Stakeholder Relations and Ownership of a Community Wireless Network: The Case of iNethi

The primary objective for this study is to investigate multi-stakeholder understanding of ownership of a community wireless network (CWN) located in Ocean View, Cape Town. This is important because ownership and stakeholder relations are components that contribute to the success of a CWN. Using the convenience and snowball sampling method, we completed 11 semi-structured interviews with stakeholders from the University of Cape Town and the Ocean View community. We consider different ways ownership is conceived between stakeholders. We found that the involvement of the community at initiation of a CWN project is imperative in establishing ownership of a CWN. We characterize some of the ways in which discordant conceptions of ownership have resulted in miscommunication within this project and offer considerations for researchers to take into account as they collaborate with communities on joint initiatives

Embedding knowledge transfer in digital citizen engagement in South Africa: Developing digital literacy

Basic service delivery is a fundamental right for all South Africans, especially vulnerable groups. Effective and efficient channels of communication between multi-stakeholder groups involved and affected by service delivery are essential. Digital citizen engagement has recently emerged as a key approach for supporting two-way communication between citizens and the government. It is essential for building evidence-based data to engage with government and apply social accountability measures to lobby for the provision of basic services. Key to building capacities and learning, is developing the abilities of both local government and citizens to become digitally literate (including civic and responsiveness literacy), in order to realise and action the true benefits of digital citizen engagement. This research set out to identify the roles of digital literacy in digital citizen engagement, and how it may be embedded in knowledge transfer processes for implementing digital citizen engagement initiatives. A pragmatist philosophical approach was applied: studying, observing and reflecting on actions in the MobiSAM case study. Using Szulanski’s four-stage model of knowledge transfer, key focus areas for developing digital literacy were identified, contributing to a Quadruple-E process of: (1) explore, (2) enable, (3) engage and (4) embed. Practices identified in the MobiSAM case study are provided as suggestions for each phase, with an indication of possible constraints that may be experienced in the knowledge transfer and digital literacy development process – a potential guideline for developing digital literacy in digital citizen engagement initiatives. The process for knowledge transfer and developing digital literacy that was identified in this article provides a guideline for future implementation of digital citizen engagement initiatives in resource-constrained contexts

Appropriating Digital Citizen Engagement in Resource Constrained Local Government Service Delivery: A Case Study in South Africa

South Africa is currently plagued with destructive civic protests associated with a lack of service delivery and deteriorating local government operations. Digital cit-izen engagement (DCE) has globally been promoted as a game changer in these circumstances, as it is identified as an essential in facilitating two-way communication and evidence-based engagement between government and citizens. How-ever, programmes in resource constrained municipalities struggle to align and integrate ICTs with existing service delivery operations. The paper proposes a framework to support the appropriation of digital citizen engagement in local government in South Africa. Adaptive Structuration Theory is applied to contextualize the study, using a pragmatist qualitative approach. The findings illustrate a holistic process needed and deduce that appropriation of DCE in a local municipality is a gradual process of complex learning which depends on the strength of the civil society context, the effectiveness of the enablers of social accountability, and inevitably political change

Assessing ICT4D Project Design: A Programme Theory Assessment of the Siyakhula Living Lab

The evaluation of rural ICT for development projects is crucial to understanding the impact of such projects in developing countries. A comprehensive evaluation framework called the Rural ICT Comprehensive Evaluation Framework (RICT-CEF) was developed to capture the relevant impact and effectiveness throughout the life of ICT4D projects in marginalised communities. This report presents the evaluation results of one of the seven evaluation domains of the RICT-CEF; Programme Theory Assessment. A Programme Theory Assessment aims to evaluate whether the conception or logical design of the ICT4D initiative is actually designed to support development programmes or address the needs and priorities of the targeted community. A Programme Theory Assessment was conducted for the Siyakhula Living Lab, an ICT4D project in South Africa. Programme theory was elicited and understood in terms of three interrelated components which include the living lab’s organisational plan, service utilisation plan, and the impact theory. These components were assessed based on criteria from the ‘access to education and knowledge’ need identified in a previous needs assessment, research/project practice, and observation. This report discusses each programme theory component of the Siyakhula Living Lab, and presents the assessment results in terms of the suitability, shortcomings, and recommendations to adjust the existing programme theory. A description of the contribution of the programme theory assessment for subsequent or future evaluations of the Siyakhula Living concludes the report

A Needs Assessment to Identify the Reality of Two Rural School Cases in South Africa: Potential for ICT4D or Not?

Understanding the potential or need for ICT support in education within developing countries, requires an in-depth needs assessment to comprehend, elaborate and set the desired priorities of rural schools. A Needs Assessment was conducted as part of an on-going comprehensive evaluation process of an ICT for development project, the Siyakhula Living Lab. The needs assessment focused on an elaboration of a high level need, "access to education and knowledge", identified in a Baseline Study of the community. The needs identified were based on an understanding of the existing operation of local schools, from the perspectives of local representatives who are more familiar with their environment and its challenges. This paper presents a report on the findings of the Needs Assessment, which include: 1) the elaborated needs and priorities for developing access to education and knowledge in a rural area, and 2) proposed solutions to address these development needs. Examining these elaborated needs indicate that potential solutions to address them are beyond the scope of computer science and information systems, and should also include other development solutions, such as, education, government, sociology, etc. The Siyakhula Living Lab still needs to build on the expertise available, in order to propose diverse solutions that can support the integration of the technology within the schools. A description of the contribution of the needs assessment for subsequent or future evaluations of the Siyakhula Living concludes the report

The development and implementation of an evaluation for rural ICT projects in developing countries: an exploration of the Siyakhulu Living Lab, South Africa

Rural development is a priority for poverty alleviation and development in developing countries, as the majority of the poor live in rural areas. Information and knowledge are key strategic resources for social and economic development as they empower rural communities with the ability to expand their choices through knowing what works best in their communities. Information and communication technologies (ICT) play a significant role in supporting rural development activities through providing supportive development information and creating essential interconnectivities between rural areas and more developed regions. However, rural ICT for development (ICT4D) is still at best a ‘working hypothesis’, faced with barriers and challenges associated with implementation and use in the rural environment; which threaten the success, sustainability or relevance of an ICT intervention. Many key questions remain largely unanswered, with no concrete or credible data to support a wide range of claims concerning the use of ICT for development. The evaluation of rural ICT projects is indispensable as it determines the need, effectiveness, impact, sustainability and extent of the awareness of the contribution such projects or programmes can make in poverty alleviation and development. Even so, existing ICT4D evaluations are confrontedwith shortcomings and challenges which influence the accuracy and reliability of evaluation conclusions. These shortcomings highlight the need to embark on a more comprehensive evaluation approach, sensitive to the rural environment. This research study was aimed at developing a comprehensive rural ICT evaluation framework to assess ICT projects and interventions that work toward supporting poverty eradication in rural communities. A multi-method approach was used to determine the multiple variables and components associated with rural ICT evaluation, and then to determine how these variables interrelate. The approach is founded on programme evaluation, ICT for development evaluation, and information systems evaluation. Firstly, key domains of programme evaluations combined with an exploration of the need and shortcomings of ICT4D evaluation, contributed to the development of a template to analyse existing ICT4D evaluation frameworks and information systems frameworks, based on a selection of criteria. The combined analysis of the two groups of frameworks compares and contrasts key characteristics that form the structure of a comprehensive evaluation. This analysis and a review of programme evaluation enabled the development of a Rural ICT Comprehensive Evaluation Framework (RICT-CEF) that encompasses the key components essential for a comprehensive evaluation of rural ICT projects. The theoretical framework aims to inform ICT intervention to improve and support rural development, through the application of fundamental and interconnected evaluation domains sensitive to the rural environment, throughout the project’s lifecycle. In order to obtain a better understanding and application of the RICT-CEF, a real-life case study investigation of the Siyakhula Living Lab reveals the lessons learned (shortcomings and suitability) from applying a prototype of the framework in a rural environment. The study is characteristically a rich case study, as the investigation occurs at two levels: 1) The actual evaluation of the project to obtain results to improve or guide the project, through applying domains of the RICT-CEF, and 2) Observing and investigating the application of the RICT-CEF framework to learn lessons from its evaluation process in a real-life context. The research study reveals the compatibility of the RICT-CEF framework in a real-life rural ICT intervention case, and builds lessons learned for enhancing the framework and guiding future evaluations in ICT4D. The RICT-CEF can possibly be viewed as a platform for the key domains and processes essential for the evaluation of ICT4D interventions; which can be customised for a variety of ICT projects, such that a comparative assessment of projects can provide measurement and further awareness of the impact of rural ICT in developing countries

Towards a theoretical framework on ethical practice in ICT4D programmes

Information and Communication Technologies (ICTs) are widely known as tools for poverty reduction. However, before ICTs can be utilized as tools for development, one needs to assess the various development challenges facing a country and then analyse where and how ICTs could positively impact development in a sustainable way. As technology influences the way people relate toward each other, it is important to view ICTs from an ethical perspective. This research theoretically explores the key aspects of ethics that should be applied to ICT projects in rural communities. Understanding the key aspects of ethics related to ICTs would foster the adoption of ICTs in rural communities and ensure that the integration of such ICTs is compatible with existing development strategies in developing countries. Four existing frameworks on ethical practice are explored which serve as a foundation for a theoretical framework of ethical practice in ICT4D. The proposed framework highlights four ethical themes that should be considered in rural ICT4D initiatives. These themes include: collaboration and participation, socio-economic context, cost and benefits and underlying stakeholder interests. It is suggested that further research and practical application can inform the framework

Towards a Comprehensive Evaluation Framework for ICT for Development Evaluation – An Analysis of Evaluation Frameworks

Information and communication technologies (ICT) can support rural development activities through providing supportive information and knowledge, and creating essential interconnectivities between rural areas and more developed regions. However, rural ICT for development (ICT4D) is still at best a ‘working hypothesis’, faced with barriers and challenges associated with implementation and use in the rural environment; which threaten the success, sustainability or relevance of ICT interventions in developing countries. The evaluation of rural ICT projects is indispensable as it determines the need, effectiveness, impact, sustainability and extent of the awareness of the contribution such projects or programmes can make in poverty alleviation and development. Even so, existing ICT for development evaluations are confronted with shortcomings and challenges which influence the reliability of evaluation conclusions. These shortcomings highlight the need to embark on a more comprehensive evaluation approach, sensitive to the rural environment. The paper adopts a theoretical multi-method approach to determine the multiple variables and components associated with rural ICT evaluation, and then to determine how these variables interrelate. The approach is founded on programme evaluation, ICT for development evaluation, and information systems evaluation. Programme evaluation informs this research study of the fundamental domains of evaluation and the structure that shapes an evaluation. An analysis of ICT for development evaluation frameworks and information systems frameworks compares and contrasts key characteristics that form the structure of a comprehensive evaluation that can be applied in ICT for development projects. The analysis and a review of programme evaluation enables the development of a Rural ICT Comprehensive Evaluation Framework (RICT-CEF) that encompasses the key components essential for a comprehensive evaluation of rural ICT projects. The theoretical framework aims to inform ICT intervention to improve and support rural development, through the application of fundamental and interconnected evaluation domains sensitive to the rural environment, throughout the project’s lifecycle

Learning to be Sustainable in ICT for Development: A Citizen Engagement Initiative in South Africa

The uncertainty and complexity of ICT4D projects call into question the suitability of conventional approaches to project management that are imposed exogenously, particularly in relation to the challenge of supporting sustainability and resilience. Attempts to transfer knowledge or ownership to local stakeholders or other responsible bodies fail, and consequently many worthwhile initiatives become unsustainable. The problem is particularly acute in the case of citizen engagement projects, where diverse stakeholders are involved and perspectives need to merge when identifying and realising the benefits of the initiative. Borrowing from literature on project management, knowledge management and organisational learning, this paper draws on experiences from a citizen engagement initiative for basic service delivery in a local municipality in South Africa, by reflecting on the learning processes that can contribute to ongoing sustainability in such projects in the global South. The findings highlight the value of emergent learning and negotiation rather than rigid processes linked to predetermined success factors that are typically adopted in project-based ICT4D initiatives