Zim WiFi:Project Chapter

Wireless Open Source Refurbished computers (W.O.R) project – Low cost Internet connectivity into schools in Zimbabwe

Researchers:	Muroro Dziruni (muroro[@]comone.co.zw)
Partner Organisations:	World Links Zimbabwe
	Zimbabwe Academic Network (Zarnet)
	PowerTel – Zimbabwe

Synthesis

The constructs of the rationale for the project is informed by the need to provide low cost Internet connectivity into schools in Zimbabwe, with the purpose of enhancing the teaching and learning experiences in the classroom. It is developed from the understanding that any successful integration of ICTs in education curriculum, has to be built on computer technology that connects to the Internet, creating limitless possibilities for communication, collaboration and accessing the knowledge base that is the World Wide Web. Stand alone computers, that do not provide Internet connection are limited in terms of usefulness and are inappropriate for the technology savvy 21st century learner required in today’s knowledge driven economies.

The problem is that, accessing the Internet using current connectivity solutions is an expensive proposition for a social institution like a school and unless a low cost solution that pulls together affordable technology choices for connectivity; appropriate education and policy provisions, and training is provided for learners and teachers in using the technology, then Internet access will not be a pervasive service in schools, especially in public schools. This reinforces the notion of digital exclusion and deepens the digital divide between schools that have and those that do not. From a national perspective, the opportunity cost of having a cohort of students ‘left behind’ in the digital progression becomes a competitive disadvantage in the long run.

The objective of this project is to demonstrate best practice approaches in school wireless connectivity networking, and to influence policy and practice in the education sector on how ICTs can be mainstreamed and integrated into curriculum by looking at issues related to:

• Access – what are the available wireless technology connectivity solutions and Internet access choices for schools?

• Policy – what policy provisions are relevant in creating an enabling environment for ICT in education, focusing on guidelines for low cost wireless connectivity?

• Training – how can learners and educators be trained in the appropriation of ICTs in the class or a better teaching and learning experience?

The methodological approach of the project has been a hands-on experiential and empirical process, structured around participatory partnership building with service providers and the engagement of the beneficiary schools in the process of technology planning and implementation.

Lessons Learnt (Take away lessons)

Not with standing the challenges that the project has had to deal with on a day to day basis, the takeaway lessons that have emerged from this work are that:

Lesson 1: Define the technology need correctly

Just as any development action should be in response to an identified need, the same is applicable to ICTs in school networking. The proliferation of new technologies for connectivity into schools can easily distract the focus of the initiative into a “technology” driven solution rather than a project about connecting schools for better learning and teaching. Invariably it becomes tempting to assume that the more the technological solution, the better, without considering the true underlying need uppermost in the mind of the users. This leads to solutions that are “nice” to have but place incredible demands in terms human and financial resources on the school without the certainty that it will deliver value in terms of meeting education objectives.

The needs assessment was a fundamental first step in the project design because this process enabled the project to openly discuss the expected costs and benefits of the technologies under consideration, and an informed decision on how to proceed going forward. Just as much as defining the technology is crucial, involving all key stakeholders, particularly the intended users of the technology, in the process of project design through contribution of feedback and recommendations, helped to build understanding and confidence in the proposed technology.

Lesson 2: Firm partnerships assist in effective implementation

Technology focused projects are not without their challenges, particularly when using certain technologies that may require skills that project staff have not used or obtained before. An important lesson that has been learnt is that building technology solutions into existing partnerships, where the need is commonly shared, increases the likelihood of success and can deliver learning effects across the partnerships. Both PowerTel and Zarnet are experts in wireless technologies in Zimbabwe in their own right and their knowledge, skills and access to appropriate assets was invaluable for the project roll out. In instances were the project did not have one particular piece of equipment, the partners were able to locate an alternative from their resources and contribute towards successful implementation.

Lesson 3: Correct project timing, can enhance implementation success

It was fortuitous that the other partners (PowerTel and Zarnet) were also considering similar interventions and the arrival of this project allowed them to channel their resources into this work. In other words the project came just at the right moment because the partners were also in the process of planning for similar school connectivity interventions.

Lesson 4: Gain the support of stakeholders and document expectations

Whether a technology is to be implemented within a new or existing partnership, a pre-requisite for success is to gain the support of all relevant stakeholders. Introduction of a new technology often demands significant financial and human resource investment, and may demand changes to work practices and/or acceptance of an unfamiliar tool. In such situations, it is essential that all those affected have a clear understanding of the purpose of the technology, or it will be a challenge to secure support for investment in, or regular use of, any new system. The project achieved this understanding through signed memorandums of understanding with the partners and the role and responsibilities defined in sufficient detail. It was made very clear to the school that the project would only be able to support the initiative for a period of 12 months ending in December 2007, and beyond that it had to support the investment using its own internal resources, as they have already been doing.

Lesson 5: Be careful with commercial external service providers

It is important to think carefully before embarking on relationships with external technology suppliers. Whilst external suppliers are keen to secure your business and will often offer a preferential rate at the outset, if you are dependant on the provider for technical support be sure to have a clear understanding of the cost and what that support will cover. Equally be sure of their technical competencies and that they will take responsibility for any technical failing. The experience with the commercial technology provider Genesis Systems (PVT) Ltd, who made available the wireless equipment, was disappointing in that they provided a technology solution in the first instance which did not meet the terms required by the project. It cost the project time as a corrective solution was re-considered (Genesis Systems paid for this correction) and this reinforced the notion that external service providers can be driven by their own profit agenda and not necessarily what the client may need.

Lesson 6 – Building capacity to use the technology is key

A new technology innovation will only be useful if it is used. Whilst this may seem an obvious statement, it is important always to remember that technologies are an enabler of education rather than solutions in themselves. It is better education we seek and not better technology. The most important component in the value chain of delivering this education is a teacher who is ICT savvy and able to integrate the technology in curriculum. Equally the learner’s appreciation of technology in their process of learning should be emphasised. Training in the use of the technology is important.

Lesson 7 – Technology must be appropriate

Any technology used must be “appropriate” to the operating conditions. This is true for both the technology design, the resource required to implement it, and its ability to withstand challenging operating conditions. The concept of ‘appropriate technology’ applies equally to digital connectivity technologies. The projects chose to use wireless fidelity (WiFi) technology which is appropriate and low cost. The project could have easily chosen satellite Internet links but this would have been a financial and technological unsustainable option, inappropriate for the object of delivering low cost connectivity.

Lesson 8 – Find a technology champion

The presence of an individual with a particular interest in, and commitment to the technology will help to sustain enthusiasm for the use of new tools. In the projects case the headmaster of Kwayedza School Mr Ruzani provided this champion role and his motivation and enthusiasm kept the project going in instances where the challenges seemed overbearing.

Lesson 9 – Economic challenges influence project implementation

It is common cause that Zimbabwe is going through a prolonged and difficult economic period and invariably this has affected the way the project has rolled out. Without doubt, what could have been achieved in a shorter time frame, took much longer and what should have cost less became more expensive since some of the equipment had to be imported. It has been a challenge indeed. The financial report accompanying this technical report provides a much more contextual understanding of how managing the project has had to cope with the difficult socio-economic conditions.

One particular constraint that presented itself because of the economic fall out was the lack of electricity in the country as a result of load shedding. The electricity supply situation was at best inconsistent and this meant that the project would only be able to go on site when the school had power. It was an arrangement were the head master would send a message that power is available and the project would then get hold of the service providers and partners to go on site. Unfortunately at times, stakeholders could not release themselves from their planned work to rush on site and this invariably introduced time delays - a total of five weeks was lost to power outages.

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Acronyms

CSR/CSI – Corporate Social Responsibility or Investment

FMFI – First Mile First Inch project

ICDL – International Computer Driving Licence

ICT – Information and Communication Technology

ICT4D – Information and Communication for Development

ISM – Industrial Scientific and Medical radio frequency spectrum in the 2.4 and 5.0 GHz

ROI – Return on Investment

Potraz – Postal and telecommunications authority of Zimbabwe

UNECA – United Nations E commission for Africa

WiFi – Wireless Fidelity which is the radio standard that uses the 802.11 suite of wireless protocols