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Mass urbanisation in cities of the global South, is causing cities to evolve, with informal settlements being central to this evolution. While local government is the official point of interaction for urban informal settlement dwellers, those interactions are often characterised by a lack of meaningful participation. Engaging with the co-production literature and two case studies of informal settlements in Cape Town, South Africa, this paper examines how they shed light on the shifting and constantly evolving roles and practices of local government and community actors within a co-production engagement. Based on the findings from these cases, the paper argues that co-production as a practice of collaboration between the local state and citizens can allow for the forging of new relationships, built on trust, sharing of resources and a more equal distribution of power where communities can shape the outcomes of service delivery projects to respond to their needs and demands. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to evaluate South Africa's implementation of educational Information and Communication Technology (ICT), which is led by Gauteng and the Western Cape Provinces, for participation in the global knowledge economy. Accordingly, the two provinces are in the forefront of educational ICT implementation aimed at preparing learners for participation in the global knowledge economy and national development. The paper uses Principal Component Analysis (PCA) to examine South Africa in comparison with fourteen developing countries to establish that its approach towards implementation of educational technology is not appropriate, sustainable nor effective for a developing country. Experiences of developing countries such as Vietnam, Zambia and Kenya, which are in the medium and low Human Development Index (HDI) categories, show that national technological cultures of people have not evolved into what is characterised as the 'Net Natives', which is one of the primary driving force for the adoption of blended pedagogies as an approach for implementing educational technology, to enhance participation in the global knowledge economy. [ABSTRACT FROM AUTHOR]