Continued progress with the fourth industrial revolution (4IR) around the world is promising. But it appears that, like the third industrial revolution (3IR), the promised productivity will be delivered to those with online access or monetary means.
In other words, the current approach of 4IR will advance “those with means” and further alienate others. In reality, inequality is rising, as we have seen globally. In this context and downward spiral, existing forms of inequality, such as gender inequality, will also increase.
The question to be asked is: how to advance 4IR and together quarrel with inequality? While there are various conceptual solutions to this, for example, universal income, subsidized data, economic zones in virtual space, etc., a critical area that needs resolution is access to education. In the long term, we believe that education will bring an inclusive approach to 4IR and related techno-economic participation.
Education can be provided using online means. Advances in technology have improved the way of education. For example, in areas with poor or limited internet access, you can download educational materials elsewhere. The material can then be accessed offline, assessments are uploaded in real time and student-instructor interaction can occur asynchronously.
While this is not always ideal or convenient, it does bring a cheap alternative. From a 4IR perspective: the learning management systems in use today smartly use student data and analytics to better support their educational journey.
Most privacy-aware learning management systems and data analytics are only available on an individual basis, with student permission, or group aggregate data is used to enhance the learning experience.
For all of the above, data is required. Data costs remain very high in some developing economies like South Africa and the African continent more broadly, which require access to education. There are also other cost factors, for example, access to smart devices. But access to devices can be handled with the right business model or through contracts.
But back to the cost of data: one solution is to zero-rate educational websites. Zero-rating is a concept in which, for certain websites, the internet provider does not charge or waive data charges. Technologically, educational content or websites must be locally based to be cost-effective.
While technical solutions exist for international websites or content, these will be more expensive for internet providers. For a viable financial approach, there should be an incentive for internet providers to zero rate local websites. The incentive could be a tax deduction. Another commercial cost recovery model may be through advertising.
In other words, by increasing access to education and digital equity, we can find ways to advance the 4IR while constantly challenging inequality. However, such an approach requires greater partnerships between solution providers, platforms, and education and communication policies.
Analogy, zero-rating can be scaled to the economic zone actually located and other areas of strategic importance. Of course, all this means that the volume of data and the speed required will increase significantly. However, in this regard, the upcoming 5G and 6G telecommunications research, development and innovation are encouraging.
Innovations in computing technology and storage devices also provide an edge that can be exploited. The emergence of cloud computing as a means of providing a low-cost, highly available, and powerful computing framework has, among other things, led to online ed-tech platforms.
But cloud computing requires high-speed and reliable internet connectivity. The emergence of “edge computing” refers to the provisioning of a lightweight version of a cloud computing environment to a user’s device. In doing so, devices that can store and calculate can store and process all the data and services that can be taken together from the internet.
The tools used are a complete representation of the minimum cloud environment. Once the user is in a free and in some cases open wi-fi zone, usually provided by educational institutions or municipalities, they can synchronize their device environment with the online system. In this way, updated content can be provided to device users and assessment notes taken.
The use of lightweight wireless communication protocols can reduce internet connectivity costs. File compression technology also exists to reduce the size of the data being sent without destroying the content. So reduced file sizes can be accessed faster and on low bandwidth networks. Therefore, the future of content management and production is in our hands using the mobile devices we carry every day.
A way to visualize this: think of a densely distributed cellular network that acts as an intermediary with a cloud computing infrastructure that helps perform some computations.
To increase accessibility, compact “set-top-boxes” such as those made for satellite TV to access channels such as DStv exist, but for educational purposes. These “set-top-boxes” include educational content that can be accessed by up to 30 users at a time. These hubs can be installed in classrooms, homes, neighborhoods, community centers and learning institutions.
The hub serves as a gateway to online educational content in remote areas, zones with limited internet access and high costs. Setting up such a hub costs about $90 one-off and can provide seamless access to an online presence for a wide audience in disadvantaged communities.
The path to overcome inequality and scale access to online education is full of various challenges that can be achieved with a clear strategy in digital innovation.
In economies such as Zimbabwe, Kenya, and Tanzania, where mobile money services are common, a layer of inclusion has been provided by the ability of friends and family in urban areas and in the diaspora to top-up/recharge data packages/services for those in remote areas.
The combination of these digital innovations on a mass scale can be the enabler of access and equality.
Professor Saurabh Sinha is an electronic engineer and deputy vice chancellor: research and internationalization, University of Johannesburg (UJ), supported by the US Fulbright program and currently doing a research sabbatical at Princeton University.
Dr. Malvin Nkomo is an electronic engineer, data scientist, technology entrepreneur, academic researcher who conducts research at the Drexel Wireless Systems Lab at Drexel University in Philadelphia. Dr Nkomo is a UJ alumni.
Professor Kaushik Sengupta is a Princeton University-based expert in next-generation integrated circuits and systems.
The author writes in his personal capacity.