GCRF Demonstrate Impact Competition Briefing - London: Quality Education, Decent Work and Economic growth

GCRF: Demonstrate impact in
meeting the Sustainable
Development Goals – phase 1
Janet Geddes, Head of Asia and Emerging
Economies
Sept 2019
https://apply-for-innovation-
funding.service.gov.uk/competition/443/overview
03/10/2019

• About GCRF
• Demonstrate Impact – aims
• Competition structure
• Scope
• Basic Eligibility Criteria
• Key Dates and Contacts
Agenda

Online Applicant
Briefing
Wednesday 11th September at 1300-
1430 BST
https://ukri.zoom.us/webinar/register/W
N_OsuZbaUfQwuiQAprdLhTBQ
The full eligibility details and
application process will be deal with at
that briefing

A £1.5bn ODA-sourced UK Govt research and
innovation fund (launched 2016)
Managed by the Department for Business,
Energy and Industrial Strategy
To support cutting edge R&I that addresses
global issues affecting developing countries
Delivered by: UKRI, UK Space Agency, UK
Academies, Royal Society, HE Funding bodies
2019! New Innovation and Commercialisation
strand of work in GCRF
https://www.ukri.org/research/global-challenges-
research-fund/

GCRF
https://www.ukri.org/research/global-challenges-research-fund/funded-projects/

Support businesses to work with end
users and others and test the
feasibility and viability of a new
solution within the socio-economic
context it will be used in. This critical
for its adoptability and deployment.
Demonstrate Impact – why?
Affordable, appropriate and scalable
commercial solutions to important
development challenges could be applied, but
for various reasons are not yet in place
Our Assumptions
Business Challenges
• Reluctant to enter new markets
due to financial risks
• Investment to support this is
lacking, eg. don’t want new
technology + new market risk
Users and Customer Challenges
• Limited resources and opportunities
to seek and experiment with
innovative approaches and solutions
• Reluctant to buy unproven solutions

Demonstrate Impact - aims
• Enable businesses to demonstrate the potential impact of an innovative commercial
solution (product, service, business process) in a real-world context in a developing
country.
• Support projects (and businesses) that show excellent potential for transformative,
positive change in the lives of people in and on the economies of developing countries.
• Transformative change? Ideas that are:
• Likely to lead the creation of markets
• Boost the related infrastructure and value chains attached to those markets
• Create jobs, all within the partner developing country
• Support demonstration-stage innovations (pre-commercial in that market) that need
further R&D (technical feasibility, affordability, appropriateness and attractiveness to
users, customers and other stakeholders in the developing country).

Demonstrate Impact - aims
 Solution = responding to a felt need, demand or
gap in market
 Solution = technology + business model +
financial model (ie. not just technology
demonstration but how it will be used)
 Solution = high socio-economic impact potential
and clear pathways to impact mapped out
 Project teams = businesses + potential end users
+ other stakeholders
x – tech push from UK / parachuting in
ideas lacking context

What does success look like?
ODA/Primary outcomes:
- Poor and disadvantaged people in
developing countries access and benefit
from innovative and affordable products
and services developed and deployed
- These benefits include:
 direct benefits from availability of a
new product, process or service
 benefits from creation of markets, the
related infrastructure and value
chains attached to those, and job
creation within the partner
developing country
Secondary outcomes:
As secondary outcomes businesses are able
to:
 test the applicability of processes,
products or services in new markets
 find new R&D partners, and
potentially new markets, for their
products and services.

Competition structure
Phase 1 – Feasibility
Studies
Why
What
How
much
Investigate feasibility of a
potential demonstration phase
and prepare robustly
Human-centred design and/or
technical feasibility
Up to £60k grant for up to 6
months
Phase 2 – Demonstration
Explore applicability and
appropriateness of solution in
that market + refine/modify
Demonstration-stage R&D
either Ind Research or
Experimental Development
Up to £500k for 1-3 years

Why phase? Why feasibility studies?
Phase 1 – Feasibility Studies
Why
What
How
much
Investigate feasibility of a
potential demonstration phase
and prepare robustly
Human-centred design and/or
technical feasibility
Up to £60k grant for up to 6
months
Phase 1 is to enable project teams to:
• identify all partners for a
productive, successful phase 2
• plan how to demonstrate the
innovation effectively in the
partner developing country
• gain confidence in the feasibility,
viability and desirability of the
innovation, in that market

End of Phase 1 report
To include:
1. Activities undertaken during phase 1.
2. An implementation and execution
plan for a potential demonstration
phase, including a stakeholder
engagement plan.
3. The roles and responsibilities of all
proposed partners during the
demonstration phase.
4. A results framework for the
demonstration project (impact).
5. A business plan that addresses market
potential and needs.

Competition structure
Phase 1
application Selected
projects
approved
Phase 1 grants
awarded and
executed
Phase 1
Report
submitted
Phase 2
application
Selected
project(s)
approved
Phase 2 grants awarded and
executed
Phase 2
projects
completed
Assessment
Up to 6 months
1 month
Report reviewed
and invitations
sent out
Assessment
Up to 3 years

Competition details
Up to
£9.3m
,
£1.8m
for
1st of 2
Phases
ODA
eligible
Feasibility
Demonstration
Gender
equality and
social inclusion
Open date: 9th September 2019
Close date: 13th November noon
Feasibility Studies: Up to £60k grant
and up to 6 months
To be in scope your project has to do the following
10 SDGs
DAC list
country
Demo-
ready
innovation£1.8m
£7.5m

What is Official Development Assistance?
• ODA is the key measure of a country’s investment in aid.
• Definition = ODA is: i. provided by official agencies, including state and local governments, or
by their executive agencies; and ii. each transaction of which:
• a) is administered with the promotion of the economic development and welfare of
developing countries as its main objective; and
• b) is concessional in character and conveys a grant element of at least 25 per cent
(calculated at a rate of discount of 10 per cent).
• Definition agreed in 1969 by the Organisation for Economic Cooperation and Development
Development Assistance Committee (OECD DAC). Also agreed a list of countries that are eligible
to receive ODA (based on GNI/capita) – the ‘DAC’ list.
• Capital investment in a donor country is not regarded as a flow and is therefore not eligible to
be reported as ODA. Even construction and equipment for training and research facilities
related to development issues. However running costs of such facilities may be counted as ODA.

Is your project eligible as ODA?
Applications must:
- Seek to investigate a specific problem or seek a specific outcome which will have a
positive impact on the welfare and economic development of a country on the OECD
DAC list
- Provide evidence as to why this is a problem for the developing country
- Identify appropriate pathways to impact to ensure that the developing country
benefits from the GCRF investment in research and innovation.
- Project must include some work within the partner developing country

Where can your project focus?
All countries on the OECD DAC list of ODA
recipients are eligible
EXCEPT: Argentina, Antigua and Barbuda,
China, Panama and Palau
http://www.oecd.org/dac/financing-sustainable-
development/development-finance-
standards/DAC_List_ODA_Recipients2018to2020_flows_E
n.pdf

What can your project focus on?
• A set of 17 global goals to tackle most pressing challenges facing the world
today, and build a more sustainable, safer, more prosperous planet.
• Launched in 2016, with targets to 2030. A follow-on from the Millennium
Development Goals (2000-2015).
• All 17 goals interconnect, meaning success in one affects success for others.
• Truly global, not just developing countries. International commitment to end
poverty, permanently, everywhere.
• This competition = 10/17 SDGS are in scope

10 SDGs in Scope
 SDG 3: good health and well-being
 SDG 4: quality education
 SDG 6: clean water and sanitation
 SDG 8: decent work and economic growth
 SDG 11: sustainable cities and communities
 SDG 12: responsible consumption and production
 SDG 13: climate action
 SDG 14: life below water
 SDG 15: life on land
 SDG 16: peace, justice and strong institutions

SDG Targets…
Sample targets… (4/10)
• By 2030, ensure that all girls and boys complete free, equitable and quality
primary and secondary education leading to relevant and Goal-4 effective
learning outcomes
• By 2030, ensure that all girls and boys have access to quality early childhood
development, care and pre-primary education so that they are ready for
primary education
• By 2030, ensure equal access for all women and men to affordable and quality
technical, vocational and tertiary education, including university
• By 2030, substantially increase the number of youth and adults who have
relevant skills, including technical and vocational skills, for employment,
decent jobs and entrepreneurship
Achieving
inclusive and
quality
education for
all

Gender equality and social inclusion
Your application must explain how your
project is helping to promote gender
equality and social inclusion.
International Development (Gender Equality)
Act, 2014
- Who is involved?
- How will you factor this into your project
plan?
- What is the potential for promoting gender
equality and social inclusion?

Scope recap
ODA
eligible
Gender
equality and
social inclusion
To be in scope your project has to do the following
10 SDGs
DAC list
country
Demo-
ready
innovation

Out of Scope
Projects that:
- do not have an innovation at a demonstration-ready stage
- do not focus on one of the 10 SDGs in scope, making clear which targets
they are contributing to
- do not focus on an eligible country on the OECD DAC List of ODA recipient
countries (noting that Argentina, Antigua and Barbuda, Panama, Palau
and the People’s Republic of China are out of scope)
- do not meet Official Development Assistance (ODA) eligibility
requirements
- are likely to increase inequality between different parts of society, within
communities and between persons of different gender and do not take
into account and plan to manage gender equality and social inclusion
issues
- are likely to have negative environmental and social impacts
- do not validate or develop the technical feasibility of innovations and/or
their desirability and usefulness to customers
- have entirely non-civilian applications

28
Who is eligible?
Project Eligibility
 Business-led
 Include an Administrative Lead and Technical Lead
 Can include other funded and non-funded partners from any country,
including businesses, research organisations, public sector
organisations, RTOs, charities and other not for profit organisations
 Can sub-contract up to 50% of the eligible project costs
 Research organisations and other not for profits can claim up to 30%
of the eligible project costs (even where sub-contracting)
 Must include some work carried in the developing country
Project cost £85,000 to £120,000 with a max. grant award of £60,000
Project length Up to 6 months

Who is eligible?
Admin Lead Technical Lead
• must be a UK-registered business of any
size
• will be the recipient of the award and will
distribute funding to international (non-UK)
partners (hub and spoke model)
• will manage and be accountable for the
finances for the project in accordance with
the terms and conditions of the award
• must claim funding through this
competition
• can be from any country
• can be a business, research organisation,
public sector organisation, research and
technology organisation or not for profit
organisation
• will lead on the development of the scope,
work packages within the project and other
work from a technical perspective
• must claim funding through this
competition
• A UK-registered business can be both the
administrative and technical lead

Organisation /
Type of Activity
Feasibility Studies Notes
Business
(economic
activity)
Micro/Small – 70%
Medium – 60%
Large – 50%
Research
Organisation
(non-economic
activity)
Universities – 100% (80% of Full
Economic Costs)
Other research organisations can
claim 100% of their project costs –
see note:
Other research organisations must:
• be non-profit distributing and
• disseminate the project results &
• explain in the application form how this will be done
Public Sector
Organisation or
Charity
(non-economic
activity)
100% of eligible costs Must be:
• Be performing research activity &
• disseminate project results & explain in the
application form how this will be done
• ensure that the eligible costs do not include work /
costs already funded from other public sector bodies
Funding %

- International partners are funded on the same grant percentage as UK organisations
- If there is an international partner, all claims are submitted by the Admin Lead. The
Admin Lead is paid every partner’s claim. The Admin Lead must then pay the partners.
Partners from developing countries (partners with legal entities in an in-scope DAC-list
country) are not mandatory for phase 1 but will be for phase 2. The expectation is that
project teams will use phase 1 to find appropriate developing country partners for phase
2.
International Partners

Timeline Dates
Briefing Events 3rd September 2019 (London)
4th September (Cardiff)
5th September 2019 (Sheffield)
10th September 2019 (Belfast)
12th September 2019 (Edinburgh)
Competition Opens 9th September 2019
Submission Deadline Noon 13th November 2019
Applicants informed 16th December 2019
Key Dates

Customer Support Services: 0300 321 4357 (Mon-Fri, 9am-5:30pm)
support@innovateuk.ukri.org
Knowledge Transfer Network:
www.ktn-uk.co.uk
GCRF Online Community Platform:
https://ukri-gcrf.crowdicity.com/
Contact Us

Equality, Diversity & Inclusion
Zoe Jones
Diversity & Inclusion Programme
Specialist
@zoejones07

35
The case for Diversity and Inclusion
Likelihood of increased
Financial performance
Gender diversity Ethnic/cultural diversity
21% 33%
Source – McKinsey : Delivering Though Diversity (Jan 2018)
Impact of diversity on
executive teams

37
• The best ideas for innovation can come
from anyone
• Diversity within business is proven to
contribute to enhanced performance and
commercial success
• Diverse teams produce better outcomes
EDI at Innovate UK
At Innovate UK we are committed to
encouraging equality, diversity and
inclusion in business-led innovation.
We believe:
We have targeted programmes to tackle
underrepresentation and we work to
embed EDI across everything we do.

39
• All Innovate UK-led GCRF competitions will
have an a gender equality and social
inclusion question
• This question is mandatory but unscored
• This ensures compliance with the
International Development (Gender
Equality) Act 2014
• Successful Phase 1 applicants will be
expected to attend a workshop on gender
equality and social inclusion to discuss
good practice and share experiences
• While gender must be addressed, good
applications will show an understanding of
diversity and social inclusion beyond
gender

40
What is the potential?
• What are the
expected outcomes?
• Who is expected to
benefit?
• Any potential
negative impacts?
• Any gaps in current
understanding?
How will you factor this
into your project plan?
• How will your project
address gender
equality and social
inclusion?
• How will you
measure impact?
• Reference in Q6
Who is involved?
• The business and
research partners
involved (info on
their experience,
expertise and
culture)
• Any partners and
collaborators that are
fundamental to
delivering impacts
How is your project helping to promote gender
equality and social inclusion?

GCRF, London, 03 September 2019
- How the KTN can help and top tips for a grant application
- Simon Yarwood
- Knowledge Transfer Manager – ICT and Energy Harvesting

-The Innovate UK Family
Fund Connect
Collaborate

The Future, Faster
As a network partner of Innovate UK,
KTN combines expertise in all sectors
with the ability to cross boundaries
Connecting with KTN can lead
to potential collaborations,
horizon-expanding events and
innovation insights relevant to
your needs

Connecting People to
Drive Innovation
People
- Find Expertise
Products
- Find Markets
Pounds
- Find Finance

Finding valuable
partners
-
Project consortium
building
-
Supply Chain
Knowledge
-
Driving new
connections
-
Articulating challenges
-
Finding creative
solutions
Awareness and
dissemination
-
Public and private
finance
-
Advice – project scope
-
Advice – proposal
mentoring
-
Project
follow-up
Promoting
Industry needs
-
Informing policy makers
-
Informing
strategy
-
Communicating trends
and market drivers
Intelligence on trends
and markets
-
Business Planning
support
-
Success stories / raising
profile
Navigating the
innovation support
landscape
-
Promoting coherent
strategy and approach
-
Engaging wider
stakeholders
-
Curation of innovation
resources
Connecting Supporting NavigatingInfluencingFunding
What we do

Top tips for a good application

Fundamental 1
1. Is it a big enough market? Does it represent value for money compared to the investment requested?
Will a 10% market share give you a return to justify the grant value that you are asking for?

Fundamental 2
2. Can the innovation be world leading? Is the idea sufficiently distinctive and strong to be successfully exploited in the UK and globally?
Can you really not buy ‘it’ elsewhere at a reasonably comparable cost or get ‘it’ from a consultancy?

Fundamental 3
3. Is it at the right stage of development? It must be market driven, rather than predominantly a research project.
Do you have a customer in mind for ‘it’, are they a partner on the application and if not why not?

Fundamental 4
4. Why should public money be used? Why not use company funds or raise additional finance via VC investment or a bank loan?
Do you have a strong risk register, that isn’t just a paper exercise where everything’s nicely mitigated so as not to scare off the investor?

Where’s my copy?
- Download a copy of the full guide from the KTN here,
- https://admin.ktn-uk.co.uk/app/uploads/2018/10/MASTER_Good_Application_Guide.pdf

Name Approximate Technology
Readiness Levels covered
Topics covered Who they fund/support
Research Councils: under UK
Research and Innovation.
https://www.ukri.org/about-us/our-
councils/
1-3 Each Council has its own list of sectors and
topics it supports.
Grant funding for UK Universities and Research
organisations. UK business can sometimes work
with them on specific industrial engagement
activities that may revolve around access to their
state of the art facilities.
Innovate UK
https://www.gov.uk/government/organisat
ions/innovate-uk
4-6 A wide range of targeted topics for funding
identified by the Industrial Strategy
Challenge Fund and an open call for
Innovation currently under Smart Grants
UK business and research organisations with a
particular focus on SME’s looking to grow their
business.
Knowledge Transfer Network
https://ktn-uk.co.uk/
3-7 All Innovate UK topics are supported by
KTN activities and cover industries and
technologies from Agriculture to X-Ray
detection.
KTN does not fund, it offers support to new and
existing Innovative Businesses. They provide
advice on grant applications, offer introductions
to collaborative research partners, or help in
identifying alternative sources of funding.
Enterprise Europe Network
https://www.enterprise-europe.co.uk/
4-9 EEN offers business support and advice
across a wide range of topics
EEN does not fund, it offers business support and
advice similar to KTN, but with more of a focus on
European research funding and also offers free
consultancy on business development through
the Innovate to Succeed programme.
Catapult Centres
https://catapult.org.uk/
6-8 Each Catapult is focused on a specific sector
and topics
Catapults do not fund but they do offer facilities
for CR&D and technical expertise to develop
ideas to prototype stage. And can also partner
with companies on certain grant applications.

KTN – Joining and Getting in Touch
- Simon Yarwood
- simon.yarwood@ktn-uk.org
https://ktn-uk.co.uk/

Human-centred design
for Demonstrate Impact Phase 1 Projects
Ben Griffin
Innovation Lead, Design

Phase 1: Not just technical feasibility
“Phase 1 projects can include
human-centred design and/or
technical feasibility studies.”

Phase 1: Not just technical feasibility
“Phase 1 projects can include
human-centred design and/or
technical feasibility studies.”
A human-centred research and design study
could help you better understand market
conditions, ensure your idea meets the needs of
customers and help you plan a more effective
and meaningful demonstration.

Technology can make a new idea possible.
…But people determine whether or not it’s successful.
This is important, because

Users
Customers
Resellers
Investors
Delivery
Partners
Logistics
Service &
maintenance
Managers
Local
authorities
Manufacturers
System
integratorsInstallers

TECHNICAL FEASIBILITY STUDY
Can you do it?
VIABLE
for your business
FEASIBLE
with available technology
DESIRABLE
to people
HUMAN-CENTRED DESIGN STUDY
Should you do it?
The best
ideas are…

TECHNICAL FEASIBILITY STUDY
Can you do it?
VIABLE
for your business
FEASIBLE
with available technology
HUMAN-CENTRED DESIGN STUDY
Should you do it?
The best
ideas are…
DESIRABLE
to people
Not just about looks…
- Does it solve a problem?
- Is it understandable?
- Is it aspirational?
- Is it easy to use?
- Does it fit readily into existing
behavior patterns?

Neglecting or misunderstanding
people’s motivations and behavior
is a potential failure mode.
The less familiar you are with
those people’s circumstances and
culture, the higher the risk.

It’s less about data and
secondary research
… and more about conversations,
experiences and feelings

An opportunity to sense-check,
validate and de-risk ideas with the
people they’re intended for before
launching into a demonstrator.
… Meaning that your phase 2
application will be stronger.
Why include human-centred design?
Gain confidence (and evidence)
that you’re proposing the right
solution, to the right problem.
1
Plan a more valuable
demonstrator involving the
right people, appropriate
infrastructure and realistic
use cases.
2

What does it look like?
Thorough understanding
of the problem space
Start
Specific problem
definition
Generate lots of
ideas in response
Progress the best
idea/s
Do the right thing …then do the thing right

What does it look like?
Thorough understanding
of the problem space
Start
Specific problem
definition
Generate lots of
ideas in response
Progress the best
idea/s
Do the right thing
Iterative prototype
and test cycles

Too often we do this
Skip this, or rush through it Lack of divergent
thinking
Focus on realising
your great idea!
DISCOVER DEFINE
Poor experience
that’s costly or
impossible to fix

Variations on the theme
Double-Diamond (Design Council)
HCD DesignKit (Ideo)
Design Bootcamp (Stanford d-School)

- Identifying relevant stakeholders
- Engaging with them to gather insight
- Documenting their specific needs,
desires and frustrations.
- Mapping out their ideal experience
- Defining desirable product/service
attributes
Design activities could include
- Generating lots of ideas
- Fast, iterative prototype and test
cycles
- Testing both the desirability and the
feasibility
- Documenting your intended route
forward via a roadmap or design
concept.

A human-centred approach can help you create better
PHYSICAL
GOODS
SERVICES
BUSINESS
MODELS
DIGITAL
PRODUCTS
…and all are within scope for this competition

Do build empathy
Do think divergently
Do get your hands dirty
Don’t be precious
Characteristics of a design approach

How can you do it?
- DIY?
- Or… take this opportunity to work
with professional design expertise
- Up to 50% of eligible project costs
can be sub-contracting costs
- Ideal way to engage professional
design services
Useful contacts:
- KTN
- Design Council
- BIDA (British Industrial Design
Association)
- DBA (Design Business Association)
- Service Design Network.
Googling?
- Look for human-centred research and
design expertise
- Relevant discipline experience e.g.
physical goods, digital products, services
and/or business models

GCRF Demonstrate Impact
Briefing
Education Opportunities
Susannah Hares
CGD Global Education Team | 24 January 2019 | CGDev.org

Agenda
1
2
3
4
5
State of education in developing countries
An era of massive educational expansion
Focus on gender
Introduction

Source: Oye, Pritchett and Sandefur (2016)

We have lots of evidence on what works

And sometimes it works it scale
English reading performance in Kenya
Baseline and 1 year after nationwide
scale-up of Tusome program

Agenda
1
2
3
4
State of education in developing countries
An era of massive educational expansion
Focus on gender
Introduction

Free education is a popular policy

Access to secondary education remains low,
especially for rural girls

An ambitious financing model for universal
access to secondary education
Source: Education Commission
Costing Model (2016)

Is Boris Johnson right?
Suppose we take gender equality and women’s empowerment as
goals, and focus on the instrumental role of girls’ education in:
●↑ female incomes
●↑ women’s political participation
●↓ gender-based violence
●↑ reproductive autonomy (see also previous section)

Gender gaps in enrollment are closing/have
closed rapidly
Source: UIS via
World Bank WDI

● And ‘girl-targeted’
access & learning
interventions are no
more effective than
general interventions
(e.g. Evans & Yuan
across 179 studies
with impact estimates)
Source: CGD analysis of World Bank Human Capital Index data
Once in school, girls tend to learn more than
boys

High incidence of sexual abuse may be a key
obstacle to female attainment
Liberia: 25% of primary
students reported sexual
abuse by a teacher
(Steiner et al 2018)
Malawi: Sexual abuse
associated with
subsequent declines in
attendance and lower
attainment (Psaki et al
2017)

CONSORTIUM
DELIVERY PARTNERS
FUNDERS
GOVERNMENT PARTNERS
Universal Communications Service Access Fund Ministry of Education & President’s OfficeTanzania Education Authority

WHERE DID WE IMPLEMENT?
iKnowledge connected 312 schools
across all 25 regions in Tanzania and
trained and supported 574 teachers
over 3 years

BASELINE SCHOOL SURVEY
Every
Time,
10%
Most
Times
, 36%
Some
Times
, 40%
Never
, 12%
Don't
Know,
2%
Every
Time,
4%
Most
Time
s,
24%
Some
Time
s,
49%
Neve
r,
21%
Don't
Know
, 2%
Every
Time,
2%
Most
Times,
6%Some
Times,
20%
Never,
70%
Don't
Know,
2%
When using the internet, how often
do you access or download
information or tools for teaching?
When using the internet, how
often do you download files
specifically to use for teaching?
When using the internet, how often
do you use it to complete school
administration tasks?

MONITORING AND EVALUATION BASELINE FINDINGS
Indicator Summary of Baseline Findings
Lack of resources and ICT
infrastructure in schools
 60% of selected schools had computers prior to project. 20% schools had computers in classrooms,
the majority had computers in staff room or office.
 99% of schools had electricity with 86% grid, but an average of 1.5 days lost per week due to power
outage.
 Key challenges to using ICT include; high cost, poor connectivity, lack of infrastructure and resources.
 30% of teachers interviewed say they access the internet on a computer at school, mainly via a mobile
router (72%).
 No school had high speed broadband internet.
Lack of digital educational
content available and in local
language
 There were no specific educational portals available in schools. Teachers accessed educational
materials in English through search engines e.g. Wikipedia.
 Lack of educational materials in Kiswahili is noted as a key barrier to accessing resources on line.
Lack of qualified teachers
(including ICT)
 69% of Primary school teachers have the minimum qualifications required for teaching (Secondary
Level Form 4).
 70% of Secondary school teachers have a Higher Degree qualification.
 71% of teachers interviewed had ICT training.
 Approximately 30% of randomly sampled teachers had minimal ICT training.
Lack of capacity to utilize ICT
 The majority of all teachers (approximately 70%) feel ill equipped to use computers and the internet in
their teaching.
 100% stated that ICT would enhance their teaching capacity and the academic performance of
students.

• Firstly, iKnowledge developed and demonstrated a scalable service that combined high-
speed satellite internet, wireless access and broadcast as channel delivery of internet and
educational content to teachers in 312 schools.Connect
Deliver
• Secondly, we opened the network to content providers from within Tanzania and
elsewhere to provide high quality content for the educational curriculum.
Train
• Thirdly, we trained and supported 574 teachers to maximise the use of educational content
in classroom.
Sustain
• Finally, we ran trial mechanisms for operational sustainability of the service
beyond the initial project period by engaging with government entities, donors and
using the iKnowledge infrastructure to generate income.
VISION

DEPLOY INTERNET ACCESS AND ICT EQUIPMENT TO 312
SCHOOLS
iKnowledge equipped 312 Tanzanian schools with:
• 15Mbps satellite broadband and Wireless Access in schools
to allow teachers to use the internet to source educational
material for use in classroom teaching.
• Ruggedized laptops for teachers to use to access the
internet for educational resources and administration
purpose.
• Projectors to allow teachers to better use educational
resources in classrooms.

iKnowledge provided the following on-going training to 574
teachers in the primary schools:
• ICT Skill builder training module for teachers on how to use
the ICT facilities provided in the program.
• Leadership training module to enforce leadership base
skills in teachers and school administrators so they become
role models for the communities and other schools in the
future.
• Train the Trainer module to train teachers and school
administrators so that the knowledge gained in the program
can be sustained and passed on to other teachers, schools
and communities.
• Supplementary video based Teaching capacity building
training, where all the teachers from the selected eight
schools located in the northern regions were trained in
student centre and gender friendly pedagogy.
PROVIDE ICT TRAINING TO 574 TEACHERS

IMPLEMENT CONTENT AND SCHOOL PORTAL
iKnowledge built an information and educational content portal for the primary schools and provided the following educational
resources to teachers:
• Educational Content for Teaching with instructional videos and animation
• Ubongo Kids (Animated Math videos for primary school students)
• Ka-Lite (Instructional videos from Khan Academy on math, science, history, economics matching the common standard).
• DLA provided 73 videos focusing on different subject that could be used as a supplementary materials in teaching.
• Access to Learning Resources
for Teachers (Wikipedia,
Wiktionary, Ted Talks, TESSA,
Rachel Repository, Camara
Learning Academy)

Using the VSAT terminal already installed in schools, selected
iKnowledge schools are overlaid with Wi-Fi Hotspot to provide internet
access to teachers and the surrounding community to generate additional
revenue and subsidise internet access in some schools.
Every Community Online (ECO) user benefits
 Affordable fast broadband.
 ECO credits expire as the data is consumed.
 Opportunity to earn cash by becoming a Reseller.
 Users can trade or give ECO credits to others.
 Users with no banking can still buy ECO credits.
SUSTAINABILITY - WIFI HOTSPOT TRIALS FOR
SCHOOLS AND COMMUNITIES

ICT SKILL BUILDER ASSESSMENT
64.3%
51.8%
38.0%
69.0% 65.1%
75.8%
63.0%
48.7%
79.3%
62.7%
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
SM2- Basic of ICTSM3- Introducing iKnowledge PortalSM4- Using iKnowledge Portal and Teacher ContentSM5- Effective Teacher Methodologies for ICT IntegrationSM6- Designing for Integration
ICT Skillbuilder for Teachers - Learning Improvements
Pre-Test Post-Test
The evaluation of the ICT Skill-builder for Teachers training was conducted through multiple-choice examination and it
mainly assessed teachers’ cognitive domain, in other words, teachers’ knowledge and understanding.
The findings indicate that participants have gained better knowledge and understanding of the ICT in terms of hardware,
software and general vocabulary.
They also show an improved understanding of the platform and its components, on how to access the content and on the
effective way to integrate it in their teaching and learning.

HOW TEACHERS USE THE INTERNET
48%
41%
34%
32%
25%
21%
18%
9%
0% 10% 20% 30% 40% 50% 60%
Science
English
Computers
Swahili
81% of teachers use computers/internet for teaching in the
following subjects:
22%
22%
28%
28%
35%
45%
68%
80%
80%
83%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Downloading other materials
Planning
Social media
iKnowledge portal
Downloading educational material
% of teachers using Computers/Internet for the following:
STEM subjects drive Internet Use

ENDLINE FINDINGS SUMMARY
Indicator Summary of Midline Findings
Lack of resources and ICT
infrastructure in schools
• 99% of selected schools have computers.
• 99% of schools have electricity.
• Free internet access to 312 schools with high speed internet connectivity.
• 25 primary schools with 17 laptops, projectors and online learning resources.
• 73 primary schools with 4 laptops, projectors and online learning resources.
• 100% of schools have access to broadband internet.
• Full computer labs in 25 primary schools.
Lack of digital educational
content available and in
local language
• 717 iKnowledge laptops with 18 applications on each at 98 primary schools.
• 202 iKnowledge laptops with 18 applications on each at 202 Secondary schools.
• 20 teaching resources on iKnowledge portal.
• 10 Teaching resources in Kiswahili.
• Teachers now have access to all learning resources on the web.
Lack of qualified teachers
(including ICT)
• 574 teachers trained in ICT.
• 100% of teachers interviewed had ICT training.
Lack of capacity to utilize
ICT
• 96% report an increase in integration of ICT resources in the classroom.
• 90% of teachers reporting that they feel more confident to use ICT as part of their
teaching.
• 100% of trained teachers say their teaching capacity and skills has improved
Lack of understanding of
potential benefits of ICT
• 79% of students report using ICT for their learning.

RECOMMENDATIONS
Government engagement
• Involvement at the implementation level needs to be encouraged and increased in order to support the delivery as well as
secure local ownership and commitment for the project now and in the future.
ICT for Schools
• A central, coordinated and strategic approach involving all partners, reaching the National ICT goals is required.
• The involvement of the regional, district and local authorities is essential to the success of any intervention.
Content
• More content needs to be translated into Kiswahili for improved teaching and learning outcomes.
• Content to be more specifically aligned to the national curriculum.
Sustainability
• The government has set itself some ambitious national targets in the sector of ICT and education, but further resources
needs to be set aside or made available to ensure that these goals are met.
• There is a major need for donor funding support and a variety of interventions for partners collaboratively build the pathway
towards government sustainability.

www.gsma.com/mobilefordevelopment
Max Cuvellier, Head of Programme
@Cvllr
Lessons from GSMA M4D

THE GSMA
Has represented
the interests of
mobile operators
worldwide for
more than
30 YEARS
Unites
more than
750 400
with almost
Convenes more than 200,000
people annually from across the
globe to industry-leading events
Led the mobile
industry to formally
commit to the
Sustainable
Development Goals
Focuses on
activities where
collective action
can deliver
significant benefits
mobile
operators
companies in the
broader mobile
ecosystem

Digital technology transforms lives
5 billion
mobile subscribers
are active globally
today
3.8 billion
located in low-
and middle-income
countries
with
Digital technology has the reach,
capability and integration in daily life to
deliver transformative impact for those
who need it most
In Africa, nearly half of smartphone
owners use their phone to look for
work, to help improve their family’s
health, and to access information that
supports their children’s education

Mobile for Development
58 million lives impacted to date
We drive innovation in
digital technology to reduce
inequalities in our world

Bringing the private sector and donor community together
The GSMA Foundation, a 501(c)(3),
was created in 2007 for the purpose
of developing and engaging in
projects that utilise digital
technology for the underserved
Mobile for Development unlocks
private sector action to launch
and scale transformative digital
technology

CONNECTED SOCIETY
Addressing access and usage barriers to
increase mobile internet adoption
M4D UTILITIES
Unlocking access to affordable
and improved energy, water and
sanitation services
MOBILE FOR HUMANITARIAN
INNOVATION
Accelerating the delivery and impact
of digital humanitarian assistance
CONNECTED WOMEN
Reducing the gender gap to increase
digital and financial inclusion for women
DIGITAL IDENTITY
Enabling robust and unique digital
identity for greater inclusion
ECOSYSTEM
ACCELERATOR
Delivering social impact and scale
through mobile innovation
AGRITECH
Digitising the agri value chain to drive mobile
financial inclusion for small holder farmers
CLIMATE TECH
Identifying innovation, facilitating
scale and reducing the fragmentation
of the clean tech space
ASSISTIVE TECH
Improving the accessibility and
affordability of mobile services
for persons with disabilities
Reducing inequalities in our world
MOBILE MONEY
Accelerating the digital financial
ecosystem for the underserved

M4D Utilities
To unlock commercially sustainable business
models that leverage mobile to deliver affordable
and improved energy, water and sanitation
services in emerging markets.
This initiative is currently funded by the UK Department for International Development (DFID), the Scaling
Off-Grid Energy Grand Challenge for Development and supported by the GSMA and its members.
In emerging markets, close to 1 billion people live
without electricity, 2.1 billion people lack access
to safely managed water and 2.5 billion people
do not have access to basic sanitation services.
Problem Mission

M4D Utilities
Innovation Fund Knowledge Sharing and Convening
50+ projects supported between 2014 and 2019 across 3 verticals
(Water, Sanitation and Energy) and 3 continents
Pre or Post-revenue
Mobile-centric
Start-ups, MNOs or
Utility Companies
Africa or Asia Pacific
3 verticals: energy,
water, sanitation
Socio-economic
impact
Funding:
Seed grants up to
£150,000 or
Market Validation
grants £300,000
Mobile-focused
mentoring and
bespoke technical
assistance
Opportunities to
build partnerships
with mobile
operators
Selected grantees receive:

M4D Utilities
£223M 165M
£9.4M of grant funding allocated to 53 projects between 2012 and 2019…

Ecosystem Accelerator
To bridge the gap between mobile operators and
start-ups, enabling strong partnerships that
foster the growth of innovative mobile products
and services
Despite an increasing number of mobile products
and services in emerging markets, reaching scale
is still a challenge for most.
Problem Mission
The Ecosystem Accelerator programme is supported by the UK Department for International Development
(DFID), the Australian Government, the GSMA and its members.

Innovation Fund Knowledge Sharing and Convening
34 start-ups supported between 2016 and 2019
across 23 countries
Post-revenue
Mobile-centric
Start-ups
Africa or Asia Pacific
Sector agnostic
Socio-economic
impact
Funding:
grants between
£100,000 -
£250,000
Mobile-focused
mentoring and
bespoke technical
assistance
Opportunities to
build partnerships
with mobile
operators
Selected start-ups receive:

£43M 183M
£6.7M of grant funding allocated to 34 projects between 2016 and 2019…

www.gsma.com/mobilefordevelopment
Max Cuvellier, Head of Programme
@Cvllr
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