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Tag Archive for: rural

Tangerine: Early Grade Reading Assessments Go Digital

Photo Credit: eddataglobal.org

The Early Grade Reading Assessment (EGRA), a tool used in over 50 low-income countries and 70 languages to measure students’ progress toward learning to read, is going digital through its new Tangerine™ platform. The mobile software application designed by RTI International specifically for recording student responses during the administration of the EGRA can now be used by organizations and governments to simplify preparation and implementation of fieldwork, reduce measurement and data entry errors, and eliminate manual data entry.

The EGRA is a 15-minute test administered orally to students in the early grades of primary school. It was designed by RTI International under USAID’s EdDAta II project to help educators in low-income countries break the pattern of illiteracy among their poor. Since 2006, the EGRA has been used to evaluate students’ foundation literacy skills, including pre-reading skills like phonemic awareness and listening comprehension, which have been shown to predict later reading abilities. Using test results, education ministries and their donor partners are then able to identify and address learning barriers to develop strategies to improve literacy.

But now Tangerine has taken the paper-based EGRA tool to a new level of efficiency. The open-source electronic data collection software can be used on mobile computers, including netbooks, tablet computers and smartphones to enable assessment administrators to:

Simplify the preparation and implementation of field work
Reduce measurement and data entry errors
Eliminate costly, time-consuming manual data entry
Provide rapid turnaround of results

Through these advantages and the analysis of results of student populations, policy makers and organizations can respond even sooner to challenges within an education system. They can also develop appropriate strategies to improve early-age literacy rates, such as improving teacher training programs and curriculum materials.

In addition to the Tangerine EGRA software, RTI developers are currently developing two new tools that can be used by teachers themselves in their own classrooms:

Tangerine:Class – a version of Tangerine tailored specifically for teachers to assist in developing and administering classroom based math and reading assessments and interpreting results to inform their instructional practice.

Tangerine:Teach – a tool that can interpret results from Tangerine:Class to identify and develop learning materials to address student weaknesses.

To learn more about Tangerine:

The Edutech Debate posted a blog, ICT and the Early Grade Reading Assessment: From Testing to Teaching by RTI’s Carmen Strigel, which offers an in-depth analysis of Tangerine’s application and cost benefits.

There is also a brief video of EGRA being administered using Tangerine.

May 2, 2012/by actualize

Humanitarian Assistance, Originally posted on the GBI Portal

ICT for Cholera Prevention and Outbreak Management in Haiti

Photo credit: www.vaccinenewsdaily.com

With the rainy season off to an early start in Haiti this spring, can technology help stave off the rising cholera epidemic?

That’s what several international aid and health organizations are considering now that the advantages of ICT — innovation, efficiency, fast-response time — are needed to meet the impending rainy season which promises to bring flooding and ultimately more cases of cholera. Since the earthquake in 2010, more than 530,000 Haitians have fallen ill with cholera, and more than 7,000 have died — staggering numbers when considering the amount of international aid and health projects that have descended upon the country within the past two years. ICT in all of its forms and all that it enables — low-cost mobile devices, open data and access, social media — could improve the response time and efficiency of health initiatives in the cholera crisis if properly implemented.

One example of how ICT is already being utilized to prevent more cases of cholera is a new vaccine campaign by GHESKIO, a health organization based in Port-au-Prince, Haiti, in collaboration with Partners in Health, a non-profit healthcare organization that is well known for their efforts against the spread of cholera. In order to identify recipients for the vaccines as efficiently and quickly as possible within a country where travel is difficult, community health workers went door-to-door collecting information about the potential recipients via smartphones. The information was then aggregated into a database to locate and distribute the vaccines to the 100,000 chosen recipients — a process that has just begun after a series of delays.

Utilizing mobile technology to combat the spread of cholera is not a new concept to Partners in Health. In a campaign started just last year, community health workers have been using specially programmed phones to help track information about cholera patients in isolated communities throughout Haiti’s Central Plateau – an important step in gathering up-to-date infection data that could prevent more deaths. “Receiving real-time cholera information from community health workers is crucial,” says Cate Oswald, Partner in Health’s Haiti-based program coordinator for community health. “We need accurate and up-to-date reports in order to best prevent more cases and respond to quick spread of the epidemic.”

Social media has also played a large role in detecting and tracking the incidence of cholera outbreaks. A study released in January by the American Journal of Tropical Medicine and Hygiene reported that Twitter actually provided data that was faster and more accurate in some cases than traditional methods in tracking the cholera epidemic. Not only does social media provide a fast response time, it “is cost-effective, rapid, and can be used to reach populations that otherwise wouldn’t have access to traditional healthcare or would not seek it”, said Rumi Chunara, a research fellow at HealthMap and Harvard Medical School in the US, and lead author of the study.

Image from haiti.mphise.net

HealthMap, an automated electronic information system for monitoring, organizing, and visualizing reports of global disease outbreaks according to geography, time, and infectious diseases, has been an important tool in helping inform Partners in Health and other health organizations about the spread of cholera in Haiti. Not only does HealthMap track the spread of cholera, it also identifies new safe water installations, health facilities, cholera treatment centers, and emergency shelters.

April 15, 2012/by actualize

Education, Originally posted on the GBI Portal

Addressing the Digital Divide in Latin American and Caribbean Schools

Photo credit: Katie Marney/The McGill Daily

Are schools in Latin America and the Caribbean (LAC) network ready? If so, what does it mean for improving the equity and quality of education in that part of the world?

This is a complicated question, no doubt, and one that is going to be asked more frequently with the introduction of the new Broadband Partnership of the Americas which promises to provide connectivity to schools that generally have been considered disconnected from the rest of the world. Moreover, this question seemingly ignores the unique cultural context and infrastructure of each country within the LAC region. Providing internet access in schools is just one important variable in a complex equation that the Information and Communication Technology for Education (ICT4E) community struggles to understand when attempting to integrate technology into the classroom. Does connectivity + ICT devices + digital content = better education? Many would vehemently argue no when considering differences in quality and methods of delivery.

But the LAC region on the whole appears to have a different equation altogether and one that seemingly receives less attention than other “developing” parts of the world, such as parts of Africa that tend to be the testing ground for many new ICT4E initiatives. When Latin America is mentioned in the ICT4E community, many often think of recent projects like OLPC deployments in Peru or Seeds of Empowerment’s initiatives in Argentina and Uruguay. But these are mainly device-based programs and, without increased internet coverage in the region, many of the valuable open educational resources and distance learning opportunities available through internet access remain out of reach.

Internet Access in Schools from the World Economic Forum

According to the World Economic Forum’s (WEF) new 2012 Global Information Technology Report, a comprehensive assessment of the preparedness of economies to leverage the networked economy, LAC’s Internet access in schools ranks well below its developed neighbors (see map on the right). This is just one of many factors, along with education quality, level of adult literacy, and rate of secondary education enrollment, that the WEF considers when determining the “network readiness” of a country.

“Network readiness”, as defined by a complex framework which translates into the Network Readiness Index, is comprised of four subindexes that measure the environment for ICT; the readiness of a society to use ICT; the actual usage of all main stakeholders; and, finally, the impacts that ICT generates in the economy and society. The report found that LAC’s network readiness ranking is lagging far behind “developed” countries for a number of reasons:

“Although the region is vast and heterogeneous, three shared reasons for this lag can be identified: these countries all exhibit an insufficient investment in developing their ICT infrastructure, a weak skill base in the population because of poor educational systems that hinder society’s capacity to make an effective use of these technologies, and unfavorable business conditions that do not support the spur of entrepreneurship and innovation. Addressing these weaknesses will be crucial for improving the region’s competitiveness and shifting its economies toward more knowledge-based activities.”

Network Readiness Index from the World Economic Forum

Addressing the weaknesses in the educational systems throughout the LAC region creates a complicated question when considering the role that ICT4E plays: How can technology be used effectively to improve an education system if the current system’s weaknesses and lack of technology expertise prevent technology from being integrated into the classrooms in the first place? Obviously, a country’s network readiness — or even ICT4E readiness — is complex and addressing it requires a multifaceted approach. For schools in the LAC region, improving internet access and expanding broadband technologies will address at least one aspect of the digital divide in education.

More information about ICT4E policies in LAC:

A database of ICT for education policies around the world — including the LAC region — from the GESCI
Public policies for the information society: a shared vision? from the Economic Commission for Latin America and the Caribbean

April 14, 2012/by actualize

Education, Originally posted on the GBI Portal, Workforce Development, Youth Development

USAID’s EQUIP3 Introduces Youth ICT Employment Training & Placement Toolkit

Photo Credit: www.camara.ie

USAID’s Educational Quality Improvement Program 3 (EQUIP3) has released a new digital toolkit that will empower local partners to successfully implement youth employability programs. The Youth ICT Employment Training & Placement Toolkit provides guidance and support to partner institutions in the design of these programs and presents profiles of jobs in three sectors — ICT, health, and agriculture — which were identified as growth industries with a high potential for employing youth in Africa.

EQUIP3, a program led by the Education Development Center (EDC), partnered with the International Youth Foundation (IYF) to assess the labor markets, consult with numerous stakeholders in Kenya and Rwanda, and identify viable youth livelihood opportunities in the three sectors. By gathering quantitative and qualitative information on the needs, interests, and capacities of employers, youth, and others, these assessments identified specific ICT-related occupations that offer significant entry-level employment or entrepreneurial opportunities for disadvantaged youth in the target countries.

The Kenya and Rwanda country assessments found numerous employment and entrepreneurial opportunities for youth who have basic to advanced ICT skills, such as in hardware maintenance and repair, network maintenance, multimedia production, and database management. Through these findings, the development team identified the agriculture and health sectors as those which ICT skills have the most potential. In the agricultural sector, for instance, youth can use ICT skills to increase the efficiency of farms, shops, and suppliers. In the health sector, opportunities for youth exist in supporting health management information systems, among other opportunities.

The toolkit can be accessed online, in PDF, or in printed form for those without access to the Internet. Each sector profile provides program managers with detailed information on how to establish training programs that will impart to youth the skills required to secure formal employment or to start their own businesses.

Each profile includes:

A brief job description
The employment outlook
The “big picture” training considerations (recommended training location, target beneficiaries, average length of course, maximum class size)
Desired training outcomes
Student prerequisites for training (e.g. English level, critical thinking skills, basic numeracy skills)
Qualifications to look for in trainers
Specific curriculum and resources
The technology resources needed to provide training
Optimal instructional methodologies
Internship and job placement strategies
Additional resources, including links to online resources

The development team worked with NGOs and the government in each country to identify the needs of out-of-school youth, investigate job opportunities in the private sector, and identify pre-existing training materials. The research and consideration for country context that has gone into the design of the toolkit has made it a promising resource in providing youth with the skills necessary to participate in the emerging job market of technology-based positions. Moreover, the development team designed the toolkit to be able to evolve with the emergence of new open source resources and different ICT-related employment opportunities within the three sectors’ value chains to enhance the curriculum and ensure the project’s sustainability.

And this is just the beginning — consider it the 1.0 version of this training resource. The development team is looking to expand the toolkit to encompass other sectors and are already investigating examples of ICT usage in Senegal, Kenya, and Rwanda.

April 10, 2012/by actualize

Agriculture, Education, Education, Education Partnerships, Originally posted on the GBI Portal

Where is the NEPAD e-School Initiative Now?

Image from ypia.org.za

Many in the aid and ICT4E community know NEPAD — the New Partnership for African Development (NEPAD) — and probably remember the launch of the e-School Initative, first announced during the Africa Summit of the World Economic Forum in June 2003. As part of the overarching objective of the NEPAD program to enhance Africa’s growth, development and participation in the global economy, the e-School component involves a complex implementation strategy involving a multi-country, multi-stakeholder, and multi-stage approach to introduce ICT use and support to 600,000 schools across Africa. But now, close to ten years after the initiative was first introduced, what progress has it made?

That’s what participants and leaders of the NEPAD e-School Initiative discussed when they gathered in Accra, Ghana earlier this week for the two-day NEPAD e-School Regional ECOWAS Conference. Reverend Emmanuel Dadebo, Head of the Teacher Education Division of Ghana Education Service, led the discussion and press event, emphasizing the project’s need for a business plan that promotes private sector investment by introducing a new Private Public Partnership (PPP) model.

The conference comes after five years of discussion and debate concerning the key findings made during the initial phase of the e-School Initiative — the “NEPAD e-Schools Demo”. The purpose of the Demo was to accrue a body of knowledge, based on real-life experiences of implementing ICT in schools across the African continent, in order to inform the rollout of the NEPAD e-Schools Initiative. The program was implemented in six schools in each of 16 countries across Africa through partnerships that involved private sector consortia, the country government and the NEPAD e-Africa Commission (eAC), which is responsible for the development and implementation of the NEPAD ICT program.

Photo Credit: computersforcharities.co.uk

Though various stakeholders and members of the aid community consider the Demo successful in some ways, like introducing ICT hubs into rural communities, most agree that it remains unsustainable in its current form. A report released by infoDev and the Commonwealth of Learning (COL) back in 2007 entitiled “The NEPAD e-Schools Demonstration Project: A Work in Progress”, highlights the realization of this challenge within the early stages of the Demo and stressed the need for dialogue between all stakeholders:

“The expectations that implementation of the Demo would occur within a few months of it being announced in the participating countries, and, that a Business Plan would be developed to address sustainability and future rollout, were not met, and explanations for the delays were not effectively communicated. The disappointment and cynicism that resulted in some of the participating countries underlines the oft-learned rule of project management: Communicate! Communicate! Communicate!”

Like many development projects of this kind, and on such a large scale, lessons like these take time to learn and often come from trial and error. Shafika Isaacs, the founding executive director of SchoolNet Africa and a member of the monitoring and evaluation team for the report concluded saying this:

“Never before has there really been a program that mobilised national government participation and leadership at the official continental level in the way the NEPAD e-Schools vision has. Further, it has brought the private sector into partnerships that, while experiencing growing pains, has mobilised resources in a way that few other projects have been able to do. And there is much yet to learn about doing this in an optimal way.”

Exactly how much has been learned between 2007 and now, has yet to be seen. Several news articles have claimed that the program has already benefited several schools in Ghana and according to a statement given in Accra at the e-Schools conference, Ghana will launch the next phase of NEPAD e-Schools later this year. The program’s methods of monitoring and evaluating these benefits and ensuring effectiveness and transparency are unclear. However, with more buy-in from the private sector and the introduction of a new business model, it’s clear that some progress is being made and a more sustainable future for the e-Schools Initiative could be within reach.

March 30, 2012/by actualize

Agriculture, Education, Originally posted on the GBI Portal

Can Video Instruction Improve Education Quality in Low-Resource Schools? 7 Important Lessons from India

Photo Credit: www.popsci.com

If education quality is largely dependent on the teaching capacity of educators, wouldn’t integrating video instruction from expert teachers into low-resource schools’ curricula seem like a good idea?

Digital StudyHall (DSH), a program that has pioneered Facilitated Video Instruction for primary school education in low-resource settings since 2005, might seem revolutionary to the improvement of education quality in theory. However, a team of researchers from the University of Washington and the StudyHall Educational Foundation recently completed a two-year study in government primary schools in Northern India which concluded that might not be the case.

The Facilitated Video Instruction in Low Resource Schools report detailing the study and research results was presented at the International conference on information and communication technologies and development (ICT4D2012) last Tuesday in Atlanta, and offers valuable insight into the core challenges that prevent the project’s scalability and sustainability, as well as a few lessons that the whole ICT4E sector could benefit from.

Over the course of two years, researchers observed and compared the use of DSH in eleven schools on the outskirts of a large city in the North Indian state of Uttar Pradesh, one of the most populated and least developed provinces in India. With the approval of the Indian government and while adhering to the national curriculum, the team introduced video recordings of high-performing teachers into low-performing classrooms and conducted quantitative and qualitative studies to measure the impact of this educational intervention. The team also held technical training seminars for participating teachers and helped establish electrical connections to support the TVs and DVD players.

Setting out, the researchers expected to see positive quantitative results in student competencies and noticeable improvements in the participating teachers’ teaching skills. However, within this cultural context, a number of variables such as student test scores heavily influenced by cheating and a large number of student and teacher absences during harvest seasons, prevented the researchers from collecting reliable quantitative data.

Though the researchers saw positive improvements in some of the participating teachers’ pedagogy during DSH and throughout the rest of their teaching — based primarily on their ability to use the interactive teaching methods displayed by the model teachers in the videos — other teacher’s were not receptive to working with DSH staff and two schools had to drop from the program due to theft of equipment.

So while the report ultimately concludes that the project is not sustainable in this particular context, at least not without substantial support from outside organizations, here’s a few lessons we can take away from this project:

Teacher buy-in is essential. The major contributor to successful programs in the study was having at least one motivated staff member who was passionate about teaching, as well as having support from strong school leadership.

It is critical that all of the participants — teachers, principals, students — view the educational intervention as valuable relative to available options. This should help to ensure sustainability and reduce incidents of equipment theft.

Photo Credit: Teach for India

The main obstacle to scalability is the educator’s view of their profession and personal teaching capacity, as well as their commitment to education. Teachers must value their role as an educator in order to have incentive to continue to grow professionally and use effective teaching strategies.

Educational context matters. The content and format of the lessons should reflect the cultural context in which they are used. In other words, is it appropriate for the target audience considering what teaching methods they are already familiar with? In a context like India’s where the teaching profession is respected in the community but is divided between credentialed teachers and paraeducators, what are the impacts of introducing a teaching aid that might undermine the efficacy of a teacher’s previous training and teaching skills?

The improvement of the participating teacher’s pedagogy is essential and progress should be continually monitored. Teachers should show progress in using student-centered teaching methodologies to be considered effective. For example, do they ask questions and initiate discussion? Do they check for student understanding?

Programs of this kind should supplement a teacher’s instruction, not replace it. A teacher can learn just as much as the students can from educational videos — especially if they have not received the proper training for teaching their assigned subject — but without improving the teacher’s teaching strategies, the project’s overall goal cannot be achieved.

Photo Credit: www.mtestsite.com

Socio-economic issues can indirectly be addressed within video content. The report notes that the students in the videos were all girls and came from poor, urban backgrounds. The participating students responded well to their video peers, sometimes interacting with them, like clapping for their video peers who answered a question correctly, small details that can have positive lasting effects. (A recent blog entitled What Sesame Street Can Teach the World Bank by Michael Trucano, offers additional lessons in developing this kind of valuable video content)

The DHS researchers anticipate that as the ICT4D field matures, there will be increasing emphasis on larger evaluation studies. Until then, facilitated video instruction programs need more program refinement and teacher buy-in to be considered a worthwhile investment.

March 16, 2012/by actualize

Agriculture, Education, Education, Education Partnerships, Originally posted on the GBI Portal

Attention ICT Innovators: Have you Considered Peace Corps?

No, I don’t actually mean you should commit to 2 years of service in the Peace Corps (though if you have the time, “life is calling” as the PC recruiters say), but what about joining forces with them? With over 9,000 volunteers, 40% of which focus on education and another 12% in business and ICT, and spanning the globe in about 76 developing countries, isn’t that a resource worth exploring?

I’ve been thinking about this lately since there seems to be a growing amount of speculation about how new innovations in information communication technologies (ICT) are being introduced into classrooms throughout the developing world without enough, or any, teacher training to ensure sustainability. Take for example the One Laptop Per Child (OLPC) program. It drew a lot of criticism after it first released the XO 1.0 laptop for lack of teacher-focused training programs on how to use the devices and it is soon to become even more controversial with the release of the much talked-about XO 3.0 tablet.

Amidst reading the numerous critical blogs and some rather heated debates, I’ve started to wonder: What on-the-ground research is being done to assess the need for some of these new innovations in a specific country in the first place? What resources, particularly people, are already available to help introduce and support the teacher training needed for local teachers to deem the technology useful and relevant within the unique cultural context?

In Cambodia, where I recently served as a Peace Corps Volunteer at the Prey Veng Regional Teacher Training Center (RTTC), the Khmer have a saying: “Don’t take the straight or winding path. Take the path your ancestors have taken.” And new innovations in ICT can be seen as just that — a long winding path of new and confusing devices, unfamiliar to an aging population of school officials and teachers that think they have fared well enough as educators without the help of new gadgets.

Last month, leading experts and stakeholders in the field of mobile learning discussed how people’s perceptions of mobile phones are impeding progress in mobile learning in the recently released UNESCO Mobile Learning Week report:

Perhaps due to the intellectually-light and entertainment-heavy content that has been optimized for mobile devices over the past decade, the primary social challenge is convincing people that phones are NOT a barrier to learning.

Even in American classrooms, mobile phones can often be thought of as a distraction, most commonly used for texting and watching YouTube videos, rarely ever thought of as a valuable teaching aide that teachers could already be using if they had the training or interest to explore its potential on their own.

And mobile devices are just the tip of this growing iceberg of ICT, OER, FOSS, and a plethora of other acronyms used in this field. So once the need and appropriateness of a technology is determined useful for a particular country and educational environment, who might be able to help train teachers how to use and develop it? Who has three months of intensive language training and culture-sensitivity seminars, works and lives with the locals, has a wide range of connections within the school system, and strives to understand the complexities of the education system? That’s right — the tech-savvy Peace Corps Volunteers.

Now that’s an assumption and generalization that all PCVs know and care about what’s going on in the ICT4D field and have any interest of being involved in such endeavors — dealing with stray dogs and gastrointestinal diseases is a challenge enough. But why not reach out to the volunteers in your ICT-destined country and give them a chance to use some of those international relationship building skills that they spent hours cultivating during training.

And Peace Corps is just one of several organizations that send volunteers into the developing world. VSO UK and VSO International, Volunteer Service Overseas organizations, are quite similar to Peace Corps volunteers in regards to their culture and language immersion and 26% work in the education sector. The interactive map below shows where Peace Corps and VSO volunteers are currently serving and the program sectors that they work in. Almost every country has volunteers working in the education sector and some have already launched information technology-related projects:

View Volunteer Programs in Education and ICT in a larger map

February 23, 2012/by actualize

Agriculture, Agriculture Markets, Extension Service, Food Security, Mobile, Originally posted on the GBI Portal

Reflections on mAg. Services: Financial Sustainability

Photo Credit: Book Blog

NB: This is my personal analysis of contributions to question four from the forum. This post is the fourth in series of six, analyzing each of the six forum questions that were discussed.

The fourth question for the forum was about financial sustainability. With a thorough discussion on partnership models in question 1, the focus of this section was therefore on financial sustainability of such partnerships. Also with the business case laid out nicely in the previous discussion, partners have no choice than to look into the future of such partnerships through sustainable approaches.

Ensuring financial sustainability requires looking at the sources of revenue for the service. In this context, I believe the main source of revenue is from the users – the rural poor agricultural farmers supplemented by other users. So thinking of a long-term sustainability will call for actions beyond the roll-out funding to ensure that services being provided meet the needs of the users to continue paying for them.

Question 4: How can a partnership model between a Mobile Network Operator (MNO) and Agricultural Partner (AP) increase the financial sustainability of the service?

As stated above, the question assumes that without a partnership (i.e. either MNO or AP alone) delivering agricultural service to rural farmers should have some financial sustainability. So a partnership between MNO and AP should increase this financial sustainability due to the unique value proposition that each brings into the partnership.

Background

A nice background to financial sustainability of services to rural people was presented by one of the experts. It brought out the fact that in most developing countries, the bottom of the pyramid offers an excellent opportunity to the Mobile Network Operators (MNOs) for increasing the rural penetration and achieving a large customer base. At the same time, the targeted segment is price-sensitive, making it necessary to develop affordable products or schemes.

With specific example from India, the contributor stated that falling mobile tariff over the last decade has been a major enabler for increased rural penetration providing increased business volume to the MNOs and an enabling environment to the APs for extending the advisory services to the rural base. Another contributor recalled that, in Africa between 50% to 80% of the workforce depends on agriculture and in most cases it also represents its GDP. So considering the transaction that goes on in the agricultural industry, it will worth it for MNOs to take a look at this industry, when investing in mobile agricultural services.

Financial Sustainability through AP-MNO Partnerships

Discussants pointed out that a partnership between MNO and AP can increase the financial sustainability of mobile agricultural services to rural farmers because of the complementary value propositions that each partner brings into the partnership.

While MNOs are in the business of collecting small amounts of revenue from millions of customers and also have the business systems to support this, the APs have the value added service that the users need for generating this revenue.
The MNOs are also skilled at marketing and getting feedback from customers but again, for these services to meet the demands of the users, APs are the right partners to develop the necessary rapport with the farmers.
The MNOs have many business skills, systems and discipline that complement the know-how that APs bring to a partnership.
The MNOs also have a strong profit incentive to keep focused on what is financially sustainable.
MNO-AP partnership could allow the MNO to understand and learn from the AP how farmers conduct their business and over a period of time, they can build products that will help farmers enhance their yield and in turn increase the profitability of the partnership.

From a different perspective, another contributor classified the strategy of ensuring financial sustainability of MNO-AP partnerships into 3 main dimensions. These are:

1) Short term: In the short term, the MNO may have to pass on part of the benefit of acquiring a new customer as an investment for their future annuity that can accrue from customer loyalty. They may also have to share a part of the future revenue based on the increase in average revenue per user (ARPU), and incentivize the service through the talk time sales to the users. This arrangement provides the initial impetus for extending a high quality advisory service to the users.

2. Medium term: In the medium term, there is the possibility of monetizing the services by the MNO. There are existing models, which are subscription based in which a farmer who is getting value for money would be willing to pay for the services.

3. Long term: In the long term, it requires continuous engagement with the customers which may provide an opportunity to extend other value added services related to financial including education, livelihood, health, etc. In each of these, the subscribers can be provided services through mobile phones on subscription basis or usage basis.

Presented from the MNOs’ side, another discussant also looked at how MNOs are able to benefit indirectly as a result of MNO-AP partnership. These are:

Increase in Average Revenue Per User (ARPU) of existing user base. The ARPU of the regular rural user versus ARPU of rural users of Agri VAS on the same network, multiply the difference by the number of Agri VAS subscribers.
Increase in market share. Increase in number of rural customers attributed to Agri VAS is a source of additional ARPU every month. ARPU from new Agri VAS customers could be equal to regular rural ARPU.
Increase in loyalty and decreased churn. Churn rate in a regular sample versus churn rate in a sample of Agri VAS users. This % difference multiplied by number of Agri VAS multiplied by rural ARPU is the saved revenue of MNO due to decreased churn.
Reduction in acquisition cost. The acquisition cost per customer of a MNO multiplied by number of new network subscribers attributed to Agri VAS is the saved acquisition costs for the MNO.

It is also observed that, MNO-AP partnership could increase the credibility of the whole venture thereby enabling them to explore other sources of revenue generation such as through m-governance services (which are being actively promoted by governments) and m-commerce activities.

Multiple MNOs in a given Partnership

The issue of multiple MNOs partnering with APs came up again in relation to the financial sustainability of the partnership. The questioner was interested in the trade-offs from taking a multi-MNO approach versus an exclusive approach in countries where there are two or more MNOs sharing the market more or less equally. In other words, would the strengths of having one exclusive MNO as a partner be so diminished by a multi-MNO approach, that a multi-MNO approach would rarely be seen as a likely path to financial sustainability?

There were mix responses to this concern including the fact that MNOs, especially in countries where market share is relatively balanced, will all try to develop their own proprietary mobile agricultural platforms with similar content and business models, which will result in a race to the bottom. Some others believe that multi-MNO approach is possible but:

a) Agriculture partners need to retain ownership of the data, thereby allowing them to use it on multiple platforms but, add value to each MNO by supporting them with the development of differentiation strategies.

b) Agriculture partners can work exclusively with an MNO but, as part of that effort, work with the telecom company to establish a fair and transparent pricing model to enable out-of-network users to access the information.

Apart from these ideas, there was no specific examples of multi-MNO partnerships from the forum. But another interesting view from India was that, because there is already a substantial struggle to ‘sell’ agricultural content, the issue of exclusivity is debatable. However if the agricultural content is customized and filtered enough (customized as per local needs) placing the same in a shopping cart is relatively easy.

So how can a partnership between MNO and AP increase financial sustainability of such association? Each partner has some unique skills and abilities that they use in their business as shared above to financially sustain their activities. Bringing these unique qualities together is expected to increase the individual potentials of the partners at the same time ensuring higher quality service to the users.

NB: The Next in the series (5th) is “Reflections on mAg Services: Content Sourcing, Quality Assurance & Dissemination” (Available on 01/03/2012)

The first, second and third posts are:

1. “Reflections on mAg. Services: Partnerships Between MNOs and APs”

2. “Reflections on mAg. Services: Barriers to Scale“

3. “Reflections on mAg Services: Is there a Business Case for Serving Farmers?“

December 31, 2011/by actualize

Agriculture, Education, Originally posted on the GBI Portal

ICT Center Project To Educate Women in Rural Ghana

The international NGO Camfed, the Campaign for Female Education, has collaborated with Google to set up a network of three ICT centers that will reach some of the poorest and most remote rural areas of Ghana.

Photo of woman in Africa from Camfed website

Photo credit: Camfed

The women-run ICT centers will act as “hubs for learning, communication and entrepreneurship.” They will be located in the northern region of Ghana and the first will open later this month in the town of Bimbila.

Camfed’s mission is to fight poverty and HIV/AIDS in Africa by educating girls and women so that they can become leaders of change. The organization’s head of enterprise and leadership, Catherine Boyce, explained to EWeek Europe that because women in Ghana have few employment opportunities and are pressured to marry young, the female center managers will serve as “powerful role models” to the center’s clients.

Photo credit: Blackstarcommunications

Google has pledged to fund the ICT centers during the first two years of operations and while the centers get established with computers, printers, photocopiers and digital cameras. Though Camfed originally thought it would need to rely on solar energy to provide power to the centers, and may explore solar options on a case-by-case basis, the project will likely be able to use electricity since the power supply in Ghana has improved in recent months.

Development projects aimed at educating rural women through the use of ICTs are becoming more prevalent and take many forms. A successful Gates Foundation farm radio project taught women farmers about a drought and disease-resistant rice variety which greatly improved the income of farmers in the area.

Studies have shown that rural women in Africa face many challenges in gaining access to ICTs, such as affordability, distance, and time. Thus simply providing ICTs such as computers and Internet alone will not improve the lives of rural women. Rather, projects must provide low-cost options that contain a strong capacity-building component, such as education, in order to be successful. The Camfed/Google project in Ghana hopes to see success in improving the lives of rural women by providing free access and training in ICTs.

October 14, 2011/by actualize

GBI Highlights, Originally posted on the GBI Portal

GBI to provide telecom training in Tanzania

GBI is pleased to announce it will deliver a comprehensive training workshop to representatives of African Universal Service and Access Funds, and other stakeholders in African rural communications, at the CTO’s 6th Annual Connecting Rural Communities (CRC) Africa Forum, due to take place in Dar Es Salaam, Tanzania from the 24th to 26th of August 2011.

The half-day workshop is being delivered as part of the Global Broadband Innovations (GBI) programme of USAID, which aims to catalyze the increased and equitable provision of broadband and related applications. The programme supports national governments to expand connectivity, as well as create and use development-related software applications and cloud services. It will initially focus on strengthening Universal Service and Access Funds (USAF), advising on appropriate ICT regulations and broadband strategies, as well as developing new business models that can incorporate low-cost technologies into existing mobile networks.

In addition to examining the latest trends in USAF, including issues of strategy, fund collection, expenditure as well as project evaluation, the workshop in Dar Es Salaam will also allow stakeholders to review various USAF development and assistance strategies.

Speaking following the confirmation of GBI’s participation in the 6th CRC Forum, GBI Program Manager, Joe Duncan, said “We know that access to telecommunications has enormous benefits, both socially and economically, to rural communities. This is a great opportunity to bring what we know about universal service to the men and women who are working so hard to provide rural connectivity in their countries.”

The 6th CRC Forum, which is organised by the Commonwealth Telecommunications Organisation (CTO), and hosted by the Tanzanian Ministry of Communications Science and Technology and the Tanzania Communications Regulatory Authority, will serve as a platform for in-depth interactive discussions on innovative strategies, business models, financing mechanisms and technologies for improving ICT access in rural areas and realizing their socio-economic benefits with the participation of policy makers, regulators and various market players.

August 16, 2011/by actualize

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