Assignment Writing Service http://StudyHub.vip/A-Challenge-Based-Approach-To-Promote-E 👈

1. A Challenge-based Approach to promote Entrepreneurship
among Youth in an Informal Settlement of Windhoek
Heike Winschiers-Theophilus1
, Daniel G. Cabrero1, 2
, Shambe Angula1,
, Shilumbe Chivuno-
Kuria1
, Hedvig Mendonca1
, Rosalia Ngolo1
1
Polytechnic of Namibia, School of Computing and Informatics, 5 Storch Street, Windhoek,
Namibia.2
University of West London, School of Computing and Technology, St Mary’s Road,
Ealing, London, W5 5RF, United Kingdom.
Abstract
Considering the high unemployment rate among Namibian youth and a lack of job opportunities,
the promotion of entrepreneurship has gained wider attention. A number of initiatives have been
started such as entrepreneurship trainings and workshops, business idea competitions, etc.,
that encourage young people to think of alternative income sources. As part of a two year
funded community outreach research and development project, we have been investigating
participatory approaches to engage marginalized youth into conceptualizing their own context,
imparting skills and deriving new career paths. In this paper we report and reflect on one of the
interventions we have recently concluded with a group of youth in Havana, an informal
settlement in the outskirts of Windhoek. We conducted what we entitled “The Havana
Entrepreneur”, a series of interactions inspired upon the model of the American reality game
show “The Apprentice”. Over a number of weeks two youth groups were given challenges to
tackle by means of competing against one another. After completion of each challenge, groups
were rated by a number of judges on skills demonstrated such as marketing, presentation,
reflection and creativity among others. We observed an increase in, and improvement of skills
revealed along the tasks’ completion, besides the openly expressed self-realization and
discovery of abilities by the participants. Furthermore the youth are currently engaged in the
continuation of activities beyond the initial entrepreneurial interactions. Thus we suggest
replicating “The Havana Entrepreneur”, including the recording on camera of it by the youth
themselves as a new method to instigate a wider entrepreneurial spirit in informal settlements.
Introduction
In Namibia entrepreneurship programmes are gaining momentum among the youth. This is
chiefly because thus-far youth have accumulated an overall loss in terms of employment
prospects (NSA, 2013 in Konicki et al., 2014), with many having been forced to precarious
sources of entrepreneurship (Nghiulikwa, 2008), as some of our participants have stated, for
just surviving. A key factor contributing to this situation may be that Namibia holds one of most
unequal wealth distribution in the World (Mwinga, M. S., 2012 and Pasqual, V. 2014 in Konicki
et al. 2014). Another cause may be the harshness of the geography and climate in the country
together with the lack of literacy and overall opportunity for many. Ongoing issues to do with the
postcolonial legacy (Sarkin-Hughes, 2009) and the limitation in the use of land (Melber, 2014)
may be further aspects contributing to the local challenge of a better future for Namibian youth.
Moreover, continuous rural-urban migration provides a skewed ratio of job opportunities versus

2. job seekers. Like in other capital cities of developing countries around the world, Windhoek is
not an exception to this and it thus hosts high youth unemployment rates. This is particularly so
in Katutura, a township in the outskirts of Windhoek that holds a historical vulnerability towards
unemployment since colonial and apartheid times (Friedman, 2000). Katutura is compounded of
formal settlements and slums such as Havana, where there is a lack of basic hygiene, services
and amenities as previously shown to us by local youth (G. Cabrero et al, 2015).
Considering rates of unemployment and the lack of career prospects among Namibian youth,
the promotion of youth entrepreneurship has thus gained wider attention in the country. This is a
key turn to opening doors to young generations that, for one reason or another, still lack
opportunities to forging an honest, integral and legit livelihood of their own. To empower
Namibian youth with suitable skills, information and entrepreneurial platforms is hence at stake
for them to become the drivers of their very future. Entrepreneurial initiatives have thus
flourished in the form of training and workshops on entrepreneurship and business-idea
competitions among others. The aim of such undertakings is to encourage the youth to think of
sources of income alternative to [un]employment and to eventually gain self-sustainability.
As part of a two-year funded community outreach research and development project we have
investigated participatory approaches to engage marginalized youth into conceptualizing their
own environments - gaining skills and ultimately deriving the above into sustainable career
paths. This paper reports and reflects upon one of the interventions recently concluded with a
group of youth in Havana, an informal settlement in the outskirts of Windhoek. A novel
technique, which we have named “The Havana Entrepreneur”, inspired by the American reality-
TV show “The Apprentice”, has been conceptualized.
We firstly present related work of entrepreneurship developments in informal settlements.
Secondly, the project background and its geographical and societal context are staged. Thirdly,
the paper introduces the concept of “The Havana Entrepreneur” and the results based on
ratings, interviews, observations and questionnaires. We conclude with presenting the
continuation of the project followed by a brief reflection.
Promoting Entrepreneurship in Informal Settlements
Literature upon the promotion of entrepreneurship in Southern African countries’ informal
settlements is becoming rather affluent, especially in South Africa (van Aswegen, 2012; Steyn et
al., 2013), but also in Zimbabwe and Mozambique (Crush et al., 2015). This is however an
overall cumbersome issue (Boudreaux, 2008) due to the limited possibilities in informal
economies to resolving issues of poverty and the links promoted between formal and informal
economies (Rogerson, 1996). Boudreaux (2008) points out the rapid growth of the African urban
contexts due to rural migration, and that more often than not migrants end “accommodated” in
informal settlements due to costs in housing driven by governmental decisions. Rogerson
(1996) describes scale and nature of urban poverty and its causes in growth and the complexity
of the informal economy in the South African context. This includes a consideration on
constrains of informal economies and the growth of survivalist enterprises and the links between

3. the formal and informal economy. Crush et al. (2015) focus their efforts in the informal trading
sector in Mozambique and highlight this trend of sole-operators that are micro-enterprises with
the potential to growing significantly, creating jobs and generating capital to branch out into
other sectors of the informal and formal economy. In her thesis, van Aswegen (2012) uses
interviews to reveal the situation of township residents in South Africa, and combine these
interviews with the definition of social entrepreneurship in the attempt to create a socially
entrepreneurial business model aimed to alleviate some of the residents’ most pressing needs.
Steyn et al. (2013) on the other hand apply a Participatory Entrepreneurship Development
framework in an informal settlement in Johannesburg in the pursuit of a relatively radical
participatory approach to ICT services development within a marginalized community. This
participatory approach seeks to overcome challenges of traditional and existing participatory
methods to ICT project implementation towards developing ICT-based solutions to solve
community problems in developing contexts by means of stimulating entrepreneurship amongst
community members. However Steyn et al. (2013) conclude that in order to “truly innovate ICT”
and services, the participants should be equipped with much deeper knowledge of ICT. One of
the most successful and fascinating initiative is the Reconstructed Living Labs (RLabs) (Parker
et al., 2012). RLabs’ seeks to impact, empower and reconstruct communities through innovation
targeting the most marginalized and outcasts, such as criminals. Besides training and
incubation services, they have also established a community living lab which allows for co-
creation, open design and social innovation. RLabs Namibia has followed a similar approach
with an emphasis on training which was complemented by participatory design workshops with
the youth leading to a website supporting different services such as job matching, crowdfunding
and counselling (Ongwere, 2014).
Project Context
Background
Having realized the lack of local capacity in the field of ICTD and promoting principles of
participatory design as a promising approach to empower marginalized youth, we have
conducted an international two-week intensive course, under a North-South-South project
funded by the Finish Foreign Ministry in Windhoek. The main purpose was to equip students
with skills and responsibilities of a technology designer working with local communities, thereby
build local and international capacity for ICT4D. The UFISA (User-centred design for Innovative
Services and Applications) project facilitates the development of joint education between
universities in Southern Africa and Finland (Kujanpää, 2014). There are six core partners, three
from Africa (i.e. Namibia, South Africa, Botswana) and three from Finland. Activities carried out
by this partnership circulate around a multi-disciplinary area of education and development
which employs User-Centred Design (UCD) to design ICT services for communities. The overall
purpose and aim of the project is to provide intensive education tutorials that help participants
identify a problem in a given context and work towards a sustainable plan of action. The plan of
action includes steps on either how to solve the problem or how to alleviate the effects of the
identified problem.

4. The community selected for the intensive course was around the Havana informal settlement
community centre. The centre is currently run by the ELCIN church and is a home for children in
the day and church activities in the evening and on weekends. A number of youth assemble
there regularly, mostly for choir practices. The participant students from the training were
introduced to the Havana youth to explore their socio-economic challenges and the issue of
unemployment was extrapolated. We noted youth unemployment rate stands at 41% according
to the Namibian Labour Force (Nhongo, 2014), so students then went on proposing a potential
number of ways to tackle the issue of unemployment for the Havana youth. The initial idea was
to plan a community centre that becomes self-sustainable and that disseminates specific
information to youth that, otherwise, they currently have no access to such information. The
centre would also provide jobs to some of the youth, as it will require a team to manage it and to
acquire and manage projects that will positively benefit the youth and the community of Havana
at large. A number of technology driven solutions were proposed such as a mobile job-matching
system among others. In addition, the project moved towards developing entrepreneurial skills
of the participant youth by involving them in some challenges as reported herein. The youth
have so-far extensively engaged in activities that allowed them to plan, strategize and work
together towards a common goal of community betterment, as well as personal growth.
Having successfully completed the course with a steep learning curve for all the students, many
expectations were created among the community members (Mushiba et al.2015). Based on
moral and ethical grounds the researchers from the Department of Computer Science of the
School of Computing and Informatics of the Polytechnic of Namibia continued with the project
beyond the course. A number of workshops to establish the youth’s context were conducted,
such as “Walking Havana”, Contextual Mapping, Persona creations, and technology
demonstrations (G. Cabrero et al. 2015). These workshops were carried out with the youth from
Havana, as well as some of the students at the Polytechnic of Namibia studying towards their
Honours degrees.
Youth in Havana
Havana, an informal settlement at the far outskirt of the capital is bordering urban extensions of
Windhoek. Due to a fast increasing rural-urban migration, public infrastructures and services are
lacking more and more behind, including schools, roads and many others. In one of the
sessions as stated in (G. Cabrero et al., 2015), the participating youth showed us the general
scarceness of electricity connections, cumbersome pre-paid access points to potable water,
wastelands surrounding the housing shacks and a scarcity of hygiene resources where public
decaying, open showers serve locals for sanitation. “Small business owners operating in the
informal settlements of Havana have vowed to continue connecting power illegally as long as
the City of Windhoek continues to turn a blind eye to their cry for electricity. “ (Windhoek
Observer, 20 February 2015). Such articles and others concerning the eviction from illegal
shelters are regulars in the local press. Although most houses were built of corrugated iron,
construction sites of large brick buildings were noticeable, believed to be government offices
and a new police station.
Social ills such as high crime, alcohol abuse, prostitution, besides the lack of job opportunities
were stressed. Many informal inhabitants survive on casual jobs and micro businesses. Namibia

5. in general has a high self-employment rate (36,0% by 2013), with a lot of examples in the
Havana community such as small bars, barbershops or selling second hand clothes, meals and
other products. Others have a main job or study and have additional odd jobs on the side.
Settling in Havana has often been an economical decision.
Figure 1: A walk through Havana
Although the environment in Havana is rough, most interviewed youth enjoy the sense of
community and the friends in the area. All youth participants had access or owned a cellphone
ranging from simple Nokia cellphones to smartphones. Many youth also hold Facebook
accounts which they utilize whenever having access to the Internet, which is one of the more
expensive commodities in Namibia. Ultimately, this description of the informal settlement
resembles in many ways the situation in some Kenyan slums as reported by Wyche (2015).
The Havana Entrepreneur method
The Havana Entrepreneur is a novel intervention method in which a group of marginalized youth
of the Havana community competed in challenges that promote their entrepreneurial spirit,
encourage social innovation, community work and reflections. Participants were grouped in 2
equal numbered groups. Each group had one person dedicated to record all activities with a
camera provided by the University. Basic camera training was provided and the intent to
produce a reality show was agreed upon by all participants.
Structure
The format was identical for all challenges, namely:
Groups were provided a 45minute chance to discuss the one challenge at hand. This was done
so that they strategize and delegate tasks to each other in preparation for a successful
execution of the challenge. This also gave them a chance to ask the facilitators any questions
regarding the challenge at hand.

6. A week later the groups were given 2 hours to complete the challenge. The groups then
presented their results to a panel of judges. The later consisted of the facilitators, one
community member and guest students. After the presentation the judges prompted the group
members for more details or gave advises. Depending on the challenge certain criteria were
judged on individual score sheets. They were later averaged to determine the winning group.
After the announcement of the winning group a general open reflection and discussion was
done. Then each group was requested to choose one member to be sent to the other group.
The purpose was to refresh the group constellation but not in its entirety.
Then the next challenge was introduced and the process started all over again as described
above.
Challenges
The following four challenges were identified and run distributed over a number of weeks.
1) Developing a business plan for their community centre
2) Selling second-hand clothes in the vicinity
3) Manufacturing products out of recycled material
4) Taking tourists on a tour through Havana
Developing a business plan for their community centre
The participants, in teams, had to draw up a business plan that addresses previously identified
needs in their community. A basic business plan was accepted which was later transformed into
a professional one after completion of the Havana Entrepreneur Challenges.
Figure 2: Business plan development
Template documents were provided by the researcher to act as guidance for participants in
creating a business plan. The groups of participants were given an opportunity to present their
business plans to the panel and other participants. The presentation was done to strengthen
their presentation skills for future occasions.The score cards used evaluated the following
categories: Innovation, Teamwork, Presentation skills, Entrepreneurial skills and Financial skills.

7. Selling second-hand clothes in the vicinity
The participants, in teams, were provided with a bag of 20 second-hand and a few new clothing
and shoe items. Both bags were pre-sorted by the facilitators to ensure they contained equal
items (e.g. a pair of jeans in each bag) and equal quality of items. A fee of 10 N$ was requested
to be paid to the previous owner of the clothes, from there the participants could allocate any
prices they liked to the clothes. The teams were then asked to strategize on how and where
best to sell those items with the highest profit margin.
Figure 3: Inspecting and pricing clothes
On the selling day the teams were given 2-3 hours to sell the clothes. Each team was
accompanied by a researcher. The judging panel used a score card that was made up of the
following categories: Marketing strategy, Teamwork, Learning reflections, Sales and finances,
Innovation and creativity.
Manufacturing products out of recycled material
The participants were requested to come to the next session with products that they could find
in their community and recycle to create products that can be used in their community
Kindergarten at the Havana community Centre and/or products that they could sell. The
researcher provided the participants with images of products created from recycled products
from the internet to give the participants an idea of what they can create. Examples were
stationary holders from old cans, candle holders from bottles, abacuses from old bottle tops, etc.
On strategizing on the production process the teams put together a list of materials needed to
be provided by the facilitators, such as glue, needles, etc.

8. In the production phase the teams were given time to prototype their ideas with the material
they had brought along. Then the teams presented their products to the judges. They were
scored according to the following categories: Innovation and creativity, Teamwork, Products,
Planning, Motivation.
Taking tourists on a tour through Havana
Participants were requested to design a tourist tour through Havana, thinking of which way to
walk and what to show. The tour was planned for a one hour walk. The participants then got
assistance from volunteers familiar with Microsoft Publisher to design a flyer for their tour to be
given to the tourists for advertisement.
Figure 5: Tourist Tour through Havana
“Tourists” were recruited among visiting overseas scholars to the Polytechnic of Namibia and
staff members who had not been to Havana before. A total number of 8 tourists were distributed
over the two groups and each one charged 50 N$. Each youth team got one set of same colour
Figure 4: Prototyping with recycled materials

9. T-shirts to be easily identifiable during the tour. The tourists were given questionnaires after the
tour to evaluate their experience.
Results
To establish some kind of team spirit the groups were requested to jointly decide on a team
name. One group called themselves by an indigenous name “Pondjilwa peendwa” which is a
Oshivambo name meaning finally there is light at the end of the tunnel. The other group called
themselves “We unite”.
Challenge 1 – Developing a business plan for their Community Centre
An unequal team distribution of participants’ age was recorded, whereby one group consisted of
a number of older and more experienced members, having run a number of small businesses in
Havana before. Thus this group had an idea of what a business plan entails. Forgetting that
they were “competing” with the other group they temporarily violated the rules and went to help
the other group to understand. A number of participants revealed that they had prepared for this
challenge looking at other business plans.
The experienced group’s presentation was well structured and provided relevant information to
the sections of the business plan compared to the other group that struggled to come up with a
business plan. Both business plans fell short on the financial aspects, such as start-up capital
and how their business will make profit as well as self-sustainability in the long run. After the
judges questioned their business model both groups came up with similar ideas such as
providing curriculum vitae typing, printing and photocopying services to their community. The
members of the loosing group expressed shame, (to the point that they wanted the recordings
to be deleted), disappointment but then turned these feelings into a competitive motivation
which was clearly experienced throughout the next challenges.
Team-work was a very strong theme they maintain which the researcher believed to be the
Ubuntu philosophy, whereby they work as a group and do not blame individuals for
underperformance. Thus upon request to release one participant they were exchanged without
any particular set of choices but mainly because they had to do it, not on the basis of the
weakest link. The participants said the appreciated the exchange of ideas within the group as
well as learning about how to structure a business plan.
Challenge 2 – Selling second-hand clothes in the vicinity
The groups were encouraged to come up with a marketing plan and a pricing strategy to sell the
clothes. This was in order to encourage them to utilise their promotional skills. The groups
showed a lot of enthusiasms for the clothing challenge in fact participants were most interested
in buying the clothes themselves than selling. The groups focused more on pricing rather than
thinking of ways to promote their clothes. Thus in the strategic meeting they went through all the
clothes made a list and attached a selling price.

10. On the selling day it was evident that the groups did not market their products. The researchers
expected the groups to come with buyers to the centres to buy the clothes as per their
promotion strategies. The groups than spontaneously went around Havana community to sell
their clothes. The one group recorded a substantial sale even though they encountered
resistance in several occasions because they were accompanied by a “white researcher” who
was believed to be a priest and taking advantage of the participants. The team members were
very persuasive and verbally eloquent thereby being able to sell. On the other hand as analysed
from the videos recorded on the day, we have noted how often group 2 deviated from the
challenge which may be one of the reason that group achieved an insignificant sale.
The groups still marinated a great teamwork and their presentation was commendable although
both groups failed to market and promote their products. It was also evident in both groups that
their pricing strategy was effective ad they actually sold a few items with a huge profit margin.
At the end of the challenges one of the researchers asked the participants about their
experience and what they have learnt from the challenge? Some of the younger participants
realised how they have undermined the premise of marketing being paramount and key. Other
expressed that they really learned how to communicate with potential clients and how easy it is
to make some money on the side. They admitted that they were ill prepared and that next time
they would advertise it better and stay at one spot.
Challenge 3 - Manufacturing products out of recycled material
In the preparation of the session participants did not seem to grasp the ideas of developing
recycled useful products. The recycling task allowed the participants to collaborate as a group
by planning what materials they would create out of the items collected. However on the
production day they came well prepared with materials such as newspapers, light bulbs, plastic
bags and bottles, aluminiums cans, cardboard and juice boxes, and old pen barrels.
Each group used the materials they had collected to make various objects (Figures below).
They presented their creativity and personal skills by designing objects that could be used in
every day life. The one group constructed a light bulb holder, a jewelry box out of newspapers,
necklaces made from plastic, string and newspapers, and a blind made out of pen barrels.
The participants presented their objects to 5 judges in their individual groups. They explained
what each of the objects represented and how that could be utilised in every day life. The
particpants said that they had no knowledge of the potential creativity that they possessed
before completing the task. They stated that the task on recycling materials had boosted their
confidence in their ability to be creative and enterprenurial. They saw the usefulness of the
recycled material and vowed to continue in this regard as evident in the products that were
manufactured .

11. Figure 6: Groups presenting their finished goods
Challenge 4 - Taking tourists on a tour through Havana
The participants were very excited about planning the tour. They first brainstormed on what they
would like to showcase. While one group emphasized on the infrastructural side and an attempt
to show the hardship in the informal settlement, the other group looked at a more entertaining
tour through bars and including traditional food trials. The participants prepared the tour a week
before by designing marketing brochures representing sites they intended to take their visitors
on. With the assistance of private school students who had to complete community work hours
from a specific private school in Windhoek, the youth were able to create and design their
brochures using technology. The two flyers below were produced by the teams.
Figure 7 : Tour flyers produced by the youth.
The Havana tour activity preparations allowed the youth to develop, collaborate, and improve
their ability to plan the task as a group. By designing their own tour brochures, their creative and
interpersonal skills as a group were recognised. The group members planned where they
intended to take their tourists and also especially considered the security aspects of the tour

12. route which showed initiative and creative thinking, important skills that could be associated with
successful entrepreneurship.
On the tour the different participating teams wore distinct T-shirts to distinguish each group and
also to make it easier for the tourists to recognise them. The participants first prepared the
tourists for the tours by instructing them on specific rules that they were to follow such as not
carrying laptops. The tour guides felt confident before, during, and after their tours. The youth
used camcorders and cameras to capture the tour with confidence and displayed their practical
skills to operate technology. The tour lasted about an hour and then each of the tourists judged
their tour guides and a team was selected as the overall winner of the challenge subsequently.
The youth remarked on how this challenge had opened up their minds to the various
entrepreneur ventures they could embark upon to improve their livelihood. The money earned
was equally distributed among the group members. They also enjoyed mingling with overseas
people and were much at ease in their communication. The tourists mostly enjoyed the
authenticity of the tours not being overly professional and organized but with surprises from the
street.
Overall results
As the groups moved through the challenges we observed an increase in confidence especially
demonstrated during the after challenge presentations. The participants were extremely
eloquent and learned to sell their product or service at its best. In terms of preparedness, only
the day of the recycling production were the participants well prepared. In general we struggled
with punctuality and even on the day of the tourist tour members were late by half an hour. All
participants expressed deep gratitude and enjoyment that they had the opportunity to be part of
this amazing experience. They hoped that other community members could get equal chances
to go through such a programme. They all stated that they have got some business ideas that
they would like to explore further.
Conclusion
The novel method of The Havana Entrepreneur has shown promising results in terms of youth
empowerment as well as awakening their entrepreneurial spirit. The youth claims to have
learned much throughout the real life experiences.
The Aftermath of the Havana Entrepreneur
Once the challenges were completed the participants expressed their desire to attend more
training sessions especially on communication, technology, leadership and business plan
writings. All participants were invited to a special ideation workshop on business plan creations.
They then developed a new version of their planned community centre which is now presented
to a number of possible seed money donors. Great potential has been seen especially in the
Informal Settlement Tourist tours, which do not need any start-up capital and are greatly on
demand. Currently some of the participants together with professional film makers are preparing

13. a trailer of the movie to be broadcast at the upcoming youth day celebration. The plan is that
later a full series will be produced.
A Brief Reflection
We believe that the Havana Entrepreneur method was proven successful in this setting.
Contributing factors were the real life set up, were participants had an immediate reward either
monetary or in terms of recognition of dormant skills. And although the technique was set up in
a competitive manner, the participants valued the team efforts more than the winning or losing
as a group. In general most youth groups we have worked with in Windhoek are continuously
concerned about their fellow youth and how to also give them the opportunities they got to work
with us. Thus at this point information sessions with the community are planned. Also the
approach of a continuous academia-community engagement has shown to be fruitful. Using
participatory approaches in our community work has been most rewarding. Working through the
challenges with the youth we observed a number of possible improvements and especially on
the usage of technologies to support marketing, promotion and customer services. On the other
hand this intervention has not created new dependencies as we have experienced in some of
our technology development projects. Thus a well-balanced intervention needs to be planned
ensuring maximising available resources and showing opportunities for further improvements
over time.
References
Boudreaux K (2008) Urbanization and informailty in Africa’s Housing Markets. Inst. Econ. Aff.
17–24.
Crush J, Skinner C, Chikanda A (2015) Informal Migrant Entrepreneurship and Inclusive growth
in South Africa, Zimbabwe and Mozambique. Cape Town, South Africa
Friedman F (2000) Deconstructing Windhoek: The Urban Morphology of a Post-Apartheid City.
Working Paper
G. Cabrero D, Winschiers-Theophilus H, Mendonca H (2015) User-Created Personas: A Micro-
Cultural Magnifier revealing Smart Workplaces in thriving Katutura. In: Proc. of the HWID’15.
Springer, London, UK
Henning M. (2014) Understanding Namibia: The Trials of Independence. Jacana
Konicki E, Korpacz A, Russell W, Yilmaz SN (2014) Creating a Solar Light Distribution Plan for
Students in the Informal Settlements of Windhoek, Namibia. Degree of Bachelor of Science,
Worcester Polytechnic Institute
Kujanpää, E. (2014). UFISA – User Centered Design for Innovative Services and Applications-
Aalto University. Retrieved from Alto UFISA: http://ufisa.aalto.fi/en/

14. Mushiba, M., Winschiers-Theophilus, H., du Preez, V., Molokwane, S., Kölhi, J. (2015)
Academia’s responsibilities in community-based co-creation education – a critical review of two
cases in South Africa and Botswana, IFIP 2015, Shri-Lanka
Nhongo K. (2014) Unemployment rate increases - Windhoek Observer.
http://observer24.com.na/8-latest-news/3174-unemployment-rate-increases. Accessed 11 Aug
2015
Nghiulikwa RV. (2008) Re-situating and shifting cultural identity in contemporary Namibia: The
experience of rural-urban migrants in Katutura (Windhoek). Master of Arts in Anthropology at
the Department of Anthropology and Sociology, University of the Western Cape
Ongwere, T., Winschiers-Theophilus, H., Iipito, H., & Chivuno-Kuria, S. (2014) Youth
empowering the youth through participatory service design, Proceeding of Design, Development
and Research (DDR) 2014 international conference. Cape Town,South Africa.
Parker, M., Wills, J., & Wills, G. (2012). RLabs: A South African Perspective on a Community-
Driven Approach to Community Informatics. Journal of Community Informatics, 9, (3).
Pasquali V (2012) Income Inequality and Wealth Distribution by Country | Global Finance
Magazine. http://www.gfmag.com/global-data/economic-data/wealth-distribution-income-
inequality#axzz2rwPtKCpC. Accessed 10 Aug 2015
Rogerson CM (1996) Urban poverty and the informal economy in South Africa’s economic
heartland. Environ Urban 8:167–179. doi: 10.1177/095624789600800115
Sarkin-Hughes J (2009) Colonial Genocide and Reparations Claims in the 21st Century: The
Socio-Legal Context of Claims under International Law by the Herero against Germany for
Genocide in Namibia, 1904-1908. Praeger Security International, Westport, Connecticut and
London
Steyn J, Rampa M, Marais M (2013) Participatory development of ICT entrepreneurship in an
informal settlement in South Africa. The Journal of Community Informatics, vol. 9, n.4.
van Aswegen M (2012) The Potential for Social Entrepreneurship in the Townships and Informal
Settlements of South Africa: Defining Concept and Applying to Directly Assessed Needs.
Kenan - Flagler Bachelor of Science of Business Administration, University of North Carolina at
Chapel Hill
Wyche, S. (2015) Exploring Mobile Phone and Social Media Use in a Nairobi Slum: A Case for
Alternative Approaches to Design in ICTD, Proceedings of ICTD conference 2015, Singapore