Rural Service Delivery by Technology Adoption
A case of enabling people, empowering business, enriching society
Santanu (Sunny) Bhattacharjee
Director
Technable Solutions, Pvt. Ltd.
Kolkata, India
sunny@technable.com, sunny.charjee@gmail.com
Abstract—While ICT is necessary ingredient and catalyst for
achieving global development objectives, advances in and
proliferation of technology in itself cannot cause desired social
and economic change to occur. Technology needs to be used and
manifested intelligently and judiciously to provide for a platform
and a mechanism where the initiatives and inspirations for social
advances can thrive. One such model of adoption of ICT,
particularly mobile technology, for developing and delivering a
solution framework to address the problem of unemployment
through skills development in rural India, is reported in this
paper. Author’s objective is to compile and encapsulate the
experience and present this model as a replicable unit project
deployable anywhere in the world by anybody.
Keywords- development; social change; replicable; model; ICT;
technology adoption; solution framework; unemployment; skills
development
I. INTRODUCTION
In October 1991, on the occasion of Telecom 91, I
presented a paper proposing a technology based solution and
roadmap for proliferation of telecommunications services in
the developing countries. I was then a young technologist
developing technology solutions in the telecom industry in
USA. I gathered from that learning during the ‘80s and tried to
extrapolate it as a case suitable for the developing countries,
keeping in view their socio-economic conditions, which was
appreciated by this august forum.
During the next twenty years, I have evolved into a social
entrepreneur working, hands on, in a developing country trying
to develop and implement a technology based solution
framework to address the problem of unemployment. The
social enterprise works with local and federal Government
agencies in India to reduce the unemployment by increasing
employability of the rural youth by offering vocational skills
training followed by employment linkage through use of
broadband network, mobile technology and wireless services.
Unlike in the 1980s and for almost ten years thereafter,
when the mobile phone used to be privileged possession of the
elite and specialized professionals, the current users of this
technology include the poor in the rural societies of the poorer
nations. This gives us the opportunity to make this all pervasive
technology to work for the poorest of poor in far away villages.
In this paper, I attempt to compile my experience and
exposure in both sectors, namely ICT and development, to
present a roadmap for effective use of ICT to solve a social
Paper accepted for presentation at the “Technical Symposium at ITU Telecom World 2011” www.itu.int/worl2011
problem in the developing and underdeveloped world keeping
in view the Millennium Development Goal (MDG). Although,
the context of this paper and the field location happens to be in
India, the solutions proposed has prospect of universal
relevance and adaptability, particularly in the post-disaster
(e.g., Haiti) and post-conflict (e.g., Afghanistan) regions where
development agencies like USAID and UN HABITAT are
seriously engaged in trying to solve similar problems and
achieve similar goals.
II. THE PREMISE FOR THE PROJECT
A. The Problem
While unemployment has perennially been one of the most
critical problems facing India, emerging economy industries
are hurting for lack of employable manpower and the
Government faces an insurmountable challenge of gainfully
engaging the billion plus population and keeping a lead on
proliferation of crime (to the extent of terrorism).
B. The Solution
We have tried to address this most pressing problem of
unemployment by attempting to enhance employability of
human resources, primarily in the rural and semi-urban areas,
by way of skills development and by providing them with
employment linkage.
A significant way to usher in social and economic change
in rural societies is by enabling the underprivileged youth with
productive skills and by helping them with gainful
engagement, at low cost using innovative means, so that they
enhance their living standards by earning decent and sustained
livelihood for themselves and their families. In the process, the
industry gets empowered to perform efficiently, with easily
available skilled manpower, thus fuelling the nation’s
economic growth and the society is enriched due to wealth
generated or distributed where it is necessary.
III. THE SOLUTION FRAMEWORK
The solution framework consists of an end-to-end process
involving job opportunity awareness development, career
counseling, employability assessment, training needs analysis,
need-based training, evaluation and certification and providing
employment linkage (in that order) to the marginalized youth
effectively, efficiently and at affordable price by use of unique
evaluation and progress tracking mechanism developed
internally for the purpose of uniformly standardized delivery of
quality training programs anywhere.
Figure 1, illustrates the process framework for delivery of
the end-to-end solution. Each of the major components of the
process is explained for better understanding of the process:
Industry Requirements Research
Awareness Assessment Need Based Evaluation & Employment
Development & Profiling Training certification Linkage
Figure 1. The Solution Framework and Corresponding Process Map
A. Awareness Development and Counseling
The first knot to unfasten is the unfortunate fact that, in
rural and underprivileged areas, people are not aware of the
emerging livelihood opportunities and how to go about getting
them. So, the first piece of the end-to-end process ought to be a
mechanism for capturing and collating the opportunity data,
corresponding skills requirements and details of how to obtain
them; packaging the information in a language understood at
the local level and counseling the local audience appropriately.
B. Employability Assessment and Profiling
The informed candidates now need to be profiled
appropriately to asses their aptitude to work in a specific
vocational trade or sector. For that purpose, we have developed
a model that calculates an Industry Employability Index (IEI)
for a candidate using weighted average of candidate’s scores in
a few pre-defined skill parameters against dynamically
adjusted industry requirements. Output from this model is
useful to a job-seeking candidate to pre-assess her relative
employability for a certain job in a certain trade. It is also used
for conducting candidates’ training needs analysis,
recommending duration of training and monitoring her
progress while undergoing training.
The nature and number of the pre-defined parameters to be
considered for calculation of IEI can be changed to suit
requirements of a specific job/function for a specific type of
industry thus making the application generic to a variety of
industries and their corresponding skills requirements. Use of
technology enables our innovation to be ubiquitous, easily
replicable and scalable.
C. Training
The need-based training duration, decided by training needs
analysis, conducted based on the performance of the candidate
in the pre-assessment, reduces the cost of training and makes it
affordable to more number of applicants. The monitoring
process helps the student and the trainer be consistently on
right track, flexibly alter training program to impart more focus
where it is necessary and thus increase chances of successful
Paper accepted for presentation at the “Technical Symposium at ITU Telecom World 2011” www.itu.int/worl2011
placement of the students after completion of the training
program. The IEI to required training duration mapping and the
corresponding curriculum have evolved and had been tested for
effectiveness over a period of time.
D. Evaluation and Certification
During the course of the training the candidate is constantly
evaluated in pre-defined intervals using the same parameters
set used for initial profiling and corresponding weights, and a
progressive IEI is plotted over time. The candidate is provided
with a certificate on completion of the training program.
E. Employment Linkage
Finally, the candidate is assisted with placement at a hiring
company or with self employment. The assessment, training
and continuous evaluation process using IEI also aids the
employer in assessing suitability of a candidate for a specific
function thus substantially reducing the employer’s cost of
recruitment, training and retention.
IV. TECHNOLOGY ADOPTION TO SOLUTION FRAMEWORK
The above process and solution framework works very well
in traditional instructor led classroom based training setting, as
long as, it is implemented in an urban metropolitan
environment. If, however, the program were to be delivered in
a rural or even semi-urban environment, it is practically
impossible to achieve any degree of success because:
• Capable and skilled trainers are not locally available in
rural areas
• Even if they were available, the service delivered will
not be uniformly standardized, and the cost of service
will be prohibitively high for the rural poor to be able
to afford them
It is only by adoption of suitable technology and network
capabilities that the above objectives can be achieved in the
case of delivery of training services in the rural areas. Hence, to
ensure the fruits of economic development to trickle down and
hasten social empowerment across all segments of the society,
adoption of technology is not just option but necessity. Here,
we present selection and adoption of suitable technology and
network capabilities to our delivery framework to achieve:
• Awareness development without prejudice
• Delivery of uniformly standardized quality training,
evaluation and certification everywhere
• Necessary scaling of operations to meet the demand
with supply, i.e., jobs created to skilled resource
• Streamlined and uninterrupted management and
monitoring of the overall operations and growth
A. Technology to Solution-Framework Process Mapping
In this section the proposed solution framework process
components discussed earlier (assessment, training,
certification, etc.) and corresponding sub-functions are
identified, listed and mapped against corresponding device/
technology/ network/ services/ features in table/ matrix format solution process as soon as we realized that, the unskilled
and then explained in details for clear understanding of human resources, particularly in the rural and underdeveloped
technology adoption at the most granular level. areas, did not have the slightest idea about what and where the
emerging job opportunities are, what does it take to get them
and how to go about preparing for them. Without this
TABLE I. TECHNOLGY TO SOLUTION-FRAMEWORK PROCESS MAPPING
component as an integral part of the solution process, the effort
Solution Technology and Network Capabilities would have been a non starter. Awareness development
Framework Service Last Mile involves performing continuous industry skills requirements
Process Network
Origination/ Delivery / research, developing and updating skills registry matching
Components Transition
Termination Origination
various functional areas in industries in specific trades,
Awareness Development and Counseling collating the researched information in developing effective
Requirements Knowledge Web interface, communication strategy in manner and language that would be
Internet
Research Server Email, SMS easily understandable to the target audience, organizing and
Knowledge
Skills Registry
Server
--- Web interface conducting various types of awareness campaigns reaching out
Communica- Knowledge to the target population and finally counseling them over and
--- ---
tion Strategy Server over again. This process, if done well, makes better trainable
Awareness Knowledge Web interface, individuals. The industry skills requirements research is
---
Campaign Server Email, SMS conducted continuously throughout the year via emails, web
IVR,
Counseling
Call Center
PSTN / PLMN Phone, Mobile surveys, SMS surveys, etc. and a skills registry (database) is
developed and continuously kept updated. Awareness
Employability Assessment and Profiling
campaigns involving regular seminars, workshops, radio and
Test Email, Web, TV programs and other mass media avenues are organized and
Test Server Internet
Scheduling SMS
conducted at rural locations and focusing on target population
Registration Test Server Internet SMS, Web in collaboration with the local training partners (LTP), namely,
Test Taking Test Server Broadband Web schools, colleges, clubs, local government, existing training
providers, NGOs, etc. Counseling of aspirants following
Grading Test Server --- --- awareness campaigns are offered physically at LTP centers and
Reporting Test Server Internet, PLMN Web, SMS through the centralized call centers. Standard inquiries are
IVR, handled using Interactive Voice Response (IVR) system, Short
Counseling PSTN / PLMN Phone, Mobile Message Service Center (SMSC) and web based FAQ.
Call Center
Training The employability assessment and profiling process
Asynchronous LMS Broadband Web, Mobile involves scheduling and broadcasting assessment test dates,
registration of candidates for tests, taking the test, grading the
Synchronous LMS Broadband Web, Mobile test and conducting training needs analysis, delivering test
Admin LMS Internet Web, Email report and training recommendation followed by further
counseling leading to enrollment of student. After the test date
Audit LMS Internet Web, Email is scheduled and broadcast via internet, SMS, email, media
Evaluation and Certification advertisement, etc. the aspiring students register to take the test
Test via web interface over internet or via SMS through SMSC.
Test Server Internet Web, SMS Candidates make payments via internet payment gateway or
Scheduling
Test Taking Test Server Broadband Web physically at LTP locations. Registered candidates take the test
online over internet on the scheduled date at the LTP center.
Grading Test Server --- --- Tests are graded and, training needs analysis done using
Progress
Test Server Internet, PLMN Web, SMS backend software on the Test Server using the IEI model
Reporting explained earlier. The test result is delivered via password
Certification Test Server --- --- protected web interface over internet and via SMS. Candidates
Employment Linkage
avail counseling physically at the LTP center or via the call
center over telephone/mobile and finally enroll for training.
Placement
Registration Internet, PLMN Web, SMS
Server The training process includes unique blend of traditional
Skills Placement instructor led knowledge acquisition with practical group
--- ---
Matching Server
Interview Placement
activities. The inherent weakness in this model, however, is the
Internet, PLMN Web, SMS inability of the provider to deliver uniformly standardized
Scheduling Server
Placement Internet, Web, SMS, training in rural and remote locations resulting in dilution of
Feedback
Server PLMN, PSTN Phone, Mobile quality of training due to lack of able trainers in such locations.
Post Placement Internet, Web, SMS, To overcome this deficiency, we reinforce the conventional
Placement Server PLMN, PSTN Phone, Mobile
brick and mortar model with delivery of both synchronous and
asynchronous training content over the broadband network. In
The awareness development and counseling process ended synchronous delivery mode, classes taken by specialized expert
up becoming a key integral component of the end-to-end trainers at metro locations are simultaneously broadcast over

Paper accepted for presentation at the “Technical Symposium at ITU Telecom World 2011” www.itu.int/worl2011
broadband network to several rural locations equipped with
adequate technology and connectivity to enable real-time
interaction of students with the presenting trainer, where the
local instructor handholds the students to understand and learn
from the presentations. In asynchronous delivery mode
previously stored training lessons and other content are
accessed by the students both in class and after class by using a
Learning Management System (LMS) to help reinforce
learning. The synchronously delivered training presentations
are also recorded and made available for future reference by
the students and the local trainers using the LMS. All the
training administration functions, such as, batch scheduling,
tests scheduling, batch specific instructions, communications
and reports between local trainers and training coordinators,
etc., are also done using the LMS. Periodic training audit of
batches at rural training locations are conducted physically by
trained auditors to ensure uniformity and quality adherence for
each batch of students. Audit reporting and post audit issues
resolution is done using the LMS over broadband connectivity.
Continuous process of evaluation and finally certification
ensure standardized delivery of training everywhere
irrespective of distance or remoteness of the location, as well
as, regular monitoring of progress rate of each individual
student from the central level. For each training batch,
evaluations are conducted at predefined intervals. The test
schedule and expected scores in predetermined parameters in
each test are pre-scheduled and delivered to the students over
the web interface. The question set for each test is prepared
immediately before the test is conducted from established and
continuously updated question banks. Students take the test
online at the training center using internet interface over
broadband network. Grading of test is done by the back-end
software. Test result of each student in each test is delivered
online over password protected web interface along with
progress report charting the student’s progress in each tested
parameter. Certification of each student is done based on the
progress rate of the student throughout the training duration
and hardcopy certificate is delivered to the student at the local
training center. Students may also be provided with the
interface to obtain certification from government or other
accredited agencies offering certification via respective tests. A
test server is used as the backend server for executing and
delivering all the above process components.
The placement assistance or employment linkage process
has two distinct interfaces; one with the industry or, more
precisely, with registered hiring companies and the other with
the graduating students. The placement server maintains a
talent database which stores certified students’ information
including their skills levels and a skills requirements registry
which is updated by registered hiring companies based on their
human resources and corresponding skills requirements. The
placement assistance process starts following the certification
of students. Each student seeking placement assistance
registers with the placement cell using online web interface,
which feeds the talent database. Each entry into the skills
requirements registry and the talent database triggers a search
and match (skills matching) event and delivers refined matches
to the placement executive. The placement executive then
personally contacts those students and the hiring executive of
Paper accepted for presentation at the “Technical Symposium at ITU Telecom World 2011” www.itu.int/worl2011
the concerned hiring company and depending on suitable
match occurrence, arranges an interview between the two.
After the interview process is concluded, both the student and
the hiring company executive provides the decision and
necessary feedback to the placement executive over phone,
email or SMS. The same is entered into the student record and
flagged as appropriate and necessary. Post-placement, the
students may use the placement services by keeping their
credentials and other information updated on the placement
server either over internet or over SMS.
B. Technology Platform Assembling and Deployment
Figure 2, illustrates the solution framework delivery
platform build up and covers the entire scope of service
delivery. We term it as the Talent Supply Chain Management
(TSCM) platform. The TSCM has the following distinct
interfaces serving respective segments of clients, namely, (a)
the industry i.e. the agencies requiring skilled human resources
or the demand side, (b) the training providers or the local
training partners i.e., local schools, colleges, existing training
providers, etc. who form the supply side interface. The trainees
and the individual job aspirants also form part of this interface,
(c) the government, industry forums or other accredited
agencies offering standardized certifications.
As a workflow, after being aware and counseled about
prospective job opportunities and corresponding skills
requirements, the candidate takes the employability or skills
test. The same test may also be recommended by hiring
companies to its prospective hires or existing employees.
Result of skills test is reported to the candidate and the same is
used to calculate candidate’s Industry Employability Index
(IEI) and to conduct her training needs analysis by using a
statistical model developed based on industry fed function
specific skills requirements. A matrix mapping skills registry
developed using industry requirements against IEI values is
used. The training needs analysis recommends the duration of
training required and based on such recommendation, the
candidate undertakes the training program at an LTP center.
The candidate’s training course is periodically audited and
progress monitored through scheduled evaluations throughout
the program. On completion of the training, the candidate
obtains necessary certification from designated certifying
agency or is certified by the training provider based on her rate
of progress during the training program. The certification
process registers the candidate in the talent database. The
employment linkage or placement process matches the talent
pool against the industry skills requirements registry using a
skills mapping algorithm.
C. Using Network Capabilites with Wireless Access
This section explains why and how the TSCM (figure 2)
interfaces with and uses various capabilities of the operator
network(s) and some Mobile Value Added Services (MVAS)
platform(s) to achieve the various process component
outcomes. The technology platform TSCM encapsulates the
Knowledge Server, the LMS, the Test Server, the Placement
server, etc. introduced and discussed earlier.
Candidate registers to take the employability/skills test over
internet using the web interface or using a menu driven SMS
interface over the mobile phone. Candidate takes the test online broadband network connected over 64 Kbps to 2 Mbps leased
using web interface. The test is graded by backend software on line connection. The same is received at the LTP location(s)
the test server and the result is reported to the candidate via (school, college, government agency, local training provider,
SMS or over password protected web interface. The report etc.) also over 64 Kbps to 2 Mbps leased line depending on
recommends the necessary training duration. Candidate record availability. Dedicated VSAT connectivity may also be used at
is created or updated (for existing records) in the talent both or either of the central delivery location and/or the remote
database with corresponding score and IEI over intranet. The LTP location for connectivity. Static training content (video
skills registry database, maps the IEI against composite skills included) stored on the central LMS for asynchronous delivery
requirements of industry which is updated by input from the is usually accessed at the LTP location using the same
industry over a web interface. broadband connection. Same content can also be accessed by
individual students, away from the class room, over 64 kbps
Talent Supply Chain Management (TSCM) dial up connection or better. Central audit of training programs
at LTP locations are conducted over the internet using periodic
exchange of pre-determined reporting templates and formats
Skills Matching between the regional/central training audit team and the
Algorithm training team at LTP location(s).
Continuous evaluation of each student through out the
training program is conducted online through tests at regular
Employment intervals, progress recorded on the central talent database and
Skills Linkage Talent
Database
progress chart delivered to student over password protected
Require-
ments
web interface. Finally, on completion of the recommended
Database
Registry Update
training program a student takes industry approved and
Industry Certification
government accredited certification test online over the
Forum / internet. The talent database is simultaneously updated with the
Govt. student record.
I Agency /
N Certifica- Evaluation / Skills matching between records in the talent database and
D tion Certification Tests those in the skills requirements registry database are a
U Agency continuous internal process within the TSCM platform.
S Reporting of skills matches to either the hiring party or the
T student is done over email, SMS and/or telephone interfaces.
R
Skills Training
Y
(various skills Some currently available Mobile Value Added Services
Traditional
verticals) Training
(MVAS) which we could fruitfully use in the current context
Training
validation &
Online (synchronous Providers and given our delivery framework capabilities are:
& Asynchronous) Educational
Industry + Class room Institutions
BBC Janala: BBC World Service Trust and BBC Learning
Quality
Employ- Monitoring
training collaborated English are implementing the Janala project, an initiative that
ability with training partners is providing English language lessons to citizens in
Index & Bangladesh via their mobile phones.
Skills
Register/ Training Needs
English Seekho (Tata DoCoMo): allows users to take
Matrix Analysis Database conversational English language lessons on their mobiles
(Based on Entry through an IVR application. It offers short lessons followed by
dynamically updated interactive lessons through speech recognition.
Industry
Employability Index
and Skills D. Using the Mobile Device Capabilitie
Register/Matrix) This section identifies and explains how the candidates’
mobile device capabilities (e.g., Bluetooth, video player, etc.)
are used for cost effective distribution of training content, as
Skills Assessments
(Online) well as, for using these low cost devices as training tools. This
is important in the context because the people in the rural areas
Registration Report Certificate are not readily familiar with the working environment and
conditions, typical in most services sectors like hospitality,
Individual Consumer (Job / Skills Seeker) or Business (Employer
seeking Skills Assessment of Employee)
information technology, etc. It helps them to visualize such
conditions through video clips. Also, acquiring skills in many
instances means making those into habits for which 2 hours a
Figure 2. Technology Platform Assembly and Deployment day class room training may not be sufficient. It does help if
the students can practice recommended routines at home or
Candidate undergoes training at the LTP training location
away from class. The video and audio playing and recording
for the recommended duration in her chosen trade. Centralized
capabilities of the cost effective mobile devices have been
training classes are simulcast (synchronous delivery) using

Paper accepted for presentation at the “Technical Symposium at ITU Telecom World 2011” www.itu.int/worl2011
really helpful in providing for such tools. Again, use of
technology like Bluetooth has made it extremely easy and cost
effective for the trainer to regularly provide the trainees with
such video and audio clips. The trainer downloads daily video
content from central server and distributes to the trainees
through Bluetooth which reduces cost of service access for all.
V. A CASESTUDY
Our model has been tested and extensively used for over
five years in the state of West Bengal and parts of the North
Eastern Region in India to train and engage rural candidates for
jobs requiring varying levels of communication skills, generic
soft skills and trade specific domain skills required for entry
level positions, particularly involving customer interaction
intensive functions, in services sector industries.
25000 candidates have been assessed for employability,
5000 trained and 4000 of employed (80% success rate); 30% of
them are women. Statistical spread of beneficiaries:
Gender: Women (29%), Men (71%); Age: 18-20 (8%), 20-25
(42%), 25-30 (29%), 30-35 (17%), 35-40 (4%); Education
level: below 10th (9%), below 12th (13%), undergraduate
(56%), graduate (22%); Location: urban (11%), semi-urban
(36%), rural (53%); Family income/month (up to): $100(19%),
$200(35%), $250 (20%), $300(15%), $500 (9%), Others (2%)
We have used a hybrid model for training deployment
where, content, methodology, process, evaluation, certification,
quality control and data storage are centralized. Mobilization,
counseling, training and placements are decentralized and
implemented at distributed locations in collaboration with local
training providers, schools, colleges and Government agencies.
In the state of West Bengal, as part of the National e-
Governance Program (NeGP) of India, around 7000 Common
Service Centers (CSC) have been established covering all the
blocks (lowest administrative segment of the union of India)
and panchayats (locally represented elected body comprising of
number of villages) of the state which are being connected with
64kbps to 2Mbps broadband connectivity. The CSCs are
operated by local level entrepreneurs who offer various
services (utility bill payments, birth certificates, railway and
airline ticketing, etc.) to rural people. Training and education is
one of the advanced services slated to be delivered through the
CSCs. The state government desires to offer the State Wide
Area Network (SWAN) (of capacity 64kbps to 2Mbps),
connected to the blocks, for service offerings like education,
training, healthcare, etc. We have designed our service offering
to be built on such infrastructure. We have now been partnered
by the National Skill Development Corporation (NSDC),
Government of India in public private partnership mode to
train 0.1 million youth in several trades through 78 centers
across West Bengal. We plan to extensively use the technology
capabilities, network and devices to achieve that target.
VI. CONCLUSION
In India, the proliferation of wireless network and
penetration of the mobile phone has done wonders in terms of
offering basic connectivity with mobility at a very reasonable
Paper accepted for presentation at the “Technical Symposium at ITU Telecom World 2011” www.itu.int/worl2011
price. Along with it, proliferation of broadband network and
broadband access can multiply the wonders manifold more if
the technology is used intelligently and judiciously for the
purpose of betterment and enhancement of the mankind
particularly in the rural and remote areas. In this paper we have
discussed one such model for spread of education and training
by adopting technology. There can be such models for health,
agriculture, energy, etc. Our discussion has been in the context
of India as a developing country. Same or similar models
should prove successful and beneficial in other developing and
underdeveloped countries. We are eager to see our model
replicated and work as effectively and efficiently in other parts
of the world.
ACKNOWLEDGMENT
I wish to acknowledge the contributions and express my
deepest appreciation and gratitude to the following
organizations for their partnership, support, assistance,
guidance and encouragement accorded to us during the course
of the project: the Ministries of Information Technology,
Labor, Urban Development and Minority Affairs, Government
of West Bengal; the Ministry of Science and Technology and
National Skill Development Corporation, Government of India;
the University of Calcutta, Jadavpur University, West Bengal
University of Technology, Allahabad University, St. Xavier’s
College; Intellecap Corporation, Rockefeller Foundation,
Development Gateway, NABARD; Social Enterprise Alliance,
Washington DC; Global Social Benefit Incubator (GSBI),
Center for Science Technology and Society, Santa Clara
University; World Innovation Summit for Education (WISE),
Qatar Foundation, Doha, Qatar; My colleagues at Technable.
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