Pilot Education Model - Tanzania

GROUP 6
December 14, 2007
Final Project – STRAT 445

Joshua Bloom
Jason Manningham
David Sanese
Mark Wein
 TABLE OF CONTENTS
1. Introduction
a) Problem Statement
b) Organization Definition
c) Overview of Program
d) Objectives
e) Pilot Geographical Region
f) Target level of Education
g) Timeline
h) Overall Benefit

2. Offering
a) Product
i) Hardware
ii) Software
iii) Wireless
b) Service
i) Computer Usage
ii) Kiosks

3. Financing

4. Sustainability and Benefits

a) Incentives
b) In-Class Community Projects

5. Logistical Challenges
a) Safety
b) Electricity
c) Environmental and Health Concerns
d) Backlash

6. Concluding Statements

7. Appendix
1) Introduction
a) Problem Statement

As countries seek to modernize, many social efforts are centered on improving the

education system. This is often a difficult task, as resources are limited and accessibility

to rural areas, in particular, impose a significant challenge. Furthermore, students in

rural areas have to walk long distances to and from school, making school a full day

venture. An appropriate model must be feasible and sustainable to make a permanent

improvement on education.

b) Organization Definition

As a non-profit consulting firm, we plan to oversee the development and

implementation of a feasible education model specifically applicable to developing

countries.

c) Overview of Program

Our model is comprised of a system of kiosks, each located at a village center containing

several computers. If the village currently does not have a community center, we will

help construct a center as a community-based project. The kiosk will also serve as a

place of business for adult community members to access the internet for a fee.

Through internet connection and web-conferencing software, education can be brought

to a substantial number of students spread over a large geographical area. The

utilization of teachers will also increase, as they will be able to interact with multiple

students through the online networks from a single location.

d) Objectives

• Gain government support to change the current education system based on our

initiative

• Gain local community support to participate in our program

• Solicit funds from organizations to provide initial start up costs of the program

• Create a sustainable education model applicable to developing nations

• Successfully implement the program in the pilot region of Arusha, Tanzania

e) Pilot Geographical Region

We plan to pilot our program in the Arusha region of Tanzania. We have selected this

region for several reasons:

• Tanzania is a rapidly developing country, and houses important international bodies

such as the African Union. This gives us easier access to many important
international organizations and governing bodies.

• Tanzania is becoming increasingly globalized and is open to working with programs

and international organizations to help modernize the country. There have been
major national developments as tourism becomes a larger industry in the country
and GDP continues to rise.

• One primary spoken language exists. This makes implementation of our program
easier, as Swahili and English are the two most spoken and taught languages within
the country. Also, most neighboring countries also have similar languages, helping us
avoid the problem of numerous dialects over a small area. This correlates with a
need for less teachers and easier carryover of all products to neighboring areas and
countries.

• Tanzania has one of the most well-developed and established infrastructure systems
in Africa. Internet and cell-phone capabilities exist throughout a large majority of the
country.

• Arusha region is extremely rural, but within close proximity to Kilimanjaro and Dar el
Salaam (Tanzania), and Nairobi (Kenya). This gives us access to several large,
developing cities and numerous additional resources.
f) Target Level of Education

While educational deficiencies are prevalent throughout all ages, for the purpose of this

project we plan to specifically focus on areas of primary education (ages 8-14). By

focusing on primary education, this program targets the heart of the education issue at

hand. While the program targets this group, it will involve older students, including

those in secondary education and universities.

g) Timeline

Year 0: Generate governmental support | Establish relationships with Intel, UNESCO, Bill

Gates Foundation, etc. | Develop grants for participating university students | Begin

development of Swahili-adapted software and IT applications | Lobby and generate

funding | Locate and establish kiosks | Train teachers and IT specialists | University

students and teachers build parallel websites suited to Tanzania/Swahili | Purchase all

technology

Year 1: Begin program | Continue building relationships, training, establish funding, and

encouraging IT development

Year 2: Begin to understand demand for scanners, printers, music downloading, and

other IT capabilities to further generate Kios-kafé revenues | Purchase technology

Year 3: Extensive training to IT specialist for maintenance issues that are no longer

covered under warranty

Years 4 and 5: Further develop revenue streams, including Kios-kafé and Aravind-model

selective technology charging

 Year 6: Purchase replacement computers

After year 6: Encourage further operational sustainability by incorporating former

students of the program into the model | Take data on increased educational levels |

Present data to neighboring areas | Begin to establish similar programs in neighboring

areas | Further develop more advanced and inexpensive alternative hardware,

software, and web capabilities | Phase out of Arusha and Kilimanjaro programs to help

with neighboring area models, handing responsibility off to former system students,

government, etc.

h) Overall Benefit

The goal of this education model is to improve the primary education of the students it

serves. The model specifically teaches its students necessary basic skills in a more

efficient, flexible, and feasible manner. By offering grants and other benefits to students

in higher education, the model encourages collaboration and feedback with a diverse

group of people, both enhancing the learning environment and making the program

operationally sustainable. Also, the program makes education more accessible for rural

communities.

2) Offering

a) Product

The end product our organization can offer is the development of a sustainable

education model. The development of this model requires the integration of hardware

products, software products, and wireless internet.

 i) Hardware

Intel’s Classmate PC is specifically designed for kids aged five to fourteen in developing

nations. It is lightweight, has a convenient carrying handle, and a rugged design to

withstand daily use. It includes a built-in wireless network card, and has a wireless pen

for digital note taking. The Classmate PC is also compatible with the Linux based

operating system, which can be uploaded for free. 1

We will rely on the Classmate PC as an educational assistant for both students and

teachers. The laptop is relatively inexpensive, and has been proven to be a successful

educational assistant tool by Intel’s pilot programs in over 30 countries to date.

A major benefit of the Classmate PC is the software bundle that accompanies it. This

program allows students to draw, write, and take notes using a digital pen, and will

format and store the document on the PC. With this technology, students can practice

penmanship and submit their handwritten papers online. Also, the PC has an e-learning

classroom program that connects the teacher’s laptop to the student’s laptop via

wireless connection. This software program has certain key benefits for the learning

environment:

1. Each student can view the teacher’s screen for demonstration purposes. Also,
teachers can stream multimedia class material to student’s devices.

2. The teacher can click on an individual student’s screen at any point and view
their work. This also enables the teacher to “lock” a student’s screen onto a
particular program.

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 3. Teachers can give individual and group instructions.

ii) Software

Given that there are limited word processing software programs available, our

organization would propose our model to the Bill Gates Foundation to solicit the

development of a word processing software program based in Swahili. The Bill Gates

Foundation has contributed substantial funds to similar programs in the developing

world, and they would hopefully become an active participant in our initiative. This

would allow students’ access to modern software programs that have been formatted

to their cultural setting.

In terms of educational content, our model would rely upon open source educational

websites with a proven track record.

1. www.educ.ar is an Argentinean based site that provides educational material for

both students and teachers. It provides teachers with k-12 curriculum for
natural and social science, math, language, technology, and internet use
tutorials. We would utilize the local university students to create a parallel
website in Swahili for use in our educational model.

2. www.heymath.com is a proven site that allows teachers to illustrate

mathematical concepts through the use of diagrams. Each student can log in
and access different math units. The site also allows teachers to track student
progress by seeing what units they have accessed. Again, we would need
university students to help create a parallel site based in Swahili to integrate this
math curriculum into our educational content.

3. www.schoolnetafrica.net has proven to be a useful way for students and

teachers to network together, and post lesson plans, assignments, and other
educational information. A site similar to this can be created for Tanzania to link
the entire nation’s population of students and teachers and will act as a way to
share information within the established network, similar to C-tools at the
University of Michigan.
iii) Wireless

As our educational model relies heavily on the internet and wireless networks, wireless

internet must be available at each kiosk. WiMax (802.16) internet connection will be

used to link computers to each other and provide low cost internet over long distances.

In light of the use of kiosks in our model, an “Organic Mesh Network” would be most

appropriate to supply wireless internet to network users. In a mesh network, FMS

access points are installed at each kiosk to serve as the wireless interface. For example,

the kiosk in direct range to the wireless router will then act as a router for other kiosks

not in direct range of the original source, creating a web of potential access points.

Intel, a provider of WiMax internet, has already had over 300 worldwide trials, and has

extensive experience working with governments to bring low-cost broadband internet

to previously inaccessible communities. For example, they recently set up the first public

WiMax network in India and the rural Amazon. Due to the established business

relationship with Intel supplying Classmate PC’s for our educational model, they may be

an appropriate provider of wireless broadband as well. However, several

telecommunication companies have begun supplying WiMax, so we would accept bids

and employ the lowest cost solution. We would rely on the government to aid in the

development and supply of low-cost broadband internet to the Arusha region.

a) Service

i) Computer Usage

• Individual Use

Students will be divided into groups of three to work at the computers. During

this time they will be able to work on assignments, use tutorials, practice reading

and writing, and use the internet for educational purposes.

• Teachers

Each kiosk, composed of approximately 125 students, will have a total of 18

hours of lecture time per week. This equates to 54 total lecture hours required

per kiosk each week. The goal is to have 1 teacher per kiosk. To accomplish this,

assuming a teacher works a typical 40 hour week, 14 hours of teaching will need

to be outsourced. To do this, 14 hours will be video-conferenced from one kiosk

to another.

These teachers are already in the Tanzanian educational system, but are not

being utilized as efficiently as they would be in our system. United Nations

Educational Scientific and Cultural Organization (UNESCO) has launched a high-

priority initiative to improve the number of teachers and quality of their training.

We intend to work alongside UNESCO and other volunteer initiatives to train and

provide the primary teachers in the new system. Teachers must also be trained

in basic IT. Through a program called Intel Skool, Intel has helped educate

teachers in IT and provide them with online curriculums for their classes. To best

implement the Classmate PC, we will need Intel to partner with our education
 program and assist in educating teachers in IT and teaching with the new

technology.

ii) Kiosks

To achieve sustainability, we must use the kiosk as a source to provide a consistent

stream of revenue. We intend to use the kiosk as a cybercafé for adult community

members to access the internet at a fee. One IT employee will operate each Kiosk to

provide maintenance to the computers and IT help for the customers. GeekCorps is a

not for profit organization that teaches and promotes private enterprise in rural

communities via affordable information and communication technologies 2. We intend

to use GeekCorps as a partner who will help train kios-kafé in basic IT and consult with

our organization on ways to improve profitability.

b) Financing

Our model requires initial funding from organizations and government subsidies for the

various fixed and variable costs. However, we intend to achieve sustainability by using

the revenue stream provided by the kiosk to fund the education program.

We will need 6 computers at each kiosk to provide students with sufficient access to a

computer. Based upon our calculations (*see appendix), this means 31 kiosks and 201

computers will be required to service the target pilot region of Arusha (including

computers allocated to teachers). At $200 per computer, $40,200 will be the initial

funding required. The Classmate PC comes with a 3-year warranty, which will cover all

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 service costs for the first three years, allowing time to better develop local IT specialists.

These specialists will be on-site volunteers from Universities and will be compensated

based on a reduction in annual tuition. The useful life of a PC is approximately 6 years,

meaning $40,200 will need to be spent every 6 years on computers, or $6700 per year.

Kios-Kafé allows adults in the community to gain access to the technology on a pay-as-

you-go basis. The Kios-Kafé will be offered 4 hours per day, during night hours. Based off

of competitive numbers we have discovered in our research, the overall revenue stream

from various product offerings are calculated in the appendix. (*see appendix)

The internet and downloading music will be the only initial Cybercafé revenues, as we

have not accounted for printer/scanners and we are unsure of the demand for these

services in a new market. This would give $465.38 per year with upwards potential of

$1195.38.

We hope to bring in additional revenues by incorporating a system which works like the

Aravind model, in which revenues are extracted from those who can afford it. Advanced

courses will be offered to these students. We have found that 20% of the Tanzanian

population earns at least $5 per day3. Targeting this wealthier group at $.75 per day

(15% of their income) for two additional advanced courses will result in approximately

$273.75 per year for each student. If we assume 80% of this wealthier population (16%

of 125 students per kiosk) takes advantage of the opportunity, this equates to $5475 per

kiosk, or $5940 with Kios-Kafé initially with upwards potential as increased efficiency

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 occurs and people begin to see the potential value derived. This directly compares with

the $6700 per year cost of the technology.

We believe that if we can equate these revenues and costs, only initial funding will be

necessary to sustain this program. We intend for the government and other

organizations to be the primary source of this funding. Along with the obvious

improvement in education of its citizens, we will pitch the overall program to the

government with the idea that fewer teachers will be needed in these areas.

It will also be necessary to convince universities of the inherent value of the program, so

that they offer encouragement, primarily in the form of grants for university students to

involve themselves in working with our students.

We will also have to rely upon a humanitarian view from many of the groups involved in

our pitch to them. UNESCO, Intel, Microsoft, GeekCorps, and the Bill Gates Foundation

have historically shown devotion to similar programs. This program has the potential to

be expanded to neighboring countries.

2) Sustainability and benefits

a) Incentives

University students will be brought in via grants from their respective institutions,

including 5 higher learning public universities, 4 public constituent university colleges,

17 private universities, and 19 other higher learning institutions4. The grants will be a

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 cooperative effort of the universities and, in cases of public universities, the

government. These students will be given basic IT training by the IT specialists, who will

be trained by our group and with help from the teachers and Intel Teach, GeekCorps,

and UNESCO. University students will have multiple roles within our program. First,

they will serve as tutors to students through online chat rooms and point to point

networking. Second, they will help the program adapt educational websites to the

Swahili language and to fit the local culture.

Integrating University students into our program helps achieve sustainability because it

provides our students increased exposure to higher education, which will hopefully

allow some students to seek higher education and in return give back to the program.

b) In-class community projects

During students’ late teenage years (15-19) they will begin to be looked to by their

communities to work and provide for their families. It is vital that we show community

members the direct benefit our program has to their local communities. Otherwise,

these kids will continue to drop out of school and work for their families instead. To

accomplish this, we will have this age group focus on the application of their knowledge

through projects to better their communities. This can include increasing agricultural

productivity, setting up a microfinance institution, informative health projects, or

researching alternative methods for water purification. Through these projects, small

communities will be able to increase productivity and hopefully gain enough disposable

income to provide for the basic needs (food, health costs, shelter and clothing, water) of
 a family. Once the basic needs are met, education can be viewed by local villagers as

the main way to alleviate poverty and better their situation.

3) Logistical Challenges

a) Safety

One major concern in making laptops available to young children in developing nations

is theft control. Given the high costs of the technology and important benefits that can

be yielded for entire villages, it is important to monitor and safely secure all equipment.

Intel’s theft control software, which is bundled with the Classmate PC, can deter

potential thefts. This software was developed to discourage thieves from stealing the

laptops by rendering stolen laptops useless. This is accomplished by requiring a digital

certificate from the school network to authenticate a computer. If the computer is not

logged on over a certain period of time, the certificate expires and the device becomes

locked and unable to start-up. Another way to improve security would be to safely

secure all equipment after hours of operation. While kiosks are closed it will be

especially important to secure all laptops to help prevent their theft.

b) Electricity

Electricity poses a major concern and obstacle for this initiative. While Tanzania has

setup an advanced infrastructure comparative to most of Africa, electricity is still largely

unavailable in rural villages. However, as this area is near major cities electricity has

slowly been expanding. Electric outlets do exist along roads and near tourist

destinations and hotels. As a result, electricity can be brought to these villages for

minimal cost with the help of government subsidies.

c) Environmental and Health Concerns

In bringing technology to rural settings, the adaptability of the product to the

environment will always be a pressing issue. Intel has taken this into account by making

the Classmate PC rugged to withstand minor damage, lightweight to be easily

transported long distances, and efficient enough to run on minimal electricity. Also, the

Classmate PC comes with a 3 year service warranty, which will cover an extensive

amount of maintenance issues that may come up with the technology. If the IT

specialist working at each Kiosk is properly trained, hopefully there will be minimal costs

associated with the maintenance of the technology.

There are also many health concerns which can come from people using the same

computers. As a result, it will be important to try and disinfect and clean the kiosks each

night. This can help prevent the spread of diseases which can result from a large number

of people coming into contact through the use of these computers.

d) Backlash

As with bringing new ideas and technology into new cultures and societies, there is a

risk of backlash. The two main risks of backlash arise from governments and villagers.

Currently, the risk of backlash from the Tanzanian government is almost non-existent.

The Tanzanian government has shown a profound willingness and openness to aid and

assist organizations and other parties who attempt to bring aid or development to

Tanzanian villages and societies. The government is extremely opened to volunteers and

visitors, and frequently assists in these efforts by offering subsidies, grants, or resources.
 This willingness has especially grown as the tourism industry has begun to greatly

expand in the country.

Villagers pose the main risk from backlash. As with any society, new ideas and changes

to existing norms are frequently met with uncertainty and criticism. Changes which can

alter the makeup or beliefs of cultures are always a particularly sensitive issue. As a

result, it is extremely important to use care when implementing this plan in areas that

are more questioning of its purpose. During the implementation stage, our organization

will present the education initiative to each village community, explaining the purpose,

the objectives, and the potential benefits to the local community members. By

respecting cultural beliefs and including community members in the implementation

process, our program will have a greater chance for success. This will also help gain trust

and build a strong, lasting relationship with each community.

4) Concluding Statements

The importance of improving the educational system in Tanzania, one of the most

rapidly developing countries in Africa, is undeniable. Creating a sustainable program

that can better reach rural areas will provide new exposure and opportunities for both

individuals and communities. With our program villagers will have new opportunities to

learn. These benefits can be realized by each individual intellectually as well as by each

community as a whole.

The most promising aspect of our proposal is its scalability. Using the Arusha region as a

pilot study, the program can be easily expanded and adopted in other regions or

countries. This provides potential to create a model that can easily bring education to
 more people who currently are not able to receive an adequate education. The problem

of illiteracy in the world is one of the greatest challenges we currently face, and this

program can be another solution to tackle this difficult problem

Appendix

Note 1: Calculation of # of computers at each kiosk necessary to service appropriate student groups
44% of the population is under 15 in the specified area. With the target age group incorporating 6 years,
8-14, we estimate it will not comprise more than 20% of the total population, equating to approximately
125 targeted students per kiosk. Setting the maximum walking distance to each kiosk of 2.8 km or 34
minutes (covering an area of 16 square kilometers), individual work time in groups of three at 12 hours
per week, and group teaching time at 18 hours per week, we will need approximately 6 computers at
each kiosk. Since we are servicing an area of 500 square kilometers, this means 31 kiosks and 186
computers. For flexibility purposes, we will designate approximately 1 computer per 2 kiosks for
teachers, resulting in 201 necessary computers.

Note 2: Calculation of potential revenue streams from Kios-Kafé. Revenues based on competitive
industry analysis. i
• Internet: $0.625/Hour x 4 Hours/Day x 0.80 Utilization x 365 Days/Year =
$456.25/Year
• Printing: $0.03/Page x 50 Pages/Day x 365 Days/Year = $547.50/Year
• Scanning: $0.05/Page x 10 Pages/Day x 365 Days/Year = $182.50
• Downloading Music: $0.05 / Song x 0.5 songs/day x 365 Days Year = $9.13/Year

*Note 3: Calculation of student work hours, and computer allocation

Per Week
Hours of Group Teaching 18
Hours of Individual Work 12
Hours CyberTiGi 28
Hours Available 140

Number Students Per

Teaching Group 41.6
Number Students at CPU at
a time for Individual Work 3

Number Individual Work

Groups Each CPU can
serve 10
Number Students per CPU 30
 Note 4: Calculation of CPU’s per Kiosk based on population and distance
Laptops per kiosk 3

People/Sq Km 39
Student Proportion 0.2

Sq Km 4 9 16 25 36
People 156 351 624 975 1404
Students 31 70 125 195 281
Walking Distance 1.41 2.12 2.83 3.54 4.24
Walking Minutes 16.97 25.46 33.94 42.43 50.91
# Teaching Groups 1 2 3 5 7
# Individual Work Groups 11 24 42 65 94
# CPUs necessary 1.1 2.4 4.2 6.5 9.4

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