Since the beginning of the 2000s, the organization has been working with Benelux companies who have left them their computers, tablets, smartphones and other devices which are now depreciated. This equipment is then reconditioned via their partner Arrow Value Recovery before being shipped to one of the 22 African countries where Close The Gap is active and then put back into service.
However, this is only part of its activities, since in practice the strategy is much broader. Thus, the organization collaborates with local entities to carry out various projects. And especially in Kenya with Computers For Schools Keyna (CFSK) which takes care of the distribution to local schools, but also the support (see box).
Delivery from Europe, local implementation
Data News traveled to Kenya to visit Computers For Schools Kenya, its sister organization WEEE Center and one of the schools that once again received PCs. The occasion of a festive moment for the schoolchildren and for the governor of Nairobi to give his public support to the initiative (even if it should be noted that elections will be held soon in Kenya).
© Nicolas Denis
The fact remains that in the field, the projects of Close The Gap are deployed in an environment that is by no means obvious, without forgetting that the landscape is changing rapidly insofar as schools operate in a ‘base of the pyramid’ framework. ‘where parents of children in school only earn a few euros a day. The organization therefore works systematically with local actors who have a better understanding of the needs of the populations of Kenya, Tanzania, the Congo and many other countries. “What we absolutely want to avoid is establishing a local Close of the Gap,” explains Olivier Vanden Eynde, its founder and CEO. We are on site to support the players in the field and compensate for their weaknesses by capitalizing on the strengths of the different parties. We give them the opportunity to build skills and put them in touch with OEMs, international recyclers, software vendors, etc. We do the work on the ground. This is what I call the new development cooperation in education. ”
Maneuvering in a chaotic landscape
At the same time, the organization must continue to distinguish itself from other less scrupulous organizations. Because some people use West Africa to dump used electronic and electrical products there. As a result, several African countries are now banning or heavily taxing used devices. As a result, Close The Gap’s job is not made any easier, even though the organization does provide a downstream recycling process. A situation that Vanden Eynde understands. The fact is that the vast majority of electrical devices that arrive in Africa through the major ports are of questionable quality, if not simply discarded. The volumes handled by Close The Gap and a few other comparable organizations are too low to redress this picture. We intend to demonstrate at our micro-level that this is possible according to valid, evolving and impactful processes, and therefore inspire the authorities to give a legislative framework to the ecosystem that we have created with local actors so that others actors can join us and thus have an even greater national impact. ”
© Nicolas Denis
Still, the achievements of the non-profit organization are already impressive. Seven years ago, Uganda closed its borders to the import of used equipment. But since they knew us from before the ban, whether it was the Belgian Embassy or the Ministry of Education, and we are working as transparently as possible, we have received permission to continue to work via a waiver. Of course, political pressure subsequently forced us to stop our activities and now we are working with new products, such as BRCK equipment [see box, Editor’s note]. ”
However, electronic waste is not the only reason for taxes and import bans. Thus, the Chinese discovered Africa some time ago and are now largely established there. Thus, minerals are traded for infrastructure, while as the workshop of the world, China has a vested interest in the market for recycled products being tightly regulated. Indeed, it happens that in some countries, import taxes and a 30% VAT must be paid overnight on certain devices which are distributed almost free of charge to target groups such as hard-to-finance public schools in a country like Kenya.
Africa 2.0
However, the most important development is at the level of the population itself. A good number of African countries still suffer from poverty and malnutrition. And if countries like Kenya and South Africa are not spared, they have been experiencing sustained economic growth for more than 10 years while focusing on health care and basic education. As a result, the country now has a lot of brains that are not waiting for the next delivery of necessities or PCs.
It is precisely this opportunity that Close The Gap intends to seize to expand its scope. In particular with an “impact-first” investment fund intended to support social entrepreneurship. Countries like Kenya are going through an interesting development. Thus, we are always seeing more entrepreneurs [including Brck Education and Kytabu, see box, Editor’s note] who are interested in elements of our value chain. They are often better, faster and more agile in implementing solutions. This does not mean that the organization will stop its computer refurbishment activities, however. But she is preparing for a transition. This is arguably a type-and-and-kind dismantling process as part of a temporary process. Should we choose education or rather entrepreneurship? It must be possible to do both. Because what is the point of an education system if it does not lead to work? This is why we intend to support people in creating their own jobs. In addition, we are encouraged by the local authorities to continue doing what we are doing, in collaboration with local partners like CFSK. ”
From the office in Belgium to the school in Nairobi
© Nicolas Denis
Giving new life to used computers is particularly interesting, knowing that most of the donors of Close The Gap depreciate their machines after 30 months in particular. In terms of the circular economy, this is also a vast opportunity likely to create a cycle of economic, ecological and development collaboration of the win-win-win type. However, Close the Gap and its sister organization WorldLoop, which focuses mainly on recycling and in particular founded the WEEE Center in 2011, intend to offer added value to their donors. This is how sensitive computer data is completely and irretrievably erased and indexed, according to standards in force within NATO and others. The complete cycle is divided into 3 stages:
Reconditioning 1 – collection and deletion
In the first step, the devices received (currently from 30 units) are collected before being erased, reconditioned and documented by Arrow Value Recovery. “This operation is not only important for the participating companies, but also from a legal point of view, explains Olivier Vanden Eynde, founder and CEO of Close the Gap. As long as we cannot demonstrate precisely which products they are, we are in a gray area between product and waste, which cannot either be exported from Europe or imported into many African countries. Quality assurance, erasure and control are therefore important for all partners. Thus, Recupel is an important partner and supports the co-financed WorldLoop recycling system since the launch in 2011. Because we rigorously document all stages, we reduce the legal leakage flows in Belgium of products which are marketed here, but which do not. are not recycled via Recupel. “For Close The Gap also, which intends to distinguish itself from other players who operate exclusively in exports and who sell e-waste, camouflaged in PC, through dumping in the countries of the South.
Olivier Vanden Eynde, founder and ceo of Close the Gap. © Nicolas Denis
Reconditioning 2 – restarting and distribution
Phase 2 takes place in the country where the computers are put back into circulation. Local partners import the devices, settle import taxes if necessary and ensure commissioning in schools. “We give preference to local players because we do not want to disrupt the market and we want to create sustainable and local jobs, continues Vanden Eynde. Above all, we want to make Close the Gap the backbone of local entrepreneurs who create local jobs and serve groups that are not in the traditional IT circuit. In principle, a school can turn to Appe or Dell Nairobi for PCs with a maintenance contract. But it often costs tens of thousands of euros, which most schools cannot afford. ”
Partner organizations are also responsible for qualitative distribution. “A school would obviously like to have computers, but without electricity, internet or a minimum of security, it’s wasted. Thus, the school must be able to pay its teachers and must have at least 2 teachers trained by our local partners, who can then access our helpdesk. ”
© Nicolas Denis
The aim here is to limit the impact of staff turnover among teachers. But in reality, the problem is also in some regions at the level of high mortality, in particular because of AIDS which affects the daily functioning of a school. “Since there are 2 teachers, we can guarantee more continuity. “So many measures that prevent the devices from becoming part of a prestigious project for a director and then never being used again. The organization is therefore trying to invest qualitatively and participate in the fight against the digital divide.
Reconditioning 3 – collection and processing
The project does not end with the distribution of PCs. Devices installed in schools have a maintenance contract and their own helpdesk. But their life also comes to an end. In the last phase of the project, when the PCs are at the end of their life, the devices are again collected by a local partner, including CFSK for Kenya. This ensures that the devices will not be scrapped. In practice, CFSK relies on a sister organization, WEEE (Waste Electrical and Electronic Equipment Center) which dismantles the devices and sorts the different types of materials, with an emphasis on toxic or hazardous materials, which are then often – when the volumes are sufficient – again routed to Europe, in particular to Umicore, Van Gansewinkel or Galloo for final processing. This loop helps prevent devices that have had a second life in Africa from ending up in local landfills.
© Nicolas Denis
Brck Education – Digital education in a suitcase
One of the projects supported by Close the Gap is the BRCK Education Kio Kit. This Kenyan company markets large black suitcases which intend to offer a tailor-made solution to African schools and teachers.
The box includes 40 Kio tablets and the Super Brick, a hub where teaching materials are downloaded before being distributed to the tablets, which all have the same content simultaneously. These 7-inch screen tablets can even be charged wirelessly when put in the box, offer 8 hours of battery life, are dust and moisture resistant and withstand a 70cm drop.
Nivi Sharma, President of BRCK Education, explains how the Kio Kit is a simple, tailor-made solution for Kenyan schools. © Nicolas Denis
“We designed this solution based on the experience of users in Kenyan schools, even outside the capital,” said Nivi Sharma, president of BRCK Education. And to add that things like wireless simultaneous charging or waterproofing can make a big difference in usage. “The box has only one outlet and one button to control it. The content is downloaded at night, which allows all students to have the same material in the morning. In addition, we made sure to ban Facebook or the use of a browser, otherwise they are toys. Even if there are games that can serve as learning for the student.
© Nicolas Denis
BRCK Education demonstrates that a local solution can often be better suited to the needs of the field. However, the organization has had to adapt its product for the use of the Kio Kit over the past 6 years. Donating devices to a school is not enough, Sharma notes. This is how we realized relatively late that it was also important to train teachers to use these devices. The average teacher usually does not know the difference between an Ethernet and VGA cable. But it doesn’t necessarily have to be, especially if he knows there is someone in the school who knows computers. ”
http://education.brck.com/
Kytabu – Online purchase of teaching materials
Kytabu, book ’in Wwahili, intends to democratize access to educational materials. Tonee Ndungu’s company was founded in 2012 and enables educators, publishers and others to offer educational materials in digital form through its network. For their part, students can choose to “rent” pages, chapters or complete books during a certain period (hour, day, week or month).
»We offer videos, lessons, subjects, standard tests and exams through our digital platform. Teachers can also earn money by creating their own content, as long as it remains affordable for the student. Subscriptions cost $ 2, 4, 6 or 8 per month. Kytabu expects 2018 to have 30,000 active monthly users. In any case, the target is vast. About 50% of the Kenyan population is indeed under 20 years old, with half of it having access to a mobile device while 78% (!) Of the population use mobile payment solutions like the widely used M-Pesa among young people than older ones
Leave a Reply