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

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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
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Contents of the presentation

• 1. Capacity Building Why?
• 2. The Capacity Building Concept
• 3. Role of Knowledge
• 4. Knowledge Networks

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Capacity Building .. WHY??
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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

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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

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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

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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

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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

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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

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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

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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

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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.

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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).

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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.

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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.

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The Capacity Building Concept
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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.

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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.

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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

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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.

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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

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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.

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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)

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Capacity building framework
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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

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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

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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

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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

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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

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Institutional framework capacity building

Capacity
Building

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Role of Knowledge
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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.

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Knowledge similar to Water

• Resource
• Static/dynamic
• Flows
• Cycle
• Quantity/Quality
• Can/should be managed

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Knowledge Networks
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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.

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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.

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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

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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

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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

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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

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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

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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

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DELFT CLUSTER PARTNERS
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Waternet A network for education, training and
research in Integrated Water Resources Management
(IWRM) in Southern Africa
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NILE Network of nodes and clusters
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CAPNET
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CKNet-INA Collaborative Knowledge Network of 10
Universities in Indonesia
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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

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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

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Thank You!