Tag Archive for: Technology

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Mobile Innovations for Agricultural Development: An Uncertain Trajectory

Cover Page of the World Bank Report

Photo Credit: The World Bank

There is no doubt that the current surge in mobile innovations for agricultural development is defying the normal progressive growth of agricultural technologies over the past decades. For centuries, innovations in agricultural technologies have been progressively slow. The emergent of information and communication technologies (ICTs) and their innovative use to support agricultural extension and advisory services has, however, changed the history forever. According to the World Bank report Information and Communications for Development 2012: Maximizing Mobile, close to 6 billion mobile phones are in use today, a jump from less than 1 billion subscriptions in 2003. About 77% of the 6 billion subscriptions is located in the developing nations in which 70% of the world’s poor whose main source of income and employment comes from the agricultural sector.

Agricultural Technologies and the Future In her 1991 paper “Beyond Tractors: The History of Technology in American Agriculture,” Deborah Fitzgerald, Professor of the History of Technology in the Program in Science, Technology, and Society (STS) at MIT, argued that the history of agricultural technology is in a very nascent stage of development, and it is difficult to predict the outlines of a more orderly, systematic future. Barely 20 years after her observation, the developments in mobile technology for agriculture have confirmed her argument. Little is known about any prediction of the current growth of mobile technologies, especially in the world’s poorest regions. It is also becoming more difficult to predict what the market will look like in the next decade given the fast pace at which the technology is growing.  

So Why This Sudden Spurt? The 2nd chapter of the World Bank report referenced above titled “Mobilizing the Agricultural Value Chain” has identified a number of factors that are driving the increased adoption of mobile phones for agriculture in the developing nations:

  • Improved accessibility and affordability through expansion of mobile networks.
  • Increased capacity or bandwidth availability on mobile networks as the technology evolves.
  • Increasing data-enabled mobile devices with increasing affordability.
  • Innovative development of remote wireless sensors and identification technologies.
  • Increasing availability of specialized mobile services targeted to specific agricultural functions.

These and other factors, such as wide ownership of mobile phones, instant and convenient service delivery, increasing functions, and falling prices of mobile handsets, will continue to drive its adoption.    

Looking into the Future of Mobile Innovations for Agriculture

Photo Credit: American Public Health Association

According to USAID, innovations must lead to substantial (not incremental) improvements  in addressing development challenges. But this does not seem to be the case in the mobile agricultural sector. The role of mobile agricultural projects in addressing development challenges in the developing nations is yet to be empirically tested in most countries. Anecdotal results have been reported here and there, but there is little to cite about any substantial impact on agriculture and rural development. An interesting trend with the mobile innovations for agriculture pointed out by the report is that, the applications are usually designed locally and for specific target markets, with localized content specific to the languages, crop types, and farming methods. It continues that while these local designs may offer exciting opportunities for local content and applications development, they may also limit the economies of scale realizable from expanding from pilot programs into mass markets, potentially hindering the spread of new and promising applications and services. So while development practitioners are careful not to repeat the traditional “technology transfer” approach in the ICTs for development sector, they are also faced with the limitations of scalability of the locally developed mobile applications for agriculture.  

Is Reverse Innovation a Possible Solution to Limited Scaling of Locally Developed Mobile Apps? The local app development market in the emerging economies is being boosted by the proliferation of Technology Hubs & Parks in these countries. But what are the approaches to development of applications within these hubs? How can we learn from the past challenges with technology transfer and the current scaling limitations of locally developed apps for agriculture? The concept of reverse innovation developed by Vijay Govindarajan, and Chris Trimble and explained in details with practical applications in their book, “Reverse Innovation: Create Far From Home, Win Everywhere”,  could bring these two challenges together. A key component of the concept is about building Local Growth Teams (LGTs). Within the mobile agricultural sector, LGTs comprising of ICT developers, marketing specialists, and content developers in the emerging economies with strong link with global market could be developed. This will ensure that locally developed ICTs apps with inexpensive models and limited infrastructure to meet the needs of developing nations, can be easily repackaged as low-cost innovative goods for Western buyers. This could address the scaling challenge brought up by the report and at the same time limit the traditional diffusion of technologies from the developed to developing nations.  

Oversights: Mobile Solutions for R&D and Data Collection? I would like to recap my recent work on “Mapping ICTs Along the Agricultural Value Chain” for USAID’s Global Broadband and Innovations (GBI) program. Two key components of the value chain, which seem to be overlooked, are ICTs for agricultural research and development (R&D), and ICTs for data collection to inform monitoring and evaluation (M&E). Firstly, mobile technologies for agricultural R&D are emerging, but due to the traditional under-estimation and under-investment in agricultural R&D in developing countries, little attention is being paid to its potential. There is huge potential in the use of mobile technologies to support the work of agricultural researchers, agricultural science students, extension staffs, and farmers to facilitate access to scientific knowledge and exchange of information between and among these actors. Unfortunately, this has been overlooked by this important report. Secondly, mobile technologies are being used along the agricultural value chain for data collection in order to inform policy and decision-making. The report did mention briefly the importance of mobile in agricultural data collection, for example the work of Grameen Foundations Community Knowledge Worker (CKW) program in Uganda and the Reuters Market Light (RML) in India. But in addition to these programs, there are host of new mobile applications that are being used in this area that need to be acknowledged. Examples include iFormBuilder, EpiSurveyor, Open data Kit, among others. These new mobile applications are essential for the work of extension staff – both public and private to facilitate their work. Most importantly, timely and accurate data through these applications will lead to actions that will benefit the smallholder farmer in a number of ways, thereby increasing their productivity.

Conclusion The growth of mobile technologies for agriculture has outpaced the speed of past technological developments within the sector. While the invention of tractors in the 1800’s was acclaimed a significant breakthrough for agriculture, not even the green revolution in the 1900’s can be compared to the extensiveness and intensiveness of mobile technologies for agriculture. The World Bank report reference in this post has done excellent job by carefully selecting experts in the field of ICTs for development to delve into a number of cases worth following. Specifically on the second chapter that deals with mobile technologies and agriculture, I believe practitioners, researchers, technology developers, policy makers, and users of agriculture and mobile technologies should look critically into the recommendations given at the end – business models, ICT skills and the supporting infrastructure to insure the growth and sustenance of the revolution.

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Massive New Submarine Cable to Bring High-Speed Broadband Access to West Africa

Workers begin laying the ACE submarine cable in Penmarc'h, France, October 2011Bandwidth problems in West Africa may soon become a thing of the past when the Africa Coast to Europe (ACE) broadband submarine cable comes online this December. The US$700 million will interconnect a total of 23 countries in Europe and West Africa, including two Integra and GBI clients, Nigeria and Ghana. This massive infrastructure project aims to bring high-speed broadband internet to these developing countries in order to reduce the digital divide and serve as “a vector of social development and economic growth in Africa.”

Led by the France Telecom company, this broadband system will extend over 17,000 km to from Brittany in France to Cape Town in South Africa. Parts of Europe and 16 West African countries will be interconnected by the submarine cable. Connectivity will extend even to the landlocked nations of Mali and Niger who will be connected via their own terrestrial links.

The cable itself has an initial 1.92 terabytes per second (Tb/s) capacity that can be upgraded to a whopping 5.12 Tb/s. ACE will use cutting edge fiber optic technology developed by Alcatel-Lucent that offers a higher quality of high-speed broadband than satellite at a lower cost. Utilizing new wavelength-division multiplexing (WDM)technology, the ACE stations can be upgraded without any actual modifications to the cable itself. This is a significant increase in the broadband capacity for these countries. Gambia for example, is estimated to have an increase in capacity by a factor of 16.

Increasing bandwidth capacity is crucial for enabling increased broadband penetration rates within a county. In 2011, the Broadband Commission for Digital Development issued a report that identified broadband as a “tool of unprecedented power” in helping countries meet the millennial development goals in 2015. Additionally, a report from the World Bank showed that a 10% increase in broadband penetration in developing economies correlates with a 1.38% contribution to economic growth.  With ACE online, West Africa will be able to access a plethora of new opportunities.

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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.

 

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Slums, Youth and the Mobile Internet in Urban India: An Anthropological Case Study for ICT4D

Photo Credit: www.dailycontributor.com

Omar, 19 years old and living in an urban slum in India, is an early mobile internet user who repairs mobile phones in his brother‘s store. “This is magic in my palms,” he says valuing the weight of his mobile phone, not only in his hands, but in his day-to-day life. “God knows what I would do without this. I download songs and listen to them all day, I download movies and watch them in the night when I get back home, I play games in between servicing client, I change my internet plans as and when I come across a great one that gives me the most for the least.”

Omar is certainly not the only teenager in his slum who is fascinated with mobile technology. It’s this appreciation for ICT and its various uses for finding comfort — a way of managing and building personal technology infrastructures as an important element in conducting one’s own life — that Microsoft researchers wanted to portray in a new report, Anthropology, Development and ICTs: Slums, Youth and the Mobile Internet in Urban India. The report aimed to bring awareness to the ICT for development (ICT4D) community of the important insights that be gained from anthropological studies within an understanding of what drives a specific user population to adopt technologies in specific ways: even if the latter is only for entertainment purposes.

Researchers observed how twenty underprivileged teenagers living in a slum used ICT in their day-to-day lives by employing a variety of qualitative methods, including open-ended interviews, observations of community life, and semi-structured baseline surveys. They focused their findings on:

1) Investigating everyday entry points for internet use

2) Identifying ways the internet is understood, accessed, used and shared in multiple ways among the user population

3) Qualifying the social paths sustaining the persistence of internet use among teenagers in a constrained infrastructural environment — specifically that of an urban slum.

The report offers a fascinating anthropological view of how ICT could, and perhaps should, be seen by the ICT4D community:

“If constrained technology environments such as urban slums or how youth use ICTs are legitimate interests for ICTD research, such concerns could pave way for a subtle yet vital exchange between the domains of anthropology and development with the aim to expand a utilitarian notion of ICTs and their role in human progress.”

With so much focus being given to ICT for education initiatives, this leads us to wonder: Should technology be introduced into communities where ICT has not yet been adopted? Or is it better that we first observe how technology is already being used, such as use of  mobile phones, and structure our education programs around these pre existing uses? The report suggests the latter and encourages ICT4D developers to consider all of the ways technology is already being used even if it doesn’t have the direct effects that we anticipate or fit a preconceived definition of “development”.

“Indeed, this may require us to broaden our view of how we think about what underlies a good ICTD research project and how we view a range of human behaviors as incremental to development. Rather than using the internet to search for educational material, the youth in our study search for music and Bollywood teasers. These are hardly developmental in any conventional sense, but more akin to behaviors of youth in any part of the globe! No doubt what begins as entertainment can lead to more serious activities.”

The report is certainly a welcome and valuable resource to developers in the ICT4D community.  The full report can be accessed here.

 

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Broadband Partnership of the Americas

President Obama, seated at a panel discussion at the Summit of the Americas in Cartagena, ColombiaIn April 2012, President Obama announced the creation of the Broadband Partnership of the Americas, an effort set to improve internet access across the Latin America and Caribbean region. The President was in Cartagena, Colombia, for the Sixth Summit of the Americas.

The Broadband Partnership for the Americas (BPA) is designed to improve access to broadband and the Internet and other communications technologies in the Americas. It will serve as a voluntary and flexible framework through which the governments of the Western Hemisphere, multilateral organizations, the donor community and the private sector can collaborate to increase access to broadband and the Internet across the Americas.

The BPA is supported by USAID and the Federal Communications Commission (FCC) and will be managed by the Global Broadband and Innovations Program, of which Integra is an implementing partner.

Eric Postel, Assistant Administrator for USAID’s Economic Growth, Agriculture and Trade Bureau, said in a joint statement with the FCC, “We are very excited about this rich partnering opportunity within our own hemisphere- where we can mobilize public and private resources toward achieving more equitable access to broadband and the Internet as a key contributor to development.”

The financial and technical resources mobilized through the BPA will be used to help interested countries advance a range of information technology initiatives, including:

– developing and implementing national broadband strategies;

– creating or upgrading universal service funds to finance the expansion of mobile and broadband technologies to rural communities;

– improving international and regional connectivity by linking existing broadband networks;

– collaborating on a regional effort to harmonize the use of digital spectrum; and

– sharing best practices.

For more information, please visit GBI’s Broadband Partnership of the Americas page.

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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.

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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:

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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.


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Wikidata: Breaking Down Language Barriers for Students Around the World

Image from Wikipedia

Over the last decade, Wikipedia has become as ubiquitous a research tool for the modern American student as the encyclopedia was for their parents — though even that has changed now that the Encyclopedia Britannica has gone completely digital.  But Wikipedia has remained largely inaccessible for students in remote corners of the world where English, German, French and Dutch are not spoken — languages that receive the most Wikipedia coverage.

Wikidata, a new project from the Wikimedia Foundation, plans to change that by creating a free knowledge base about the world that can be read and edited by humans and machines alike, making updating and translating processes easier and more efficient.  Through this new project, Wikipedia will provide data in all of the languages of other Wikimedia projects.  Announced in February at the Semantic Tech & Business Conference in Berlin, the new project promises to be groundbreaking in both its approach and scope of its audience:

“Wikidata is a simple and smart idea, and an ingenious next step in the evolution of Wikipedia,” said Dr. Mark Greaves, Vice President of the Allen Institute for Artificial Intelligence.  “It will transform the way that encyclopedia data is published, made available, and used by a global audience.  Wikidata will build on semantic technology that we have long supported, will accelerate the pace of scientific discovery, and will create an extraordinary new data resource for the world.”

Photo Credit: www.thehindu.com

And that’s including parts of the world that have long been left out of Wikipedia coverage because of language barriers and the digital divide. Though the project is still in its initial stages, the first phase of the project will take place over the next several months as the development team creates one Wikidata page for each Wikipedia entry for over 280 supported languages.  By using a unified data management system, data entered in any language will immediately be available in all other languages and editing in any language will be possible and encouraged by the projects completion, slated for March 2013.

 

The initial development of Wikidata is being funded in part by the Allen Institute for Artificial Intelligence and the Gordon and Betty Moore Foundation through its Science program, both of which see enormous potential for Wikidata and the role it will play in creating common formats for online data:

“It is important for science,” said Chris Mentzel, Gordon and Betty Moore Foundation science program officer.  “Wikidata will both provide an important data service on top of Wikipedia, and also be an easy-to-use, downloadable software tool for researchers, to help them manage and gain value from the increasing volume and complexity of scientific data.”

Wikipedia’s development team is not new to revolutionary ideas and raising standards.  Jimmy Wales, one of the founders of Wikipedia and the Wikimedia Foundation, was quoted several years ago for his vision of “a world in which every single person on the planet is given free access to the sum of all human knowledge.”  For students in parts of the world where online educational resources in their native language are far and few between, Wikidata promises to take one step closer to this goal.

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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.

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