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 Monday, July 21, 2014
The funding boost for the Computers in Homes digital literacy programme, announced recently, has been welcomed by the 2020 Communications Trust.

“We appreciate this on-going support from Government,” said Laurence Millar, Chair of the 2020 Communications Trust. “This will help us continue to tackle the digital divide for families with school-aged children who do not have access to a computer and internet in their homes.”

Computers in Homes ticks all the boxes in terms of government’s digital priorities and target groups and is strongly supported by communities throughout New Zealand and especially by Members of Parliament for the most remote and disconnected regions, many of whom have seen first-hand the benefits for their constituents.

“We have a waiting list of over 3000 families, and we believe there could still be more than 70,000 families with school-aged children without access to the internet in their homes”, said Mr. Millar. “We are looking forward to the results of the Census later this year to get an up-to-date picture on the extent of the digital divide”.

“Computers in Homes currently supports families in 17 low income communities from the Far North to Otago. Today’s announcement means that we can support another 1500 families during the next year, and continue to respond to demand in these regions”.

“Government has announced the 21st Century Learning Reference Group to provide expert advice on digital literacy in schools to indicate the importance of digital skills for New Zealand’s future. Digital inclusion is an important part of our future, and expanding the programme to reach 5,000 families every year would cost less than 1% of the Government’s investment in ultra-fast broadband. We urge the Government to keep investing in digital literacy alongside the infrastructure spend, to ensure New Zealand gets the expected economic and social returns”, Mr. Millar concluded.

(Source: e-Learning Porirua)

Monday, July 21, 2014 9:46:56 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Friday, June 27, 2014


Last week, Gayaza High School, a girls’ institution with a long history of excellence, showcased their e-Learning centre. Ronald Ddungu, the Deputy Head Teacher said they have adopted an inclusive approach to e-Learning where teachers have actively integrated technology and teaching.

Students can now access class notes andhomework and carry out research in a timely manner,allowing them to fully benefit from Uganda’s educational curriculm.

Ddungu said this innovative e-Learning initiative wonGayaza High School USD15,000 during this year’s Microsoft in Education Global Forum in Barcelona, Spain during March.

“The use of technology in schools in Uganda will help improve the delivery of the curriculum. Gayaza High School will work closely with other schools and mentor their teachers in adopting the use of technology in their work”, Ddungu said.

During a recent tour of the school, Mark East, General Manager of Global Sales and Operations at Microsoft, said, “The government of Uganda needs to set a policy and infrastructure for schools to access internet and technology because Information Technology is a tool that each student needs to have a right to.’

He said, “Teachers, like those in Gayaza, need to learn how to effectively integrate ICT into their curriculum and classrooms. It helps create immersive learning experiences that improve students’ experiences and skills through technology.”

Eastsaid Microsoft’s approach to e-Learning is a not a one-device-fits-all solution. With access to ICT in schools still unevenly distributed, schools across Uganda are at different levels of implementing e-Learning programs and therefore have different needs. “For instance, there is a high teacher absenteeism rate in Uganda, as reported by the BBC, meaning that 40% of public school classrooms don’t have teachers teaching in them,” he said.

The company recently launched the Microsoft4Afrika Virtual Academy, which delivers free IT training from Microsoft experts, and covers topics such as app development, coding, business intelligence and virtualisation.

Microsoft plans to continue delivering relevant, effective and scalable technologies, services and programs. As eLearning progresses in Africa, the company looks forward to continuing its efforts in improving learning for all.

(Source: Business Week Newspaper)

Friday, June 27, 2014 8:39:43 AM (W. Europe Standard Time, UTC+01:00)  #     | 


MTN Uganda, through the MTN Uganda Foundation, has unveiled a fully equipped,state of the art bus dubbed the “MTN Internet Bus“. The Bus, which is the first of its kind in Uganda, will be a vital tool in carrying out MTN Uganda’s vision of enhancing ICT Education across the country.

The MTN Internet Bus is equipped with sixteen high-end computer workstations, as well as access to High-speed Internet Connectivity Service powered by MTN 3G and 4G LTE technology and Wi-Fi coverage. The Internet Bus is estimated to have cost in excess of Ushs. 600 million andwas unveiled at a Press conference held at MTN’s Nyonyi Garden offices.

At the launch,  MTN Uganda Chief Executive Officer Mazen Mroué said the introduction of the MTN Internet Bus is part of MTN Uganda’s new vision of delivering a “Bold, new digital world.“ The company aims to create a unique customer experience, drive sustainable growth and improve MTN customers‘ lives.

Mroué said the MTN Internet Bus, along with other ICT awareness initiatives throughout the country, will serve to develop the technological capacity of Ugandans and strengthen the nation’s economy.  This Bus also plays a vital in briding the gap between rural and urban areas by promoting computer literacy in rural zones.

Further details

Friday, June 27, 2014 8:27:34 AM (W. Europe Standard Time, UTC+01:00)  #     | 


Savannah Fund is a seed capital fund specializing in USD25,000-USD500,000 early stage investmentsin  high growth technology (web and mobile) startups in sub-Saharan Africa. Initially focused on East Africa, the fund aims to bridge the gap between early stage/angel and venture capital investments  that currently exists in Africa. The Fund combines capital andmentoring networks, both in the region and from Silicon Valley through  an accelerator program, as well as a follow-up independent seed fund, to achieve its goal.

An experienced and technology savvy team, with members who have founded companies or are actively involved in angel investing, manages the fund. Members of the team have also run successful accelerator programs in the past and understand the unique Subsaharan African environment. Theyare backed and supported by local, regional and international networks of “angels“ and venture capitalists on whose expertise they draw to help startups succeed and grow into fully fledged regional or global companies.

They believe in the potential for Africa to become a global technology innovator by developing sustainable for-profit companies that both create jobs and make an impact. Take a look at their accelerator or connect with themon AngelList if you have a more mature startup.

(Source: Savannah-fund)

Friday, June 27, 2014 6:58:44 AM (W. Europe Standard Time, UTC+01:00)  #     | 
 Wednesday, June 25, 2014


British Council is taking a lead role in the development of a unified curriculum for integration of ICT in education for the purpose of the rollout of the National Laptop Project. A joint workshop was held at the Kitengela Conference Centre & Resort Park, and brought together key stakeholders from the Jubilee Laptop Project (JLP) Consortium consisting of Teachers Service Commission (TSC), Ministry of Education, Kenya Institute of Curriculum Development, Microsoft, Intel, Technology Partners, Jomo Kenyatta University of Agriculture and Technology, UNESCO, and Kenya Literature Bureau.

The national laptop project is expected to run from January 2014 by which time 50,000 teachers need to have been trained on ICT integration in the classroom, besides device assembly, applications uploading, content development and delivery of devices to schools among others. It is envisaged that the teachers training should be done by end of August 2013 before which there should have been induction workshops for technical teams, master trainers and training of trainers.

This writing workshop represents the first stage towards achievement of ICT integration capacity building for primary school teachers in preparation of the school laptop project. This meeting aimed to review existing content from various curricula on ICT skills and integration with a view to isolating relevant content. Thereafter, the involved stakeholders plan to rewrite each module with an emphasis to enhancing pedagogy for the teaching profession and improving learning outcomes. With this in mind, we hope to harmonize the ICT integration curriculum and adjust it within working objectives of the UNESO ICT competency standards. It is also key to note the aim of developing relevant manuals, ICT baseline survey tools and web-based collaboration systems for trainers.

Of particular importance was the time given to participants to interrogate the available content in detail and come up with a synchronized curriculum on key areas, some of which are good practice from the Badiliko and Spark a Child’s Digital Future projects. These areas include: school leader training, 21stcentury skills, basic ICT skills , internet, mail groups, social media networks, ICT integration in teaching and learning, ICT integrated lessons and managing environments, interactive digital content, safety, security and ethical issues, first line basic maintenance and support, assessment , monitoring and evaluation.

A harmonization curriculum team has since been established, and comprises 30 key stakeholders. It is envisaged that this team will address a number of key expectations mainly touching on: content format, identifying teachers for training of trainers and master trainers, structures for teacher management (support structure and types), consolidation of partners in curriculum harmonization, gap analysis,wholesome retooling of the teacher: online services (registration, pay slips, promotion, profile updates, casualty, real-time data, poll survey and collaborations),budget and sponsorship for capacity development and incentives: certification, professional development and promotion.

The teachers are the custodians of the ICT project, and will actually do the groundwork in terms of equipping students with these very vital IT skills. By directly involving them in these preliminary stages, they have a great opportunity to exercise ownership of the project. Having the teachers input at this early stages means that the final product content, execution, structures and workings are clear from the very beginning and resonate with their specific needs.

Through this initiative also, the government, will be able to aptly roll out the ICT project in line with its vision of bringing ICT skills to schools. By getting necessary input from all the key stakeholders, the government is guaranteed of getting an end- product that resonates with the people, by the people and for the people.

Source: British Council

Wednesday, June 25, 2014 1:20:33 AM (W. Europe Standard Time, UTC+01:00)  #     | 
 Thursday, June 19, 2014


UNESCO’s Institute of IT in Education (IITE) with the University of London  recently launched its first Massive Online Open Course (MOOC) on "ICT in primary education". More than 7000 participants from 166 countries are registered, with over 3000 participants from emerging economies.

The MOOC is designed as a professional development course for teachers, head-teachers, leaders and policymakers in primary education, but is open to all with an interest in Information and Communication Technology (ICT). The course team has instructors from 8 different countries.

The course will look at  why and how  teachers integrate ICT into primary education. It analyses examples from schools in different parts of the world, and brings professional teachers, head-teachers and policymakers together to share their best ideas and inspiring stories. The course materials were developed by a group of international experts, led by Professor Diana Laurillard of the University of London, based on studies carried out for UNESCO IITE.

The basis of the course is not a particular theoretical approach, but a collection of good and interesting experiences and examples of ICT in primary education from different countries across the world. It is based on the conviction that ICT, when used well, is a vital tool to help all children achieve their learning potential.

This first course, launched on 27 May 2014, is free and open to all. It runs for 6 weeks, and provides 4-10 hours of study each week, depending on the pathway the participant chooses to take. There is an option of receiving a certificate of completion, and/or a statement of accomplishment. Potential participants can see the course description and register here.

(Source: UNESCO)

Thursday, June 19, 2014 8:57:21 PM (W. Europe Standard Time, UTC+01:00)  #     | 
Ghana's Open Learning Exchange (OLE) is introducing innovative teaching and learning models which involve the use of affordable technology tools to make learning more pleasurable, and improve universal literacy. Local experts and politicians believe technology is the ultimate solution to alleviate the country's low literacy levels. Last year, former finance minister Dr. Kwesi Botchwey called on students to take advantage of technology to enhance their knowledge.

According to BizTech Africa, these tools include the Raspberry Pi server, which houses the OLE's Basic eLearning Library (BeLL).  A Raspberry Pi is a small computer that uses an ARM 11 processor running at 700MHz with 512MB RAM. It uses much less power than a PC, and takes up much less space. 

OLE said the BeLL system, which is powered by the Raspberry Pi, is designed to work on or off both the electric grid andthe Internet. This ensures that the most marginalised students in resource-limited areas have access to high quality learning resources. OLE said the Ghana National BeLL network will be used to update each of the School BeLLs periodically with new resources.

A feedback functionality worked into the BeLL system will then send usage data (such as pupils‘ and teachers‘ comments and ratings of the effectiveness of the resources) to the Ghana BeLL, which would make such data available to educational authorities, curriculum developers,and resource developers, among others.

This, OLE said, will provide unprecedented, rich data that can help improve the effectiveness of the learning materials and strategies to achieve universal child literacy.

Most of Ghana's Grade 6 schoolchildren still cannot read or write properly even after five years of primary education. The majority of Ghanaian adults' handwriting is almost unreadable and their reading skills in English are also often very poor. It is this alarming situation that prompted OLE Ghana to team up with World Vision Ghana to launch the Ghana Reads project.

OLE Ghana director Kofi Essien told the press that the Ghana Reads project, currently being piloted in 28 schools, provides low-cost tablets and hand-held technologies to school children. This project is backed by effective pedagogical and teacher support strategies to increase access to high quality, interactive learning resources in the classroom.
                                                                                                                                                                   
 (Source: OAfrica )

Thursday, June 19, 2014 8:38:34 PM (W. Europe Standard Time, UTC+01:00)  #     | 


Digital Literacy 2.0 (Dlit2.0) is a European project, funded as part ofthe Lifelong Learning Programme, that aims to help you use Web2.0 applications in your everyday life.

Web 2.0 can ease your daily life and will help you to
- stay in contact with family & friends
- find bargains and snips
- have a voice in public debate
- make use of services that are free of charge ... and much more.

DLit2.0 follows an ICT-based “train the trainer“ and “qualify the users“ approach. It sets out to develop and implement training programmes for staff in informal learning settings such as public libraries, community and care centres to enable them to use Web 2.0 to provide ICT based informal instruction and distance learning to socially disadvantaged people. Once they are trained, these staff members will enable new Internet users to develop the necessary skills and knowledge to make full and safe use of the World Wide Web, improving their motivation to learn and empowering them to participate in social life. Essentially, Web 2.0 provides learning opportunities and reduces educational barriers.

DLit2.0 compiles best practices, strategies and success criteria from different European countries into one comprehensive and innovative strategy, with special emphasis on innovative, non-formal learning approaches and collaboration models. The project reflects transnational, transsectoral and interdisciplinary cooperation and creates value by based on knowledge, empowering people in inclusive societies and ensuring that citizens have access to lifelong learning toolsto master "New Skills for New Jobs".

Further details

Thursday, June 19, 2014 8:28:33 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Saturday, June 14, 2014


A centre to train the youth in Information Communications Technology (ICT) has been officially opened in Koforidua, the Eastern regional capital.

The innovation centre which is a Government of Ghana-world Bank collaboration provides users with Internet, area for the assembling of hardware, software programmes, audio visual equipments to allow users interact with the world, a seminar room, among others.

The facility, which will be replicated in the remaining nine regional capitals, is also aimed at creating job opportunities for the youth.

Communications Minister, Dr.Edward Omane Boamah, who officially opened the centre said "all these innovation centres across the regional capitals will be linked up through the power of the internet and to the BPO centre at the Kwame Nkrumah Circle''.

The minister noted that the establishment of the innovation centre will enable business process outsourcing activities take place in all the regional capitals.

''The centre will help business outsourcing which hitherto happened only in Accra extended to the other regions'', he said.

In addition to the innovation centres, Dr.Omane Boamah stated that government is establishing twenty-one Community Information Centres (CIC) to add up to the eighteen it established last year.

"The CICs are a bit different from the regional innovation centres. It is a strategy to help diffuse ICT's to every nook and cranny of the country to engage our youth in a much more healthy way than what we have seen in the past and also give them decent Jobs through [provision of] appropriate skills in ICT'', he explained.

(More Information)

Saturday, June 14, 2014 1:27:26 AM (W. Europe Standard Time, UTC+01:00)  #     | 
 Friday, June 06, 2014
The Digital Enterprise programme provides free group training and face-to-face support for small-to-medium enterprises and not-for-profit organisations to help improve the way you do business and deliver services online.

The Australian Government is providing $16.8 million in grant funding to establish and support the Digital Enterprise programme in 69 communities across Australia.

The Digital Enterprise programme is helping small-to-medium enterprises to improve their productivity utilising new technologies, learn how to reach wider markets through an online presence, use videoconferencing more regularly and find ways to increase business efficiencies.

The programme is assisting not-for-profit organisations to build relationships with customers, clients and donors through social media and more efficient delivery of products and services using the internet.

A list of Digital Enterprise service providers is available to help you find your closest Digital Enterprise training programme.

Within the Digital Enterprise programme there is access to online training through the Virtual Advisor programme that is primarily assisting Indigenous Australians, small-to-medium Indigenous owned and operated enterprises, and not-for-profit organisations located in regional, rural and remote areas of Australia. Visit the Virtual Advisor programme page for more information.

(Source: Department of Communication – Australian Government)

Friday, June 06, 2014 9:38:47 AM (W. Europe Standard Time, UTC+01:00)  #     | 
 Friday, May 16, 2014


Telecentre Academy (TCA), the capacity building arm of Telecentre.org Foundation, will soon be launching a new course entitled “Women, Entrepreneurship and ICTs”. Designed specifically for women with an enterprising spirit and an idea of what they want to start, the course seeks to equip participants with the necessary knowledge and skills in entrepreneurship and encourage them to pursue entrepreneurial activities.

Recognizing the gap between training initiatives focused on the use of ICT tools in the enterprise world and those full blown business administration courses that take much longer to complete, TCA developed its latest course offering in an effort to bridge this particular gap.

The course, which will delve into the practical aspects of starting a business, will be made available in English and Spanish and is expected to kick off in June in Europe and Africa. It will run for a period of 8 weeks or a total of 40 work hours. A self-directed and collaborative learning approach will be employed where the participants themselves will set their learning goals and link them to their enterprising activities. A tutor will be on hand to facilitate the learning process and guide them through the training and exercises.

All participants who will successfully complete the course will obtain a corresponding certificate from TCA. Through this course which was developed in collaboration with the International Telecommunication Union (ITU), TCA also hopes to build a community of practice where people who have taken the course can exchange knowledge, experiences, resources and good practices.

TCA will be offering the course for a minimal fee, the rate of which may vary per country. Some scholarships and discounts may be awarded depending on local demand.
Interested in partnering with TCA and introducing this entrepreneurship course to your network? Don’t hesitate to contact the TCA team.

Further information

Friday, May 16, 2014 7:01:13 AM (W. Europe Standard Time, UTC+01:00)  #     | 


Cisco is on a mission to make Kenyan girls embrace ICT careers and be part of the ever growing sector of the economy.

This comes amid reports by the International Telecommunication Union (ITU) that the number of school girls opting to study technology-related disciplines on the decline in most countries worldwide.

Cisco hopes to join ITU to champion the catalytic role a tech career can play in creating exciting, far-reaching opportunities for women and girls. The company recently hosted a ‘Girls in ICT Day’ for girls aged between 14-18 to hear about the vital role that ICT plays in employability today and how the Internet of Everything will create the jobs of tomorrow.

“Cisco has been involved in ‘Girls in ICT Day’ since it started four years ago. We understand the value of a diverse workforce, and believe that many more girls would pursue careers in ICT if they were better informed about the many different types of jobs available within the sector’, said Hital Muraj, Corporate Affairs Manager, East and Central Southern Africa.

The 26 girls from various institutions were mentored by representatives from from Global Peace Foundation, Safaricom and UNESCO, and encouraged to embrace ICT careers and reap from the male-dominated sector.

The Girls in ICT Day is an annual day of activities organized by the International Telecommunications Union aimed at improving the understanding of careers in ICT among girls.

To help inspire girls to consider a future in technology, ITU established the ‘Girls in ICT Day’ back in 2010 and supports the global organization of activities every year on the fourth Thursday in April. Currently in its 4th year, global momentum around Girls in ICT Day continues to grow with over 100 countries touted to hold events hosted by governments, private sector and NGOs in 2014.

This year Cisco will be hosting 2,500 girls at almost 80 of their offices worldwide and across 37 countries in EMEAR giving them the opportunity to network with each other and other role models to inspire them to consider an IT career.

During their visit to Cisco, students will be able to experience and engage with Cisco’s technologies for themselves, including collaboration platforms such as TelePresence and Jabber.

These platforms will enable interaction on the day and beyond with other Girls participating across the globe and of the leading women working within Cisco and its partners and customers.

“By 2020 there will be approximately 50 billion objects connected to the Internet. At its essence, the Internet of Everything is the networked connection of people, process, data and things…and is set to create an unprecedented level of disruption across industries, globally”, said Muraj.

(Source: Biztech Africa)

Friday, May 16, 2014 6:45:31 AM (W. Europe Standard Time, UTC+01:00)  #     |