Mail & Guardian
Mail & Guardian

How kids in a low-income country use laptop —lessons from Madagascar

Remote work schedules, YouTube tutorials and livestreaming have turned lockdown into “business as usual” for the more fortunate among us. For most young South Africans, however, the shutdown of schools, universities and businesses has put the brakes on their ability to grow and learn — at a time when they could and should be growing and learning as much as they can.
Lindokuhle, a 21-year-old from Langa who is part of the Youth Capital network says: “Connectivity is a problem. Like most young people, I rely on internet cafes, as they have standard prices, to do my CV, apply for jobs and do my school work. Covid-19 has dramatically decreased our productivity and is threatening our possible livelihood.”
After an inquiry launched in 2017 — based on complaints from the public about the high cost of data — in December 2019 the Competition Commission confirmed that the country’s data prices were too high, especially for mobile prepaid data, and recommended that mobile networks reduce the price of bundles below one gigabyte. The commission also recommended that networks agree on an industry-wide approach to zero-rating public benefit and educational institution websites. 
Just days after the first case of coronavirus was confirmed in South Africa, Vodacom announced it was cutting the price of its 1GB bundle by 34%; MTN followed suit, announcing a reduction in the price of its monthly 1GB bundles and below by between 25% and 50%. And the day before national lockdown was put into place, the government publicised Telkom’s decision to make government and education sites access-free on their network. Vodacom and MTN have also since zero-rated many learning sites, with Vodacom offering a zero-rated e-school portal with content for grades R to 12. In addition to Free Basics, CellC also announced a lifeline package for prepaid customers and access to zero-rated content on selected public-benefit and government websites.
Although these price revisions and the zero-rating of educational content are a step in the right direction, we still have a long way to go if we want to ensure more equitable access to relevant content that could help those who need it most, now and post Covid-19. 
Telkom, Vodacom and MTN have each established their own zero-rated portals, with free access to network-curated content on education, jobs, health, news and government websites ­— CellC is adding content to its existing platform, including government sites. This content is limited and accessible for free if you belong to their network. Upskilling content for out-of-school youth is not prioritised in any of the zero-rated platforms. And this is cause for serious concern.
“We have seen a drastic reduction in the jobs available for the youth; young people should use this time to focus on learning a new skill and develop soft skills to increase the chance of finding employment post social distancing,” says Jaryd Raizon, CEO of graduate recruitment platform Trusted Interns. 
Twenty-eight-year-old Tumi from Johannesburg echoes Jaryd’s views: “As young people, we need to prepare ourselves for the loss of jobs and economic impact of Covid-19. Upskilling now could ensure you stand out from the crowd when things return to normal, but with the current data costs and lack of internet infrastructure in poor areas, that’s just not the case.”
With 56% of South Africans living on less than R41 a day, data doesn’t fall into the core basket of affordable essentials for the majority of households. Even with price reductions, data prices remain high for the average South African. Moreover, the process so far has focused on negotiations with individual mobile network operators, and not a co-ordinated, industry-wide approach towards securing universal access to information and services to all South Africans, regardless of the colour of their SIM cards.
Lindokuhle comments that not everyone can afford a gig of data because they have other needs.  In South Africa, looking for work is unaffordable for most young job-seekers, who spend an average of R550 a month job hunting, with data being one of the biggest contributors to this hefty sum. Many young people in the Youth Capital network admit they can look for work only when they have the money to do so. And with eight million young people (aged 15 to 35) unemployed and not in education, employment or training (NEET), we simply cannot afford for our young people not to have the means to look for work.
Recognising that price reduction on its own will not have a sufficient effect, the Competition Commission urged network operators to deliver a lifeline package of daily free data to all users to allow uninterrupted data access, regardless of income levels, while leveraging the increasing smartphone penetration. But the response received so far will not assist young people use this time productively.
A unified approach to zero-rating has the potential to unlock access to digital opportunities and information. A much-needed solution is freeing up all the education and upskilling content produced by public benefit organisations rather than a selection of content that is network-specific. This requires alignment and co-operation between the government and network operators, as a true example of social compacts in response to sudden changes in our society.
If the Covid-19 pandemic has shown us anything, it’s the power of technology to connect, educate and empower — but in South Africa, your access to digital resources still depends on which cell phone service provider you’re linked to and how much data you can afford. Let’s take the lesson and push for universal access, including for a generation of young people who are stuck at home and hungry to learn.
Remote work schedules, YouTube tutorials and livestreaming have turned lockdown into “business as usual” for the more fortunate among us. For most young South Africans, however, the shutdown of schools, universities and businesses has put the brakes on their ability to grow and learn — at a time when they could and should be growing and learning as much as they can. Lindokuhle, a 21-year-old from Langa who is part of the Youth Capital network says: “Connectivity is a problem. Like most young people, I rely on internet cafes, as they have standard prices, to do my CV, apply for jobs and do my school work. Covid-19 has dramatically decreased our productivity and is threatening our possible livelihood.” After an inquiry launched in 2017 — based on complaints from the public about the high cost of data — in December 2019 the Competition Commission confirmed that the country’s data prices were too high, especially for mobile prepaid data, and recommended that mobile networks reduce the price of bundles below one gigabyte. The commission also recommended that networks agree on an industry-wide approach to zero-rating public benefit and educational institution websites. Just days after the first case of coronavirus was confirmed in South Africa, Vodacom announced it was cutting the price of its 1GB bundle by 34%; MTN followed suit, announcing a reduction in the price of its monthly 1GB bundles and below by between 25% and 50%. And the day before national lockdown was put into place, the government publicised Telkom’s decision to make government and education sites access-free on their network. Vodacom and MTN have also since zero-rated many learning sites, with Vodacom offering a zero-rated e-school portal with content for grades R to 12. In addition to Free Basics, CellC also announced a lifeline package for prepaid customers and access to zero-rated content on selected public-benefit and government websites. Although these price revisions and the zero-rating of educational content are a step in the right direction, we still have a long way to go if we want to ensure more equitable access to relevant content that could help those who need it most, now and post Covid-19. Telkom, Vodacom and MTN have each established their own zero-rated portals, with free access to network-curated content on education, jobs, health, news and government websites ­— CellC is adding content to its existing platform, including government sites. This content is limited and accessible for free if you belong to their network. Upskilling content for out-of-school youth is not prioritised in any of the zero-rated platforms. And this is cause for serious concern. “We have seen a drastic reduction in the jobs available for the youth; young people should use this time to focus on learning a new skill and develop soft skills to increase the chance of finding employment post social distancing,” says Jaryd Raizon, CEO of graduate recruitment platform Trusted Interns. Twenty-eight-year-old Tumi from Johannesburg echoes Jaryd’s views: “As young people, we need to prepare ourselves for the loss of jobs and economic impact of Covid-19. Upskilling now could ensure you stand out from the crowd when things return to normal, but with the current data costs and lack of internet infrastructure in poor areas, that’s just not the case.” With 56% of South Africans living on less than R41 a day, data doesn’t fall into the core basket of affordable essentials for the majority of households. Even with price reductions, data prices remain high for the average South African. Moreover, the process so far has focused on negotiations with individual mobile network operators, and not a co-ordinated, industry-wide approach towards securing universal access to information and services to all South Africans, regardless of the colour of their SIM cards. Lindokuhle comments that not everyone can afford a gig of data because they have other needs. In South Africa, looking for work is unaffordable for most young job-seekers, who spend an average of R550 a month job hunting, with data being one of the biggest contributors to this hefty sum. Many young people in the Youth Capital network admit they can look for work only when they have the money to do so. And with eight million young people (aged 15 to 35) unemployed and not in education, employment or training (NEET), we simply cannot afford for our young people not to have the means to look for work. Recognising that price reduction on its own will not have a sufficient effect, the Competition Commission urged network operators to deliver a lifeline package of daily free data to all users to allow uninterrupted data access, regardless of income levels, while leveraging the increasing smartphone penetration. But the response received so far will not assist young people use this time productively. A unified approach to zero-rating has the potential to unlock access to digital opportunities and information. A much-needed solution is freeing up all the education and upskilling content produced by public benefit organisations rather than a selection of content that is network-specific. This requires alignment and co-operation between the government and network operators, as a true example of social compacts in response to sudden changes in our society. If the Covid-19 pandemic has shown us anything, it’s the power of technology to connect, educate and empower — but in South Africa, your access to digital resources still depends on which cell phone service provider you’re linked to and how much data you can afford. Let’s take the lesson and push for universal access, including for a generation of young people who are stuck at home and hungry to learn.

Every child, no matter what country they’re from or their social background, should have the chance to use and learn about technology. That’s the thinking behind a number of projects led by international organisations like UNESCO and UNICEF. They hope to bolster education and economic growth by making digital technologies available in the developing world.

The One Laptop Per Child project was a pioneer in this field. This educational project, launched by the MIT in 2005, produces laptop computers suitable for children aged between 6 and 12. These are loaded with an operating system that features free educational software called Sugar. The programme has been rolled out at schools in more than 30 countries.

The project aims to equip all primary school children and all teachers with computers in a way that involves communities and that ensures everyone feels a sense of responsibility for the equipment. For example, kids aged six to 12 own their computers and can take them home to use.

Research shows that using technology in school makes children more engaged with learning. We wanted to know how children in low-income countries use laptops in their everyday lives; in school and after class. To find out, we embarked on a study in a village in Madagascar four years after the project was launched there.

Our results show that the use of computers in low-income countries supports formal and informal learning activities at home. It provides easy access to information, educational games and tools for self-expression.

Use at school

Madagascar, an island nation off Africa’s southeast coast, is extremely poor: 75% of the population (25 million) live below the poverty line, and the country scores low on the human development index, performing poorly in areas like education and living standards.

The study was conducted in a village located on the island of Nosy Komba, in the northeast of the country. Laptops are seen among residents there as high status objects because they cost a lot of money. None of the parents we interviewed could afford to buy one. They also have a high symbolic value: parents believe that if their children can master laptop use they will become more intelligent and develop professional skills.

A programme was rolled out in the village by One Laptop Per Child France and another French organisation, Gducœur. They supplied laptops and provided technical, logistical, administrative, financial and educational support. The laptops were given to 160 children aged between 5 and 15 enrolled in the village’s primary school.

Our analysis was both quantitative and a qualitative. We examined logs that showed which applications the children had used on their laptops during the previous 12 months; we analysed what they’d produced – for instance, recorded files. And we interviewed the children and their parents.

The results showed that the laptops were used very differently at school and in the children’s homes. At school, computers were generally used to learn about word processing, to play educational games and to support creative activities (drawing, digital story telling). Computers were also used as a virtual learning environment that offered a range of resources unavailable in the classroom like calculators, ebooks, maps, a watch, measuring tools and so on.

At home the children, like their peers in developed countries, largely used computers to take photos or make videos, listen to music, play games, share content and do homework. The younger children tended to use fewer reading and writing applications. Those in the equivalent of fourth and fifth grade used more digital books; they also shared images and videos more frequently with their friends.

Similarities and differences

Our findings suggest that developing countries like Madagascar have something in common with western nations when it comes to laptop use, such as how the children used the computers at home.

But there was one marked difference: computer use in Madagascar tended to be a collective rather than an individual practice. Children and their families would gather around one laptop to play educational games, take photos or make videos. Computers were being used to strengthen existing social relations among siblings, parents and peers.

All of this is important and valuable. Laptops have introduced the children of Nosy Komba to previously inaccessible tools. But we found that original projects were limited. While applications used were designed to foster creativity, children need support to develop creativity skills.

Educators have a crucial role to play here. They can help to nurture children’s creativity: the can help them to connect their lived experience and to express their imagination to produce original content. This will unlock new forms of expression and different kinds of literacy, including visual.

This article was co-authored with Pierre Varly, an international consultant in quantitative methods in education. He runs a blog on education in developing countries.

Sandra Nogry, Professeure associée en Psychologie de l’éducation, Université de Cergy-Pontoise

This article was originally published on The Conversation. Read the original article.