Learning through networking and information exchange: how NGOs can increase their impact

["Irfan Khan" <khania2@super.net.pk>]

Learning through networking and information exchange: how NGOs can 
increase their impact 


How can international NGOs (INGOs) use networking, learning and 
information systems to increase their development impact? What is the 
state of their systems for accessing and processing information? How 
could they become more successful in sharing and learning 
information?

In research by the London School of Economics and Political Science 
and the Institute for Development Policy and Management it is argued 
that learning from the field is essential to enable INGOs to 
influence wider policy-making and improve local accountability. As 
their focus changes from operational work to international advocacy, 
INGOs must strengthen institutional learning structures and learning 
skills.

Many INGOs now focus on facilitating sustainable change through 
international advocacy, using their capacity to link global 
institutions and macro-level policy with local situations and micro-
level experience. Although less directly involved at grassroots 
level, such INGOs need to maintain strong institutional links with 
local partners. Yet despite their broad links and the potential of 
information and communication technology-based networking, INGOs tend 
to have small-scale successes rather than achieve maximum impact in 
influencing global development policy. Learning from the field is 
crucial for improving both international advocacy and local 
accountability, and the processes by which INGOs learn are key. 
Central to these processes are activities concerned with information 
access and exchange. Madon and Sahay recently studied the 
‘information’ strategy adopted by a small NGO in Bangalore, South 
India.

INGOs have adopted various networking and information strategies to 
improve learning from the field, including strengthening linkages and 
information flows with partner organisations, governments and 
development agencies. INGOs are also making more systematic use of 
information systems in order to improve the flow of ideas, 
experiences and information among INGO headquarters, national offices 
and those at the grassroots level.

For learning systems to become institutionalised, INGOs need 
appropriate institutional structures, information exchange processes 
and skills in generalising from the field. With an emphasis on 
decentralised structures, non-hierarchical communication and openness 
to learning, INGOs have the potential to remain flexible in 
responding to changing circumstances and to devise solutions to 
complex development challenges.

Research findings include:

- Most INGOs’ systems for accessing, storing, transferring and 
disseminating information are underdeveloped and many suffer from 
information overload, receiving huge amounts of information, which 
they are unable to process. 

- Organisational learning often focuses on internal processes, 
neglecting the essential contribution of external information from 
interaction with other organisations, for example, partners, 
development agencies and academics. 

- The balance between participatory, field-based learning and 
learning that feeds into wider policy and advocacy-related work is 
essential, but difficult to maintain. 

- The channelling of information from the field for headquarters’ 
consumption is being replaced by the acceptance of the use of locally-
generated information and communication channels for learning. 

- Field experiences need to be generalised to have influence in wider 
policy circles. 


Policy implications include:

- The crucial aspect of information sharing and learning is not the 
information itself but the building of learning capacities. 

- Direct, experiential learning amongst field workers remains the 
foundation for other forms of learning linked to good practice, 
policy and advocacy work. 

- Encouraging action, reflection and learning from experience among 
field staff and project partners must take top priority. 

- Learning needs to be supported by decentralised, flexible 
institutional structures that are open to experimenting with 
indigenous forms of information and communication channels. 

- More emphasis should be placed on the documentation and 
dissemination of indigenous, local experience. 


Contributor(s): Shirin Madon

Source(s):
‘An information-based model of NGO-mediation for the empowerment of 
slum dwellers in Bangalore’, in The Information Society, 18, 1, by S. 
Madon and S. Sahay (2002) More information:  
http://www.slis.indiana.edu/TIS/readers/toc/18.html 

‘International NGOs: Networking, Information Flows and Learning’, 
Development Informatics Working Paper Series No. 8, Institute for 
Development Policy and Management, University of Manchester, by 
Shirin Madon, 2000 More information: 
http://idpm.man.ac.uk/wp/di/di_wp08abs.htm


Funded by: Nuffield Social Science Small Grant Scheme 

Date: 17 January 2003

Further Information:
Shirin Madon
Department of Information Systems
London School of Economics & Political Science
Houghton Street
London WC2A 2AE, UK

Tel: +44 (0)20 7955 7627
Email: s.madon@lse.ac.uk



source: http://www.id21.org/society/s8csm1g1.html