Improve Technology ROI: Focus on People

Buzzwords are great. They give us an excuse to nod our heads, act like we are paying attention, and then completely ignore issues without giving them a second thought. As long as we use buzzwords we appear (if only to ourselves) to know what's going on and we are on top of the challenge at hand. Perhaps the greatest part of working in technology is that we are never at a loss for buzzwords, or for meetings in which to use them.

Three of the greatest buzzwords in the tech arena are "People, Process, and Technology". Throw in a few other favorites, such as "alignment," "change," "culture," and... well, you get the idea. While these words are more ubiquitous in a technology discussion than fish are in the sea, they are often overlooked, misunderstood, and generally ignored. This is dangerous.

Looking over the landscape of a typical IT implementation we notice that the majority of activities are focused on process and technology. We spend tremendous amounts of time and effort defining business processes and specifying functional system requirements. We focus a large amount of time building and testing the technology. Consequently most of the people involved in IT projects are specialists in strategy, process, and technology.

So what is missing? Look closely. Did you notice the vast majority of our activities, and the majority of our team's skills, are focused on aligning process and technology? What happened to our first buzzword, "People"? Do we just nod our heads and forget to consider our people - how we can move them (that is, align them) with the process and technology? What does it mean to align people with process and technology?

Aligning People

For some, aligning people means providing training so employees know how to use the system. Others say you need to include communications to align their people. Some advanced organizations even extend their efforts to include mapping out changes to job descriptions and responsibilities.

While these are all important activities to help achieve alignment of people, process and technology, they don't actually help us understand what alignment is. And if you don't know what it is, how do you know when you have achieved it?

Alignment only occurs when your people, process and technology all perform together in a symbiotic relationship that delivers the desired results. The people use the technology. The people follow the process. They key here is that the people must actually use the technology and the people must actually follow the process. This requires people, ALL of the people, change their behavior to achieve the desired results.

Focus on Behavior Change to Improve ROI

"Did he just say our technology project needs to focus on changing people's behavior? I thought we were implementing technology, not disciplining children or providing group therapy. What is all this behavior talk anyway?"

Consider the relationship between user behavior and return on investment (ROI). When do we actually realize ROI from our technology projects? Is it when the technology is delivered? Sadly, no. We only realize our ROI when the people actually use the technology. If a system is delivered, but not used, it does not return any value to the organization. So, while successfully deploying the technology is on the critical path (pardon the gratuitous use of the buzzword) to achieving ROI, the critical path is only completed when the system is used effectively by our people.

Sounds pretty straightforward, right? Wrong. This simple idea has tremendous implications that require advanced thought. It means we need to rethink how we structure technology projects, who we involve in the process, and how we define success. Looking back over the landscape of a typical IT implementation we notice activities focusing on behavior change are conspicuously missing. Worse still, people with skills and expertise in behavior change are typically not even part of the implementation team. This is the problem.

Example: User Behaviors' Impact on ROI and on the Customer Experience

I worked with a client who did very little to drive desired behavior when implementing a new CRM system. As expected, they had numerous behavior problems that reduced their ROI and degraded the customer experience. Sales reps did not see "what's in it for me", so they would often not use the system at all or they would only enter partial, inaccurate customer data. Customer service reps would not reliably create problem tickets, nor would they regularly update their progress on resolving customer issues. Managers would not use the system to track progress or to analyze department performance.

The impact to the organization and to the customers experience was severe. The organization wasted vast amounts of time and effort performing unnecessary tasks, such as tracking down information that was not entered by one individual but was required by others to perform their jobs. The lack of complete and accurate data made it impossible for management to utilize the system reports to make reliable, informed decisions. Executives and sales reps were unable to review vital customer activity data to prepare for additional sales meetings. The customers experience was degraded by delays resulting from having to repeat conversations that were not properly logged in the system.

It was only after the client had experienced these problems for quite some time that management decided to address user behavior. After users changed and demonstrated desired behavior, the system delivered significant value and the customer experienced improved. Had management proactively focused on driving desired behavior earlier they would have avoided the period of poor performance and significantly increased their overall ROI from the start.

Defining Project "Success"

How is "success" typically defined for a technology project? Projects are often judged successful if they are delivered on time and on budget. While delivering on time and on budget are indeed causes for celebration, do they fully define success? How often do we actually go back and measure our results, our realized ROI, against the forecasted return defined in the business case that justified the project? If we deliver on time but never achieve the forecasted ROI are we really successful?

This reveals several important questions. Who actually owns ROI? Who is responsible for ensuring we actually change user behavior and realize our anticipated ROI? What are the consequences for not achieving forecasted ROI? We need to stop defining success at the midpoint of the critical path (delivering technology) and shift our focus to the end of the critical path, achieving effective system use that delivers ROI.

How do we Change User Behavior?

So, how do we do we change user behavior?

First, we realize people are unpredictable. Unlike process flows or lines of code (which are linear, logical and controllable), people are wildcards. They do not always act rationally or predictably. They can be influenced and encouraged, but they cannot be controlled. Is it any wonder that even though we define a very clear logical process and system that it is not always used as intended? So, how do we compensate for the unpredictable and uncontrollable? Who can help us do this?

To address these challenges, we need to learn more about people and how to influence their behavior. Expanding our knowledge of individuals to include an understanding of personality types, communication processes, conflict styles, individual motivation and learning styles gives us many tools for improving our ability to change behavior.

Of course, we do not work in isolation. We work in small and large groups, which have their own unique characteristics and processes. People behave differently in groups than they do alone. We need to understand more about interpersonal relationships, group dynamics, and creating and managing high performing groups. We need to understand how trust, honesty and ethics impact group behavior and how we can use this knowledge to create an environment that drives desired behavior.

Moreover, individuals and groups do not operate in a vacuum; they operate in the context of a larger organizational system. We need to understand the impact organizational forces have on individual and group behavior, and then align these forces to drive desired behavior. Can we realistically expect people to behave in one way (like, use our system as designed) if there are major organizational forces that drive them to behave in another way?

Who Can Help?

This may all sound exhausting and impossible but there are people who can help: Human Resource (HR) and Organization Development (OD) professionals.

These two groups have complimentary skill sets that are perfect for helping us align organizational forces and drive desired user behavior. HR professionals have the skills necessary to put together appropriate performance evaluation, feedback and development plans. OD professionals are trained in conducting holistic organizational analysis and in designing appropriate interventions to facilitate the desired change.

Do we really need OD and HR people? Can't we use our current project team? No! IT people do not have the required skills - their expertise lies in technology. Strategy people typically are not qualified either. The knowledge and skills they possess to develop business cases, process flows, and ROI forecasts are very different from that required to change user behavior.

To align "people" with process and technology we actually need to rely on professionals with expertise in "people" issues - HR and OD experts. But how do they fit within the development lifecycle and when do we include them in the development process?

A Better Approach to IT Projects

We often assume that if we teach people what to do then they will act as instructed. But, what if the problem is not just that they don't know how to use the system? What if they can't or won't use the system for other reasons?

Imagine you are sick and you go to the doctor. He doesn't just say hello, shake your hand and then give you an operation. Instead the doctor asks you some questions, runs some test, gets x-rays and inspects your body. Only after he has gathered data and made an informed diagnosis does he develop treatment plans. A (somewhat) similar approach is appropriate for IT implementations.

Current efforts to promote user adoption that only include delivering training and communication are akin to the doctor skipping the data gathering and just reaching for the scalpel when you walk in the door. Wouldn't it be better if we gather some data, diagnose what drives user behavior in our organization and then put together an appropriate treatment plan? That is exactly what we should do.

We begin by gathering data from multiple sources, at multiple levels in the organization, in order to triangulate and identify the major forces driving user behavior. Once this is done and our diagnosis complete, we put together a treatment plan, that is, determine appropriate actions (called OD "interventions") to promote user adoption. Interventions may be conducted at multiple points in time: project start-up, during development, at go-live and at multiple intervals following system deployment.

Example: Structuring a Project to Drive User Behavior

So, how will this work? At the start of the project an OD consultant leads the project team (IT and business SMEs) in group development work and helps them mature into a highly productive work team. The consultant also helps IT and business agree on a definition of project success and a plan for sharing responsibility for measuring and achieving ROI at various points after go-live.

The consultant then gathers data to identify the organizational factors that drive user adoption. He conducts interviews across all levels of the organization, conducts focus groups with representatives from several user departments, surveys employees, and reviews various documents such as strategic plans and job descriptions. The consultant then facilitates leaders and business representatives in reviewing the data, diagnosing the situation, and developing an intervention strategy. Finally, interventions are held prior to go live (to prepare users for the change), during the first few weeks of the deployment (to assist users during the change) and at multiple scheduled review points (to help users continue to grow by identifying lessons learned and by sharing best practices across the organization).

Including HR and OD professionals in IT projects is critical for aligning people, process and technology. Conducting an organizational analysis, and more importantly, involving people in the process, helps drive desired behavior. It allows us to make sure we are investing our efforts in conducting appropriate interventions and in addressing the "right" issues. The time and effort required to drive desired user behavior delivers significant value through improved system use, faster realization of ROI and an improved customer experience.

Final Thoughts

The next time you are planning an IT project, ask yourself if you are doing enough to address the "people" issues. Are you focusing on promoting user adoption and achieving ROI or are you just focusing on delivering the technology? How much would you increase ROI if you improved user adoption of the system? Do you have skilled HR and OD people helping you drive success? Do you have the right skills and understanding of individual behavior and group development processes to effectively address the "people" issues?

Is there anything you COULD and SHOULD be doing to align people, process and technology?

Jason C. Whitehead is founder and President of TriTuns Innovation, LLC. He has over ten years experience implementing effective technology solutions and helping organizations address the critical organizational issues that drive effective system use. He holds a Master of Science in Analysis Design & Management of Information Systems from the London School of Economics, a Master of Science in Organization Development & Strategic Human Resources from Johns Hopkins University and a Bachelor of Business Administration in Finance from George Washington University. He can be reached at jwhitehead@tritunsinnovation.com.

Three Emerging Technologies that Will Change the World

I was speaking with a friend the other night about his great grandfather. His great grandfather was born in 1875. He lived until 1965. Can you imagine the technology that this man saw come online? Let me name a few: the typewriter, the electric dental drill, the telephone, the phonograph, the incandescent light bulb, the hearing aid, the electric fan, the dishwasher, the escalator, the airplane, the Model T automobile, the air conditioner, the defibrillator, the atomic bomb, the electric guitar, the nuclear submarine, nylon, the polio vaccine, and the laser. He died right when the first minicomputer was coming to fruition. All of that in the span of his lifetime. Which leads me to the topic of this article. Technology has completely changed the way we live. And technological advances have accelerated at unbelievable speeds. Technology is converging in ways no one could have foreseen. I want to highlight some of the most interesting technologies out there. These are technologies that will change the world, for good and bad.

Nano Technology

Probably the most interesting and frightening of the emerging technologies is nano technology. Nano technology is a cross disciplinary field that deals with building and synthesizing materials at scales of 100nm or less. Nano technology usually works in one of two ways. It either pulls smaller parts together to build or it breaks bigger parts down. The parts are then used to form smaller, new materials. But why is nano technology so important?

Nano technology is important because it will have massive effects across every area of life. As I write this, researchers are working on a nano particle to target cancer cells in lungs. In 2004, Rice University tested gold nano particle cancer treatment. In this treatment, these 150 nanometer gold particles were injected into the blood stream of cancerous mice. Gold particles at this size pass into tumors, but not healthy tissue. The researchers then passed infrared through the mice. The tumorous cells absorbed the infrared, heated up, and were destroyed. They are also working on quantum dots that allow doctors to easily identify multiple diseases quickly and accurately. But the uses don't stop there. Nanotechnology will drive down the scale of electronics. This will lead incredibly small devices. The applications are limitless. And you can bet that the military will be clamoring for nano technology. The military is looking to have numerous nanotechnologies online by the year 2015. Such advances include performance enhancing nanotechnology that aids bodily functions. These will include response times, oxygen use, and heightened senses. But nanotechnology can also be used for reconnaissance and combat. Nanobots could scout areas without being seen. They could also enter into enemies for espionage. They could kill targets from within the host's body. The possibilities are frightening.

Alternative Energy & Fuels

When gas prices skyrocketed this past year, many people suddenly took an interest in alternative energy and fuels. And because demand rose, companies suddenly found themselves forced to take interest. Most of the common arguments for alternative energy and fuels center around issues of pollution, cost, dependence, and jobs.

What most people don't realize is that alternative energy and fuels always have environmental effects. This can be in the form of heat generation, air pollutants, waste by-products, land usage, extraction, etc. Instead, we have to talk about pros and cons around each type of energy and fuel. There is no silver bullet. Costs, dependence, and jobs also vary depending on the energy type.

There are a host of alternative energies being tested. Wind powered energy plants are already in place in many parts of the world. Solar energy production has taken huge steps forward with the help of nano technology. One such company is Nanosolar. Nanosolar is producing solar cells that are 100 times thinner than conventional cells. Not only are the cells cheaper to produce, but they also convert the solar energy much more efficiently. Ocean thermal energy conversion (OTEC) uses the temperature differences in the ocean layers to produce energy. And OTEC can utilize this colder water (36 degree F cooler) in other things like on shore agriculture and refrigeration. And the list goes on.

Massive interest was generated in alternative fuels this past year when gas prices hit record levels. New developments in battery technology could help. One such development is Millennium Cell's hydrogen battery technology. This technology differs greatly from traditional rechargeable batteries in that it's instantly rechargeable. It also has a much great efficiency for energy conversion, so it is much smaller and lighter. There is also greater reuse efficiency since you don't need to replace the entire battery. You only need to replace the energy module. Developments are continuing in biodiesel, electric, hydrogen, methanol, etc. I think there could be some serious future synergy between nano technology and alternative energy.

"Bionetics"

This is my name for the incorporation of technology into the body. The dermal display is a great indication of things to come. Though I have yet to find a working demo version of this concept, I have no doubt that it will become a reality. The display would be driven by millions of nanobots. These nanobots would display light when touched. This would print a display onto your hand, or wherever the nanobot display would be housed. And this is where it gets really interesting. The display nanobots would be connected to millions of other fixed and mobile nanobots throughout the patient's body. This would give instant readings on hundreds of vital statistics. Again, nanotechnology plays a strong role here.

The bionics revolution is already underway. There have been four major cases of robotic limbs recently, the latest being a woman. The robotic limbs take advantage of the functional nerve endings in the limb stump. These nerve endings are used to actuate the robotic limb and to provide feedback to the brain. More money is being poured into robotic limbs every year.

"Functional bionetics" are implants that enhance our lives. And you may be surprised to know that people are actively doing this as I write. People are inserting tiny electronics in their bodies that will unlock their front doors and their cars. The same technology is being used to unlock computers. But it doesn't stop there. There is talk of implanting devices that will carry health information. You could be carted into a hospital totally unconscious and they would be able to access all of your past medical history. Most of this is done through RFID technology.

"Bionetic networks" will be networks of connected bionetic devices. This would allow people to share sensation, feelings, and communication. If this sounds completely fictional, I invite you to consider the work of Kevin Warwick, Professor of Cybernetics at the University of Reading, England. He has implanted an extra-sensory device that interfaces with one put in his wife. They were implanted in their arms. The first experiments are aimed at exchanging sensory inputs, like pain. The hope is to extend that to other, more complicated neurological processes like thoughts and emotion. Obviously, that would drastically change relationships and indeed the world. Forget about your teens text messaging, maybe they will be brain linking in the future. Now that's really scary!

What will we be able to say came online in our lifetimes? I'm sure we could already list a lot of important technologies. But keep your eyes out for these emerging technologies. They are set to change the rules of our world. These technologies will upset economies, change military tactics, empower people, and be used to control others. Keep an eye on them.

Paul McGillivary has been a technologist for 15 years. In that time, Paul has experienced thousands of technology problems, challenges, and products. He brings this experience to bear in the articles that he presents.

For more great emerging technology information, visit us at Emerging Technology [http://www.gopaultech.com/category/emerging-technology].

Science Fair Project Idea - What Not to Do!

When it comes to entering and winning the science fair, many children go through a lot of pressure. Coming up with a science fair project idea can be really agonizing for both child and parent. Many children and or parents succumb to the pressure by attempting to create projects that are beyond their means of understanding or capabilities. They often turn to the Internet and search for a good science fair project idea that they can do with their child in an attempt to win. Sometimes, the want to win is so great that they end up being blinded by the huge mistakes they make!

1. Do not Go for a Quick Fix

Many parents turn to a quick fix science project by buying project kits online. While some of these project kits can definitely be good projects that teach your children scientific concepts that they need to learn, they may not win the science fair. This is because mass produced project idea kits also mass produce science fair projects! You may end up having the same project as another contestant, or have a judge tell you that you cannot use the kit exactly the way it presents its project. The best thing to do is try to use the kit in another manner, or try tweaking the project suggested by the kit!

2. Do not Be a Copy Cat

Copying an old project is another thing that is done in an attempt to win. Sometimes people think that projects are forgotten, and so winning entries can be submitted again. While this might impress judges at the fair itself, you can be stripped of your prize later on if they discover that the project was not originally yours, originality often being a criteria in all science fairs. There is nothing worse than being stripped of a prize, and you could be banned from the next fair! Make sure your science project idea has a good touch of originality so that you do not get called a copy cat!

3. Do not Work With Chemicals

Many science projects work with chemicals, and many of these projects turn out great. So demonstrating a chemical reaction is a popular choice when coming up with a science fair project idea. If the chemicals are household chemicals that are relatively safe, and if your child is of a capable age of handling them, then this might be okay. Many students often make the mistake of working with chemicals that should only be handled in science labs and with certain precautions. Do not work with chemicals out of desperation for a good science project, the results can be disastrous!

4. Do not Work With Power Tools

Much like working with chemicals, working with power tools is another way people think they will garner a prize at the science fair. Coming up with a science project idea that requires building structure that either stands on its own or works with other structures can be award winning, but not if it turns out a rubble because you do not know how to work with the tools, or because you ended up in the hospital for stitches. Many good science projects do not need the use of power tools, so do not try making things fancy and risk hurting yourself just to win.

5. Not Replicable

Finally choose a science project idea that you can replicate or demonstrate again and again. Feasibility of materials will also be involved in your project's replicability. Choosing a project that needs cheap materials in order to demonstrate it over and over will always win over a project that can only be done once or twice before having to change the entire system. This is important because you are likely to have to keep demonstrating your project for the judges, and even more so if you win!

There are other dos and don'ts for science fair projects, and for the most part, the don'ts are warnings or safety reminders. Just be sure that your project follows the rules, and stay well within your means or capabilities. That will make your science fair project idea a great idea, and a great project success!

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Super Science Fair Projects

Even if kids deny it, winning the science fair is a pretty big honor. It is something a student will get to boast about for years to come. Instilling pride in their school work and sparking a genuine and possible lifelong interest in science is something not many subjects can do through a fair or a competition. Just like in any competition, most children will not want to submit something that will be so-so. Even if it does not win, a science project submitted to the fair has to be world class. It has to be one of the super science fair projects!

Depending on the year level of your child, as well as their branch of science of choice (usually, you have three branches throughout a child's elementary and middle school life), there are many super science fair projects out there. The first step to getting a super science fair project is to carefully study the rules of the fair. Each fair is different depending on the school or school district. Getting to know the rules, as well as the criteria of what the judges are looking for will help you and your child come up with something worthy of the colored prize ribbons.

Earth Science is the science that studies our world and what it is made of. Think geology, anthropology, carbon dating, and the like. The most famous earth science project out there is probably the baking soda and vinegar volcano which shows how magma can rise from the earth and out over the volcano simulating a volcanic eruption. The project also demonstrates a basic chemical reaction. For a super science fair project that involve earth science though, try coming up with your own system for carbon dating. Study the method behind carbon dating and see if you can probably do the same with a few household tools.

One of the more popular choices for super science fair projects in the lower grades is a project that involves life science. Life science is the study of trees, animals, humans, and all other living things. Something as simple as comparing plant growth will count as a science fair project. In order to win, though, take the project up a notch and try growing plants through a hydroponic or aeroponic system. The most important thing is that your child comes up with a good system that they understand and can present healthy growing plants without the use of soil!

Finally, there is physical science, which is by far the most commonly used concept when it comes to super science fair projects. If you pick physical science as your branch, be ready for the competition! If you have a lesson outline of your child's physical science lessons, choose a lesson ahead of what they are currently studying, and base the project on that lesson. This will assure you that your child's project is unique and will throw everyone off by surprise. Being ahead of everyone else in terms of concepts or theory is always a sure winner!

You can create super science fair projects [http://www.easysciencefun.com/fifth-grade-science.html] from the various fields or areas of study of science. Help your kids find super [http://www.easysciencefun.com/science-projects/solar-oven.html>science fair projects</a> that they can create and show off during the fair by clicking on the links here.</body></html>]

Importance of a Complementary Educational Agenda for DR-CAFTA

LAYING THE GROUNDWORK

In September 2000, the member states of the United Nations unanimously adopted the Millennium Declaration. That document served as the launching pad for the public declaration of eight Millennium Development Goals (MDGs) - which include everything from goal one of halving extreme poverty to goal two of providing universal primary education; all to be accomplished before the year 2015. Progress towards the first seven goals are dependent upon the success of goal eight - which emphasizes the need for rich countries to commit to assisting with the development of "an open, rule-based trading and financial system, more generous aid to countries committed to poverty reduction, and relief for the debt problems of developing countries."1

At first glance, the recent actions of Central American countries and the United States to liberalize trade seem to support, at least partially, successful realization of MDG Eight. However, upon closer examination, the picture blurs and the outcome seems uncertain.

Following only a year of negotiations, the Central America Free Trade Agreement (CAFTA) or DR-CAFTA (as a result of its recent inclusion of the Dominican Republic), was signed by the governments of Costa Rica, the Dominican Republic, El Salvador, Guatemala, Honduras, Nicaragua and the United States in 2004. The agreement, committing each country to reduce its trade barriers with the other DR-CAFTA countries, was ratified by the United States Congress on July 28, 2005.2

Rather than attempting to analyze all of the specific economic and social intricacies associated with liberalizing trade in Central America, this brief aims solely to cast light upon the overlap between countries' efforts to implement the Millennium Development Goal Two/Education for All and their need to implement a complementary CAFTA agenda.

Specifically, this document highlights the importance of educational priorities if economic development efforts are to be successful. The premise of the argument elaborated here is that without sufficient prioritized emphasis by Central American countries, multilateral organizations and targeted donor countries on a complementary agenda that directs resources towards education infrastructure, CAFTA will never succeed in assisting these countries in reaching an ever elusive state of "economic prosperity." In fact, it may deter them from fully accomplishing the MDGs as well.

CURRENT STATE OF EDUCATION

With the need for collaboration between economic and educational efforts in mind, let us examine the current status of MDG Two implementation and broader educational reform in Central America:

Over the past fifteen years, most Central American countries have implemented at least basic forms of educational reform. As a result, more children are entering school and spending more days and years enrolled than ever before. On an aggregate level, the larger Latin American and Caribbean region has made considerable progress toward the goal of universal primary education enrollment and according to the most recent UN Millennium Development Goals report, "Net enrollment rates at the primary level rose from 86 percent in 1990 to 93 percent in 2001. The region's pace of progress in this indicator has been faster than the developing world average (which rose from 80 percent to 83 percent between 1990 and 2001). Net enrollment rates in 23 countries of the region (12 in Latin America and 11 in the Caribbean) surpass 90 percent." 3 The reality is that, large scale disaster or other unforeseen event aside, all six countries are on target to reach the MDG enrollment targets.

Unfortunately, progress towards the target of completing five years of primary education has been slower and few countries in the region can boast success in this arena. The lack of progress towards completion of this target is most directly related to inefficiencies in the education system and the socioeconomic conditions of poor children - both situations that result in high repetition and desertion rates and both situations that must be ameliorated if CAFTA is to succeed. Furthermore, while the number of children initially enrolling in school has increased, the poor quality of education throughout Central America is also certainly a factor in children's failure to complete their primary education. Quality must therefore also be taken into account when considering educational infrastructure needs.

While not necessarily relevant to MDG Two but quite possibly relevant from the CAFTA perspective of needing a skilled workforce, Central America's educational woes most definitely extend beyond the primary school environment. In response to the recent Millennium Development Goals Report 2005, an Inter-American Development Bank representative wrote "It is difficult to avoid the impression that the countries of Latin America and the Caribbean are falling behind with regard to secondary education. Although this is not included in the MDGs, it is the single most important educational indicator separating upper and lower income groups in the region." 4
When less than one third of a country's urban workforce has completed the twelve years of schooling that your or I take for granted, how can they hope to compete in today's technology-dense free trade environment?

HISTORY LESSON -HAPPENING AGAIN?

Upon an examination of the Mexico of today as compared to pre-North American Free Trade Agreement (NAFTA) times, a rise in the Mexican poverty rate over the last decade or so is apparent. Rather than being directly due to the implementation of NAFTA, it is more likely that this increase in the poverty rate is attributable to Mexico's failure to simultaneously implement a complementary agenda; specifically, the inability of Mexico's poorer southern States to improve their poorly trained workforce, infrastructural deficiencies and weak institutions in order to participate meaningfully in a liberalized trade environment. Rather than gain, the southern Mexican states lost even as the northern states benefited from the liberalized trade environment created by NAFTA.

Dr. Daniel Lederman, co-author of the World Bank report entitled "NAFTA is Not Enough" (and issued ten years after NAFTA was originally enacted) explained in an National Public Radio (NPR) interview in 2003 that Mexico's financial crisis in the 1990s was bound to deepen poverty there with or without NAFTA. Dr. Lederman said:

Mexican income dropped in one year, 1995, by six percent. Wages across the board for all Mexican workers, on average, fell by 25 percent in less than a year...Still, NAFTA helped Mexico limit the damage, lifting per capita income at least 4 percentage points above where it would have been otherwise. The bottom line is, Mexico would be poorer without NAFTA today. Clearly trade alone won't alleviate poverty. But if Mexico makes the right investments, especially in education, the next decade should be better. 5

POTENTIAL FOR ECONOMIC SUCCESS

As was the case in Mexico, it is likely that the majority of households in Central American countries stand to ultimately gain from the price changes associated with removing trade barriers for sensitive agricultural commodities and other goods. However, in order for this to happen, as Dr. Lederman suggests above, each country must now make appropriate investments in development efforts (most especially in education) in order to guarantee an equitable distribution of the benefits of these efforts in the future.

Simultaneously, it is of critical importance that each country provides for the needs of their most at-risk citizens. In order to guarantee that the children of these families are given the opportunity to be counted among those in school, countries must identify resources, both internally and externally, to provide incentives for families "to invest in the human capital of their children." 6Examples of such incentives have been implemented through funding from the Inter-American Development Bank and several other organizations in Costa Rica (Superemonos), the Dominican Republic (Tarjeta de Asistencia Escolar), Honduras (PRAF), and Nicaragua (Red de Protección Social). Most immediately, these incentives (often in the form of conditional cash transfers) serve to increase food consumption, school attendance and use of preventive health care among the extremely poor. In the long run they are intended to assist with poverty and malnutrition reduction and to improve schooling completion rates. As reported by the IDB, "results are proving that it is possible to increase a family's accumulation of human capital (measured by increased educational attainment and reduced mortality and morbidity) and, as a result, also raise potential labor market returns for the beneficiaries, as well as overall productivity. The programs have had a substantial positive long-term impact on the education, nutrition and health of its beneficiaries, especially children." 7

In the World Bank's expansive document analyzing CAFTA's potential impact on Central America, entitled "DR-CAFTA - Challenges and Opportunities for Central America" the authors repeatedly reference technology and emphasize the importance of a complementary educational agenda that is tied to each country's stage of development and innovation. For example, "for those countries farthest away from the technological frontier -such as Honduras and Nicaragua-- the best technology policy is likely to be simply sound education policy... in the more advanced settings of Costa Rica and El Salvador, where adaptation and creation of new technologies is more important, issues of education quality and completion of secondary schooling are more important." 8 In fact, without ever making specific reference to the MDGs, the authors recommend that the former countries focus on the goal of achieving universal primary education while the latter countries focus their energy on expanding and improving secondary level education. Failing to do so is choosing failure in the open market.

Ultimately, rather than seeing CAFTA as a first class ticket to a better economic end - with no strings attached, countries must acknowledge the critical importance of first implementing MDG Two - target three. This target, which says "by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling" 9 is a critically important step towards guaranteeing the emergence of a workforce that can respond to increased marketplace demand and evolving technologies. Without immediate investment in that future workforce via the education system, CAFTA will surely flounder and drag MDG Two along with it.

Furthermore, as mentioned above, educational infrastructure must be put into place now that will not only guarantee a higher quality education but will also be made accessible and desirable to Central America's most at-risk citizens. After all, based on Mexico's experience, the likelihood of a positive outcome for both CAFTA and MPG Two is slim. Yet the possibility of economic success does exist if we agree to truly choose "Education For All."

CITATIONS

1) Millennium Development Goals, Goal Eight, http://www.un.org

2) At the time this brief was written (Dec 2005), the agreement still hadn't been ratified by the Parliaments of Costa Rica, Dominican Republic and Nicaragua.

3) The Millennium Development Goals Report 2005, http://unstats.un.org/unsd/mi/pdf/MDG%20Book.pdf

4) The Millennium Development Goals in Latin America and the Caribbean: Progress, Priorities, and IDB Support for their Implementation, Inter-American Development Bank, Washington, DC, Aug 05, http://idbdocs.iadb.org/wsdocs/getdocument.aspx?docnum=591088

5) National Public Radio, All Things Considered, Interview with Daniel Lederman, Monday, December 8, 2003 http://web.lexis-nexis.com/

6) The Millennium Development Goals in Latin America and the Caribbean: Progress, Priorities, and IDB Support for their Implementation, ibid

7) The Millennium Development Goals in Latin America and the Caribbean: Progress, Priorities, and IDB Support for their Implementation, Inter-American Development Bank, Washington, DC, August 2005, p. 56

8) DR-CAFTA - Challenges and Opportunities for Central America, Chapter VII: Obtaining the Pay-off From DR-CAFTA, p199.

9) Millennium Development Goals, Goal Two, http://www.un.org

Jaime Koppel is the founder and chairperson of Bilingual Education for Central America (BECA). She holds a MPA from Columbia University's School of International and Public Affairs and has lived and worked in Western and Eastern Europe, Latin America and the United States.

BECA is a non-profit organization that promotes cultural exchange and affordable bilingual education. BECA's volunteer-driven bilingual school model creates an environment in which Central American students learn from dedicated volunteer teachers, and those volunteers learn from the community in which they are immersed.

Through BECA's partnership with the Asociacion de Padres de Cofradia, over 180 children in Pre-K to 9th grade are educated at San Jeronimo Bilingual School in Cofradia, Honduras by a team of 10 volunteers and 5 Hondurans.

The Future of Public Education According to The Pragmatic Thinker

For years there has been a public outcry to "fix" the PUBLIC educational system of the United States. First of all, this will be impossible, because "fix" cannot be defined.

Some say that "fix" means to have better and more modern buildings. Some say to "fix" mean to pay teachers more. Some say to "fix" means to have our students pass progress tests. Some say to "fix" means to be able to have our students more effectively compete in the world arena of science and business. Some say to "fix' means give our students a better education in the basics of reading, writing, and math. Some say to "fix" means to give our students a more progressive, liberal education so they can live fuller and more complete lives. Some say we need to "fix" the educational system so students can choose what "they" want to do in life sooner and enter college with direction and focus. And the reasons for "fixing" the "broken" PUBLIC educational system go on and on.

I think the PUBLIC educational system is broken and cannot be fixed. The system is so bogged down in political bureaucracy, red tape, special interests, union politics, under funding, misuse of funds, misdirection, non-focus, status quo thinking, social rhetoric, unfunded programs, broken political promises, and under staffed, under qualified, and under paid administrators and teachers that the PUBLIC educational system can never be fixed. It is an impossible task.

It is no wonder that PRIVATE schools, alternative learning programs, home schooling, and online curriculums are becoming more and more popular with the "affluent" of our population. If you can afford a good education for your student, parents are pulling their students out of PUBLIC schools and enrolling them more and more in private programs of education.

It is my opinion and the opinion of many concerned citizens that from elementary school to college, our educational system, at its best, often drives the natural love of learning out of our kids and replaces it with such "skills" as following rules, keeping still and quiet, doing what is expected, cheating or procrastinating. And that's why, in most schools, being on time and sitting quietly are more important than critical thinking and innovative production. To prosper in this economy, students need to develop and master different skills - lifeskills such as resourcefulness, curiosity, innovation, as well as logical and verbal proficiency.

Most progressive educational professionals would agree with Bill Gates who told our nation's governors last year that the traditional urban high school is obsolete.

The reality of education is that the system for the most part is outdated, too expensive, and ineffective. Many educationally progressive countries offer PUBLIC funding for education from Kindergarten through University, where as in the United States most states don't offer Kindergarten classes, and all Public Education stops at the end of High School.

The primary reason we send our children to school is to enable them to choose the career of their choice, earn a good living and enjoy all that life has to offer. We all want to give our children the opportunity to prosper and provide well for their families.

Here is what has to be done if we are to give our citizens a better education which in turn gives our country more productivity in the world economy.

1. We need to PRIVATIZE all education in our country.

2. Education will be "funded" but not controlled by our government.

3. Each family will be given a certain amount of money (voucher) for each student of each age.

4. Parents can use this voucher to educate their students as they choose at any school or institution of their choice.

5. The government has NO say in the choices parents and students make. Our tax dollars only go to "fund" PUBLIC education in the PRIVATE sector.

6. When schools and institutions are made to "compete" for tuitions based on the performance of the teachers and educators, the quality of education will increase. If schools don't offer parents and students a quality education, parents and students will go some place else, and the school is out of business.

7. We need to also include a government funded college education or trade school education for all who want it. Most parents can't afford to send their students to college. Only about one in 17 (5.8%) young people from the nation's poorest families, those earning less than $35,377 a year, can expect to earn a bachelor's degree by age 24. For those from the nation's wealthiest families, those who earn about $85,000 or higher, it's better than one in two (50%.) This University funding would also be on a voucher basis also. There would still be private colleges who might not need the money (vouchers), but for the most part most colleges would welcome the money as a way to increase enrollment and increase the quality of the education they offer.

8. The obvious results of PRIVATIZING education is that not only schools would have to compete to get the student, by offering a quality educational program, but teachers could now offer their services in a FREE market. The fact is, the good teachers would be paid more. Schools would have to offer the good teachers more to keep them. If a good teacher could make twice as much at another school, because they are better qualified and had a "parent following," schools would have to get serious about offering teachers more money. More people would want to become teachers if they could get paid more. And just like in every business, in order to get the best, you have to pay them more.

9. Online schools would become more and more popular and accepted also. This is especially great for the "inter-city" areas and "rural" areas, where education has been hard to fund, and quality teachers hard to find.

10. On the "one student, one voucher" system, all communities are now able to compete equally for the best teachers and educators. Because of population (demand) in large cities and communities, some schools would have to hire more teachers. In the small cities they would need fewer teachers, but the "money" is the same per student.

11. By PRIVATIZING education, funded by the government with our tax dollars (as we currently do) we would be able to save money. The United States could keep the PUBLIC education budgets at a manageable level. Schools would have to compete for the funding and just like the "price wars" of car dealers, furniture stores, and all businesses, schools would have to continually strive to give parents and students "MORE education" for their money. This is Capitalism at its best.

12. The less government "control" of our PUBLIC education, the better. Government would have NO say or control whatsoever on the type of education parents chose for their students. Government would only FUND educational choices based on the government's education budget. The PRIVATE sector would have to compete just like any other private business for the money by offering a better, quality education to its customers (the parents and students.) The PUBLIC education system for the most part now is a MONOPOLY and doesn't have to "try harder." Just like the deregulation of the airlines, the telephone companies, etc., prices would go down (or in this case stay down) based on the economic rule of supply and demand. PRIVATIZING our PUBLIC education answers ALL the problems we currently face in our current PUBLIC education system.

Larry John is the international author of Think Rich to Get Rich, a detailed outlining of the 4 pillars of wealth, and Larryisms, an introduction to pragmatic thinking. He owns a successful advertising agency and enjoys his many entrepreneurial plots and adventures. He is also the founder of The Pragmatic Thinker found at ThePragmaticThinker.com