge
35
Role of knowledge
  • Knowledge is intimately linked to the three
    levels of capacity.
  • The knowledge base relates to the acquisition,
    archiving and analysis of the huge and growing
    amount of data.
  • These data are encapsulated explicitly in every
    human artefact databases, documents, models,
    procedures, tools
  • The knowledge base also includes implicit or
    tacit knowledge inherent in people, namely their
    skills, experience and natural talents to
    understand, create and apply knowledge.
  • In this way implicit knowledge becomes a synonym
    for capacity-to-act or a competence to solve
    problems.
  • This emphasizes that implicit knowledge is
    contextual, and it underlines the importance of
    local or indigenous knowledge.

36
Knowledge similar to Water
  • Resource
  • Static/dynamic
  • Flows
  • Cycle
  • Quantity/Quality
  • Can/should be managed

37
Knowledge Networks
38
Knowledge Networking as Capacity Building
instrument
  • During the 2nd (1996) and 3rd (2001) UNDP
    Symposia on Water Sector Capacity Building, one
    of the main conclusions was that
  • Knowledge Networking"
  • and the sharing of information and skills
  • are key instruments
  • in the development and coordination of the
    knowledge and institutional resource base.

39
The emergence of knowledge networks
  • Recognition that most learning is informal
  • Connecting people can help sharing knowledge
  • The focus is on human groupings in networksand
    communities of practice
  • The life of networks is revolving around
    information and knowledge.

40
CB and KM both support performance improvement
  • information and knowledge can contribute to
    improving the performance and effectiveness of
    both individuals and organizations
  • The capacity to manage information and knowledge
    needs to be viewed as an integral part of
    organizational capacity building strategies.
  • As knowledge is becoming the main source of an
    organizations competitive edge, so will be the
    access to knowledge

41
ICT as a catalyst for networking
  • The physical interaction of participants is
    essential in launching communities or networks
  • ICT can extend the reach around the globe.
  • ICT enables to get access to global information
  • ICT is becoming a catalyst for networking

42
Win-win for both South and North
  • Through networks developing countries can learn
    from
  • each other (S?S) by sharing indigenous knowledge
    and recent development successes and failures
  • donor-country experts (S?N)
  • Professionals in developing countries should
  • scan globally and reinvent locally
  • The traditional expert?counterpart model will
    be replaced by the two-way flow of knowledge.
  • For technology transfer to be effective, it must
    be accompanied by a long-term process of human
    and institutional capacity building

43
The potential of Networks in building Capacity?
  • A network could have a great potential for
    building capacity.
  • However,
  • It can still be loose network in which just data
    and information is exchanged

44
Main building blocks of a knowledge network
  • Providers and consumers concept
  • Community of Practice
  • Internet-based learning and education
  • ICT-tools KM-platforms, services and
    functionalities

45
Knowledge Network Approach
  • Integrating Capacity Building components
    Education, Training and Applied Research
  • Linking CB institutions with Professional sector
    institutions
  • Network as the main meeting place of
    collaborative work
  • Applying the CoP concepts
  • Stimulating involvement of experts in
    multi-disciplinary regional RD activities

46
DELFT CLUSTER PARTNERS
47
Waternet A network for education, training and
research in Integrated Water Resources Management
(IWRM) in Southern Africa
48
NILE Network of nodes and clusters
49
CAPNET
50
CKNet-INA Collaborative Knowledge Network of 10
Universities in Indonesia
51
Conclusions (1)
  • Strategic partnerships create the enabling
    environment for co-operation
  • Joint applied research has a high potential for
    building capacity
  • Capacity building networks should involve all
    sector institutions
  • Networks should be open and easy to access
  • Networks require co-ordination
  • CoPs form the main building block of a knowledge
    network
  • Networks should focus on already existing
    communities
  • Network and communities should clearly define its
    domain

52
Conclusions (2)
  • Effective network and community coordinators are
    key
  • Building distributed communities require extra
    attention
  • Support to network development should lead to
    sustainability
  • Critical success factors for network and
    community development

53
Thank You!
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