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 Tuesday, March 24, 2015



“Advancements in training and technology that cater specifically to the needs of African journalists are beginning to pave the way for a new era in African journalism.
A recurring problem within the African media up until now has been a lack of resources and funding for African journalists. This has resulted in rich foreign news agencies with superior resources often setting the agenda for African news through the topics they choose to report.

The ramifications of this can be hugely detrimental as foreign journalists’ reports may not be able to paint the most in-depth and accurate picture. In the worst cases, misconceptions can hinder development as it results in misguided policy decisions being made.

There is therefore an urgent need for African journalists, who are likely to better understand the subtleties and complexities of African events, to set the agenda for news in the continent.

Several digital initiatives have recently been created to help African journalists tell their own stories. One such project is Africa Talks, a multimedia educational website which uses nuanced commentary and detailed analysis to teach visitors worldwide about critical issues facing the continent.

The website’s founder, Salem Solomon, a teaching assistant and graduate student at University of South Florida St. Petersburg, is now taking things a step further. Through the introduction of an eLearning section of the site, she hopes to address the specific training needs of African journalists, as she explains:

´Like journalists everywhere, journalists in Africa can benefit from ongoing training in core skills, including technology, ethics, reporting and writing, and privacy and security. In addition, radio is essential to African journalism and communications in general. In isolated parts of the continent, radio broadcasts provide an effective way to reach large numbers of people. This puts a special emphasis on training around audio production and writing for broadcast.´

Though online training sites for journalists, such as Poynter’s News University, do already exist, they don’t cater for the unique training needs of African journalists. As press freedom and resources vary widely from country to country in Africa, Solomon intends to create a training platform that will cater specifically to journalists in Africa, especially those that have the autonomy to convey accurate news:

´We will conduct a needs assessment focused on eight countries across the continent. These countries represent different regions, press freedoms and technological environments. Based on what we learn, we plan to create a platform catered to journalists operating in at least moderately open press environments.´

The Africa Talks eLearning platform will feature training materials in various formats including self-directed courses, live discussions with reporters, online seminars and pre-recorded conversations. Topics are likely to include legal issues around publishing information on a country-by-country basis, running corrections online and across social media, and working with numbers. Though initially, courses will be offered in English, the plan is to eventually translate many of the courses, therefore offering multilingual training. Moreover, the editorial content of the site will be utilised as reference material for the training modules.

This comprehensive training platform will be the first of its kind to enable journalists in Africa to advance their professional development thus empowering them to tell the stories that reflect the real state of Africa. This is something that Salem Solomon has envisioned for the site from the outset:

“The ultimate goal of Africa Talks is to create a space for nuanced reporting with more contributors. With an eLearning component, Africa Talks can empower journalists across the continent to own their narratives.”

As well as training for journalists in Africa, several other digital initiatives have sprung up to incentivise African journalists. The African Media Initiative set up the African News Innovation Challenge (ANIC) in 2012 with the aim of spurring on innovation in the news industry.

This pan-African contest is funding pioneering ideas and then continuing to support them through a network of peers and advisors. The $1 million fund was designed to encourage experimentation in digital technologies, which would in turn help strengthen African news organisations. It is the continent’s largest fund for supporting new media experimentation and digital news startups in ventures such as data driven journalism, investigative reporting, newsroom management, audience engagement, digital convergence and media business models.

One of the notable winners of the contest was African SkyCAM, which aims to revolutionise frontline reporting through the use of unmanned aerial vehicles. As Africa’s first newsroom-based eye-in-the-sky, it is an innovative solution for journalists attempting to report the news in remote locations or dangerous situations. Through the use of drones and camera-equipped balloons, it helps media that cannot afford helicopters report the news from the air.

In South Africa, the Oxpeckers Centre for Investigative Environmental Journalism, another winner in the ANIC contest, promotes the use of geo-journalism. This non-profit company combines traditional investigative reporting with data analysis and geo-mapping tools to expose eco-offences and track organised criminal syndicates in southern Africa. Journalists there have successfully reported on stories such as rhino-poaching, illegal logging and canned lion hunting. Oxpeckers visualises complex stories using dynamic infographics, animated maps and data visualisation to expand on traditional story packages.

These are just some of the ways in which digital innovation is facilitating better journalism in Africa. As technology advances further and online training methods and reporting tools become ever more accessible, Africa’s journalists will be increasingly better equipped to craft their own narratives about the continent.“

(Source: eLearning Africa)

Tuesday, March 24, 2015 11:18:31 PM (W. Europe Standard Time, UTC+01:00)  #     | 



“Telefónica Educación Digital and Qualcomm Wireless Reach announces today the launch of the Mobile for Change competition (www.mobile4change.org) with the patronage of UNESCO and full support of its YouthMobile Initiative.

Under the framework of International Women’s Day with a specific focus on gender equality, this global app competition targets women and young people by empowering them to develop mobile solutions for social good. Young people interested in learning about App development can apply what they learn from the free MOOCs offered on the MiríadaX platform and gain the necessary skills to produce their own App.

For the creation of the Apps, participants must use AllJoyn, a free and open source software project by the AllSeen Alliance and the Qualcomm Vuforia platform as well as the applications-development environment  App Inventor for Android devices.

´With this initiative we want to support app developers that are looking forward to using their talent in addressing a social welfare issue´, says Sergio San Martín, project leader at Telefónica Educación Digital. ´We expect all submitted mobile applications must be aligned to the competition’s theme of social and environmental change, which includes education, entrepreneurship, healthy lifestyles, art and creativity, environmental sustainability, public safety, social inclusion, and empowerment of women.´

UNESCO’s patronage affirms Telefónica Educación Digital’s initiative, which upholds the important use of mobile technology to promote the building of knowledge societies and the participation of young people for achieving the upcoming new Sustainable Development Goals.

´UNESCO is confident that this event will contribute to the aims of its YouthMobile Initiative,´ says Davide Storti, Programme Specialist of UNESCO. ¨The YouthMobile Initiative empowers young people all across the world to create mobile applications to address sustainable development challenges facing their communities, such as illiteracy and unemployment.´

The competition has a general category and two special categories, one dedicated to Apps aimed at the empowerment of women and the other for young people between 18 and 25 years of age. Each category will have five finalists, of which three will be prize winners. The first prize in each category is attendance at a VatorSplash event (including air travel, accommodations, and a financial award of 1,500 Euros), where the winner can learn from the best and exchange experiences with international investors. In addition, the winners will be supported with computer equipment and training.

Mobile for Change is expecting to attract over 3000 people with a minimum of 300 actual competition apps submitted. Participants will be mainly residing in Spanish- and Portuguese-speaking countries, but other language speakers are welcome to enter, too.

It is still possible to register online on the competition’s official web page. The 25th of March begins the period in which each participant can upload his or her App. The voting begins on the 16 of May and the winners will be announced on 26 June in a final event.“

(Source: UNESCO)

Tuesday, March 24, 2015 11:00:20 PM (W. Europe Standard Time, UTC+01:00)  #     | 



“The kick-off meeting of a new EEA Grants co-financed project aimed at supporting women's tech entrepreneurship in Valencia region took place the 25-26 February in Gandia.

DAME is a transnational project promoted by the City of Gandia which aims to improve the entrepreneurial skills of women in the city and promote the implementation of personal projects and / or professional capable of being transformed into business.

For this, the project involves intensive training actions and accompanying with clients through specialized coachers in the field of personal development, technology, entrepreneurship and business management, together with other actions to improve the participation woman in a labor market highly influenced by digital technologies.

During the one year project DAME project users receive training and constant support during all phases of the process of their business start-ups, from the moment the idea is conceived, to the formation of teams, the implementation and consolidation of their businesses. As an innovative element participants have access to the use of the Launchpad methodology, which enables the women to test directly in the real environment every advance step or decision in the creation process.

DAME also includes a series of complementary actions contributing to ensure the achievement of its objectives and results. These interventions consist of on the one hand the creation of a Device Networking for Women Entrepreneurs Accompanying involving actors, institutions and structures of the territory, together with awareness measures aimed at promoting a positive image of women linking it to concepts such as entrepreneurship and technology.

The transfer of knowledge and leading European best practices is ensured through the European Centre for Women and Technology - ECWT.

This project is developed with the support of the Financial Mechanism of the European- Economic Area EEA Grant -in the Memorandum of Agreement between the Kingdom of Norway, Iceland, the Principality of Lietchestein and the Kingdom of Spain.

The EEA grant funds, promote the development of entrepreneurial projects of women in the European Union, under the "Program for Gender Equality and Reconciliation of Work and Family Life", promoted in Spain by the Institute for Women , Ministry of Health, Social Services and Equality.

In connection with the kick-off event Eva Fabry the Director of ECWT presented the latest developments in regard to women's entrepreneurship and digital business start-ups on a European level  and Astrid Green, Member of ECWT's High-level Advisory Committee presented the concrete experiences of Athene Prosjektledelse, strategic partner of ECWT, in launching the Business Innovation Centre in Kosovo. “

(Source: ECWT)

Tuesday, March 24, 2015 10:53:59 PM (W. Europe Standard Time, UTC+01:00)  #     | 

“The federal government has been called upon to make Information and Communications Technology (ICT) a compulsory study across primary and secondary schools in Nigeria, following the global adoption of ICT studies in schools.

A Lagos-based ICT expert, Mr. Temitope Ogunsemo, who gave the advice at a technology workshop in Lagos, said the call became necessary as a result of the impact that ICT is creating in various sectors of global economies.

At the workshop tagged: 'Creating the Future Workforce in a 21st Century Classroom', Ogunsemo explained that it was necessary to make ICT compulsory in schools for better knowledge in order to address some technicalities that will give Nigeria an edge in the global technology space, especially as the internet has made the world flat by providing easy access to information.

Ogunsemo, who is also the Managing Director of Krystal Digital Limited, a networks solutions firm, said students with ICT knowledge would assist to develop the nation, making use of their experience and advancement in technology.

The workshop, which was organised for information technology teachers in the South-west, was in collaboration with Microsoft Nigeria. He advised that secondary school students should be encouraged using ICT in communicating, teaching and learning in classrooms.

´These will facilitate their learning skills, knowledge and experience in information technology. This is a global world, therefore, there will be need for the youths to meet with global trend,´ Ogunsemo said.

He also stressed the need for the federal government to ensure that the use of ICT facilities is compulsory in schools for teaching and learning, noting that in spite of its potential in the development of IT education, not many schools in the country had extensively adopted ICT facilities for teaching and learning.

´Education has been greatly influenced by ICT, which has undoubtedly affected teaching, learning, and research. Its full adoption in Nigerian schools will have a positive impact on teaching, learning and research´ Ogunsemo said, adding that recent research had proven that ICT has great benefits and high potential to improve the quality of education at all levels.

He further explained that ICT has the potential to accelerate, enrich and deepen skills to motivate and engage students and to help relate school experience to work practices.

According to him, improved quality of education is essential for the creation of effective human capital in any country.

´The need for ICT in the Nigerian educational system cannot be overemphasised. In this technology-driven age, everyone requires ICT competence to survive,´ he said. He said plans were underway between his firm and federal government schools in the South-west to partner in building ICT infrastructure to enhance the students teaching and learning ability.

He explained that his firm has been carrying out training workshops for schools in the South-west and has trained several IT teachers from federal government schools, to enhance their knowledge with modern technology know-how.“

(Source: This Day Live)

Tuesday, March 24, 2015 10:45:19 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Monday, March 16, 2015



“The Vodafone Foundation has unveiled a portable "Instant Classroom" that it hopes will give 15,000 child refugees across Africa access to tablet-based education.

The digital school in a box, which has been unveiled at Mobile World Congress in Barcelona, can be set up in 20 minutes and can be used in classrooms where there is no electricity. The Foundation has partnered with UNHCR to bring the Instant Classroom to 12 schools in Kenya, Tanzania and the Democratic Republic of Congo (DRC) over the next 12 months.

Each Instant Classroom is shipped in a secure and robust case that weighs 52kg and comes equipped with a laptop, 25 tablets pre-loaded with educational software, a projector, a speaker and a hotspot modem with 3G connectivity. The Classroom can be charged as a single unit from one power source in 6-8 hours, after which it can be used in a for an entire day without access to electricity.

The ongoing partnership between the Vodafone Foundation and UNHCR has already seen the benefits of tablet-based education in refugee camps. Through the Instant Network Schools programme it used tablets donated by Huawei to provide educational experiences to 18,000 pupils in the Dadaab refugee settlement in Kenya. The tablet-based lessons have proved so popular that attendance rates has improved by 15 percent on average.

It has always been the Foundation's approach to bring holistic solutions that include power, connectivity and devices into refugee camp schools. The box, however, is being introduced to help increase the reach of the programme and to make deployment faster and more efficient, the Vodafone Foundation's Oisin Walton explains to WIRED.co.uk.

´We can't with the current programme meet all the needs in the refugee camps,´ he says. ´We'd like to expand the programme and we're looking into this but we cannot reach all the schools in the camp at the moment so to support that the box means that you can actually bring all the equipment into a classroom where we haven't fitted internet and power.´

The Vodafone Foundation started working in its first school in October 2013 and has been working on the box since last summer. It took about six months to design the box and source the equipment and the first prototype was delivered in December 2014. ´But I would say it is based on 18 months work in refugee camps,´ says Walton.
As well as improving attendance rates, Vodafone and UNHCR's efforts to introduce technology into classrooms has encouraged children attending school not to turn up late, as if they do they are not allowed to use the tablets, he adds. ´It's amazing to see the impact and the excitement -- particularly in Dadaab.´

Not only are people keen to use the technology, but they are fully aware of the fact that the skills they are learning will open up more opportunities to them. ´When you're stuck in the camp, your opportunity to create a business or to be able to work aligns with your potential to work with technology,´ says Walton.

The plan now, he adds ´is to deploy 12 of these kits in the next twelve months in Congo (DRC), Kenya and Tanzania.´ All of the kits will go to new schools and the 15,000 new students the Vodafone Foundation will serve as a result should bring the total number of children benefitting from the programme to close to 45,000.

Over the coming months the Vodafone Foundation will also be putting more emphasis on content and training, says Walton. ´We have the technology now -- we need to create that link between the technology and the human factor, which are the teachers and what they're actually teaching on the ground, and that takes some time.´"

(Source: WIRED.co.uk.)

Monday, March 16, 2015 10:32:07 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Saturday, March 14, 2015

According to the Girl Scout Research Institute, more than half of all girls say they don’t typically consider a career in science, technology, engineering, or math (STEM). At Cisco, we can change that – with the help of nonprofit partners like Techbridge, we can inspire girls to discover a passion for technology, science, and engineering.

As part of National Engineers Week and our efforts to empower the next generation of innovators and leaders, Cisco welcomed 30 fifth-grade girls from the Komatsu and Esperanza schools in Oakland, California to its San Jose campus earlier today, where they took part in a wide range of hands-on activities designed by Techbridge. Since launching in 2000, Techbridge has expanded academic options and STEM career opportunities for underrepresented minorities and more than 4000 girls in grades 5-12.



Shari Slate,Vice President and Chief Inclusion & Collaboration Officer at Cisco, attended the event and talked with several of the girls.´Cisco’s success has always been driven by our culture and our employees,´ she said. ´Through programs such as Techbridge, and with a focus on STEM, we have an opportunity to make a tremendous difference to people, our culture, company and customers.´

Volunteers from Cisco and representatives from Techbridge joined the girls for a role model session in the morning, sharing advice about careers in IT with the fascinated students. After, the girls participated in two hands-on activities – a ´PB&J Robot´ exercise and a Disney-themed Code.org activity.

Making STEM fun through hands-on practice

Most people know how to make a peanut butter and jelly sandwich – grab two slices of bread, spread peanut butter on one side, jelly on the other, then press the halves together. It sounds easy, but not when you’re trying to teach a robot how to make the perfect sandwich.

The girls worked together in teams of 4 to create a computer ´program´ for the ´robot,´ which read and followed the instructions exactly as written. If the girls wrote ´spread jelly on bread,´ the volunteer playing the part of the “robot” used their fingers to spread the jelly on the bread.

´I learned that you have to be very specific when talking to a computer,´ one of the girls said.

The directions needed to be clear and concise, and the girls needed to work together to reach their common goal. The activity not only helped the girls develop communication skills and teamwork, but taught them the basics of programming.

After the robot activity, students got the chance to put their new found programming expertise to the test on Code.org. The nonprofit website launched in 2013 to increase participation by women and underrepresented minorities in computer science and STEM courses.

The girls completed one of the website’s many interactive coding activities, which are designed to make computer programming easy for any student. Their hands-on activity involved Disney’s Anna and Elsa, characters from the popular movie ´Frozen.´ Each student used a computer to write coded instructions for the virtual Anna or Elsa, who would take those directions and draw snowflakes on the left side of the screen.

The website’s series of lessons make computer-programming fun – rather than using text-heavy code, students manipulated puzzle pieces to write clear, simple instructions that came to life in the form of their favorite movie characters.

At the end of the day, the girls toured Cisco’s Executive Briefing Center and learned more about Cisco TelePresence collaboration technology. For many of the girls, the visit was their first experience with networking technology and engineering equipment.

The hands-on activities and mentoring from employee volunteers left their mark on the students. ´I would like to thank all the Cisco volunteers who helped us today to learn more about coding and how cool it is to be an engineer,´ one of the students said before leaving.

Visit Cisco’s Corporate Social Responsibility website to learn how Cisco is inspiring young women to pursue careers in STEM.“

(Source: CISCO)

Saturday, March 14, 2015 10:38:25 PM (W. Europe Standard Time, UTC+01:00)  #     | 


“Airtel Kenya has connected Koinange Primary School in Nakuru County to the internet for free.

This is part of Airtel's initiative through the Internet for Schools program that seeks to provide data connectivity to schools across the country in an effort to support Kenya's education system.

Over 1200 Koinange Primary School students join thousands of students across the country who continues to benefit from free Internet connectivity from Airtel. The program offers the students free access to the Internet, allowing them to learn better and do more to be successful in life.

The event was graced by Nakuru County Governor Hon. Kinuthia Mbugua who acknowledged Airtel's commitment to the development of education in the county and across the country. ´On behalf of Nakuru County, I would like to thank Airtel for this initiative that complements the government efforts to develop the education sector. This is a clear testimony that the company cares about the community and strives to make a positive change,´ added Hon.

On his part, Airtel Kenya CEO Adil El Youssefi said, ´Airtel has chosen to invest in the development of education in the country through the provision of free access to the internet for students and living the Airtel spirit in the community.We believe that the students of Koinange Primary school will be proud to join this free information super highway for their own individual success and that of their communities.´

Last week, Airtel connected students in Cheptais high school (Bungoma County), Achego girls’ secondary school, St. Patrick’s Oduwa School and God Abuoro secondary school (Kisumu County), New Horizon College and Tadhib academy (Kilifi County) and Redeem Gospel Church- Mother’s Care Academy in Huruma, Nairobi County.

Airtel has so far connected over 60 schools across the country impacting over 50,000 students to date, with a plan to connect at least 1 million students to the internet.“

(Source: Biztech Africa)

Saturday, March 14, 2015 10:10:36 PM (W. Europe Standard Time, UTC+01:00)  #     | 


“Globecomm announced today that it has donated desktop computers to a school in the Tanzanian village of Selela to aid the mission of the Tanzanian Support Foundation to help small communities become more self-sufficient in education, healthcare, hygiene and clean water. A total of 14 computers, which were last used for e-welfare support for military operations in Afghanistan, and associated equipment will reach the school in 2015. The Foundation has also contracted with an organization called Viafrica to provide installation, maintenance and training for teachers and students.

The efforts of Globecomm and the Tanzania Suppport Foundation are matched by the Montessori Lyceum Flevoland (MLF), a secondary school in Almere, Netherlands. A workgroup of teachers and students from the school, calling itself ´Project S,´ has raised money and purchased teaching materials to improve education at the Selela school. A student group led by two teachers will travel to Selela in 2015 to give the Tanzanian students computer lessons and familarize them with the technology.

´Globecomm is lucky to have these enthusiastic and knowledgeable partners,´ said Globecomm CEO Keith Hall. Technology is our business and we are proud to donate the equipment to such a good cause. The Foundation and Project S will make sure that the gift of technology delivers on its potential.´

Globecomm was introduced to the Foundation by one of the company's employees, system engineer Tristan Linnenbank, who is based at Globecomm Europe in the Netherlands.

´Our school is grateful for the donation of Globecomm,´ said Kitty Kill, communications manager for the Montessori Lyceum Flevoland and a member of Project S.´ With the donation of the computers and other devices, the students of our school will be able to help the students in Selela get connected with the world.

Together we have been able to make the students in this small African village more self-supportive. We teach our own students awareness and to take care of the environment. Using pre-used computers is an excellent form of recycling and sustainability.´”

(Source: Biztech Africa)

Saturday, March 14, 2015 10:03:00 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Thursday, February 26, 2015

“Cisco Systems has opened its 5th Cisco Academy in Botswana, with online curricula, virtual learning tools, instruction support as well as teacher training and professional development opportunities.

Gratitude Kudyachete, Cisco's Regional support Centre Manager explained that Cisco was willing to do business with Botswana so as to impart more techno-savvy solutions to local problems. ´It is against such a background that, we are witnessing the Cisco Academy programme being expanded in Botswana. Cisco Systems, a US-based Corporation, arguably the biggest Network and Communications equipment and solutions vendor, conceived the Cisco Academy programme to share its abundant intellectual capital in Computer Networking. It started in 1997 in high schools but now finds itself anchored in secondary and post-secondary schools, colleges, universities, and community-based organizations in more than 165 countries.´

Kudyachete said the programme is essentially philanthropic and besides being used in continuing education for professionals, its major focus is the disadvantaged communities who may not access or use ICT owing to costs, lack of accessibility and infrastructure among other factors.

He added that the Cisco Academy programme has found itself being employed in prisons, institutions offor the disabled including the deaf, and slum areas.
He observed that if only Botswana was to improve her ICT status, the country would be a force to reckon with. ´Besides the great initiatives, some of the challenges evident in the Botswana ICT landscape are; low ICT use, high cost of ICT services, low IT literacy rate, unemployment of IT graduates and low Network Readiness. In the Cisco Academy, we believe that Botswana needs a multi-pronged approach to the challenges that it is facing.´

The Cisco Academy programme helps address some of these challenges as it offers the following benefits: free curricula embedded with technology tools for teaching and learning, wide curricula – with courses from basic PC maintenance, entry level networking to advanced networking. Rich practical component – at the core of the Programme is the emphasis on laboratory practices with real equipment to give sough-after practical skills, Discounted equipment – Equipment is discounted at 75% making it affordable to many educational institutions. Alignment with industry certifications – makes the students even more marketable as they will have global attestation to their achievements. Flexibility in academic programmes- Besides running as standalone programme for professionals in industry, the programme can be tightly integrated in higher education in engineering, computer science, information systems, and related fields´

´Botswana will now have five Cisco Academies, which we hope will all be active by end of first quarter this year. The only active academy has been the University of Botswana from which about 2500 students have been trained since 2008 and for us this figure is too low, we need more throughput, we need more academies,´ he implored.

On the issue of Botswana Accountancy College roping in the services of Cisco, Kudyachete said the Cisco Academy programme is there to service and add impetus to the current initiatives within BAC and those at national level.

´The Centre has been aptly called BAC ICT Skills Centre – to address the ICT Skills challenge which is akin to fighting a moving target; BAC will be able to enhance the marketability of their end product- the student who will be able to slot in into the job market right from graduation. BAC will be able to use the Cisco academy for its own professional development of staff members so that they are always abreast of developments in networking and internet technologies. It will also empower some students to be entrepreneurs who will generate jobs. BAC can partner with other ICT players and expand the service portfolio of your community access centres; indeed the programme can be used for a variety of community engagement programmes.´

According to president Jammeh of Gambia – ´no nation can record meaningful growth without embracing ICT. ICT empowers one to do what they want to do, As BAC and as a nation you have as one of those tools the Cisco Networking academy.´"

(Source: Biztech)

Thursday, February 26, 2015 11:25:57 PM (W. Europe Standard Time, UTC+01:00)  #     | 



“ The GSMA today released a new report, ´Accelerating the Digital Economy: Gender Diversity in the Telecommunications Sector´, which offers a snapshot of the gender balance within companies across the industry. Developed by A.T. Kearney, the study aims to provide a baseline for workforce evolution, share best practices and support the industry in shaping workplaces that take full advantage of gender diversity.

“The rapidly evolving mobile industry is at the centre of the digital revolution and has a huge impact on social and economic advancement. To maintain this pace of growth and innovation, we need to match the requirements of our workforce with the opportunities ahead,´ said Anne Bouverot, Director General, GSMA. ´This report highlights the benefits of a balanced workforce, but also underscores that a gender gap still exists in our industry. Now is the time for the telecommunications sector to focus on attracting more women to avoid a shortfall in the future talent pipeline and help bridge the gender divide.´

The report highlights that despite some advances in women’s representation and progression in the workplace, there is still significant work needed to bridge the gender gap in the telecommunications industry. Key findings from the research show that:

- Female participation in the telecommunications workforce varies widely, ranging from 10 per cent to 52 per cent amongst companies sampled;
- In three-quarters of telecommunications companies surveyed, women accounted for less than 40 per cent of the workforce; and
- There are notable regional differences among sampled companies, with those in the Americas outperforming their counterparts elsewhere in terms of female representation.

´The research highlights that every company in the telecommunications industry approaches gender diversity from a different starting point and has different country hurdles to overcome,´ said Dr Maria Molina, Principal, A.T. Kearney. ´The industry needs to be more systematic and relentless in sharing and adopting best practices with a full commitment to a diverse workforce while respecting local cultural norms and legal obligations.´

The report finds that industry-wide collaboration and transparency, through mechanisms such as annual indexing and sharing of best practices, will also be critical to assessing the ongoing state of the sector and maintaining momentum.

Women in Leadership

The research findings also reveal that the gender gap becomes more pronounced with seniority. Among those surveyed in all regions except North America, on average less than 20 per cent of senior leadership positions are held by women. In most regions excluding North America, the proportion of women at senior level is generally half of those at entry level. For the African companies in the study, less than one in 10 of their senior leaders are women.

One potential explanation for the low female representation at senior levels is the education and skills gap around science, technology, engineering and maths (STEM). A recent report on member countries of the Organisation for Economic Co-operation and Development (OECD) revealed that the share of women with science and engineering degrees was only 38 per cent and 25 per cent respectively.

Benefits of Gender-Diverse Workforces

Over the years, substantial research has shown that companies with a healthy, gender-diverse workforce are better able to innovate and outperform competition. Studies reveal that gender-diverse organisations are 45 per cent more likely to improve market share, achieve 53 per cent higher returns on equity and are 70 per cent more likely to report successfully capturing new markets.

In addition to the financial benefits, other advantages of a diverse workforce include the impact on the business-to-consumer (B2C) and business-to-business (B2B) segments of the market. While most companies target women as end users, few effectively leverage female talent to identify what these end users want and need. However, companies that employ women in the workplace can improve the likelihood of success for new products and services by 144 per cent.

Addressing the Digital Gender Divide

In order to support the industry in its efforts to move towards a more equitable gender balance, the report highlights best practices across the ‘employee journey’, such as:

- Awareness and outreach programmes to equip young girls and women with the skills and inspiration needed to pursue a career in STEM and relevant qualifications;
- Tailored job descriptions, gender-balanced applicant quotas and balanced recruitment panels;
- Initiatives perceived as added value for both men and women, such as flexible working arrangements;
- Formal succession planning, sponsoring mentor programmes, unconscious-bias training and gender-specific training; and
- Returnships (return-to-work internships) and phase-back programmes to fill the talent pipelines, particularly at management levels.

The report highlights a number of existing initiatives designed to address the gender gap in the ICT sector. For example, through the #InspireHerMind campaign and Girls Who Code camp, the Verizon Foundation is making progress in altering stereotypes and equipping schoolchildren with the inspiration and skills they need to pursue a career in STEM. Intel also recently announced that it plans to invest US $300 million to help build a talent pipeline with a goal to achieve full representation of women and under-represented minorities by 2020.

However, whilst the initiatives and implementation of good practices are crucial, the report finds that a holistic strategy focused on transforming company culture and mindset is essential to workplace evolution. The GSMA’s Connected Women programme supports cultivating wider change and promotes the greater inclusion of women across the mobile industry, as consumers, employees and leaders.

´Corporate culture plays an important role in any existing gender imbalance. However, governments and policymakers, alongside industry stakeholders, should also play their part in creating sustainable gender diversity in vibrant sectors such as telecommunications,´ continued Bouverot. ´Ultimately we need to work together to mobilise more women to recognise the myriad opportunities for their talents in the mobile and ICT industry.´”

To access the report please visit: www.gsma.com/gender-diversity.

(Source GSMA)

Thursday, February 26, 2015 11:22:20 PM (W. Europe Standard Time, UTC+01:00)  #     | 



“Here’s a bit of good news from Telecentre Foundation (TCF) -- we’re bringing our Entrepreneurship and ICTs course directly to communities across the globe!

TCF, through its training arm Telecentre Academy (TCA), is launching a new opportunity for telecentres, libraries and other ICT access points to transform their centers into training outlets for innovation and entrepreneurship. Under this new program, TCA will make its ´Introduction to Entrepreneurship and ICTs´ course available to all interested centers so that they can locally and regularly offer it to their respective communities either online or on site. They will also be granted access to other training options, technology, as well as support in the delivery of other training services.

By joining this initiative, telecentres, libraries and other ICT access points that will register as partner centers will be able to expand their impact and relevance to the communities they serve. They will also gain exclusive access to content and certification that will help create new opportunities for both the center and the community.

By launching this program, TCF seeks to increase impact by making the course, which comes in English and Spanish versions, readily available to as many people in as many countries as possible. TCF hopes to accomplish this by tapping different centers worldwide to serve as training delivery channels.

Interested parties must fill out this form before February 28, 2015. For more information about the program, click here.

Join us in creating new opportunities for communities worldwide through entrepreneurial initiatives!“

(Source: TCF)

Thursday, February 26, 2015 10:40:09 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Thursday, February 19, 2015


"Children should be taught ´digital literacy´ as a core skill alongside maths and English, a report by a House of Lords committee says. Computer technology brings ´huge opportunities for the UK, but also significant risks´, the Lords Digital Skills Committee warns.

The internet should be viewed as a utility service, alongside water and electricity, it says. But without action, the UK may fall behind in the new digital era.

'Ambitious approach'
The reports says:
  • No child should leave school without basic digital literacy
  • Universities should ensure all graduates are ´digitally competent´
  • Apprenticeships should have a greater emphasis on digital skills

The committee calls for action to give teachers in England the confidence and skills to deliver the new computing curriculum, otherwise ´inconsistent teacher training" risks letting pupils down.

In particular, a ´paucity´ of women in digital careers and in science, technology, engineering and mathematics generally risks holding back UK competitiveness, the report says.

´Girls have to be engaged earlier and across all education levels´ and the perception of these jobs as ´male-oriented´ must be addressed, it adds. The report says 35% of current jobs in the UK could be automated within 20 years.

It urges an ambitious approach to secure the UK's digital economy, with the government acting as the "conductor of the orchestra", focusing on business and education.
´We are at a tipping point,´ it says.

´Digital businesses can locate anywhere in the world, and if we fail to provide the right conditions for them to flourish in the UK, we will become a branch economy, much less prosperous and influential than we could be.´

A digital divide persists in the UK, with some six million citizens never having used the internet and 9.5 million lacking adequate digital skills, partly because they have been ´poorly served at school´, the report warns.

In particular, it says, a shortage of medium and high-level digital skills ´needs immediate attention´ if the UK is to remain globally competitive. It urges action at all levels of the ´talent pipeline - primary, secondary, further and higher education´.

'Wake-up call'

Baroness Morgan of Huyton, who chairs the committee, called the report a ´wake-up call" to whomever forms the next government. Its recommendations would entail a ´radical rethink´ of education for people of all ages, said Lady Morgan, the former chairwoman of Ofsted. She said: ´From an early age, we need to give digital literacy as much importance as numeracy and literacy.

´While we welcome the introduction of the computing curriculum, we are concerned about the ability of teachers to deliver it - with more than half of our IT teachers not having a post-A-level qualification relevant to IT.

´At the higher education level, there is an urgent need for industry input, so that graduates are learning job-relevant digital skills.´

Lady Morgan also said it was unacceptable that some urban areas still lacked mobile or broadband coverage.

'Options limited'

Valerie Thompson, chief executive of the e-Learning Foundation, particularly welcomed the report's emphasis on the need to ensure all children had access to the internet. "Digital skills are an enabler across the curriculum, but there are real issues of access for poorer children," she said.

Too many families did not have the internet at home, said Ms Thompson. ´And if your mum and dad are not comfortable with the internet, the options for you to be a comfortable internet user when you leave school are limited.´

Ms Thompson said schools needed more resources for computers and broadband to allow students online access for every subject.

A Department for Education spokeswoman said it was vital to ensure young people had the skills and knowledge to ´secure jobs in our country's burgeoning tech industry´. She said: ´To achieve that, we have redesigned our national curriculum to be the world leader in computing, meaning young people in England will start learning the basics of coding from age five.

´We have also provided £3.6m to make sure teachers have the confidence and knowledge to teach this new curriculum and are engaging leading technology companies to support schools in delivering it.´"

(Source: BBC News)

Thursday, February 19, 2015 11:26:56 PM (W. Europe Standard Time, UTC+01:00)  #     | 

“There is a digital divide between nations-between the developed and developing nations and between the developing and underdeveloped nations of the world, and within a nation there is a divide between the urban and rural areas. This divide exists between the urban or city dwellers, and dwellers of rural communities, and there also exists a divide between the corporate world and the academia hence over 90 percent of fresh graduates find it difficult to blend with the digital demands of the corporate class when they graduate.

As part of its deliberate digital inclusion policy to address digital divides across a broad spectrum of the society generally and the school system in particular, the Nigerian Communications Commission (NCC) recently took digital dividends to some institutions of higher learning in the country.

The commission through the Advanced Digital Awareness Programme for Tertiary Institutions (ADAPTI) has been able to empower several of these higher institutions with the donation of digital centres, computer laboratories fitted with laptops and internet connectivity and generating sets. Secondary schools benefited through the Digital Awareness Programme (DAP). DAP ensures that teachers are empowered first to pass knowledge to the students. DAP promotes hands-on digital empowerment by creating an environment where students have direct knowledge of usage of computers and ICTs in support of their studies.

Some of the schools that benefitted from the digital dividends include the Ekiti State University, Ado Ekiti; The Polytechnic, Ibadan; Imo State Polytechnic, Umuagwo; Federal Polytechnic Nekede; Ahmadu Bello University, Zaria; University of Benin; Government Junior Secondary School, Jabi, Abuja; Katsina State College, Katsina and Government Secondary School Dan Musa, Katsina State.

Making these donations to the benefiting schools, the Executive Vice Chairman of the NCC, Dr Eugene Juwah, explained that the commission identified the gap in ICT services early enough and opted to cushion these needs by taking services, equipment and infrastructure to these centres of learning.

At the Ekiti State University, Ado Ekiti, Juwah represented by the director of policy competition and economic analysis department, Ms Josephine Amuwa, said the commission was out to put smiles on the faces of students and the school system.

He said one of the core functions of the NCC was the implementation of programmes and plans that promote the development of the communications industry, adding in order to achieve this, the NCC had implemented several capacity building initiatives to enhance the knowledge base of the participants in the telecoms industry in the countrya. Some of these initiatives include the establishment of the Digital Bridge Institute in 2004 in order to contribute to the creation of knowledge-based information society in Africa, through human resource capacity building in the Information and Communications Technology (ICT) sector.

He said the commission in 2005 also established the NCC library for use of researchers and undergraduate students of various tertiary institutions across the country, adding the commission started the ADAPTI programme in Ekiti State University, which falls within the South West region, because it had not benefitted from the national books donation initiative of the commission since its inception.

Flagging off the ADAPTI project in The Polytechnic, Ibadan, Oyo State, where 110 laptops were commissioned, Juwah represented by the NCC zonal coordinator in Ibadan, Mr. Banji Ojo, said the commission was striving to bridge the digital divide in the academia through the provision of computers to equip the lecturers and also to improve the skills of the students. He said the institution was among the 52 beneficiaries of the project, adding more than 222 institutions of higher learning across the country had so far benefitted from ADAPTI since it began in 2008.

He said: ´The key objectives of these programmes is to prepare the nation for a digital tomorrow and equip the youth with the necessary skills to tap into the potentials of the digital age and in the case of ADAPTI, it is aimed at improving the resource persons in the process of impacting knowledge, and we, at the commission, are committed to assisting the nation in the quest for ICT penetration through ADAPTI.´

A statement by NCC’s director of public affairs, Mr Tony Ojobo, said the programmes were designed to address the digital information knowledge gap in the country especially among the teeming youthful population.

The statement read in part: ´The strategy in this programme is to expose schools and colleges to Information and Communications Technology (ICT) awareness, usage and application by facilitating access to ICT tools.

Under the project, selected institutions of learning spread across the country are equipped with computer laboratories fully installed with internet facilities and their teachers exposed to ICT training in order to equip them to teach their students.

´By the last count, the DAP Project has supported 229 secondary schools across the six geopolitical zones of Nigeria, including the Federal Capital Territory with the provision of twenty one (21) desktop computers, Local Area Network, printers, scanners, VSAT dish and deployment of one year bandwidth subscription for Internet access. These facilities are complemented with standby generators and a special accommodation built for that purpose, thus aggregating everything into a fully kitted computer laboratory. The programme also entails human capacity building and managerial training for key personnel in charge of the centres from the beneficiary institutions.´“

(Source: Leadirship Newspaper)

Thursday, February 19, 2015 9:06:50 PM (W. Europe Standard Time, UTC+01:00)  #     | 


“On March 2015, the first SparkLab in Latin America will open its doors to local micro-entrepreneurs and young talents of Huechuraba district in Santiago, a unique area of the city that unites one of Chile’s largest concentrations of corporate headquarters (national and international companies) and home to one of the most vulnerable and underserved neighborhoods in Chile’s capital.

SparkLab Chile aims to become a progressive ´Center for Innovation, Technology for Employment, and Entrepreneurship´, financially supported by the Ministry of Social Development. SparkLab Chile is one of the initiatives selected by the Ministry under ´Chile de Todos y Todas´ program. The project will be managed and implemented by CDI Chile, an international NGO with more than 20 years of experience in bringing technology to the most remote and vulnerable areas in the LATAM region.

Today, SparkLab Chile is building a series of strategic partnerships with many local organizations including the Huechuraba´s Labor Department, the City Council, and the training and small enterprise programs to strengthen Huechuraba’s employment opportunities for the local youth and the unemployed. In late March, Telecentre Foundation (TCF) will lead the necessary training for local partners, providing access and support to technology package and content included in the SparkLab model, in addition to linkages with best practices and the leadership team of SparkLab Barcelona and Cairo.

SparkLab Chile will have the close support of Fundación País Digital, a well known ICT for Development organization in charge of the assessment and promotion of the SparkLab Chile initiative. Local Chilean stakeholders will work closely with TCF and Generalitat de Catalonia, creators of the SparkLab model.

Huechuraba's SparkLab's main objective is to develop a co-working and training facility that nurtures and empowers innovation and collaboration, allowing multi-stakeholder participation (community, local government and businesses) to foster new and advanced applications of ICT resources to improve the skills and employability of the youth, women and adults at the Huechuraba district and, in this way, create a new layer of local entrepreneurs and small local businesses.“

(Source: TCF)

Thursday, February 19, 2015 5:39:29 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Thursday, February 12, 2015


“A group of leading ICT For Education Development (ICT4ED) organisations have formed an alliance with the aim of improving Ghana's education programme. One of its first actions has been to conduct a landmark research study.

The Connect for Change Education Ghana Alliance (C4C–EGA) brings together six education partners under the C4C Education programme supported by IICD and Edukans in Ghana to provide a common platform for knowledge sharing. This will help inform and shape new initiatives, policies and projects in this field. This move also signals a shift away from a mixture of individual ICT projects towards a more effective education programme with joint objectives. C4C-EGA also enables its members to contribute and benefit from peer reviews and avoid mistakes related to project duplication, which can lead to an inefficient use of resources.

Already, the alliance has collaborated on the realisation of a multi-level research study into the ´Availability and Use of ICT in Teaching and Learning´ that outlines the current education environment in Ghana and identifies priority areas for improvement. Due to wide reach of C4C-EGA members, the large scope of the study was able to sample a total of 640 schools located across four regions of Ghana; namely the Volta, Northern, Upper West and Upper East regions.

The study specifically sought to determine the availability of ICT tools in basic schools, explore the use of these tools, identify gaps in the implementation of the policy and recommend measures to improve the use of ICT in basic schools, among others. The research used participatory and consultative methodology, which involved the use of techniques like checklist, in-depth interviews and discussions.

A number of the evidence-based recommendations will outline the alliances priorities moving forward. Topics include: provision of computers in schools; facilitation of collaboration between the government and civil society; ICT-relevant physical infrastructure and capacity building in ICT for teachers and education managers. Contributions from a mixture of stakeholders ensure that the outcomes of the research accurately reflect the reality in Ghanaian schools in order to spur on effective changes to policy.

The C4C–EGA officially launched on 23rd January 2015, yet its members conceived the alliance at a much earlier date. During a 2013 ICT4D Learning workshop, the implementing partners of Connect4Change - Savana Signatures, Ibis Ghana, Peps-c, Presbyterian Education Unit and Women and Development Projects (WADEP) - unanimously agreed to form the C4C – EGA. The Ghana Information Network for Knowledge Sharing (GINKS) was later coopted into the Alliance because of their experience in knowledge sharing activities.“

(Source: IICD)

Thursday, February 12, 2015 4:58:36 PM (W. Europe Standard Time, UTC+01:00)  #     | 


“Congo Brazzaville’s Université Marien Ngouabi (UMNG) lecturers and researchers have received one computer each last week as part of the stock of 650 computers donated by the Perspectives d’Avenir Foundation.

The foundation is chaired by Denis Christel Sassou Nguesso, the son of Congo Brazzaville President Denis Sassou Nguesso and a Member of Parliament.

´There are no words to describe the joy of all the recipients. This equipment is of a critical importance for their work,´ UMNG vice-chancellor Armand Moyikoua said at the handover ceremony in the capital Brazzaville.

Every lecturer, from the oldest in grade to the new recruits, now have a laptop, which will enable them improve their teaching and research methods, Moyikoua said, adding that the donation put the university to the path of modernism.

The university has also received another valuable gift from Congo Telecom: the connection of the institution to the country’s fibre optic network to empower its internet connection.

The university also said that Wifi zones were about to be set up in and around UMNG premises.

Teaching staff and researchers in many sub-Saharan African institutions of higher learning lack everything from computers to landline telephones, offices and cars.

So, the Perspective d’Avenir Foundation’s donation has come as a surprise and a lifeline for UMNG teaching staff whose working conditions appear not to have considerably improved in the past two decades.

This prompted the vice-chancellor to say: ´You wrote a page of history on the 43-year history of the Marien Ngouabi University.

State-funded UMNG was established in December 1971 on the ashes of Université deBrazzaville, but was renamed Université Marien Ngouabi in July 1977 to honour the country’s late president who was assassinated in the same year.“

(Source:  Biztech Africa)

Thursday, February 12, 2015 4:52:32 PM (W. Europe Standard Time, UTC+01:00)  #     | 


“About 200 graduates will be conferred with internships across government ICT Departments tomorrow during the launch of The Presidential Digital Talent Program (PDTP). The launch had been earlier on scheduled for February 3 but later postponed to February 10.

The launch of the program comes after the government through the Ministry of ICT requested all qualified students to apply for the programme since December 12, 2014 to January 9, 2015.

The programme aims to provide internship opportunities to fresh university graduates in readying them to be the Information Communication Technology (ICT) industry leaders and experts in the future.

The Presidential Digital Talent Program was initiated last year by the Ministry of ICT and is being implemented by ICT Authority (ICTA) through a private and public partnership (PPP) arrangement. The program is one of the key initiatives and project spelled out in the ICT Masterplan and a key deliverable for the jubilee government and the Vision 2030 Social and Economic strategic pillars. The program will run for the next 3 years.

The program is one of the key initiatives and project spelt out in the ICT Master plan and a key deliverable for the Jubilee government and the Vision 2030 Social and Economic strategic pillars.

This Public Private Partnership Programme includes local companies, multinational and public sector players. The Internship programme targets qualified ICT graduates. The Interns in government will serve on a variety of roles.
The programme also aims to provide a training ground to fresh university graduates in readying them to be the industry leaders and experts in the future.

With a mission to build the next generation of globally competitive ICT, leadership and technology talent that will transform Kenya through world-class service delivery to the citizens, the programme also looks at engaging citizenry through innovative and sustainable ICT skill development.

The programme also has a focus on ensuring that the Government has ICT competencies with requisite competencies to design, procure, implement and manage a sound ICT structure for effective service delivery. It will also ensure that the government has ICT culture transformation that treats ICT as a business in support of government service delivery objective and still provide a training ground for ICT professionals in the future and offer an affordable labour pool of freshly qualified individuals.

The programme is set to take a span of five years, which will be reviewed after 3 years. The initial pilot targets 200 interns for a period of 12 months. It is expected that the numbers will scale up as the initiative progresses in successive years to cater for County Governments.

Once implemented the programme will transform not only how ICT is managed in the government but also have a full impact in the entire economy in the long term, improve service delivery through effective use of ICT in government, create a pipeline of youths with desirable value and core competencies that will facilitate rapid economic and social change, increase youth employment and increase the GDP and have economic impact.“

(Source: CIO East Africa)

Thursday, February 12, 2015 4:47:29 PM (W. Europe Standard Time, UTC+01:00)  #     | 


Government of Rwanda and the International Computer Driving License (ICDL) signed a Memorandum of Understanding recently aimed at advancing digital literacy in Rwanda.

Speaking at the signing ceremony, Minister of Youth and ICT Jean Philbert Nsengimana said, ´The MoU will fast track Rwanda’s Digital Literacy training and certification program for Government employees, teachers, students and the general population´.

ICDL programme will facilitate the translation of the Equal Skills introductory workbook-based programme to Kinyarwanda in order to address computer skills in the general population, especially in areas where English literacy is less developed. The potential to develop audio and/or audio visual support resources will be examined by the Parties. ´The partnership will go a long way in capacity building and increasing productivity, noting that the government and the private sector lose a lot because of the low productivity of employees,´ Nsengimana said.

He said: ´This opportunity provides Rwanda with a new beginning to raise the standards. There are so many places in the country where IT is taught but so far there has not been a national standard of ICT literacy. It is important that they not only acquire skills but they have accredited certification.´

Proposals for digital literacy capacity building will be developed with a focus on employability skills, targeting high school and university graduates, those in rural areas, and those in the Small and Medium Entrepreneur (SME) sector.

ICDL programme will be implemented in the Ministry of Youth and ICT and other ministries and government institutions.

ICDL certification programmes have been delivered to over 12million people, in 41 languages, in across 148 countries through a network of over 24,000 test centers.
Rwanda with the help of its President H.E Paul Kagame has come very far in developing its ICT sector which is contributing to the development of the country.

Recently, in Lagos Nigeria, Rwanda’s Minister of MYICT Nsengimana received the continental social mediaaward in the category of Government/Public Sector for the annual Social Media Awards Africa (SMAA).

This is an initiative poised to recognise and reward excellence, creativity and impact in the use of social media tools and platforms by individuals and organisations.

The event brought together social media influencers, experts, enthusiasts and policy makers that would explore and forge new developmental paths for Africa.
In a statement, Nsengimana said MYICT embraced the use of social media through all networks to disseminate information; and it has become such an essential tool of communication that is essential avenue to receiving feedback from the stakeholders.

The Social Media Awards Africa is an annual gathering of business leaders, social media experts and influencers, development experts and other relevant stakeholders who are positioned to promote development in Africa through digital and social media exploration.“

(Source: East African Business Week)

Thursday, February 12, 2015 4:23:53 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Friday, February 06, 2015


"A total of 2 500 women will receive ICT training every year in the Republic of Congo as part of the Tech25 project, the government in this Central African nation said last week.

The Tech25 initiative, a brainchild of the BantuHub Foundation, was launched on 28 January 2014 in the capital Brazzaville by Isidore Mvouba, minister for industrial development and promotion of private sector.

Women represent a considerable part of the country's 4.5 million people, but gender discrimination and inequalities are rife here as women lack access to education, healthcare and leadership positions, and many lack basic computer skills.

But now the Tech25 initiative, which aims at building a knowledge-based economy and increasing the country's GDP by 10%, wants to include everyone in the digital train of the future.

´If the government fulfills its promise of training these women, chances are that some and why not most of them might end up launching their own ICT business, managing an internet cafe for instance,´ ICT teacher Euloge Samba told Biztechafrica.

The Tech25 initiative, which brings together government, business and civil society, wants to create startups, set up incubators and technology hubs to develop local skills and promote the development of ICT skills.

´The state should create conditions that could trigger the creation of digital companies,´ minister of posts and telecoms Thierry Moungala said."

(Source: Biztech Africa)

Friday, February 06, 2015 5:26:33 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Thursday, February 05, 2015


“´This opportunity provides us with a new beginning to raise the standards. There are so many places in the country where IT is taught, but so far there has not been a national standard of ICT literacy,´ Jean Philbert Nsengimana, Rwanda’s Youth and ICT minister told The New Times. ´It is important that they not only acquire skills but they have accredited certification.´

According to the report, a private sector computer skills program —International Computer Driving License (ICDL) — and the government are coming together to raise ICT literacy of Rwandan youth, government members and the general public. The official agreement was signed by both partners January 28, 2015.

By 2018, the government is hoping to hit an ICT literacy goal of 50 percent, although the current figure sits at 3.3 percent. Roughly 85,000 government officials alone will receive a certificate after completing training. The greatest boost that the government is hoping to achieve is a turnaround in employee productivity — something that can be advanced through ICT.

The New Times also reported that once the country’s literacy rate begins to increase, professional institutions and businesses are expected to follow suit in encouraging ICT comprehension. In addition, this type of training provides a segue way for similar international organizations to come in, create partnerships and contribute to ICT growth in Africa.

´It is a major contributor to progress, it is fantastic to see young people invent new ways of creating a market place and offering new services,´ Christine Lagarde, IMF general director told The New Times following a visit to ICT mentorship hub K-Lab — another organization lifting ICT literacy rates in Rwanda.

Earlier this month, Biztech Africa reported that in the first two quarters of 2014, ICT contributed to 2 percent of Rwanda’s overall GDP.

More than the combination of other sectors including mining, trade and manufacturing, financial contributions for ICT trumped them pulling in 45 percent of foreign direct investment, according to Biztech Africa.“

(Source: AFK)

Thursday, February 05, 2015 10:56:42 PM (W. Europe Standard Time, UTC+01:00)  #     | 

“UNESCO and UNICEF together with national partners launched the first Policy Board and Management Committee meeting for the implementation of a joint project on the use of inclusive technology for persons with disabilities in Uganda on 27 January 2015. The project is funded from the UN Partnership to Promote the Rights of Persons with Disabilities funding framework. The major objective of the project is to strengthen the policy environment and build institutional capacities through Inclusive Technology to ensure Inclusive Education and Access to Information in Uganda.

Fifteen participants representing government institutions, Disabled Persons Organisations (DPOs), academic institutions and the UN System attended the Policy Board and Management Committee meeting with the aim to provide technical input to the activities of the 2-year project. The implementation of the two year project will be guided by the Policy Board and Management Committee, consisting of all relevant stakeholders in order to ensure that the project is both focused on national priorities and comprehensive in exploring the use of Inclusive Technologies for people with disabilities in Uganda.

In keeping with Uganda’s Vision 2040 and the Convention on the Rights of Persons with Disabilities (Articles 9, 21 and 24), this project will be achieved by a two track approach. One track will focus on strengthening the policy environment through the development of relevant policies and guidelines as well as the establishment of an appropriate governance structure. The second track will focus on the development of educational materials in accessible formats. In addition, the programme will engage organizations of persons with disabilities, key government partners (including teachers), information professionals and publishing companies into a multistakeholder coalition to promote the creation and distribution of accessible information, especially educational resources, for persons with visual and hearing impairments in Uganda. The programme will support the coalition in monitoring the implementation of initiatives using of Inclusive technology to advance inclusive education and access to information.

Members of the Policy Board and Management Committee expressed their satisfaction in this initiative as many DPOs and stakeholders working with learners in Uganda, do not know the potential of Inclusive technologies in ensuring Inclusive Education and Access to Information.

The Policy Board and Management Committee will exist for the period corresponding to the duration of the project (2 years). The Policy Board and Management Committee will meet on a quarterly basis in Kampala, Uganda but will allow for remote participation in using new technologies.

The Innovative use of ICTs for persons with disabilities form part of UNESCO’s actions to enhance the full participation of citizens in the knowledge societies.

With a view to empowering persons with disabilities and assuring the inclusion of disability issues into the sustainable development agenda of Member States, UNESCO, in cooperation with the Government of India, with support of The State of Kuwait, and also international, regional and national public and private partners, organized the first international Conference entitled From Exclusion to Empowerment: The Role of Information and Communication Technologies for Persons with Disabilities held in New Delhi from 24 to 26 November 2014.

The Conference was attended by some 700 participants from 80 countries, alongside with the film festival themed around disability issues, an ICT solutions-oriented exhibition and a special workshop. High-level dialogues were held at plenary level and in 15 parallel sessions, divided into three thematic discussions on partnerships and sustainable development, accessibility and technological solutions, and access to information and knowledge (http://www.unesco-ci.org/ict-pwd/). The Outcome Document – The New Delhi Declaration on Inclusive ICTs for Persons with Disabilities: Making Empowerment a Reality, was developed by the open-ended, multistakeholder and high level drafting group recalling the urgent need for the full and unconditional inclusion of all citizens in the life of societies.“

(Source: UNESCO)

Thursday, February 05, 2015 10:53:52 PM (W. Europe Standard Time, UTC+01:00)  #     | 


“UNESCO supported Electronic Information for Libraries (EIFL) and Kenya National Libraries Services (KNLS) to organize a national workshop to enhance ICT and e-literacy skills of national librarians from 7 to 10 December 2014 in Nakuru, Kenya.

The training attracted participation of 30 librarians from 29 public libraries that currently provide public access to computers and Internet in Kenya. It aimed at enhancing public librarians’ information and communications technologies (ICT) and e-literacy skills, in order to make better use of ICT for new public library services to meet community needs.

The training also aimed at helping support delivery of the Millennium Development Goals by enabling public librarians to use ICT in new services that meet community needs in development areas such as agriculture, education, health, culture, social inclusion and e-literacy.

During the training Ms Ramune Petuchovaite, Manager of the EIFL Public Library Innovation Programme (EIFL-PLIP) stated that ´ICT’s role in accelerating development is now widely recognized in Africa and that governments are speeding up the roll-out of ICT infrastructure and equipment to aid this developments. With these developments, it is important that public libraries be included in national ICT policies and strategies.´

´To date, only 29 out of 60 libraries are adequately equipped with ICT infrastructure in Kenya. There is, therefore, an undoubted need for both library staff and our clients to upgrade their ICT skills to be able to better utilize the resources that we currently have in place,´ said Mr Richard Atuti, Director of the Kenya National Library Service.
This training adapted courses and training methods currently being tested in Ghana and Uganda by EIFL to fit the Kenyan context and supported a broader Kenya National Library Service initiative of engaging partners in transforming libraries across the country into ICT hubs.

This capacity building initiative falls within the framework of UNESCO, supporting adoption of ICT in public libraries and also enabling the creation of new services for users in Kenya.

Kenya National Library Service is a statutory body established to develop, equip, manage and maintain national and public library services, to promote information literacy and reading, and to enhance stakeholder participation in development of libraries in Kenya, while EIFL Public Library Innovation Programme (EIFL-PLIP) advances community development by enabling public libraries to implement innovative ideas that use technology to improve people’s lives and livelihoods.“

(Source: UNESCO)

Thursday, February 05, 2015 10:46:03 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Tuesday, December 23, 2014
“The specialty award honors a female character, and those involved in bringing her to life, that goes above and beyond to be inspiring and encouraging to break down stereotypes and elevate the conversation around female ingenuity in technology fields.

The first ever SET Award for Portrayal of a Female in Technology, presented by Entertainment Industries Council (EIC), the National Center for Women & Information Technology (NCWIT) & Google is announced today. This inaugural honor is the latest expansion of the long-standing EIC SET Awards which recognize television, feature film, comic book, DVD, digital content, radio and news journalism that encourages young people in science, engineering and technology (SET) career paths. Through this collaboration, entertainment and media merges with technology career paths and diversity initiatives to inspire vast audiences in pivotal career paths.

´EIC is proud to recognize the power and influence actors and actresses have to bring to life inspiring and exciting characters who can change attitudes and perceptions of diverse audiences about career paths of the future,´ said Brian Dyak, President and CEO of EIC. ´Since CSI: Crime Scene Investigation began, over a decade ago, we have seen a tremendous increase in the number of educational programs for forensic science; researchers have even noted a 50 percent increase in the number of women pursuing these fields. The 'CSI effect' set the bar for sciences; now we plan to expand that positive reach to technology careers and beyond.´

The specialty award honors a female character, and those involved in bringing her to life, that goes above and beyond to be inspiring and encouraging to break down stereotypes and elevate the conversation around female ingenuity in technology fields. Portrayal of a Female in Technology is the first SET Award to showcase a female’s role in entertainment regarding technology.

´Gender diversity enhances innovation and expands the qualified employee pool, increasing corporate profitability. However, the industry is failing at attracting wide-ranging talent,” said Lucy Sanders, CEO and Co-founder of NCWIT. ´Collaborating with EIC and Google enables us to use the power of mass media to replace myths and stereotypes with inclusive portrayals that will inspire girls and women to seek computing opportunities.´

Launched at the 4th Annual SET Awards, produced by EIC, the nomination period for the awards will begin December 2, 2014 at http://g.co/GoogleSETAward.

´When it comes to encouraging girls and women to pursue careers in computer science and other technical fields, we know that positive role models matter,´ said Mo Fong, Director for K-12 Education Outreach at Google. ´We are excited to be partnering with EIC and NCWIT to create an award that highlights amazing women in entertainment and the characters they portray to inspire and propel more women into technical careers critical to future innovation.´

Nominations will be accepted at http://g.co/GoogleSETAward through January 18, 2015. Voting will be held online in Spring 2015 and the winner announced at the 2015 NCWIT Summit for Women and IT on May 19-21 in Hilton Head, South Carolina.“

(Source: PRWeb)

Tuesday, December 23, 2014 3:10:10 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Monday, December 15, 2014


“Intel has completed the training of 400 women under its recently launched "Intel She Will Connect programme". The training conducted at the Kenya Institute of Curriculum Development (KICD) in Nairobi, targeted women drawn from The League of Kenyan Women Voters, and was done in collaboration with the Ministry of Devolution and Planning.

The League of Kenyan Women voters is a non-partisan member organization that aims at  providing a forum through which women can take part in national decision making processes and in leadership. It also acts as a medium where women can freely exchange views and ideas with the aim of encouraging their participation in leadership irrespective of their background and political orientation.

The Intel She Will Connect program was launched in Africa in 2014. In Kenya, the programme aims to train 2,000 young women in digital literacy skills by the end of the year through Pasha Centres in a number of counties. It is already live at 35 Pasha Centres in 27 counties.

Commenting at the training, Dr. Mark Matunga, Corporate Affairs Group Manager Intel East Africa said, ´Despite women doing 60 percent of the world's work and producing 50 percent of the world's food, they only make 10 percent of the world's income and own 1 percent of  the world's assets. Additionally, women reinvest 90 percent of their income to their communities. At Intel, we believe empowering Kenyan women through improved technology access will in turn spur economic growth for Kenya as a whole. We are aiming to provide skills and resources needed to empower women to get and stay online safely.´

For the She Will Connect programme in Kenya, Intel is collaborating with the Kenya ICT Authority, The Rockefeller Foundation, USAID, Safari Connect and The Youth Banner - a Pasha Business Development Consultant for the ICT Authority. At the end of the training, the women and the girls will have a chance to start their own businesses or be employed.

Speaking at the event, Anne Waiguru, Cabinet Secretary for Devolution and Planning said,´ Through the Gender Mainstreaming Pillar in Vision 2030, the government aims to ensure the needs and interest of each gender, including women, men, girls and boys are addressed in all government policies, plans and programmes. As you may be aware, Kenya's budget preparation process now includes the use of Internet for contribution. The government is also in the process of rolling out the eCitizen programme, which brings government services to the reach of each citizen.´

´It is therefore important for every citizen in the country, especially the women and the youth, to equally have access to ICT tools and knowledge. ICT can play the important role of bridging the traditional gender gap. I'd like to commend private sector players like Intel, who have taken up the challenge of ensuring that women can benefit from the access provided by technology to take part in Kenya's development process,´ added Waiguru.

The Intel She Will Connect programme has a goal of reaching 5 million women and reducing the gender gap by 50 percent in the sub-Saharan region. The programme comes against the backdrop of the Women and the Web report released by Intel last year revealing the enormous Internet gender gap in the developing world and the social and economic benefits of securing Internet access for women.

The report examined women’s access to and use of the Internet in low and middle income countries and found that, on average, nearly 25 per cent fewer women than men are online in developing countries. This represents 200 million fewer women than men online today. In Sub-Saharan Africa, the size of the gap is 43 per cent— the largest across all the regions in the study.“

(Source: CIO East Africa)

Monday, December 15, 2014 3:23:33 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Tuesday, December 09, 2014
“The Government is designing a strategic plan that will make it possible for the education sector to adopt Information and Communication Technology as a primary enabler of access to education.

The Minister for Education, Prof. Silas Lwakabamba, said Rwandans need to take bold steps including the acquisition of computers by teachers to avail digital content and help promote self learning.

´It is imperative for Rwandans to be equipped with 21st century skills such as critical thinking, problem solving and innovation, among others,´ the minister said.

The minister was speaking at a retreat for education stakeholders in Rubavu District yesterday.

The retreat started on Tuesday and is expected to close today.

The strategic plan will reportedly be designed to indicate how ICT in education strategy will be rolled out across the country.

Other partners involved in the development of the strategy include Rwanda Development Board (RDB) and Intel Corporation as a strategic advisor.

Intel Corporation is one of the world's largest Semiconductor manufacturers.

The retreat aimed at evaluating strategies to infuse ICTs at all levels of the education system to enable self learning and improve the quality of education.

Participants also discussed measures aimed at ensuring that all education institutions and schools are connected to the internet and have access to digital libraries.

The plan is also expected to create requirements and standards for digital content while developing locally relevant interactive multimedia content in partnership with publishers and the private sector.

Under the strategic plan, all university faculties will be required to produce and run their courses online and students will be given loans to buy computers to facilitate their learning.

The Minister for Youth and ICT, Jean Philbert Nsengimana, said his ministry plans to exploit the opportunities presented by technologies to transform the education sector.

´We are doing this because we are at a time when the country is moving into a knowledge based economy. We think the level at which ICT supports the education sector needs to increase,´ Nsengimana said.

The retreat follows a three-day conference in Kigali on innovation in education and ICT dubbed; ´Innovation Africa 2014´ where participants explored ways of increasing ICT's role in education.“

(Source: All Africa)

Tuesday, December 09, 2014 11:40:50 AM (W. Europe Standard Time, UTC+01:00)  #     | 
"Dimension Data, the US$6 billion ICT solutions and services provider, has announced that 45 learners have graduated today from its innovative Saturday School Programme.

The Dimension Data Saturday School initiative is a two-year programme that benefits 100 grade 11 and 12 pupils from 21 public high schools in Gauteng every year. Learners attend mathematics, physical science, life sciences, English, computer studies and life skills classes every Saturday.

´Our objective with the Saturday School is to produce high-calibre learners who will go on to achieve their ambitions in whatever sphere of life or business they choose. We give them the tools to be able to take the next step in their life through a good Matric pass. I have no doubt this class will continue in the footsteps of their predecessors and do exceptionally well in the 2014 Matric exams. We are very excited about what the future holds for these bright young minds,´ says Zellah Fuphe, Executive, Strategic Relations at Dimension Data Middle East and Africa.

Learners are accepted into the programme in grade 11, following a stringent selection process based on merit, academic performance, communication skills, attitude and leadership potential.

In addition to working through the formal syllabus, the learners receive leadership, entrepreneurship and social skills training, all aimed at preparing them for challenges beyond Matric. Grade 12 learners participate in the company's career day initiative, where they are exposed to the various career opportunities available at Dimension Data and to the broader ICT industry. They are also provided with an opportunity to be mentored by senior company executives who specialise in the career interest they have selected. The Saturday School initiative also includes the Winter School Programme for the Matric learners in preparation for their end-of-year exams.

Established 20 years ago with just 11 pupils, the Dimension Data Saturday School has consistently achieved a 100% pass rate and has assisted hundreds of learners to achieve their dreams. Last year's graduating class (the class of 2013) achieved 95% university entrance and 93 distinctions among 45 learners.

The Saturday School is based at Dimension Data's Bryanston head office and tuition is provided by subject experts and qualified educators, as well as Dimension Data employee volunteers.“

Source: Dimensio Data)

Tuesday, December 09, 2014 11:35:18 AM (W. Europe Standard Time, UTC+01:00)  #     | 



The TechGirls Mentorship initiative in Rwanda has created a platform where female role models and successful individuals in the STEM industry have come together as mentors for young female TVET graduates.

GIZ and Tech Women launched TechGirls Mentorship initiative to equip female students from Technical universities with professional guidance of vastly experienced mentors and at the same time providing an opportunity to implement the acquired knowledge and skills directly within the enterprise.

Today, Rwanda is very well known for initiatives and policies that empower girls and women. It is the first country in the world whose national parliament contains the highest rate of women representatives, i.e 64% as per 2013 report.

Hence, women in Rwanda are no longer considered mothers and wives only but also as leaders who actively contribute in political matters that shape the nation. In spite of all these efforts to fill the gender gap in the leadership positions, some sectors are still left behind in the race towards gender balance.

The STEM (Sciences, Technology, Engineering and Mathematics) industry in particular, is still predominantly represented by men. This is due to various reasons, some of which are; Lack of an early exposure to some of the aspects of the STEM field beyond Mathematics, Physics and Chemistry, lack of female role models in the STEM fields and the STEM field is mostly portrayed by society as a hard to pursue field, which is better left to the male counterparts.

As an attempt to close the gap, the ICT Chamber with the support of Eco-Emploi Program of the German Development Cooperation (GIZ) has initiated a female ICT mentorship program “TechGirls” to tackle the previously mentioned reasons through exposure to the real world of STEM industry. This initiative is envisioned to encourage young girls from TVET and high technical schools to pursue courses in the STEM fields with confidence and passion rather than doubt and low self-esteem.

Senior leader and mentor - guides a less experienced one - junior and mentee. The process through which a mentor is supporting their mentee in providing them with practical advices, exchanges, psychological support relevant to their career and professional development is called mentoring.

The aim of this innovative approach is to provide mentees with professional guidance of vastly experienced mentors and at the same time providing an opportunity to implement the acquired knowledge and skills directly within the enterprise.

Through partnership with local companies and institutions in the Tech industry, 10 female students from SOS High Technical School have been given an opportunity to share the daily experience of female mentors from Rwanda Development Board (RDB), TIGO, Airtel, Rwanda Information and Communication Technology Association (RICTA) and Axiom Networks Rwanda for 3 weeks starting from November 11 to December 4, 2014.“

(Source: MYICT Rwanda)

Tuesday, December 09, 2014 11:09:22 AM (W. Europe Standard Time, UTC+01:00)  #     | 



“The W.TEC Academy has commenced in 5 schools in the Lagos Mainland area. The pilot phase of the programme has indeed shown great potential for the future of the programme. The Academy is an initiative of the Women’s Technology Empowerment Centre with its supporters, set out to set up computer clubs for girls in public schools to improve the gender gap in the Tech world rite from the school level. This project will is a beautiful one as it is set to inspire our girls to the Technology world, Tech Entrepreneurial skills.

The project will be aiming at promoting volunteerism for its instructors and development of the ICT utilisation in public schools in Lagos. The program which will be conducted once a week in the schools during their society and clubs periods will have 25 girls per school. The one year program will be divided into three terms where the girls will be taken through the various levels of computer training starting with Word processing, Multi – media and spreadsheets before moving on to web design and html coding in the second term.

The program for now is conducted at Aiyetoro Snr Grammar School, Mobolaji Bank Anthony Jr Secondary School, Aje Comprehensive Jnr Secondary School, Onike Jnr Secondary School, Herbert Macaulay Jnr High School.“

(Source: W.TEC)

Tuesday, December 09, 2014 10:15:46 AM (W. Europe Standard Time, UTC+01:00)  #     | 



“Airtel Rwanda has kicked off a two-week mentorship programme in partnership with TechWomen Rwanda, an organisation that aims to encourage more women in Rwanda to take on careers in the fields of Science, Technology Engineering and Mathematics (STEM).

TechWomen is an initiative of the U.S. Department of State’s Bureau of Educational and Cultural Affairs. It is a professional mentorship and exchange programme developed in response to US President Barrack Obama’s efforts to strengthen relations between the United States with the Middle East and Africa.

Commenting on the programme, Airtel Head of Corporate Communications and CSR, Ms Denise Umunyana said, ´Technology increasingly becomes central to all our day-to-day operations and we believe it is important to have more and more ladies taking part in this field.´ She added: ´Two young ladies have been selected to take part in a mentorship programme with Airtel Rwanda and our focus will be in the fields of Information Technology and Network. This mentorship programme is not only about Airtel sharing its rich knowledge and expertise with the youth but more about ensuring a trained and well experienced workforce for future Rwanda.´

Speaking on behalf of TechWomen Rwanda, Ms Angel Bisamaza, one of the alumni said, ´We are more than grateful to partner with Airtel Rwanda in this mentorship programme that will help the young girls get the necessary expertise they need in order for them to take on technology as a career or enterprise business. This is one step close in closing the gap between men and women in the fields of Science, Technology Engineering & Mathematics.´ In her concluding remarks, Ms Umunyana said: ´We are pleased to take these girls on and mentor them. This programme also currently aligns with our social responsibility focus which is to empower youth in the field of Mathematics and Technology. We shall continue to engage in youth initiatives such as this and more because we believe that the youth today will be the future tomorrow.´

(Source: CIO East Africa)

Tuesday, December 09, 2014 10:13:39 AM (W. Europe Standard Time, UTC+01:00)  #     | 
 Monday, December 08, 2014
"Global Report: Community, Mentorship, Parent Engagement Are Crucial to Girls' Participation in Making

A new global report produced by Intel Corporation indicates that girls and women involved with ´making,´ designing and creating things with electronic tools, may build stronger interest and skills in computer science and engineering – which could potentially reduce the growing gender gap in these fields.

With 16 million makers in the United States alone, the maker movement – a wave of tech-inspired, do-it-yourself innovation – is extensive and rapidly expanding. Unfortunately, so is the gender gap in computer science and engineering graduates. Intel's report, ´MakeHers: Engaging Girls and Women in Technology through Making, Creating and Inventing,´ explores how maker activities can serve as a gateway to computer science and engineering for girls and women, and it identifies ways to better engage girls and women in making in order to increase female representation in these fields.

´Intel believes that making brings ideas to life and spurs innovation, and we want to ensure that girls and women take part in this movement,´ said Aysegul Ildeniz, vice president of the New Devices Group and general manager of Strategy and Business Development at Intel. ´This report provides key insights on how to better engage girls and women in computer science and engineering and help them access opportunities to invent and create the future.´

The ´MakeHers´ report, created in consultation with experts including the Girl Scouts* and the Maker Education Initiative*, reflects Intel's commitment to increase access to and interest in computer science and engineering, especially among girls, women and underrepresented minorities.

´With its groundbreaking new report, Intel is demonstrating how the maker movement has helped turn a generation of tech-savvy girls – nearly all of whom grew up in the digital age – into the leaders and entrepreneurs of the economy of tomorrow,´ said Anna Maria Chavez, CEO of the Girl Scouts of the USA.

Key global findings1 from Intel's ´MakeHers´ report include:

In the U.S., Making Is Already Popular with Tweens and Teens – Both Girls and Boys

  • Girls and boys in the United States are equally likely to be ´tech makers´: 1 in 4 tweens and teens have made things with technology during the past year, and 7 in 10 would like to learn to make something with electronics.
Making and Inventing Provides Multiple Entry Points to Engage and Interest Girls and Women in Computer Science and Engineering
  • Girls and women who make, design and create things with electronic tools may build stronger interest and skills in computer science and engineering.
  • Female makers come to making through multiple pathways that include arts, design, crafting and textiles.
  • Making can help girls and women learn new content and technologies and provide an avenue for them to engage in scientific and engineering problems that align with their interests.
Girls and Women Face Constraints to Participating in Making
Female and male makers face similar challenges to making, such as lack of money, information and access to tools and materials. However, female makers experience additional challenges:
  • 1 in 3 female makers say lack of mentorship is a challenge.
  • 1 in 6 have been excluded from making because of their gender.
  • 1 in 6 face cultural biases about the appropriateness of women in making.
  • 1 in 14 don't feel safe going to the places where maker activities are held.

Key Recommendations to Engage Girls and Women in Making
  • Build more girls- and women-inclusive maker environments in public places, such as libraries and schools.
  • Design makerspaces that enable open-ended investigation of projects meaningful to girls and women.
  • Develop initiatives that give girls more access to makers their own age and female mentors.
  • Encourage parents to "embrace the mess" and engage in making with their children.
  • Align making activities, such as coding and making hardware, with current trends and personal interests to attract girls.
  • Include facilitators in makerspaces to create a safe, supportive and inclusive environment for girls and women.
The report's findings were drawn from three online surveys2 conducted by Harris Poll on behalf of Intel. Intel also conducted interviews with leading U.S. experts on STEM, girls and STEM, and the maker movement, as well as interviews and participant observation in makerspaces in the United States.

Intel supports the maker movement to encourage innovation and introduce young makers to computer science and engineering beyond the traditional classroom setting. In October 2013, Intel announced a large-scale donation of 50,000 Intel® Galileo development boards to universities worldwide. Intel is also a founding sponsor of the Maker Education Initiative along with Maker Media*, Pixar* and Cognizant*, and its Start Making!* program, which aims to build creative confidence and excitement with children for STEM education.

Intel also sponsors several global initiatives focused on education and women, such as the Intel Computer Clubhouse Network and the Intel Global Girls and Women Initiative. More information about the report findings and Intel's work with the maker community can be found at www.intel.com/newsroom/makers and on Twitter.“

(Source: Intel Newsroom)

Monday, December 08, 2014 10:08:59 PM (W. Europe Standard Time, UTC+01:00)  #     | 


"Digify, the Google and IAB SA-backed three-month digital bootcamp run by youth agency Livity Africa, is calling talented 18-to-25-year-olds to apply for its January 2015 intake.

Commencing in Johannesburg in mid-January 2015, 15 young people will join the successful initiative which has seen graduates start their careers in some of the country's top digital agencies including Native VML and Retroviral.

Livity Africa Managing Director Gavin Weale says: ´What is really unique about this bootcamp is our strong links with leaders in the digital industry. Not only is Google funding the initiative, they provide Google experts to ensure the young people receive up-to-date training with Search, AdWords, Analytics and YouTube and as well as running campaigns on other social media networks.´

´In addition to gaining technical skills, our Digifyers work closely with brands and agencies to develop campaigns for real live briefs. In the last two cohorts, they have developed campaign ideas for brands like Red Bull, Kit Kat, Nescafé, MTN, Nandos and Mountain Dew,´ says Weale.

Skilled individuals to sustain South Africa's fast digital growth

Google South Africa Country Marketing Manager Elizma Nolte says: ´We are delighted to continue supporting Digify as part of a local initiative to grow digital talent in South Africa. We have been impressed with the talent emerging from Digify, and initiatives like these are of utmost importance in making sure we have skilled individuals to sustain South Africa's fast digital growth.´

Weale adds, ´As an industry, we need to fill a gap of at least a quarter of the current workforce (IT Web, 2011). Digify aims to place all graduates in paid entry level jobs or internships in the digital industry with the first round of cohorts placed in agencies like Native VML, Retroviral, FoxP2, Casson Media, Aqua Agency and iClinic.´

´Our current cohort of graduates will be available for paid internships or roles from mid-December 2014, so get in touch if you are looking for next generation talent,´ says Weale.

Tumelo Popela graduated from Digify in May and has gone on to work for Native VML. ´Thanks to Digify, I got to learn a great deal and ended up working for the agency I've always dreamt of. I have one of the most talented and inspiring managers who has helped me transition into my career. Digify is a wonderful programme for people who want to get into the digital space but need a head start. I'm really glad I joined Digify,´ says Popela.

For more information and to apply for Digify, visit http://livemag.co.za/now-taking-applications-round-three-digify/. Applications close Sunday, 30 November and you must be available to start mid-January 2015.

If you are an agency, brand or organisation who would like to place Digify graduates in your company, provide an innovative speaker for our weekly industry talks or submit a real live brief for our talented young team to respond to, please contact Hlengiwe Simelane at hlengiwe@livityafrica.com  or 011 028 7487."

(Source: Bizcommunity)

Monday, December 08, 2014 10:01:26 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Friday, November 14, 2014

"Policy and regulatory changes to focus on greater ICT accessibility

The Model ICT Accessibility Policy Report released in São Paulo, Brazil recognizes that despite the unprecedented growth in mobile and Internet use worldwide, very few nations have acted to ensure that persons with disabilities are part of the technology revolution. The Report is jointly published by the International Telecommunication Union (ITU) and the Global Initiative for Inclusive Information and Communication Technologies (G3ict).

The report notes that although many countries have information and communication technology (ICT) laws, policies and regulations that generally support the principles of universal access to ICT, the needs of the disability community are different and require a deliberate additional focus on ICT accessibility by legislators, policy-makers and regulators aimed at removing barriers to ICT use.

The policy framework was launched today at the Accessible Americas meeting organized by ITU, UNESCO, Brazil and the National Secretariat for the Promotion of the Rights of People with Disabilities of the Human Rights Secretariat of the Presidential Cabinet of the Brazilian Republic (SDH) in São Paolo, Brazil.

Bearing in mind the barriers faced by persons with disabilities in using many mainstream ICTs, the report is designed to guide national policy-makers and regulators in creating their own ICT accessibility policy frameworks in consultation with persons with disabilities. It focuses on different aspects of ICT accessibility, namely amendments to the existing ICT legal framework, public ICT access, mobile communications, television/video programming, government websites and public procurement of accessible ICTs.

´ITU is working with all stakeholders towards global ICT accessibility and affordability in all countries and regions and by all peoples, including persons with disabilities,´ says ITU Secretary-General Hamadoun I. Touré. ´There is no doubt that ICTs can enable and accelerate access to resources such as education and health care for persons with disabilities leading to their greater social, economic and political inclusion.´

´The report contains concrete steps that can be taken to make meaningful rules and regulations to ensure that ICT accessibility becomes a reality on the ground,´ says Mr Brahima Sanou, Director of the ITU Telecommunication Development Bureau. ´It helps regulators and policy makers to become action-oriented.´

´ITU’s leadership in promoting ICT accessibility plays an important role in realizing the promises of the Convention on the Rights of Persons with Disabilities´, says Axel Leblois, President and Executive Director of G3ict. ´The report, which is the result of seven years of cooperation between ITU and G3ict, offers easy to use policy frameworks inspired by existing good practices and available technologies from around the world. It also emphasizes the critical importance of involving relevant stakeholders in developing and monitoring ICT accessibility policies with the active participation of persons with disabilities.” Mr Leblois added: “It is our hope that the model policies presented in the report will help accelerate the accessibility of essential ICT products and services for citizens of all abilities.´

The Model ICT accessibility policy report is developed for ICT policy-makers, regulators and other stakeholders active in ICT and/or disability issues, including non-governmental organizations (NGOs), organizations of persons with disabilities, and parliamentarians.

The report has been prepared pursuant to the United Nations Convention on the Rights of Persons with Disabilities and in line with the ITU and G3ict ICT Accessibility Policy Toolkit for persons with disabilities.

At the last World Telecommunication Development Conference (WTDC 2014) held in April this year, ITU Members reaffirmed, by adopting Resolution 58,  the need for accessible ICTs for persons with disabilities through the development of national legal frameworks, laws, regulations and policies. Likewise, the ITU Plenipotentiary Conference held in Busan, Republic of Korea, October-November 2014, established the Connect 2020 Agenda which includes four high-level goals: growth, inclusiveness, sustainability and innovation, and partnership. The goals are accompanied by a set of targets, among which ´Enabling environments ensuring accessible telecommunications/ICTs for persons with disabilities should be established in all countries by 2020´.

Digital Inclusion is part of the ITU Telecommunication Development Sector’s activities designed to promote ICT accessibility and use for the social and economic development of people with specific needs, including indigenous peoples and people living in rural areas; persons with disabilities; women and girls; and youth and children.

Click here to download the report."

Further details

Friday, November 14, 2014 10:20:50 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Monday, November 03, 2014
“TWO tertiary institutions in Abia state namely the State Polytechnic and College of Health Sciences and Management Technology and a secondary school - National High School, Azumini in Ukwa East LGA joined some others across the country to benefit from programmes introduced by the Nigerian Communications Commission (NCC).

The programmes include the Advanced Digital Access Programme For Tertiary Institutions (ADAPTI), which aimed to bridge the digital divide existing in the academia with the provision of Computers and other ICT facilities to equip the lecturers and other experts with technology skills to enrich the quality of teaching and research.

The second programme is the ‘Wireless Cloud’, which is a complimentary package comprising of laptops with Wireless Internet Facilities.

The third Programe tagged, ´Digital Awareness Programe (DAP)´ is for the benefit of secondary schools with the objectives of preparing the nation for a digital tomorrow and equipping the youth with necessary skills to tap into the potentials of the digital age.

Speaking at the official commissioning of ADAPTI at the Abia State Polytechnic and College of Health Sciences and Management Sciences at different times recently, NCC Executive Vice Chairman, Dr. Eugene Juwah said that since the introduction of ADAPTI in year 2008, more that 297 institutions of higher learning in Nigeria have so benefited from it. Juwah, who was represented by the member representing the South East zone in the NCC Board Dr. Mike Onyia, also said that in addition to ADAPTI, the NCC introduced the ‘Wireless Cloud’, which according to him, is a complimentary package comprising of laptops with Wireless Internet Facilities adding that another 144 institutions including some that already had ADAPTI, have also benefited from the Wireless Cloud, ´this is because the ICT facilities are equipped with e-learning suites that are able to guarantee extensive learning´.

He said that the DAP has the objectives of preparing the nation for a digital tomorrow and equipping the youth with necessary skills to tap into the potentials of the digital age are being effected.”

(Source: The Guardian)

Monday, November 03, 2014 11:00:50 PM (W. Europe Standard Time, UTC+01:00)  #     | 
“The Information and Communications Technology Council (ICTC) and CCI Learning have announced a partnership to provide innovative learning experiences that promote 21st century business, technology and communications skills among Canadian youth.

Through their partnership, ICTC and CCI Learning have identified industry certification ´crosswalks´ within Canada’s Focus on Information Technology (FIT) program. Developed by the ICTC, with top educational specialists and ICT employers, FIT is a nationally-recognized certificate program promoting digital literacy to advance youth skills development, experiential learning and development of effective learning resources for students and teachers. It provides secondary school students with valuable course pathways fostering ICT skills development.

´To identify these crosswalks, we conducted a thorough analysis of learning outcomes within ICTC's FIT certification paths, comparing them to skill sets required for leading IT industry certifications. In many cases, FIT learning outcomes almost completely matched with certification objectives such as those within CompTIA Strata and the Microsoft Technology Associate (MTA) Software Development certification” said Malcolm Knox, CCI Learning President and CEO. ´Many provinces already include the same learning outcomes as the ICTC FIT certification paths.´
´Providing secondary school students with a clear and compelling pathway to further ICT training is a critical part of addressing technology skills shortages´ said Namir Anani, ICTC President and CEO. ´Our partnership with CCI Learning will be a model for achieving this for similar agreements across the country.´
Schools choosing to integrate these systems will provide triple recognition to graduates through national, provincial and industry level certifications. Students can graduate with multiple industry level certifications in addition to their current certification programs, bolstering chances for career success.

CCI Learning and ICTC’s FIT Certification Industry Crosswalk provides the most effective education solution. It ensures Canada’s success in the global digital economy by investing in technology education that is tangible and applicable to the labour market.“

Further details

Monday, November 03, 2014 6:30:25 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Tuesday, October 21, 2014


“On Thursday 16th of October, Fundi Bots, a Ugandan robotics company that equips students and developers with robotics skills trained over 20 learners from the University of Rwanda as well as developers at the kLab innovation space.

And Solomon King, the founder of Fundi Bots, explains what it is all about: ´The thing about robotics is it is one discipline, but there are a million sub-disciplines in it. I keep telling the trainees that when they’ve finished their first robot, they’ve learnt about electronics, they learnt about logical thinking, they’ve learnt about programming, mechanics, biology and popular science. And that is the main target of this training among all our works.´

The training lasted a full day running from 9am to 4pm and students learnt a range of skills ranging from the core of electronics and arduino programming to programming machines to move and navigate around.

Mark Musasizi, a developer, says the training availed developers with skills that are timely for the development of Rwanda into a regional ICT hub.

´We can’t lean on only knowledge that we get from school. We must source knowledge elsewhere and be a significant part of ICT development in the country that has set up the entire necessary infrastructure for us. What we are learning is technology in developed countries and we need to bring it home and apply it,´ he remarks.

Fundi Bots is a nonprofit organization which builds spaces where passionate young people can learn, grow and experiment with machines, gadgets and technology they would not otherwise have access to. Places where curiosity is fostered rather than feared, where failure is embraced as part of a learning process, and where ideas, however crazy, are heard and explored without bias or prejudice.

Fundi Bots works with private enterprises, nongovernmental organizations, academia and other talented and interested parties to create environments where social, commercial and local solutions can be found for Ugandan problems.

Fundi Bots is currently operating in Uganda but hopes to extend more training activities to Rwanda and move to about five African countries before the end of next year.

(Source: The New Times)

Tuesday, October 21, 2014 9:36:01 PM (W. Europe Standard Time, UTC+01:00)  #     | 


“UNESCO has entered into its first-ever partnership with a private company based in sub-Saharan Africa. The Funds-In-Trust agreement between Airtel Gabon and UNESCO will support Train My Generation: Gabon 5000, a three-year project to provide scientific and entrepreneurial training through ICT to thousands of young people in Gabon, plus deliver new skills to secondary school teachers.

The mobile company will provide $4.3 million for the project, which will be implemented by UNESCO. It will start with the establishment of ten Cyber Centres equipped with servers and computers at schools in Libreville, Port Gentil, Oyem, Franceville, Bitam and Lambaréné.

At the signing ceremony in Paris, the Director-General of UNESCO welcomed the partnership with Airtel, pointing out the potential of such cooperation with African corporations. ´The African Private sector is extremely dynamic and I am very proud today to sign UNESCO’s first partnership with a company based in Sub-Saharan Africa,´ stated Irina Bokova.

Olivier Herve Njapoum, the Director-General of Airtel Gabon, added that his company was convinced that the youth of Africa will contribute to the development of the continent if they are provided with good training. ´Through this partnership, Airtel wishes to benefit from the expertise of one of the most important organizations of the United Nations System […], UNESCO, whose programmes in Africa contribute to the promotion of innovation based on knowledge technologies,´ he said.

The Ambassador of Gabon, Gisèle Marie Hortense Ossakedjombo-Ngoua Memiaghe, welcomed the partnership with enthusiasm, invoking ´studies that prove that there is a cause and effect link between the development of telecommunications and economic development.´

5,000 young people, aged 18 to 35, will receive basic ICT training during the first phase of the project, which will also provide training in online teaching to 100 secondary education science teachers. The teachers will use their skills to provide online educational support to 15,000 secondary school students preparing their end of school exams. But because the platform used for educational support will be easily accessible, scholastic support is expected to reach a far greater number of students.

Smaller groups will be taught how to develop applications for mobile phones, operate cyber cafés and set up cooperative maintenance centres, through the Train My Generation: Gabon 5000 project.”

(Source: UNESCO)

Tuesday, October 21, 2014 9:11:32 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Tuesday, September 30, 2014


"A public-private partnership among USAID, NetHope, Intel Corporation, World Pulse, World Vision, UN Women, and Women in Technology in Nigeria

The Alliance will create a ‘movement’ that addresses the Internet gender gap by bringing more than 600,000 young women online in Nigeria and Kenya in the next 3 years.

Alliance partners will combine efforts to transform the lives and livelihoods of girls and women in Africa through digital literacy training, relevant content, policy work, and online social networks. The Alliance will introduce girls and women to the transformative benefits of the Internet. All partners share a common interest in increasing access to and use of the Internet to realize the socio-economic benefits for all of bringing more girls and women online. This effort will expand opportunities for young women to generate greater income, receive a quality education, increase their sense of empowerment and equity, extend their support networks, and increase their political participation.

BRIDGING THE INTERNET GAP

Digital Literacy: The integration of digital literacy training into gender and development programs enables women to access hardware, software, Internet connectivity, and ongoing support. With mobile platforms, individuals can follow different learning paths through a variety of channels, such as a mobile learning platform, and phone and tablet apps.

Knowledge and Voices: The power of digital media connects women and gives them a global voice. Addressing relevancy through women-tailored content and peer networks is critical. The Internet can empower women by providing them with an opportunity to connect with people outside of their communities, which, in turn, creates a strong incentive for women to continue using information and communications technologies (ICTs). This will provide long-term benefits in increased confidence and expression.

Economic opportunities: Internet use can increase the opportunities for women and girls in employment, online work, or improved businesses. ICT-enabled employment opportunities and skills training can generate social and economic opportunities for those employed, their families, and their communities.

The 'movement': System-level collaborations can enhance the inclusion of women and girls in the information society. Together, the Alliance will create a movement to address the challenges of the Internet gender gap by building, fostering, and supporting an ecosystem of partners."

(Source: USAID)

Tuesday, September 30, 2014 10:13:19 PM (W. Europe Standard Time, UTC+01:00)  #     | 


"The United Nations E-Government Survey presents a systematic assessment of the use and potential of information and communication technologies to transform the public sector by enhancing efficiency, effectiveness, transparency, accountability, access to public services and citizen participation in the 193 Member States of the United Nations, and at all levels of development."

View Publication

Further details

Tuesday, September 30, 2014 10:07:19 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Thursday, September 25, 2014

"First museum-based Cisco Science Fellowship for Innovative Learning Technologies to foster science engagement and innovation through technology.

Today, Cisco and the Ontario Science Centre announced their vision to advance the Centre's interactivity and accessibility. Cisco's investment in state of the art Information Communication Technology (ICT) will help transform the Ontario Science Centre into a ´connected museum´ allowing it to engage even broader audiences in innovative and interactive approaches to exploring science. In addition, Cisco is also funding the first ever museum-based Cisco Science Fellow for Innovative Learning Technologies, with the appointment of the Centre's Sabrina Greupner.

A Commitment to Science Literacy is Important for Canada's Economic Success

According to the World Economic Forum, in the past five years Canada has fallen to fifteenth from ninth place in economic competitiveness. In addition to investments in science, technology and innovation, competitive economies need innovative workforces that are literate in science and technology. Both organizations recognize the importance of a culture of science and innovation for Canada's economic success.

´With one million visitors per year, including more than 180,000 students, the Ontario Science Centre is one of the most visited cultural attractions in Canada. This collaboration will allow us to develop new modalities of interaction with our visitors and to reach audiences beyond the Centre. Cisco's vision to enable innovation, particularly in education, is closely aligned with our own, and is one of the reasons this is an excellent relationship,´ said Dr. Maurice Bitran, CEO, Ontario Science Centre. ´Cisco's leadership in this alliance has been both innovative and inspirational, and with their technology solutions and expertise, we hope to offer our visitors unparalleled learning experiences that will inspire the next generation of innovators.´

Creating a Next Generation ´Connected Museum´

This collaboration will provide the technological infrastructure necessary to bring science literacy and science, technology, engineering and math (STEM) learning to broader audiences.

Both organizations will work to modernize and upgrade the Centre's information and communication systems, allowing it to collaborate with initiatives such as the forthcoming Cisco™ Internet of Everything Innovation Centre in Toronto and Cisco's Connected North program that enhances education and health care services in remote northern communities.

´Today's students will be the architects of tomorrow's Internet of Everything. Encouraging students to learn and engaging with them in new and exciting ways is key to inspiring them with the energy and creativity that drives scientific and technological innovation,´ said Nitin Kawale, president, Cisco Canada. ´By exploring technology solutions and integrating them into the new Science Fellowship, Cisco and the Ontario Science Centre hope to light a spark in the youth of today and encourage them to explore the potential that science and technology have to offer.´

Visionary Leadership Provided by Cisco Science Fellow for Innovative Learning Technologies

While Cisco offers a number of academic fellowships for science and technology education, the Cisco Science Fellow for Innovative Learning Technologies is its first museum-based fellowship. The goal of this fellowship is to improve science engagement and literacy through the use of integrated technologies.

´With a shared commitment to a culture of innovation, learning excellence and engagement with science, this new alliance opens up so many exciting opportunities,´ said Sabrina Greupner, manager of the Science Centre's Weston Family Innovation Centre and the newly appointed Cisco Science Fellow in Innovative Learning Technologies. ´As a liaison between organizations, my goal is to bring together external collaborators with our researchers, programmers, teachers and science experts to create innovative learning experiences and encourage the sharing of best practices.´

This fellowship will allow for research, development and innovation in the use of integrated technologies and solutions for learning science, enhancing the Centre's Science Education program, the largest museum-based program of its kind in Canada."

(Source: CISCO)

Thursday, September 25, 2014 5:58:39 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Friday, September 19, 2014

“ABOUT 120 teachers from Doregos Private Academy and St Bernadette School in Nigeria are in the processing of becoming the first schools in Nigeria and Africa to get certified in the United Nations Educational Scientific and Cultural Organisation (UNESCO) Standard, Digital Literacy and Microsoft certifications towards preparing students for the new academic session with 21st century skills which they will need in a world where technology is prevalent and quickly changing.

 The teachers from the schools will be certified as Microsoft Certified Educators (MCE) and Internet and Computing Core Certified (IC3) professionals. These certifications differentiate Doregos and St. Bernadette Schools from other teachers in Nigeria and Africa. The Microsoft Partners in Learning Group has a professional development programme to help teachers develop the attributes needed for innovative teaching.

The teachers are undergoing rigorous training for four weeks at New Horizons, the world’s leading IT training institution in Nigeria where they will also sit for the international certification online to test their competencies in all areas based on the examination body. This landmark achievement has set a standard of ICT digital literacy and teaching with technology in schools today for others to emulate.

Mrs. Clementina Doregos, proprietress of the two schools said the training will aid them to be on same level with what transpires abroad.

She explained that her visit to top schools in USA and UK where teachers and students are collaborating, innovating and solving problem in classroom in real time shows that teaching has gone beyond didactic method of training to collaborative method where teachers and students share knowledge real time in classroom with the use of technology.

 Managing Director of New Horizons, Tim Akano, said that ´Mummy Doregos is such an exceptional proprietress that is ready for change driven by innovative way of adding value to her students, teachers, parents and schools.´ He added that the proprietress informed him how she wants her teachers to be certified and empowered yearly by using technology to train the students.

New Horizons has developed a curriculum for teachers in line with UNESCO Standard, Digital Literacy and Microsoft certifications to empower and equip them with 21st century teaching skills and test their competency. This will address one of the reasons for the mass failure in West African Examinations Council (WAEC).

According to the Head of National Office, WAEC, Charles Eguridu many Nigerian teachers are not competent and some teachers could not even read and how will they impact knowledge you do not possess. He also said that teachers find it difficult to do competency tests which some state had to reserved for obvious reasons, so the quality of the teachers in the systems is such that one can not vouch for their competence.”

(Source: The Guardian)

Friday, September 19, 2014 10:00:01 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Tuesday, September 16, 2014


UNESCO’s experience in Senegal demonstrates that mobile phones, computers, internet and TV make literacy courses much more attractive for illiterate women.

“We have demonstrated that technology increases illiterate women’s interest in learning new skills and helps build their confidence, as they are able to read and write their own messages and use the keyboard to correct their own sentences,” says Ann Therese Ndong-Jatta, Director of UNESCO’s Regional Office in Dakar. According to her, the transition women make in the classes to using mobile phones and computers has become an attraction and pooled a lot of interest.

Since 2011, UNESCO Dakar has been running the PAJEF literacy project in Senegal in partnership with government, NGOs and local communities. While some beneficiaries receive literacy classes face-to-face,   the majority of women learn through DVDs, online and mobile applications and television programmes.

Through this project women can improve both their literacy and IT skills as well as vocational and life skills, which are also integral parts of the literacy package.  In addition, the project includes financial support given to each class for learners to develop their own income generating activities. 

 After the good results obtained in Senegal, UNESCO announced the extension of the project to Kenya and Nigeria. Gambia has also shown interest in replicating the project and yet more countries, including Pakistan and Namibia, are interested in learning more. In this way the project PAJEF is being considered as a model for other countries to increase the literacy nationwide and particularly among women.

(Further details)

Tuesday, September 16, 2014 8:33:56 PM (W. Europe Standard Time, UTC+01:00)  #     | 
On September 08, 2014 a literacy app will be launched by the Nal'ibali reading-for-enjoyment campaign, in partnership with Mxit Reach.

Mxit is a South African social networking platform, which will provide access to stories, and educational materials to anyone with a mobile.  This company has five million users every month.

According to Carole Bloch, Director of the Project for the Study of Alternative Education in South Africa (PRAESA),"Research shows that being told stories and being read to at home are the things most likely to help make children successful learners at school. Stories, particularly when read or heard in home languages, help children develop their language skills and imagination as well as their thinking and problem-solving skills. But not all South Africans have access to children's books and stories - particularly in their mother tongue.

What most South Africans do have is a cellphone, with mobile penetration now over 100% in the country. By harnessing this tidal wave of mobile communication technology use in our country, we hope to get even more adults reading and enjoying stories with their children so it becomes part of their daily lives."
Because children are often just as skilled in technology use as their parents, they are able to read stories on their own or experience the rewards of sharing stories with their parents. 

"There is a tendency for parents to engage less with their children around E-books and other forms of digital content. Language and literacy skills are best developed in the discussion and engagement that takes place when caregivers and young ones share a story together - and this includes the sharing of stories found on digital devices".

To address this, on the Nal'ibali reading-for-enjoyment app, they invite adults to sign-up with their children for stories and motivational tips in the language of their choice. The app prompts users to share stories with their children, given that frequent practice with reading will encourage higher levels of literacy. Users also earn points for finishing stories and answering questions.  Finally, the app provides a library of stories, including audio stories, quizzes, and space for reviews.  Soon, features will be added to enable younger children to practice rhymes and all users will be able to ask experts reading- and writing-related questions. 

The app currently enjoys more than 60,000 subscribers and seeks to expand its use. “In that way,” Andrew Rudge, CEO of Mxit Reach says, “the company can make a lasting contribution to the development of a reading culture in SA”.

Further details

Tuesday, September 16, 2014 2:32:56 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Monday, September 01, 2014


In order to tackle the lack of locally relevant content and improve the quality of education in rural areas of Peru, the International Institute for Communication and Development (IICD) has designed an integrated solution that turns largely unused laptops into digital offline libraries.

Student reading performance in Peru ranked last in the 2012 OECD PISA test, and rural education suffers considerably from a lack of culturally and linguistically contextualized learning materials and expertise. These digital offline libraries contain user-generated content in local languages and reflect the culture of Peru’s indigenous communities.

For the last 17 years, IICD has been using existing ICT in innovative ways to solve day-to-day problems faced by local communities. Although nearly five million Peruvians speak Quechua, Peru’s national curriculum is still mostly in Spanish. Spanish-speaking Peruvians are seven times more likely to achieve satisfactory scores on literacy and numeracy tests than Quechua speakers. The situation is much worse in disconnected rural schools. Peru’s most remote areas in the Andes suffer from poor infrastructure, a serious shortage of qualified teachers, lack of Internet connectivity and lack of relevant educational material.

As part of an effort to improve Peruvian education in general, the One Laptop per Child programme (OLPC) has already provided eight hundred thousand XO laptops for educational use, but due to lack of training and Internet connectivity, these laptops have gone largely unused. With suited pedagogical approaches and access to the right kinds of learning materials and expertise, these computers can be powerful tools for education. They offer students access to stimulating materials, like videos in their own language, and allow teachers to offer and create culturally relevant content and examples. The availability of educational material contextualized to indigenous cultures and traditional knowledge not only increases the development of students’ literacy skills, but also aids in the preservation of local identities.

(Source: IICD)

Monday, September 01, 2014 10:47:03 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Thursday, August 21, 2014
The Infocomm Development Authority of Singapore’s (IDA) inaugural Massive Open Online Course (MOOC) conducted its first class on 6 August, receiving an overwhelming response. The data sciences specialization course caters to  Singaporean working professionals and achieved more than 350 registrations, with strong participation from both the private sector and the public sector alike.

With Singapore gearing up to be the world’s first Smart Nation, data sciences and analytics are  becoming increasingly relevant and are  playing a greater role in businesses and government organizations in terms of  handling operational efficiency, engaging customers, as well as anticipating and delivering services. Professionals with training in data sciences and analytics are  expected to be in demand. McKinsey forecasts that there will be a shortage of 140,000 to 190,000 data sciences and analytics professionals by 2018 in just the US alone.

In partnership with course provider Coursera, the MOOC pilot offers Singaporeans from different professional backgrounds the opportunity to develop vital skills that respond to this growing demand for data sciences and analytics talent, providing them with opportunities and improving career prospects. An industry recruitment report has shown that data professionals can expect to earn from $80,000 up to $180,000 or even more per year.

The IDA MOOC pilot has attracted a broad base of participants with a good proportion of applicants having five years or less of working experience. However, the course has also attracted experienced professionals with about 60% of the applicants having 5 years or more working experience.

While about 30% of the applicants come from an IT background, 40% are from a wide range of sectors such as healthcare, finance and education, reflecting data sciences and analytics’ ability to be applied across sectors and areas of work. The remaining 20% of applicants come from data-related professions, seeking to build upon their existing skills.

“We want the participants joining IDA MOOC to not only benefit from a high quality of learning that improves career prospects, we also want participants to network with...and learn from... like-minded members of industry”, said Mr. Steve Leonard, Executive Deputy Chairman, IDA. “This is an important part of building a data sciences and analytics community in Singapore”.

(Source: IDA)

Thursday, August 21, 2014 6:19:50 AM (W. Europe Standard Time, UTC+01:00)  #     | 
 Wednesday, August 13, 2014


As ICTs infiltrate all aspects of our lives, it is critical for females to actively engage as members of the Information Society.  ICTs can provide for greater gender equality in careers, which is one of the goals of the Venezuelan government. 

Many countries around the world face a shortage of trained ICT personnel and Venezuela is no exception.  In particular, the government recognizes the role girls and young women can play in filling this impending gap, promoting programs such as Infocentros Canaimitas, holding training in telecommunications and providing free software to its citizens. 

The number of Internet users in Venezuela is also rapidly increasing.  In the first quarter of 2014, data service providers estimated the number of Internet users in the country as 13 million, 50% of whom were female, demonstrating the need for discussion on women and ICT.

Recognizing the work of ITU, including its annual International Girls in ICT Day, Venezuela understands this need for further discussion on the use of ICTs for female empowerment.  As part of the “Conference on Internet Development and Social Transformation” in Caracas on Tuesday, August 12, organized by the Association of Internet Users Venezuela, Internauta, participants received training on gender mainstreaming and social issues surrounding women and ICT.  Nerissa Aguilera, a computer specialist and participant in a variety free software initiatives, delivered this training.  Aguilera is also a member of Accessible World, an organization that develops and disseminates accessible technologies for persons with disabilities.

Additional conference discussion topics included the transition from IPv4 to IPv6, free “Infogobierno” technologies, the need for a sovereign system of traffic exchange points, and other issues related to the use of ICTs for social development.

For further information see http://www.internetvenezuela.net.ve/

(Source: Conatel

Wednesday, August 13, 2014 2:46:51 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 Monday, August 04, 2014


The UK’s Department for International Development (DFID) has announced a strategic partnership with the private sector to deliver e-learning programmes in Kenya to thousands of marginalized girls.

Project iMlango is an e-learning partnership, led by satellite operator Avanti Communications and its partners: the smartcard and digital payments system provider, sQuid; online maths tutoring provider, Whizz Education; and technology NGO, Camara Education. The integrated programme aims to improve learning outcomes for 25,675 marginalied girls, across 195 Kenyan primary schools.

Project iMlango addresses the cultural and financial issues that can lead to reduced school attendance and drop outs, with electronic attendance monitoring and conditional payments to families. At the programme’s core sits an internet learning platform, accessed via satellite broadband connectivity, where partners provide students with interactive, individualized learning tools.

According to the project lead, Project iMlango delivers:

- High-speed satellite broadband connectivity to schools;
- Personalized maths tuition with a virtual online tutor, alongside digital learning content for maths, literacy and life skills;
- Tuition and support to teachers to use ICT in their teaching;
- Electronic attendance monitoring with conditional payments – to incentivise families to send their daughters to school – for use with local merchants;
- In-field capacity in IT, technology and support resources;
Real-time project monitoring and measurement;

(Source: IT News Africa)

Monday, August 04, 2014 9:24:12 AM (W. Europe Standard Time, UTC+01:00)  #     | 


It is important to show some of the most significant scholarly contributions to knowledge and action towards expanding women’s participation in all communication platforms. The publication proposes a pragmatic research agenda for the Global Alliance on Media and Gender (GAMAG), looking back, building on the past and looking to the future.

This volume is divided into four main sections: 1) Gender-based violence, media and information; 2) Women’s access to media; 3) Gender and media policy and strategies; 4) Gender, education, and media and information literacy. The authors are all experts on the advancement of gender equality. Moreover, they have been involved in both scholarly and advocacy actions with visible impact at global, regional and national levels. UNESCO is pleased to have cooperated with the International Association of Communication Researchers in the preparation of this publication.

Download full text here


More information

Monday, August 04, 2014 9:18:06 AM (W. Europe Standard Time, UTC+01:00)  #     | 


Ghana will soon benefit from an innovative project from Samsung in which shipping containers repurposed into solar-powered classrooms will provide students in the most remote parts of Africa access to education and innovation.

Samsung's Solar-Powered Internet Schools Initiative is part of Samsung’s Citizenship program and it will bring mobile classrooms filled with gadgets to rural towns.

By outfitting a mobile shipping container with desks, a 65-inch electronic board, Internet-enabled solar-powered notebooks, Samsung Galaxy tablet computers and Wi-Fi cameras, children can receive a technology-rich education without traveling far away.

Each 12-meter portable classroom has space for up to 24 students to learn how to use computers and how to surf the Internet, many for the first time. The schools are specifically designed for African conditions, and can withstand energy-scarce environments, harsh weather conditions and transportation over long distances.

Fold-away solar panels provide enough energy to power the classrooms’ equipment for up to nine hours a day, and for one-and-a-half days without any sunlight. The solar panels are made from rubber, rather than glass, ensuring they are hardy and durable enough to survive long journeys across the continent.

Samsung is working with the Government of Ghana and the Ministry of Education, local educators, content developers, school administration and management to integrate the Internet Schools into local communities in Ghana by the end of July.

(More details)

Monday, August 04, 2014 9:12:00 AM (W. Europe Standard Time, UTC+01:00)  #     | 
 Thursday, July 31, 2014
Discover the 10 award-winning best practices from the Actions for Digital Culture contest, organized by the Digital Italy Agency, to promote digital literacy and inclusion.

The first edition of Actions for Digital Culture received 101 applications. The award winning 10 were selected in May 2014, but additional initiatives will be posted on the contest database until July, 31st.

The award-winning initiatives were selected on the basis of their consistency with the objectives of the Italian National Programme for Culture, Education and Digital Skills and on their sustainability, scalability, size, verifiability, actual or potential impact, user-friendliness and openness.

Below are the 10 winning best practices in digital literacy and inclusion: check them out (Italian  only).
  • Digital Culture for citizens
- The network of local associations to disseminate digital culture
- DITEDI - District of Digital Technologies
  •  Digital Inclusion
- Bread and Internet
- CoderDojo Italy
  • Working Digital Skills
- Development of digital professional skills at INAIL according to the standard e-CF
- Professional competence profiles for the Web

  • Digital Skills for the Enterprises
- The Italian school to catch up with Europe: Core EUCIP in curricula in technical colleges
- Meet No Neet 2
  •  Digital Skills for PA
- METID MATCH: build with the digital culture
- The 100 Schools Project

Digital literacy is the topic of the ongoing discussion on ICT4Society Café: join the debate and let us know about your experience and good practices!

More details

Thursday, July 31, 2014 9:20:35 PM (W. Europe Standard Time, UTC+01:00)  #     | 
Eko-Konnect is holding an app competition in Nigeria as part of its 2014 Software Freedom Day Celebration.

Eko-Konnect challenges applicants to identify a challenge to either students or management of Higher Institutions of Learning and build an app to solve this challenge. Apps will be exhibited on Friday, 19th September, 2014 at the Yaba College of Technology and winners will be announced on Saturday, 20th September, 2014 at the same venue.

Send your Abstract by Friday, 22nd August, 2014 to eko-geeks@eko-konnect.net.ng.

Only eligible applicants will be contacted.

Further details

Thursday, July 31, 2014 8:54:20 PM (W. Europe Standard Time, UTC+01:00)  #     | 
 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)  #     |