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 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)  #     |