A recent post on impact of mobile phones on the poorest of the
poor refers to multiple studies on information and communication technologies
for development (ICT4D), linking increased mobile phone adoption with positive
trends in economic and human development indicators.
Zimmerman and Meinrath (2012) showcase in their article new
mobile phone-based money services like M-PESA to inform about an often ignored
downside effect, as these mobile money services do not effectively reach the
poorest of the poor. Beside infrastructure coverage they pinpoint high
transaction fees as prohibitive to those living below the poverty line, stating
“fee-based business models are geared toward maximizing revenue, which
translates to a stunning level of resource extraction from poor communities.”
ICT4D
and digital divide – an educational challenge
Although the technologies to dramatically lower the cost of
connectivity already exist, it continues to be important to insist on policy
makers and regulators pursuing action, in order to deploy innovative solutions
and promote meaningful competition. Taking the case of a developing country
like Mozambique, a third mobile operator alone will not necessarily result in
low-cost mobile connectivity, nor reduce the risk of further digital divide.
Little is happening to address the educational dimension,
putting challenges and opportunities new technologies bring along in context
with local socioeconomic and socio-cultural realities. How to link development
policies and strategies of “growth point”, “green revolution” and “community
funds” with formal and informal education realities and needs. The readiness
and useage of new technologies is not alone a question of infrastructure, nor
one of transaction costs.
The poor and poorest of the poor face in their daily struggle
even higher transaction and opportunity costs, depending on petty-purchases on
a daily basis, mobility needs, and monetary services. In addition, they are not
informed, lacking knowledge and skills. In the end it is an educational
challenge?
According to a recent study, economically
and academically disadvantaged young people in Mozambique show a positive
technology identity, augmenting a keen interest in engagement with ICT
(Zeininger, 2011). They are confident, act strategically, and make sacrifices
in order to achieve their aims of becoming digital literate, hoping that it
will enable them to be better positioned to gain future employment and
therefore achieve a positive change in their lives. Such findings encourage a
more positive view of the urbanised African youth as source of energy and
talent.
Further research and evidence based on people’s real-life ICT
experiences is needed to better understand the rural dimension of new
technologies and poverty reduction, enabling examination of both the macro and
micro elements.
Christian Zeininger