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Research questions about technology use in education in developing countries

Michael Trucano's picture
let's investigate this systematically ...
let's investigate this systematically ...

Back in 2005, I helped put together a 'quick guide to ICT and education challenges and research questions' in developing countries. This list was meant to inform a research program at the time sponsored by the World Bank's infoDev program, but I figured I'd make it public, because the barriers to publishing were so low (copy -> paste -> save -> upload) and in case doing so might be useful to anyone else.

While I don't know to what extent others may have actually found this list helpful, I have seen this document referenced over the years in various funding proposals, and by other funding agencies. Over the past week I've (rather surprisingly) heard two separate organizations reference this rather old document in the course of considering some of their research priorities going forward related to investigating possible uses of information and communication technologies (ICTs) to help meet educational goals in low income and middle countries around the world, and so I wondered how these 50 research questions had held up over the years.

Are they still relevant?

And:

What did we miss, ignore or not understand?

The list of research questions to be investigated going forward was a sort of companion document to Knowledge maps: What we know (and what we don't) about ICT use in education in developing countries. It was in many ways a creature of its time and context. The formulation of the research questions identified was in part influenced by some stated interests of the European Commission (which was co-funding some of the work) and I knew that some research questions would resonate with other potential funders at the time (including the World Bank itself) who were interested in related areas (see, for example, the first and last research questions). The list of research questions was thus somewhat idiosynscratic, did not presume to be comprehensive in its treatment of the topic, and was not intended nor meant to imply that certain areas of research interest were 'more important' than others not included on the list.

That said, in general the list seems to have held up quite well, and many of the research questions from 2005 continue to resonate in 2015. In some ways, this resonance is unfortunate, as it suggests that we still don't know answers to a lot of very basic questions. Indeed, in some cases we may know as little in 2015 as we knew in 2015, despite the explosion of activity and investment (and rhetoric) in exploring the relevance of technology use in education to help meet a wide variety of challenges faced by education systems, communities, teachers and learners around the world. This is not to imply that we haven't learned anything, of course (an upcoming EduTech blog post will look at two very useful surveys of research findings that have been published in the past year), but that we still have a long way to go.
 

Some comments and observations,
with the benefit of hindsight and when looking forward

The full list of research questions from 2005 is copied at the bottom of this blog post (here's the original list as published, with explanation and commentary on individual items).

Reviewing this list, a few things jump out at me:

Sowing the Seeds of Green Entrepreneurship: Startup Bootcamps and Pitching Competitions

Julia Brethenoux's picture

Heading back from a recent mission to Ghana, I felt really proud of what we have accomplished: training 20 of the most promising local clean-tech entrepreneurs through the Green Innovators Bootcamp. The words used to inaugurate the event are still in my head: “This bootcamp is not an end in itself. It’s the beginning of your journey as entrepreneurs.”

Indeed, bootcamps for startups and SMEs – as well as close cousins like Hackathons, Start-up Weekends, and Business Plan Competitions – are an increasingly popular activity used to catalyze innovative ideas and provide entrepreneurs with the tools and resources they need to launch their ventures.

In Ghana for example, infoDev -- a global innovation and entrepreneurship program in the World Bank Group -- organized a two-day training event to help a group of 20 early-stage entrepreneurs assess the feasibility of their business concept, identify their customer base, and refine their business model.
 
Organizing a bootcamp can be very challenging and time-consuming, but, when done properly – read “7 things you need to do to prepare for the perfect bootcamp” – the payoff is big. "Bootcampers" find these initiatives very useful to identify new solutions to the challenges they face to launch their businesses -- mostly access to finance, product development, and marketing. Furthermore, "pitching competitions" and "business contests" offer new entrepreneurs an excellent and safe stage to refine their business pitch -- a key tool of every successful entrepreneur.
 
One of the goals of bootcamps and pitching competitions is to bring together different stakeholders – from entrepreneurs to investors and policymakers – to facilitate the creation of ecosystems in which entrepreneurs can grow and thrive. But is it realistic to expect that bootcamps and similar training initiatives are enough to enable promising entrepreneurs to reach their full potential? The answer is simply: No. Make no mistake: Bootcamps are an exciting tool to create buzz and interest in countries that have little entrepreneurial history and culture. In most contexts, however, there is no follow-through with effective action plans that can keep the momentum going. This not only limits the value of these initiatives, but can also cause harm to a nascent ecosystem.

If you want to go far, go together

Jana Malinska's picture

A new global network of Climate Innovation Centers will support the most innovative private-sector solutions for climate change.
 
Pop quiz: What does an organic leather wallet have in common with a cookstove for making flatbread and a pile of recycled concrete?
 
Believe it or not, each of these represents something revolutionary: a private sector-driven approach to climate change. Each of these products – yes, even concrete – is produced by an innovative clean-tech company. And as of March 26th, those businesses, and hundreds more like them, have something else in common. They’re connected through infoDev's newly established global network of Climate Innovation Centers (CICs), an innovative project that is taking the idea of green innovation beyond borders.
 
Having piloted the CIC model in seven different countries – Kenya, South Africa, the Caribbean, Ethiopia, Morocco, Ghana and Vietnam – it was time for infoDev, a global entrepreneurship program in the World Bank Group’s Trade and Competitiveness Global Practice, to follow a time-honored business practice: to scale up and take this movement global.

And so, as part of last month’s South Africa Climate Innovation Conference, we joined forces with 14 experts from the seven different countries where the CICs operate to establish the foundations of the world’s first global network devoted to supporting green growth and clean-tech innovation.



CIC staff debate and discuss the new CIC Network during the South Africa Climate Innovation Conference.

This global network of Climate Innovation Centers – business incubators for small and medium-sized enterprises (SMEs) – has been designed to help local ventures take full advantage of the fast-growing clean-technology market. The infoDev study “Building Competitive Green Industries” estimates that over the next decade $6.4 trillion will be invested in clean technologies in developing countries. An even more promising fact is that, out of this amount, about $1.6 trillion represents future business opportunities for SMEs, which are important drivers of job creation and competitiveness in the clean-tech space.

The Hype and Hustle of African Tech Startups

Maja Andjelkovic's picture



This article was originally published in
SXSWorld Magazine
 
Hardly a day goes by without an African tech startup being featured in the mainstream media. CNN regularly updates its special report on the topic; The Guardian covers local debates surrounding emerging ecosystems; The Financial Times tracks Africa’s mobile revolution; Forbes has extended its “Top 10” series to include African female tech founders; Vanity Fair pins its hopes of “continental lift” on entrepreneurs. Blogs, opinion pieces and social media cover the sector in even more granular detail. Judging by VC4Africa’s 2015 report on venture finance, perspectives on African incubation and funding models, and the entrepreneurship program announced by Nigeria’s investor and philanthropist Toni Elumelu, it would seem that the African tech sector is among today's most dynamic industries.

Amid the buzz, many investors are asking: “Is the hype warranted?”

According to VC4Africa, an online community of very-early-stage startups and investors, investments through the platform more than doubled in 2014, rising from $12 million to $26.9 million, while the average investment grew from $130,000 to more than $200,000. Their research shows that 49 percent of ventures start generating revenue in their first year and that 44 percent are successful in securing external investment. More than 75 percent of these are in the technology sector, with agriculture, health, finance and energy startups also represented.

Further along the growth path, a smaller number of startups have recently netted over $300 million from a very diverse set of investors, according to CBInsights. 



Recent Investments in African Tech Startups
Adapted from: https://www.cbinsights.com/blog/african-tech-startups
 
At least eight companies have acquired growth capital in Kenya in 2014, along others in Nigeria, Egypt, Ghana, Tanzania and South Africa and elsewhere

New early-stage funds and angel networks in or focused on Africa are also on the rise. Among others, three models stand out: London-based NewGenAngels a collaboration between African and European networks (GAIN, EBAN and AAN); Kenya’s Savannah Fund, a partnership between Erik Hersman (iHub, Ushahidi and BRCK founder), i/o Ventures, 500startups and Draper Associates L.P.; and RENEW, linking American and African investors and startups.
 
Many early stage investors are still learning from their own experiences and adjusting their strategies accordingly. For instance, while most are bullish on Kenya’s tech scene, 88mph, an African seed fund has put further investments in Kenya on hold, while pursuing opportunities in Nigeria’s booming tech sector.
 
African entrepreneurship ecosystems have also benefited from a large number of technology incubators, accelerators and coworking spaces, connected through networks such as AfriLabs and backed by private sources, such as MEST in Ghana, and public-interest projects, such as infoDev’s mLabs and mHubs.
 
According to VC4Africa, the increase of capital is driven by three key trends: growing interest in startups from the African diaspora, the rise of local angel investors, and an increase in cross-border investments.
 
All of these instigate a positive change beyond investment returns; they set in motion a chain of opportunities in emerging and frontier economies. As Stella Kariuki, founder of Zege Technologies, once told me: “I want to be the change I want to see. [. . .] We build solutions that could be global but also solve African challenges practically.” Many of the startups serve consumers at the Base of the Pyramid -- the three billion people globally who live on less than US$2.50 per day, a market that is still largely underserved when it comes to basic services such as energy, education, health and banking.
 
It seems clear that investors and startups in Africa are getting to know each other better and are making more and better matches possible. This is an important step in reducing "the missing middle”: the absence of financing beyond the earliest stages of a company’s growth. As enterprises enter national or regional markets, their capital requirements increase exponentially. Without private and public sources of investment, these requirements stifle all but the independently wealthy entrepreneurs and those with established business networks. A diverse resource base for early-stage firms democratizes the opportunity for growth-oriented entrepreneurs and increases the overall potential of the local creative class.
 
So is now a good time to invest in African technology startups? The answer is yes, as long as investment decisions are made with care, patience, and in partnership with local investment communities.
 
Maja Andjelkovic co-leads the Digital Entrepreneurship Program at infoDev, a global program in the World Bank Group that supports growth-oriented entrepreneurship in emerging and frontier markets in the tech, climate and agribusiness sectors. Maja is interested in the potential of entrepreneurship to contribute to economic, environmental and social development. She has spent over 13 years connecting these fields, including as product manager in a web startup. She is a PhD student at The University of Oxford’s Internet Institute.
 
infoDev / the World Bank Group is organizing two sessions at Startup Village at SXSW Interactive 2015; one on the dilemmas and questions surrounding investing in tech startups in emerging markets, and the other on scaling up and accelerating technology innovation in Africa.
 
Angel investors interested in forming or growing their own local networks can benefit from practical advice and templates in a guide for angel investor groups published by the World Bank’s infoDev program and the Kauffman Foundation.
 
Sean Ding, Angela Bekkers and Jeremy Bauman contributed to the article.

Behind the Scenes of 'Startupland': A Documentary that Tells the True Stories of Entrepreneurs

Toni Kristian Eliasz's picture


Try to search for stories that feature the growing pains and gains of growth-oriented technology startups – content that is not only entertaining, but of high quality and most important, educating. It is a surprisingly hard task in today's economy, where entrepreneurship is booming again.

Development: Made in Africa

Maleele Choongo's picture
From Slums to Cocktail Parties - African Jewelry is Trending

Sub-Saharan Africa is home to the world’s highest female entrepreneurial activity, according to the Global Entrepreneurship Monitor Women’s Report. Approximately 27% of African women are engaged in some form of entrepreneurial venture. Among these women is Kate Mahugu, cofounder of Shopsoko.com.

Entrepreneurs slaying dragons in South Africa

Gerardo Corrochano's picture



“You have a good social project, but it is not an investable company”, I heard fellow judge and technology activist Mariéme Jamme say to a South African entrepreneur who had just given his best business pitch. He was taking part in the Dragons’ Den at the 5th Global Forum on Innovation and Technology Entrepreneurship, a fantastic 3-day learning and networking event organized by the World Bank’s infoDev and the South African Department of Science and Technology. You could see the entrepreneur (let’s call him ‘B.’) gasping for air, and one could hear a pin drop in the completely filled auditorium of the Global Forum. Over 800 people, mostly entrepreneurs, financiers, policy makers and technology ‘evangelists’ from all over the world had gathered here. 

Broadband for schools?

Michael Trucano's picture
if only this tree were outside my school!
if only this tree were outside my school!

Schools should be connected to the Internet. Most people, I suspect, would agree with that statement (although a few dissenters may contend that such a statement does not go far enough, and that all schools *must* be connected to the Internet.) Indeed: Lots of countries around the world have been, and are, engaged in efforts to connect all of their schools to the Internet -- and for those schools that are already connected, to connect them faster.

The efforts of the United States in this regard that began under the 'e-rate' program in the 1990s have been much studied and emulated around the world, and countries as diverse as Malaysia, Morocco and Turkey have sought in various ways to utilize Universal Service Funds to help connect the un-connected. Korea has perhaps gone the furthest in rolling out very fast connectivity to all of its schools. Armenia will soon (if has not done so already) have completed connecting all of its schools to the Internet; when I last checked (in late 2012), Uruguay had almost done so as well. Given current technology infrastructure and available funds, not all countries are of course yet able to connect all schools, even if they consider this to be a priority. (Even in a country as developed as Uruguay, 70 schools were reported still to be without electricity in early 2012 -- not being connected to the electrical grid can make efforts roll out connectivity to all a little more difficult ....) In countries where almost all schools can be connected via existing means, a lack of supporting government policies and/or incentives for groups to connect the unconnected schools can mean that, even where connections to the Internet are technically feasible, they may not be commercially or practically feasible. Some recent work by the World Bank found that 95% of all schools in Indonesia could theoretically be connected to the Internet now, if the political will could be found and provided certain policies and incentives were put into place. (Connecting the remaining 5% of schools -- no small number, in a country as large and diverse as Indonesia, with over 13,000 (!) islands and 250,000 schools  -- would be much more difficult, as many of the schools in this 5% category are quite remote, and there are as a result often significant, and very costly, infrastructure challenges to overcome.)

OK, if all schools should (or must) be connected to the Internet, what should be the nature of that connection?

Again, most people would probably agree that, in 2013, all schools should have broadband connections to the Internet. This is, in fact, a common theme in many of the national policies related to ICT use in education one encounters around the world, especially in the more 'advanced' (OECD) countries, and increasingly in middle income countries as well. Reasonable people may (and do!) disagree about the extent to which school connectivity should be prioritized compared with other pressing needs in the education sector, but, while there may be a lack of consensus on the relative importance, the general importance of connecting schools, and indeed in doing so at broadband speeds, is a widely held goal in much of the world (even if it is not always practical in the near term). That said:

What exactly does 'broadband' mean when we are talking about connecting schools to the Internet?

It turns out there is no simple answer to this query. Indeed, there are lots of different answers, depending on where you are and the context in which you are posing such a question.

Mobile phone credit instead of bread? For many Kenyans, a real dilemma

Tim Kelly's picture

What would you give up to continue using your mobile phone? For most of the six billion mobile subscribers around the world, the sacrifice might be measured in terms of a marginal loss of privacy, or of time.

Can you really teach someone to read with a computer alone?

Michael Trucano's picture

one technology to teach reading still works pretty well ...For a few years, the World Bank's infoDev program has sponsored a monthy online 'EduTech Debate' (ETD) which functions as a sort of rough complement to the Bank's own EduTech blog.  The goal of the ETD has been to provide a forum for the sharing of information and perspectives on various emerging topics related "low-cost ICT initiatives for educational systems in developing countries".  From the very start, the World Bank's role -- and certainly our voice (to the extent that we have one on these topics) -- has been in the background, and, by design, one only rarely sees a World Bank staff member post on the site, or contribute a comment to the sometimes lively exchanges of opinions that individual posts ignite.  We do follow the discussions quite closely, however, and sponsoring the debate has been a useful way for infoDev, the World Bank and UNESCO to be tuned in to some conversations we might not otherwise know are occurring, and to connect with interesting organizations and practitioners doing interesting things around in the world.

The most recent debate has looked at the potential role that ICT can play in promoting the acquisition of basic literacy skills.  Especially in places where literacy levels are very low -- where the formal education system has, in many significant ways, failed in one of its fundamental roles -- might ICTs offer some new approaches (and tools) that can help get children reading?  Noting (for example) the large number of very basic iPhone apps targeted at children in OECD countries to teach basic letter recognition, phonics, and vocabulary, an increasing number of groups are exploring doing similar things in less privileged environments.  But is it really that easy?


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