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    <title>SIs Newslog - Remote/Underserved Areas</title>
    <link>http://www.itu.int/ITU-D/sis/newslog/</link>
    <description>&lt;i&gt;Special Initiatives&lt;/i&gt;</description>
    <language>en-us</language>
    <copyright>International Telecommunication Union</copyright>
    <lastBuildDate>Tue, 21 May 2013 13:45:32 GMT</lastBuildDate>
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      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">New venture Librii is seeking to set up
self-sustaining libraries with internet access in poor and isolated communities.<br /><br /><img src="http://static.guim.co.uk/sys-images/Observer/Pix/pictures/2013/5/14/1368537166115/Librii-s-eHub-digital-lib-010.jpg" height="237" width="396" /><br /><br />
A decade ago, Brewster Kahle, philanthropist and founder of <a href="http://www.guardian.co.uk/technology/2013/apr/26/brewster-kahle-internet-archive">the
Internet Archive</a>, created the first digital bookmobile: a complete printing press
in the back of a car. With a power source, satellite internet connection, printer
and binder, the vehicle and its descendants subsequently printed thousands of public-domain
books where they were needed most, such as in rural areas without internet connection,
including schools and refugee camps across Africa.<br /><br />
In 2003, it was estimated that less than 1% of Africa's population had access to the
internet. Since then, that figure has grown to just 15%. Private companies have been
laying high-speed cables along the coasts, but it's slow to make progress inland:
even where access is available, it is often low speed and unconnected to the facilities
on the ground needed to make the most of it, particularly for education (The vast
majority of people in Africa who do access the internet do so via mobile phone).<br /><br />
Now, with an initial funding of $50,000 from Kickstarter, <a href="http://www.librii.org/">library
startup Librii </a>is building its first "eHub" prototype: a shipping container filled
with computers, printers and training materials, connected to a simple, low-cost study
centre, which will let visitors access information, print books and other materials
and, crucially, contribute back to the project and the web at large. 
<br /><br />
Once the prototype is complete and tested, a partnership with the University of Ghana
and <a href="http://www.librarieswithoutborders.org/">Librarians Without Borders</a> is
intended to start shipping the embryonic libraries to Africa, following the frontiers
of fibreoptic cable as they push into the continent. While Librii is an NGO, the libraries
will be fully self-supporting after the first year, seeking local sponsorship and
generating their own income. Recognizing that local knowledge, architecture, infrastructure
and education are all vital components in the project is what makes Librii's approach
an exciting one. 
<br /><br /><a href="http://www.guardian.co.uk/books/2013/may/19/library-internet-access-africa-container-librii">Further
details</a><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=ef0b2662-288c-4238-9270-815571a1a837" /></body>
      <title>Web-connected libraries for Africa: the dream of digital knowledge for all</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,ef0b2662-288c-4238-9270-815571a1a837.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/05/21/WebconnectedLibrariesForAfricaTheDreamOfDigitalKnowledgeForAll.aspx</link>
      <pubDate>Tue, 21 May 2013 13:45:32 GMT</pubDate>
      <description>New venture Librii is seeking to set up self-sustaining libraries with internet access in poor and isolated communities.&lt;br&gt;
&lt;br&gt;
&lt;img src="http://static.guim.co.uk/sys-images/Observer/Pix/pictures/2013/5/14/1368537166115/Librii-s-eHub-digital-lib-010.jpg" height="237" width="396"&gt;
&lt;br&gt;
&lt;br&gt;
A decade ago, Brewster Kahle, philanthropist and founder of &lt;a href="http://www.guardian.co.uk/technology/2013/apr/26/brewster-kahle-internet-archive"&gt;the
Internet Archive&lt;/a&gt;, created the first digital bookmobile: a complete printing press
in the back of a car. With a power source, satellite internet connection, printer
and binder, the vehicle and its descendants subsequently printed thousands of public-domain
books where they were needed most, such as in rural areas without internet connection,
including schools and refugee camps across Africa.&lt;br&gt;
&lt;br&gt;
In 2003, it was estimated that less than 1% of Africa's population had access to the
internet. Since then, that figure has grown to just 15%. Private companies have been
laying high-speed cables along the coasts, but it's slow to make progress inland:
even where access is available, it is often low speed and unconnected to the facilities
on the ground needed to make the most of it, particularly for education (The vast
majority of people in Africa who do access the internet do so via mobile phone).&lt;br&gt;
&lt;br&gt;
Now, with an initial funding of $50,000 from Kickstarter, &lt;a href="http://www.librii.org/"&gt;library
startup Librii &lt;/a&gt;is building its first "eHub" prototype: a shipping container filled
with computers, printers and training materials, connected to a simple, low-cost study
centre, which will let visitors access information, print books and other materials
and, crucially, contribute back to the project and the web at large. 
&lt;br&gt;
&lt;br&gt;
Once the prototype is complete and tested, a partnership with the University of Ghana
and &lt;a href="http://www.librarieswithoutborders.org/"&gt;Librarians Without Borders&lt;/a&gt; is
intended to start shipping the embryonic libraries to Africa, following the frontiers
of fibreoptic cable as they push into the continent. While Librii is an NGO, the libraries
will be fully self-supporting after the first year, seeking local sponsorship and
generating their own income. Recognizing that local knowledge, architecture, infrastructure
and education are all vital components in the project is what makes Librii's approach
an exciting one. 
&lt;br&gt;
&lt;br&gt;
&lt;a href="http://www.guardian.co.uk/books/2013/may/19/library-internet-access-africa-container-librii"&gt;Further
details&lt;/a&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=ef0b2662-288c-4238-9270-815571a1a837" /&gt;</description>
      <category>Connected Schools</category>
      <category>Curriculum Development</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=02e9c083-6ef4-424c-b010-8421fe97bdcf</trackback:ping>
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      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">E-health initiative, an electronic health
delivery system, was launched on last Friday to enable doctors reach their patients
online and bring health care to the door steps of the citizenry.<br /><br />
The E-health initiative, a remote doctor/patient interface allows a patient to see
a doctor without leaving his home or office.<br />
It does not seek to prevent patients from visiting hospital but to augment existing
health care delivery services.<br /><br />
The launch was on the theme: Convenience in Health Care Delivery and has a safe
harbour statement: We do not handle emergency cases.<br /><br />
To assess the product one has to go online to book an appointment with a doctor on <a href="http://www.ehealthghana.com/">ehealthghana.com</a> after
which an appointment coordinator will assign doctors to patient depending on the ailment.<br /><br />
Professor Agyemang Badu Akosa, a former Director General of Ghana Health Service,
who launched the product, said the countrys health care is patterned on the colonial
model, and health care could only be assessed at the capital, regional and district
levels thereby creating a missing link in the peripherals.<br /><br />
He said if the initiative is rolled out properly many people would benefit from health
care services irrespective of the distance, especially in a technologically advanced
era.<br />
Prof Akosa, however, noted that the challenge is with internet penetration in the
country but expressed the hope that with fibre optic gaining grounds is positive light
at the end of the tunnel.<br /><br />
He welcomed the initiative and said it would beneficial to the rural areas where E-kiosk
fitted with e-health internet would be placed and operated by a volunteer and an interpreter.<br /><br />
Prof Edmund Delle, Founder of Rabito Clinic, lauded the initiative but cautioned that
sustainability is very crucial to the success of the scheme.<br />
What is the use of a specialist whose activities are confined to his office while
the rural areas are underserved, he said.<br /><br />
Prof Delle noted that an initiative which enables a doctor or specialist to reach
out to more people without traveling too much for outreach programmes is very much
welcomed.<br /><br />
Mr Patrick Dasoberi, originator of the E-health Initiative, said it would serve as
a platform for doctors, to share ideas and experiences relating to patients, as well
as a network for pharmacists, laboratory technicians, volunteers, service couriers,
who are the core of the scheme.<br /><br /><a href="http://vibeghana.com/2013/05/17/ghana-gets-first-e-health-online-service/">Further
details</a><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=02e9c083-6ef4-424c-b010-8421fe97bdcf" /></body>
      <title>Ghana gets first E-health online service</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,02e9c083-6ef4-424c-b010-8421fe97bdcf.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/05/21/GhanaGetsFirstEhealthOnlineService.aspx</link>
      <pubDate>Tue, 21 May 2013 10:39:24 GMT</pubDate>
      <description>E-health initiative, an electronic health delivery system, was launched on last Friday to enable doctors reach their patients online and bring health care to the door steps of the citizenry.&lt;br&gt;
&lt;br&gt;
The E-health initiative, a remote doctor/patient interface allows a patient to see
a doctor without leaving his home or office.&lt;br&gt;
It does not seek to prevent patients from visiting hospital but to augment existing
health care delivery services.&lt;br&gt;
&lt;br&gt;
The launch was on the theme: Convenience in Health Care Delivery and has a safe
harbour statement: We do not handle emergency cases.&lt;br&gt;
&lt;br&gt;
To assess the product one has to go online to book an appointment with a doctor on &lt;a href="http://www.ehealthghana.com/"&gt;ehealthghana.com&lt;/a&gt; after
which an appointment coordinator will assign doctors to patient depending on the ailment.&lt;br&gt;
&lt;br&gt;
Professor Agyemang Badu Akosa, a former Director General of Ghana Health Service,
who launched the product, said the countrys health care is patterned on the colonial
model, and health care could only be assessed at the capital, regional and district
levels thereby creating a missing link in the peripherals.&lt;br&gt;
&lt;br&gt;
He said if the initiative is rolled out properly many people would benefit from health
care services irrespective of the distance, especially in a technologically advanced
era.&lt;br&gt;
Prof Akosa, however, noted that the challenge is with internet penetration in the
country but expressed the hope that with fibre optic gaining grounds is positive light
at the end of the tunnel.&lt;br&gt;
&lt;br&gt;
He welcomed the initiative and said it would beneficial to the rural areas where E-kiosk
fitted with e-health internet would be placed and operated by a volunteer and an interpreter.&lt;br&gt;
&lt;br&gt;
Prof Edmund Delle, Founder of Rabito Clinic, lauded the initiative but cautioned that
sustainability is very crucial to the success of the scheme.&lt;br&gt;
What is the use of a specialist whose activities are confined to his office while
the rural areas are underserved, he said.&lt;br&gt;
&lt;br&gt;
Prof Delle noted that an initiative which enables a doctor or specialist to reach
out to more people without traveling too much for outreach programmes is very much
welcomed.&lt;br&gt;
&lt;br&gt;
Mr Patrick Dasoberi, originator of the E-health Initiative, said it would serve as
a platform for doctors, to share ideas and experiences relating to patients, as well
as a network for pharmacists, laboratory technicians, volunteers, service couriers,
who are the core of the scheme.&lt;br&gt;
&lt;br&gt;
&lt;a href="http://vibeghana.com/2013/05/17/ghana-gets-first-e-health-online-service/"&gt;Further
details&lt;/a&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=02e9c083-6ef4-424c-b010-8421fe97bdcf" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>ICTs for Health</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=36f32914-73ac-4927-b969-9a5f2e6035b6</trackback:ping>
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      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">National Broadcasting and Telecommunications
(<a href="http://www.nbtc.go.th/wps/portal/NTC/eng">NBTC</a>), Thailand has last week
launched a campaign to boost computer literacy and bridge digital divide in rural
areas. 
<br /><br />
In partnership with Intel Corporation, Be Amazing roadshow campaign will travel
to 27 provinces to educate the public in the remote areas, particularly first-time
users and college students, on the use and benefits of computers especially for education
purpose. The roadshow will start from May 14 to the end of December 2013. 
<br /><br />
Computer makers participating in the campaign are Asus, Acer, Samsung, Lenovo and
Toshiba along with the broadband providers TOT and Advanced Info Service. 
<br />
Affordable prices device to be featured during the roadshow include THB 7,900 (US$
263) tablets. 
<br /><br />
Only 6 million of the 20 million Thai households own computers, said Accharas Ouysinprasert,
Intel Thailand Manager. Computer penetration is 90% of households in some developed
countries. 
<br /><br />
Ouysinprasert said the campaign is expected to reach 550,000 households this year.
Thailands telecom operators just kicked start official 3G services last week, following
last months official approval from the government after ending the long complication. 
<br /><br />
Gen Sukit Khamasundara, NBTC Member said the launch of 3G and 4G service is expected
to boost computer use to 80 per cent of total households. 
<br />
He added that the NBTC is considering trimming down the universal service obligation
(USO) fee from 3.75 per cent to 2  3 per cent in order to reduce the burden on licensees. 
<br /><br />
The USO fee is collected from telecom operators with an aim to provide services in
rural areas where telecom investment is not commercially justifiable. 
<br />
Under the USO master plan from 2012-16, the NBTC will spend 20 billion baht to install
fibre-optic networks in rural areas to allow as many as 80% of the citizens to access
broadband, up from 32% now. 
<br /><br />
The spending will cover implementation of the networks and community computer centres
for 7,000 sub districts, up from 1,000 at present. 
<br /><br />
(Source: <a href="http://www.futuregov.asia/articles/2013/may/13/thailand-launches-ict-roadshow-rural-areas/">FutureGov</a>)<br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=36f32914-73ac-4927-b969-9a5f2e6035b6" /></body>
      <title>Thailand launches ICT roadshow to rural areas</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,36f32914-73ac-4927-b969-9a5f2e6035b6.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/05/16/ThailandLaunchesICTRoadshowToRuralAreas.aspx</link>
      <pubDate>Thu, 16 May 2013 19:13:39 GMT</pubDate>
      <description>National Broadcasting and Telecommunications (&lt;a href="http://www.nbtc.go.th/wps/portal/NTC/eng"&gt;NBTC&lt;/a&gt;),
Thailand has last week launched a campaign to boost computer literacy and bridge digital
divide in rural areas. 
&lt;br&gt;
&lt;br&gt;
In partnership with Intel Corporation, Be Amazing roadshow campaign will travel
to 27 provinces to educate the public in the remote areas, particularly first-time
users and college students, on the use and benefits of computers especially for education
purpose. The roadshow will start from May 14 to the end of December 2013. 
&lt;br&gt;
&lt;br&gt;
Computer makers participating in the campaign are Asus, Acer, Samsung, Lenovo and
Toshiba along with the broadband providers TOT and Advanced Info Service. 
&lt;br&gt;
Affordable prices device to be featured during the roadshow include THB 7,900 (US$
263) tablets. 
&lt;br&gt;
&lt;br&gt;
Only 6 million of the 20 million Thai households own computers, said Accharas Ouysinprasert,
Intel Thailand Manager. Computer penetration is 90% of households in some developed
countries. 
&lt;br&gt;
&lt;br&gt;
Ouysinprasert said the campaign is expected to reach 550,000 households this year.
Thailands telecom operators just kicked start official 3G services last week, following
last months official approval from the government after ending the long complication. 
&lt;br&gt;
&lt;br&gt;
Gen Sukit Khamasundara, NBTC Member said the launch of 3G and 4G service is expected
to boost computer use to 80 per cent of total households. 
&lt;br&gt;
He added that the NBTC is considering trimming down the universal service obligation
(USO) fee from 3.75 per cent to 2  3 per cent in order to reduce the burden on licensees. 
&lt;br&gt;
&lt;br&gt;
The USO fee is collected from telecom operators with an aim to provide services in
rural areas where telecom investment is not commercially justifiable. 
&lt;br&gt;
Under the USO master plan from 2012-16, the NBTC will spend 20 billion baht to install
fibre-optic networks in rural areas to allow as many as 80% of the citizens to access
broadband, up from 32% now. 
&lt;br&gt;
&lt;br&gt;
The spending will cover implementation of the networks and community computer centres
for 7,000 sub districts, up from 1,000 at present. 
&lt;br&gt;
&lt;br&gt;
(Source: &lt;a href="http://www.futuregov.asia/articles/2013/may/13/thailand-launches-ict-roadshow-rural-areas/"&gt;FutureGov&lt;/a&gt;)&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=36f32914-73ac-4927-b969-9a5f2e6035b6" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>low cost laptops</category>
      <category>Partnerships</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=a74829a3-c1a0-4755-862a-f7e41edc1045</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,a74829a3-c1a0-4755-862a-f7e41edc1045.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">IBM has long held a presence in Africa
(for 90+ years). Offices now exist in over 20 African nations. Within the East Africa
region, a full subsidiary office opened in Nairobi, Kenya in 2009. Since then, the
company has partnered with East African universities in software development, made
plans to turn Nairobi into a Smart City, and attempted to reverse the African brain
drain. Most recently, in May 2013, IBM opened a research lab in the city amid <a href="https://twitter.com/search?q=ibm%20nairobi&amp;src=typd">much
fanfare</a>. In particular, IBM was drawn to Kenya for its great long term vision
(Vision 2030) and the ability of Kenya to take innovation and use it. The companys <a href="http://asmarterplanet.com/blog/2013/05/25069.html">goal
in Nairobi</a> is to help feed the momentum. 
<br /><br />
Specifically, the center will house up to 50 researchers within five years. Candidates
will come from public and private sectors across Africa. All sorts of ICT projects
will be tackled  from water management to traffic management. IBM <a href="http://cio.co.ke/news/main-stories/ibm-to-open-its-12th-global-research-lab-in-kenya">categorizes
the areas as</a>: Next Generation Public Sector, Smarter Cities, and Human Capacity
Development. The center will also open opportunities for developers through a tight
partnership with iHub Nairobi. Another key component will be the centers ability
to link venture capitalists with local innovators.<br /><br />
IBM also released a video discussing how public-private partnerships (PPPs) are <a href="https://www.youtube.com/watch?v=fl2kd-xRWdI">driving
East African economic growth</a>. Victor Kyalo, CEO of the Kenya ICT Board, gave insight
that can be summarized as:<br /><br />
- Kenya needs need technology to solve problems. 
<br />
- Kenya needs PPPs to move to the next level. 
<br />
- In 5 years Kenya will be using IT to enable daily tasks. 
<br /><br />
See the <a href="http://www.youtube.com/watch?feature=player_embedded&amp;v=6H6XuWXDO98">video
presentation</a>:  
<br /><br /><a href="http://www.oafrica.com/business/video-ibms-nairobi-innovation-center/">Further
details</a><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=a74829a3-c1a0-4755-862a-f7e41edc1045" /></body>
      <title>IBMs Nairobi Innovation Center</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,a74829a3-c1a0-4755-862a-f7e41edc1045.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/05/10/IBMsNairobiInnovationCenter.aspx</link>
      <pubDate>Fri, 10 May 2013 17:09:23 GMT</pubDate>
      <description>IBM has long held a presence in Africa (for 90+ years). Offices now exist in over 20 African nations. Within the East Africa region, a full subsidiary office opened in Nairobi, Kenya in 2009. Since then, the company has partnered with East African universities in software development, made plans to turn Nairobi into a Smart City, and attempted to reverse the African brain drain. Most recently, in May 2013, IBM opened a research lab in the city amid &lt;a href="https://twitter.com/search?q=ibm%20nairobi&amp;amp;src=typd"&gt;much
fanfare&lt;/a&gt;. In particular, IBM was drawn to Kenya for its great long term vision
(Vision 2030) and the ability of Kenya to take innovation and use it. The companys &lt;a href="http://asmarterplanet.com/blog/2013/05/25069.html"&gt;goal
in Nairobi&lt;/a&gt; is to help feed the momentum. 
&lt;br&gt;
&lt;br&gt;
Specifically, the center will house up to 50 researchers within five years. Candidates
will come from public and private sectors across Africa. All sorts of ICT projects
will be tackled  from water management to traffic management. IBM &lt;a href="http://cio.co.ke/news/main-stories/ibm-to-open-its-12th-global-research-lab-in-kenya"&gt;categorizes
the areas as&lt;/a&gt;: Next Generation Public Sector, Smarter Cities, and Human Capacity
Development. The center will also open opportunities for developers through a tight
partnership with iHub Nairobi. Another key component will be the centers ability
to link venture capitalists with local innovators.&lt;br&gt;
&lt;br&gt;
IBM also released a video discussing how public-private partnerships (PPPs) are &lt;a href="https://www.youtube.com/watch?v=fl2kd-xRWdI"&gt;driving
East African economic growth&lt;/a&gt;. Victor Kyalo, CEO of the Kenya ICT Board, gave insight
that can be summarized as:&lt;br&gt;
&lt;br&gt;
- Kenya needs need technology to solve problems. 
&lt;br&gt;
- Kenya needs PPPs to move to the next level. 
&lt;br&gt;
- In 5 years Kenya will be using IT to enable daily tasks. 
&lt;br&gt;
&lt;br&gt;
See the &lt;a href="http://www.youtube.com/watch?feature=player_embedded&amp;amp;v=6H6XuWXDO98"&gt;video
presentation&lt;/a&gt;:&amp;nbsp; 
&lt;br&gt;
&lt;br&gt;
&lt;a href="http://www.oafrica.com/business/video-ibms-nairobi-innovation-center/"&gt;Further
details&lt;/a&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=a74829a3-c1a0-4755-862a-f7e41edc1045" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Partnerships</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=ed4f1370-6177-489c-b58e-57b8f27b911d</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,ed4f1370-6177-489c-b58e-57b8f27b911d.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">
        <img src="http://moonofthesouth.com/wp-content/uploads/2013/04/a-solar-po.jpg" width="374" height="250" />
        <br />
        <br />
Samsung Electronics, the global electronics giant, has delivered one container, the
first of what could be a number of Solar Powered Internet Schools based in containers
in the country.<br /><br />
The project is being made possible in association with the Angolan government and
other partners.<br /><br />
The Solar Powered Internet School, which is geared to provide access to the Internet
and electronic textbooks, will operate on a shift basis and will meet the needs of
200 children a day, according to Thierry Boulanger, IT director for solutions and
business to business in Africa at Samsung Electronics. 
<br /><br />
This school represents a breakthrough in the delivery of education by helping to
break down the technological barriers facing education in Angola, Boulanger said.<br />
The facility, housed in a 40-foot shipping container, was delivered by truck to
its site, he said.<br /><br />
Samsung said the school, which will be used on a rotational basis by children during
the day, operates between 08h00 and 17h00 every day. Boulanger said: It may be a
small beginning, but for the 200 children who will benefit, the school opens the door
to huge opportunities. Finding the funding to create hundreds of similar facilities
across Africa could, within a comparatively short period, transform education, quality
of life and service delivery across Africa.<br /><br />
Samsung also said the school has the capacity to operate effectively for up to 36
hours without any sunlight at all. The power generated by the panels each day also
means that the school can be used beyond the traditional learning day. After-hours
it can operate as an adult education centre or a community centre over weekends.<br />
Built to withstand harsh African conditions the solar panels powering the school are
made from rubber instead of glass, to ensure that they are hardy and durable enough
to survive long journeys across the continent, Boulanger concluded.<br /><br /><a href="http://moonofthesouth.com/samsung-delivers-solar-powered/">Further information</a><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=ed4f1370-6177-489c-b58e-57b8f27b911d" /></body>
      <title>Samsung delivers first Solar Powered Internet School in Angola</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,ed4f1370-6177-489c-b58e-57b8f27b911d.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/05/01/SamsungDeliversFirstSolarPoweredInternetSchoolInAngola.aspx</link>
      <pubDate>Wed, 01 May 2013 10:32:56 GMT</pubDate>
      <description>&lt;img src="http://moonofthesouth.com/wp-content/uploads/2013/04/a-solar-po.jpg" width="374" height="250"&gt;
&lt;br&gt;
&lt;br&gt;
Samsung Electronics, the global electronics giant, has delivered one container, the
first of what could be a number of Solar Powered Internet Schools based in containers
in the country.&lt;br&gt;
&lt;br&gt;
The project is being made possible in association with the Angolan government and
other partners.&lt;br&gt;
&lt;br&gt;
The Solar Powered Internet School, which is geared to provide access to the Internet
and electronic textbooks, will operate on a shift basis and will meet the needs of
200 children a day, according to Thierry Boulanger, IT director for solutions and
business to business in Africa at Samsung Electronics. 
&lt;br&gt;
&lt;br&gt;
This school represents a breakthrough in the delivery of education by helping to
break down the technological barriers facing education in Angola, Boulanger said.&lt;br&gt;
The facility, housed in a 40-foot shipping container, was delivered by truck to
its site, he said.&lt;br&gt;
&lt;br&gt;
Samsung said the school, which will be used on a rotational basis by children during
the day, operates between 08h00 and 17h00 every day. Boulanger said: It may be a
small beginning, but for the 200 children who will benefit, the school opens the door
to huge opportunities. Finding the funding to create hundreds of similar facilities
across Africa could, within a comparatively short period, transform education, quality
of life and service delivery across Africa.&lt;br&gt;
&lt;br&gt;
Samsung also said the school has the capacity to operate effectively for up to 36
hours without any sunlight at all. The power generated by the panels each day also
means that the school can be used beyond the traditional learning day. After-hours
it can operate as an adult education centre or a community centre over weekends.&lt;br&gt;
Built to withstand harsh African conditions the solar panels powering the school are
made from rubber instead of glass, to ensure that they are hardy and durable enough
to survive long journeys across the continent, Boulanger concluded.&lt;br&gt;
&lt;br&gt;
&lt;a href="http://moonofthesouth.com/samsung-delivers-solar-powered/"&gt;Further information&lt;/a&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=ed4f1370-6177-489c-b58e-57b8f27b911d" /&gt;</description>
      <category>Children</category>
      <category>Communications</category>
      <category>Connected Schools</category>
      <category>Curriculum Development</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
      <category>Youth</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=69eba185-d0b1-41f4-af32-6b7f2d0282be</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,69eba185-d0b1-41f4-af32-6b7f2d0282be.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">
        <img src="http://www.egov.pe/sites/default/files/u3/5448_a_0.jpg" width="220" height="287" />
        <br />
        <br />
The United Nations E-Government Survey presents a systematic assessment of the use
of ICT to transform and reform the public sector by enhancing efficiency, effectiveness,
transparency, accountability, access to public services and citizen participation
in 193 Countries. 
<br />
   
<br />
We are pleased to inform that the Government of Costa Rica (Digital Government Secretariat),
in partnership with the National University of Costa Rica, has kindly provided the
translation of the United Nations E-Government Survey to all Spanish- speaking countries.     
<br /><br />
The E-Government Survey has been adopted by United Nations Member States and economists
as a useful tool to benchmark e-government development.  The Survey is also a
tool to guide policies and strategies on how Member States can improve overall public
service delivery and bridge the digital divide.  
<br /><br />
Main Findings: 
<br /><br />
Progress in online service delivery continues in most countries around the world.
Among the e-government leaders, innovative technology solutions have gained special
recognition as the means to revitalize lagging economic and social sectors. 
One of the key findings that emerges from the 2012 Survey is that while it is important
to continue with service delivery, governments must increasingly rethink their e-government
approach by placing greater emphasis on institutional linkages among government structures
in a bid to create synergy for inclusive sustainable development. 
<br />
  
<br />
The Spanish edition may be accessed and downloaded directly from the United Nations
Public Administration Network (UNPAN) at: <a temp_href="http://workspace.unpan.org/sites/Internet/Documents/EGovSurvey2012_Spanish.pdf. " href="http://workspace.unpan.org/sites/Internet/Documents/EGovSurvey2012_Spanish.pdf. ">http://workspace.unpan.org/sites/Internet/Documents/EGovSurvey2012_Spanish.pdf. </a><br /><br />
(Source: <a href="http://unpan.org/Home/tabid/1243/language/en-US/Default.aspx">UNPAN</a>)<br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=69eba185-d0b1-41f4-af32-6b7f2d0282be" /></body>
      <title>United Nations E-Government Survey 2012: E-Government for the People - Spanish Edition  </title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,69eba185-d0b1-41f4-af32-6b7f2d0282be.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/05/01/UnitedNationsEGovernmentSurvey2012EGovernmentForThePeopleSpanishEdition.aspx</link>
      <pubDate>Wed, 01 May 2013 10:19:58 GMT</pubDate>
      <description>&lt;img src="http://www.egov.pe/sites/default/files/u3/5448_a_0.jpg" width="220" height="287"&gt;
&lt;br&gt;
&lt;br&gt;
The United Nations E-Government Survey presents a systematic assessment of the use
of ICT to transform and reform the public sector by enhancing efficiency, effectiveness,
transparency, accountability, access to public services and citizen participation
in 193 Countries. 
&lt;br&gt;
&amp;nbsp;&amp;nbsp; 
&lt;br&gt;
We are pleased to inform that the Government of Costa Rica (Digital Government Secretariat),
in partnership with the National University of Costa Rica, has kindly provided the
translation of the United Nations E-Government Survey to all Spanish- speaking countries.&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; 
&lt;br&gt;
&lt;br&gt;
The E-Government Survey has been adopted by United Nations Member States and economists
as a useful tool to benchmark e-government development.&amp;nbsp; The Survey is also a
tool to guide policies and strategies on how Member States can improve overall public
service delivery and bridge the digital divide.&amp;nbsp; 
&lt;br&gt;
&lt;br&gt;
Main Findings: 
&lt;br&gt;
&lt;br&gt;
Progress in online service delivery continues in most countries around the world.
Among the e-government leaders, innovative technology solutions have gained special
recognition as the means to revitalize lagging economic and social sectors.&amp;nbsp;
One of the key findings that emerges from the 2012 Survey is that while it is important
to continue with service delivery, governments must increasingly rethink their e-government
approach by placing greater emphasis on institutional linkages among government structures
in a bid to create synergy for inclusive sustainable development. 
&lt;br&gt;
&amp;nbsp; 
&lt;br&gt;
The Spanish edition may be accessed and downloaded directly from the United Nations
Public Administration Network (UNPAN) at: &lt;a temp_href="http://workspace.unpan.org/sites/Internet/Documents/EGovSurvey2012_Spanish.pdf. " href="http://workspace.unpan.org/sites/Internet/Documents/EGovSurvey2012_Spanish.pdf. "&gt;http://workspace.unpan.org/sites/Internet/Documents/EGovSurvey2012_Spanish.pdf. &lt;/a&gt;
&lt;br&gt;
&lt;br&gt;
(Source: &lt;a href="http://unpan.org/Home/tabid/1243/language/en-US/Default.aspx"&gt;UNPAN&lt;/a&gt;)&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=69eba185-d0b1-41f4-af32-6b7f2d0282be" /&gt;</description>
      <category>Broadband</category>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=539de004-184d-41ef-a421-c66c7573559c</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,539de004-184d-41ef-a421-c66c7573559c.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">There is a need for more research and development
(R&amp;D) investment and new ways to ensure that technology transfer is used to overcome
global development challenges, a meeting of international academics in Indonesia concluded
last month. What does this mean for disabled people around the world? The meeting
is part of the lengthy process of agreeing new UN-coordinated global development goals
post-2015. 
<br /><br />
It identified R&amp;D investment and technology transfer as ways to address the massive
inequalities between developed and less-developed countries. Irsan Pawennei  one
of the meeting's conveners  highlighted inequality as the main issue to consider
in setting the successors to the <a href="http://www.undp.org/content/undp/en/home/mdgoverview/">Millennium
Development Goals</a>. 
<br /><br />
These points are very relevant for people with disabilities. In all societies, disabled
people experience substantial social and material poverty, and many inequalities.
Technologies are available that could help improve their lives, but too often they
are delivered in insufficient quantity or quality. For example, damaged wheelchairs
and broken hearing aids can be found around the developing world no longer serving
a purpose.<br /><br />
Technology transfer to less-developed countries has generally focused on non-disabled
people. Intentional efforts acknowledging the needs and rights of disabled people
is an important first step in redressing this. Without this effort inequalities between
disabled and non-disabled people will become further entrenched. Irsan said at the
meeting technology transfer should rely on the transfer of knowledge rather than products,
to ensure the poor benefit in the long term and inequalities aren't further entrenched.
This is a key consideration point for disabled people. 
<br /><br />
Products can quickly become redundant, but knowledge is more sustainable. Copyright-restricted
software packages date fast, can be expensive and can make users reliant on a 'brand'.
Communications technologies can transform the lives of hearing-impaired people but
hardware has rapidly moved on from minicoms to mobile phones and now smartphones.<br /><br />
Information on technology transfer should be delivered in formats and methods that
people with different impairments can access, for example by providing audio versions
or by using simple language. If accessible formats are not consciously considered,
disabled people will be excluded from both benefiting from their content and engaging
in the process. 
<br /><br />
Irsan discusses the potential for information and communications technology (ICT)
for creating jobs in urban areas. ICT also offers massive potential benefits for disabled
people if it is intentionally applied. In some African countries, mobile phone companies
 for example <a href="http://www.safaricom.co.ke/">Safaricom</a> in Kenya  are creating
jobs for physically impaired people in call centres. Mobile communications offer huge
inclusion benefits to people with hearing impairments. Ever improving screen-reader
technologies open up many opportunities for visually impaired people. 
<br /><br />
Decisions made on the post-2015 targets could dominate the development agenda for
the next two decades. Making commitments for disability-inclusive technology transfer
would be a vital part of reducing global inequalities. 
<br /><br />
(Source: <a href="http://www.scidev.net/en/new-technologies/opinions/focus-on-disability-transfer-technology-to-all.html">SciDev.
Net</a>)<br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=539de004-184d-41ef-a421-c66c7573559c" /></body>
      <title>Focus on Disability: Transfer technology to all</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,539de004-184d-41ef-a421-c66c7573559c.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/04/24/FocusOnDisabilityTransferTechnologyToAll.aspx</link>
      <pubDate>Wed, 24 Apr 2013 14:27:51 GMT</pubDate>
      <description>There is a need for more research and development (R&amp;amp;D) investment and new ways to ensure that technology transfer is used to overcome global development challenges, a meeting of international academics in Indonesia concluded last month. What does this mean for disabled people around the world? The meeting is part of the lengthy process of agreeing new UN-coordinated global development goals post-2015. &lt;br&gt;
&lt;br&gt;
It identified R&amp;amp;D investment and technology transfer as ways to address the massive
inequalities between developed and less-developed countries. Irsan Pawennei  one
of the meeting's conveners  highlighted inequality as the main issue to consider
in setting the successors to the &lt;a href="http://www.undp.org/content/undp/en/home/mdgoverview/"&gt;Millennium
Development Goals&lt;/a&gt;. 
&lt;br&gt;
&lt;br&gt;
These points are very relevant for people with disabilities. In all societies, disabled
people experience substantial social and material poverty, and many inequalities.
Technologies are available that could help improve their lives, but too often they
are delivered in insufficient quantity or quality. For example, damaged wheelchairs
and broken hearing aids can be found around the developing world no longer serving
a purpose.&lt;br&gt;
&lt;br&gt;
Technology transfer to less-developed countries has generally focused on non-disabled
people. Intentional efforts acknowledging the needs and rights of disabled people
is an important first step in redressing this. Without this effort inequalities between
disabled and non-disabled people will become further entrenched. Irsan said at the
meeting technology transfer should rely on the transfer of knowledge rather than products,
to ensure the poor benefit in the long term and inequalities aren't further entrenched.
This is a key consideration point for disabled people. 
&lt;br&gt;
&lt;br&gt;
Products can quickly become redundant, but knowledge is more sustainable. Copyright-restricted
software packages date fast, can be expensive and can make users reliant on a 'brand'.
Communications technologies can transform the lives of hearing-impaired people but
hardware has rapidly moved on from minicoms to mobile phones and now smartphones.&lt;br&gt;
&lt;br&gt;
Information on technology transfer should be delivered in formats and methods that
people with different impairments can access, for example by providing audio versions
or by using simple language. If accessible formats are not consciously considered,
disabled people will be excluded from both benefiting from their content and engaging
in the process. 
&lt;br&gt;
&lt;br&gt;
Irsan discusses the potential for information and communications technology (ICT)
for creating jobs in urban areas. ICT also offers massive potential benefits for disabled
people if it is intentionally applied. In some African countries, mobile phone companies
 for example &lt;a href="http://www.safaricom.co.ke/"&gt;Safaricom&lt;/a&gt; in Kenya  are creating
jobs for physically impaired people in call centres. Mobile communications offer huge
inclusion benefits to people with hearing impairments. Ever improving screen-reader
technologies open up many opportunities for visually impaired people. 
&lt;br&gt;
&lt;br&gt;
Decisions made on the post-2015 targets could dominate the development agenda for
the next two decades. Making commitments for disability-inclusive technology transfer
would be a vital part of reducing global inequalities. 
&lt;br&gt;
&lt;br&gt;
(Source: &lt;a href="http://www.scidev.net/en/new-technologies/opinions/focus-on-disability-transfer-technology-to-all.html"&gt;SciDev.
Net&lt;/a&gt;)&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=539de004-184d-41ef-a421-c66c7573559c" /&gt;</description>
      <category>Assistive Technology for Disabled</category>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=6ec962be-a91d-4b2b-86fc-34fb28d03843</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,6ec962be-a91d-4b2b-86fc-34fb28d03843.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">ICT has become an essential tool for humanitarian
aid work, and its role in both education and healthcare throughout sub-Saharan Africa
is indispensable: particularly its use in educating large groups of young refugees,
from diverse backgrounds and with varying levels of basic education and literacy. 
<br /><br />
The largest refugee camp in the world is located in Dadaab, in north-eastern Kenya,
100 km from the Somali border; more than 500,000 refugees reside here, many of them
displaced by the civil war taking place in southern Somalia. <a href="http://www.unhcr.org/cgi-bin/texis/vtx/home">The
United Nations High Commissioner for Refugees</a> (UNHCR) has been working to provide
not only food and healthcare for the camps residents, but also educational opportunities
for its more than 80,000 young people. To achieve this, they have been integrating
solar-powered technologies to support ICT delivery in the 39 primary and secondary
schools and 4 vocational centres in the camp.<br /><br /><img src="http://www.elearning-africa.com/eLA_Newsportal/wp-content/uploads/Downtown_Dadaab-300x192.jpg" height="151" width="236" /><br /><br />
The difficulty in educating such a large and diverse population using traditional
educational tools is in addressing language barriers, illiteracy, and the high drop-out
rate found throughout the camp. Making the task more difficult is the absence of necessary
infrastructure, materials and qualified teachers. This is where ICT is making a difference:
the use of computers and portable devices has allowed young people to obtain quality
education in a safe and secure environment, taking part in eLearning programmes that
can be adjusted to the needs of the individual student.<br /><br />
The close-knit community in the camp has played an important role in the design, sustainability
and success of the project, with meetings attended by teachers, students and parents
at every stage of its creation. Additionally, each school was responsible for designing
solutions to the challenges of security and computer maintenance, as well as for sourcing
additional funding to ensure the projects sustainability. Erin Hayba, Associate Community
Services Officer at UNHCR and a speaker at the upcoming eLearning Africa conference
in Namibia, has been involved in the project for several years and explains the situation:<br /><br />
This particular project that I have worked on to bring computers, Internet and solar
power into the schools has sparked a new trend amongst the refugee community and partner
NGOs to be innovative. Implementing change and innovation is often extremely difficult,
with many hurdles to overcome, including dealing with naysayers. Innovation, in my
mind, happens when people come together with varying perspectives, experiences, and
knowledge to address a challenge and work toward a solution. Once a solution proves
viable and people see positive results, this encourages more innovation to occur.<br /><br />
The stakeholders involved in the project have been brought together to find innovative
uses of ICT in education, particularly within the harsh and volatile environment of
humanitarian work. And because the schools and communities are encouraged to participate
in the design and implementation, as well as to invest in their own learning, the
solutions found are more sustainable and appropriate. It has sparked a wave of innovative
thinking within school- and education-focused humanitarian organizations. As a result,
a foundation of learners, teachers, and community members who are more knowledgeable
about ICT in education has been developed, creating a platform from which eLearning
can grow and flourish.<br /><br />
(Source: <a href="http://www.elearning-africa.com/eLA_Newsportal/education-in-refugee-camps/">eLearning
Africa</a>)<br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=6ec962be-a91d-4b2b-86fc-34fb28d03843" /></body>
      <title>ICT Education in African refugee camps</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,6ec962be-a91d-4b2b-86fc-34fb28d03843.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/04/18/ICTEducationInAfricanRefugeeCamps.aspx</link>
      <pubDate>Thu, 18 Apr 2013 09:19:06 GMT</pubDate>
      <description>ICT has become an essential tool for humanitarian aid work, and its role in both education and healthcare throughout sub-Saharan Africa is indispensable: particularly its use in educating large groups of young refugees, from diverse backgrounds and with varying levels of basic education and literacy. &lt;br&gt;
&lt;br&gt;
The largest refugee camp in the world is located in Dadaab, in north-eastern Kenya,
100 km from the Somali border; more than 500,000 refugees reside here, many of them
displaced by the civil war taking place in southern Somalia. &lt;a href="http://www.unhcr.org/cgi-bin/texis/vtx/home"&gt;The
United Nations High Commissioner for Refugees&lt;/a&gt; (UNHCR) has been working to provide
not only food and healthcare for the camps residents, but also educational opportunities
for its more than 80,000 young people. To achieve this, they have been integrating
solar-powered technologies to support ICT delivery in the 39 primary and secondary
schools and 4 vocational centres in the camp.&lt;br&gt;
&lt;br&gt;
&lt;img src="http://www.elearning-africa.com/eLA_Newsportal/wp-content/uploads/Downtown_Dadaab-300x192.jpg" height="151" width="236"&gt;
&lt;br&gt;
&lt;br&gt;
The difficulty in educating such a large and diverse population using traditional
educational tools is in addressing language barriers, illiteracy, and the high drop-out
rate found throughout the camp. Making the task more difficult is the absence of necessary
infrastructure, materials and qualified teachers. This is where ICT is making a difference:
the use of computers and portable devices has allowed young people to obtain quality
education in a safe and secure environment, taking part in eLearning programmes that
can be adjusted to the needs of the individual student.&lt;br&gt;
&lt;br&gt;
The close-knit community in the camp has played an important role in the design, sustainability
and success of the project, with meetings attended by teachers, students and parents
at every stage of its creation. Additionally, each school was responsible for designing
solutions to the challenges of security and computer maintenance, as well as for sourcing
additional funding to ensure the projects sustainability. Erin Hayba, Associate Community
Services Officer at UNHCR and a speaker at the upcoming eLearning Africa conference
in Namibia, has been involved in the project for several years and explains the situation:&lt;br&gt;
&lt;br&gt;
This particular project that I have worked on to bring computers, Internet and solar
power into the schools has sparked a new trend amongst the refugee community and partner
NGOs to be innovative. Implementing change and innovation is often extremely difficult,
with many hurdles to overcome, including dealing with naysayers. Innovation, in my
mind, happens when people come together with varying perspectives, experiences, and
knowledge to address a challenge and work toward a solution. Once a solution proves
viable and people see positive results, this encourages more innovation to occur.&lt;br&gt;
&lt;br&gt;
The stakeholders involved in the project have been brought together to find innovative
uses of ICT in education, particularly within the harsh and volatile environment of
humanitarian work. And because the schools and communities are encouraged to participate
in the design and implementation, as well as to invest in their own learning, the
solutions found are more sustainable and appropriate. It has sparked a wave of innovative
thinking within school- and education-focused humanitarian organizations. As a result,
a foundation of learners, teachers, and community members who are more knowledgeable
about ICT in education has been developed, creating a platform from which eLearning
can grow and flourish.&lt;br&gt;
&lt;br&gt;
(Source: &lt;a href="http://www.elearning-africa.com/eLA_Newsportal/education-in-refugee-camps/"&gt;eLearning
Africa&lt;/a&gt;)&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=6ec962be-a91d-4b2b-86fc-34fb28d03843" /&gt;</description>
      <category>Children</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
      <category>Youth</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=11aba02e-d63d-4c1d-aa6a-83aaaaa084f0</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,11aba02e-d63d-4c1d-aa6a-83aaaaa084f0.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">The <a href="http://www.gsma.com/connectedliving/wp-content/uploads/2013/02/GSMA-Connected-Life-PwC_Feb-2013.pdf">report</a>,
produced by consultancy PricewaterhouseCoopers (PwC) India, says that mobile phone
interventions to ensure patients comply with treatment, medical stock is available
and healthcare workers stick to treatment guidelines could save some of the three
million lives lost each year across Africa to HIV/AIDS, tuberculosis, malaria and
pregnancy-related conditions. 
<br /><br />
"Many of the deadly conditions are relatively simple to treat, prevent or contain.
SMS reminders to check stock levels at health centres have shown promising results
in reducing stock-outs of key combination therapy medication for malaria, TB and HIV",
it says. 
<br />
"Delivering mobile-assisted awareness to pregnant mothers and traditional birth attendants
could reduce prenatal and maternal mortality by up to 30 per cent, while programmes
that track mobile-usage patterns have been very successful in predicting disease outbreaks
and in reporting malaria reporting adherence", according to the report. 
<br /><br />
Africa's low adoption of mHealth solutions is mainly due to a lack of health literacy
among patients, says Shashank Tripathi, leader of the strategy and research practice
at PwC India and one of the study authors. 
<br /><br />
Patricia Mechael, executive director of the US-based mHealth Alliance, says mHealth
can help to strengthen overall health systems. For instance, she says, equipping field
health workers with mHealth skills and phone applications can enable them to instantly
communicate with authorities so they can take rapid action.<br />
The potential number of lives that mHealth initiatives could save in Africa over five
years to 2017 differs greatly, from 1,500 in Botswana up to 143,000 in Somalia, the
report estimates. 
<br /><br />
Besides differences in mobile phone ownership and use, these variations are also due
to differing mortality rates for individual countries, says Tripathi.<br /><a href="http://www.gsma.com/connectedliving/wp-content/uploads/2013/02/GSMA-Connected-Life-PwC_Feb-2013.pdf">The
report</a> was launched at the annual Mobile World Conference in Barcelona, Spain,
earlier this year (25-28 February).<br /><br />
Access to <a href="http://www.gsma.com/connectedliving/wp-content/uploads/2013/02/GSMA-Connected-Life-PwC_Feb-2013.pdf">Full
Report</a><br /><br />
(Source: <a href="http://www.scidev.net/en/new-technologies/icts/news/mhealth-could-save-a-million-african-lives-by-2017-.html">SciDev.
Net</a>)<br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=11aba02e-d63d-4c1d-aa6a-83aaaaa084f0" /></body>
      <title>PwC Report: mHealth 'could save a million African lives by 2017'</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,11aba02e-d63d-4c1d-aa6a-83aaaaa084f0.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/04/11/PwCReportMHealthCouldSaveAMillionAfricanLivesBy2017.aspx</link>
      <pubDate>Thu, 11 Apr 2013 14:27:35 GMT</pubDate>
      <description>The &lt;a href="http://www.gsma.com/connectedliving/wp-content/uploads/2013/02/GSMA-Connected-Life-PwC_Feb-2013.pdf"&gt;report&lt;/a&gt;,
produced by consultancy PricewaterhouseCoopers (PwC) India, says that mobile phone
interventions to ensure patients comply with treatment, medical stock is available
and healthcare workers stick to treatment guidelines could save some of the three
million lives lost each year across Africa to HIV/AIDS, tuberculosis, malaria and
pregnancy-related conditions. 
&lt;br&gt;
&lt;br&gt;
"Many of the deadly conditions are relatively simple to treat, prevent or contain.
SMS reminders to check stock levels at health centres have shown promising results
in reducing stock-outs of key combination therapy medication for malaria, TB and HIV",
it says. 
&lt;br&gt;
"Delivering mobile-assisted awareness to pregnant mothers and traditional birth attendants
could reduce prenatal and maternal mortality by up to 30 per cent, while programmes
that track mobile-usage patterns have been very successful in predicting disease outbreaks
and in reporting malaria reporting adherence", according to the report. 
&lt;br&gt;
&lt;br&gt;
Africa's low adoption of mHealth solutions is mainly due to a lack of health literacy
among patients, says Shashank Tripathi, leader of the strategy and research practice
at PwC India and one of the study authors. 
&lt;br&gt;
&lt;br&gt;
Patricia Mechael, executive director of the US-based mHealth Alliance, says mHealth
can help to strengthen overall health systems. For instance, she says, equipping field
health workers with mHealth skills and phone applications can enable them to instantly
communicate with authorities so they can take rapid action.&lt;br&gt;
The potential number of lives that mHealth initiatives could save in Africa over five
years to 2017 differs greatly, from 1,500 in Botswana up to 143,000 in Somalia, the
report estimates. 
&lt;br&gt;
&lt;br&gt;
Besides differences in mobile phone ownership and use, these variations are also due
to differing mortality rates for individual countries, says Tripathi.&lt;br&gt;
&lt;a href="http://www.gsma.com/connectedliving/wp-content/uploads/2013/02/GSMA-Connected-Life-PwC_Feb-2013.pdf"&gt;The
report&lt;/a&gt; was launched at the annual Mobile World Conference in Barcelona, Spain,
earlier this year (25-28 February).&lt;br&gt;
&lt;br&gt;
Access to &lt;a href="http://www.gsma.com/connectedliving/wp-content/uploads/2013/02/GSMA-Connected-Life-PwC_Feb-2013.pdf"&gt;Full
Report&lt;/a&gt;
&lt;br&gt;
&lt;br&gt;
(Source: &lt;a href="http://www.scidev.net/en/new-technologies/icts/news/mhealth-could-save-a-million-african-lives-by-2017-.html"&gt;SciDev.
Net&lt;/a&gt;)&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=11aba02e-d63d-4c1d-aa6a-83aaaaa084f0" /&gt;</description>
      <category>Communications</category>
      <category>ICT Infrastructure</category>
      <category>ICTs for Health</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=cbd2ec00-0948-4336-947f-8c6f463b0386</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,cbd2ec00-0948-4336-947f-8c6f463b0386.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">The Vice President of the Republic, Dr.
Margarita Cedeño de Fernández, was appointed by the International Telecommunications
Union (ITU) as a sponsor of an educational project to promote the use of Information
and Communication Technologies between children and adolescents through the project
"<a href="http://www.techneedsgirls.org/">Technology needs girls</a>". In a letter
sent by Dr. Hamadoun I. Touré, ITU Secretary-General, the body recognizes the work
developed by the Vice President of the Republic through the 89 Community Technology
Centers located in remote communities of the country, which have changed the lives
of thousands of children and adolescents.<br /><br />
The project will allow children and adolescents to participate in local activities
that allow them to remove barriers so that girls have the opportunity to explore careers
in technology.<br /><br />
This recognition includes the Vice President to continue promoting the celebration
on April 25 2013, the Day of  Girls in ICT , date that has been commemorated
as the "<a href="http://lavoztubanera.blogspot.cz/2011/04/celebrando-el-dia-de-las-tecnochicas.html">Day
of the Tecnochicas</a>", with the aim of integrating girls from 14 to 19 years old
in technology.<br /><br />
The Day of Girls in ICT was established by Resolution 70, which was updated and adopted
by the Plenipotentiary Conference of the ITU held in Guadalajara, Mexico, in October
2010. The Resolution "Mainstreaming a gender policy in ITU and promotion of gender
equality and the empowerment of women through information technologies and communication"
provides for the incorporation of a gender policy in all plans and ITU programs.<br /><br />
In May 2007, being the First Lady of the Republic, the Vice president Cedeño de Fernández
received the "Award of the ITU World Information Society" for her contribution to
ensure that technology services are available to residents of the poorest areas of
the Dominican Republic. The ITU Award on Information Society is granted to individuals
who have made an outstanding contribution to the construction of the information society.
Personal achievement may take the form of social achievements, mobilizing public opinion
or a key technical innovation. 
<br /><br />
(Source: <a href="http://www.elnacional.com.do/nacional/2013/3/4/152748/Designa-a-Vicepresidenta-patrocinadoraproyectopromueve-la-tecnologia">Newspaper
El Nacional</a>)<br /><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=cbd2ec00-0948-4336-947f-8c6f463b0386" /></body>
      <title>Dominican Vice President is designated sponsor of the project that promotes Technology for Girls </title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,cbd2ec00-0948-4336-947f-8c6f463b0386.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/03/28/DominicanVicePresidentIsDesignatedSponsorOfTheProjectThatPromotesTechnologyForGirls.aspx</link>
      <pubDate>Thu, 28 Mar 2013 17:51:51 GMT</pubDate>
      <description>The Vice President of the Republic, Dr. Margarita Cedeño de Fernández, was appointed by the International Telecommunications Union (ITU) as a sponsor of an educational project to promote the use of Information and Communication Technologies between children and adolescents through the project "&lt;a href="http://www.techneedsgirls.org/"&gt;Technology
needs girls&lt;/a&gt;". In a letter sent by Dr. Hamadoun I. Touré, ITU Secretary-General,
the body recognizes the work developed by the Vice President of the Republic through
the 89 Community Technology Centers located in remote communities of the country,
which have changed the lives of thousands of children and adolescents.&lt;br&gt;
&lt;br&gt;
The project will allow children and adolescents to participate in local activities
that allow them to remove barriers so that girls have the opportunity to explore careers
in technology.&lt;br&gt;
&lt;br&gt;
This recognition includes the Vice President to continue promoting the celebration
on April 25 2013, the Day of&amp;nbsp; Girls in ICT , date that has been commemorated
as the "&lt;a href="http://lavoztubanera.blogspot.cz/2011/04/celebrando-el-dia-de-las-tecnochicas.html"&gt;Day
of the Tecnochicas&lt;/a&gt;", with the aim of integrating girls from 14 to 19 years old
in technology.&lt;br&gt;
&lt;br&gt;
The Day of Girls in ICT was established by Resolution 70, which was updated and adopted
by the Plenipotentiary Conference of the ITU held in Guadalajara, Mexico, in October
2010. The Resolution "Mainstreaming a gender policy in ITU and promotion of gender
equality and the empowerment of women through information technologies and communication"
provides for the incorporation of a gender policy in all plans and ITU programs.&lt;br&gt;
&lt;br&gt;
In May 2007, being the First Lady of the Republic, the Vice president Cedeño de Fernández
received the "Award of the ITU World Information Society" for her contribution to
ensure that technology services are available to residents of the poorest areas of
the Dominican Republic. The ITU Award on Information Society is granted to individuals
who have made an outstanding contribution to the construction of the information society.
Personal achievement may take the form of social achievements, mobilizing public opinion
or a key technical innovation. 
&lt;br&gt;
&lt;br&gt;
(Source: &lt;a href="http://www.elnacional.com.do/nacional/2013/3/4/152748/Designa-a-Vicepresidenta-patrocinadoraproyectopromueve-la-tecnologia"&gt;Newspaper
El Nacional&lt;/a&gt;)&lt;br&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=cbd2ec00-0948-4336-947f-8c6f463b0386" /&gt;</description>
      <category>Children</category>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>Gender</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Partnerships</category>
      <category>Remote/Underserved Areas</category>
      <category>Youth</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=e4be3c89-ab69-449a-913b-7dde1c4379e7</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,e4be3c89-ab69-449a-913b-7dde1c4379e7.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">The <a href="http://www.kpkk.gov.my/">Ministry
of Information, Communication and Culture</a> will provide free internet for the first
30 minutes every day to urban and rural households with monthly incomes below RM3000
(USD 968). 
<br /><br />
The service will also be extended to households who quality for 1Malaysia Peoples
Aid (<a href="http://www.barisannasional.org.my/en/br1m">BR1M</a>), a one-off cash
payment initiative for low-income households. The database of BR1M recipients will
be used as a starting point to identify qualifying households. 
<br /><br />
About five million people are expected to benefit from this service. 
<br /><br />
People can use the first 30 minutes of internet for free for all their personal,
family or business interests, said Datuk Seri Dr Rais Yatim, Information, Communications
and Culture Minister. 
<br /><br />
The Minister stated that the programme would be launched in April. The ministry will
involve Internet service providers, and work with the Malaysia Communications and
Multimedia Commission (<a href="http://www.skmm.gov.my/">MCMC</a>) to mobilize the
programme. 
<br /><br />
The ministry will determine by next week if subscribers of broadband, high-speed broadband,
and fiber optic Internet services will be included. 
<br /><a href="http://en.wikipedia.org/wiki/Kampung_Kerinchi">Kampung Kerinchi</a> in Kuala
Lumpur is expected to be the first location for the implementation of the programme. 
<br /><br />
(Source: <a href="http://www.futuregov.asia/articles/2013/mar/26/malaysia-provides-free-internet-low-income-househo/">FutureGov</a>)<br /><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=e4be3c89-ab69-449a-913b-7dde1c4379e7" /></body>
      <title>Malaysia will provide free Internet for Low-Income Households</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,e4be3c89-ab69-449a-913b-7dde1c4379e7.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/03/28/MalaysiaWillProvideFreeInternetForLowIncomeHouseholds.aspx</link>
      <pubDate>Thu, 28 Mar 2013 17:34:33 GMT</pubDate>
      <description>The &lt;a href="http://www.kpkk.gov.my/"&gt;Ministry of Information, Communication and Culture&lt;/a&gt; will
provide free internet for the first 30 minutes every day to urban and rural households
with monthly incomes below RM3000 (USD 968). 
&lt;br&gt;
&lt;br&gt;
The service will also be extended to households who quality for 1Malaysia Peoples
Aid (&lt;a href="http://www.barisannasional.org.my/en/br1m"&gt;BR1M&lt;/a&gt;), a one-off cash
payment initiative for low-income households. The database of BR1M recipients will
be used as a starting point to identify qualifying households. 
&lt;br&gt;
&lt;br&gt;
About five million people are expected to benefit from this service. 
&lt;br&gt;
&lt;br&gt;
People can use the first 30 minutes of internet for free for all their personal,
family or business interests, said Datuk Seri Dr Rais Yatim, Information, Communications
and Culture Minister. 
&lt;br&gt;
&lt;br&gt;
The Minister stated that the programme would be launched in April. The ministry will
involve Internet service providers, and work with the Malaysia Communications and
Multimedia Commission (&lt;a href="http://www.skmm.gov.my/"&gt;MCMC&lt;/a&gt;) to mobilize the
programme. 
&lt;br&gt;
&lt;br&gt;
The ministry will determine by next week if subscribers of broadband, high-speed broadband,
and fiber optic Internet services will be included. 
&lt;br&gt;
&lt;a href="http://en.wikipedia.org/wiki/Kampung_Kerinchi"&gt;Kampung Kerinchi&lt;/a&gt; in Kuala
Lumpur is expected to be the first location for the implementation of the programme. 
&lt;br&gt;
&lt;br&gt;
(Source: &lt;a href="http://www.futuregov.asia/articles/2013/mar/26/malaysia-provides-free-internet-low-income-househo/"&gt;FutureGov&lt;/a&gt;)&lt;br&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=e4be3c89-ab69-449a-913b-7dde1c4379e7" /&gt;</description>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=cee874f2-d268-462a-bde1-2944175897f1</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,cee874f2-d268-462a-bde1-2944175897f1.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">The Institute of Advanced Technology (<a href="http://www.iat.co.ke/">IAT</a>),
based in Kenya, is the leading ICT institute in the East African region. IAT needed
to replace the 380 ageing PC desktops used in their training centres and classrooms
but had only a small budget. To be successful, IAT would need to provide users with
increased computing access while also reducing the high cost of maintenance both on
hardware and support personnel. 
<br /><br /><a href="http://www.iat.co.ke/">IAT</a> considered other traditional thin client solutions
but found that many solutions were complex, requiring additional third party hardware
components and an extra investment in technical support. Fortunately, <a href="http://www.ncomputing.com/">NComputing</a>s
end-to-end desktop virtualization solution was cost effective and, with the highest
user density per dollar compared to any PC or thin client on the market, provided
the essential features needed for a good desktop experience. In addition, <a href="http://www.ncomputing.com/">NComputing</a> virtual
desktop access devices were compatible with existing applications, reliable and easy
to manage, thereby eliminating the expensive IT support and maintenance costs. 
<br />
Desktop virtualization, a shared computing strategy that maximizes efficiency by harnessing
the computing power of underutilized PCs is an excellent way to bring classrooms into
the 21st century, in a simple and cost effective manner.<br /><br />
By implementing <a href="http://www.ncomputing.com/">NComputing</a> virtual desktops, <a href="http://www.iat.co.ke/">IAT</a> has
realized many benefits:<br /><br />
The NComputing solution has proven to be compatible with existing IT infrastructures
and classroom orientations, allowing IAT to re-use and extend the life span of its
existing PC desktops while not incurring new hardware capitalization costs. 
<br /><br />
NComputing virtual desktops are easy to deploy and maintain, drastically reducing
the need for technical support and repairs. 
<br /><br />
IAT has reduced the cost of investment by 40% per seat, offering significant savings
in operating and capital costs. 
<br /><br />
The NComputing solution has created a greener institution for IAT, simultaneously
cutting costs and reducing power consumption while achieving environmental goals. 
<br /><br />
Finally, the most important benefit is that the new desktop virtualization environment
has given IAT the means to scale desktop computing to additional users. The current
virtualization environment supports approximately 500 virtual desktops, increasing
the number of terminal workstations without increasing the number of physical desktops. 
<br />
  
<br /><img src="http://www.elearning-africa.com/eLA_Newsportal/wp-content/uploads/eLA13_NComputing_20130322-image1-e1363957605426.jpg" /><br /><br /><a href="http://www.elearning-africa.com/eLA_Newsportal/iat-was-in-search-for-the-perfect-solution-and-it-found-it-with-ncomputing/">Futher
details</a><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=cee874f2-d268-462a-bde1-2944175897f1" /></body>
      <title>Kenyan Advance Technology Institute found a Perfect Solution with NComputing</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,cee874f2-d268-462a-bde1-2944175897f1.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/03/28/KenyanAdvanceTechnologyInstituteFoundAPerfectSolutionWithNComputing.aspx</link>
      <pubDate>Thu, 28 Mar 2013 17:20:48 GMT</pubDate>
      <description>The Institute of Advanced Technology (&lt;a href="http://www.iat.co.ke/"&gt;IAT&lt;/a&gt;), based
in Kenya, is the leading ICT institute in the East African region. IAT needed to replace
the 380 ageing PC desktops used in their training centres and classrooms but had only
a small budget. To be successful, IAT would need to provide users with increased computing
access while also reducing the high cost of maintenance both on hardware and support
personnel. 
&lt;br&gt;
&lt;br&gt;
&lt;a href="http://www.iat.co.ke/"&gt;IAT&lt;/a&gt; considered other traditional thin client solutions
but found that many solutions were complex, requiring additional third party hardware
components and an extra investment in technical support. Fortunately, &lt;a href="http://www.ncomputing.com/"&gt;NComputing&lt;/a&gt;s
end-to-end desktop virtualization solution was cost effective and, with the highest
user density per dollar compared to any PC or thin client on the market, provided
the essential features needed for a good desktop experience. In addition, &lt;a href="http://www.ncomputing.com/"&gt;NComputing&lt;/a&gt; virtual
desktop access devices were compatible with existing applications, reliable and easy
to manage, thereby eliminating the expensive IT support and maintenance costs. 
&lt;br&gt;
Desktop virtualization, a shared computing strategy that maximizes efficiency by harnessing
the computing power of underutilized PCs is an excellent way to bring classrooms into
the 21st century, in a simple and cost effective manner.&lt;br&gt;
&lt;br&gt;
By implementing &lt;a href="http://www.ncomputing.com/"&gt;NComputing&lt;/a&gt; virtual desktops, &lt;a href="http://www.iat.co.ke/"&gt;IAT&lt;/a&gt; has
realized many benefits:&lt;br&gt;
&lt;br&gt;
The NComputing solution has proven to be compatible with existing IT infrastructures
and classroom orientations, allowing IAT to re-use and extend the life span of its
existing PC desktops while not incurring new hardware capitalization costs. 
&lt;br&gt;
&lt;br&gt;
NComputing virtual desktops are easy to deploy and maintain, drastically reducing
the need for technical support and repairs. 
&lt;br&gt;
&lt;br&gt;
IAT has reduced the cost of investment by 40% per seat, offering significant savings
in operating and capital costs. 
&lt;br&gt;
&lt;br&gt;
The NComputing solution has created a greener institution for IAT, simultaneously
cutting costs and reducing power consumption while achieving environmental goals. 
&lt;br&gt;
&lt;br&gt;
Finally, the most important benefit is that the new desktop virtualization environment
has given IAT the means to scale desktop computing to additional users. The current
virtualization environment supports approximately 500 virtual desktops, increasing
the number of terminal workstations without increasing the number of physical desktops. 
&lt;br&gt;
&amp;nbsp; 
&lt;br&gt;
&lt;img src="http://www.elearning-africa.com/eLA_Newsportal/wp-content/uploads/eLA13_NComputing_20130322-image1-e1363957605426.jpg"&gt;
&lt;br&gt;
&lt;br&gt;
&lt;a href="http://www.elearning-africa.com/eLA_Newsportal/iat-was-in-search-for-the-perfect-solution-and-it-found-it-with-ncomputing/"&gt;Futher
details&lt;/a&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=cee874f2-d268-462a-bde1-2944175897f1" /&gt;</description>
      <category>Curriculum Development</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Partnerships</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=5f3400de-0edc-46c5-a067-3cdc0e53f2e2</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,5f3400de-0edc-46c5-a067-3cdc0e53f2e2.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">Ericsson has provided the network infrastructure
and services to bring voice and data communications to the <a href="http://en.wikipedia.org/wiki/Millennium_Villages_Project">Millennium
Village Project</a> (MVP) in <a href="http://en.wikipedia.org/wiki/Koraro">Koraro</a> located
in a remote part of northern Ethiopia. With access to 3G connectivity more than 4,000
students and their teachers at two schools involved in the Connect To Learn initiative
will now have access to modern learning and teaching resources through Ericsson's
cloud-computing solution. In addition, community health workers in the Millennium
Villages will be using mobile phones provided by Sony Mobile and broadband access
provided by Ericsson to deliver life-saving health care services directly to households
to collect health information for improved monitoring. 
<br /><br />
Elaine Weidman-Grunewald, Vice President and Head of Sustainability and Corporate
Responsibility, Ericsson says: "Education is key to ending poverty and ensuring a
better life for people. ICT can play a vital role in providing access to quality classroom
resources for both teacher and student, and fostering social awareness and global
understanding which has become a necessity nowadays in secondary education. 
<br /><br />
"Many of the residents in this area rely on the community clinic for health care,
with otherwise little or no access to the most fundamental aspects of health care.
Connecting the health clinic in Koraro is one part of a new joint continent-wide campaign
that aims to train, equip and deploy one million community health workers throughout
rural sub-Saharan Africa by the end of 2015, reaching millions of underserved people",
Weidman-Grunewald continues. 
<br /><br />
The deployment of Ericsson's cloud computing solution in Connect To Learn at Koraro,
Masho Secondary School and Megab Secondary School, includes netbooks and wireless
terminals that enable both students and teachers to access educational resources on
the Internet, along with basic ICT skills training for teachers. 
<br />
In Koraro, community health workers use the Open MRS (medical record system) and a
smartphone-based health-data management system to collect information and report on
malaria and other diseases, the number of births, and the incidence of malnutrition
and the health status of pregnant women during household visits. Many of these residents
would otherwise have little or no access to the most fundamental aspects of health
care services. 
<br /><br />
In all, Ericsson has provided connectivity to Millennium Villages in 11 countries:
Ethiopia, Ghana, Kenya, Malawi, Mali, Nigeria, Rwanda, Senegal, Tanzania Uganda and
Liberia.<br /><br />
(Source: <a href="http://www.ericsson.com/news/1678153">Ericsson</a>)<br /><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=5f3400de-0edc-46c5-a067-3cdc0e53f2e2" /></body>
      <title>Ericsson launches 3G and Connect To Learn in the Millennium Village in Ethiopia</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,5f3400de-0edc-46c5-a067-3cdc0e53f2e2.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/03/13/EricssonLaunches3GAndConnectToLearnInTheMillenniumVillageInEthiopia.aspx</link>
      <pubDate>Wed, 13 Mar 2013 18:19:54 GMT</pubDate>
      <description>Ericsson has provided the network infrastructure and services to bring voice and data communications to the &lt;a href="http://en.wikipedia.org/wiki/Millennium_Villages_Project"&gt;Millennium
Village Project&lt;/a&gt; (MVP) in &lt;a href="http://en.wikipedia.org/wiki/Koraro"&gt;Koraro&lt;/a&gt; located
in a remote part of northern Ethiopia. With access to 3G connectivity more than 4,000
students and their teachers at two schools involved in the Connect To Learn initiative
will now have access to modern learning and teaching resources through Ericsson's
cloud-computing solution. In addition, community health workers in the Millennium
Villages will be using mobile phones provided by Sony Mobile and broadband access
provided by Ericsson to deliver life-saving health care services directly to households
to collect health information for improved monitoring. 
&lt;br&gt;
&lt;br&gt;
Elaine Weidman-Grunewald, Vice President and Head of Sustainability and Corporate
Responsibility, Ericsson says: "Education is key to ending poverty and ensuring a
better life for people. ICT can play a vital role in providing access to quality classroom
resources for both teacher and student, and fostering social awareness and global
understanding which has become a necessity nowadays in secondary education. 
&lt;br&gt;
&lt;br&gt;
"Many of the residents in this area rely on the community clinic for health care,
with otherwise little or no access to the most fundamental aspects of health care.
Connecting the health clinic in Koraro is one part of a new joint continent-wide campaign
that aims to train, equip and deploy one million community health workers throughout
rural sub-Saharan Africa by the end of 2015, reaching millions of underserved people",
Weidman-Grunewald continues. 
&lt;br&gt;
&lt;br&gt;
The deployment of Ericsson's cloud computing solution in Connect To Learn at Koraro,
Masho Secondary School and Megab Secondary School, includes netbooks and wireless
terminals that enable both students and teachers to access educational resources on
the Internet, along with basic ICT skills training for teachers. 
&lt;br&gt;
In Koraro, community health workers use the Open MRS (medical record system) and a
smartphone-based health-data management system to collect information and report on
malaria and other diseases, the number of births, and the incidence of malnutrition
and the health status of pregnant women during household visits. Many of these residents
would otherwise have little or no access to the most fundamental aspects of health
care services. 
&lt;br&gt;
&lt;br&gt;
In all, Ericsson has provided connectivity to Millennium Villages in 11 countries:
Ethiopia, Ghana, Kenya, Malawi, Mali, Nigeria, Rwanda, Senegal, Tanzania Uganda and
Liberia.&lt;br&gt;
&lt;br&gt;
(Source: &lt;a href="http://www.ericsson.com/news/1678153"&gt;Ericsson&lt;/a&gt;)&lt;br&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=5f3400de-0edc-46c5-a067-3cdc0e53f2e2" /&gt;</description>
      <category>Children</category>
      <category>Connected Schools</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Partnerships</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=e237c80c-fecd-418c-81f0-663324a2c0ee</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,e237c80c-fecd-418c-81f0-663324a2c0ee.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">Aligned with the Governments TI Maior
Strategy, Agreement Supports Research in Energy, Transportation, Education, Software
Activities and Plans for Integration of up to 300 Researchers in Intels Laboratory
Network. 
<br /><br />
The plan includes direct investments and is aligned with the Federal Government's
Strategic Plan for Software and IT Services, the TI Maior (Greater IT), which aims
to attract global centers of research and development to the country. The agreement
aims to expand Intel and the Federal Government's activities in research, development,
software and local innovation in partnership with entrepreneurs, universities and
research centers in Brazil. The initiative amounts to an investment of R$ 300 million
(USD 152.2 millon) from Intel in Brazil.<br /><br />
Energy, Transportation, and Education will be the priority segments for the research
projects. Intel's Software and Services Group expects to hire up to 80 engineers in
the country over the next five years looking to support the 70,000 local software
companies and 400,000 local software developers.<br /><br />
"The joint efforts we are announcing today create exciting opportunities to develop
cutting-edge technology that will create breakthrough innovations in energy, transportation,
education and software development and explore new growth markets. We look forward
to this new partnership between Intel and Brazil and the opportunity to position Brazil
as a global center of IT innovation," said Justin Rattner, Intel's Chief Technology
Officer".<br /><br />
The expectation is up to 300 researchers in the country will be connected to the Intel
global research network, investigating issues related to cutting-edge technology.
The work will be developed through research cells located in various centers of excellence
across the country, connected to Intel Labs within a structure known as the "Intel
Strategic Research Alliance".<br /><br />
(Source: <a href="http://newsroom.intel.com/community/intel_newsroom/blog/2013/02/27/intel-federal-government-of-brazil-announce-plans-to-collaborate-in-areas-of-national-interest">Intel
News</a>)<br /><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=e237c80c-fecd-418c-81f0-663324a2c0ee" /></body>
      <title>Intel and Federal Government of Brazil announced plans to collaborate in research and development for ICT in Areas of National Interest</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,e237c80c-fecd-418c-81f0-663324a2c0ee.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/03/07/IntelAndFederalGovernmentOfBrazilAnnouncedPlansToCollaborateInResearchAndDevelopmentForICTInAreasOfNationalInterest.aspx</link>
      <pubDate>Thu, 07 Mar 2013 14:53:37 GMT</pubDate>
      <description>Aligned with the Governments TI Maior Strategy, Agreement Supports Research in Energy, Transportation, Education, Software Activities and Plans for Integration of up to 300 Researchers in Intels Laboratory Network. &lt;br&gt;
&lt;br&gt;
The plan includes direct investments and is aligned with the Federal Government's
Strategic Plan for Software and IT Services, the TI Maior (Greater IT), which aims
to attract global centers of research and development to the country. The agreement
aims to expand Intel and the Federal Government's activities in research, development,
software and local innovation in partnership with entrepreneurs, universities and
research centers in Brazil. The initiative amounts to an investment of R$ 300 million
(USD 152.2 millon) from Intel in Brazil.&lt;br&gt;
&lt;br&gt;
Energy, Transportation, and Education will be the priority segments for the research
projects. Intel's Software and Services Group expects to hire up to 80 engineers in
the country over the next five years looking to support the 70,000 local software
companies and 400,000 local software developers.&lt;br&gt;
&lt;br&gt;
"The joint efforts we are announcing today create exciting opportunities to develop
cutting-edge technology that will create breakthrough innovations in energy, transportation,
education and software development and explore new growth markets. We look forward
to this new partnership between Intel and Brazil and the opportunity to position Brazil
as a global center of IT innovation," said Justin Rattner, Intel's Chief Technology
Officer".&lt;br&gt;
&lt;br&gt;
The expectation is up to 300 researchers in the country will be connected to the Intel
global research network, investigating issues related to cutting-edge technology.
The work will be developed through research cells located in various centers of excellence
across the country, connected to Intel Labs within a structure known as the "Intel
Strategic Research Alliance".&lt;br&gt;
&lt;br&gt;
(Source: &lt;a href="http://newsroom.intel.com/community/intel_newsroom/blog/2013/02/27/intel-federal-government-of-brazil-announce-plans-to-collaborate-in-areas-of-national-interest"&gt;Intel
News&lt;/a&gt;)&lt;br&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=e237c80c-fecd-418c-81f0-663324a2c0ee" /&gt;</description>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Partnerships</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=1f9f9cac-0b66-47da-bcbf-54430629d898</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,1f9f9cac-0b66-47da-bcbf-54430629d898.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">What is the role of information and communication
technology (ICT) in the process of social inclusion of rural youth in Peru? New Braids
program organizes the presentation of the study "The use, appropriation and impact
of ICT on young rural women in Peru", by Mariana Barreto and Andrea Garcia, researchers
of the Institute of Peruvian Studies (<a href="http://www.iep.org.pe/">IEP</a>).<br /><br />
The workshop discussion will present the findings of this project, developed in order
to find information about the type of public policy approaches that have been implemented
in our continent on key issues for the development of young rural women.<br /><br />
The study is part of a group of research papers which is conducting by <a href="http://www.nuevastrenzas.org/es/">Nuevas
Trenzas</a>, program that is implemented in six countries and coordinated in Peru
by the IEP.<br />
The event is this Friday, March 1, from 8:30 to 10:00 am, at IEP Office.  Admission
is free, prior registration email floli@iep.org.pe<br /><br /><img src="http://www.iep.org.pe/facipub/upload/cont/3407/cont/image/Ocongate%20Cusco.jpg" height="228" width="340" /><br /><br /><a href="http://www.iep.org.pe/las_jovenes_rurales_y_las_tecnologias_de_la_informacion.html">Further
information</a><br /><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=1f9f9cac-0b66-47da-bcbf-54430629d898" /></body>
      <title>The rural youth and information technology in Peru</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,1f9f9cac-0b66-47da-bcbf-54430629d898.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/02/27/TheRuralYouthAndInformationTechnologyInPeru.aspx</link>
      <pubDate>Wed, 27 Feb 2013 20:36:23 GMT</pubDate>
      <description>What is the role of information and communication technology (ICT) in the process of social inclusion of rural youth in Peru? New Braids program organizes the presentation of the study "The use, appropriation and impact of ICT on young rural women in Peru", by Mariana Barreto and Andrea Garcia, researchers of the Institute of Peruvian Studies (&lt;a href="http://www.iep.org.pe/"&gt;IEP&lt;/a&gt;).&lt;br&gt;
&lt;br&gt;
The workshop discussion will present the findings of this project, developed in order
to find information about the type of public policy approaches that have been implemented
in our continent on key issues for the development of young rural women.&lt;br&gt;
&lt;br&gt;
The study is part of a group of research papers which is conducting by &lt;a href="http://www.nuevastrenzas.org/es/"&gt;Nuevas
Trenzas&lt;/a&gt;, program that is implemented in six countries and coordinated in Peru
by the IEP.&lt;br&gt;
The event is this Friday, March 1, from 8:30 to 10:00 am, at IEP Office.&amp;nbsp; Admission
is free, prior registration email floli@iep.org.pe&lt;br&gt;
&lt;br&gt;
&lt;img src="http://www.iep.org.pe/facipub/upload/cont/3407/cont/image/Ocongate%20Cusco.jpg" height="228" width="340"&gt;
&lt;br&gt;
&lt;br&gt;
&lt;a href="http://www.iep.org.pe/las_jovenes_rurales_y_las_tecnologias_de_la_informacion.html"&gt;Further
information&lt;/a&gt;
&lt;br&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=1f9f9cac-0b66-47da-bcbf-54430629d898" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT in Education</category>
      <category>Remote/Underserved Areas</category>
      <category>Youth</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=5baa8251-8efd-401e-ae9e-4143257be4ac</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,5baa8251-8efd-401e-ae9e-4143257be4ac.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">The <a href="http://www.icta.lk/en/icta.html">ICT
Agency of Sri Lanka</a> this week has formally opened applications to set up 40 <a href="http://www.nanasala.lk/">Nenasala</a>
or Telecentres in the Northern Provinces as part of the agencys continuing efforts
to bridge the digital divide in the country. 
<br /><br />
Telecentres, or also known as Community e-Centres, are public sites often situated
in remote rural areas that enable people to gather information, create, learn, and
communicate with others by using the ICT tools provided. 
<br /><br />
It gives the community access to ICT based equipment and services such as computers
with internet access, printers, e-mail and other collaborative applications. They
feature a broad range of services and applications aimed at catering to the needs
of the community at very affordable prices. 
<br /><br />
Examples of services available in Telecentres are: ICT skills training, information
awareness campaigns, telemedicine and many others. 
<br />
In Sri Lanka, the initiative to roll out the <a href="http://www.nanasala.lk/">Nenasala</a>
stemmed from President Mahinda Rajapaksas vision to extend the reach of ICT to even
the most far-flung villages in the country. At present, there are 692 Nenasalas
spread island-wide. 
<br /><br />
Applications to set up the telecentres are open to Rural development societies, womens
associations, sports clubs, public libraries, organizations in charge of places of
worship and social groups committed to village development. 
<br /><br /><a href="http://www.icta.lk/en/icta/90-general/1261-icta-to-set-up-40-nenasala-arivahams-in-northern-province.html">Further
details</a><br />
(Source: <a href="http://www.futuregov.asia/articles/2013/feb/08/sri-lanka-roll-out-40-telecentres-northern-provinc/">FutureGov</a>)<br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=5baa8251-8efd-401e-ae9e-4143257be4ac" /></body>
      <title>Sri Lanka rolls out 40 Telecentres in Northern Provinces</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,5baa8251-8efd-401e-ae9e-4143257be4ac.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/02/25/SriLankaRollsOut40TelecentresInNorthernProvinces.aspx</link>
      <pubDate>Mon, 25 Feb 2013 20:51:45 GMT</pubDate>
      <description>The &lt;a href="http://www.icta.lk/en/icta.html"&gt;ICT Agency of Sri Lanka&lt;/a&gt; this week
has formally opened applications to set up 40 &lt;a href="http://www.nanasala.lk/"&gt;Nenasala&lt;/a&gt;
or Telecentres in the Northern Provinces as part of the agencys continuing efforts
to bridge the digital divide in the country. 
&lt;br&gt;
&lt;br&gt;
Telecentres, or also known as Community e-Centres, are public sites often situated
in remote rural areas that enable people to gather information, create, learn, and
communicate with others by using the ICT tools provided. 
&lt;br&gt;
&lt;br&gt;
It gives the community access to ICT based equipment and services such as computers
with internet access, printers, e-mail and other collaborative applications. They
feature a broad range of services and applications aimed at catering to the needs
of the community at very affordable prices. 
&lt;br&gt;
&lt;br&gt;
Examples of services available in Telecentres are: ICT skills training, information
awareness campaigns, telemedicine and many others. 
&lt;br&gt;
In Sri Lanka, the initiative to roll out the &lt;a href="http://www.nanasala.lk/"&gt;Nenasala&lt;/a&gt;
stemmed from President Mahinda Rajapaksas vision to extend the reach of ICT to even
the most far-flung villages in the country. At present, there are 692 Nenasalas
spread island-wide. 
&lt;br&gt;
&lt;br&gt;
Applications to set up the telecentres are open to Rural development societies, womens
associations, sports clubs, public libraries, organizations in charge of places of
worship and social groups committed to village development. 
&lt;br&gt;
&lt;br&gt;
&lt;a href="http://www.icta.lk/en/icta/90-general/1261-icta-to-set-up-40-nenasala-arivahams-in-northern-province.html"&gt;Further
details&lt;/a&gt;
&lt;br&gt;
(Source: &lt;a href="http://www.futuregov.asia/articles/2013/feb/08/sri-lanka-roll-out-40-telecentres-northern-provinc/"&gt;FutureGov&lt;/a&gt;)&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=5baa8251-8efd-401e-ae9e-4143257be4ac" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=c48b56f0-eb53-4da2-80af-fb35340d2185</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,c48b56f0-eb53-4da2-80af-fb35340d2185.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">Two lines written in a social network can
awake a sleepy language and cause deep feelings inside of people. Under the name of
tweets, published five times a day through various phrases made up with one hundred
forty characters, a language that may sound distant and preterit becomes close and
present, living in the realms of Twitter.<br />
That is happening with the account <a href="https://twitter.com/hablemosquechua">@hablemosquechua</a>.
"We are taking a language that is a bit asleep to instant language technology that
is Twitter, like a robotic memory aid"; says Kiko Mayorga, codirector of <a href="http://escuelab.org/">Escuelab</a>,
laboratory that develops technologies to meet local needs.<br /><br />
When they started over a year ago, they used only 4 words: water, fire, sea and sun.
Then Irma added fluency to her native language that she learned in Apurimac, and which
she had to combine with the Spanish when she moved to Arequipa, forced by terrorist
violence.<br /><br />
"Quechua does not adapt easily to technology terms, as it is the Spanish language,
it is harder, says Irma. Five years ago she started working in the free software
translation self-taught, advised by the American historian Amos Batto. Even though
there is Office in Quechua made by Microsoft, its collective Runasimipi translated
Abiword into Quechua, a free program. She likes that her work can integrate more people.<br /><br />
"Before, I always found softwares provided in English and Spanish but not in Quechua.
I am happy that it exists now; it is like having the right to walk freely in the streets.
Now there is a strong rebound in learning the Quechua language and should give the
right to learn this language to everybody", says Irma.<br /><br />
(Source: <a href="http://www.newsmonitor.biz/Viewer/postview.aspx?CLI=24&amp;PAU=201261&amp;CLIP=135440&amp;AspxAutoDetectCookieSupport=1#">Newspaper
El Comercio</a>)<p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=c48b56f0-eb53-4da2-80af-fb35340d2185" /></body>
      <title>Instant knowledge: Quechua awakes in a social network (Peru)</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,c48b56f0-eb53-4da2-80af-fb35340d2185.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/01/17/InstantKnowledgeQuechuaAwakesInASocialNetworkPeru.aspx</link>
      <pubDate>Thu, 17 Jan 2013 19:56:09 GMT</pubDate>
      <description>Two lines written in a social network can awake a sleepy language and cause deep feelings inside of people. Under the name of tweets, published five times a day through various phrases made up with one hundred forty characters, a language that may sound distant and preterit becomes close and present, living in the realms of Twitter.&lt;br&gt;
That is happening with the account &lt;a href="https://twitter.com/hablemosquechua"&gt;@hablemosquechua&lt;/a&gt;.
"We are taking a language that is a bit asleep to instant language technology that
is Twitter, like a robotic memory aid"; says Kiko Mayorga, codirector of &lt;a href="http://escuelab.org/"&gt;Escuelab&lt;/a&gt;,
laboratory that develops technologies to meet local needs.&lt;br&gt;
&lt;br&gt;
When they started over a year ago, they used only 4 words: water, fire, sea and sun.
Then Irma added fluency to her native language that she learned in Apurimac, and which
she had to combine with the Spanish when she moved to Arequipa, forced by terrorist
violence.&lt;br&gt;
&lt;br&gt;
"Quechua does not adapt easily to technology terms, as it is the Spanish language,
it is harder, says Irma. Five years ago she started working in the free software
translation self-taught, advised by the American historian Amos Batto. Even though
there is Office in Quechua made by Microsoft, its collective Runasimipi translated
Abiword into Quechua, a free program. She likes that her work can integrate more people.&lt;br&gt;
&lt;br&gt;
"Before, I always found softwares provided in English and Spanish but not in Quechua.
I am happy that it exists now; it is like having the right to walk freely in the streets.
Now there is a strong rebound in learning the Quechua language and should give the
right to learn this language to everybody", says Irma.&lt;br&gt;
&lt;br&gt;
(Source: &lt;a href="http://www.newsmonitor.biz/Viewer/postview.aspx?CLI=24&amp;amp;PAU=201261&amp;amp;CLIP=135440&amp;amp;AspxAutoDetectCookieSupport=1#"&gt;Newspaper
El Comercio&lt;/a&gt;)&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=c48b56f0-eb53-4da2-80af-fb35340d2185" /&gt;</description>
      <category>Broadband</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=cb28addd-e3ef-4754-ae0a-815753921784</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,cb28addd-e3ef-4754-ae0a-815753921784.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">Indigenous communities in the rainforest
of Africa's Congo Basin have no legal rights to the land that they and their ancestors
have been using for centuries. And with logging, mining, industrial plantation and
conservation activities spreading fast in the area, there is a growing urgency to
map their hunting and gathering areas and preserve their livelihoods.<br /><br /><a href="http://www.rainforestfoundationuk.org/">The Rainforest Foundation UK</a> has
come up with an extraordinary solution: community mapping with GPS technology on cell
phones. The forest communities map the land they use for hunting and gathering to
record how the land is used and what the rate of dependency on the land is in order
to help preserve their access to the forest.<br /><br />
Over the last 10 years, the foundations participatory mapping programme has demonstrated
that forest communities are capable of accurately defining the lands they occupy and
use with the help of geo-technologies in Cameroon, the Central African Republic, the
Democratic Republic of Congo, Gabon and the Republic of Congo. It has so far trained
over 200 mapping facilitators and 40 GIS technicians from civil society and government
in participatory approaches, not to mention over 1,000 local community mappers. To
date these have supported over 300 forest communities to produce fully geo-referenced
maps of their lands and resources, covering over two million hectares of forest.<br /><br />
GPS and associated technologies help communities express and integrate this knowledge
in the context of other data sets such as the presence of logging concessions or mining
permits.<br /><br />
This is all about the empowerment of local communities and the promotion of dialogue
and communication among different actors. Community ownership and involvement in the
mapping process also means that communities learn about their rights and how to defend
them. Crowdsourced maps, says Georges Thierry Handja, mapping coordinator of the
London-based foundation, are particularly effective when used in conjunction with
national laws or international agreements and treaties that protect the rights of
communities in forest areas. 
<br /><br />
(Source: <a href="http://ictupdate.cta.int/Feature-Articles/Crowdsourced-land-rights/%2869%29/1353928539">ICT
Update</a>)<p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=cb28addd-e3ef-4754-ae0a-815753921784" /></body>
      <title>Crowdsourcing can improve land tenure security in poor communities</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,cb28addd-e3ef-4754-ae0a-815753921784.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/01/17/CrowdsourcingCanImproveLandTenureSecurityInPoorCommunities.aspx</link>
      <pubDate>Thu, 17 Jan 2013 19:49:26 GMT</pubDate>
      <description>Indigenous communities in the rainforest of Africa's Congo Basin have no legal rights to the land that they and their ancestors have been using for centuries. And with logging, mining, industrial plantation and conservation activities spreading fast in the area, there is a growing urgency to map their hunting and gathering areas and preserve their livelihoods.&lt;br&gt;
&lt;br&gt;
&lt;a href="http://www.rainforestfoundationuk.org/"&gt;The Rainforest Foundation UK&lt;/a&gt; has
come up with an extraordinary solution: community mapping with GPS technology on cell
phones. The forest communities map the land they use for hunting and gathering to
record how the land is used and what the rate of dependency on the land is in order
to help preserve their access to the forest.&lt;br&gt;
&lt;br&gt;
Over the last 10 years, the foundations participatory mapping programme has demonstrated
that forest communities are capable of accurately defining the lands they occupy and
use with the help of geo-technologies in Cameroon, the Central African Republic, the
Democratic Republic of Congo, Gabon and the Republic of Congo. It has so far trained
over 200 mapping facilitators and 40 GIS technicians from civil society and government
in participatory approaches, not to mention over 1,000 local community mappers. To
date these have supported over 300 forest communities to produce fully geo-referenced
maps of their lands and resources, covering over two million hectares of forest.&lt;br&gt;
&lt;br&gt;
GPS and associated technologies help communities express and integrate this knowledge
in the context of other data sets such as the presence of logging concessions or mining
permits.&lt;br&gt;
&lt;br&gt;
This is all about the empowerment of local communities and the promotion of dialogue
and communication among different actors. Community ownership and involvement in the
mapping process also means that communities learn about their rights and how to defend
them. Crowdsourced maps, says Georges Thierry Handja, mapping coordinator of the
London-based foundation, are particularly effective when used in conjunction with
national laws or international agreements and treaties that protect the rights of
communities in forest areas. 
&lt;br&gt;
&lt;br&gt;
(Source: &lt;a href="http://ictupdate.cta.int/Feature-Articles/Crowdsourced-land-rights/%2869%29/1353928539"&gt;ICT
Update&lt;/a&gt;)&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=cb28addd-e3ef-4754-ae0a-815753921784" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Partnerships</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=30691d22-c6a1-4540-9ef4-7d91f4dba004</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,30691d22-c6a1-4540-9ef4-7d91f4dba004.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">Radio broadcasting is a powerful tool that
enables communication to many isolated rural villages and towns in developing countries.
For many of these rural communities, radio broadcasts are often the only effective
way to solicit important information to a large audience. 
<p style="margin-bottom: 0cm">
Most recently in Uganda, community operated educational programmes are being broadcast
to remote localities in an effort to reach students that have limited access to educational
resources.
</p><p style="margin-bottom: 0cm">
Since its establishment in 2003, Nakaseke community radio has served as a forum and
knowledge portal for poor rural communities in <a href="http://en.wikipedia.org/wiki/Nakaseke_District">Nakaseke</a>,
a newly created district located 75km north of Kampala, the capital city of Uganda.
Nakaseke radio operates in the <a href="http://www.nakasekecmc.blogspot.cz/p/about-us.html">Nakaseke
Community Multimedia Centre</a> (CMC), and is part of a piloted series of Multipurpose
Community Telecentres (MCT) established by the African Information Society Initiatives
to test and assess the impact and viability of MCTs in rural Africa.
</p><p style="margin-bottom: 0cm">
Education is one the stations main programme foci and recently Nakaseke Community
radio, together with primary teachers from government and private schools, started
a special programme called The <i>Radio Quiz Competition</i> as a challenge to students
to perform better and hopefully raise the low literacy levels and poor academic performance
of students in the impoverished district.
</p><p style="margin-bottom: 0cm">
The programme targets all schools in the district, which has a total of 95 primary
schools (both government and private), and 13,401 pupils, with a 1:75 teacher  pupil
ratio.
</p><p style="margin-bottom: 0cm">
These schools are scattered in different localities, thus making transport to the
radio station difficult and unfortunately limiting participation, but the radio broadcast
bridges the geographical gap and helps educate the students who are unable to compete.
</p><p style="margin-bottom: 0cm"><i>Radio Quiz Competition</i> runs live every Sunday over the community radio. Three
schools are hosted, with each school represented by two pupils in a live question
and answer session that is conducted by a panel of teachers from local schools. These
teachers set the questions and also provide answers and explanations if the students
are incorrect  for the benefit of listeners.
</p><p style="margin-bottom: 0cm">
Winning schools are often awarded prizes, mostly scholastic materials, donated by
the radio programmes listeners (parents), NGOs/CBOs and some local leaders. The successful
school advances to the next round and this process continues up to the final stage.
</p><p style="margin-bottom: 0cm"><a href="http://www.elearning-africa.com/eLA_Newsportal/what-community-radio-can-do-for-education-in-africa/">Further
details<br /></a></p><p style="margin-bottom: 0cm">
(Source: <a href="http://www.elearning-africa.com/eLA_Newsportal/">eLearning Africa</a>)<br /></p><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=30691d22-c6a1-4540-9ef4-7d91f4dba004" /></body>
      <title>What community radio can do for education in Africa</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,30691d22-c6a1-4540-9ef4-7d91f4dba004.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/01/17/WhatCommunityRadioCanDoForEducationInAfrica.aspx</link>
      <pubDate>Thu, 17 Jan 2013 16:11:22 GMT</pubDate>
      <description>Radio broadcasting is a powerful tool
that enables communication to many isolated rural villages and towns
in developing countries. For many of these rural communities, radio
broadcasts are often the only effective way to solicit important
information to a large audience. 

&lt;p style="margin-bottom: 0cm"&gt;
Most recently in Uganda, community operated educational programmes are being broadcast
to remote localities in an effort to reach students that have limited access to educational
resources.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Since its establishment in 2003, Nakaseke community radio has served as a forum and
knowledge portal for poor rural communities in &lt;a href="http://en.wikipedia.org/wiki/Nakaseke_District"&gt;Nakaseke&lt;/a&gt;,
a newly created district located 75km north of Kampala, the capital city of Uganda.
Nakaseke radio operates in the &lt;a href="http://www.nakasekecmc.blogspot.cz/p/about-us.html"&gt;Nakaseke
Community Multimedia Centre&lt;/a&gt; (CMC), and is part of a piloted series of Multipurpose
Community Telecentres (MCT) established by the African Information Society Initiatives
to test and assess the impact and viability of MCTs in rural Africa.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Education is one the stations main programme foci and recently Nakaseke Community
radio, together with primary teachers from government and private schools, started
a special programme called The &lt;i&gt;Radio Quiz Competition&lt;/i&gt; as a challenge to students
to perform better and hopefully raise the low literacy levels and poor academic performance
of students in the impoverished district.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The programme targets all schools in the district, which has a total of 95 primary
schools (both government and private), and 13,401 pupils, with a 1:75 teacher  pupil
ratio.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
These schools are scattered in different localities, thus making transport to the
radio station difficult and unfortunately limiting participation, but the radio broadcast
bridges the geographical gap and helps educate the students who are unable to compete.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
&lt;i&gt;Radio Quiz Competition&lt;/i&gt; runs live every Sunday over the community radio. Three
schools are hosted, with each school represented by two pupils in a live question
and answer session that is conducted by a panel of teachers from local schools. These
teachers set the questions and also provide answers and explanations if the students
are incorrect  for the benefit of listeners.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Winning schools are often awarded prizes, mostly scholastic materials, donated by
the radio programmes listeners (parents), NGOs/CBOs and some local leaders. The successful
school advances to the next round and this process continues up to the final stage.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
&lt;a href="http://www.elearning-africa.com/eLA_Newsportal/what-community-radio-can-do-for-education-in-africa/"&gt;Further
details&lt;br&gt;
&lt;/a&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.elearning-africa.com/eLA_Newsportal/"&gt;eLearning Africa&lt;/a&gt;)&lt;br&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=30691d22-c6a1-4540-9ef4-7d91f4dba004" /&gt;</description>
      <category>Children</category>
      <category>Curriculum Development</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=55c1a14c-cd4c-4a33-abbc-782f028a2717</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,55c1a14c-cd4c-4a33-abbc-782f028a2717.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">The United States Agency for International
Development (USAID), in partnership with the <a href="http://www.cherieblairfoundation.org/">Cherie
Blair Foundation for Women</a> and leading network operator <a href="http://www.millicom.com/">Millicom
International Cellular</a> S.A., launched an innovative project to bring mobile financial
services to women entrepreneurs throughout Tanzania, Rwanda and Ghana. Over a period
of 18 months, this Global Development Alliance will provide over 4,000 women with
business skills training and valuable opportunities to increase their income through
mobile retail channels. 
<p style="margin-bottom: 0cm">
In launching this new Global Development Alliance, USAID Chief Innovation Officer,
Maura ONeill, remarked: Our opportunity to economically empower women through powerful,
wide-reaching mobile technologies is more realizable now than ever before. But our
ability to succeed requires coordinated and collective action. As such, we value our
partnership with the private sector and influential foundations, such as Millicom
and the Cherie Blair Foundation for Women. The components of this partnership are
ground-breaking, and we are excited to watch them unfold for the benefit of women
and their families in Tanzania, Rwanda and Ghana.
</p><p style="margin-bottom: 0cm">
Cherie Blair noted, Women entrepreneurs stand to gain a great deal from selling mobile
money products. With the right business training and working capital available, women
entrepreneurs can benefit from being part of a mobile operator's value chain. Setting
up mobile sales provides additional household income and the opportunity for these
women to be financially independent.
</p><p style="margin-bottom: 0cm">
The women involved will have access to 12-month working capital loans for their mobile
money businesses, distributed to the women entrepreneurs through Millicoms mobile
financial services platform. The initiative will deliver financial literacy and business
development trainings for the women entrepreneurs, to support them in managing their
loan repayments and their mobile money agent business.
</p><p style="margin-bottom: 0cm">
Hans-Holger Albrecht, President and CEO for Millicom commented: I am proud that we
at Millicom can be part of financial inclusion in Africa. This public-private initiative
with renowned partners such as the Cherie Blair Foundation for Women and USAID will
foster womens entrepreneurship to the benefit of all in the local communities. The
initiative will deliver financial literacy and business development training for the
women entrepreneurs to support them in managing their mobile money agent business.
</p><p style="margin-bottom: 0cm">
This partnership will present opportunities for women mobile money agents to become
profitable while at the same time attracting and retaining new customers. By increasing
the number of female agents, this project aims to lower the barriers that women face
in accessing financial service and to promote the innovative adoption of mobile technology
amongst these women. It also aims to design a successful model for mobile operators
around the world to replicate, in order to expand mobile money operations and financial
inclusion for the unbanked.
</p><p style="margin-bottom: 0cm">
(Source: <a href="http://www.usaid.gov/news-information/press-releases/usaid-partners-cherie-blair-foundation-women-and-millicom-support">USAID</a>)<br /></p><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=55c1a14c-cd4c-4a33-abbc-782f028a2717" /></body>
      <title>USAID Partners with Cherie Blair Foundation for Women and Millicom to Support Women Entrepreneurs in Africa</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,55c1a14c-cd4c-4a33-abbc-782f028a2717.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/01/17/USAIDPartnersWithCherieBlairFoundationForWomenAndMillicomToSupportWomenEntrepreneursInAfrica.aspx</link>
      <pubDate>Thu, 17 Jan 2013 16:05:43 GMT</pubDate>
      <description>The United States Agency for
International Development (USAID), in partnership with the &lt;a href="http://www.cherieblairfoundation.org/"&gt;Cherie
Blair Foundation for Women&lt;/a&gt; and leading network operator &lt;a href="http://www.millicom.com/"&gt;Millicom
International Cellular&lt;/a&gt; S.A., launched an innovative project to bring mobile financial
services to women entrepreneurs throughout Tanzania, Rwanda and Ghana. Over a period
of 18 months, this Global Development Alliance will provide over 4,000 women with
business skills training and valuable opportunities to increase their income through
mobile retail channels. 
&lt;p style="margin-bottom: 0cm"&gt;
In launching this new Global Development Alliance, USAID Chief Innovation Officer,
Maura ONeill, remarked: Our opportunity to economically empower women through powerful,
wide-reaching mobile technologies is more realizable now than ever before. But our
ability to succeed requires coordinated and collective action. As such, we value our
partnership with the private sector and influential foundations, such as Millicom
and the Cherie Blair Foundation for Women. The components of this partnership are
ground-breaking, and we are excited to watch them unfold for the benefit of women
and their families in Tanzania, Rwanda and Ghana.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Cherie Blair noted, Women entrepreneurs stand to gain a great deal from selling mobile
money products. With the right business training and working capital available, women
entrepreneurs can benefit from being part of a mobile operator's value chain. Setting
up mobile sales provides additional household income and the opportunity for these
women to be financially independent.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The women involved will have access to 12-month working capital loans for their mobile
money businesses, distributed to the women entrepreneurs through Millicoms mobile
financial services platform. The initiative will deliver financial literacy and business
development trainings for the women entrepreneurs, to support them in managing their
loan repayments and their mobile money agent business.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Hans-Holger Albrecht, President and CEO for Millicom commented: I am proud that we
at Millicom can be part of financial inclusion in Africa. This public-private initiative
with renowned partners such as the Cherie Blair Foundation for Women and USAID will
foster womens entrepreneurship to the benefit of all in the local communities. The
initiative will deliver financial literacy and business development training for the
women entrepreneurs to support them in managing their mobile money agent business.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
This partnership will present opportunities for women mobile money agents to become
profitable while at the same time attracting and retaining new customers. By increasing
the number of female agents, this project aims to lower the barriers that women face
in accessing financial service and to promote the innovative adoption of mobile technology
amongst these women. It also aims to design a successful model for mobile operators
around the world to replicate, in order to expand mobile money operations and financial
inclusion for the unbanked.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.usaid.gov/news-information/press-releases/usaid-partners-cherie-blair-foundation-women-and-millicom-support"&gt;USAID&lt;/a&gt;)&lt;br&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=55c1a14c-cd4c-4a33-abbc-782f028a2717" /&gt;</description>
      <category>Curriculum Development</category>
      <category>Gender</category>
      <category>ICT Infrastructure</category>
      <category>Partnerships</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=abb2a18d-4d7b-4ac3-8df1-665e9a340089</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,abb2a18d-4d7b-4ac3-8df1-665e9a340089.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">A team of four Chadian women living abroad
in Paris have launched a new cultural website, <a href="http://labeautetchadienne.com/?cat=38">La
beauté tchadienne</a>. They are not new to the Internet; the site has evolved from
a successful <a href="http://www.facebook.com/pages/La-Beaute-Tchadienne/177202704083">Facebook
page</a> (18,133+ likes!), Blogger blog, and <a href="https://twitter.com/IyalToumai">Twitter
account</a>. 
<p style="margin-bottom: 0cm">
The authors recognize the power of technology to bring citizens closer together 
something we admire greatly. In a detailed post on December 17th, the ladies of LBT
explained the mission of the site. We translated the (powerful) goals as:
</p><ul><li><p style="margin-bottom: 0cm">
to contribute to the reputation of Chad
</p></li><li><p style="margin-bottom: 0cm">
to promote Chadian culture
</p></li><li><p style="margin-bottom: 0cm">
to enable democratic debate
</p></li><li><p style="margin-bottom: 0cm">
to support victims and develop solidarity
</p></li><li><p style="margin-bottom: 0cm">
to create a sense of patriotism
</p></li></ul><p style="margin-bottom: 0cm">
Recent posts highlight various recipes, beauty contest winners, and other various
cultural events. The emphasis on women is refreshing as well.
</p><p style="margin-bottom: 0cm">
LBT is definitely a site to watch as there really is minimal current web content representing
Chad. Although the site is not based in Chad, it still serves an important purpose
and can serve to encourage further local content creation from within the country
as well as from afar.
</p><p style="margin-bottom: 0cm">
(Source: <a href="http://www.oafrica.com/web/new-website-promotes-chadian-culture/">OAfrica</a>)<br /></p><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=abb2a18d-4d7b-4ac3-8df1-665e9a340089" /></body>
      <title>New website promotes Chadian culture</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,abb2a18d-4d7b-4ac3-8df1-665e9a340089.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/01/17/NewWebsitePromotesChadianCulture.aspx</link>
      <pubDate>Thu, 17 Jan 2013 15:50:36 GMT</pubDate>
      <description>A team of four Chadian women living
abroad in Paris have launched a new cultural website, &lt;a href="http://labeautetchadienne.com/?cat=38"&gt;La
beauté tchadienne&lt;/a&gt;. They are not new to the Internet; the site has evolved from
a successful &lt;a href="http://www.facebook.com/pages/La-Beaute-Tchadienne/177202704083"&gt;Facebook
page&lt;/a&gt; (18,133+ likes!), Blogger blog, and &lt;a href="https://twitter.com/IyalToumai"&gt;Twitter
account&lt;/a&gt;. 
&lt;p style="margin-bottom: 0cm"&gt;
The authors recognize the power of technology to bring citizens closer together 
something we admire greatly. In a detailed post on December 17th, the ladies of LBT
explained the mission of the site. We translated the (powerful) goals as:
&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;
&lt;p style="margin-bottom: 0cm"&gt;
to contribute to the reputation of Chad
&lt;/p&gt;
&lt;/li&gt;
&lt;li&gt;
&lt;p style="margin-bottom: 0cm"&gt;
to promote Chadian culture
&lt;/p&gt;
&lt;/li&gt;
&lt;li&gt;
&lt;p style="margin-bottom: 0cm"&gt;
to enable democratic debate
&lt;/p&gt;
&lt;/li&gt;
&lt;li&gt;
&lt;p style="margin-bottom: 0cm"&gt;
to support victims and develop solidarity
&lt;/p&gt;
&lt;/li&gt;
&lt;li&gt;
&lt;p style="margin-bottom: 0cm"&gt;
to create a sense of patriotism
&lt;/p&gt;
&lt;/li&gt;
&lt;/ul&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Recent posts highlight various recipes, beauty contest winners, and other various
cultural events. The emphasis on women is refreshing as well.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
LBT is definitely a site to watch as there really is minimal current web content representing
Chad. Although the site is not based in Chad, it still serves an important purpose
and can serve to encourage further local content creation from within the country
as well as from afar.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.oafrica.com/web/new-website-promotes-chadian-culture/"&gt;OAfrica&lt;/a&gt;)&lt;br&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=abb2a18d-4d7b-4ac3-8df1-665e9a340089" /&gt;</description>
      <category>Communications</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=3ed21803-4663-40c5-8c02-5f45718db408</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,3ed21803-4663-40c5-8c02-5f45718db408.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">Public libraries in South Africa engage
with local communities to preserve indigenous knowledge. This involves teaching them
to use ICT tools. 
<p style="margin-bottom: 0cm">
Nowadays, ICTs can help to document and disseminate indigenous knowledge. In South
Africa, it is mainly libraries that have accepted the challenge of preserving indigenous
knowledge systems. For example, the consortium of eThekwini Municipal Libraries, which
serves 89 local public libraries in the Durban area (Durban is the second-largest
city of South Africa), started a crowdsourcing experiment to collect local indigenous
knowledge.
</p><p style="margin-bottom: 0cm">
This <a href="http://www.ulwazi.org/">Ulwazi programme</a> mainly records <a href="http://zuluculture.co.za/zulu-history/">Zulu
culture</a>, but it has the broader aim of capturing the mix and interaction of different
cultures in the Durban area. Examples of indigenous knowledge collected through the
Ulwazi programme are traditional celebrations, traditional clothing, Zulu proverbs,
traditional folk tales, the use of spiritual herbs and traditional agricultural methods.
</p><p style="margin-bottom: 0cm">
The Ulwazi programme has a collaborative online community memory database of local
indigenous knowledge. It relies on the community to deliver content and post it on
the web. The community assumes ownership of the database, while the library focuses
on custodianship of the information resource. Community participation ensures that
local knowledge is collected, recorded and preserved, and in the process it therefore
shares knowledge, develops peoples skills, creates job opportunities and empowers
local communities.
</p><p style="margin-bottom: 0cm">
The <a href="http://wiki.ulwazi.org/">Ulwazi Community Memory website</a> has been
developed in the form of a wiki, an open-source webpage designed to enable contributions
and modifications from multiple users. It also runs a blog and other social software
applications, such as Facebook and Twitter.
</p><p style="margin-bottom: 0cm">
At the moment Ulwazi does not have a process for collecting indigenous knowledge via
mobile phones, but this has been under discussion and should be rolled out in the
next year or so.
</p><p style="margin-bottom: 0cm">
Indigenous knowledge is collected from local communities through community journalists,
members of the public who can register an account and submit a story on a more ad-hoc
basis, and through direct engagement with local residents often through community
groups. Community journalists are actively recruited. They are generally younger people
from the communities with some ICT skills, an interest in heritage and culture, and
a desire to acquire new skills and gain work experience. The community journalists
collect stories through personal interviews, in the form of audio recordings and video
interviews. 
</p><p style="margin-bottom: 0cm">
(Source: <a href="http://ictupdate.cta.int/Feature-Articles/ICTs-for-indigenous-knowledge-preservation/%2869%29/1353931176">ICT
Update</a>)<br /></p><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=3ed21803-4663-40c5-8c02-5f45718db408" /></body>
      <title>ICTs for indigenous knowledge preservation  South Africa</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,3ed21803-4663-40c5-8c02-5f45718db408.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/01/17/ICTsForIndigenousKnowledgePreservationSouthAfrica.aspx</link>
      <pubDate>Thu, 17 Jan 2013 15:45:44 GMT</pubDate>
      <description>Public libraries in South Africa engage
with local communities to preserve indigenous knowledge. This
involves teaching them to use ICT tools.
&lt;p style="margin-bottom: 0cm"&gt;
Nowadays, ICTs can help to document and disseminate indigenous knowledge. In South
Africa, it is mainly libraries that have accepted the challenge of preserving indigenous
knowledge systems. For example, the consortium of eThekwini Municipal Libraries, which
serves 89 local public libraries in the Durban area (Durban is the second-largest
city of South Africa), started a crowdsourcing experiment to collect local indigenous
knowledge.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
This &lt;a href="http://www.ulwazi.org/"&gt;Ulwazi programme&lt;/a&gt; mainly records &lt;a href="http://zuluculture.co.za/zulu-history/"&gt;Zulu
culture&lt;/a&gt;, but it has the broader aim of capturing the mix and interaction of different
cultures in the Durban area. Examples of indigenous knowledge collected through the
Ulwazi programme are traditional celebrations, traditional clothing, Zulu proverbs,
traditional folk tales, the use of spiritual herbs and traditional agricultural methods.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The Ulwazi programme has a collaborative online community memory database of local
indigenous knowledge. It relies on the community to deliver content and post it on
the web. The community assumes ownership of the database, while the library focuses
on custodianship of the information resource. Community participation ensures that
local knowledge is collected, recorded and preserved, and in the process it therefore
shares knowledge, develops peoples skills, creates job opportunities and empowers
local communities.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The &lt;a href="http://wiki.ulwazi.org/"&gt;Ulwazi Community Memory website&lt;/a&gt; has been
developed in the form of a wiki, an open-source webpage designed to enable contributions
and modifications from multiple users. It also runs a blog and other social software
applications, such as Facebook and Twitter.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
At the moment Ulwazi does not have a process for collecting indigenous knowledge via
mobile phones, but this has been under discussion and should be rolled out in the
next year or so.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Indigenous knowledge is collected from local communities through community journalists,
members of the public who can register an account and submit a story on a more ad-hoc
basis, and through direct engagement with local residents often through community
groups. Community journalists are actively recruited. They are generally younger people
from the communities with some ICT skills, an interest in heritage and culture, and
a desire to acquire new skills and gain work experience. The community journalists
collect stories through personal interviews, in the form of audio recordings and video
interviews. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://ictupdate.cta.int/Feature-Articles/ICTs-for-indigenous-knowledge-preservation/%2869%29/1353931176"&gt;ICT
Update&lt;/a&gt;)&lt;br&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=3ed21803-4663-40c5-8c02-5f45718db408" /&gt;</description>
      <category>Connected Schools</category>
      <category>Curriculum Development</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=c2282d66-7203-40a4-995f-12d05a5c087d</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,c2282d66-7203-40a4-995f-12d05a5c087d.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">This report analyzes rural broadband and
use by consumers, the community-at-large, and businesses; rural broadband availability;
and broadband's social and economic effects on rural areas. It also summarizes results
from an ERS-sponsored workshop on rural broadband use, and other ERS-commissioned
studies. Overall, rural communities that had greater broadband Internet access had
greater economic growth, which conforms to supplemental research on the benefits that
rural businesses, consumers, and communities ascribe to broadband Internet use. One
of the rural business sectors mentioned is the farm business. 
<p style="margin-bottom: 0cm">
Agriculture is another rural business sector that benefits from the Internet. For
farm operators with Internet access in 2000, 98 percent used it to gather information.
Price tracking (82 percent) was the next most common application.
</p><p style="margin-bottom: 0cm">
In general, rural America has shared in the growth of the Internet economy. Online
course offerings for students in primary, secondary, post-secondary, and continuing
education programs have improved educational opportunities, especially in small, isolated
rural areas. And interaction among students, parents, teachers, and school administrators
has been enhanced via online forums, which is especially significant given the importance
of ongoing parental involvement in childrens education.
</p><p style="margin-bottom: 0cm">
Telemedicine and telehealth have been hailed as vital to health care provision in
rural communities, whether simply improving the perception of locally provided health
care quality or expanding the menu of medical services. More accessible health information,
products, and services confer real economic benefits on rural communities: reducing
transportation time and expenses, treating emergencies more effectively, reducing
time missed at work, increasing local lab and pharmacy work, and generating savings
for health facilities from outsourcing specialized medical procedures. 
</p><p style="margin-bottom: 0cm"><a href="http://www.ers.usda.gov/media/155154/err78_1_.pdf">Full Report<br /></a></p><p style="margin-bottom: 0cm">
(Source: <a href="http://www.e-agriculture.org/news/broadband-internets-value-rural-america-farm-businesses-and-broadband">e-agriculture</a>)<br /></p><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=c2282d66-7203-40a4-995f-12d05a5c087d" /></body>
      <title>Broadband Internet's value for rural America</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,c2282d66-7203-40a4-995f-12d05a5c087d.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/01/17/BroadbandInternetsValueForRuralAmerica.aspx</link>
      <pubDate>Thu, 17 Jan 2013 15:21:49 GMT</pubDate>
      <description>This report analyzes rural broadband
and use by consumers, the community-at-large, and businesses; rural
broadband availability; and broadband's social and economic effects
on rural areas. It also summarizes results from an ERS-sponsored
workshop on rural broadband use, and other ERS-commissioned studies.
Overall, rural communities that had greater broadband Internet access
had greater economic growth, which conforms to supplemental research
on the benefits that rural businesses, consumers, and communities
ascribe to broadband Internet use. One of the rural business sectors
mentioned is the farm business.
&lt;p style="margin-bottom: 0cm"&gt;
Agriculture is another rural business sector that benefits from the Internet. For
farm operators with Internet access in 2000, 98 percent used it to gather information.
Price tracking (82 percent) was the next most common application.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
In general, rural America has shared in the growth of the Internet economy. Online
course offerings for students in primary, secondary, post-secondary, and continuing
education programs have improved educational opportunities, especially in small, isolated
rural areas. And interaction among students, parents, teachers, and school administrators
has been enhanced via online forums, which is especially significant given the importance
of ongoing parental involvement in childrens education.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Telemedicine and telehealth have been hailed as vital to health care provision in
rural communities, whether simply improving the perception of locally provided health
care quality or expanding the menu of medical services. More accessible health information,
products, and services confer real economic benefits on rural communities: reducing
transportation time and expenses, treating emergencies more effectively, reducing
time missed at work, increasing local lab and pharmacy work, and generating savings
for health facilities from outsourcing specialized medical procedures. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
&lt;a href="http://www.ers.usda.gov/media/155154/err78_1_.pdf"&gt;Full Report&lt;br&gt;
&lt;/a&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.e-agriculture.org/news/broadband-internets-value-rural-america-farm-businesses-and-broadband"&gt;e-agriculture&lt;/a&gt;)&lt;br&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=c2282d66-7203-40a4-995f-12d05a5c087d" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=a2a75504-a475-4603-b53e-be52501d6b84</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,a2a75504-a475-4603-b53e-be52501d6b84.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">Millions of smallholder farmers worldwide
could improve their yields, incomes and resilience if only they had better access
to appropriate information and knowledge that helps them make informed choices about
farming practices. 
<p style="margin-bottom: 0cm">
Yet, despite new information and communication technologies (ICT), reaching out to
these farmers with the right information at the right time is still a largely unmet
challenge.
</p><p style="margin-bottom: 0cm">
Using ICT to revitalize agricultural extension and education towards providing knowledge
access to smallholder farmers was the subject of an international workshop held at
the Infosys Campus in Hyderabad on 3-4 December.
</p><p style="margin-bottom: 0cm">
The global consultation on Innovative ICT and Knowledge Sharing Platforms for Revitalizing
Agricultural Extension and Education: Opportunities and Challenges organized by a
global team led by the International Crops Research Institute for the Semi-Arid Tropics
(ICRISAT), brought together about 60 ICT researches, extension and education experts
from India, USA and Africa.
</p><p style="margin-bottom: 0cm">
The two - day workshop was successful in laying the groundwork for the formation of
a global partnership that will push the knowledge to the poor revolution through
ICT application in agricultural extension and education. 
</p><p style="margin-bottom: 0cm">
Partners from India, USA and Africa have agreed to develop tri-lateral educational
programs to enhance the capacities of students, faculty members, extension agents,
smallholder farmers, and various stakeholders in using ICT to promote the sharing
and use of agricultural information among the poor and marginalized. To initiate this
activity, a global AgED open courseware platform was launched during the workshop.
</p><p style="margin-bottom: 0cm">
(Source: <a href="http://www.icrisat.org/newsroom/news-releases/icrisat-pr-2012-media20.htm?utm_source=feedburner&amp;utm_medium=feed&amp;utm_campaign=Feed%3A+google%2FNSPu+%28Updates+-+Rural+Innovation+Systems%29">ICRISAT</a>)<br /></p><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=a2a75504-a475-4603-b53e-be52501d6b84" /></body>
      <title>Using information technology to revitalize agricultural extension and education</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,a2a75504-a475-4603-b53e-be52501d6b84.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/01/17/UsingInformationTechnologyToRevitalizeAgriculturalExtensionAndEducation.aspx</link>
      <pubDate>Thu, 17 Jan 2013 13:38:21 GMT</pubDate>
      <description>Millions of smallholder farmers
worldwide could improve their yields, incomes and resilience if only
they had better access to appropriate information and knowledge that
helps them make informed choices about farming practices.
&lt;p style="margin-bottom: 0cm"&gt;
Yet, despite new information and communication technologies (ICT), reaching out to
these farmers with the right information at the right time is still a largely unmet
challenge.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Using ICT to revitalize agricultural extension and education towards providing knowledge
access to smallholder farmers was the subject of an international workshop held at
the Infosys Campus in Hyderabad on 3-4 December.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The global consultation on Innovative ICT and Knowledge Sharing Platforms for Revitalizing
Agricultural Extension and Education: Opportunities and Challenges organized by a
global team led by the International Crops Research Institute for the Semi-Arid Tropics
(ICRISAT), brought together about 60 ICT researches, extension and education experts
from India, USA and Africa.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The two - day workshop was successful in laying the groundwork for the formation of
a global partnership that will push the knowledge to the poor revolution through
ICT application in agricultural extension and education. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Partners from India, USA and Africa have agreed to develop tri-lateral educational
programs to enhance the capacities of students, faculty members, extension agents,
smallholder farmers, and various stakeholders in using ICT to promote the sharing
and use of agricultural information among the poor and marginalized. To initiate this
activity, a global AgED open courseware platform was launched during the workshop.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.icrisat.org/newsroom/news-releases/icrisat-pr-2012-media20.htm?utm_source=feedburner&amp;amp;utm_medium=feed&amp;amp;utm_campaign=Feed%3A+google%2FNSPu+%28Updates+-+Rural+Innovation+Systems%29"&gt;ICRISAT&lt;/a&gt;)&lt;br&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=a2a75504-a475-4603-b53e-be52501d6b84" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT in Education</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=1b347621-3350-45f7-8f13-06b3b7622863</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,1b347621-3350-45f7-8f13-06b3b7622863.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">WTSA-12 affirms commitment to an inclusive
Information Society 
<p style="margin-bottom: 0cm">
ITUs membership has adopted a Resolution inviting ITU Member States to refrain from
taking any unilateral and/or discriminatory actions that could impede another Member
State from accessing public Internet sites and using resources, within the spirit
of Article 1 of the Constitution and the WSIS principles. 
</p><p style="margin-bottom: 0cm">
Meeting at the World Telecommunication Standardization Assembly (WTSA-12) in Dubai,
ITU members revised and adopted a Resolution first agreed at 2008s WTSA in Johannesburg:
Resolution 69, Non-discriminatory access and use of Internet resources.
</p><p style="margin-bottom: 0cm">
Hamadoun Touré, Secretary-General, ITU: Just days away from the World Conference
on International Telecommunications (WCIT-12), the adoption of this Resolution underlines
ITUs commitment to a free and inclusive information society. This should send a strong
message to the international community about accusations that ITUs membership wishes
to restrict the freedom of speech. Clearly the opposite is true. It is in this spirit
 fostering an Internet whose benefits are open to all  that I would like to head
into WCIT-12.
</p><p style="margin-bottom: 0cm">
Noting the global and open nature of the Internet as a driving force in accelerating
progress towards development in its various forms and that discrimination regarding
access to the Internet could greatly affect developing countries; Resolution 69 invites
affected ITU Member States to report to ITU, Director of the Telecommunication Standardization
Bureau (TSB) on any unilateral and/or discriminatory actions that could impede another
Member State from accessing public Internet sites and using resources, within the
spirit of Article 1 of the Constitution and the WSIS principles.
</p><p style="margin-bottom: 0cm">
ITUs work, along with many others, has played a key role in enabling the Internet.
Without ITU standards providing the access technologies to homes and businesses and
the transport mechanisms to carry information from one side of the world to another
the broadband services that we have come to rely on would simply not work. 
</p><p style="margin-bottom: 0cm">
(Source: <a href="http://www.itu.int/net/pressoffice/press_releases/2012/87.aspx#.UMBrYKyxmSo">ITU
Newsroom</a>)<br /></p><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=1b347621-3350-45f7-8f13-06b3b7622863" /></body>
      <title>ITU members resolve to end discriminatory access to Internet</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,1b347621-3350-45f7-8f13-06b3b7622863.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/01/17/ITUMembersResolveToEndDiscriminatoryAccessToInternet.aspx</link>
      <pubDate>Thu, 17 Jan 2013 09:45:26 GMT</pubDate>
      <description>WTSA-12 affirms commitment to an
inclusive Information Society 

&lt;p style="margin-bottom: 0cm"&gt;
ITUs membership has adopted a Resolution inviting ITU Member States to refrain from
taking any unilateral and/or discriminatory actions that could impede another Member
State from accessing public Internet sites and using resources, within the spirit
of Article 1 of the Constitution and the WSIS principles. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Meeting at the World Telecommunication Standardization Assembly (WTSA-12) in Dubai,
ITU members revised and adopted a Resolution first agreed at 2008s WTSA in Johannesburg:
Resolution 69, Non-discriminatory access and use of Internet resources.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Hamadoun Touré, Secretary-General, ITU: Just days away from the World Conference
on International Telecommunications (WCIT-12), the adoption of this Resolution underlines
ITUs commitment to a free and inclusive information society. This should send a strong
message to the international community about accusations that ITUs membership wishes
to restrict the freedom of speech. Clearly the opposite is true. It is in this spirit
 fostering an Internet whose benefits are open to all  that I would like to head
into WCIT-12.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Noting the global and open nature of the Internet as a driving force in accelerating
progress towards development in its various forms and that discrimination regarding
access to the Internet could greatly affect developing countries; Resolution 69 invites
affected ITU Member States to report to ITU, Director of the Telecommunication Standardization
Bureau (TSB) on any unilateral and/or discriminatory actions that could impede another
Member State from accessing public Internet sites and using resources, within the
spirit of Article 1 of the Constitution and the WSIS principles.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
ITUs work, along with many others, has played a key role in enabling the Internet.
Without ITU standards providing the access technologies to homes and businesses and
the transport mechanisms to carry information from one side of the world to another
the broadband services that we have come to rely on would simply not work. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.itu.int/net/pressoffice/press_releases/2012/87.aspx#.UMBrYKyxmSo"&gt;ITU
Newsroom&lt;/a&gt;)&lt;br&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=1b347621-3350-45f7-8f13-06b3b7622863" /&gt;</description>
      <category>Assistive Technology for Disabled</category>
      <category>Children</category>
      <category>Communications</category>
      <category>Connected Schools</category>
      <category>Gender</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=aa430ced-45db-476c-a27d-091abae27be6</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,aa430ced-45db-476c-a27d-091abae27be6.aspx</pingback:target>
      <dc:creator>Some Other User</dc:creator>
      <body xmlns="http://www.w3.org/1999/xhtml">
        <p style="margin-bottom: 0cm">
          <a href="http://scu.edu/socialbenefit/entrepreneurship/gsbi/apply.cfm">Applications</a> are
now open for Santa Clara Universitys Global Social Benefit Incubator (<a href="http://scu.edu/socialbenefit/entrepreneurship/gsbi/">GSBI</a>),
an 11-year-old program that helps social entrepreneurs create greater impact in their
poverty-alleviating missions.
</p>
        <p style="margin-bottom: 0cm">
This year, the program has been renamed GSBI Silicon Valley and revamped to focus
on later-stage, investment-ready organizations with potential to reach significant
scale. Up to 15 accepted enterprises will receive eight months of mentoring from Silicon
Valley veterans, 10 days of intensive, on-campus education, and  for the first time
this year  will be paired with at least one interested funding partner.
</p>
        <p style="margin-bottom: 0cm">
GSBI Silicon Valley 2013 is seeking applications from proven social enterprises 
those that have been able to reach large numbers of beneficiaries. Those selected
will utilize their eight months in GSBI to develop skills and martial resources to
achieve operational excellence and attract financing that enables rapid, effective
expansion of impact. Qualifying criteria for applicants can be found on the GSBI
website.
</p>
        <p style="margin-bottom: 0cm">
GSBI Silicon Valley 2013 applications must be completed fully by Jan. 11, 2013. Ten
to 15 successful applicants will be awarded scholarships valued at $25,000 each; the
in-residence portion at Santa Clara University is scheduled for August 15 to 23, 2013.
</p>
        <p style="margin-bottom: 0cm">
The intensified focus reflects the GSBIs goal of positively impacting one billion
people living in poverty by 2020. The programs new curriculum focuses on achieving
significant scale, so alumni of GSBI are also encouraged to apply.
</p>
        <p style="margin-bottom: 0cm">
          <a href="http://www.scu.edu/socialbenefit/news/blog.cfm?c=14578">Further information</a>
          <br />
        </p>
        <br />
        <p>
        </p>
        <img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=aa430ced-45db-476c-a27d-091abae27be6" />
      </body>
      <title>Santa Clara University Welcomes Applications from Investment-Ready Social Enterprises to Attend GSBI Silicon Valley Training and Mentoring Program</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,aa430ced-45db-476c-a27d-091abae27be6.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2013/01/17/SantaClaraUniversityWelcomesApplicationsFromInvestmentReadySocialEnterprisesToAttendGSBISiliconValleyTrainingAndMentoringProgram.aspx</link>
      <pubDate>Thu, 17 Jan 2013 09:05:12 GMT</pubDate>
      <description>&lt;p style="margin-bottom: 0cm"&gt;
&lt;a href="http://scu.edu/socialbenefit/entrepreneurship/gsbi/apply.cfm"&gt;Applications&lt;/a&gt; are
now open for Santa Clara Universitys Global Social Benefit Incubator (&lt;a href="http://scu.edu/socialbenefit/entrepreneurship/gsbi/"&gt;GSBI&lt;/a&gt;),
an 11-year-old program that helps social entrepreneurs create greater impact in their
poverty-alleviating missions.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
This year, the program has been renamed GSBI Silicon Valley and revamped to focus
on later-stage, investment-ready organizations with potential to reach significant
scale. Up to 15 accepted enterprises will receive eight months of mentoring from Silicon
Valley veterans, 10 days of intensive, on-campus education, and  for the first time
this year  will be paired with at least one interested funding partner.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
GSBI Silicon Valley 2013 is seeking applications from proven social enterprises 
those that have been able to reach large numbers of beneficiaries. Those selected
will utilize their eight months in GSBI to develop skills and martial resources to
achieve operational excellence and attract financing that enables rapid, effective
expansion of impact. Qualifying criteria for applicants can be found on the&amp;nbsp;GSBI
website.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
GSBI Silicon Valley 2013 applications must be completed fully by Jan. 11, 2013. Ten
to 15 successful applicants will be awarded scholarships valued at $25,000 each; the
in-residence portion at Santa Clara University is scheduled for August 15 to 23, 2013.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The intensified focus reflects the GSBIs goal of positively impacting one billion
people living in poverty by 2020. The programs new curriculum focuses on achieving
significant scale, so alumni of GSBI are also encouraged to apply.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
&lt;a href="http://www.scu.edu/socialbenefit/news/blog.cfm?c=14578"&gt;Further information&lt;/a&gt;
&lt;br&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=aa430ced-45db-476c-a27d-091abae27be6" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT in Education</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=0030c89c-ef22-4feb-af72-b010e88b99df</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,0030c89c-ef22-4feb-af72-b010e88b99df.aspx</pingback:target>
      <dc:creator />
      <body xmlns="http://www.w3.org/1999/xhtml">According to the Department of Social Welfare
and Development (DSWD) Secretary, Dinky Soliman, citizens can take part by indicating
the location or name of the street, time when they found the homeless child together
with other relevant details such as nearby landmarks and tagging it to DSWDs designated
Twitter account <a href="https://twitter.com/savestreetkids">@savestreetkids</a>. 
<p style="margin-bottom: 0cm">
Information submitted to the DSWD will then be relayed to the agencys reach-out
team for immediate action. In addition, the agency will also be updating the status
of each reported incident by indicating the location of the reception action centre
where the homeless child is temporarily sheltered. 
</p><p style="margin-bottom: 0cm">
The Department of Social Welfare and Development is seeking to engage the public,
via the popular microblogging site called Twitter, to help save the lives of homeless
children in the streets of Metro Manila.
</p><p style="margin-bottom: 0cm">
(Source: <a href="http://www.futuregov.asia/articles/2012/nov/22/philippines-launches-twitter-account-save-homeless/">FutureGov</a>)
</p><p style="margin-bottom: 0cm" align="JUSTIFY"><br /></p><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=0030c89c-ef22-4feb-af72-b010e88b99df" /></body>
      <title>The Philippines launches twitter account to save homeless children</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,0030c89c-ef22-4feb-af72-b010e88b99df.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/11/23/ThePhilippinesLaunchesTwitterAccountToSaveHomelessChildren.aspx</link>
      <pubDate>Fri, 23 Nov 2012 10:52:41 GMT</pubDate>
      <description>According to the Department of Social
Welfare and Development (DSWD) Secretary, Dinky Soliman, citizens can
take part by indicating the location or name of the street, time when
they found the homeless child together with other relevant details
such as nearby landmarks and tagging it to DSWDs designated
Twitter account &lt;a href="https://twitter.com/savestreetkids"&gt;@savestreetkids&lt;/a&gt;. 
&lt;p style="margin-bottom: 0cm"&gt;
Information submitted to the DSWD will then be relayed to the agencys reach-out
team for immediate action. In addition, the agency will also be updating the status
of each reported incident by indicating the location of the reception action centre
where the homeless child is temporarily sheltered. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The Department of Social Welfare and Development is seeking to engage the public,
via the popular microblogging site called Twitter, to help save the lives of homeless
children in the streets of Metro Manila.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.futuregov.asia/articles/2012/nov/22/philippines-launches-twitter-account-save-homeless/"&gt;FutureGov&lt;/a&gt;)
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm" align="JUSTIFY"&gt;
&lt;br&gt;
&lt;/p&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=0030c89c-ef22-4feb-af72-b010e88b99df" /&gt;</description>
      <category>Children</category>
      <category>Communications</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=3ebe526b-c8e7-478d-9ec8-b293333ed5c1</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,3ebe526b-c8e7-478d-9ec8-b293333ed5c1.aspx</pingback:target>
      <dc:creator />
      <body xmlns="http://www.w3.org/1999/xhtml">With little access to formal extension
services, a rural Zambian community set up an internet connection to develop local
agriculture, education and energy facilities. The community is now using local radio
to encourage other villages to do the same. 
<p style="margin-bottom: 0cm">
There have been very few studies into the effects access to broadband internet can
have on agriculture in rural Africa. The reason for that is simple: broadband internet
is still very rare in rural Africa. But in Zambia, a rural community, called <a href="http://en.wikipedia.org/wiki/Macha,_Zambia">Macha</a>,
does have broadband. There, internet and agriculture  and much more  combine as
part of an integrated project to inspire the local community to reach its collective
potential.
</p><p style="margin-bottom: 0cm">
Traditionally, people have earned their living here through subsistence farming, mostly
growing maize. Although agriculture always sustained the community, cultivation practices
had not changed in many years. NGOs and internationals consultants came and went.
And Macha remained a typical rural area with bad roads, scattered water pumps, limited
electricity, patchy mobile phone coverage, dilapidated schools and health facilities.
</p><p style="margin-bottom: 0cm">
In 2003, in a cooperative effort, community members came together to build a wireless
network that would connect Macha to the internet via a satellite connection. They
started with a VSAT link that offered download speeds of up to 128 kbps. The service
soon became so popular that the bandwidth could not cope with the volume of internet
traffic. The problem eased in 2011 when Macha upgraded the connection to a microwave
link via a newly available cell phone network, which offers speeds of 2 Mbps, making
it truly broadband. 
</p><p style="margin-bottom: 0cm">
The internet link is further distributed throughout the community via a wireless local
area network (WLAN). There are more than 100 wireless access points, offering connectivity
to both offices and homes. Surveys and measurements show that Macha has an active
internet community of around 200 individuals, 67% of whom are on line for more than
three hours a day. Half the users access the internet from home, and 71% use it frequently
to surf the web for educational purposes.
</p><p style="margin-bottom: 0cm">
As well as having a channel to communicate with friends and family outside of the
community, access to the technology produced a discernible difference in agricultural
practices within the first year. One community member found information on the web
about sunflower farming, and decided to give it a go. A few years later, sunflower
farming has blossomed in the village and it is now the communitys second most important
cash crop.
</p><p style="margin-bottom: 0cm">
(Source: <a href="http://ictupdate.cta.int/Feature-Articles/Technology-retains-talent/%2862%29/1318418128">ICT
Update</a>)<br /></p><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=3ebe526b-c8e7-478d-9ec8-b293333ed5c1" /></body>
      <title>Technology retains talent: Internet and radio develop farms and businesses in rural Zambia</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,3ebe526b-c8e7-478d-9ec8-b293333ed5c1.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/11/23/TechnologyRetainsTalentInternetAndRadioDevelopFarmsAndBusinessesInRuralZambia.aspx</link>
      <pubDate>Fri, 23 Nov 2012 10:49:09 GMT</pubDate>
      <description>With little access to formal extension
services, a rural Zambian community set up an internet connection to
develop local agriculture, education and energy facilities. The
community is now using local radio to encourage other villages to do
the same.
&lt;p style="margin-bottom: 0cm"&gt;
There have been very few studies into the effects access to broadband internet can
have on agriculture in rural Africa. The reason for that is simple: broadband internet
is still very rare in rural Africa. But in Zambia, a rural community, called &lt;a href="http://en.wikipedia.org/wiki/Macha,_Zambia"&gt;Macha&lt;/a&gt;,
does have broadband. There, internet and agriculture  and much more  combine as
part of an integrated project to inspire the local community to reach its collective
potential.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Traditionally, people have earned their living here through subsistence farming, mostly
growing maize. Although agriculture always sustained the community, cultivation practices
had not changed in many years. NGOs and internationals consultants came and went.
And Macha remained a typical rural area with bad roads, scattered water pumps, limited
electricity, patchy mobile phone coverage, dilapidated schools and health facilities.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
In 2003, in a cooperative effort, community members came together to build a wireless
network that would connect Macha to the internet via a satellite connection. They
started with a VSAT link that offered download speeds of up to 128 kbps. The service
soon became so popular that the bandwidth could not cope with the volume of internet
traffic. The problem eased in 2011 when Macha upgraded the connection to a microwave
link via a newly available cell phone network, which offers speeds of 2 Mbps, making
it truly broadband. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The internet link is further distributed throughout the community via a wireless local
area network (WLAN). There are more than 100 wireless access points, offering connectivity
to both offices and homes. Surveys and measurements show that Macha has an active
internet community of around 200 individuals, 67% of whom are on line for more than
three hours a day. Half the users access the internet from home, and 71% use it frequently
to surf the web for educational purposes.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
As well as having a channel to communicate with friends and family outside of the
community, access to the technology produced a discernible difference in agricultural
practices within the first year. One community member found information on the web
about sunflower farming, and decided to give it a go. A few years later, sunflower
farming has blossomed in the village and it is now the communitys second most important
cash crop.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://ictupdate.cta.int/Feature-Articles/Technology-retains-talent/%2862%29/1318418128"&gt;ICT
Update&lt;/a&gt;)&lt;br&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=3ebe526b-c8e7-478d-9ec8-b293333ed5c1" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=7ec79766-026d-4a89-bcd6-4d635bd7008d</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,7ec79766-026d-4a89-bcd6-4d635bd7008d.aspx</pingback:target>
      <dc:creator />
      <body xmlns="http://www.w3.org/1999/xhtml">Two Secondary Schools to Benefit from 90
Girls' Scholarships, 50 Netbook Computers, and Internet Connectivity 
<p style="margin-bottom: 0cm">
Connect To Learn has been launched in Léona, Senegal with the announcement of 90 multi-year
secondary school scholarships for 90 girls and the installation of 50 netbook computers
supported by broadband connectivity for two secondary schools in the <a href="http://www.millenniumvillages.org/">Millennium
Villages Project (MVP)</a> site in Léona. The launch at the Collège dEnseignement
Moyen was attended by MVP staff, students, teachers, parents, administrative authorities,
education officials, and representatives of Ericsson and Tigo, two of the organizations
supporting the effort.
</p><p style="margin-bottom: 0cm">
Connect To Learn implements mobile broadband technology to connect classrooms to a
21st century education by enabling access to vital teaching and learning resources.
The computers and connectivity contributed by the programs technology partners will
also allow teachers to improve their skills and knowledge and therefore the quality
of secondary education in the schools where they work.
</p><p style="margin-bottom: 0cm">
Through funds raised by Connect To Learn from individual and corporate donors, the
program has also announced that they will offer multi-year scholarships this year
for 90 young women to enroll in these schools. Girls eligible are MVP residents who
have achieved academic excellence and whose families are unable to sustainably fund
their education at the secondary level.
</p><p style="margin-bottom: 0cm">
Connect To Learn is a partnership between the Earth Institute at Columbia University,
Ericsson and Millennium Promise. As part of its contributions as chief technology
partner for the initiative Ericsson has donated the 50 mobile broadband enabled computers
and two video projectors. Tigo, the cell phone service provider that has joined the
initiative in Senegal, is providing free Internet service that allows the netbooks
to connect to the Internet through Tigos mobile phone network.
</p><p style="margin-bottom: 0cm">
(Source: <a href="http://www.connecttolearn.org/media/CTL-in-the-news">Connect To
Learn</a>)<br /></p><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=7ec79766-026d-4a89-bcd6-4d635bd7008d" /></body>
      <title>Connect To Learn Senegal has been launched during International Education Week 2012</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,7ec79766-026d-4a89-bcd6-4d635bd7008d.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/11/23/ConnectToLearnSenegalHasBeenLaunchedDuringInternationalEducationWeek2012.aspx</link>
      <pubDate>Fri, 23 Nov 2012 10:41:27 GMT</pubDate>
      <description>Two Secondary Schools to Benefit from
90 Girls' Scholarships, 50 Netbook Computers, and Internet
Connectivity
&lt;p style="margin-bottom: 0cm"&gt;
Connect To Learn has been launched in Léona, Senegal with the announcement of 90 multi-year
secondary school scholarships for 90 girls and the installation of 50 netbook computers
supported by broadband connectivity for two secondary schools in the &lt;a href="http://www.millenniumvillages.org/"&gt;Millennium
Villages Project (MVP)&lt;/a&gt; site in Léona. The launch at the Collège dEnseignement
Moyen was attended by MVP staff, students, teachers, parents, administrative authorities,
education officials, and representatives of Ericsson and Tigo, two of the organizations
supporting the effort.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Connect To Learn implements mobile broadband technology to connect classrooms to a
21st century education by enabling access to vital teaching and learning resources.
The computers and connectivity contributed by the programs technology partners will
also allow teachers to improve their skills and knowledge and therefore the quality
of secondary education in the schools where they work.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Through funds raised by Connect To Learn from individual and corporate donors, the
program has also announced that they will offer multi-year scholarships this year
for 90 young women to enroll in these schools. Girls eligible are MVP residents who
have achieved academic excellence and whose families are unable to sustainably fund
their education at the secondary level.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Connect To Learn is a partnership between the Earth Institute at Columbia University,
Ericsson and Millennium Promise. As part of its contributions as chief technology
partner for the initiative Ericsson has donated the 50 mobile broadband enabled computers
and two video projectors. Tigo, the cell phone service provider that has joined the
initiative in Senegal, is providing free Internet service that allows the netbooks
to connect to the Internet through Tigos mobile phone network.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.connecttolearn.org/media/CTL-in-the-news"&gt;Connect To
Learn&lt;/a&gt;)&lt;br&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=7ec79766-026d-4a89-bcd6-4d635bd7008d" /&gt;</description>
      <category>Communications</category>
      <category>Connected Schools</category>
      <category>Gender</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=8db863ed-5ff7-4aac-9e2e-5ccb03549cc6</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
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      <dc:creator />
      <body xmlns="http://www.w3.org/1999/xhtml">Leveraging the power of ICT to help improve
the quality of education for students through access to teaching and learning resources
has become a useful tool within an increasingly networked society. 
<p style="margin-bottom: 0cm">
Technology improves educational opportunities by enabling personalized study. It also
enhances the potential for learning through community-based education and access to
educational resources, even in remote rural schools.
</p><p style="margin-bottom: 0cm"><a href="http://www.connecttolearn.org/?nosplash=1">Connect To Learn</a> was launched
in 2010 as a collaborative effort between the <a href="http://www.earth.columbia.edu/sections/view/9">Earth
Institute</a> providing advice on development, education, and evaluation; <a href="http://www.ericsson.com/">Ericsson</a> as
lead technology partner; and <a href="http://www.millenniumvillages.org/millenniumpromise">Millennium
Promise</a>, a non-profit organization.
</p><p style="margin-bottom: 0cm">
Building on the expertise of each partner, Connect To Learn identifies <a href="http://www.connecttolearn.org/Our-Work/Scholarships">strategies
to integrate teacher professional development with 21st century ICT-based teaching</a>,
tools and practices in classrooms.
</p><p style="margin-bottom: 0cm">
Connect To Learn also combines a <a href="http://www.ericsson.com/thecompany/sustainability_corporateresponsibility/enabling_communication_for_all/connect_to_learn">cloud-based
ICT solution developed by Ericsson</a> for schools with the on-the-ground experience
of partner NGOs. It aims to remove ICT support tasks from teachers and provides them
with technology that is simpler to manage, so teachers can focus on improving the
quality of education.
</p><p style="margin-bottom: 0cm">
The solution is provided as a service, and is designed for users with little or no
IT competence.
</p><p style="margin-bottom: 0cm">
Improved access, energy efficiency and reduced costs are possible because users do
not have to worry about virus protection, software updates and content-control capabilities
for safe Internet browsing, application installation or maintenance. All tasks which
are managed in the cloud.
</p><p style="margin-bottom: 0cm">
Connect To Learn partners recognize the transformational role that broadband and other
ICT solutions can play in scaling up access to quality education through innovative
programs such as this one.
</p><p style="margin-bottom: 0cm;">
(Source: <a href="http://itu4u.wordpress.com/2012/11/19/integrating-ict-into-education/">ICT4U</a>)
</p><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=8db863ed-5ff7-4aac-9e2e-5ccb03549cc6" /></body>
      <title>Integrating ICT into education</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,8db863ed-5ff7-4aac-9e2e-5ccb03549cc6.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/11/23/IntegratingICTIntoEducation.aspx</link>
      <pubDate>Fri, 23 Nov 2012 10:35:38 GMT</pubDate>
      <description>Leveraging the power of ICT to help
improve the quality of education for students through access to
teaching and learning resources has become a useful tool within an
increasingly networked society.
&lt;p style="margin-bottom: 0cm"&gt;
Technology improves educational opportunities by enabling personalized study. It also
enhances the potential for learning through community-based education and access to
educational resources, even in remote rural schools.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
&lt;a href="http://www.connecttolearn.org/?nosplash=1"&gt;Connect To Learn&lt;/a&gt; was launched
in 2010 as a collaborative effort between the &lt;a href="http://www.earth.columbia.edu/sections/view/9"&gt;Earth
Institute&lt;/a&gt; providing advice on development, education, and evaluation; &lt;a href="http://www.ericsson.com/"&gt;Ericsson&lt;/a&gt; as
lead technology partner; and &lt;a href="http://www.millenniumvillages.org/millenniumpromise"&gt;Millennium
Promise&lt;/a&gt;, a non-profit organization.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Building on the expertise of each partner, Connect To Learn identifies &lt;a href="http://www.connecttolearn.org/Our-Work/Scholarships"&gt;strategies
to integrate teacher professional development with 21st century ICT-based teaching&lt;/a&gt;,
tools and practices in classrooms.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Connect To Learn also combines a &lt;a href="http://www.ericsson.com/thecompany/sustainability_corporateresponsibility/enabling_communication_for_all/connect_to_learn"&gt;cloud-based
ICT solution developed by Ericsson&lt;/a&gt; for schools with the on-the-ground experience
of partner NGOs. It aims to remove ICT support tasks from teachers and provides them
with technology that is simpler to manage, so teachers can focus on improving the
quality of education.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The solution is provided as a service, and is designed for users with little or no
IT competence.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Improved access, energy efficiency and reduced costs are possible because users do
not have to worry about virus protection, software updates and content-control capabilities
for safe Internet browsing, application installation or maintenance. All tasks which
are managed in the cloud.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Connect To Learn partners recognize the transformational role that broadband and other
ICT solutions can play in scaling up access to quality education through innovative
programs such as this one.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm;"&gt;
(Source: &lt;a href="http://itu4u.wordpress.com/2012/11/19/integrating-ict-into-education/"&gt;ICT4U&lt;/a&gt;)
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=8db863ed-5ff7-4aac-9e2e-5ccb03549cc6" /&gt;</description>
      <category>Children</category>
      <category>Communications</category>
      <category>Connected Schools</category>
      <category>ICT in Education</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=1d43390f-4800-4135-a4b7-0c917ef45c7a</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,1d43390f-4800-4135-a4b7-0c917ef45c7a.aspx</pingback:target>
      <dc:creator />
      <body xmlns="http://www.w3.org/1999/xhtml">This study investigates whether women have
limited access to savings services delivered via the mobile phone. It examines womens
mobile phone and savings behaviour to understand whether the mobile phone creates
a barrier to the savings services through lack of technical knowledge and mobile phone
access. 
<p style="margin-bottom: 0cm">
Women members of Grameen Foundations savings project at Cashpor Microcredit, based
in Varanasi, India are the focus of the study. 65 randomly selected Cashpor clients
throughout the Varanasi region were interviewed. Women were asked to self-select into
one of three categories of mobile phone ownership, telling us whether they own a phone,
borrow a phone or have no access to a phone. The interviews focused on three main
themes: How women use mobile phones; savings services; and how knowledge about the
phone is shared among their community, particularly with children. The data collected
highlight some gaps in service and further our understanding of how these women, men
and their families use mobile technology.
</p><p style="margin-bottom: 0cm">
In summary, this study found three important lessons.
</p><ul><li><p style="margin-bottom: 0cm">
Promoting mobile phone ownership among women is an important component to ensuring
that they gain unobstructed access to savings services, or any service delivered through
the phone
</p></li><li><p style="margin-bottom: 0cm">
Providing mobile phone literacy training is essential among these women
</p></li><li><p style="margin-bottom: 0cm">
The children of Cashpor clients know much more about mobile phones than their parents.
</p></li></ul><p style="margin-bottom: 0cm;">
Download the <a href="http://www.mwomen.org/Files/1300e65b/women-mobile-phones-savings-a-grameen-foundation-case-study.pdf">Full
Report<br /></a></p><p style="margin-bottom: 0cm;">
(Source: <a href="http://www.mwomen.org/Research/women-mobile-phones-savings-a-grameen-foundation-case-study">GSMA
Women</a>)
</p><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=1d43390f-4800-4135-a4b7-0c917ef45c7a" /></body>
      <title>Women, mobile phones and savings: A Grameen Foundation Case Study </title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,1d43390f-4800-4135-a4b7-0c917ef45c7a.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/11/16/WomenMobilePhonesAndSavingsAGrameenFoundationCaseStudy.aspx</link>
      <pubDate>Fri, 16 Nov 2012 12:33:26 GMT</pubDate>
      <description>This study investigates whether women
have limited access to savings services delivered via the mobile
phone. It examines womens mobile phone and savings behaviour to
understand whether the mobile phone creates a barrier to the savings
services through lack of technical knowledge and mobile phone access.
&lt;p style="margin-bottom: 0cm"&gt;
Women members of Grameen Foundations savings project at Cashpor Microcredit, based
in Varanasi, India are the focus of the study. 65 randomly selected Cashpor clients
throughout the Varanasi region were interviewed. Women were asked to self-select into
one of three categories of mobile phone ownership, telling us whether they own a phone,
borrow a phone or have no access to a phone. The interviews focused on three main
themes: How women use mobile phones; savings services; and how knowledge about the
phone is shared among their community, particularly with children. The data collected
highlight some gaps in service and further our understanding of how these women, men
and their families use mobile technology.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
In summary, this study found three important lessons.
&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Promoting mobile phone ownership among women is an important component to ensuring
that they gain unobstructed access to savings services, or any service delivered through
the phone
&lt;/p&gt;
&lt;/li&gt;
&lt;li&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Providing mobile phone literacy training is essential among these women
&lt;/p&gt;
&lt;/li&gt;
&lt;li&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The children of Cashpor clients know much more about mobile phones than their parents.
&lt;/p&gt;
&lt;/li&gt;
&lt;/ul&gt;
&lt;p style="margin-bottom: 0cm;"&gt;
Download the &lt;a href="http://www.mwomen.org/Files/1300e65b/women-mobile-phones-savings-a-grameen-foundation-case-study.pdf"&gt;Full
Report&lt;br&gt;
&lt;/a&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm;"&gt;
(Source: &lt;a href="http://www.mwomen.org/Research/women-mobile-phones-savings-a-grameen-foundation-case-study"&gt;GSMA
Women&lt;/a&gt;)
&lt;/p&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=1d43390f-4800-4135-a4b7-0c917ef45c7a" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=0a3526d0-942f-4eb2-9622-686f8a345d4f</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,0a3526d0-942f-4eb2-9622-686f8a345d4f.aspx</pingback:target>
      <dc:creator />
      <body xmlns="http://www.w3.org/1999/xhtml">Women farmers experience a lack of access
to resources globallyin the form of production inputs, labor, credit, training, and
information. Their enormous contributions to food production, subsistence farming,
and the agricultural labor force in the developing world means that ensuring gender
mainstreaming in information and communication technology (ICT) is a priority for
global food security. It is also central to a global development agenda based on human
rights and effective and sustainable development outcomes. 
<p style="margin-bottom: 0cm">
This briefing paper addresses these and related approaches in ICT services for agriculture
that support sustainable practices and promote gender equality.
</p><p style="margin-bottom: 0cm;">
Download the full paper <a href="https://communities.usaidallnet.gov/ictforag/file/332/download/547">here<br /></a></p><p style="margin-bottom: 0cm;">
(Source: <a href="https://communities.usaidallnet.gov/ictforag/node/332">USAID</a>)
</p><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=0a3526d0-942f-4eb2-9622-686f8a345d4f" /></body>
      <title>Paper research: Gender Mainstreaming in ICT for Agriculture</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,0a3526d0-942f-4eb2-9622-686f8a345d4f.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/11/16/PaperResearchGenderMainstreamingInICTForAgriculture.aspx</link>
      <pubDate>Fri, 16 Nov 2012 12:23:22 GMT</pubDate>
      <description>Women farmers experience a lack of
access to resources globallyin the form of production inputs,
labor, credit, training, and information. Their enormous
contributions to food production, subsistence farming, and the
agricultural labor force in the developing world means that ensuring
gender mainstreaming in information and communication technology
(ICT) is a priority for global food security. It is also central to a
global development agenda based on human rights and effective and
sustainable development outcomes.
&lt;p style="margin-bottom: 0cm"&gt;
This briefing paper addresses these and related approaches in ICT services for agriculture
that support sustainable practices and promote gender equality.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm;"&gt;
Download the full paper &lt;a href="https://communities.usaidallnet.gov/ictforag/file/332/download/547"&gt;here&lt;br&gt;
&lt;/a&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm;"&gt;
(Source: &lt;a href="https://communities.usaidallnet.gov/ictforag/node/332"&gt;USAID&lt;/a&gt;)
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=0a3526d0-942f-4eb2-9622-686f8a345d4f" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>Gender</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=64e10754-88ad-4b83-9a54-633a4ba7b352</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,64e10754-88ad-4b83-9a54-633a4ba7b352.aspx</pingback:target>
      <dc:creator />
      <body xmlns="http://www.w3.org/1999/xhtml">Kenya's claim to being Africa's leader
in information and communication technologies (ICT) got a boost last month, when IBM
announced it would place its first African research lab in the country's capital Nairobi. 
<p style="margin-bottom: 0cm">
The announcement, on 13 August, is a feather in Kenya's cap. Like other African nations,
it is looking to the private sector to pad out national spending on research and development
(R&amp;D) and boost innovation. 
</p><p style="margin-bottom: 0cm">
By getting the lab, Kenya joins countries like Australia, Brazil, China, India, Ireland,
Israel, Japan, Switzerland and the United States, which host the computer giant's
other research units.
</p><p style="margin-bottom: 0cm">
'IBM Research  Africa' will conduct basic and applied research in areas including
the use of modern technology to improve government efficiency, root out corruption
and manage city services, such as water utilities and traffic control.
</p><p style="margin-bottom: 0cm">
The lab will serve Africa as a whole, and house IBM researchers alongside Kenyan and
other African talent, selected and nurtured through a Resident Science Programme. 
</p><p style="margin-bottom: 0cm">
"The IBM research lab will not only rubber stamp Kenya as Africa's leader in ICT,
but will help the country to transform into a knowledge-based economy", Bitange Ndemo,
permanent secretary in Kenya's ICT ministry, was quoted as saying in a press release. 
</p><p style="margin-bottom: 0cm">
But the decision means other African countries with ambitions in ICT leadership will
need to do some soul-searching to work out how to achieve their technological aspirations.
</p><p style="margin-bottom: 0cm">
(Source: <a href="http://www.scidev.net/en/new-technologies/icts/opinions/africa-analysis-kenya-s-ict-lab-is-just-the-beginning-.html">SciDev</a>)
</p><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=64e10754-88ad-4b83-9a54-633a4ba7b352" /></body>
      <title>First African ICT lab in Kenya</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,64e10754-88ad-4b83-9a54-633a4ba7b352.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/11/16/FirstAfricanICTLabInKenya.aspx</link>
      <pubDate>Fri, 16 Nov 2012 12:20:33 GMT</pubDate>
      <description>Kenya's claim to being Africa's leader
in information and communication technologies (ICT) got a boost last
month, when IBM announced it would place its first African research
lab in the country's capital Nairobi. 

&lt;p style="margin-bottom: 0cm"&gt;
The announcement, on 13 August, is a feather in Kenya's cap. Like other African nations,
it is looking to the private sector to pad out national spending on research and development
(R&amp;amp;D) and boost innovation. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
By getting the lab, Kenya joins countries like Australia, Brazil, China, India, Ireland,
Israel, Japan, Switzerland and the United States, which host the computer giant's
other research units.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
'IBM Research  Africa' will conduct basic and applied research in areas including
the use of modern technology to improve government efficiency, root out corruption
and manage city services, such as water utilities and traffic control.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The lab will serve Africa as a whole, and house IBM researchers alongside Kenyan and
other African talent, selected and nurtured through a Resident Science Programme. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
"The IBM research lab will not only rubber stamp Kenya as Africa's leader in ICT,
but will help the country to transform into a knowledge-based economy", Bitange Ndemo,
permanent secretary in Kenya's ICT ministry, was quoted as saying in a press release. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
But the decision means other African countries with ambitions in ICT leadership will
need to do some soul-searching to work out how to achieve their technological aspirations.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.scidev.net/en/new-technologies/icts/opinions/africa-analysis-kenya-s-ict-lab-is-just-the-beginning-.html"&gt;SciDev&lt;/a&gt;)
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=64e10754-88ad-4b83-9a54-633a4ba7b352" /&gt;</description>
      <category>Communications</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=79cd29ad-d3db-40f0-90e4-6280d16bb614</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
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      <dc:creator />
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        <p class="MsoNormal">
It will be focused on analyzing and raising awareness about the needs and mobile-based
solutions for groups under risk of digital exclusion in Latin America (low-income
and isolated communities, chronic patients and people with disabilities). Relevant
stakeholders from all over the world will participate providing their expertise from
technological, social and politic-economical perspectives.
</p>
        <p class="MsoNormal">
The M-Inclusion awards for <a href="http://www.m-inclusion.eu/news/m-inclusion-launches-%E2%80%9Capps4change%E2%80%9D">Apps4Change</a>
Challenge Program 2012, which recognizes groundbreaking mobile solutions for social
inclusion, will take place during the conference.
</p>
        <p class="MsoNormal">
Specific objectives:
</p>
        <p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt">
<span style="mso-tab-count:1">    </span>Bring together and facilitate
the dialog amongst key actors in mobile technologies for social and digital inclusion
in Latin America.
</p>
        <p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt">
<span style="mso-tab-count:1">    </span> Analyze the needs of the
risk groups in terms of education, health, accessibility and economics needs.
</p>
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<span style="mso-tab-count:1">    </span>Identify and analyze the
existing mobile technologies and initiatives that can cover the previously mentioned
needs.
</p>
        <p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt">
<span style="mso-tab-count:1">    </span>Identify the trending mobile
solutions relevant for mobile social inclusion.
</p>
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<span style="mso-tab-count:1">    </span>Promote awareness about the
needs of shortening the gaps of social and digital inclusion in Latin America.
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The outcome of this first Open Forum will shape the M-Inclusion Road map for social
and digital inclusion in Latin America,<span style="mso-spacerun:yes">  </span>containing
needs for social inclusion focused on the disadvantaged groups represented within
the project, as well as mobile solutions based on new existing and trending technologies
applied to main<span style="mso-spacerun:yes">  </span>scopes for social inclusion
(economic, geographic, educational and health inclusion).
</p>
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The audience of the event will be:
</p>
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<span style="mso-tab-count:1">    </span>Mobile Technologies: researchers,
developers and technology providers
</p>
        <p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt">
<span style="mso-tab-count:1">    </span>End-users associations and
communities: Disabled, elderly, low-income, isolated areas, social exclusion groups,
chronics, etc
</p>
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<span style="mso-tab-count:1">    </span>Political stakeholders: Latin
America and European with relevant links to regulatory issues and the market
</p>
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<span style="mso-tab-count:1">    </span>Financial and funding actors.
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Further details about the location and the schedule in the <a href="http://www.m-inclusion.eu/sites/default/files/calendario_OIF_v4.pdf">agenda</a>.
</p>
        <span style="font-size:11.0pt;line-height:115%;font-family:&quot;Calibri&quot;,&quot;sans-serif&quot;;&#xA;mso-fareast-font-family:Calibri;mso-bidi-font-family:&quot;Times New Roman&quot;;&#xA;mso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA">(Source: <a href="http://www.m-inclusion.eu/events/1%C2%B0-open-international-forum-mobile-technologies-social-inclusion">M-inclusion</a>)</span>
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      <title>First Open International Forum on mobile technologies for social inclusion Barcelona 20-21 November 2012 </title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,79cd29ad-d3db-40f0-90e4-6280d16bb614.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/11/14/FirstOpenInternationalForumOnMobileTechnologiesForSocialInclusionBarcelona2021November2012.aspx</link>
      <pubDate>Wed, 14 Nov 2012 15:46:25 GMT</pubDate>
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&lt;p class="MsoNormal"&gt;
It will be focused on analyzing and raising awareness about the needs and mobile-based
solutions for groups under risk of digital exclusion in Latin America (low-income
and isolated communities, chronic patients and people with disabilities). Relevant
stakeholders from all over the world will participate providing their expertise from
technological, social and politic-economical perspectives.
&lt;/p&gt;
&lt;p class="MsoNormal"&gt;
The M-Inclusion awards for &lt;a href="http://www.m-inclusion.eu/news/m-inclusion-launches-%E2%80%9Capps4change%E2%80%9D"&gt;Apps4Change&lt;/a&gt;
Challenge Program 2012, which recognizes groundbreaking mobile solutions for social
inclusion, will take place during the conference.
&lt;/p&gt;
&lt;p class="MsoNormal"&gt;
Specific objectives:
&lt;/p&gt;
&lt;p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt"&gt;
&lt;span style="mso-tab-count:1"&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;/span&gt;Bring together and facilitate
the dialog amongst key actors in mobile technologies for social and digital inclusion
in Latin America.
&lt;/p&gt;
&lt;p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt"&gt;
&lt;span style="mso-tab-count:1"&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;/span&gt; Analyze the needs of the
risk groups in terms of education, health, accessibility and economics needs.
&lt;/p&gt;
&lt;p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt"&gt;
&lt;span style="mso-tab-count:1"&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;/span&gt;Identify and analyze the
existing mobile technologies and initiatives that can cover the previously mentioned
needs.
&lt;/p&gt;
&lt;p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt"&gt;
&lt;span style="mso-tab-count:1"&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;/span&gt;Identify the trending mobile
solutions relevant for mobile social inclusion.
&lt;/p&gt;
&lt;p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt"&gt;
&lt;span style="mso-tab-count:1"&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;/span&gt;Promote awareness about the
needs of shortening the gaps of social and digital inclusion in Latin America.
&lt;/p&gt;
&lt;p class="MsoNormal"&gt;
The outcome of this first Open Forum will shape the M-Inclusion Road map for social
and digital inclusion in Latin America,&lt;span style="mso-spacerun:yes"&gt;&amp;nbsp; &lt;/span&gt;containing
needs for social inclusion focused on the disadvantaged groups represented within
the project, as well as mobile solutions based on new existing and trending technologies
applied to main&lt;span style="mso-spacerun:yes"&gt;&amp;nbsp; &lt;/span&gt;scopes for social inclusion
(economic, geographic, educational and health inclusion).
&lt;/p&gt;
&lt;p class="MsoNormal"&gt;
The audience of the event will be:
&lt;/p&gt;
&lt;p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt"&gt;
&lt;span style="mso-tab-count:1"&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;/span&gt;Mobile Technologies: researchers,
developers and technology providers
&lt;/p&gt;
&lt;p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt"&gt;
&lt;span style="mso-tab-count:1"&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;/span&gt;End-users associations and
communities: Disabled, elderly, low-income, isolated areas, social exclusion groups,
chronics, etc
&lt;/p&gt;
&lt;p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt"&gt;
&lt;span style="mso-tab-count:1"&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;/span&gt;Political stakeholders: Latin
America and European with relevant links to regulatory issues and the market
&lt;/p&gt;
&lt;p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt"&gt;
&lt;span style="mso-tab-count:1"&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;/span&gt;Financial and funding actors.
&lt;/p&gt;
&lt;p class="MsoNormal"&gt;
Further details about the location and the schedule in the &lt;a href="http://www.m-inclusion.eu/sites/default/files/calendario_OIF_v4.pdf"&gt;agenda&lt;/a&gt;.
&lt;/p&gt;
&lt;span style="font-size:11.0pt;line-height:115%;font-family:&amp;quot;Calibri&amp;quot;,&amp;quot;sans-serif&amp;quot;;
mso-fareast-font-family:Calibri;mso-bidi-font-family:&amp;quot;Times New Roman&amp;quot;;
mso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA"&gt;(Source: &lt;a href="http://www.m-inclusion.eu/events/1%C2%B0-open-international-forum-mobile-technologies-social-inclusion"&gt;M-inclusion&lt;/a&gt;)&lt;/span&gt;
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      <category>Assistive Technology for Disabled</category>
      <category>Communications</category>
      <category>Partnerships</category>
      <category>PwDs</category>
      <category>Remote/Underserved Areas</category>
      <category>Youth</category>
    </item>
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        <p style="margin-bottom: 0cm" align="CENTER">
Blue-Ribbon Group of Media Leaders Concludes a Year of Deliberations<br />
With Release of Report and Review of Best Practices<br /></p>
        <p style="margin-bottom: 0cm">
          <a href="http://www.watchwhatyouwatch.org/">The Healthy MEdia Commission for Positive
Images of Women and Girls</a>, consisting of more than 50 leaders from the media industry,
creative community, academia, and youth-serving nonprofits, completed more than a
year of deliberations today by releasing a <a href="http://www.girlscouts.org/who_we_are/advocacy/healthymedia/pdf/hmc_report_recommendations.pdf">report</a> offering
a variety of recommendations and best practices to encourage more healthy and realistic
portrayals of women and girls across all media.<br /></p>
        <p style="margin-bottom: 0cm">
The Commission Co-Chairs  Academy Award-winning actor <a href="http://www.seejane.org/about/">Geena
Davis</a>, founder of the Geena Davis Institute on Gender in Media; and former Federal
Communications Commissioner <a href="http://transition.fcc.gov/commissioners/previous/tate/biography.html">Deborah
Taylor Tate</a>, International Telecommunications Union Special Envoy and Laureate
for Child Online Protection  announced the release of the groups report during the <a href="http://www.seejane.org/Symposium">Third
Symposium on Gender in Media</a> of the Geena Davis Institute on Gender in Media.<br /></p>
        <p style="margin-bottom: 0cm">
Recognizing the need for gender balance and positive portrayals of women and girls
in the media, <a href="http://www.girlscouts.org/who_we_are/">Girl Scouts of the USA</a> (GSUSA),
along with the <a href="http://www.nab.org/">National Association of Broadcasters</a> (NAB),
the <a href="http://www.ncta.com/">National Cable &amp; Telecommunications Association</a> (NCTA), <a href="http://www.seejane.org/">The
Geena Davis Institute on Gender in Media</a>, and <a href="http://thecreativecoalition.org/">The
Creative Coalition</a> hosted the <i>Healthy Media for Youth</i><i>Summit </i>in
the U.S. Capitol in October 2010. At that time, a broad cross-section of stakeholders
gathered to chart a course to promote healthy media for the benefit of all young people
and recommended that a Healthy Media Commission be formed to develop recommendations
supporting a more positive and gender-neutral media environment for women, promoting
the healthy development of a girls social, emotional and physical well-being.<br /></p>
        <p style="margin-bottom: 0cm">
The objective of the <a href="http://www.girlscouts.org/who_we_are/advocacy/healthymedia/pdf/hmc_report_recommendations.pdf">report</a>,
according to its <a href="http://www.girlscouts.org/who_we_are/advocacy/healthymedia/pdf/hmc_executive_summary.pdf">Executive
Summary</a>, is to develop recommendations supporting a more positive and gender-neutral
media environment for women, promoting the healthy development of a girls social,
emotional and physical well-being. The report includes a section on Healthy Elements
of Media, designed to encourage more healthy body images, active and diverse female
characters, equal and healthy relationships, and roles for women and girls.<br /></p>
        <p style="margin-bottom: 0cm">
In addition, the <a href="http://www.girlscouts.org/who_we_are/advocacy/healthymedia/pdf/hmc_report_recommendations.pdf">report</a> offers
wide-ranging recommendations to a variety of key groups, helping media leaders, creators,
and consumers learn more about healthy media, choose to promote healthy media
images, and educate peers and colleagues about the healthy media issue and its ramifications
for the health of girls and women. Collectively we must lead efforts to raise awareness
of, and facilitate greater education outreach around, healthy media, and work towards
re-shaping our media landscape, so that it better promotes balanced and positive images
of girls, and values their identities and aspirations, the <a href="http://www.girlscouts.org/who_we_are/advocacy/healthymedia/pdf/hmc_report_recommendations.pdf">report </a>says.<br /></p>
        <p style="margin-bottom: 0cm">
The <a href="http://www.girlscouts.org/who_we_are/advocacy/healthymedia/pdf/hmc_report_recommendations.pdf">Report</a> and
Recommendations of the Healthy MEdia Commission for Positive Images of Women and Girls
is available online at <a href="http://www.GirlScouts.org/HealthyMedia">www.GirlScouts.org/HealthyMedia</a>.<br /></p>
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      </body>
      <title>Healthy MEdia Commission for Positive Images of Women and Girls  Releases Recommendations to Support Healthy Media Efforts</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,87e570e1-347b-4960-9396-4e7553c32bab.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/11/13/HealthyMEdiaCommissionForPositiveImagesOfWomenAndGirlsReleasesRecommendationsToSupportHealthyMediaEfforts.aspx</link>
      <pubDate>Tue, 13 Nov 2012 21:41:46 GMT</pubDate>
      <description>&lt;p style="margin-bottom: 0cm" align="CENTER"&gt;
Blue-Ribbon Group of Media Leaders Concludes a Year of Deliberations&lt;br&gt;
With Release of Report and Review of Best Practices&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
&lt;a href="http://www.watchwhatyouwatch.org/"&gt;The Healthy MEdia Commission for Positive
Images of Women and Girls&lt;/a&gt;, consisting of more than 50 leaders from the media industry,
creative community, academia, and youth-serving nonprofits, completed more than a
year of deliberations today by releasing a &lt;a href="http://www.girlscouts.org/who_we_are/advocacy/healthymedia/pdf/hmc_report_recommendations.pdf"&gt;report&lt;/a&gt; offering
a variety of recommendations and best practices to encourage more healthy and realistic
portrayals of women and girls across all media.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The Commission Co-Chairs  Academy Award-winning actor &lt;a href="http://www.seejane.org/about/"&gt;Geena
Davis&lt;/a&gt;, founder of the Geena Davis Institute on Gender in Media; and former Federal
Communications Commissioner &lt;a href="http://transition.fcc.gov/commissioners/previous/tate/biography.html"&gt;Deborah
Taylor Tate&lt;/a&gt;, International Telecommunications Union Special Envoy and Laureate
for Child Online Protection  announced the release of the groups report during the &lt;a href="http://www.seejane.org/Symposium"&gt;Third
Symposium on Gender in Media&lt;/a&gt; of the Geena Davis Institute on Gender in Media.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Recognizing the need for gender balance and positive portrayals of women and girls
in the media, &lt;a href="http://www.girlscouts.org/who_we_are/"&gt;Girl Scouts of the USA&lt;/a&gt; (GSUSA),
along with the &lt;a href="http://www.nab.org/"&gt;National Association of Broadcasters&lt;/a&gt; (NAB),
the &lt;a href="http://www.ncta.com/"&gt;National Cable &amp;amp; Telecommunications Association&lt;/a&gt; (NCTA), &lt;a href="http://www.seejane.org/"&gt;The
Geena Davis Institute on Gender in Media&lt;/a&gt;, and &lt;a href="http://thecreativecoalition.org/"&gt;The
Creative Coalition&lt;/a&gt; hosted the &lt;i&gt;Healthy Media for Youth&lt;/i&gt; &lt;i&gt;Summit &lt;/i&gt;in
the U.S. Capitol in October 2010. At that time, a broad cross-section of stakeholders
gathered to chart a course to promote healthy media for the benefit of all young people
and recommended that a Healthy Media Commission be formed to develop recommendations
supporting a more positive and gender-neutral media environment for women, promoting
the healthy development of a girls social, emotional and physical well-being.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The objective of the &lt;a href="http://www.girlscouts.org/who_we_are/advocacy/healthymedia/pdf/hmc_report_recommendations.pdf"&gt;report&lt;/a&gt;,
according to its &lt;a href="http://www.girlscouts.org/who_we_are/advocacy/healthymedia/pdf/hmc_executive_summary.pdf"&gt;Executive
Summary&lt;/a&gt;, is to develop recommendations supporting a more positive and gender-neutral
media environment for women, promoting the healthy development of a girls social,
emotional and physical well-being. The report includes a section on Healthy Elements
of Media, designed to encourage more healthy body images, active and diverse female
characters, equal and healthy relationships, and roles for women and girls.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
In addition, the &lt;a href="http://www.girlscouts.org/who_we_are/advocacy/healthymedia/pdf/hmc_report_recommendations.pdf"&gt;report&lt;/a&gt; offers
wide-ranging recommendations to a variety of key groups, helping media leaders, creators,
and consumers learn more about healthy media, choose to promote healthy media
images, and educate peers and colleagues about the healthy media issue and its ramifications
for the health of girls and women. Collectively we must lead efforts to raise awareness
of, and facilitate greater education outreach around, healthy media, and work towards
re-shaping our media landscape, so that it better promotes balanced and positive images
of girls, and values their identities and aspirations, the &lt;a href="http://www.girlscouts.org/who_we_are/advocacy/healthymedia/pdf/hmc_report_recommendations.pdf"&gt;report &lt;/a&gt;says.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The &lt;a href="http://www.girlscouts.org/who_we_are/advocacy/healthymedia/pdf/hmc_report_recommendations.pdf"&gt;Report&lt;/a&gt; and
Recommendations of the Healthy MEdia Commission for Positive Images of Women and Girls
is available online at &lt;a href="http://www.GirlScouts.org/HealthyMedia"&gt;www.GirlScouts.org/HealthyMedia&lt;/a&gt;.&lt;br&gt;
&lt;/p&gt;
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&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=87e570e1-347b-4960-9396-4e7553c32bab" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>Gender</category>
      <category>ICT in Education</category>
      <category>Partnerships</category>
      <category>Remote/Underserved Areas</category>
      <category>Youth</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=049a94c7-2519-4f87-859a-c0466d57f859</trackback:ping>
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      <body xmlns="http://www.w3.org/1999/xhtml">
        <p style="margin-bottom: 0cm">
Since the introduction of mobile competition in October 2007, people in Papua New
Guinea are able to own affordable mobile handsets and make cheaper calls for both
business and personal use. In a country with rugged mountains and isolated islands,
the mobile revolution has been embraced by ordinary Papua New Guineans. Over two million
more people in PNG and the Pacific now have mobile phones compared to a decade ago.<br /></p>
        <p style="margin-bottom: 0cm">
Before, whenever there was a death in the village, people had to travel long distances
to the nearest government station or town to notify relatives in other provinces.
But now we dont have to because everyone has mobile phones and we can just call from
the village, said Mary, a housewife in Port Moresby who uses her mobile phone to
get in touch with people in her village.<br /></p>
        <p style="margin-bottom: 0cm">
The World Bank has been helping to facilitate improved access to mobile phones and
a stronger policy and regulatory framework for ICT all over the Pacific region. Working
with other development partners, coupled with increased investment by the private
sector, has reduced the cost of services and dramatically increased access.<br /></p>
        <p style="margin-bottom: 0cm">
In 2011, 26 percent of people in PNG had access to mobile phones. Before there was
competition among telecom providers, only 4 percent of the population had access to
either a fixed line or a mobile phone.<br /></p>
        <p style="margin-bottom: 0cm">
While these figures are still low compared to other countries in the region, it is
a big difference with the time when there was only one operator. Back then, the handsets
were too expensive and call rates were too high and just owning one was considered
a luxury.<br /></p>
        <p style="margin-bottom: 0cm">
Competition among mobile operators has brought another dimension to the mobile revolution,
such as mobile banking, sending money and purchasing utilities such as electricity
using mobile phones, all of which are making life easier for everyday Papua New Guineans.<br /></p>
        <p style="margin-bottom: 0cm">
(Source: <a href="http://www.worldbank.org/en/news/2012/09/11/papua-new-guinea-connecting-people-in-one-of-the-most-isolated-places-on-earth?cid=EXTEAP_Pac1">World
Bank</a>) 
<br /><br /></p>
        <img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=049a94c7-2519-4f87-859a-c0466d57f859" />
      </body>
      <title>Papua New Guinea: Connecting People in One of the Most Isolated Places on Earth</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,049a94c7-2519-4f87-859a-c0466d57f859.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/11/09/PapuaNewGuineaConnectingPeopleInOneOfTheMostIsolatedPlacesOnEarth.aspx</link>
      <pubDate>Fri, 09 Nov 2012 11:36:05 GMT</pubDate>
      <description>
&lt;p style="margin-bottom: 0cm"&gt;
Since the introduction of mobile competition in October 2007, people in Papua New
Guinea are able to own affordable mobile handsets and make cheaper calls for both
business and personal use. In a country with rugged mountains and isolated islands,
the mobile revolution has been embraced by ordinary Papua New Guineans. Over two million
more people in PNG and the Pacific now have mobile phones compared to a decade ago.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Before, whenever there was a death in the village, people had to travel long distances
to the nearest government station or town to notify relatives in other provinces.
But now we dont have to because everyone has mobile phones and we can just call from
the village, said Mary, a housewife in Port Moresby who uses her mobile phone to
get in touch with people in her village.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The World Bank has been helping to facilitate improved access to mobile phones and
a stronger policy and regulatory framework for ICT all over the Pacific region. Working
with other development partners, coupled with increased investment by the private
sector, has reduced the cost of services and dramatically increased access.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
In 2011, 26 percent of people in PNG had access to mobile phones. Before there was
competition among telecom providers, only 4 percent of the population had access to
either a fixed line or a mobile phone.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
While these figures are still low compared to other countries in the region, it is
a big difference with the time when there was only one operator. Back then, the handsets
were too expensive and call rates were too high and just owning one was considered
a luxury.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Competition among mobile operators has brought another dimension to the mobile revolution,
such as mobile banking, sending money and purchasing utilities such as electricity
using mobile phones, all of which are making life easier for everyday Papua New Guineans.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.worldbank.org/en/news/2012/09/11/papua-new-guinea-connecting-people-in-one-of-the-most-isolated-places-on-earth?cid=EXTEAP_Pac1"&gt;World
Bank&lt;/a&gt;) 
&lt;br&gt;
&lt;br&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=049a94c7-2519-4f87-859a-c0466d57f859" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=bf1d1a7f-619b-41bd-abaf-9d2c5eb37c86</trackback:ping>
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        <p class="MsoNormal">
The Chilean website <a href="http://www.educarchile.cl/Portal.Base/Web/verContenido.aspx?ID=133050">PSU
Educarchile</a>, which helps students to prepare the entrance examination to college,
was the only Latin American project awarded (September 27) with one of the six WISE
Awards 2012, presented annually by the Qatar Foundation for distinguish innovation
in education.
</p>
        <p class="MsoNormal">
          <a href="http://www.educarchile.cl/Portal.Base/Web/verContenido.aspx?ID=133050">PSU
Educarchile</a> is a free and interactive online platform which allows students from
last years of secondary education prepare to the University Selection Test (<a href="http://www.educarchile.cl/Portal.Base/Web/verContenido.aspx?ID=133050">PSU)</a>,
an examination of language, math, science and social science prerequisite to enter
the Chilean universities.
</p>
        <p class="MsoNormal">
While schools prepare their students for this exam, those who can pay in pre-university
parallel courses tend to receive better training and achieve higher scores on admission.
</p>
        <p class="MsoNormal">
The platform - which works with publicly, private and philanthropic funded -is an
alternative to these paid centers, because it allows testing using tools including
a website with more than 57 000 test questions, exam podcasts with content and messages
text to cell phones. It also offers support through Facebook and Twitter.
</p>
        <p class="MsoNormal">
The site receives 120,000 visits a month across the country. The 60 percent of all
users come from public schools, ie, students with not so much economical resources
and who has difficulties to pay Preuniversitario or private tutoring.
</p>
        <p class="MsoNormal">
"This is an innovative solution that aims directly at reducing inequity gaps due to
the distance and social vulnerability, or generated by the inability of many students
to attend classes for specific situations such as the 2010 earthquake or shots year
colleges past, said the director of EducarChile portal.
</p>
        <p class="MsoNormal">
(Source: <a href="http://www.scidev.net/en/new-technologies/icts/news/chilean-educational-website-wins-international-award.html">SciDev
Net</a>)
</p>
        <p>
        </p>
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      <title>Chile: educational website wins international award</title>
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      <pubDate>Fri, 09 Nov 2012 11:32:30 GMT</pubDate>
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&lt;p class="MsoNormal"&gt;
The Chilean website &lt;a href="http://www.educarchile.cl/Portal.Base/Web/verContenido.aspx?ID=133050"&gt;PSU
Educarchile&lt;/a&gt;, which helps students to prepare the entrance examination to college,
was the only Latin American project awarded (September 27) with one of the six WISE
Awards 2012, presented annually by the Qatar Foundation for distinguish innovation
in education.
&lt;/p&gt;
&lt;p class="MsoNormal"&gt;
&lt;a href="http://www.educarchile.cl/Portal.Base/Web/verContenido.aspx?ID=133050"&gt;PSU
Educarchile&lt;/a&gt; is a free and interactive online platform which allows students from
last years of secondary education prepare to the University Selection Test (&lt;a href="http://www.educarchile.cl/Portal.Base/Web/verContenido.aspx?ID=133050"&gt;PSU)&lt;/a&gt;,
an examination of language, math, science and social science prerequisite to enter
the Chilean universities.
&lt;/p&gt;
&lt;p class="MsoNormal"&gt;
While schools prepare their students for this exam, those who can pay in pre-university
parallel courses tend to receive better training and achieve higher scores on admission.
&lt;/p&gt;
&lt;p class="MsoNormal"&gt;
The platform - which works with publicly, private and philanthropic funded -is an
alternative to these paid centers, because it allows testing using tools including
a website with more than 57 000 test questions, exam podcasts with content and messages
text to cell phones. It also offers support through Facebook and Twitter.
&lt;/p&gt;
&lt;p class="MsoNormal"&gt;
The site receives 120,000 visits a month across the country. The 60 percent of all
users come from public schools, ie, students with not so much economical resources
and who has difficulties to pay Preuniversitario or private tutoring.
&lt;/p&gt;
&lt;p class="MsoNormal"&gt;
"This is an innovative solution that aims directly at reducing inequity gaps due to
the distance and social vulnerability, or generated by the inability of many students
to attend classes for specific situations such as the 2010 earthquake or shots year
colleges past, said the director of EducarChile portal.
&lt;/p&gt;
&lt;p class="MsoNormal"&gt;
(Source: &lt;a href="http://www.scidev.net/en/new-technologies/icts/news/chilean-educational-website-wins-international-award.html"&gt;SciDev
Net&lt;/a&gt;)
&lt;/p&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=bf1d1a7f-619b-41bd-abaf-9d2c5eb37c86" /&gt;</description>
      <category>Children</category>
      <category>Communications</category>
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      <category>Curriculum Development</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
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    </item>
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        <p class="MsoNormal" style="text-align:justify">
Indonesias capital city will be distributing an estimated 3000 smart cards to underprivileged
students on 5 November 2012, as part of new Jakarta Governor Joko Widodos campaign
promise to make sure no child is unable to go to school because of school expenses.
</p>
        <p class="MsoNormal" style="text-align:justify">
According to Jakarta Education Agency Chief Taufik Yudi Mulyanto, the smart card
works like an ATM card where students would have to enter their PIN so they can withdraw
money to cover their personal expenses. As part of the program, 10,766 senior high
school and vocational school students will each receive Rp 240,000 (US$24) per month
for one year to cover school related expenses such as transportation, food, clothing,
textbooks and other school materials.
</p>
        <p class="MsoNormal" style="text-align:justify">
Taufik added that the city administration is currently conducting a survey in five
municipalities to identify the recipients of the smart cards and to formulate an
effective distribution mechanism in those areas once the program is extended to cover
students in both elementary and junior high school by 2013.
</p>
        <p class="MsoNormal" style="text-align:justify">
On other hand, the authorities of the city are also planning to distribute health
cards to poor citizens, so they can get medical attention at local community health
care centres and as well as third-class service at public and private hospitals in
Jakarta without fees of an expensive medical bill.
</p>
        <p class="MsoNormal" style="text-align:justify">
(Source: <a href="http://www.futuregov.asia/articles/2012/oct/30/jakarta-provide-smart-cards-poor-students/">FutureGov</a>)
</p>
        <p>
        </p>
        <img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=1d79d6a7-c62b-4522-b453-cbefd9468672" />
      </body>
      <title>Jakarta provides smart cards to poor students </title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,1d79d6a7-c62b-4522-b453-cbefd9468672.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/11/09/JakartaProvidesSmartCardsToPoorStudents.aspx</link>
      <pubDate>Fri, 09 Nov 2012 11:28:46 GMT</pubDate>
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Indonesias capital city will be distributing an estimated 3000 smart cards to underprivileged
students on 5 November 2012, as part of new Jakarta Governor Joko Widodos campaign
promise to make sure no child is unable to go to school because of school expenses.
&lt;/p&gt;
&lt;p class="MsoNormal" style="text-align:justify"&gt;
According to Jakarta Education Agency Chief Taufik Yudi Mulyanto, the smart card
works like an ATM card where students would have to enter their PIN so they can withdraw
money to cover their personal expenses. As part of the program, 10,766 senior high
school and vocational school students will each receive Rp 240,000 (US$24) per month
for one year to cover school related expenses such as transportation, food, clothing,
textbooks and other school materials.
&lt;/p&gt;
&lt;p class="MsoNormal" style="text-align:justify"&gt;
Taufik added that the city administration is currently conducting a survey in five
municipalities to identify the recipients of the smart cards and to formulate an
effective distribution mechanism in those areas once the program is extended to cover
students in both elementary and junior high school by 2013.
&lt;/p&gt;
&lt;p class="MsoNormal" style="text-align:justify"&gt;
On other hand, the authorities of the city are also planning to distribute health
cards to poor citizens, so they can get medical attention at local community health
care centres and as well as third-class service at public and private hospitals in
Jakarta without fees of an expensive medical bill.
&lt;/p&gt;
&lt;p class="MsoNormal" style="text-align:justify"&gt;
(Source: &lt;a href="http://www.futuregov.asia/articles/2012/oct/30/jakarta-provide-smart-cards-poor-students/"&gt;FutureGov&lt;/a&gt;)
&lt;/p&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=1d79d6a7-c62b-4522-b453-cbefd9468672" /&gt;</description>
      <category>Children</category>
      <category>Curriculum Development</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
      <category>Youth</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=53ae38ea-8c28-4c50-a2b3-46ea2dd50404</trackback:ping>
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        <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;&#xA;text-align:justify;line-height:normal;mso-outline-level:1">
Over 500 people attended the first day of the three-day conference, <i style="mso-bidi-font-style:&#xA;normal">Making
the Connection  value chains for transforming smallholder agriculture. </i>Held in
Addis Ababa, Ethiopia, the event attracted a broad range of individuals representing
the private sector, government, civil society, farmers organizations and academia.
</p>
        <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;&#xA;text-align:justify;line-height:normal;mso-outline-level:1">
Value chains are all about making effective connections between farmers, input suppliers
and buyers; between processors and supermarkets or buyers overseas. It is impossible
to exaggerate the importance of this topic, said <a href="http://www.cta.int/en/">CTA</a> director
Michael Hailu in his opening remarks. He quoted a popular Ethiopian saying: You have
the horse; you have the field  now its up to you to make things happen.  Much,
he said, could be achieved by conference participants over the coming days.
</p>
        <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;&#xA;text-align:justify;line-height:normal;mso-outline-level:1">
Mobile phones and other information and communication technologies (ICTs) are playing
an increasingly important role in supporting agricultural value chains. This was the
focus of the third parallel session, moderated by Ken Lohento of <a href="http://www.cta.int/en/">CTA</a>.
Shaun Ferris of the Catholic relief services (<a href="http://crs.org/">CRS</a>) provided
an overview of how different ICT technologies and products are being used to develop
and improve agricultural value chains. Fritz Brugger of the Syngenta Foundation discussed
the way in which his organization had used ICTs in index-based crop insurance schemes.
Peter Thompson of Jamaicas Rural Agricultural Development Authority highlighted the
role of mobile phones in connecting farmers with information on everything from markets
to the weather. Agricultural losses to Hurricane Sandy would have been much greater
had it not been for the text messaging service alerting farmers to how to cope with
the hurricane, he said.
</p>
        <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;&#xA;text-align:justify;line-height:normal;mso-outline-level:1">
Two presentations focused on specific interventions. One described the development
of a dairy value chain in Kenya. In Nyala, Technoserve helped small-scale dairy farmers
to develop a thriving market. This in turn benefited a range of other businesses,
such as fodder producers, stimulating employment both within and beyond the agricultural
sector. Tadesse Meskela described the astonishing success of the Oromio Coffee Farmers
Cooperative Union in Ethiopia, which now boasts over 200,000 members organized in
217 co-operatives. There was much to learn about the importance of leadership and
the development of a strong cooperative model.
</p>
        <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;&#xA;text-align:justify;line-height:normal;mso-outline-level:1">
(Source: <a href="http://www.thisisafricaonline.com/Development/Making-the-Connection-Day-1?ct=true">This
is Africa Online</a>)
</p>
        <p>
        </p>
        <img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=53ae38ea-8c28-4c50-a2b3-46ea2dd50404" />
      </body>
      <title>Making the Connection: Value Chains for transforming smallholder agriculture</title>
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      <pubDate>Fri, 09 Nov 2012 11:21:41 GMT</pubDate>
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&lt;p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
text-align:justify;line-height:normal;mso-outline-level:1"&gt;
Over 500 people attended the first day of the three-day conference, &lt;i style="mso-bidi-font-style:
normal"&gt;Making
the Connection  value chains for transforming smallholder agriculture. &lt;/i&gt;Held in
Addis Ababa, Ethiopia, the event attracted a broad range of individuals representing
the private sector, government, civil society, farmers organizations and academia.
&lt;/p&gt;
&lt;p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
text-align:justify;line-height:normal;mso-outline-level:1"&gt;
Value chains are all about making effective connections between farmers, input suppliers
and buyers; between processors and supermarkets or buyers overseas. It is impossible
to exaggerate the importance of this topic, said &lt;a href="http://www.cta.int/en/"&gt;CTA&lt;/a&gt; director
Michael Hailu in his opening remarks. He quoted a popular Ethiopian saying: You have
the horse; you have the field  now its up to you to make things happen. &amp;nbsp;Much,
he said, could be achieved by conference participants over the coming days.
&lt;/p&gt;
&lt;p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
text-align:justify;line-height:normal;mso-outline-level:1"&gt;
Mobile phones and other information and communication technologies (ICTs) are playing
an increasingly important role in supporting agricultural value chains. This was the
focus of the third parallel session, moderated by Ken Lohento of &lt;a href="http://www.cta.int/en/"&gt;CTA&lt;/a&gt;.
Shaun Ferris of the Catholic relief services (&lt;a href="http://crs.org/"&gt;CRS&lt;/a&gt;) provided
an overview of how different ICT technologies and products are being used to develop
and improve agricultural value chains. Fritz Brugger of the Syngenta Foundation discussed
the way in which his organization had used ICTs in index-based crop insurance schemes.
Peter Thompson of Jamaicas Rural Agricultural Development Authority highlighted the
role of mobile phones in connecting farmers with information on everything from markets
to the weather. Agricultural losses to Hurricane Sandy would have been much greater
had it not been for the text messaging service alerting farmers to how to cope with
the hurricane, he said.
&lt;/p&gt;
&lt;p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
text-align:justify;line-height:normal;mso-outline-level:1"&gt;
Two presentations focused on specific interventions. One described the development
of a dairy value chain in Kenya. In Nyala, Technoserve helped small-scale dairy farmers
to develop a thriving market. This in turn benefited a range of other businesses,
such as fodder producers, stimulating employment both within and beyond the agricultural
sector. Tadesse Meskela described the astonishing success of the Oromio Coffee Farmers
Cooperative Union in Ethiopia, which now boasts over 200,000 members organized in
217 co-operatives. There was much to learn about the importance of leadership and
the development of a strong cooperative model.
&lt;/p&gt;
&lt;p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
text-align:justify;line-height:normal;mso-outline-level:1"&gt;
(Source: &lt;a href="http://www.thisisafricaonline.com/Development/Making-the-Connection-Day-1?ct=true"&gt;This
is Africa Online&lt;/a&gt;)
&lt;/p&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=53ae38ea-8c28-4c50-a2b3-46ea2dd50404" /&gt;</description>
      <category>Broadband</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=52d35f73-8af8-4bd1-b1aa-87e60a0ed794</trackback:ping>
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        <p style="margin-bottom: 0cm" align="CENTER">
          <b>
            <br />
Rwanda announces young innovator conference: Transform Africa</b>
          <br />
          <br />
        </p>
        <p style="margin-bottom: 0cm">
The Young Innovators Competition at ITU Telecom World 2012 came to a conclusion in
Dubai following five days of workshops, mentoring and pitching sessions which ended
with a lively debate between young social entrepreneurs and leaders of industry, government
and academia.<br /></p>
        <p style="margin-bottom: 0cm">
"You are all winners and future leaders in an industry where the future is bright
and the sky is no longer the limit", Dr Touré said. The debate highlighted education;
political will; business incubators; and commitment from the corporate sector to employ
young people on merit as most important factors in enabling success. Mr Jazairy said,
"You can build a flagless revolution based on innovation and knowledge, and we will
follow you".<br /></p>
        <p style="margin-bottom: 0cm">
"As young innovators, we need investment, mentoring and advice to get our projects
started", said competition finalist Linkest Diwan, whose Crisis Communicator project
offers a total disaster management system. "I'm really happy the ITU Young Innovators
Competition exists. It provides innovators with social purpose a leg up, coaching
and exposure. If there were more programmes like this on the planet, I believe the
economic and environmental crises we have would be over in a day".<br /></p>
        <p style="margin-bottom: 0cm">
The Minister for Youth and Information and Communication Technologies of Rwanda, Mr
Jean Philibert Nsengimana, announced the launch of Transform Africa, a conference
and exhibition for young entrepreneurs from Africa and around the world, to be held
in Kigali, Rwanda, 18-22 March, 2013. He explained that the conference will invite
young ICT entrepreneurs from across Africa to training, development and workshops,
plus high-level ministerial round table discussions and connections with investors
in Rwanda and beyond. "The number of mobile subscriptions in Africa has doubled in
the past six years", said Mr Nsengimana. "In Rwanda, the increase has been ten-fold
over the same time period. Transform Africa will catalyze the transformation of the
economic landscape of enterprises.<br /></p>
        <p style="margin-bottom: 0cm">
The annual Young Innovators Competition offers young social entrepreneurs the chance
to shine an international spotlight on their innovative and creative ICT-based projects
or concepts to drive socio-economic development. The twelve finalists were selected
to attend ITU Telecom World 2012, the leading global platform for knowledge-sharing,
debate and networking in the ICT community, on the basis of the business viability
and potential social impact of their projects.<br /></p>
        <p style="margin-bottom: 0cm">
The ITU Video Newsroom is at: <a href="http://www.itu.int/en/newsroom/Pages/videos.aspx">www.itu.int/en/newsroom/Pages/videos.aspx</a></p>
        <p style="margin-bottom: 0cm">
For more information, see<strong><font face="Calibri, sans-serif"><font style="font-size: 11pt;" size="2"><span style="font-weight: normal;"></span></font></font></strong><a href="http://world2012.itu.int/">http://world2012.itu.int/</a></p>
        <p style="margin-bottom: 0cm">
          <strong>
            <a href="http://world2012.itu.int/">
              <span style="text-decoration: none">
                <font face="Calibri, sans-serif">
                  <font style="font-size: 11pt" size="2">
                    <span style="font-weight: normal">
                    </span>
                  </font>
                </font>
              </span>
            </a>
          </strong>
          <strong>
          </strong>
        </p>
        <p style="margin-bottom: 0cm">
(Source: <a href="http://www.itu.int/net/pressoffice/press_releases/2012/79.aspx">ITU
Newsroom</a>) 
</p>
        <p style="margin-bottom: 0cm">
          <br />
          <br />
        </p>
        <img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=52d35f73-8af8-4bd1-b1aa-87e60a0ed794" />
      </body>
      <title>ITU Telecom World 2012 sets platform for young innovators: tomorrows leaders</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,52d35f73-8af8-4bd1-b1aa-87e60a0ed794.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/10/30/ITUTelecomWorld2012SetsPlatformForYoungInnovatorsTomorrowsLeaders.aspx</link>
      <pubDate>Tue, 30 Oct 2012 21:54:23 GMT</pubDate>
      <description>&lt;p style="margin-bottom: 0cm" align="CENTER"&gt;
&lt;b&gt;
&lt;br&gt;
Rwanda announces young innovator conference: Transform Africa&lt;/b&gt;
&lt;br&gt;
&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The Young Innovators Competition at ITU Telecom World 2012 came to a conclusion in
Dubai following five days of workshops, mentoring and pitching sessions which ended
with a lively debate between young social entrepreneurs and leaders of industry, government
and academia.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
"You are all winners and future leaders in an industry where the future is bright
and the sky is no longer the limit", Dr Touré said. The debate highlighted education;
political will; business incubators; and commitment from the corporate sector to employ
young people on merit as most important factors in enabling success. Mr Jazairy said,
"You can build a flagless revolution based on innovation and knowledge, and we will
follow you".&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
"As young innovators, we need investment, mentoring and advice to get our projects
started", said competition finalist Linkest Diwan, whose Crisis Communicator project
offers a total disaster management system. "I'm really happy the ITU Young Innovators
Competition exists. It provides innovators with social purpose a leg up, coaching
and exposure. If there were more programmes like this on the planet, I believe the
economic and environmental crises we have would be over in a day".&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The Minister for Youth and Information and Communication Technologies of Rwanda, Mr
Jean Philibert Nsengimana, announced the launch of Transform Africa, a conference
and exhibition for young entrepreneurs from Africa and around the world, to be held
in Kigali, Rwanda, 18-22 March, 2013. He explained that the conference will invite
young ICT entrepreneurs from across Africa to training, development and workshops,
plus high-level ministerial round table discussions and connections with investors
in Rwanda and beyond. "The number of mobile subscriptions in Africa has doubled in
the past six years", said Mr Nsengimana. "In Rwanda, the increase has been ten-fold
over the same time period. Transform Africa will catalyze the transformation of the
economic landscape of enterprises.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The annual Young Innovators Competition offers young social entrepreneurs the chance
to shine an international spotlight on their innovative and creative ICT-based projects
or concepts to drive socio-economic development. The twelve finalists were selected
to attend ITU Telecom World 2012, the leading global platform for knowledge-sharing,
debate and networking in the ICT community, on the basis of the business viability
and potential social impact of their projects.&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The ITU Video Newsroom is at: &lt;a href="http://www.itu.int/en/newsroom/Pages/videos.aspx"&gt;www.itu.int/en/newsroom/Pages/videos.aspx&lt;/a&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
For more information, see&lt;strong&gt;&lt;font face="Calibri, sans-serif"&gt;&lt;font style="font-size: 11pt;" size="2"&gt;&lt;span style="font-weight: normal;"&gt; &lt;/span&gt;&lt;/font&gt;&lt;/font&gt;&lt;/strong&gt;&lt;a href="http://world2012.itu.int/"&gt;http://world2012.itu.int/&lt;/a&gt; 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
&lt;strong&gt;&lt;a href="http://world2012.itu.int/"&gt;&lt;span style="text-decoration: none"&gt;&lt;font face="Calibri, sans-serif"&gt;&lt;font style="font-size: 11pt" size="2"&gt;&lt;span style="font-weight: normal"&gt;&lt;/span&gt;&lt;/font&gt;&lt;/font&gt;&lt;/span&gt;&lt;/a&gt;&lt;/strong&gt;&lt;strong&gt; &lt;/strong&gt; 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.itu.int/net/pressoffice/press_releases/2012/79.aspx"&gt;ITU
Newsroom&lt;/a&gt;) 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
&lt;br&gt;
&lt;br&gt;
&lt;/p&gt;
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      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Partnerships</category>
      <category>Remote/Underserved Areas</category>
      <category>Youth</category>
    </item>
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administrative staff and teachers of AIC Girls Boarding School in <a href="http://en.wikipedia.org/wiki/Kajiado"><span style="color:blue">Kajiado,
Kenya</span></a> managed to increase the accuracy of the schools grades and attendance
figures and save time in one go, simply by using digital spreadsheets. </span>
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          <span style="mso-ascii-font-family:Calibri;&#xA;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:&quot;Times New Roman&quot;;&#xA;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin">Here,
this used to be our schools administration, With a wide grin on their faces, four
teachers<span style="mso-spacerun:yes">  </span>of AIC Boarding School, show
a huge stack of written paper that contain attendance rates and grades of students.
These papers represent about three days of work for us, says one of the teachers.
She then grabs about ten pieces of paper. And this is the same information, but then
created by using Excel. Its exactly the same, but this only took us half an hour
to make.</span>
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        <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;&#xA;text-align:justify;line-height:normal">
          <span style="mso-ascii-font-family:Calibri;&#xA;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:&quot;Times New Roman&quot;;&#xA;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin">Since
June 2012, this boarding school for Maasai girls is using four computers for administrative
purposes. With the support of <a href="http://www.iicd.org/"><span style="color:blue">IICD</span></a> and <a href="http://www.edukans.nl/english/"><span style="color:blue">Edukans </span></a>in
the Connect4Change Consortium together with Kenyan partner Dupoto-e-Maa (a Kajiado-based
indigenous NGO), all teachers and administrative staff were trained in basic ICT usage
and how to use the system, which will help to generate more accurate data about grades
and attendance of students. </span>
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the near future, the system will also be used to keep track of payments. Maasai parents
are often on the move, but in the beginning of the school year, they come to the school
and pay the school fee for their children, which often include boarding fees. Payments
records will be kept digitally which makes it easier to see which parents already
paid. The system will also help with keeping track of payments in terms, as many parents
do not have the full amount at the beginning of the year. If payments are tracked
better, this means that the school will increase its income which can then be spent
on teaching materials and better facilities for the school.</span>
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      </body>
      <title>Maasai School Teachers Increase Accuracy of Attendance Rates and Grades  </title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,8b719267-4dd6-49b0-ba2c-dabe15714043.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/10/23/MaasaiSchoolTeachersIncreaseAccuracyOfAttendanceRatesAndGrades.aspx</link>
      <pubDate>Tue, 23 Oct 2012 15:14:59 GMT</pubDate>
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&lt;span style="mso-ascii-font-family:Calibri;
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mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin"&gt;The
administrative staff and teachers of AIC Girls Boarding School in &lt;a href="http://en.wikipedia.org/wiki/Kajiado"&gt;&lt;span style="color:blue"&gt;Kajiado,
Kenya&lt;/span&gt;&lt;/a&gt; managed to increase the accuracy of the schools grades and attendance
figures and save time in one go, simply by using digital spreadsheets. &lt;/span&gt;
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text-align:justify;line-height:normal"&gt;
&lt;span style="mso-ascii-font-family:Calibri;
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mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin"&gt;Here,
this used to be our schools administration, With a wide grin on their faces, four
teachers&lt;span style="mso-spacerun:yes"&gt;&amp;nbsp; &lt;/span&gt;of AIC Boarding School, show
a huge stack of written paper that contain attendance rates and grades of students.
These papers represent about three days of work for us, says one of the teachers.
She then grabs about ten pieces of paper. And this is the same information, but then
created by using Excel. Its exactly the same, but this only took us half an hour
to make.&lt;/span&gt;
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&lt;span style="mso-ascii-font-family:Calibri;
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mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin"&gt;Since
June 2012, this boarding school for Maasai girls is using four computers for administrative
purposes. With the support of &lt;a href="http://www.iicd.org/"&gt;&lt;span style="color:blue"&gt;IICD&lt;/span&gt;&lt;/a&gt; and &lt;a href="http://www.edukans.nl/english/"&gt;&lt;span style="color:blue"&gt;Edukans &lt;/span&gt;&lt;/a&gt;in
the Connect4Change Consortium together with Kenyan partner Dupoto-e-Maa (a Kajiado-based
indigenous NGO), all teachers and administrative staff were trained in basic ICT usage
and how to use the system, which will help to generate more accurate data about grades
and attendance of students. &lt;/span&gt;
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mso-ascii-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:
minor-latin"&gt;In
the near future, the system will also be used to keep track of payments. Maasai parents
are often on the move, but in the beginning of the school year, they come to the school
and pay the school fee for their children, which often include boarding fees. Payments
records will be kept digitally which makes it easier to see which parents already
paid. The system will also help with keeping track of payments in terms, as many parents
do not have the full amount at the beginning of the year. If payments are tracked
better, this means that the school will increase its income which can then be spent
on teaching materials and better facilities for the school.&lt;/span&gt;&lt;span style="mso-ascii-font-family:Calibri;
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mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin"&gt;(Source: &lt;a href="http://www.iicd.org/articles/maasai-school-teachers-increase-accuracy-of-school-attendance-rates-and-grades"&gt;&lt;span style="color:blue"&gt;IICD&lt;/span&gt;&lt;/a&gt;)&lt;/span&gt;
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      <category>Children</category>
      <category>Communications</category>
      <category>Connected Schools</category>
      <category>Curriculum Development</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Partnerships</category>
      <category>Remote/Underserved Areas</category>
      <category>Teacher Training</category>
      <category>Youth</category>
    </item>
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      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=5c1bd273-d80e-4641-8ce7-001808f85b33</trackback:ping>
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      <dc:creator />
      <body xmlns="http://www.w3.org/1999/xhtml">
        <p style="margin-bottom: 0cm">
          <a href="http://farmerline.org/">Farmerline</a> is a mobile and web-based system that
furnishes farmers and investors with relevant agro industry content to improve productivity
and increase income. Farmerline bridges the information gap between rural farmers
and agro-industry sources in two ways:
</p>
        <ul>
          <li>
            <p style="margin-bottom: 0cm">
The voice forum: This feature allows farmers to ask questions by calling a toll free
helpline (short code). The extension officers are able to answer the questions via
a web interface and answers sent to farmers as voice sms.
</p>
          </li>
        </ul>
        <ul>
          <li>
            <p style="margin-bottom: 0cm">
Automated SMS Alerts: The SMS will include advice on tackling pests or diseases, agricultural
techniques, optimum times to plant crops, available subsidies, as well as weather
forecasts, local fairs and crop prices.
</p>
          </li>
        </ul>
        <p style="margin-bottom: 0cm">
Farmerline won the first and third position in the Mobile Web Ghana Competition and
Apps4africa Climate Change Competition organized by the US Department of State respectively.<br /><br /><img src="http://www.e-agriculture.org/sites/default/files/uploads/pics/FarmerLine.jpg?1349667060" /></p>
        <p style="margin-bottom: 0cm">
(Source: <a href="http://www.e-agriculture.org/content/farmerline-mobile-and-web-based-system-providing-agricultural-information-ghanaian-farmers">e-agriculture</a>)<br /></p>
        <br />
        <p>
        </p>
        <img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=5c1bd273-d80e-4641-8ce7-001808f85b33" />
      </body>
      <title>Farmerline: a mobile and web-based system providing agricultural information to Ghanaian farmers</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,5c1bd273-d80e-4641-8ce7-001808f85b33.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/10/08/FarmerlineAMobileAndWebbasedSystemProvidingAgriculturalInformationToGhanaianFarmers.aspx</link>
      <pubDate>Mon, 08 Oct 2012 19:29:35 GMT</pubDate>
      <description>
&lt;p style="margin-bottom: 0cm"&gt;
&lt;a href="http://farmerline.org/"&gt;Farmerline&lt;/a&gt; is a mobile and web-based system that
furnishes farmers and investors with relevant agro industry content to improve productivity
and increase income. Farmerline bridges the information gap between rural farmers
and agro-industry sources in two ways:
&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The voice forum: This feature allows farmers to ask questions by calling a toll free
helpline (short code). The extension officers are able to answer the questions via
a web interface and answers sent to farmers as voice sms.
&lt;/p&gt;
&lt;/li&gt;
&lt;/ul&gt;
&lt;ul&gt;
&lt;li&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Automated SMS Alerts: The SMS will include advice on tackling pests or diseases, agricultural
techniques, optimum times to plant crops, available subsidies, as well as weather
forecasts, local fairs and crop prices.
&lt;/p&gt;
&lt;/li&gt;
&lt;/ul&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Farmerline won the first and third position in the Mobile Web Ghana Competition and
Apps4africa Climate Change Competition organized by the US Department of State respectively.&lt;br&gt;
&lt;br&gt;
&lt;img src="http://www.e-agriculture.org/sites/default/files/uploads/pics/FarmerLine.jpg?1349667060"&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.e-agriculture.org/content/farmerline-mobile-and-web-based-system-providing-agricultural-information-ghanaian-farmers"&gt;e-agriculture&lt;/a&gt;)&lt;br&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=5c1bd273-d80e-4641-8ce7-001808f85b33" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=5cb7fe72-80b4-49a1-a368-e0d0727c2272</trackback:ping>
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      <dc:creator />
      <body xmlns="http://www.w3.org/1999/xhtml">
        <p style="margin-bottom: 0cm">
The Financial Inclusion Tracker Surveys (FITS) Project is a multiyear research initiative
providing critical data, analysis and insights to stakeholders in the mobile money
field in particular, and in financial inclusion generally. The FITS Project supports
strategic planning, benchmarking, monitoring and impact assessment for mobile money
and financial inclusion projects. 
</p>
        <p style="margin-bottom: 0cm">
InterMedia is currently working with the <a href="http://www.gatesfoundation.org/Pages/home.aspx">Bill
&amp; Melinda Gates Foundation</a>s (Financial Services for the Poor program to implement
FITS in Pakistan, Tanzania and Uganda) identified by the Gates FSP team as markets
where mobile money is poised to achieve scale and serve as models for other countries.
FITS may be expanded to other countries, depending on local market developments. 
</p>
        <p style="margin-bottom: 0cm">
The project was designed with substantial input from the financial inclusion stakeholder
community. It is based on the assumption that people in developing countries require
safe, convenient and affordable ways to manage their money, especially those people
with little money who need to be able to manage it carefully but who are often excluded
from the formal banking system.
</p>
        <p style="margin-bottom: 0cm">
Between the annual surveys, InterMedia will conduct SMS mini-surveys to retain contact
with the panel households, monitor shorter-term trends and stay abreast of any new
developments in mobile money use. The primary goal is to create general purpose datasets
to provide windows on mobile money market developments from the user perspective. 
</p>
        <p style="margin-bottom: 0cm">
(Source: <a href="http://www.audiencescapes.org/fits/about">AudienceScapes</a>)<br /><a href="http://audiencescapes.org/sites/default/files/FITS_Uganda_FullReport_LowRes.pdf">Full
Report</a></p>
        <br />
        <p>
        </p>
        <img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=5cb7fe72-80b4-49a1-a368-e0d0727c2272" />
      </body>
      <title>New Financial Inclusion Tracker Surveys (FITS) Report on Mobile Money in Uganda</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,5cb7fe72-80b4-49a1-a368-e0d0727c2272.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/10/08/NewFinancialInclusionTrackerSurveysFITSReportOnMobileMoneyInUganda.aspx</link>
      <pubDate>Mon, 08 Oct 2012 18:57:30 GMT</pubDate>
      <description>
&lt;p style="margin-bottom: 0cm"&gt;
The Financial Inclusion Tracker Surveys (FITS) Project is a multiyear research initiative
providing critical data, analysis and insights to stakeholders in the mobile money
field in particular, and in financial inclusion generally. The FITS Project supports
strategic planning, benchmarking, monitoring and impact assessment for mobile money
and financial inclusion projects. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
InterMedia is currently working with the &lt;a href="http://www.gatesfoundation.org/Pages/home.aspx"&gt;Bill
&amp;amp; Melinda Gates Foundation&lt;/a&gt;s (Financial Services for the Poor program to implement
FITS in Pakistan, Tanzania and Uganda) identified by the Gates FSP team as markets
where mobile money is poised to achieve scale and serve as models for other countries.
FITS may be expanded to other countries, depending on local market developments. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The project was designed with substantial input from the financial inclusion stakeholder
community. It is based on the assumption that people in developing countries require
safe, convenient and affordable ways to manage their money, especially those people
with little money who need to be able to manage it carefully but who are often excluded
from the formal banking system.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Between the annual surveys, InterMedia will conduct SMS mini-surveys to retain contact
with the panel households, monitor shorter-term trends and stay abreast of any new
developments in mobile money use. The primary goal is to create general purpose datasets
to provide windows on mobile money market developments from the user perspective. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.audiencescapes.org/fits/about"&gt;AudienceScapes&lt;/a&gt;)&lt;br&gt;
&lt;a href="http://audiencescapes.org/sites/default/files/FITS_Uganda_FullReport_LowRes.pdf"&gt;Full
Report&lt;/a&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=5cb7fe72-80b4-49a1-a368-e0d0727c2272" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
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      <dc:creator />
      <body xmlns="http://www.w3.org/1999/xhtml">A project that provides online legal advice
and digital trainings to Bolivian victims of domestic violence was praised in a recent
publication of International Capacity Building Organization PSO. 
<p style="margin-bottom: 0cm"><a href="http://www.iicd.org/projects/bolivia-casa-de-la-mujer/">The project</a>,
which was formerly supported by IICD in collaboration with local partner <a href="http://www.casadelamujer.org.bo/index.php?option=com_content&amp;view=article&amp;id=2&amp;Itemid=14">Casa
de la Mujer</a> (Womans House), was presented as an example of an inspiring innovative
approach to capacity development that leads to the improvement of peoples lives. 
</p><p style="margin-bottom: 0cm">
The project consists of an online consulting service for women suffering from domestic
violence, which provides them legal advice and the opportunity to interact online
anonymously with professional counselors. In addition, these women are trained in
the basic use of computers as well as the use of tools such as chat and Skype where
they can speak to their peers or learn how to anonymously tell their story. 
<br /><br />
Given that most women do not have a computer of their own, Casa de La Mujer has created
computer centres throughout <a href="http://en.wikipedia.org/wiki/Santa_Cruz_de_la_Sierra">Santa
Cruz</a>, which women can visit and use for free to send messages to lawyers and psychologists
who volunteer in the project or to other victims, anonymously, if they prefer.<br /><br />
As a result, the women feel that they are not alone. By interacting with other women
facing the same problems and by being introduced to basic ICT skills like blogging
or using Skype, they are given a voice to communicate about domestic violence and
inspire other women who suffer in other areas of the country. In addition to this,
ICT has given them the opportunity to seek help maintaining their anonymity, something
that is really important to victims of domestic violence and gender discrimination.<br /><br />
IICDs officer Community Relations, Innovation &amp; Capacity Development, Saskia
Harmsen says that We are pleased with the results seen from the training of 600 women
in the use of ICT, and in the use of the on-line legal services and in legal rights
issues.
</p><p style="margin-bottom: 0cm">
(Source: <a href="http://www.iicd.org/articles/digital-project-against-domestic-violence-in-bolivia-praised">IICD</a>)<br /></p><br /><p style="margin-bottom: 0cm" align="JUSTIFY"><font color="#0000ff"><u><a href="http://www.casadelamujer.org.bo/index.php?option=com_content&amp;view=article&amp;id=2&amp;Itemid=14"><span lang="es-PE"><br /></span></a></u></font></p><p style="margin-bottom: 0cm" align="JUSTIFY" lang="es-PE"><br /></p><p style="margin-bottom: 0cm" align="JUSTIFY" lang="es-PE"><br /></p><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=fa6c7c63-6759-4be5-9d4e-b46e930510a0" /></body>
      <title>Digital Project against Domestic Violence in Bolivia Praised </title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,fa6c7c63-6759-4be5-9d4e-b46e930510a0.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/09/28/DigitalProjectAgainstDomesticViolenceInBoliviaPraised.aspx</link>
      <pubDate>Fri, 28 Sep 2012 09:55:48 GMT</pubDate>
      <description>A project that provides online legal
advice and digital trainings to Bolivian victims of domestic violence
was praised in a recent publication of International Capacity
Building Organization PSO. 

&lt;p style="margin-bottom: 0cm"&gt;
&lt;a href="http://www.iicd.org/projects/bolivia-casa-de-la-mujer/"&gt;The project&lt;/a&gt;,
which was formerly supported by IICD in collaboration with local partner &lt;a href="http://www.casadelamujer.org.bo/index.php?option=com_content&amp;amp;view=article&amp;amp;id=2&amp;amp;Itemid=14"&gt;Casa
de la Mujer&lt;/a&gt; (Womans House), was presented as an example of an inspiring innovative
approach to capacity development that leads to the improvement of peoples lives. 
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The project consists of an online consulting service for women suffering from domestic
violence, which provides them legal advice and the opportunity to interact online
anonymously with professional counselors. In addition, these women are trained in
the basic use of computers as well as the use of tools such as chat and Skype where
they can speak to their peers or learn how to anonymously tell their story. 
&lt;br&gt;
&lt;br&gt;
Given that most women do not have a computer of their own, Casa de La Mujer has created
computer centres throughout &lt;a href="http://en.wikipedia.org/wiki/Santa_Cruz_de_la_Sierra"&gt;Santa
Cruz&lt;/a&gt;, which women can visit and use for free to send messages to lawyers and psychologists
who volunteer in the project or to other victims, anonymously, if they prefer.&lt;br&gt;
&lt;br&gt;
As a result, the women feel that they are not alone. By interacting with other women
facing the same problems and by being introduced to basic ICT skills like blogging
or using Skype, they are given a voice to communicate about domestic violence and
inspire other women who suffer in other areas of the country. In addition to this,
ICT has given them the opportunity to seek help maintaining their anonymity, something
that is really important to victims of domestic violence and gender discrimination.&lt;br&gt;
&lt;br&gt;
IICDs officer Community Relations, Innovation &amp;amp; Capacity Development, Saskia
Harmsen says that We are pleased with the results seen from the training of 600 women
in the use of ICT, and in the use of the on-line legal services and in legal rights
issues.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.iicd.org/articles/digital-project-against-domestic-violence-in-bolivia-praised"&gt;IICD&lt;/a&gt;)&lt;br&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p style="margin-bottom: 0cm" align="JUSTIFY"&gt;
&lt;font color="#0000ff"&gt;&lt;u&gt;&lt;a href="http://www.casadelamujer.org.bo/index.php?option=com_content&amp;amp;view=article&amp;amp;id=2&amp;amp;Itemid=14"&gt;&lt;span lang="es-PE"&gt;
&lt;br&gt;
&lt;/span&gt;&lt;/a&gt;&lt;/u&gt;&lt;/font&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm" align="JUSTIFY" lang="es-PE"&gt;
&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm" align="JUSTIFY" lang="es-PE"&gt;
&lt;br&gt;
&lt;/p&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=fa6c7c63-6759-4be5-9d4e-b46e930510a0" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>Gender</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=2e912d3a-48eb-4e82-8909-23d49857a5f8</trackback:ping>
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      <dc:creator />
      <body xmlns="http://www.w3.org/1999/xhtml">Two projects, one in Kenya and one in Burkina
Faso, show that female farmers have better access to ICTs and are using them to improve
their livelihoods. However, there is still a gender digital divide, and some profound
problems are preventing women from benefiting from ICTs. 
<p style="margin-bottom: 0cm">
Margaret Wanjiku Mwangi has been a regular user of the Ngarua Maarifa ICT Centre
in the rural county of Laikipia in Kenya since it was inaugurated seven years ago.
She has acquired computer skills free of charge and regularly borrows books and magazines
to discover new ideas to improve yield productivity. For example, she learnt how to
preserve various vegetable seeds for planting to enhance food security. It was also
at this rural ICT Centre, an initiative of the Arid Lands Information Network (ALIN),
that she came up with the idea of making a kitchen garden to grow vegetables in the
dry season, and to make fruit juices at home to sell at special occasions and social
gatherings.
</p><p style="margin-bottom: 0cm">
Mwangi has also attended market access trainings at the ICT Centre, where she has
learnt to use her mobile phone and the internet to check market prices. Whenever
my crops are ready, she says, I use my mobile phone to check market prices in major
towns so that I can learn about the current market situation. I share the information
with neighbours, and we are no longer exploited by middle men.
</p><p style="margin-bottom: 0cm">
Bett Kipsang, field officer at the Ngarua Maarifa Centre says: We have initiated
training sessions targeting all the community members and specifically women. During
these sessions, we introduce them to initiatives about online marketing skills, for
example, where we train farmers to check market prices from a web-based portal using
the internet and mobile phones.
</p><p style="margin-bottom: 0cm">
The portal is called Sokopepe, which loosely translated into Swahili means <a href="http://www.sokopepe.co.ke/">online
market</a>. It was developed by ALIN, for use by local farmers to access market information
via the Short Message Service (SMS). The internet portal has been customized to receive
SMS and give feedback on the prices of commodities as inquired by the farmers and
buyers. The initiative enables farmers to upload their offers online and receive market
information from different market centers in order to make informed decisions on where
to sell their produce. This marketing system has helped rural women find prices and
also discover the location of prospective buyers.
</p><p style="margin-bottom: 0cm">
(Source: <a href="http://ictupdate.cta.int/Feature-Articles/Raising-awareness/%2868%29/1348052870">ICT
Update</a>)<br /></p><br /><p style="margin-bottom: 0cm"></p><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=2e912d3a-48eb-4e82-8909-23d49857a5f8" /></body>
      <title>Female farmers in Kenya and Burkina Faso improved their access to ICTs</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,2e912d3a-48eb-4e82-8909-23d49857a5f8.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/09/28/FemaleFarmersInKenyaAndBurkinaFasoImprovedTheirAccessToICTs.aspx</link>
      <pubDate>Fri, 28 Sep 2012 09:49:38 GMT</pubDate>
      <description>Two projects, one in Kenya and one in
Burkina Faso, show that female farmers have better access to ICTs and
are using them to improve their livelihoods. However, there is still
a gender digital divide, and some profound problems are preventing
women from benefiting from ICTs.
&lt;p style="margin-bottom: 0cm"&gt;
Margaret Wanjiku Mwangi has been a regular user of the Ngarua Maarifa ICT Centre
in the rural county of Laikipia in Kenya since it was inaugurated seven years ago.
She has acquired computer skills free of charge and regularly borrows books and magazines
to discover new ideas to improve yield productivity. For example, she learnt how to
preserve various vegetable seeds for planting to enhance food security. It was also
at this rural ICT Centre, an initiative of the Arid Lands Information Network (ALIN),
that she came up with the idea of making a kitchen garden to grow vegetables in the
dry season, and to make fruit juices at home to sell at special occasions and social
gatherings.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Mwangi has also attended market access trainings at the ICT Centre, where she has
learnt to use her mobile phone and the internet to check market prices. Whenever
my crops are ready, she says, I use my mobile phone to check market prices in major
towns so that I can learn about the current market situation. I share the information
with neighbours, and we are no longer exploited by middle men.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Bett Kipsang, field officer at the Ngarua Maarifa Centre says: We have initiated
training sessions targeting all the community members and specifically women. During
these sessions, we introduce them to initiatives about online marketing skills, for
example, where we train farmers to check market prices from a web-based portal using
the internet and mobile phones.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
The portal is called Sokopepe, which loosely translated into Swahili means &lt;a href="http://www.sokopepe.co.ke/"&gt;online
market&lt;/a&gt;. It was developed by ALIN, for use by local farmers to access market information
via the Short Message Service (SMS). The internet portal has been customized to receive
SMS and give feedback on the prices of commodities as inquired by the farmers and
buyers. The initiative enables farmers to upload their offers online and receive market
information from different market centers in order to make informed decisions on where
to sell their produce. This marketing system has helped rural women find prices and
also discover the location of prospective buyers.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://ictupdate.cta.int/Feature-Articles/Raising-awareness/%2868%29/1348052870"&gt;ICT
Update&lt;/a&gt;)&lt;br&gt;
&lt;/p&gt;
&lt;br&gt;
&lt;p style="margin-bottom: 0cm"&gt;
&lt;/p&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=2e912d3a-48eb-4e82-8909-23d49857a5f8" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>Gender</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=e5ccc4e7-b858-48e1-b546-e3fa369e0db5</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
      <pingback:target>http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,e5ccc4e7-b858-48e1-b546-e3fa369e0db5.aspx</pingback:target>
      <dc:creator />
      <body xmlns="http://www.w3.org/1999/xhtml">In June this year, thirty-year old Limbikani
Makani was nominated by the United States embassy in Harare to participate in the
State Departments Innovation Summit and Mentoring Partnership for Young African Leaders.
The Washington summit brought together 65 inspirational young leaders from 42 African
countries, and Makani was able to share his experiences and insights on how he has
spent the last three years developing a platform to transform the ICT landscape in
Zimbabwe. At the time, there was a dearth of information on ICT for the local context,
and having identified a niche, he launched the <a href="http://www.techzim.co.zw/">TechZim</a> website,
which has arguably become one of Zimbabwes leading technology websites for product
reviews and local IT news. With approximately 3,000 page views per day, TechZim is
proving popular, and Makani says, "We have set our sights on building a culture of
start-ups and innovation in Zimbabwe". 
<p style="margin-bottom: 0cm">
Whilst tech start-ups are now able to access news and information readily, TechZim
has had another unprecedented impact by helping secondary school students who are
learning the ropes of using ICT as a tool for academic research. Makani explains,
"We decided to take on young people from secondary schools and colleges to teach them
how to use the Internet and social media networks for their academic research". They
host free informal training seminars during the school holidays where a few youths
at a time learn about software, web designing and project management. For novices,
there are sessions on basic computer skills  something so many privileged people
take for granted these days. "We dont award certificates because we arent a college",
says Makani. "We are basically demystifying ICT and assisting students who would otherwise
not be able to afford computer classes at all", he says.
</p><p style="margin-bottom: 0cm">
Makanis project has proved popular, so much so that the Department of Media Studies
at WITS University in Johannesburg invited his input for a study into the revision
of the regulatory framework of a new national media policy for Zimbabwe. "If tech
start-ups are to succeed, the overall ICT climate has to be conducive to doing business",
he argues. "For eCommerce to become a reality, we need to be investing in skills;
in research and development and working towards Universal Internet Access".
</p><p style="margin-bottom: 0cm">
(Source: <a href="http://www.elearning-africa.com/eLA_Newsportal/teching-the-high-road/">eLearning
Africa</a>)
</p><br /><p></p><img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=e5ccc4e7-b858-48e1-b546-e3fa369e0db5" /></body>
      <title>Teching the high road (Zimbabwe)</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,e5ccc4e7-b858-48e1-b546-e3fa369e0db5.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/09/28/TechingTheHighRoadZimbabwe.aspx</link>
      <pubDate>Fri, 28 Sep 2012 09:27:53 GMT</pubDate>
      <description>In June this year, thirty-year old
Limbikani Makani was nominated by the United States embassy in Harare
to participate in the State Departments Innovation Summit and
Mentoring Partnership for Young African Leaders. The Washington
summit brought together 65 inspirational young leaders from 42
African countries, and Makani was able to share his experiences and
insights on how he has spent the last three years developing a
platform to transform the ICT landscape in Zimbabwe. At the time,
there was a dearth of information on ICT for the local context, and
having identified a niche, he launched the &lt;a href="http://www.techzim.co.zw/"&gt;TechZim&lt;/a&gt; website,
which has arguably become one of Zimbabwes leading technology websites for product
reviews and local IT news. With approximately 3,000 page views per day, TechZim is
proving popular, and Makani says, "We have set our sights on building a culture of
start-ups and innovation in Zimbabwe". 
&lt;p style="margin-bottom: 0cm"&gt;
Whilst tech start-ups are now able to access news and information readily, TechZim
has had another unprecedented impact by helping secondary school students who are
learning the ropes of using ICT as a tool for academic research. Makani explains,
"We decided to take on young people from secondary schools and colleges to teach them
how to use the Internet and social media networks for their academic research". They
host free informal training seminars during the school holidays where a few youths
at a time learn about software, web designing and project management. For novices,
there are sessions on basic computer skills  something so many privileged people
take for granted these days. "We dont award certificates because we arent a college",
says Makani. "We are basically demystifying ICT and assisting students who would otherwise
not be able to afford computer classes at all", he says.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Makanis project has proved popular, so much so that the Department of Media Studies
at WITS University in Johannesburg invited his input for a study into the revision
of the regulatory framework of a new national media policy for Zimbabwe. "If tech
start-ups are to succeed, the overall ICT climate has to be conducive to doing business",
he argues. "For eCommerce to become a reality, we need to be investing in skills;
in research and development and working towards Universal Internet Access".
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
(Source: &lt;a href="http://www.elearning-africa.com/eLA_Newsportal/teching-the-high-road/"&gt;eLearning
Africa&lt;/a&gt;)
&lt;/p&gt;
&lt;br&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=e5ccc4e7-b858-48e1-b546-e3fa369e0db5" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=39fb892c-4675-45da-9dd3-5fd39554258a</trackback:ping>
      <pingback:server>http://www.itu.int/ITU-D/sis/newslog/pingback.aspx</pingback:server>
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      <dc:creator />
      <body xmlns="http://www.w3.org/1999/xhtml">
        <p style="margin-bottom: 0cm">
Zack Matere is not an average farmer. Having studied for a diploma in business administration
at <a href="http://en.wikipedia.org/wiki/Eldoret">Eldoret</a> Polytechnic in Kenya,
he ventured into white collar jobs, which he quickly abandoned to concentrate on what
many people on his age regarded as a poor mans job: farming.
</p>
        <p style="margin-bottom: 0cm">
He started farming vegetables, and first encountered ICTs when a strange disease attacked
his potatoes. Not even the agricultural officer could diagnose the cause. Zacks farm
is in Segereya village, near Eldoret, a long way from Kenyas capital, Nairobi. He
had learned a little about computers and the Internet at college, so Zack cycled 10
km from his home to the nearest internet café. He opened the Google search engine
and typed potato diseases.
</p>
        <p style="margin-bottom: 0cm">
He found that ants had attacked his potatoes, and also found a cheap and environmentally
friendly cure: spraying wood ash. Amazed by the results, Zack returned to the Internet
café and, after a few clicks, he was able to find a buyer for his potatoes.
</p>
        <p style="margin-bottom: 0cm">
Zack invested in a 3G-enabled phone that he could use to look for information online
from the comfort of his home. Zack is lucky, he is internet literate, but thousands
of farmers in his area do not even know how to use cell phones. Zack has therefore
become the bridge between these farmers and the internet. Zack pays 50 Kenyan shillings
(0.50 euro) everyday to access the internet from his phone, an amount that is beyond
the reach of his fellow farmers.
</p>
        <p style="margin-bottom: 0cm;">
Zack has tried to bring these farmers the information that they so desperately need.
The initial challenge was to identify the most effective and inexpensive platform
to reach and interact with a community of 10,000 people within a radius of 50 km.
He came up with the idea for the network of notice boards, an initiative he calls
Leo Pamoja, in Swahili for together today.<br /><br /></p>
        <p style="margin-bottom: 0cm">
          <a href="http://ictupdate.cta.int/Feature-Articles/A-bridge-between-farmers-and-the-web/%2867%29/1343640824">More
details</a>
          <br />
(Source: <a href="http://ictupdate.cta.int/About-Contact-Us/Contact/%28issue%29/67">ICT
Update</a>)
</p>
        <br />
        <p style="margin-bottom: 0cm">
          <br />
        </p>
        <p>
        </p>
        <img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=39fb892c-4675-45da-9dd3-5fd39554258a" />
      </body>
      <title>A Kenyan farmer develops an original way to post agricultural information</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,39fb892c-4675-45da-9dd3-5fd39554258a.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/09/21/AKenyanFarmerDevelopsAnOriginalWayToPostAgriculturalInformation.aspx</link>
      <pubDate>Fri, 21 Sep 2012 11:04:59 GMT</pubDate>
      <description>

&lt;p style="margin-bottom: 0cm"&gt;
Zack Matere is not an average farmer. Having studied for a diploma in business administration
at &lt;a href="http://en.wikipedia.org/wiki/Eldoret"&gt;Eldoret&lt;/a&gt; Polytechnic in Kenya,
he ventured into white collar jobs, which he quickly abandoned to concentrate on what
many people on his age regarded as a poor mans job: farming.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
He started farming vegetables, and first encountered ICTs when a strange disease attacked
his potatoes. Not even the agricultural officer could diagnose the cause. Zacks farm
is in Segereya village, near Eldoret, a long way from Kenyas capital, Nairobi. He
had learned a little about computers and the Internet at college, so Zack cycled 10
km from his home to the nearest internet café. He opened the Google search engine
and typed potato diseases.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
He found that ants had attacked his potatoes, and also found a cheap and environmentally
friendly cure: spraying wood ash. Amazed by the results, Zack returned to the Internet
café and, after a few clicks, he was able to find a buyer for his potatoes.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
Zack invested in a 3G-enabled phone that he could use to look for information online
from the comfort of his home. Zack is lucky, he is internet literate, but thousands
of farmers in his area do not even know how to use cell phones. Zack has therefore
become the bridge between these farmers and the internet. Zack pays 50 Kenyan shillings
(0.50 euro) everyday to access the internet from his phone, an amount that is beyond
the reach of his fellow farmers.
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm;"&gt;
Zack has tried to bring these farmers the information that they so desperately need.
The initial challenge was to identify the most effective and inexpensive platform
to reach and interact with a community of 10,000 people within a radius of 50 km.
He came up with the idea for the network of notice boards, an initiative he calls
Leo Pamoja, in Swahili for together today.&lt;br&gt;
&lt;br&gt;
&lt;/p&gt;
&lt;p style="margin-bottom: 0cm"&gt;
&lt;a href="http://ictupdate.cta.int/Feature-Articles/A-bridge-between-farmers-and-the-web/%2867%29/1343640824"&gt;More
details&lt;/a&gt;
&lt;br&gt;
(Source: &lt;a href="http://ictupdate.cta.int/About-Contact-Us/Contact/%28issue%29/67"&gt;ICT
Update&lt;/a&gt;)
&lt;/p&gt;
&lt;br&gt;
&lt;p style="margin-bottom: 0cm"&gt;
&lt;br&gt;
&lt;/p&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=39fb892c-4675-45da-9dd3-5fd39554258a" /&gt;</description>
      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
    <item>
      <trackback:ping>http://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=640e1d28-d723-4f1f-a5af-202b5653b772</trackback:ping>
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      <dc:creator />
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        <p class="MsoNormal">
Atul Bharve, a farmer from Maharashtra's Marathwada district, says a mobile phone
message saved him from crop losses this year. When monsoon was delayed, he sent an
SMS to Nokia Life Tools - a text message-based information service-seeking advice
on what to cultivate and was promptly advised to focus on fodder.
</p>
        <p class="MsoNormal">
Kapil Mehta, a farmer from Sabakantha district in northern Gujarat, took up sorghum
cultivation, which requires less water, this season in line with a voice message advisory
from Iffco Kisan Sanchar, a joint venture between mobile carrier Bharti Airtel and
fertiliser firm Iffco.
</p>
        <p class="MsoNormal">
If India avoids a farming disaster of huge crop losses due to deficient monsoon rains
this year, part of its credits go to specialized mobile-based advisory services such
as Iffco Kisan Sanchar, <a href="http://en.wikipedia.org/wiki/Nokia_Life_Tools">Nokia
Life Tools</a> and Reuters Market Light, which are helping a millions of farmers across
the country take the right decisions.
</p>
        <p class="MsoNormal">
Finnish mobile handset maker Nokia says nearly 30 million customers subscribe to its
Nokia Life Tools service and a sizeable chunk of this group are farmers.
</p>
        <p class="MsoNormal">
          <a href="http://www.reutersmarketlight.com/index.html">Reuters Market Light</a>, an
initiative of news and information firm Thomson Reuters to provide personalized agricultural
information through text messages in local languages to farmers for Rs 999 a year,
boasts of one million unique subscribers.
</p>
        <p class="MsoNormal">
These service providers are now working overtime to respond to a deluge in demand
due to delayed monsoon. Experts believe mobile-based farmer advisory providers will
play an increasingly larger role in coming years.
</p>
        <p class="MsoNormal">
B V Natesh, director (emerging markets services) at Nokia Life Tools, says: "Since
the Indian farmer now faces significant monsoon-related challenges, we've been providing
our subscribers with best practices and tips on water and soil moisture conservation,
alternate crop selection in low rainfall scenarios and five-day weather forecasts".
Nokia Life provides personalized text messages on 270 commodities in 12 languages
across 22 states in 12 languages and can be accessed by farmers on a daily basis.
</p>
        <p class="MsoNormal">
According to the World Bank, mobile-based access to price information has improved
average farmer incomes by up to 24%, adding that the most common usage of text messaging
in the context of agriculture includes access to price information, crop disease and
meteorological information.
</p>
        <span style="font-size:11.0pt;line-height:115%;font-family:&quot;Calibri&quot;,&quot;sans-serif&quot;;&#xA;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:&#xA;minor-latin;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:&quot;Times New Roman&quot;;&#xA;mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:&#xA;EN-US;mso-bidi-language:AR-SA">(Source: <a href="http://articles.economictimes.indiatimes.com/2012-08-11/news/33153232_1_farmers-bet-reuters-market-light-crop">The
Economic Times</a>)</span>
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      <title>Specialized mobile-based advisory services for crop sowing in India</title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,640e1d28-d723-4f1f-a5af-202b5653b772.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/09/17/SpecializedMobilebasedAdvisoryServicesForCropSowingInIndia.aspx</link>
      <pubDate>Mon, 17 Sep 2012 15:52:37 GMT</pubDate>
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&lt;p class="MsoNormal"&gt;
Atul Bharve, a farmer from Maharashtra's Marathwada district, says a mobile phone
message saved him from crop losses this year. When monsoon was delayed, he sent an
SMS to Nokia Life Tools - a text message-based information service-seeking advice
on what to cultivate and was promptly advised to focus on fodder.
&lt;/p&gt;
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Kapil Mehta, a farmer from Sabakantha district in northern Gujarat, took up sorghum
cultivation, which requires less water, this season in line with a voice message advisory
from Iffco Kisan Sanchar, a joint venture between mobile carrier Bharti Airtel and
fertiliser firm Iffco.
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If India avoids a farming disaster of huge crop losses due to deficient monsoon rains
this year, part of its credits go to specialized mobile-based advisory services such
as Iffco Kisan Sanchar, &lt;a href="http://en.wikipedia.org/wiki/Nokia_Life_Tools"&gt;Nokia
Life Tools&lt;/a&gt; and Reuters Market Light, which are helping a millions of farmers across
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Finnish mobile handset maker Nokia says nearly 30 million customers subscribe to its
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&lt;a href="http://www.reutersmarketlight.com/index.html"&gt;Reuters Market Light&lt;/a&gt;, an
initiative of news and information firm Thomson Reuters to provide personalized agricultural
information through text messages in local languages to farmers for Rs 999 a year,
boasts of one million unique subscribers.
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These service providers are now working overtime to respond to a deluge in demand
due to delayed monsoon. Experts believe mobile-based farmer advisory providers will
play an increasingly larger role in coming years.
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B V Natesh, director (emerging markets services) at Nokia Life Tools, says: "Since
the Indian farmer now faces significant monsoon-related challenges, we've been providing
our subscribers with best practices and tips on water and soil moisture conservation,
alternate crop selection in low rainfall scenarios and five-day weather forecasts".
Nokia Life provides personalized text messages on 270 commodities in 12 languages
across 22 states in 12 languages and can be accessed by farmers on a daily basis.
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According to the World Bank, mobile-based access to price information has improved
average farmer incomes by up to 24%, adding that the most common usage of text messaging
in the context of agriculture includes access to price information, crop disease and
meteorological information.
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&lt;span style="font-size:11.0pt;line-height:115%;font-family:&amp;quot;Calibri&amp;quot;,&amp;quot;sans-serif&amp;quot;;
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mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
EN-US;mso-bidi-language:AR-SA"&gt;(Source: &lt;a href="http://articles.economictimes.indiatimes.com/2012-08-11/news/33153232_1_farmers-bet-reuters-market-light-crop"&gt;The
Economic Times&lt;/a&gt;)&lt;/span&gt;
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  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/&gt;
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  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/&gt;
  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/&gt;
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  &lt;w:LsdException Locked="false" Priority="39" Name="toc 9"/&gt;
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  &lt;w:LsdException Locked="false" Priority="10" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Title"/&gt;
  &lt;w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/&gt;
  &lt;w:LsdException Locked="false" Priority="11" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/&gt;
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   UnhideWhenUsed="false" QFormat="true" Name="Strong"/&gt;
  &lt;w:LsdException Locked="false" Priority="20" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/&gt;
  &lt;w:LsdException Locked="false" Priority="59" SemiHidden="false"
   UnhideWhenUsed="false" Name="Table Grid"/&gt;
  &lt;w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/&gt;
  &lt;w:LsdException Locked="false" Priority="1" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/&gt;
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   UnhideWhenUsed="false" QFormat="true" Name="Quote"/&gt;
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   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/&gt;
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   UnhideWhenUsed="false" Name="Colorful List Accent 2"/&gt;
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   UnhideWhenUsed="false" Name="Light List Accent 3"/&gt;
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   UnhideWhenUsed="false" Name="Dark List Accent 4"/&gt;
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   UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/&gt;
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   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/&gt;
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   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/&gt;
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   UnhideWhenUsed="false" QFormat="true" Name="Book Title"/&gt;
  &lt;w:LsdException Locked="false" Priority="37" Name="Bibliography"/&gt;
  &lt;w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/&gt;
 &lt;/w:LatentStyles&gt;
&lt;/xml&gt;&lt;![endif]--&gt;
&lt;!--[if gte mso 10]&gt;
&lt;style&gt;
 /* Style Definitions */
 table.MsoNormalTable
	{mso-style-name:"Table Normal";
	mso-tstyle-rowband-size:0;
	mso-tstyle-colband-size:0;
	mso-style-noshow:yes;
	mso-style-priority:99;
	mso-style-qformat:yes;
	mso-style-parent:"";
	mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
	mso-para-margin-top:0cm;
	mso-para-margin-right:0cm;
	mso-para-margin-bottom:10.0pt;
	mso-para-margin-left:0cm;
	line-height:115%;
	mso-pagination:widow-orphan;
	font-size:11.0pt;
	font-family:"Calibri","sans-serif";
	mso-ascii-font-family:Calibri;
	mso-ascii-theme-font:minor-latin;
	mso-fareast-font-family:"Times New Roman";
	mso-fareast-theme-font:minor-fareast;
	mso-hansi-font-family:Calibri;
	mso-hansi-theme-font:minor-latin;}
&lt;/style&gt;
&lt;![endif]--&gt;
&lt;br&gt;
&lt;br&gt;
&lt;span style="font-size:11.0pt;line-height:115%;font-family:&amp;quot;Calibri&amp;quot;,&amp;quot;sans-serif&amp;quot;;
mso-fareast-font-family:Calibri;mso-bidi-font-family:&amp;quot;Times New Roman&amp;quot;;
mso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA"&gt;&lt;/span&gt;
&lt;!--[if gte mso 9]&gt;&lt;xml&gt;
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   UnhideWhenUsed="false" Name="Table Grid"/&gt;
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   UnhideWhenUsed="false" Name="Medium Grid 3"/&gt;
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   UnhideWhenUsed="false" Name="Dark List"/&gt;
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   UnhideWhenUsed="false" Name="Colorful Shading"/&gt;
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      <category>Communications</category>
      <category>Curriculum Development</category>
      <category>Partnerships</category>
      <category>Remote/Underserved Areas</category>
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Remote, mountainous, and hard-to-reach areas like Ugandas Kabale district suffer
from inadequate access to information of all kinds. Because the region, located in
the southwestern corner of Uganda, is predominantly agricultural, timely and relevant
information for farmers in Kabale would significantly help improve their livelihoods.
</p>
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A mobile phone application developed by the project <a href="http://l3fuganda.mak.ac.ug/">Life
Long Learning for Farmers in Uganda (L3F Uganda)</a> is helping Kabale farmers get
the information they need. The project sends text messages with agricultural updates
and information to about 1,000 farmers. This information, disseminated twice weekly
by L3F Uganda, has helped farmers get valuable guidance on market access, fertilizer
application, plant spacing, timely planting, local diseases, and other topics. The
project is a partnership of <a href="http://www.col.org/Pages/default.aspx">Commonwealth
of Learning</a>, Makerere Universitys Agricultural Research Institute Kabanyolo,
and local community organizations, and was instituted as a pilot project in Bufundi,
a sub-county of Kabale, in 2009 with the hope of extending it to all of Uganda.
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The main aim of L3F Uganda is to help solve the many challenges farmers confront in
the region. These include inadequate road networks, preventing farmers from getting
to markets; a lack of credit and financial services; volatile market prices; and a
lack of up-to-date information about seeds, weather patterns, appropriate fertilizers,
pests, and other agricultural issues. Traditionally, the governments agricultural
extension service was the main source of information for farmers in Uganda, but the
current ratio of extension workers to farmers in the country is 1:24,000, rendering
the service largely ineffective. In Bufundi, the ratio is 1:46,000.
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(Source: <a href="http://iconnect-online.org/home">iconnect</a>)                                                                                                                                                         
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          <a href="http://iconnect-online.org/news/mobile-phone-technology-improves-farmers-fortunes-uganda">Further
details</a>
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      <title>Mobile Phone Technology Improves Farmers Fortunes in Uganda</title>
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   &lt;w:SnapToGridInCell/&gt;
   &lt;w:WrapTextWithPunct/&gt;
   &lt;w:UseAsianBreakRules/&gt;
   &lt;w:DontGrowAutofit/&gt;
   &lt;w:SplitPgBreakAndParaMark/&gt;
   &lt;w:DontVertAlignCellWithSp/&gt;
   &lt;w:DontBreakConstrainedForcedTables/&gt;
   &lt;w:DontVertAlignInTxbx/&gt;
   &lt;w:Word11KerningPairs/&gt;
   &lt;w:CachedColBalance/&gt;
  &lt;/w:Compatibility&gt;
  &lt;w:BrowserLevel&gt;MicrosoftInternetExplorer4&lt;/w:BrowserLevel&gt;
  &lt;m:mathPr&gt;
   &lt;m:mathFont m:val="Cambria Math"/&gt;
   &lt;m:brkBin m:val="before"/&gt;
   &lt;m:brkBinSub m:val="&amp;#45;-"/&gt;
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   &lt;m:wrapIndent m:val="1440"/&gt;
   &lt;m:intLim m:val="subSup"/&gt;
   &lt;m:naryLim m:val="undOvr"/&gt;
  &lt;/m:mathPr&gt;&lt;/w:WordDocument&gt;
&lt;/xml&gt;&lt;![endif]--&gt;
&lt;p class="MsoNormal" style="text-align:justify"&gt;
Remote, mountainous, and hard-to-reach areas like Ugandas Kabale district suffer
from inadequate access to information of all kinds. Because the region, located in
the southwestern corner of Uganda, is predominantly agricultural, timely and relevant
information for farmers in Kabale would significantly help improve their livelihoods.
&lt;/p&gt;
&lt;p class="MsoNormal" style="text-align:justify"&gt;
&lt;!--[if gte mso 9]&gt;&lt;xml&gt;
 &lt;w:WordDocument&gt;
  &lt;w:View&gt;Normal&lt;/w:View&gt;
  &lt;w:Zoom&gt;0&lt;/w:Zoom&gt;
  &lt;w:TrackMoves/&gt;
  &lt;w:TrackFormatting/&gt;
  &lt;w:PunctuationKerning/&gt;
  &lt;w:ValidateAgainstSchemas/&gt;
  &lt;w:SaveIfXMLInvalid&gt;false&lt;/w:SaveIfXMLInvalid&gt;
  &lt;w:IgnoreMixedContent&gt;false&lt;/w:IgnoreMixedContent&gt;
  &lt;w:AlwaysShowPlaceholderText&gt;false&lt;/w:AlwaysShowPlaceholderText&gt;
  &lt;w:DoNotPromoteQF/&gt;
  &lt;w:LidThemeOther&gt;EN-US&lt;/w:LidThemeOther&gt;
  &lt;w:LidThemeAsian&gt;X-NONE&lt;/w:LidThemeAsian&gt;
  &lt;w:LidThemeComplexScript&gt;X-NONE&lt;/w:LidThemeComplexScript&gt;
  &lt;w:Compatibility&gt;
   &lt;w:BreakWrappedTables/&gt;
   &lt;w:SnapToGridInCell/&gt;
   &lt;w:WrapTextWithPunct/&gt;
   &lt;w:UseAsianBreakRules/&gt;
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   &lt;w:SplitPgBreakAndParaMark/&gt;
   &lt;w:DontVertAlignCellWithSp/&gt;
   &lt;w:DontBreakConstrainedForcedTables/&gt;
   &lt;w:DontVertAlignInTxbx/&gt;
   &lt;w:Word11KerningPairs/&gt;
   &lt;w:CachedColBalance/&gt;
  &lt;/w:Compatibility&gt;
  &lt;w:BrowserLevel&gt;MicrosoftInternetExplorer4&lt;/w:BrowserLevel&gt;
  &lt;m:mathPr&gt;
   &lt;m:mathFont m:val="Cambria Math"/&gt;
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   &lt;m:naryLim m:val="undOvr"/&gt;
  &lt;/m:mathPr&gt;&lt;/w:WordDocument&gt;
&lt;/xml&gt;&lt;![endif]--&gt;
&lt;/p&gt;
&lt;p class="MsoNormal" style="text-align:justify"&gt;
&lt;!--[if gte mso 9]&gt;&lt;xml&gt;
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  &lt;w:LsdException Locked="false" Priority="39" Name="toc 1"/&gt;
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   UnhideWhenUsed="false" Name="Dark List"/&gt;
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  &lt;w:LsdException Locked="false" Priority="72" SemiHidden="false"
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   UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/&gt;
  &lt;w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/&gt;
  &lt;w:LsdException Locked="false" Priority="34" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/&gt;
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   UnhideWhenUsed="false" QFormat="true" Name="Quote"/&gt;
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   UnhideWhenUsed="false" Name="Light List Accent 6"/&gt;
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   UnhideWhenUsed="false" Name="Light Grid Accent 6"/&gt;
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   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/&gt;
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   UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/&gt;
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   UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/&gt;
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   UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/&gt;
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   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/&gt;
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   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/&gt;
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   UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/&gt;
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   UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/&gt;
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   UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/&gt;
  &lt;w:LsdException Locked="false" Priority="32" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/&gt;
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   UnhideWhenUsed="false" QFormat="true" Name="Book Title"/&gt;
  &lt;w:LsdException Locked="false" Priority="37" Name="Bibliography"/&gt;
  &lt;w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/&gt;
 &lt;/w:LatentStyles&gt;
&lt;/xml&gt;&lt;![endif]--&gt;
&lt;!--[if gte mso 10]&gt;
&lt;style&gt;
 /* Style Definitions */
 table.MsoNormalTable
	{mso-style-name:"Table Normal";
	mso-tstyle-rowband-size:0;
	mso-tstyle-colband-size:0;
	mso-style-noshow:yes;
	mso-style-priority:99;
	mso-style-qformat:yes;
	mso-style-parent:"";
	mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
	mso-para-margin:0cm;
	mso-para-margin-bottom:.0001pt;
	mso-pagination:widow-orphan;
	font-size:11.0pt;
	font-family:"Calibri","sans-serif";
	mso-ascii-font-family:Calibri;
	mso-ascii-theme-font:minor-latin;
	mso-fareast-font-family:"Times New Roman";
	mso-fareast-theme-font:minor-fareast;
	mso-hansi-font-family:Calibri;
	mso-hansi-theme-font:minor-latin;
	mso-bidi-font-family:"Times New Roman";
	mso-bidi-theme-font:minor-bidi;}
&lt;/style&gt;
&lt;![endif]--&gt;
&lt;/p&gt;
&lt;p class="MsoNormal" style="text-align:justify"&gt;
A mobile phone application developed by the project &lt;a href="http://l3fuganda.mak.ac.ug/"&gt;Life
Long Learning for Farmers in Uganda (L3F Uganda)&lt;/a&gt; is helping Kabale farmers get
the information they need. The project sends text messages with agricultural updates
and information to about 1,000 farmers. This information, disseminated twice weekly
by L3F Uganda, has helped farmers get valuable guidance on market access, fertilizer
application, plant spacing, timely planting, local diseases, and other topics. The
project is a partnership of &lt;a href="http://www.col.org/Pages/default.aspx"&gt;Commonwealth
of Learning&lt;/a&gt;, Makerere Universitys Agricultural Research Institute Kabanyolo,
and local community organizations, and was instituted as a pilot project in Bufundi,
a sub-county of Kabale, in 2009 with the hope of extending it to all of Uganda.
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The main aim of L3F Uganda is to help solve the many challenges farmers confront in
the region. These include inadequate road networks, preventing farmers from getting
to markets; a lack of credit and financial services; volatile market prices; and a
lack of up-to-date information about seeds, weather patterns, appropriate fertilizers,
pests, and other agricultural issues. Traditionally, the governments agricultural
extension service was the main source of information for farmers in Uganda, but the
current ratio of extension workers to farmers in the country is 1:24,000, rendering
the service largely ineffective. In Bufundi, the ratio is 1:46,000.
&lt;/p&gt;
&lt;p class="MsoNormal" style="text-align:justify"&gt;
(Source: &lt;a href="http://iconnect-online.org/home"&gt;iconnect&lt;/a&gt;)&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; 
&lt;br&gt;
&lt;/p&gt;
&lt;p class="MsoNormal" style="text-align:justify"&gt;
&lt;!--[if gte mso 9]&gt;&lt;xml&gt;
 &lt;w:WordDocument&gt;
  &lt;w:View&gt;Normal&lt;/w:View&gt;
  &lt;w:Zoom&gt;0&lt;/w:Zoom&gt;
  &lt;w:TrackMoves/&gt;
  &lt;w:TrackFormatting/&gt;
  &lt;w:PunctuationKerning/&gt;
  &lt;w:ValidateAgainstSchemas/&gt;
  &lt;w:SaveIfXMLInvalid&gt;false&lt;/w:SaveIfXMLInvalid&gt;
  &lt;w:IgnoreMixedContent&gt;false&lt;/w:IgnoreMixedContent&gt;
  &lt;w:AlwaysShowPlaceholderText&gt;false&lt;/w:AlwaysShowPlaceholderText&gt;
  &lt;w:DoNotPromoteQF/&gt;
  &lt;w:LidThemeOther&gt;EN-US&lt;/w:LidThemeOther&gt;
  &lt;w:LidThemeAsian&gt;X-NONE&lt;/w:LidThemeAsian&gt;
  &lt;w:LidThemeComplexScript&gt;X-NONE&lt;/w:LidThemeComplexScript&gt;
  &lt;w:Compatibility&gt;
   &lt;w:BreakWrappedTables/&gt;
   &lt;w:SnapToGridInCell/&gt;
   &lt;w:WrapTextWithPunct/&gt;
   &lt;w:UseAsianBreakRules/&gt;
   &lt;w:DontGrowAutofit/&gt;
   &lt;w:SplitPgBreakAndParaMark/&gt;
   &lt;w:DontVertAlignCellWithSp/&gt;
   &lt;w:DontBreakConstrainedForcedTables/&gt;
   &lt;w:DontVertAlignInTxbx/&gt;
   &lt;w:Word11KerningPairs/&gt;
   &lt;w:CachedColBalance/&gt;
  &lt;/w:Compatibility&gt;
  &lt;w:BrowserLevel&gt;MicrosoftInternetExplorer4&lt;/w:BrowserLevel&gt;
  &lt;m:mathPr&gt;
   &lt;m:mathFont m:val="Cambria Math"/&gt;
   &lt;m:brkBin m:val="before"/&gt;
   &lt;m:brkBinSub m:val="&amp;#45;-"/&gt;
   &lt;m:smallFrac m:val="off"/&gt;
   &lt;m:dispDef/&gt;
   &lt;m:lMargin m:val="0"/&gt;
   &lt;m:rMargin m:val="0"/&gt;
   &lt;m:defJc m:val="centerGroup"/&gt;
   &lt;m:wrapIndent m:val="1440"/&gt;
   &lt;m:intLim m:val="subSup"/&gt;
   &lt;m:naryLim m:val="undOvr"/&gt;
  &lt;/m:mathPr&gt;&lt;/w:WordDocument&gt;
&lt;/xml&gt;&lt;![endif]--&gt;
&lt;/p&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;p class="MsoNormal" style="text-align:justify"&gt;
&lt;!--[if gte mso 9]&gt;&lt;xml&gt;
 &lt;w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
  DefSemiHidden="true" DefQFormat="false" DefPriority="99"
  LatentStyleCount="267"&gt;
  &lt;w:LsdException Locked="false" Priority="0" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Normal"/&gt;
  &lt;w:LsdException Locked="false" Priority="9" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="heading 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/&gt;
  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/&gt;
  &lt;w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/&gt;
  &lt;w:LsdException Locked="false" Priority="39" Name="toc 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="39" Name="toc 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="39" Name="toc 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="39" Name="toc 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="39" Name="toc 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="39" Name="toc 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="39" Name="toc 7"/&gt;
  &lt;w:LsdException Locked="false" Priority="39" Name="toc 8"/&gt;
  &lt;w:LsdException Locked="false" Priority="39" Name="toc 9"/&gt;
  &lt;w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/&gt;
  &lt;w:LsdException Locked="false" Priority="10" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Title"/&gt;
  &lt;w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/&gt;
  &lt;w:LsdException Locked="false" Priority="11" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/&gt;
  &lt;w:LsdException Locked="false" Priority="22" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Strong"/&gt;
  &lt;w:LsdException Locked="false" Priority="20" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/&gt;
  &lt;w:LsdException Locked="false" Priority="59" SemiHidden="false"
   UnhideWhenUsed="false" Name="Table Grid"/&gt;
  &lt;w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/&gt;
  &lt;w:LsdException Locked="false" Priority="1" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/&gt;
  &lt;w:LsdException Locked="false" Priority="60" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Shading"/&gt;
  &lt;w:LsdException Locked="false" Priority="61" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light List"/&gt;
  &lt;w:LsdException Locked="false" Priority="62" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Grid"/&gt;
  &lt;w:LsdException Locked="false" Priority="63" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="64" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="65" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="66" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="67" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="68" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="69" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="70" SemiHidden="false"
   UnhideWhenUsed="false" Name="Dark List"/&gt;
  &lt;w:LsdException Locked="false" Priority="71" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Shading"/&gt;
  &lt;w:LsdException Locked="false" Priority="72" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful List"/&gt;
  &lt;w:LsdException Locked="false" Priority="73" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Grid"/&gt;
  &lt;w:LsdException Locked="false" Priority="60" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Shading Accent 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="61" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light List Accent 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="62" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Grid Accent 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="63" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="64" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="65" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/&gt;
  &lt;w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/&gt;
  &lt;w:LsdException Locked="false" Priority="34" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/&gt;
  &lt;w:LsdException Locked="false" Priority="29" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Quote"/&gt;
  &lt;w:LsdException Locked="false" Priority="30" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/&gt;
  &lt;w:LsdException Locked="false" Priority="66" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="67" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="68" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="69" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="70" SemiHidden="false"
   UnhideWhenUsed="false" Name="Dark List Accent 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="71" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="72" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful List Accent 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="73" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/&gt;
  &lt;w:LsdException Locked="false" Priority="60" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Shading Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="61" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light List Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="62" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Grid Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="63" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="64" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="65" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="66" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="67" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="68" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="69" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="70" SemiHidden="false"
   UnhideWhenUsed="false" Name="Dark List Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="71" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="72" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful List Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="73" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/&gt;
  &lt;w:LsdException Locked="false" Priority="60" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Shading Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="61" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light List Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="62" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Grid Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="63" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="64" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="65" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="66" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="67" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="68" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="69" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="70" SemiHidden="false"
   UnhideWhenUsed="false" Name="Dark List Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="71" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="72" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful List Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="73" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/&gt;
  &lt;w:LsdException Locked="false" Priority="60" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Shading Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="61" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light List Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="62" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Grid Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="63" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="64" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="65" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="66" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="67" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="68" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="69" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="70" SemiHidden="false"
   UnhideWhenUsed="false" Name="Dark List Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="71" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="72" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful List Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="73" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/&gt;
  &lt;w:LsdException Locked="false" Priority="60" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Shading Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="61" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light List Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="62" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Grid Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="63" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="64" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="65" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="66" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="67" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="68" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="69" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="70" SemiHidden="false"
   UnhideWhenUsed="false" Name="Dark List Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="71" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="72" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful List Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="73" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/&gt;
  &lt;w:LsdException Locked="false" Priority="60" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Shading Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="61" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light List Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="62" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Grid Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="63" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="64" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="65" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="66" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="67" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="68" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="69" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="70" SemiHidden="false"
   UnhideWhenUsed="false" Name="Dark List Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="71" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="72" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful List Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="73" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/&gt;
  &lt;w:LsdException Locked="false" Priority="19" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/&gt;
  &lt;w:LsdException Locked="false" Priority="21" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/&gt;
  &lt;w:LsdException Locked="false" Priority="31" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/&gt;
  &lt;w:LsdException Locked="false" Priority="32" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/&gt;
  &lt;w:LsdException Locked="false" Priority="33" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Book Title"/&gt;
  &lt;w:LsdException Locked="false" Priority="37" Name="Bibliography"/&gt;
  &lt;w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/&gt;
 &lt;/w:LatentStyles&gt;
&lt;/xml&gt;&lt;![endif]--&gt;
&lt;!--[if gte mso 10]&gt;
&lt;style&gt;
 /* Style Definitions */
 table.MsoNormalTable
	{mso-style-name:"Table Normal";
	mso-tstyle-rowband-size:0;
	mso-tstyle-colband-size:0;
	mso-style-noshow:yes;
	mso-style-priority:99;
	mso-style-qformat:yes;
	mso-style-parent:"";
	mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
	mso-para-margin:0cm;
	mso-para-margin-bottom:.0001pt;
	mso-pagination:widow-orphan;
	font-size:11.0pt;
	font-family:"Calibri","sans-serif";
	mso-ascii-font-family:Calibri;
	mso-ascii-theme-font:minor-latin;
	mso-fareast-font-family:"Times New Roman";
	mso-fareast-theme-font:minor-fareast;
	mso-hansi-font-family:Calibri;
	mso-hansi-theme-font:minor-latin;
	mso-bidi-font-family:"Times New Roman";
	mso-bidi-theme-font:minor-bidi;}
&lt;/style&gt;
&lt;![endif]--&gt;
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&lt;a href="http://iconnect-online.org/news/mobile-phone-technology-improves-farmers-fortunes-uganda"&gt;Further
details&lt;/a&gt;
&lt;/p&gt;
&lt;p&gt;
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The DVD is called "<a href="http://www.akvo.org/rsr/project/583/">The Wold of the
Baure</a>" and will be included in schools in a greater programme to emphasize Bolivian
indigenous cultures and preserve them. It is an interactive DVD that will feature
encyclopedia type of information, but also many video and sound clips. The advantage
of these educational DVDs over a website is that even schools without an Internet
connection can use this material. Additionally, the DVDs can also be used by the Baure
themselves to educate people about their history and customs.
</p>
        <span style="font-size: 11pt; line-height: 115%; font-family: &quot;Calibri&quot;,&quot;sans-serif&quot;;">The
Baure are an indigenous group of the Bolivian Amazon, inhabiting Baures village and
the nearby small communities. Their numbers have slowly dwindled and currently, there
are only 50 people left who still speak the <a href="http://www.ethnologue.org/show_language.asp?code=brg">Baure
language</a><a temp_href="http://en.wikipedia.org/wiki/Baure_language " href="http://en.wikipedia.org/wiki/Baure_language%20"></a>.
Several Baure have already been interviewed about their local customs and their language
for the DVD and videos, audio clips and images are already collected.<br /><br />
The DVD is part of a <a href="http://www.akvo.org/rsr/project/321/">bigger programme</a> to
preserve indigenous cultures by using multimedia. This is supported by IICD and <a href="http://www.edukans.nl/english/?L=0%2F0">Edukans</a> through
the Connect4Change consortium and Bolivian indigenous group supporter APCOB.  For
the Baure project, the Indigenous Center of Baures is also closely involved.<br /><br />
A detailed project description is available on the international transparency Really
Simple Reporting platform, created by software developer <a href="http://www.akvo.org/">Akvo</a>.<br /></span>
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(Source: <a href="http://www.iicd.org/articles/nearly-extinct-indigenous-bolivian-group-passes-on-culture-with-educational-dvd">IICD</a>)
</p>
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        <img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=1cbf5f1b-e07d-4de4-95af-ff1932329cc3" />
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      <title>Nearly Extinct Indigenous Bolivian Group Passes on Culture With Educational DVD </title>
      <guid isPermaLink="false">http://www.itu.int/ITU-D/sis/newslog/PermaLink,guid,1cbf5f1b-e07d-4de4-95af-ff1932329cc3.aspx</guid>
      <link>http://www.itu.int/ITU-D/sis/newslog/2012/08/31/NearlyExtinctIndigenousBolivianGroupPassesOnCultureWithEducationalDVD.aspx</link>
      <pubDate>Fri, 31 Aug 2012 19:58:28 GMT</pubDate>
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The DVD is called "&lt;a href="http://www.akvo.org/rsr/project/583/"&gt;The Wold of the
Baure&lt;/a&gt;" and will be included in schools in a greater programme to emphasize Bolivian
indigenous cultures and preserve them. It is an interactive DVD that will feature
encyclopedia type of information, but also many video and sound clips. The advantage
of these educational DVDs over a website is that even schools without an Internet
connection can use this material. Additionally, the DVDs can also be used by the Baure
themselves to educate people about their history and customs.
&lt;/p&gt;
&lt;span style="font-size: 11pt; line-height: 115%; font-family: &amp;quot;Calibri&amp;quot;,&amp;quot;sans-serif&amp;quot;;"&gt;The
Baure are an indigenous group of the Bolivian Amazon, inhabiting Baures village and
the nearby small communities. Their numbers have slowly dwindled and currently, there
are only 50 people left who still speak the &lt;a href="http://www.ethnologue.org/show_language.asp?code=brg"&gt;Baure
language&lt;/a&gt;&lt;a temp_href="http://en.wikipedia.org/wiki/Baure_language " href="http://en.wikipedia.org/wiki/Baure_language%20"&gt;&lt;/a&gt;.
Several Baure have already been interviewed about their local customs and their language
for the DVD and videos, audio clips and images are already collected.&lt;br&gt;
&lt;br&gt;
The DVD is part of a &lt;a href="http://www.akvo.org/rsr/project/321/"&gt;bigger programme&lt;/a&gt; to
preserve indigenous cultures by using multimedia. This is supported by IICD and &lt;a href="http://www.edukans.nl/english/?L=0%2F0"&gt;Edukans&lt;/a&gt; through
the Connect4Change consortium and Bolivian indigenous group supporter APCOB. &amp;nbsp;For
the Baure project, the Indigenous Center of Baures is also closely involved.&lt;br&gt;
&lt;br&gt;
A detailed project description is available on the international transparency Really
Simple Reporting platform, created by software developer &lt;a href="http://www.akvo.org/"&gt;Akvo&lt;/a&gt;.&lt;br&gt;
&lt;/span&gt;
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&lt;p class="MsoNormal" style="text-align:justify"&gt;
(Source: &lt;a href="http://www.iicd.org/articles/nearly-extinct-indigenous-bolivian-group-passes-on-culture-with-educational-dvd"&gt;IICD&lt;/a&gt;)
&lt;/p&gt;
&lt;p&gt;
&lt;/p&gt;
&lt;img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=1cbf5f1b-e07d-4de4-95af-ff1932329cc3" /&gt;</description>
      <category>Curriculum Development</category>
      <category>ICT in Education</category>
      <category>ICT Infrastructure</category>
      <category>Remote/Underserved Areas</category>
    </item>
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