Mobile Rural Technology Park (MRTP)

The innovation brings access and skills training to rural schools and communities by a way of a mobile rural technology park (MRTP). We are trying to undo apartheid place-making trajectories and the associated spatial, social and economic consequences of these. Rural communities are currently lagging behind in accessing equal opportunities because of their location and lack of access to required resources. The MRTP provides functional exposure to technologies meeting local educational, economic and social contextual needs. The mobility of the innovation allows for access to technology skills ensuring societal inclusion in the changing world regardless of location. Majority of rural communities are faced with ICT infrastructure challenges, mobility is both inclusive and cost effective. With the constant changing technology it ensures that trainers are constantly updated with the latest technologies making everyone equipped with current technology changes. Access and being equipped with skills opens opportunities for students and community members.

The “rural-urban technology divide” remains a pervasive problem in South Africa and the education system is equally affected. Rural schools continue to lag behind in ICT development despite the numerous government and public/private sector initiatives to increase access and use of Information and Communications Technologies (ICTs) in education. According to an article published by parliament, a mere 945 schools out of a total of 5 421 schools in the Eastern Cape Province have related to Information and Communication Technology (ICT). That means only 17% of learners, teachers, and principals have access to ICT at school. The digital divide affects the learning of rural schools, many are still heavily dependent on the dominant model of education, where the teacher leads the class theoretically. Research has shown that this kind of learning environment is not conducive to 21st century skills development. With the Corona virus pandemic society has been pushed to become digitally literate by default, this further escalated the urban rural divide and exacerbated societal exclusion for those in rural schools and communities. Poverty and inequality have become multidimensional not just economic,the need for a multi-stakeholder approach and the support of transformative technologies promoting cheap and efficient innovations has become critical.

Urglobal recognizes that ICT can be used to bridge the gap between rural and urban schools by addressing ICT skills gaps of teachers and Learners. The MRTP together with the fixed park initiative provide access for rural schools to join the digital movement, by offering a 4.0 digital lifeline in the form of a Park Model. The idea of a “Mobile” Rural Technology Park concept was conceived together with three rural communities identifying the challenge of ICT infrastructure and lack of ICT access and skills training platforms. This model was developed to increase access, inclusion and reach to all rural schools and negate the infrastructure and distance challenge. The mobile version of this model was to prepare for the fixed park by providing basic computer skills to teachers, Learners and community creating a culture of ICT use. Partnering with DUT in creating a conceptual framework that can influence policy promotes long-term systematic change. Urglobal plans to create a more holistic model which promoting ICT skills development, provide digital after school support to learners, promotes career selection and a digital health promotion platform. Through this holistic model, Urglobal hopes to unearth the potential of rural learners to become globally competitive citizens.

Urglobal serves three target groups in rural communities, the first being students in Primary schools which fall between quintile 1 to 3 (in South Africa these are underprivileged schools subsidized by Government) between grade 5 to 9. The second target group is teachers, and the third group community members inclusive of rural leaders, women and the youth. The MRTP initiative was piloted in 2017 after detailed engagements in three rural communities, to date its grown to fourteen schools in two provinces. Focus areas for the intended impact are ICT Capacity Building of teachers, ICT change management, increasing acceptability of ICT in schools and accelerate the diffusion of ICT in rural communities’ for teachers, SGB’s, District Officials, and broader communities. ICT capacity building of learners, Urglobal has developed a training programme for Learners covering basic computer skills, High Speed Internet; Robotics and Coding; Virtual Reality; Mobile Supercomputing; Cloud Technology; Big Data and Data Analytics; Artificial Intelligence; Internet of Things. To date Urglobal has equipped more than 1700 people in rural communities with basic computer skills (students, teachers, youth, rural leaders, entrepreneurs, and community members). The Community ICT Capacity Building, Urglobal’s vision goes beyond just capacitating school children and teachers but the whole rural community to aid holistic transformation. An annual ICT Technology Competition, Urglobal hosts an annual ICT Technology Competition whereby top performers of the programme participate. This competition is well received by parents, school leaders and Learners. Urglobal would like to expand this competition to district, provincial, national, and even international level should funds be available.

South Africa stems from a legacy of Apartheid which promoted segregation at levels such as race, gender and religion. Our innovation identifies and addresses the crisis of post-apartheid South Africa, trying to undo apartheid place-making trajectories by facilitating social justice ensuring that access is inclusive for those previously disadvantaged. The aim is to mold communities exclusive of race and segregation, equipped to operate in the 21st century global context whilst striving to change and meet local community needs. Through ICT access our initiative hopes to ignite a transition process societal inclusive democratic purpose usher new generations of creative innovative thinkers

In 2015 using the asset based community development approach (ABCD) we engaged three communities Kubha, Luphilisweni in the Alfred Nzo District and Bushulas in the Oliver Tambo District, located in the Eastern Cape Province South Africa. One of the gaps identified was the lack of access to technology skills training for both students and community members. Security and ICT infrastructure were a challenge which gave rise to piloting a mobile technology training solution. The pilot was done in 2017 with three schools in different communities. To date we have grown to fourteen schools and communities in two Provinces.

The Urglobal Mobile Technology Park (MRTP) is a roving facility where a variety of technologies and soft skills are showcased and taught to rural communities at places of their convenience. Our innovation identifies and addresses the crisis of post-apartheid South Africa. We are trying to undo apartheid place-making trajectories and the associated spatial, social and economic consequences of these.The closest university is more than 235 km 3h31m away from the rural communities in our location. The world is advancing rapidly; technology skills have become as important as breathing. Majority of opportunities are accessed through online platforms, students in our communities are unable to apply online for university placements due to lack of skills and access to facilities that provide computers & the internet. The whole world is talking about the skills required for the 4th industrial revolution, with the corona virus pandemic digital skills have become critical. If we do not try to bring technology skills closer to rural communities and shorten the distance, the inequality gap will only escalate further. Access to opportunities must be for everyone not only for those around cities. 

74% of people in the Alfred Nzo District live below the poverty line of R800/month. 28.4% of the population is unemployed and 5.1% of the population complete higher education. The District has 166 secondary schools, comprising of 79141 learners and 2459 educators. Urglobal has to date (currently) trained 2000 people inclusive of students, teachers and community members. In year one we plan to serve 3000 people and 7000 people in year five. Urglobal is currently working in two provinces in South Africa the Eastern Cape and Kwazulu Natal. In the Eastern cape we work in the Alfred Nzo District and OR Tambo District. In Kwazulu natal we work in Umgungundlovu, Ethekwini and Ugu District. Scaling up and taking more schools is highly dependent on equipment and personnel capacity. 

To increase access, ICT knowledge, skills and confidence of learners and teachers in rural schools through Urglobal’s ICT skills development programme. Activities are ICT Capacity Building of teachers, ICT change management Initiative, ICT Capacity building of Learners, Community ICT Capacity Building and Annual ICT Technology Competition. Output measures are Number of teachers trained on the Standard ICT Curriculum for educators, Number of individuals engaged through the change management initiative by category of community cadre, Number of Learners trained on the Standard ICT Curriculum for Learners, Number of community members trained on the standard ICT Curriculum for Community members and Annual ICT Technology Competition held. Outcome measures of success Kirkpatrick’s Model outcomes: Leaner reaction and satisfaction with training content and process, participant Learning: change in knowledge, skills and confidence to use ICT, participant behaviour: Utilisation of ICT in teaching and learning Results: Change in learning outcomes, Pass rates and drop-out rates.

Full-time staff is four people (Luleka, Ncebakazi, Siya T., Tinashe)

Part-time is five people (Mthoko, Neyi, Siya D., Ganyile, Nkululeko)

Contractors or called when required is eight people. 

The team consists of the Director of school landscape planning and rural education from the Eastern Cape Provincial Department of Education, the Head of Department Professor at the Durban University of Technology who seats at the South African Higher Education Community Engagement Forum (SAHECEF), the Chief who is the head of the traditional council and communities in the District, LG Construction a construction company working with us on the acquired land, M and E Lab responsible for all monitoring and evaluation. The collaboration has been formed to bring change in rural schools and communities by a way of providing access and technology skills. The team consists of key influencers who currently contribute their time and expertise pro-bono. The focus is not only short-term but long-term sustainability, conceptualizing an inclusive developmental framework and using it to influence policy as a guiding document when rolling out sustainable developmental initiatives in rural schools and communities. The MRTP initiative is currently being done free in underprivileged rural schools and communities to avoid exclusion of students who cannot afford the programme. The Project was initiated in 2017 as a result of community engagement sessions in three rural communities with the Traditional Council, School Principals, School Governing Body, Municipal Counsellors and community members including the youth and women. Continuous community engagement is done with the schools and communities involved in the projects. Participants who get trained participate in a pre and post survey where feedback is provided and required improvements are highlighted.

The founder and initiator Luleka is a community engagement strategist and social entrepreneur, she has completed her PHD with a focus on community engagement. She spent 11 years in corporate working in the mining sector where she accumulated vast knowledge from various positions. At the end of 2016 she resigned, left the city to focus on driving programmes on the premise of equipping rural communities. Luleka is the 2017 Young African Leaders Initiative (SADC) alumni as well as a 2018 Mandela Washington Fellow programmes initiated by Mr. Barack Obama. She is a GIBS Social Entrepreneurship alumni. The values of inclusion, a shared vision, equity and diversity are at the foundation of community engagement. The initiative was born out of a result of engagements in three rural communities. The success and sustainability relies on the involvement of all key stakeholders. Other key employees in driving the initiative areMthokozisi Lutseke who is a Business Process Analyst with more than 9 years' experience in the Telecommunications sector in Process Management, Transmission, Mobile Network Planning and IT. He is currently Urglobal's Head of Technical and Logistics. He is responsible for investigating and suggesting required equipment and software for the project.  There is also Neyi-Gloriawho has over30 years’ experience in the Department of Education as both a teacher in the intermediate and senior phase, Head of Department and winning various education awards in these portfolios. Gloria is the programme coordinator. She is the liaison between the schools, communities and Urglobal. 

I am an African Xhosa female who comes from deep rural areas in South Africa. I have travelled to various cities and countries which has contributed to my worldview. I have experienced both being a rural citizen and living in the city. Growing up in a rural community you experience hardships faced by community members, brilliant students grow up and go nowhere because of a lack of access to resources. My community has contributed immensely in getting me educated, I come from a place where people don’t have much but hold on to the philosophy of UBUNTU, the spirit that says “I am because we are”, the belief that we are a collective. After resigning, moving back to rural communities I received a shares payout, this was the initial investment into the initiative. In the last four years I have been working on the initiative dependent on competition funding and sponsors. I’m applying because we need assistance, I truly believe that support received can contribute in the transformation of rural schools and communities in the Eastern Cape and create a model that can be scaled in South African rural schools and the African continent as a whole. 

We have been selected in fellowships, National competitions and received awards which have included various business development grooming and incubation processes. We would like partnerships with companies that drive technology innovations to allow more exposure for our schools and communities. That will also assist in capacitating our facilitators and volunteers. Financial skills and pitching techniques will help us be able to raise the required funds for the innovation. 

We have been trying to partner with Microsoft, google and HP. We use their material a lot in our initiative but we haven't been successful. In South Africa we are trying to partner with an internet provider (MTN, Vodacom, Cell C or Telkom), the communities we work work struggle a lot in connectivity due to lack of infrastructure in the rural communities, we would like a service provider that can assist us as internet is one of the key areas in our work. 

I am an African Xhosa female who comes from deep rural areas in South Africa. I have travelled to various cities and countries which has contributed to my worldview. I have experienced both being a rural citizen and living in the city. Growing up in a rural community you experience hardships faced by community members, brilliant students grow up and go nowhere because of a lack of access to resources. My community has contributed immensely in getting me educated, I come from a place where people don’t have much but hold on to the philosophy of UBUNTU, the spirit that says “I am because we are”, the belief that we are a collective. After resigning, moving back to rural communities I received a shares payout, this was the initial investment into the initiative. In the last four years I have been working on the initiative dependent on competition funding and sponsors. I’m applying because we need assistance, I truly believe that support received can contribute in the transformation of rural schools and communities in the Eastern Cape and create a model that can be scaled in South African rural schools and the African continent as a whole. 

I am an African Xhosa female who comes from deep rural areas in South Africa. I have travelled to various cities and countries which has contributed to my worldview. I have experienced both being a rural citizen and living in the city. Growing up in a rural community you experience hardships faced by community members, brilliant students grow up and go nowhere because of a lack of access to resources. My community has contributed immensely in getting me educated, I come from a place where people don’t have much but hold on to the philosophy of UBUNTU, the spirit that says “I am because we are”, the belief that we are a collective. After resigning, moving back to rural communities I received a shares payout, this was the initial investment into the initiative. In the last four years I have been working on the initiative dependent on competition funding and sponsors. I’m applying because we need assistance, I truly believe that support received can contribute in the transformation of rural schools and communities in the Eastern Cape and create a model that can be scaled in South African rural schools and the African continent as a whole. 

I am an African Xhosa female who comes from deep rural areas in South Africa. I have travelled to various cities and countries which has contributed to my worldview. I have experienced both being a rural citizen and living in the city. Growing up in a rural community you experience hardships faced by community members, brilliant students grow up and go nowhere because of a lack of access to resources. My community has contributed immensely in getting me educated, I come from a place where people don’t have much but hold on to the philosophy of UBUNTU, the spirit that says “I am because we are”, the belief that we are a collective. After resigning, moving back to rural communities I received a shares payout, this was the initial investment into the initiative. In the last four years I have been working on the initiative dependent on competition funding and sponsors. I’m applying because we need assistance, I truly believe that support received can contribute in the transformation of rural schools and communities in the Eastern Cape and create a model that can be scaled in South African rural schools and the African continent as a whole. 

I am an African Xhosa female who comes from deep rural areas in South Africa. I have travelled to various cities and countries which has contributed to my worldview. I have experienced both being a rural citizen and living in the city. Growing up in a rural community you experience hardships faced by community members, brilliant students grow up and go nowhere because of a lack of access to resources. My community has contributed immensely in getting me educated, I come from a place where people don’t have much but hold on to the philosophy of UBUNTU, the spirit that says “I am because we are”, the belief that we are a collective. After resigning, moving back to rural communities I received a shares payout, this was the initial investment into the initiative. In the last four years I have been working on the initiative dependent on competition funding and sponsors. I’m applying because we need assistance, I truly believe that support received can contribute in the transformation of rural schools and communities in the Eastern Cape and create a model that can be scaled in South African rural schools and the African continent as a whole.