A recent post from Eva Schiffer on "agile international development" prompted me to share more widely some reflections I have been brooding on for quite a while on the very same topic.

I am Mitchell Toomey and I have been thinking about what can UNDP (and others in the human development business) learn from web 2.0 startups? That iterative, adaptable "agile" processes can provide exponential improvement in the success and relevance of development work, while dramatically reducing risk of project failure.

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First a bit of background on software development processes:

In the "old days" software development was a very high-risk, somewhat mysterious proposition. Computers (and programmers) were rare and expensive, errors were hard to find and correct, and most of the application logic had to be fully designed months or even years before the app would finally be available for use in the real world. This lengthy, serialized process was pretty inefficient, and made software development a major, risky undertaking where the outcomes were "generalized," only indirectly linked to measurable results.

The standard method for development software came to be referred to as the "waterfall" method, where things needed to happen in a fixed, serialized, multi-step process, with nearly everything fully documented and designed before the first line of code was written.

This method actually worked great when developing, for example, the software that was used to guide a spacecraft to the moon. Such high-risk projects are well suited to this highly rigorous, though rigid life cycle. (Once the rocket launched, it was pretty hard to "iterate" the software, so it really needed to work!)

The big problem with the waterfall model was that in most cases (where life-or-death rocket science was not involved) business requirements changed more rapidly than the model would tolerate, requiring lengthy "change order" process where the full set of project plans, specifications and schedules would need to be re-examined and reformulated to account for what was actually a natural characteristic of life, change.

Over time, a new method of developing software emerged, called "agile development." The basic idea behind agile development is to document very fundamental goals ("the search engine product should allow a user to enter a keyword and get a list of highly relevant results, sorted by the most relevant first"), but then, instead of trying to design every necessary function and line of code in advance, the development cycle was split into multiple short "sprints" or iterations, where first a basic version is developed, then over time, and in reaction to "conditions on the ground," the model can be tweaked and altered to fit the needs that emerge as each iteration is tested.

It turns out that this iterative, sprint-driven model worked great; agile techniques worked, especially when coupled with instant online software distribution that allowed for quick revisions, instant bug fixes, and most importantly continuous learning and improvement based on discoveries made along the way. This "endless experimentation" model resulted in the explosion of Internet-based software solutions like Google, Facebook, Baidu, along with thousands of others.

The various styles of agile software development have become pretty well standardized – going "agile" does not mean going without a plan. The concept of highly iterative, resilient design and build processes simply compartmentalizes a project into realistic chunks that fit together into a basic architecture.

How does this relate to the work of human development?

The traditional model of international development aid could be said to operate in a waterfall model – long term plans dictate specific requirements and success criteria, and these plans take a really long time to design, negotiate and agree upon. We often see that by the time a multi-year plan is finally signed, conditions on the ground have changed, and the agreed framework and reporting cycle is not responsive to the emerging development needs.

In a similar way, the long-term projects that are the foundation of traditional country development programmes are also designed and "fixed" in this long-term, highly documented way. In more cases than not, the original plan for how to design and execute a project needs to be revised and altered to fit with new conditions (regime changes, natural disasters, economic crises, famine, disease outbreak etc.).

The work effort that must be dedicated to administering and managing these highly scripted long term projects is significant, since the success of the entire enterprise is measured against the original design plans.

In a similar way, the procurement processes that a project manager is required to follow assume that long-term, detailed plans are not only possible, but preferred, so that very specific deliverables are identified long in advance and detailed, tightly bound contracts with partners can be drawn up and bid upon.

The exponential speed of value-generation seen in the software industry can and should be replicated in the business of international human development.

The basics might already be there

Project methodologies such as PRINCE2 are somewhat agile processes. In PRINCE2, a project is split into multiple phases, and between each phase the project managers and stakeholders evaluate the outcome of the prior phase, and consider if the plans for the upcoming phase might need to be modified to adapt to the conditions on the ground. It is actually a great comfort to see that one can lean on existing tools and processes to "go agile."

The big problems remain: large development institutional processes are still primarily waterfall, when the work calls for an agile approach.

In my experience as a manager operating within such a traditional context, I often run into roadblocks that are basically caused by a systemic bias towards "waterfall" thinking. Take for example the process of procuring specialized professional services (such as training consultants, or software developers). In contrast to the highly volatile conditions into which a project is being deployed, the rules governing the procurement of services to support and achieve the project are still governed by lengthy documentation processes that were originally designed to "manage risk" before the advent of the more iterative lower-risk processes were made possible and transparent via information technology.

Who will become the first international institution to actually mandate an agile development model in its programming? What would donor agreements look like? What about programming agreements? Procurement rules? Project management tools? Success criteria? Evaluation methods?

The parallels between software programming and "human development" programming are encouragingly clear. Both help people by providing access to tools and capabilities that they did not have before, and both can be successfully managed, with a clear focus on results, if the most appropriate methods are employed.

It's time for development 2.0.

Mitchell Toomey first published this as Agile development: What human development can learn from software development and its republished here with his permission


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If you follow the #ICT4D hashtag on Twitter, you'll see a strong, focused conversation around the use of ICT in international development. Happily, the ICTworks helped create that focus through Twitter Chats we organized in the past. (Want them back? Throw out some topics!)

The same cannot be said for the ICT in education space. There are a number of hashtags in use, for all sorts of communities. The most popular seem to be:

  1. #EdTech - Mainly North American/Europe tweets that focus on 1st world ideas and issues
  2. #EduTech - A mix of developed and developing world thoughts and ideas
  3. #ICT4E - More international development focused, but not so popular
  4. #ICT4Edu - Our favorite, which seems only to be used by ICTworks

Now the beauty of a good Twitter hashtag is that over time, it comes to mean something specific, and therefore people only tag their tweets with it to reach a very targeted group of people. Looking at the list above, which do you think would be the best to concentrate those focused on using ICT to improve educational systems in the developing world?

Now, I say #ICT4E for two reasons. First, its easy, short, and flows with the #ICT4D tag. Next, it's not that widely used, so we can take it over and make it ours without too much effort. But what do you, dear community say? It's our collective hashtag after all.


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Project Director: Mobile Tech for Journalism: FrontlineSMS has received a grant from the Knight Foundation to design mobile tools for journalists, focusing on audience engagement and mobile reporting. The Project Director will be responsible for the delivery and day-to-day management of the Knight Foundation Project, and for shaping its strategic direction, growing the organization's brand strength in the market and leading the project towards sustainability. The position is based in Washington D.C. This sounds like more than just a management job. It includes opportunities for designing and implementing pilot programs and conducting communications outreach and PR, among others. Click here for details.

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Senior Technical Advisor – eHealth and ICT Coordinator: RTI International is part of a consortium working with Tanzania's Ministry of Health and Social Welfare to strengthen its monitoring and evaluation capacity. RTI is seeking a senior-level technical advisor to help develop and implement an eHealth strategy and a five-year ICT implementation plan; including systems analysis, capacity building and training, and developing specifications for software applications. The position is based in Dar es Salaam and the deadline for application is February 10. More information is available here.

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African ICT Policy Advocacy Coordinator: The Association for Progressive Communications (APC), a global network of civil society organizations that uses ICT to promote development, social justice, participatory political processes, and environmental sustainability, is seeking someone with extensive experience in ICT policy in Africa to implement a two-year project entitled "Access, rights, and innovation: Improving governance and accountability in ICT policy and regulation in Africa." The position can be based anywhere in Africa as long as there is a reliable Internet connection. Application deadline is February 17. Click here for details.


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In a recent post wondering what Steve Jobs would do in ICT4D, Ken Banks of FrontlineSMS fame bemoaned the lack of customer focus in ICT4D and expected that Apple would do better:

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Apple would see people as customers, and they’d be carrying out what they’d see as a commercial transaction with them. This approach would mean they’d have to build something the customer wanted, and that worked (and worked well). Since it would have to sell, if successful it would by default be financially sustainable. Part of the problem with the largely subsidised ICT4D "give away technology" model is that no-one is ultimately accountable if things don’t work out, and regular business rules do not apply.

With all due respect to Ken, I have an issue with the idea that ICT4D is not serving its customers. Look at any successful ICT4D organization and I say that it builds exactly what its customers want, understands perfectly their business rules, and delivers it in a efficient commercial transaction - better than Apple ever could.

We know our customers needs

ICT4D buyers are looking for cool projects they can brag about to their friends and colleagues. Quick and cheap events that claim impressive return on investment. Better yet, the ability to show off shiny gadgets that get good press. None of our customers want to pay for a decade of R&D, nor would they ever tolerate secrecy in design or finances. So we build on the cheap, show them every penny, and fight to be leaner than the next in a highly competitive marketplace. We even fill out 20, 30, 50 pages of requirements just to get our customers attention.

Funders our our customers

Be not fooled by the talk of beneficiaries or financial self-sufficiency. ICT4D isn't working with people who can afford iPhones, or often even feature phones. We are working with the poor. Nor are the poor our customers. They don't pay us, and most likely never will. We are working for the funder. Bi- and Multi-laterals, international NGOs, even national governments, smaller organizations, and wealthy individuals - these are our customers. They are who we sell to. And we sell well. We sell exactly what they want, exactly how they want it, and at the exact price they are willing to pay.

Apple failed with funders

Anyone learn on an Apple IIe in school? A generation did before Apple walked away from the market, giving the enterprise and institutional buyer to Microsoft. Apple couldn't or didn't want to deal with the long sales cycle, the focus on vendor lock-in and the need to be infinitely flexible for the client. Now Apple is back in boardrooms and classrooms, but not via the IT department, but via the consumer. A better sales strategy overall? Arguably. But not one where Apple was successful with the funder as customer.

So don't make the mistake of thinking that Apple knows every customer. Or of thinking that ICT4D does not. Any successful organization owes its success to building exactly what the customer wants.


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The Inveneo Buyers Guide to Sustainable ICT Infrastructure in Low Resource Settings is intended to serve as a planning tool for deploying information and communications technologies (ICTs) in low resource settings - i.e., communities lacking basic support infrastructure, such as grid power and broadband connectivity, and where computer skills among users and facilities managers are often limited.


It highlights the most important considerations in the selection, design, deployment and support of general facilities, ICT tools and supporting power systems. We have intentionally not addressed the complicated issue of mobile computing devices, opting instead to focus on the challenges facing those planning to deploy and operate shared access computing facilities such as school computer labs, community knowledge centers (CKCs), process outsourcing facilities, etc.

The ICT Buyers Guide is divided into two sections. Part 1 covers the key factors to consider in selecting major infrastructure components, from buildings and facilities to computers, peripherals, software and connectivity. Part 2 discusses infrastructure support and logistical issues around deployment.

Because there are many topics to cover, and to keep this resource as short and accessible as possible, each section starts with a brief introduction, followed, where appropriate, by a simple bullet list of key points to consider.

We invite you to provide your feedback on this document and ideas for improving it via email at info@inveneo.org.


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As teachers at a primary school in the Kisongo district of Arusha, Tanzania huddled into their computer lab, they quietly scoffed at me. What can a twenty-something American girl have to say in a meeting with all of us? I tried to remain upbeat and ignore the fact that I couldn’t understand what was being discussed in Swahili amongst the group.

“So I wanted to meet with everyone today to show you some computer software that can be used to support the concepts that are being taught in your curriculums.”

Blank stares. This was one tough crowd.

“Well there are lots of free tools on the Internet that you can use to help reiterate some of the concepts that you teach in the classroom.”

Crickets. Now I’m getting nervous.

I decided it might be best to open a program and demonstrate, so I opened Sebran, an open source educational software package, developed in Sweden. This would be a good start because it could be run in Swahili. I then loaded a math game that tasked students with counting the number of pictures on the screen and selecting the corresponding number.

“This game should be helpful to students in Class One who are just learning how to count. They can see several objects and then relate them to a number.”

I clicked on the first answer to show the teachers how it worked. Heads perked up. Ah, now we’re getting somewhere. I clicked on another answer. Now the teachers were closing in around the screen. One more answer. Now I had one teacher thieving the mouse from my grasp. They immediately started answering on their own and exploring the other games that were available through Sebran.

“Do you have anything to help with Class Two English?” “What about Class Five Science?”

I went on to show what I had collected and then explained how other educational tools could be located on the Internet. They all remained intrigued and attentive for the remainder of the meeting.

Guess what. This story took place in a primary school where each Standard had weekly ICT classes. Let me repeat that: Every student in this school sat in an ICT class every week. Guess what else. The ICT teacher, the one that instructs the students that sit in the weekly ICT class, was present at the meeting and was just as fascinated by the software as the rest of the teachers.

So if we have students that sit in an ICT class every week, being led by an instructor that has no prior knowledge of how to make use of educational software, what are the students doing in the ICT class?

Well I can somewhat tell you because I just so happened to stumble upon Class 5’s final exam in ICT from the previous year. It included questions such as: “An aluminum rod antenna is the type of __________.” “Most television sets use __________-power.” Or my favorite: “[True or False] Children are not supposed to watch television.”

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And why is Class 5 being tested on these things in the ICT class? Because it’s what’s in the curriculum! The Tanzanian ICT curriculum lists objectives related to how a computer, radio, or television operates. Students are expected to know how to type up and save a document and how to transmit a message via radio. With instructors faithfully adhering to these policies, they don’t ever consider how technology can be used as a tool for facilitating instruction in other subjects.

I will admit that basic ICT literacy will be vital to students as they prepare to enter job markets where technology use is emphasized. But what is the ultimate goal of incorporating ICTs into education? Is it simply to teach kids how to use a computer? I hope not. What is the point in teaching kids how to use a computer if they are not using it for anything constructive to their learning?

The main goal of incorporating ICTs into education should be to improve or enhance the quality of a student’s education. This involves developing pedagogies for integrating the use of technology with the curriculums of other subjects. When used appropriately, technology has the potential to reiterate concepts learned in the classroom and allows students to think about these concepts in a different way. Furthermore, students are able to see a connection between technology and its applications.

Being able to offer this type of learning to students is dependent on several factors. First of all, the policies must back it. Teachers teach to the curriculum. They have been trained to teach to the curriculum, and with little prior ICT knowledge, there is little incentive for them to steer away from the curriculum. If teachers are going to use ICT as a tool for learning, then the policies should reflect that.

Second, teachers must have training. Teachers need sustained instruction, not only in basic ICT literacy, but also in the ways in which technology can be leveraged as a learning tool. A teacher will not take a classroom full of students to work on computers when (s)he is not comfortable working on it on his/her own. The ones that do this often find that they are unable to come up with productive activities for the students.

ICTs have the ability to effectively support student learning. It should be the main focus of ICT4E practitioners to veer policy development and teacher training in a direction that promotes technology as a learning tool. Doing so will provide students with better education and understanding of how technology can benefit various aspects of their lives.

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The fine folks over at oAfrica have complied the Facebook growth rates for the last 18 months and they are stunning.

But before you get too excited, they also put these numbers into perspective by comparing the total number of Facebook users to the total populations of African countries. When you look at these numbers, FB's growth is great, but still quite lacking in mass adoption. Here are some highlights worthy of a raised eyebrow:

18 month user growth rate in selected countries

  • Nigeria 154% increase to 4,369,740 FB users
  • Ghana 85% increase to 1,146,560 FB users
  • Kenya 50% increase to 1,298,560 users

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Facebook adoption across Africa

  • 37+ million Facebook users as of December 2011
  • 165% median Facebook user growth since July 2010 (114% mean)

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Penetration rates across Africa

  • 2.4% median Facebook penetration rate (3.6% mean)
  • 36 nations have fewer than 1-in-20 people on Facebook
  • 12 nations have fewer than 1-in-100 people on Facebook

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Another way to look at this is that with Nigeria's growth at 150,000 new Facebook users ever month, it would take 4 years to reach everyone in Nigeria, if the 154% growth rate remains the same. But it will probably slow dramatically as oAfrica projects:

Facebook adoption in Africa, although rapidly increasing within most nations at the moment, is starting to slow in more developmentally-advanced countries. Even if Facebook user growth rates settle at 25% annually, it could be ten years until Kenya boasts 30% of the population on Facebook. In 17 months, Kenya’s Facebook user rate has gone from 2% to 3%. South Africa’s is near 10% after increasing from 7%. This growth rate of 50% over 17 months for Kenya and South Africa – which we deem “mature” – suggests the challenges large nations face providing affordable Internet and connecting rural areas. Plus, even when Internet access is available, not everyone wants to use Facebook.

What to make of this all? Facebook is a growing presence in Africa and it is an online juggernaut. But African countries have a long way to go before all their people can get online and enjoy the FB experience.


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Made in Africa: Africa's first handheld tablet, developed by Verone Mankou of the Republic of Congo, went on sale in Brazzaville and Pointe Noire yesterday (January 30). The "Way-C," or "light of the stars" in local dialect, sells for about US$300 and features integrated Wi-Fi and 4GB of memory. It will soon be marketed in 10 West African countries as well as France, Belgium, and India. There is some question as to whether the tablet is truly an African made project, as it is being assembled in China for the simple reason that Congo has no high tech factories. Stay tuned to ICT_Works for further discussion – the ICT4D world will soon be buzzing. In the meantime, congratulations to Africa and Mr. Mankou!

Mobile Tech in Mongolia: This is a part of the world that is often forgotten by the international development community. Yet this highly literate, sparsely populated, largely nomadic region of the world is poised for an ICT4D explosion, with considerations for improving access to higher education at the forefront. Blogger Michael Sean Gallagher explores various questions about "how to harness the knowledge potential of a literate society with good pedagogical frameworks and, if the situation demands, a pinch of ICT."

India: Increased Use of ICT for Education: From mapping to educational content delivery to data collection, from teacher recruitment to quality monitoring, the Indian state of Gujarat really knows how to effectively use ICTs for education. Read all about it

Girls in ICT Day! The UN's ITU agency has created the Girls in ICT Portal, a site for helping girls get involved in ICT studies and careers. They've even declared a "Girls in ICT Day" the fourth Tuesday of every April, when girls are invited into companies and governments agencies (globally) to meet ICT professionals and see what life is like on the job. "Girls in ICT Day" was only launched in 2011, so if you are an ICT professional please do your part and invite the girls in your life to learn about your work this April 24, 2012!

And now for some light reading… Information Technology and Educational Management in the Knowledge Society is an essential reference for both academic and professional researchers in the field of information technology and educational management. The papers presented in this volume are the result of an international call for papers addressing the challenges faced by the information technology and education management (ITEM) field in a society where knowledge management is becoming a major issue both in educational and business systems. This state-of-the-art volume presents the proceedings of the 6th International Working Conference on Information Technology in Educational Management. The price – $145 – is steep, to say the least, but for serious scholars and researchers of ICT, this is a must-read.

To get these links faster, follow me on Twitter: @SabinaBehague


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apple ict sales

Recently, Apple released its 4th quarter earnings, and the numbers were stunning. Macrumors spells out the highlights of what is now the most valuable public company on earth:

Apple shipped 5.2 million Macintosh computers during the quarter, a unit increase of 26 percent over the year-ago quarter. Quarterly iPhone unit sales reached 37.04 million, up 128 percent from the year-ago quarter... Apple also sold 15.43 million iPads during the quarter, up 111 percent over the year-ago quarter. Apple set new company records for iPhone, iPad, and Mac sales during the quarter.

But all those numbers are pretty abstract. Can you even fathom a company where:

  1. The iTunes Store alone generated 50 percent more revenue than all of Yahoo did last quarter
  2. Apple's profit for the year beats Google’s total revenue for the year
  3. Apple's quarterly revenues are over double Microsoft's quarterly revenues

I have a pretty good imagination, and I am still trying to comprehend what all that means. But there is one small metric that is no dream. Its a metric that should have every IT company concerned too:

Apple sold more iPads alone than HP sold PC's

Oh, and iPads are only 20% of Apple's overall revenue stream. Which means that every IT company in America, Africa, and around the world will need to have an iPad strategy in 2012. No more is the PC - desktop or laptop - the center of the computing experience. The iPhone (and to a lesser extent) Android own the mobile phone space and the iPad is now cannibalizing the PC market as people find the sleek aluminum and glass tablet more convenient and powerful than many computers.

iPads are in Africa already

I can hear a few people in the ICT4D space saying "so what?" They believe that iPads are not Bottom of the Pyramid products. To an extent, they are right - most Africans are not buying iPads as consumer items, like is done in wealthy countries. Yet, iPads are here, and cheaper than in Europe.

IDG reports that IT and business professionals in Africa are twice as likely (47%) to use an iPad purchased by their employer than their colleagues elsewhere in the world (23%), and possibly as a result, iPad users in Africa tended to use their devices more for business than entertainment and their levels of work-based communication using an iPad were higher than average.

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But what should be noticed is that levels of hardware substitution in Africa are very close to the global norm. 73% said their iPad had partly or completely replaced their laptop. That means desktop and laptop vendors need to develop an iPad strategy now.

Not a tablet strategy, mind you, but an iPad strategy. So far, its the only tablet that matters as IDG found "incredible" brand loyalty to Apple - only 19% of those surveyed in Africa would consider purchasing a non-Apple tablet. And iPad users are popping everywhere, even in rural agriculture.

Question is: what does an iPad strategy look like?

This is an open question. I've explored the iPad's impact on education, but as to an iPad sales strategy, I'm still a bit lost. I do know we all need to find one asap. Or we will all be working in a Genius Bar before we know it.


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When working with USAID funding, the purchase of ICT can be a little complicated. USAID would always ask for the source, origin and nationality of all equipment. That is where the equipment was manufactured, where it was purchased, and the nationality of the companies involved.

The expectation was that all three would be from a set of limited countries specified in the implementing agreement via a geographic code. Geographic code 000 was the most restrictive - United States only - and a huge headache for any implementer.

Instead of buying computers, printers, etc from the local ICT company, USAID funded programs had to import all that equipment from the geographic code countries. Often even then asking for a waiver because as Apple demonstrates, S/O/N is a joke when it comes to modern computing technology. Almost all technology is made outside the USA, from a global supplier base, sold by multinational companies with only the vaguest sense of nationality, and often available in-country at competitive prices. Or as USAID itself says:

Because of the end of the Cold War and the subsequent globalization of the economy, this approach has become increasingly difficult to administer and, in some respects, obsolete. The costs of compliance with the complex regulation, and of the self-imposed and unnecessary restrictions on procurement in recipient and developing countries means that the foreign assistance dollar does not go as far as it would with a more straightforward regulation that reflects the statutory authority to procure in the recipient country and other developing countries, in addition to the U.S.

What's even more interesting, is that USAID didn't have to follow this rule - it was a self-imposed relic of the Cold War never updated even though Congress gave it the authority to do so in 1993. Well, finally, USAID has re-written the S/O/N regulation, and we should all cheer. With this Final Rule determination, we are free of restrictive geographic codes come February 7. Just read the detail from USAID itself:

(a) USAID has established principal geographic codes which are used by USAID in implementing instruments. This regulation establishes a presumptive authorized principal geographic code, Code 937, for procurement of commodities and services unless otherwise specified in the implementing instrument. Code 937 is defined as the United States, the cooperating/recipient country, and developing countries other than advanced developing countries, and excluding prohibited sources. USAID maintains a list of developing countries, advanced developing countries, and prohibited sources, which will be available in USAID's Automated Directives System, ADS 310.

(b) For purposes of procurements under the authority of the Development Fund for Africa, 22 U.S.C. 2293 et seq.; for any waivers authorized under Subpart D of this regulation; and if otherwise designated in an implementing instrument, the authorized principal geographic code shall be Code 935, any area or country but excluding prohibited sources.

What does all that mean? By default, we are hereby free to buy from you and me, Africa or America, based on the qualities of the technology, not where it was made or who sold it to us.