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AbstractTo make microcomputers serve development requires clear vision and leadership on the part of administrators. The assimilation of this technology for government tasks is no longer dependent on cost reductions or computer programmers. Rather, it requires administrators to make an explicit choice of software to integrate hardware, information and decisions. At the operational level this process is not a mere technology adoption exercise and is based on three factors—adapting standard packages that are within the reach of even the least developed countries; information specialists and end‐users jointly determining data structures; and integration of microcomputers into existing administrative functions. A decision support system for district administrators developed in India is discussed. The paper concludes with lessons for first time users so that development administrators, aid agencies and governments avoid costly mistakes.

The dynamics of revitalisation of training institutes in developing
countries is examined. The analysis is based on experience as director
of a state training institute. A set of prescriptive guidelines of what
heads should do to share information, through the process of developing
training material, for a team approach to joint problem solving is
presented.

The paper is based on experiences with a Decision Support System prepared in India. The first part provides a framework for looking at the process of system design in administration. This is followed by a description of the application package and how standard software has been used. The paper concludes with a set of policy recommendations for end-user computing in development administration. (DSE)

AbstractEnd user computing requires policy initiatives very different from those needed for computerization in order to deal with the specific issues of initiation, development and institutionalization. Microcomputers provide a service and not goods or savings and require an emphasis on the dynamics of the system, where both strategic issues and operational priorities have to be set. The process is organizational, rather than a technological or a planning exercise. It requires governments to guide the change through deliberate decision making. The objective has to be to obtain the support of users at different levels. In this paper Asian experiences are compared with Western experiences to determine a framework for looking at the process. The limited set of strategies for success have also been identified.

There are an increasing number of countries where governments have
the political will to bring about a reorientation in the management of
programmes and projects, but do not quite know how to design the
supporting institutions capable of reaching the poor. The relevant
factors here are administrative and social rather than technical and
financial. The problem is how to share decision making with the poor at
the local level in programmes initiated by government. Experience with
recent business practice in developed countries is drawn on to analyse
lessons of success in programmes in developing countries. Changes in
public policies in the management of programmes to draw on the benefits
of partnership with the poor, whose passivity acts as the major
constraint in development, are suggested.

AbstractThis paper is based on a programme being carried out by the Government of India to provide regular in‐service training for administrators. The experience shows that an effective training design is to be based on the requirements of the development paradigm, to improve interaction between government agencies and the public and between agencies themselves. There is need for caution in transposing prescriptions from management, since the nature of the problems, environment and work, all differ. It is also not sufficient to say that the training should improve knowledge, skills and attitudes. There is a need to be more specific in these interventions–how much of each input is needed; for whom and with what objectives; in what manner and by whom; how frequently? The paper argues that the training content for all levels of administrators should concentrate on organizational rather than functional needs. The paper concludes with an outline of a training policy framework for administrative management, and observes that effective demand must be created for such training. The Indian example provides a possible model for developing countries designing training for public administrators.