Tag Archives: Africa

ICTs, sustainability and development case studies: M-KOPA Solar

Earlier this year, I was privileged to work on a co-authored book project for the ITU.  This was published by the ITU as ICT-Centric Economic Growth, Innovation and Job Creation, and was launched at the World Telecommunication Development Conference in Argentina in October.  The chapter that I led was entitled ICTs, sustainability and development: critical elements, and provided a challenging account of ICTs and sustainability.

Each chapter was accompanied by a single case study – although I had argued strongly that there should be more than one case study for each chapter, so that a range of different examples and perspectives could be included.  I had worked with several colleagues to produce great examples that would exemplify some of the key arguments of the chapter, but sadly these were not published.

Hence, as a supplement to the book, I am including these now as blog posts.  This is the second, and focuses on the way through which M-KOPA is making sustainable energy available to poor people in eastern Africa.  Since this was first written almost a year ago, new data are available, but I hope that this will provide some insights into an important commercial initiative that is indeed using ICTs to contribute to sustainable development.

M-KOPA Solar: using ICTs to enable poor people and marginalised communities to access sustainable energy

M-KOPA Solar has developed a highly innovative solution for using ICTs to deliver on sustainable energy provision, especially for previously unserved poor people.  It is therefore an excellent example of the ways through which ICTs can indeed deliver on some of the critical challenges identified in this chapter at the interface between ICTs and the SDGs.  Above all, it indicates how new technologies can create novel and disruptive opportunities for those with entrepreneurial and innovative approaches to develop new business models that can indeed deliver valuable services to previously marginalised people.


M-KOPA Solar is a Kenyan solar energy company founded in 2011 by Nick Hughes, Chad Larson and Jesse Moore, and its mission is “to upgrade lives by making high-quality solutions affordable to everyone”.  Nick Hughes was previously responsible for creating the very successful M-PESA mobile money solution for Vodafone, where Moore had also worked.  As of July 2016, M-KOPA has connected 450,000 homes in Kenya, Tanzania and Uganda to solar power, with more than 500 new homes being added every day.

Three factors have been central to M-KOPA’s success: the ability of its founders to identify a viable and innovative business model; their identification of a real need for which people are willing to pay; and then their skills in creating an innovative cost effective solution.  At the heart of their model is the ability for people to use their mobile phones to pay a small amount each month through mobile money transfer to buy the equipment, and then to own it after a year’s usage.  Their 2016 basic model is the M-KOPA IV Solar Home System, which has an 8W solar panel, providing energy for 3 LED light bulbs, a portable rechargeable torch, a home charging USB with five standard connections, and a rechargeable radio.  In Kenya users pay a deposit of 2,999 KES (£22.45) and then 50 KES (£0.37) a day for a year, during which time there is a full warranty for the equipment.  Prices are similar in neighbouring Uganda and Tanzania.  The actual equipment is available through local dealers, and there is also a customer care team that supports customers, agents and retail partners.  A more expensive version of the model, the M-KOPA 400 also has a 16” digital television, which requires a deposit of 7,999 KES and a daily payment of 125 KES.

The company estimates that current customers will make projected savings of US$ 300 million over the next four year, and are enjoying 50 million hours of kerosene-free lighting per month.  This has important environmental ramifications by reducing harmful emissions and the risk of fire causing serious burns to people using kerosene.  They have also created some 2,500 jobs in East Africa, thereby contributing to the wider employment and economy of the region.  One of the most striking features of M-KOPA is that it has developed a business model that delivers on a real need, and does so in a cost-effective manner through the use of mobile money payments.  It estimates that more than three-quarters of its customers live on less than US$ 2 a day, and this is therefore an innovation that really delivers on the needs of some of the world’s poorest people.  Providing light extends the time people have both for social activities and also for productive education and information gathering, thereby potentially enabling many other SDGs to be achieved, including those related to education and health.  The use of radios puts them in touch with what is going on in the wider world, and their recharged phones enable them to communicate with others whenever they have connectivity.  The indirect contributions of M-KOPA thus go far beyond merely the provision of affordable light for poor people.



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Commonwealth Telecommunications Organisation’s Digital Broadcasting Switchover Forum, Arusha

Just under 200 people (including regulators, the private sector and civil society groups) have come together to discuss critical issues surrounding the switchover/transition from analogue to digital broadcasting at the Commonwealth Telecommunications Organisation’s Digital Broadcasting Switchover Forum (#DBS2014) taking place from 11th-14th February 2014.  We were delighted that Hon Dr. Fenella E. Mukangara (Minister of Information, Youth, Culture and Sport of the United Republic of Tanzania) was able to open the Forum this morning.

With Nkoma and Mukangara

In my welcome address, as well as thanking the government of Tanzania and especially the Tanzania Communications Regulatory Authority, I took the opportunity to highlight four particular issues:

  • The importance for Africa –  digital transition/switchover has considerable potential, especially in terms of the diversity of services it can offer, as well as the digital dividend it will provide through the reallocation of spectra.  However, it must be used to  serve the interests of all of Africa’s people, especially the marginalised, such as people with disabilities and those living in sparsely populated rural areas.
  • The potential for Africa – people living in Africa should not be only learning from the experiences of other parts of the world in terms of good practices (part of the purpose of this Forum), but should also be developing innovative solutions for the context of Africa, that can in their turn be used in other international contexts. We must build on the richness of African innovation.
  • The challenges facing Africa – some of the many challenges facing Africa include:
    • it is not easy to deliver transition/switchover solutions at a cost that everyone can afford;
    • we must not fall into the trap of being forced to deliver to a time-schedule that may not  be realistically feasible;
    • ensuring indeed that the poor and marginalised – those who often currently benefit most from analogue radio and television – can indeed still afford to do access digital broadcasting;
    • ensuring quality standards of equipment such as set top boxes; and
    • ensuring that appropriate information is shared with everyone in a diversity of languages.
  • My own experiences of switchover – I recall my parents being really concerned about switchover in England, not fully understanding what was involved, but they were grateful that a free service for elderly people was provided to put in a set top box and help them to use it effectively.  My mother can now benefit from all that digital TV can offer! This particularly reminds that it is not so much the technology that is the challenge, but rather that the most difficult thing to get right is how to ensure that everyone, and particularly the elderly, the spatially marginalised and those with disabilities, can really benefit from digital switchover.

Sirpa OjalaImage from session on the future of African broadcasting

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Barriers to learning through mobile devices in Africa

Screen-Shot-2013-06-07-at-17.36.39-300x159I had the pleasure of participating in the Planet Earth Institute‘s discussion on mobile technology for education in Africa, held on 5th June at the House of Lords.  It’s interesting how such occasions, where one has to speak on the spur of the moment about important issues, provide a spur for innovative and creative thinking.  The mix of the people, and the sharing of ideas really can generate new thoughts.

The main point that I tried to convey throughout the event was that it is the learning that matters.  Far too many initiatives are technology-led, rather than needs driven.  Hence, mobile devices are absolutely not the solution for African education, although they can indeed help to deliver certain new kinds of learning opportunity.  After all, as I mentioned, many years ago I engaged in mobile learning when I read books on long car journeys!

Screen-Shot-2013-06-07-at-17.31.05At one point, we were asked to think about the barriers preventing the spread of m-learning in Africa, and I want here to expand a little on the five ‘Cs’ that I came up with.  To be sure, they are a little contrived, but I do think that if these barriers can be overcome, then some real progress can be made:

  1. Connectivity.  To me, this is one of the biggest challenges for any ‘mobile-‘ initiative.  Certainly people have developed simple SMS based learning solutions, and games that can function on basic phones and devices, but the difference between these and what can be done on smart-phones is huge.  Smart-phones enable engagement with the wealth of resources on the web, and offer a completely different learning experience for people of all ages and backgrounds – if they can afford them (Cost!).  So, providing mobile broadband solutions that everyone can access seems to me to be the most important challenge facing those who want to deliver high quality learning experiences through mobile devices.  Hence, initiatives such as the work of the Broadband Commission and the Alliance for the Affordable Internet are of particular importance – but we must turn the rhetoric into reality!  That’s one reason why the Commonwealth Telecommunications Organisation has placed such emphasis on the importance of mobile broadband in its current strategic plan.
  2. Charging (electricity).  By this, I mean the importance of ensuring that it is easy and cheap to charge mobile devices everywhere.  Electricity is absolutely essential for all digital technologies, and is all too often insufficiently considered when developing such initiatives.  For those off the main grid, it is essential that simple, cheap and accessible means of recharging devices are developed and shared widely across the continent. Likewise, developing batteries that last much longer than at present is also an important consideration.  My experiences in 2011 in rural China have given me lots of ideas about how this can be achieved – and where there are supplies of running water I have been very impressed with some of the micro-hydro initiatives that have been developed in south-east Asia.
  3. Communication rather than content.  I have often written about this, but it seems to me that the really innovative thing about mobile-phones is that they enable entirely new ways of communication.  Yet, far too often they are seen primarily as devices to supply/enable content consumption.  I believe passionately that learning should not simply be about learning and regurgitating – yet our education systems seem to focus more and more on encouraging people to take on board accepted ‘truths’.  Learning, should be about thinking for oneself, and coming up with new solutions to old problems!  This is often best achieved through communication and interaction – the debating of ideas – and not just through digesting existing knowledge.  Far too often, digital technologies associated with learning have reinforced regurgitation, rather than encouraging new ways of thinking.  Hence, I want to shift the balance towards using devices for communication – they are, after all, mobile phones – rather than just for content consumption.
  4. Calculating (effective monitoring and evaluation).  This is a bit contrived, but I could not think of a better ‘C’ for ‘monitoring and evaluation’!  By ‘calculating’, I mean that we need to calculate the impact of our initiatives on learning achievements.  Although many people talk about the importance of monitoring and evaluation, there is far too little good and effective work in this area.  If we do not understand the real effects, including the unintended consequences, of the use of mobile devices in learning, then we cannot really determine how best to implement initiatives at scale.  We must also be much more open about our failures so that others can learn from our experiences.  Hence, the lack of quality monitoring and evaluation is a real barrier.
  5. Commitment.  This is hugely important.  There must be real commitment to using mobile devices effectively for learning, rather than simply using content provision as a means of selling more mobile devices!  I fear that all too often, ‘m-‘ initiatives are driven  too much by commercial interests, often in alliance with those who see ICTs as some kind of silver bullet that will transform society for the better, rather than by the real health, learning or governance needs and aspirations of people.

At the end, I was asked by Lord Boateng to sum up my thoughts about barriers, and simply said that the biggest barrier of all was our imagination!  If we really focus on the learning, and develop innovative solutions whereby everyone can use mobile devices to enhance their lives, wherever they are living, then, and only then, can we talk about real m-development.

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Speech at the launch of the British Academy’s Working with Africa Report

Following Professor Graham Furniss’s opening remarks, I was invited to speak in my role as Chair of the Commonwealth Scholarship Commission in the UK at the launch of the British Academy’s new report entitled “Working with Africa: Human and Social Science Research in Action” on 3rd March 2011.  My  short speech outlined the importance of the British Academy’s funding programmes, the difficulties facing African universities and academics, and the ways through which the Commonwealth Scholarship Commission (CSC) is seeking to support them in partnership with like-minded organisations.

I began by thanking  Graham Furniss, not only for his work at the British Academy in driving forward many of their African initiatives, but also for joining the CSC as a new Commissioner.  I then emphasised the quality of the research featured in Working with Africa and thoroughly recommended it to the audience as a good read.  I highlighted in particular the value of the British Academy’s past small grants programme, noting that small amounts of funding can go a long way in supporting outstanding and innovative research in the humanities and social sciences.  This is particularly true for UK researchers near the beginnings of their careers, but it is also very important for establishing networks and partnerships as exemplified by the Academy’s support for research in Africa.

Despite such funding, I emphasised the many challenges faced by African researchers, and the very difficult financial, infrastructural and capacity issues that African universities had to overcome.  I argued  that years of global emphasis on primary education in Africa had left the higher education sector in a very diminished state.  I also made the point that whilst much international emphasis is placed on support for scientific research designed to reduce poverty, research in the social sciences and humanities is at least as, if not more, important.  Such research helps develop understandings of critical issues concerned with governance, social equality, the law, cultural diversity and economic change.

Finally, I highlighted the critical role of the Commonwealth Scholarship Commission in supporting research and professional development in Africa.  The last decade has seen a transformation in the Commission’s activities, so that far from being a traditional awarder of basic scholarships, it now provides seven different kinds of award, including distance-based studentships as well as professional and academic fellowships.  Moreover, evidence from the CSC’s monitoring and evaluation programme clearly indicates the value that these have in terms of development impact.  The Commission is delighted that it continues to have the strong support of the UK government, and that DFID will be providing some £20 million a year towards its programme of awards in developing countries in the 2011-15 period.  To be effective, though, it is important that we work together in partnership.  I concluded by reiterating my thanks to the British Academy and also emphasising the need for the Commission and the Academy to work closely together in the future to achieve our shared objectives of enhancing scholarship in African universities.

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New guide to good practices in UK-Africa Higher Education partnerships

The Association of Commonwealth Universities’ Africa Unit has just published an excellent short guide on good practices in developing educational partnerships between higher education institutions in Africa and the UK.

As the Africa Unit comments, “The main reason behind the preparation of this Guide … is the lack of knowledge about the scope, nature and depth of partnerships in this area. The Guide does not set out to present a set of universal, objective rules to be followed and which will guarantee success. Instead, it identifies 10 valuable ‘principles of management and good governance’ which have been the driver behind a number of successful and sustainable UK-Africa partnerships, which can inform future partnerships”.

This is a really useful document, full of helpful tips and advice, and anyone considering developing such partnerships should get hold of a copy and read it diligently. The ten key principles that it advocates are:

  1. Shared Ownership
  2. Trust and Transparency
  3. Mutual Understanding of different Cultural and Working Environments
  4. Clear Division of Roles and Responsibilities
  5. Effective and Regular Communication
  6. Joint Strategic Planning and Implementation
  7. Strong Commitment across the board from Staff and Management
  8. Supportive Institutional Infrastructure
  9. Monitoring and Evaluation
  10. Sustainability

As someone who has been actively involved in such partnerships over the last decade, these principles resonate very strongly with my own experiences.  Many thanks to the Africa Unit for expressing them so clearly and succinctly.

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ICTs, Citizens and the State – seminar at Michigan State University

Thanks to colleagues in the Telecommunication, Information Studies and Media Department at Michigan State University for their valuable critique of some of my thoughts on the ethical dimensions of e-government initiatives following my seminar there today.  My paper examined the moral implications of the use of ICTs in e-government initiatives, focusing especially on national databases, identity cards and surveillance technologies.  It suggested that in resolving debates over these, we need to reach ethical resolutions concerning notions of trust, privacy and the law.  I also drew attention to the ethical problems that emerge in linking the notion of Universal Human Rights with the introduction of ICTs in developing countries.

In terms of general conclusions, the following seem particularly pertinent:

  1. First, there are indeed many complex ethical aspects associated with e-government, and while to date the emphasis among governments of developing countries, international agencies and donors has very largely been on their positive practical benefits, I suggest that we need to pay much more thorough attention  to their ethical grounding, and especially to the balance of rights and interests between citizens and the state.
  2. Second, in so doing, I suggest that three areas warrant particular attention, namely the ethics of trust, privacy and the law.   It is here that Geuss’s (2008) emphasis on existing real political contexts, rather than the imposition of some external ideal ethical solution, needs to reiterated.  The fundamental point I wish to emphasise is that in each country where e-government initiatives are introduced, people need to ask about the rights and wrongs of such proposals in terms of existing ethical understandings of trust, privacy and the law.
  3. I also sought to raise fundamental questions concerning the continuing validity of much of the human rights based policy and legislation that has dominated global agendas during the last 50 years – particularly in the context of e-government initiatives, and their implication for the rights of individuals and the responsibilities of states.  We need to open up for sensible debate the value of the emphasis placed on human rights, criticism of which is all too often seen as being politically incorrect and a taboo subject. However, if people do not actually have ‘rights’ that they can give up to a state, then we need to reconsider the whole edifice upon which such arguments are built.  An idealistic belief that people have universal rights has not been any protection for those who have suffered at the hands of those who do not believe in such rights.  There is therefore a strong argument that we need to shift the balance away from rights, and towards the responsibilities that people and states have for each other.  For example, rather than simply claiming that knowledge is some kind of human right, it might be a much more positive step to argue that states have a responsibility to enable their citizens to gain knowledge.
  4. Capurro (2007) has argued that ‘Western’ concepts of individual privacy are very different from the ‘African’ emphasis on communal traditions.  It may well therefore be that many of the existing models of e-government developed around European and north America notions of individual privacy are inappropriate in an African or Asian context, and that instead Africans and Asians should instead be designing new such initiatives around their own traditions and cultural practices
  5. Whatever the benefits to states, individuals and communities of e-government initiatives, there is no doubt that global corporations developing the hardware and software for such systems have been very great beneficiaries.  One of the difficult ethical questions that arise from this concerns how we judge whether it is better for poor and marginalised communities for such e-government initiatives to have been introduced, or whether they might actually be more advantaged if their governments did not spend vast sums of money on their implementation.  Just because it is possible to implement national citizen databases, to use biodata for ID cards, and to introduce sophisticated digital surveillance mechanisms does not mean that it is right to do so.


Filed under Africa, Ethics, ICT4D, My Lectures

Learning Management Systems in Africa

Our research paper on Learning Management Systems in Africa resulting from the DelPHE funded collaboration with colleagues in the University of Education, Winneba (Ghana), Maseno University (Kenya), and Eduardo Mondlane University (Mozambique) has just been published as

  • Tim Unwin, with Beate Kleessen, David Hollow, James B. Williams, Leonard Mware Oloo, John Alwala, Inocente Mutimucuio, Feliciana Eduardo and Xavier Muianga (2009) Digital learning management systems in Africa: myths and realities, Open Learning: the Journal of Open and Distance Learning, 25(1), 5-23.

In summary, the paper  reports on a survey of 358 respondents across 25 African countries into their usage of learning management systems. It concludes that while there are some enthusiastic advocates of such systems, the reality is that most African educators as yet have little knowledge about, or interest in, their usage. There remain very considerable infrastructural constraints to be overcome before they can be widely adopted for open and distance learning across the continent, and there is still reluctance in many institutions to develop systems that can enable learning resources to be made available in this way. This does not mean that the potential of high-quality digital learning management systems should be ignored in Africa, but rather that much more sustained work needs to be done in human capacity development and infrastructural provision if African learners are truly to benefit from the interactive learning experiences that such systems can deliver.

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