D.1 Introduction

This section of the toolkit focuses on school connectivity. The principles applied to connecting schools can similarly be applied to funding the connection of any strategic public institution, such as schools, hospitals, clinics, libraries and police stations. Most countries’ broadband plans and digital agendas recognize the importance of connecting strategic public institutions, such as schools, as a means of increasing usage and uptake, as well as promoting efficient service delivery in line with e-governance strategies.

The approach to investing in school connectivity has evolved over the years. Whereas in the past connecting schools was often seen as a form of corporate social responsibility or even a licence condition in many countries, over the years it has, similar to many universal access initiatives, begun to be seen as an investment. It is an investment in education, which is a key goal amongst the Sustainable Development Goals. If technology can assist to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (SDG 4), then school connectivity can be key in reducing poverty and increasing inclusion, amongst others. Conceptualising school connectivity as an investment, which needs to be facilitated through the reduction of risks and costs, necessitates a business model that:

  • recognises the whole digital and educational ecosystem;
  • includes diverse partnerships, a broader number of financial, technical, social and community players and a myriad of funding models.

This has led a more detailed focus on delivery, sustainability and impact measurement in school connectivity 2.0 programmes and projects:

  • the financial and social returns on these programmes and projects which is on one hand required by many public, private and impact investors, and on the other good for communities;
  • the sustainability of projects, and their ability to stand on their own without ongoing subsidisation.

Thus a ‘tick box’ exercise that confirms connections and devices are present is unsatisfactory; a more complex, layered and rigorous set of measurement tools are needed to ensure that the whole ecosystem is addressed, as set out in this toolkit.

Some key characteristics that an investment and sustainable ecosystem approach brings to light are:

  • impact is measured from a quantitative and qualitative perspective across the education and ICT sectors, amongst others;
  • impact is measured at the programme level as well as at the project (investment) level, the latter has always been done but does not allow for visibility of broader socio-economic impact beyond a single school project or district;
  • impact is not measured at the end of a project as has been done historically, but rather is done via an integrated model of impact measurement that provides a comprehensive approach throughout the project (and investment) life cycle.