Seeing Thoughts Video production Portifolio

Follow me on this Journey as I work on producing the Video as a Finalist for the Seeing Thoughts Video Competition for Young Professionals in Agriculture organised by Young Professionals' Platform for Agricultural Research for Development (YPARD)

SATNET resolves to provide local content to telecentres in Southern Africa

SATNET (Southern Africa Telecentre Network) as a regional telecentre network is a great channel and fertile platform for the establishment of local content and services through coordinated efforts with national telecentre networks and individual telecentres. Telecentres have continued to play an important role in the realization of sustainable community development. However, the effective achievement of this, to a large extent depends on the appropriateness, dynamicity, relevance, and authenticity of content and services. “There is an increasing recognition that networks can leverage content and services development, including the creation, packaging, training and provision of support services. Those content and services activities can then be replicated and distributed at the local and international level (such as through other TCNs). Herein lies the power of a telecentre network.” States the Guidebook for Managing Telecentre Networks-Content and Services. As telecentres transform into knowledge hubs, SATNET has embarked on rising to the challenge of supporting it’s national telecentre networks and subsequently individual telecentres in a transformation process that will ensure telecentres in Southern Africa becomes knowledge hubs. Individual telecentres can contribute to content development from telecentre networks by gathering information and knowledge from their communities. This may cover farming processes, trading opportunities, traditional... Read Full Article Here

Southern Africa Telecentres run towards being Agricultural Knowledge Hubs

Farmers in Southern Africa, like elsewhere in Africa, are faced with problems of how to access timely and up-to-date technical agricultural information. This is mainly due to, among other reasons, a lack of adequate frontline agricultural extension officers, poor flow of information to and from farmers, and inadequate communication between research institutions and extension services. This is one of the major challenges the agricultural sector is facing in Southern Africa. Agricultural sector in Southern Africa Agriculture plays an important role to the economies of Southern African countries. Agriculture contributes significantly to about 35% of the gross domestic product (GDP) of most SADC member states. In addition, agricultural exports are a major foreign exchange earner, contributing on average 13 per cent to total export earnings and constituting about 66 per cent of the value of intra- regional trade. In countries like Zambia, the sector absorbs about 67% of the labour force and remains the main source of income and employment for most rural women who constitute 65% of the total rural population. Therefore, good performance of this sector is vital for food security, employment, eradicating hunger, alleviating poverty, controlling inflation, promoting economic growth and stabilizing economies. Agriculture-led development is fundamental to cutting hunger and reducing poverty, thereby achieving some of the important millennium development goals (MDGs). Agriculture accounts for about 20 per cent of the GDP, while for others, such as South Africa, it contributes less than five per cent. Despite the importance of agriculture in the Southern African region's economy, this sector has been in constant decline during the last decades. The agricultural sector is confronted with major challenges related to production and marketing in order to harness its growing and increasingly prosperous population and availability of natural resources. With an estimated annual growth of only 1.5 per cent, agriculture is lagging behind demographic growth. However, guaranteed growth in agriculture means offering opportunities for improved livelihoods for the rural communities. Realizing that these opportunities require compliance with more stringent policy framework, strategies and regulations, there is an increasing need for the private and public sector to get more involved with emphasis on policy and innovations. In the above circumstances, new approaches, technical innovations as well as policy implementation commitments are required to cope with these challenges and to enhance the livelihoods of the rural population. ICTs in Agriculture It is clear that ICTs have brought to the fore, new ways of doing things. There is realization that ICTs should be integrated to be effectively used in agriculture development as... Read Full Article Here #ICT4D #Agriculture #LocalContent #Southern #Africa #Telecentres #ICT

Forward, Forward

I have extra important duties to complete, a mission to fulfill, my efforts are dedicated to this. I am not ready to accomodate fear, worries or negativity, as long as it comes to drain me...only if it comes for the good. So if a side situation comes apart from my dedication , I will not allow it to occupy my mind thru and thru...I need to do something completely new...above what I have accomplished in the mainly dark past of my life...I can starve, spend sleepless nights, weep, laughed at, be broke, not welcomed in offices, not get adequate support from friends/comrades e.t.c. But I am a kind who never and will never give up like that...

I a Volunteer

Written on International Volunteers Day On this lovely day, I have every reason to rejoice having looked back into my solid 5 years of volunteerism, contributing my skills, knowledge, time, financial resources, e.t.c. For a number of causes. I am glad for having lived this life,though such a rough duty.I am encouraging everyone to consider volunteering. A simple hand to others can go a miles in their life.thanks to Dad for inspiring me when he used to be a WorldLife Conservation Volunteer, and to all those who have given me opportunities to volunteer, those who have built my capacity, my team mates, and all those who have contributed in different way positively and negatively...I think I will blog on this achievement...HAPPY VOLUNTEER DAY TO YOU ALL

My Story, a mark in their lives

My mind, heart, spirit and soul have a story to tell, a story about the hardships, success, unity,challenges and opportunities, ubuntu, of the youth and people of my land, my fingers itching as they struggle, so eager to drop the finest and very first ink to lay my story, solemly my life proclaims, sharply penetrating my humble past,thru to my present, and swiftly to the future , Oh yes! simply to whisper to me, I will not write my story on paper, but in the life of each of the people I serve...that it may be read and passed on like a folk lore for generations...

My Journey in Black and White

Its half past 11am and I have not even pressed a single button of the keyboard, yet I have a dozen of correspondence to clear, my nerves are also giving me a strange filling, companionship seems to have distanced itself from my life...could it be a glimpse of what is yet to come, a glance of how the struggles of the years explored would bear fruit of the exploration? This question strikes my conscious every moment, as I look around my eyes globe like open, like some one falling of the helicopter in a crashland...into a desert of the foreign tongue...Swiftly the sparkly seemily mineral deposits of the desert sands brings hope as their reflected rays lights up my shy eyes...then what? Oh yes, there in my diamond hides, unearthed as I push my sunk feet out of the warm sands...Now I know that every bit and beat of this life, glorious and sorrowful, lonely and accompanied, leads me to a soul satisfying tomorrow, and let me gently arise and pursue...

TEARS OF STREET CHILDREN

Street children A street child may be: a ‘child of the streets’, having no home but the streets. The family may have abandoned him or her or may have no family members left alive. Such a child has to struggle for survival and might move from friend to friend, or live in shelters such as abandoned buildings. a child ‘on the street’, visiting his or her family regularly. The child might even return every night to sleep at home, but spends most days and some nights on the street because of poverty, overcrowding, sexual or physical abuse at home. a part of a street family. Some children live on the sidewalks or city squares with the rest of their families. Families displaced due to poverty, natural disasters, or wars may be forced to live on the streets. They move their possessions from place to place when necessary. Often the children in these ‘street families’ work on the streets with other members of their families. in institutionalized care, having come from a situation of homelessness and at risk of returning to a homeless existence. The typical age and gender of a street child. The typical age of a street child varies from place to place. In developing countries children as young as eight live completely on their own. In developed countries, street children are usually over the age of twelve. The proportion of girls among street children is reported to be less than 30% in developing countries and about 50% in many developed countries. There are a number of reasons why there are fewer street girls: Fewer girls may be abandoned by their families. Girls are often socialized (taught by their families and culture) to be submissive and caring and therefore they tend to have fewer behavioural problems as compared to boys. Since girls have fewer behavioural problems, they have less conflict with their families and do not need to leave their home. Families might get rid of girls by other means, e.g. ‘marrying them off ’ when they are as young as 13. The girl would then have another family. The authorities or individual members of the community may pick up girls on the street more quickly. For example, girls may be recruited to do domestic work in private households or to work in the commercial sex industry. Street girls may be less ‘visible’ to researchers or educators. Some street girls disguise themselves as boys to protect themselves from harassment by the police, welfare workers, employers and other street children and others may only appear on the streets at night. The importance of identifying street girls. Girls on the street have more difficulties and are often overlooked by street educators. Street girls are looked down upon in many societies and are easily exploited. They usually have less economic opportunities than boys and are given less money than boys for similar activities. Educational opportunities are denied to them and street educators usually engage street boys in various activities while paying little attention to girls. It is important to seek and work to improve the situation of street girls because by doing so, you would be: Ensuring that young girls and boys have equal opportunities. Boosting their low self-esteem. They may then participate in income generating activities and thus break the pattern of vulnerability. Ensuring that street girls have improved nutritional status. Helping minimize the possibility of early unwanted and high-risk pregnancies by providing them with information about sexual and reproductive health. Ensuring the return in investment into future generations, as young women with some education tend to ensure that their own children are educated. Causes related to the child or the family. Poor, uneducated and large families. Lack of knowledge and skills needed for parenting. Lack of responsibility on the part of parents, family conflicts and parental behavioural problems e.g. giving priority to material gains, substance use, gambling. Physical abuse of the child. Rebellious behaviour and attitudes of the child. Causes in the local community Inequitable distribution of resources and opportunities in the community, e.g. lack of adequate employment opportunities, problems in working conditions, lack of recreational activities. Congestion in slum areas, and inadequate/poor housing facilities. Restrictive and inflexible educational system. Poor law enforcement and exploitation by law enforcers. Causes in the general society Political and economic conditions, e.g. poverty and underdevelopment of resources. A STREET KID NARRATES---When my father was alive, I went to school with well-to-do children. I used to go to school in our private car. I never thought of walking in my life and I never even thought of being a street child. I thought the life I was leading was going to last forever. When my father died in 1988, his relatives shared all his belongings and left us with nothing and no one was prepared to look after us. When the situation worsened, I thought of coming to Lusaka (Capital City) to look for work. In Lusaka, I lived at the Inter-city bus terminal with some friends. We used to do ‘piecework’ (temporary job) to earn our living. We never used to steal, but what surprised us was that the police would pounce on us for no reason at all. The only crime we committed was that of looking scruffy and dirty. We would ask ourselves, why are policemen treating us like this? We are all Zambians, and we are not thieves, we are people like them. Now if the police who are supposed to help and protect us chase us, what will happen if I come to you Mr. Vice-president, how are you going to treat me? My appeal to the government is that ‘we street kids’ need help, we need protection, we need work for us to live like other Zambian children. Please do not ignore us, as we are still suffering. We are not thieves, and we are not vagabonds. The problems we are facing are too numerous but these are the main ones. We need a shelter to lay our heads, food, and clinics that we can attend when we are ill”.

satnet-to-upscale-its-support-to-telecentres-in-southern-africa

Over the years community based telecentres, rural service centres, ICT resource centre and others that share similar synonyms have been yearning for technical and management support to enable their organizations provide required services and operate sustainably. Equally many of the southern African countries need collaborative efforts to ensure that telecentres share and inform each other on key issues that affect respective development agenda. The advent of Southern Africa Telecentre Network and emerging telecentre networks in countries of the region is proving to give hope to a number of national telecentre practitioners to mobilize themselves into formidable service delivery national organizations. Strong and viable regional and national organisations will provide opportunities for fostering information sharing and capacity development for the work of community telecentres and generally integration of ICTs in areas of agriculture, health, education and other social and economic sectors. In order to support these initiatives, the Technical Centre for Agriculture and Rural Cooperation (CTA) has positively responded to requests for development of telecentres in southern Africa. And thus CTA and SATNET agreed to sign an agreement to support Telecentres capacity building in Southern Africa. The event happened in July 2011. This partnership is part of the three year programme of a contract signed between CTA and ZAA-ICT/SATNET to support capacity development of telecentres. The Capacity building and telecentre network development project is an initiative that is focused on facilitating increased participation by local communities in development through the work of telecentres in Southern Africa. The project addresses the challenge of unifying and sharing information resources among telecentres in the region. The project will pay special attention to elements that will strengthen the capacity of SATNET to contribute to raising awareness on policy implication at local level especially for improved value chain. The activities planned include: • the organization of multi-stakeholder Media, ICT and agriculture forum to seek for the engagement of agricultural and ICT policy makers, media and ICT4D professional in support to ICT based service delivery (telecentre) in rural areas; • the establishment of collaboration and partnership between existing telecentre networks through exchange visits and telecentre fora at national level; • The organization of knowledge management training in Malawi to reinforce the capacity of telecentres managers in using and adopting the appropriate methods and tools to share agricultural content and knowledge within their communities • The reinforcement of national networks capacities through the procurement basic digital equipments to capture and share local agricultural practices within and across countries. The development means that each country and respective telecentres and service centres will have adequate capacity to provide sustainable services to local populations. This will result in a strong foundation that will enable national networks for improved capacity to explore and improve their collaboration with international agencies in the area of ICT4 development. It is anticipated that national and regional networks will have been strengthened through better Knowledge sharing in ARD policies implications at local level and improved value chain. ... Originally posted on www.share4dev.info/telecentres

zambian-telecentres-boost-the-youth-in-development-agenda

As a developing country where the youth aged 25 years and below account for 68% of the country’s estimated 11.7 million people according to Zambia Central Statistics Office, 2006 projections. With a rise in population according to the 2010 Census preliminary results, in which the country’s population recorded to be about 13 million, the youth population is also expected to rise. This bottom heavy demographic presents a major challenge with its far reaching consequences on the productive and social sectors of the country. The main problems that youth in Zambia face include poor information flow on issues affecting their own survival and transition into adulthood, limited participation in national development and decision making, lack of quality and adequate and equal education especially secondary, lack of quality, affordable, and easily accessible training, lifelong learning and skills development opportunities, an absence of youth rights, lack of opportunities for their integration into economic, political and social development . Truly, achieving youth in development, requires the meaningful consideration of a youth perspective. A youth perspective means young people are actors and resources in development cooperation. Firstly, through being actors in society, youth gain a voice in and experience and knowledge of democratic processes. This requires bringing together youths from all walks of life, mentor them, provide relevant skills and information so as to help them be informed on several issues affecting their development and that of their communities .It requires helping young people to realise potential and awaken their pro-activeness, as well as engaging them in activities that would help them develop a positive attitude. Secondly, it is important to work together with youths for poverty reduction and a democratic society free of discrimination where the rights of all people are respected, and where everyone has influence on social-economic development. Poverty can be reduced once young people have the opportunity to have an impact on their life situations. Analysing and combating power hierarchies that stand in the way of democratic development based on the equal value of all people is a recipe for a just society which should not be overlooked. Youth in development requires the serious consideration of power and participation issues, young people have the right to take part in decisions affecting them. As a relevance issue, youth and adults together are able to achieve better results, when youth are actors and resources in development cooperation, and when their experience is put to use. Thirdly, lack of skills and access to opportunities, is cause of poverty for many youths. Empowering young people to engage in productive livelihoods is consistent with the first of the Millennium Development Goals, which is concerned with poverty eradication. The ability to engage in a livelihood should also be viewed as a vital life skill and a great contribution to the achievement of goal three(3) of the Education For All agenda- providing young people and adults with access to quality life-skills programmes. Young people should be encouraged to perceive themselves as actors responsible for their own lives. While encouraging independent thought, creativity and initiative, the benefits of collaborative work should be demonstrated among the youth. Improving education for the world of work can help improve the income of poverty-stricken farmers, and many other artisans, provide citizens with more choices in their lives, help alleviate poverty, and help empower individuals who would otherwise be marginalised. It is evident that improving education programs such as Technical Education and Vocational Training can play an essential role in promoting economic growth and the social-economic development of countries, with benefits for individuals, their families, local communities and society in general. This education should accommodate even those who may have no access to regular formal schooling and are also excluded from participating in economic and social life. Youths today would enter a workforce that is vastly different from that of the past generation. Increasingly, they must be able to work in teams that are cross functional and often global to solve complex and important problems that critically affect the world while responding creatively to rapidly changing business landscapes using rapidly evolving technologies. Zambia has been facing a gap between the knowledge and skills needed for future success and the current education system, which, perhaps would be considered to have been designed to impart a fixed body of knowledge rather than initiate a lifelong journey of creative thinking and agile learning. This calls for more intervention by different stakeholders so that adequate and relevant skills and knowledge for the current and future workforce is developed among the youth. In other words 21st Century Skills are needed. These consist of Critical thinking, Creativity, Teamwork, Cross-Cultural Understanding, Self-Direction, Communication and Technology. In Zambia, Telecentres have proved to influence youth participation in development by playing a vital role of providing tools and a platform for 21st Century Skills acquisition, skills development, lifelong learning, collaboration, access to information for social and economic development. Through Telecentres, young people have been also been able to participate in decision making and have become actors and resources in development cooperation.As social media has become popular among the youth, there is a steady and rapid transition in the use of social networks such as facebook from friend finding or reconnection to creative self-expression, debate-especially on political and democratic development issues, discussion on youth issues such as HIV/AIDS, sexual and reproductive health, and self-sustainability. Because of interesting topics and information relevant circulating among these social media, more youths have become active users. This transition as led to more youths exploring social media, thus, finding these platforms useful for learning ,networking, self-expression, collective initiative construction, source of inspiration, self-evaluation, source of information on current affairs. The focus on the search for information for education, health, business and other purposes has shifted from ordinary libraries to the internet, making the youth to be the majority of the users of telecentre facilities. As local learning institutions advance and collaborate with foreign based ones and transform their training delivery, online learning has become popular and Telecentres act as access centres. Access to virtual learning opens doors from the youth to engage in 21st Century Skills Learning, with more open learning platforms becoming useful. As a result of having Telecentres within communities youth have replicated either a single service or a number of services offered by Telecentres e.g. word and document processing, to set up small businesses .In this case Telecentres in Zambia are not only acting as model enterprises but also provide ICT Skills, ICT tools for e- commerce, communication, market search and collaboration with other entrepreneurs. It has proven to be much more advantageous in cases where skills development for entrepreneurs are provided on a one- to -one basis or a group f entrepreneurs rather than in combined classes with others from different fields. Poultry farming is one of the fast growing agri-business beside horticulture in Zambia .Due to high competition dealers are challenged to look for various of methods of preparing feed or pesticide for their crops, as well as the best breed that will ensure their products are much more marketable .Though there are no well established locally developed repository for such information, farmers still take advantage of the readily available information on the internet from other sources. Access to global network on issues that negatively affect the youth such us HIV/AIDS and Human right, Sexual and reproductive health and Rights, improves the knowledge and skills for pro-activeness among the youth. Zambian youths have not been left out in this development and have been participating in these networks, therefore maximising their performance, improving service delivery while increasing impact and participation in on a global voice. Noticeable Youth Activists on difference issues are part of this drive and most of them depend on Telecentres for computer use the internet access. With more Telecentres which have been established in rural and poor urban settings, ICT awareness is growing, with more youths accessing ICT tools through Telecentres. This development is seeing equality among the urban and rural youths in terms of information access for survival and development. Telecentres in Zambia are truly boosting the Youth In Development Agenda. With the development of the Zambia Telecentre Network, more institutions working in the area of youth in development should collaborate with the network so as to enhance their service delivery through ICTs, because it is evident enough that Zambia can achieve the goals of the Youth in Development agenda through the use of ICTs and can actually take advantage of Telecentres, being the access centres housing ICT tools and a platform. Together, let’s consider the youth as actors and resources in development cooperation and foster the establishment of telecentreswhile building the knowledge and skills of other those operating related information access centres and ICT4D acitivities. By Wandila Simon Kamukwape Zambia Telecentre Network -Member Programs Manager –Youth Skills for Development http://wandila.wordpress.com www.i-am-the-story.ning.com

the-trends-role-and-importance-of-icts-in-agriculture-lessons-learnt-from-the-satnetpsaf-ict-medium-forum

The critical challenge in African countries and Zambia in particular is access to information resources and services that add value to the lives of people. Most of the potential of rural African resources and its people still remain untapped. Thus among others, we face several challenges. To contribute to the development of ICTs in southern Africa, Southern Africa Telecentre Network (SATNET ) focuses on supporting innovative activities that would help reduce digital divide, facilitate service delivery to rest of the population. This can only be attained through the use of local based ICT infrastructures; community telecentres. Our expectations are to effectively contribute to the Zambian and Southern African Development Community (SADC) knowledge society as guided by existing Zambian, regional and international policies. Importance of agriculture and its trends in Zambia and southern Africa Agriculture plays a critical role to the economies of Southern African countries. The sector contributes significantly to about 35% of the gross domestic product (GDP) of most SADC member states. In addition, agricultural exports are among major foreign exchange earner, contributing an average of 13 percent to total export earnings and constituting about 66 percent of the value of intra-regional trade. Therefore, Performance of this sector is vital for food security, employment, eradication of hunger, poverty alleviation, and control of inflation thus promoting economic growth and Stabilizing economies For economies such as Zambia, agriculture accounts for about 20 percent of the GDP. Despite the importance of agriculture in Zambia and the region's economy, this sector has been in constant decline during the last decades. This means positive policy performance in this sector is fundamental to achieving some of the Millennium Development Goals (MDGs). Challenges Rural farmers are confronted with major setbacks such as negative effects of climate change, lack of adequate extension and advisory services, lack of access to agriculture finance, rural infrastructure such as roads, and irrigation systems as well as inadequate trade and marketing information systems. However, guaranteed growth in agriculture means offering opportunities for improved livelihoods to the rural communities. Realizing these opportunities require compliance with more stringent policy framework, strategies and regulations, there is an increasing need for the private and public sector to get more involved with emphasis to innovations. In the above circumstances, new approaches and practices as well as renewed commitments to implementing policies are required to resolve some of the challenges to boost farmer production and guarantee sustained income levels. ICTs and agriculture It is important to discuss issues of innovation and applications of Information Communication Technologies within the context public policies in the agriculture sector. On the innovation part, it is important for public and private sector to consider prioritizing ICTs as important tools that could speed up agriculture development in Zambia and beyond. ICTs should not be treated as a luxury to privileged few but treated as critical tools to the people across the country as they bring new ways of doing things and instruments that can reduce farmers transport costs, facilitate commodity trade thereby increasing agriculture production and incomes and contributing to poverty eradicate. Therefore computers, internet, geographical information systems, mobile phones, as well as traditional media such as radio or TV stimulate participation and enhance agricultural value chains. Evidence of the contribution of ICT to agricultural development and poverty alleviation is increasingly available. In the past two decades, the United Nations systems and other international agencies have been involved in projects and policy support programmes to consistently monitor progress on the impact of the use of ICTs in agriculture. Apart from potential contribution to agriculture, ICTs have also demonstrated its contribution to other sectors. It is however currently very difficult for the majority of the population particularly those residing in rural areas to enjoy the benefits of ICTs given its current status in Zambia. The reasons are that reliable ICT infrastructure is concentrated in the urban area. This includes absence of wireless broadband communications in most parts of the country. The telecommunications infrastructure development is currently inadequate across the country; there is poor telephone accessibility, and high rates of access costs. The internet communications is not only costly but also not accessible to most of the rural areas. Lack of access to energy is a common problem among many rural locations. You can hardly access power few kilometres away from Lusaka the capital city. Farmers have to resort to alternative sources of energy such as solar to charge their phones. Though mobile communications have coverage to almost all districts in the country, its coverage is limited to a specific Kilometre radius. The other challenges that have not been recognised by many is lack of ICT awareness, literacy and applications such as the use and what the real value of ICTs are. Looking at ICT developments in other parts of Africa it is evident that the exclusive use of mobile phones is limited due to the nature of the handsets commonly in use. Many rural people prefer to use the mostly advertised handsets costing as less as 60,000 Zambian kwacha advertised by mobile service providers. The cost of so called-smart phones that have provisions for useful internet services and resources are costly and cannot be afforded by many people. In the past few years, government has taken steps in positive changes in the legislation and policy instruments to support ICTs development. There have also been projects undertaken supporting ICTs including community telecentres. There is however a need for the government to scale up and accommodate new development interventions from the private sector and civil society organisations in its approach. ICT policy implementation needs to be speeded up to quickly respond to existing challenges in the ICT sector and warrant achievement of universal access goals. The role of telecentres It is in this regard that there should be more ICT investments in rural areas. The role of telecentres should be put as a priority in facilitating agricultural development in rural Zambia and beyond. Investing in rural telecentres will enable local people and farmers to have access to services and resources. Community based telecentres are better placed to contribute to the resolution of existing challenges, provide access to affordable information and communication, and services provided by the public and private sector. With enough packaging of services, Telecentres could contribute positively to the development of agriculture in the country. What impact would it give for farmers receiving timely and regular information update on extension and advisory services and on potential agriculture commodity buyers via his/her mobile phone or via internet at a telecentre ? What impact would it give to farmers to receive timely weather forecast on changes in the rainfall patterns within his/her locality. And what benefits will it give to the farmers to regularly discuss and exchange information on good practices via a remote conference with another group of farmers located in another region? Or the use of a rural located community multimedia centre to discuss agriculture marketing via live calls. These could be more and several other practical realities that could be applied to contribute to the development of agriculture and improved farmer incomes and livelihoods if investments are scaled up and widely applied. Telecentres provide facilitating roles to agriculture development such as market information access, issues of climate change, and centres for knowledge and information exchange. As such telecentres should be adopted as main catalyst for agriculture development. In Rwanda, the government is working with the Rwanda Telecentre Network to investment in the development of 1000 telecentres country wide to achieve their universal access obligations. In Botswana, a public private sector partnership is in place to up-scale numbers of Kitsong centers (telecentres) in rural areas. And in India, the government is working with the private sector supporting Common Service Centres programme providing E-government services and related agricultural services to a number of Indian states. Through the PPP, thousands of small scale entrepreneurs have access to employment opportunities as they provide reliable services to the India’s rural population. Despite recognized roles of telecentres, they have faced major challenges such as: · Development agencies have continued to establish telecentres without taking into account capacity support and sustainability issues · Lack of technical and management skills in the management of telecentres · Erratic supply of internet connections · Cost of connectivity related to internet communications particularly the cost of bandwidth · Lack of ICT equipment in many telecentres · Lack of localized content to respond to the needs and services of the users · Inadequate Institutional support · Lack of energy affects telecentres located in rural areas · Absence on the use of business models to enable telecentres operate sustainable It is suggested to the actors in the field of ICTs that the following issues should be seriously taken into consideration: · Accelerate implementation of the ICT policy by providing enabling environment to key players in the ICT for development sector. This is to suggest that government should facilitate speed policy implementation processes by adopting Stakeholder Engagement Approach (SEA). This will help government, private sector and civil society organisations to identify and effectively implement and monitor key projects in the ICT4D sector. SEA will encourage transparency in the application and implementation of key projects as well as application or deployment of the Universal Access Fund. · Provide incentives to communications companies having exclusive investments in rural areas by either providing exemptions in taxes and licensing systems · There is a strong view to propose the existence of community internet infrastructures where these should be concentrated in major rural agricultural centres · E-Government programme is a subject of concern where there is a need for government for a regular update for the people to know on its status and its roll out. · The cost of bandwidth is currently too costly and has a spiral effect on the local economies including farmers Government should pass resolution to consider ICTs as a cross cutting issue and enable internet communication as a human right. · To contribute to the development of internet communications and reduction of costs of internet rates, there is a need for the private sector to consider the importance of domestic Internet traffic exchange. It is important for Internet exchange points among key players in the internet communications o Local operators can significantly reduce their international transit costs by exchanging traffic locally o The emergence of a local exchange also reduces barriers for emerging firms in the local market . The establishment of Internet exchange Points (IXPs) at national and regional levels · Challenge to the private sector to come up with innovations that will impact positively to investments in the ICT sector Inspired by the Southern Africa Telecentre Network and Panos Institute of Southern Africa Media Forum on the Role of ICTs in Agricultural Development , held in Lusaka Zambia , October, 2011 www.satnetwork.org www.panos.org.zm .... Originally posted on www.share4dev.info/telecentres

convergence-of-radio-and-icts-in-agricultural-development-a-panos-institute-southern-africa-success-story

This success story is based on the presentation made at the Southern Africa Telecentre Network and Panos Institute of Southern Africa Media Forum on the Role of ICTs in Agricultural Development . The success story is based on Panos experiences in implementing radio/ICT initiative in Zambia in particular Kasempa and Itezhi Tezhi districts under a programme supported by Common Market for East and Southern Africa (COMESA) Regional ICT Programme. In this case Convergenceis used as enshrined in the Zambia ICT Policy as culmination of traditional services in telecoms, online media, broadcasting and information technology into platform and services making the ICT sector. Radio as tools for development Radio offers the best opportunities for the dissemination of information to rural communities.With a wide coverage of radio accross Zambia and the availability of easy to operate, portable FM radio gadgets which can be used with disposable batteries, more people from low income, and rural areas even without the electricity grid can use these radios to access information on various issues. The main radio broadcaster in Zambia is the state owned Zambia National Broadcasting Corporation (ZNBC) . However ZNBC has limited coverage. With the existence and emerging of more community radio widely placed in across various corners of the country, more people in rural areas have access to radio. Thus Community Radio compliments ZNBC but lack capacity to generate relevant development content away from locality that communities need. Recent development thinking has been based on the assumption that markets work well enough to ensure development and alleviate poverty. The growing understanding of information constraints suggests that markets alone are often inadequate; societies also require policies and institutions to facilitate the acquisition, adaptation, and dissemination of knowledge, and to mitigate information failures, especially as they affect the poor. This therefore calls for among other things, more effective ways of ensuring the development or generation of relevant development content for the local commuties’ development information needs. The integration and adapting of ICTs (e.g. internet, radio, mobile telephony) to radio stations offers solutions to accessing valuable development content. It is at this point that convergence of radio and ICTs proves to be imperative. The convergence process The convergence process starts with Community radio stations used as an entry point. The next stage includes the establishment of telecentres within the radio station and equip them with internet, mobile telephony,satelite dish, printers and other relevant tools and technologies. Once the radio station is merged with the telecentre, the radio station uses the tools and technologies of the telecentre to generate relevant content for the community on agricultural issues such as weather patterns, commodity prices, farming practices , agricultural research for development results and other relevant information that is packaged and aired on the radio station. Radio stations can also package publications, in local language, using relevant content generated through browsing the internet. Community participation Meanwhile, establishment of information centres provides opportunity for communities to increase exchange of information and knowledge between different stakeholders. To facilitate community participation communities are organised around Radio Listening Clubs(RLCs) and equipped with radio sets, voice recorders and mobile phones. Through RLCs, communities listen to radio programmes,record their perspectives and text or phone in to live radio programmes of agricultural interest. Communities can suggest, using mobile phones, topics for discussion on the radio station . RLCs can also access, using a text messaging facility, the Zambia National Farmers’ Uunion trade information/agro market platform on commodity prices. Opportunities and Challenges of the Radio and ICT convergence The opportunities for and challenges to radio and ICT convergence include the following Opportunities: Diverse community media/radio stations Public Private Partnership framework is in place: Support and partnerships are led by Zambia ICT Authority ,Internet Service Providers and Mobile phone Network Service Providers,and National Agriculture Information Services and Radio Farm Forums. Rural farmers’ communities contribute about 80% of Zambia’s food basket. Scope for partnership: Pan African Radio Platform and Southern Africa Development Community- Community Media Network platforms Challenges: Most rural areas, e.g Itezhi TezhiT and Kasempa are not served by major Internet Service Providers. Cost of setting up VSAT Links are prohibitive for rural communities. Some rural areas, that are potential agricultural hubs, are still not connected to the mobile telephony grid. There is still digital divide between rural and urban settings. Future plansto enhance convergence However, Panos Institute of Southern Africa has plans to enhance convergence, and these are as follows: Creation of a community Media network in SADC. Plans focus on the need to strengthen access to development content through networking all community media using an online portal. The Portal will store development content on agricultural needs, experiences etc. and supported by other content on development and relevance of community media in the region. The Project will initially start as a pilot(Zambia)before going regional. And the Commissioning of the Pan African Radio Platform aimed at: Enabling African community radio stations to better provide citizens with information about critical development and public interest issues that affect them, and provide a venue for channeling information about development policy decisions from underserved communities to policy decision-making and economic centers. About PSAf Panos Institute of Southern Africa (PSAf) is is a regional non-profit, non-governmental communication for development organization. PSAf use innovative methodologies to engage the media and other key stakeholders to ensure that the development agenda is shaped and driven by the most affected members of Southern Africa’s communities. PSAf was founded in 1996 as a branch of Panos London, and became an autonomous institution in May 2005. The regional office is located in Lusaka, Zambia, and satellite offices are in Johannesburg, South Africa, and Maputo, Mozambique. PSAf works in 12 Southern African nations, namely, Angola, Botswana, Lesotho, Madagascar, Malawi, Mauritius, Mozambique, Namibia, South Africa, Swaziland, Zambia, and Zimbabwe. PSAf is part of a Global Network of independent and autonomous Panos Institutes based in London, Paris, Canada, South Asia, Eastern Africa, West Africa, and the Caribbean. PSAf work to ensure that information is effectively used to foster development by empowering communities to shape their own agenda. PSAf particularly focus on amplifying the voices of the poor and marginalized. We do this through: Innovative communication approaches Working with mainstream and alternative media Interfacing development actors and local communities Providing platforms for informed debate and voice SATNET: www.satnework.org PSAf ...Originally posted on www.share4dev.info/telecentres

Access to information at the door steps; the story of Nteletsa 2 Telecentres in Botswana

Introduction: The blog is a collection in a series which are part of the Study Tour which Zambia Telecentre Network selected team of Four undertook to Botswana in August,2011,with support from Southern Africa Telecentre Network to learn and exchange the use of ICTs in the country and its connection to livestock and agriclture. Nteletsa is a Tseswana word that means ‘call me’. The Telecentres are deployed as a public private partnership project between the Ministry of Technology and Communication and Mobile phone network operators Botswana. This initiative is part of the government’s effort to achieve rural access to information as part of the universal access agenda. Under the department of Telecommunication and Postal services , the government of Botswana have developed an innovative approach to respond to the high need of information for survival and development among the rural population of the country who are mainly livestock farmers. The information centres are deployed in different villages around the country under two models. The Kitsong Centres and Nteletsa 2 telecentres respectively. Kitsong centres are operated by the Botswana Post where as the Nteletsa 3 telecentres are deployed by a partnership of mobile phone network operators Mascom, Orange and Bemobile. After deployment , the Nteletsa 2 Telecentres are managed by the local village community through the Village Development Committee. This gives the local community a sense of ownership as they work towards the succesful operation of these telecentres. The Sikwane Nteletsa 2 Telecentre, located in Sikwane village a low populated village of Kgatleng District, manifest how these centres are truly achieving access to information for rural people in Botswana. Housed in a 20 fit specially designed container and connected to electricity, the telecentre has four desktop computers, a printer, fax machine, photocopying machine, and connects to the internet through a 3G router. Three local people works in the telecentre of which two of them are youths. The telecentre provides services such as document processing which includes typing, printing and photocopying, fax, mobile phone air time recharge cards and SIM cards,phone charging, and internet services. During working days and saturdays, the telecentre is open for about8 hours a day, giving more hours of access to the local people. Like other Nteletsa 2 Telecentres in the country, Sikwane Nteletsa 2 Telecentre is facing a number of challenges especially sustainability as very few people walks into the telecentre to access services. The major economic activity in the village is livestock farming. Villagers have herds of cattle, goats, sheep and donkeys. Upon entering the village one would not doubt that this is yet another home of livestock farmers. The majority of the population are elderly people as youths have migrated to the cities to seek employment and work from there. It is clearly noted that Nteletsta 2 telecentres need to diversify in the delivery of services and products with a focus on the information needs of the villagers if more users have to be attained and to increase revenue as well as fully utilise the infrastructure. Considering the fact that the majority of the village dwellers are livestock farmers, agricultural research practitioners and extension support officers need to work together with the Village Development Committee and supporting partners to develop content and information services relevant to the economic activities of the villagers, in particular livestock. These partners can meaningfully engage in providing information services which would supplement the other modes of support which vet nary extension officers as well as research practitioners could have already been offering. Nteletsa, truly on the right track to achieve rural access to information for survival and development. ....Originally posted on www.ypard.net

Mobile Learning;Lessons learnt from the eLearning Africa 2010

As mobile phones becomes cheap and accessible by most people in society , it has become the most preferred mode of communication for many .However, the question of how mobile phones can add real value to the student’s learning experience becomes a concern for many .The varied components needed to ensure an appropriate educational design was the main focus of discussion in this session .Applications to new devices and the better use of existing tools were shown during this session. The session was chaired by Richard Niyonkuru,M & E Advisor for ICT ,Ministry of Education ,Rwanda. John Traxler ,Learning Lab ,UK gave the first presentation entitled Learning with ‘Appropriate ‘Technology : PC Labs or Mobile Phones . In his presentation, the speaker stated that It is important and urgent to debate and discuss the issue of ‘development’ in relation to e-learning and the issue of ‘appropriate’ technology in relation to e-learning, and especially to debate and discuss these issues in relation to each other. One specific reason for this debate and discussion is that we need much greater clarity about the perceived tension between those e-learning strategies based on near-universal ownership of mobile devices amongst potential learners on the one hand and those e-learning strategies based expensive large-scale installations of static institutional networked desktop computers on the other. This discussion is also important because it is also a discussion about the balance between the individual and the institution, the community and the corporate, the bottom-up and the top-down and it is vitally important to the issue of sustainability. In his presentation , he emphasized that the social and economic status of a community or the target should always be considered in the design of training , development of software and selection of technologies that are appropriate to deliver the training . He said that mostly the training is designed in terms of software and hardware for developed countries and is adopted without an adjustment and expected to be applied to developing countries without re-considering the mode of delivery that would fit the technologies affordable by the target and or without a proper deployment of the necessary technologies and cultural consideration of a particular target .Therefore, there have to be appropriateness , and sustainability in the design of these systems to ensure the intended benefit is achieved . The second speaker was Paul Birevu Muyinda ,Makerere University ,Uganda with a presentation entitled A model for mobile learning adoption and implementation in Africa (MLAIMA). In his presentation , Mr.Munyinda , stated that handheld devices and internet are presenting unlimited possibilities , in Africa handheld devices such as mobile phones are more pervasive than PCs.He further stated that Africa has 5.4/100 PC internet users as compared to 28.49/100 mobile cellular subscribers (ITU,2007).Mobile phones are supplementing PCs in many ways, more so , eLearning is being supplemented by mLearning . He said that M-learning allows access and learning at anytime and at any place and is expected to have a rapid growth in African institutions . Mr.Munyinda stated that the statistics are good for M-learning to take place but there is limited understanding on how to adopt and implement it. Mr.Munyinda said that the concern of what are key issues for African countries to adopt and implement M-learning animated their need to conduct a research and come up with a model for the implementation of mobile learning in Africa . Some of the results of the research that he stated are that , M-learning can provide ubiquitous student support especially to distance learners with limited or no conventional learning .He further stated that as eLearning facilities can not be used as a stand alone , supplement conventional ,distance learning models . However , eLearning as well as mLearning are not understood by many and therefore raising a need for mindset orientation , re-engineering conventional E-learning practices , fully integrate the use of mobile phones in learning while advocating for and building awareness and capacities of learners and learning providers . Meanwhile , Mr.Munyinda emphasized that policies should be revised , so that students are all levels should be allowed to use mobile phones in school if we are to support M-learning . The third speaker was Petrus Venter ,University of South Africa with a presentation entitled Online forums and mobile phones ….. Can these really drive student performance? The speaker stated that Computers, multimedia and mobile technologies are at the forefront of the education environment. Educators are required to find and apply innovative ways to reach their students and to incorporate technologies into their course offerings. He cited some of the modes delivery of distance learning as correspondence, multimedia, telephone, flexible and intelligent (mobile phones used). He said that each one of these can be beneficial in a way but that concentration would be on whether mobile phones can drive student performance or not. He further stated that M-learning focuses on functionality and mobility , though the provision of education and training becomes a challenge due to limited functionality of mobile phones .He also said that there need to understand the difference between E-learning and traditional learning . However, he stated that E-learning combined with M-learning can be so beneficial and deliver recommendable results. Some of the benefits are: M-learning is more accessible, cost effective, immediate, convenient and reliable and synchronous. “It is not technology with inherent pedagogical qualities that are successful, but technologies available.” Keegan (2005) He further stated that online forums allows students to chat , participate in threaded discussions ,read and post blogs , this which help them to express their views , learn from others ,creating a better platform for knowledge sharing .Digital immigrants engage in several modes of online forums , print out emails , and digital natives have hypertext minds , use short attention spellings and focus on tools they use . This makes them to be motivated , highly value their education and increase their performance . The speaker went on to highlight the results of their research. He said that their research indicated that the communication channels most valued by students, in order of preference, are: 1. Contact with lecturers via the myUnisa online student portal; 2. Mobile phone text messages received from lecturers; 3. Contact with other students via myUnisa online discussion forums; 4. Email contact with lecturers; and 5. Personal contact with lecturers. He further presented the impact of online discussion forums and text messages as follows Online Discussion Forum Software developers have responded to the need for synchronous and asynchronous collaboration between students and lecturers. Within Unisa, online forums are enabled through the open source learning collaboration platform Sakai, known as myUnisa. The discussion forum is only one of several tools available. Online forums are used to facilitate discussions between students and lecturers, and between students The majority of the topics were initiated by the students themselves (78%). This is different to the experience with undergraduate students, where discussions tend to be initiated by lecturers. Many of the postings offered responses to questions by other students. What was remarkable is the fact that students created their own support units within the forum. While online discussions are popular with students, and highly valued by them, the relationship between online student-to-student communication and student performance is not particularly clear. Text messages Bulk text messages (sms) were used to notify students about new discussion topics on the online forum, changes in course matters, reminders about assignment due dates and motivational messages. This form of communication was initiated by lecturers. E-mail is also highly used, although this was one-on-one communication, typically initiated by students. At this stage, statistical results (see figure 1) appear to support the notion that students benefit more from electronic communication with lecturers than from student-to-student communication. In conclusion, the speaker stated that their answer to the question if online forums and mobile technology drive performance appears to be affirmative, and they confirm that the use of online forums should be a planned event and not just left to chance for the students to initiate. In reflection, have the following recommendations: It is important to encourage participation in the online forums by notifying students when a discussion is started. They found text messages to students to notify them of new discussions very valuable. Secondly, provide regular feedback on the forum. They have found that students often wait for the reassurance from the lecturer that they are on the right track. It is also important to address the student questions posed on the forum. For example: “Please could you advise me on my answer to this question, posted 06/10/09, please could you also tell me if I need more to the answer or less??” Thirdly, give praise where it is due, albeit for answering a question posed on the forum, or for peer collaboration – we have had several cases where a student assists a fellow student on the forum, without the intervention of the lecturer. Text messages are a valuable communication medium. However, the number of characters that can be used is 150. They e have learned the importance of always including the course code in the message. It is also useful to plan text messages in advance and to send these at regular intervals. The idea is not only to use it to communicate changes in assignment due dates or exam criteria, but to use it in motivating students during the semester. The fourth speaker was Niall Winters, London Knowledge Lab,UK , with the presentation entitled Veterinary Training with Mobile phones : A case study from Zanzibar . The speaker started his presentation with citing how learners use mobile phones , such as to actively create content e.g. images ,video,audio , be in constant communication with friends and their wider peer groups , and this technology is always with them unlike desktop computers .He further stated that mobile phones are not being used for disseminating content , but being used by learners as a tool for data collection , content creation ,communication , while leveraging the affordance of the device . This helps them to be 21st Century learners Some of the benefits in terms of tutor perspective on student learning are : tutors use this as a window on where students attention was , recording the process of reasoning skills development for each student . He further stated that mobile phones are high contributing in making ICT4D a reality, by providing a dual approach, building local capacities in Africa, highly supporting eLearning, building awareness on global issues e.t.c. The fifth Speaker was Maja Braun, Deutsche Welle Radio, Germany , with the presentation entitled Learning by ear on the go-mobile edutainment for Africa. In her presentation, the speaker stated that Deutsche Welle is delivering informal learning to the African communities through radio . She said that the programs delivered through this initiative are both educative and entertaining as well as authentic .They are educative and entertaining in the sense that they are in an educative and entertaining format radio dramas delivering information , and are authentic in the sense that they are authored by Africans , edited by Deutsche Welle and produced locally . The topics include : politics and society ;political participation ,economy and environment ; climate change ,health and social issues ; malaria , general knowledge ; African history . She said that these are distributed through several channels through short wave where there are listeners , others receive mails and SMS as a way of discussing programs , also delivered through partner stations on which also theatre competitions are done and through the internet ; the programs are downloadable cab be discussed through email . The mobile application is that these are compatible , usable, low budget , simple navigation and is in form of compressed data. http://www.dw-world/l.de This clearly shows that mobile phones should used together with other ICT tools to yield better results in eLearning...... ... Originally posted on www.telecentre.org

Flexible Learning: From TVET Policy to Skills Training Practice ; Opportunities for Telecentres

The Fifth International Conference on ICT4D ,Education and Training , E-Learning Africa 2010, took place in Lusaka, Zambia from 26th to 28th May, 2010 . eLA is the largest gathering of eLearning and distance education professionals in Africa, enabling participants to develop multinational and cross-industry contacts and partnerships, as well as to enhance their knowledge, expertise and abilities. As one of the relevant events at the conference ,the WVS-Representative attended the 4th African UNESCO-UNEVOC TVET Summit: “Flexible Learning: From TVET Policy to Skills Training Practice”, which was led by UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training ,Common Wealth of Learning and German Federal Institute for Vocational Training . The event took place in the Main Hall from 09:30 to 16:45 Hrs . This year’s summit was planned to have two main elements: The adoption by TVET institutions and skills training providers of: 1. A technology-supported, blended curriculum strategy 2. An innovative, cooperative programme for vocational orientation and initial vocational training in sport stadiums (related to sports facilities management). However , only element 1 (A technology-supported, blended curriculum strategy) was accommodated . 1. Blended Learning in TVET. To investigate what is meant by blended learning in skills development and how it has the potential to improve the quality of learning and teaching. Blended learning teaching materials and approaches can be used to support initiatives that improve institutional flexibility and access. We advocate that a long-term strategic focus to mainstream blended learning supports a broad range of TVET policy aims. Blended learning is not wholly dependent upon a sophisticated eLearning technology infrastructure. The workshop examined those things that can be done differently using a combination of existing or easily developed resources alongside required organisational changes; effectively linking policy with practice. This does not infer a wholesale transformation, but is an attempt to combine teaching quality improvement and, at the same time, improve access for under-represented groups e.g. the informal economy workforce. Participants had to identify possible barriers to introducing technology-enhanced programme delivery and discussed the change management processes required to move an institution towards more blended flexible learning approaches and what local strategies could be most effective The summit targeted any TVET policymakers, institutional managers or teachers.While the audience was anticipated to be those who are interested in the use of technology to enhance quality and introduce more flexible approaches to skills training in technical and vocational subjects.Expected Outcomes were Knowledge shared, innovative initiatives featured and discussion stimulated on flexible learning approaches to TVET in Africa. The Summit. The Summit was Co-Chaired by Ms Alison Mead Richardson ,Education Specialist –Skills Development ,Common Wealth of Learning (COL) and Mr. L. Efison Munjanganja,Officer in Charge ,UNESCO-UNEVOC International Centre. The Welcome statement was made by Mr.Saul Murimba , Director of Vocational Education and Training , Ministry of Education ,Zambia and the TVET Summit overview was presented by Ms Alison Mead Richardson ,Education Specialist –Skills Development ,Common Wealth of Learning (COL). In his opening statement ,Mr Murimba from the UNESCO Office in Harare set the scene by talking about the importance of TVET. He emphasised that unfortunately most TVET systems are outdated and there is a lack of professionalism therein. Equipment and curricula are outdated. Teachers do not have access to and benefit from research. Yet TVET is being seen as the engine of sustainable development and has been adopted recently as one of the 8 priorities at the meeting of Ministers in Kinshasha. Hence the reason for TVET reform in many countries. Amongst the strategies of the reform is the use of ICT in TVET. The example of Malawi was quoted as an effective system making use of ICT by private sector. He appealed to member countries to promote open access to knowledge. Keynote Address : Employing the UNEVOC Network ,e-Forum and online services to develop and improve TVET. The Keynote Address : Employing the UNEVOC Network ,e-Forum and online services to develop and improve TVET was presented by Mr. L. Efison Munjanganja,Officer in Charge ,UNESCO-UNEVOC International Centre . In his keynote address , Mr. Munjanganja, emphasised flexible learning and how it evoked technology, access,opportunities to learning, better employment opportunities. This is in line with SADCcountries objectives that want to be competitive globally and calls for rethinking of TVET on main agenda as exemplified by papers and strategies in various conferences.Many advantages of ICTs as connected to flexible learning were spelt out. For instance, it could extend capabilities and are characterised by learners taking centre stage. It helps toteach larger and diverse group. However, the challenge is how these advantages can become real in technology poor TVET countries. He also talked about the different appellation of flexible learning. However, he pinpointed blended learning characterised by learners taking centre stage, amongst others. Then he mentioned the different services offered by the UNESCO‐UNEVOC as part of the vision of the UN. Various services mentioned Mr. Munjanganja also emphasized on the readily available e-forum and online services that can be accessed and utilized by any TVET practitioner around the world for free , simply by signing up using a simple online form . Some of the services mentioned were the : (i) UNESCO-UNEVOC e-Forum ,which is a mailing list on TVET issues for individual TVET experts from around the world and was started in 2000. He gave examples of issues discussed as : • Curriculum revision and redesign • TVET reform in different countries • Evaluation and assessment of work-based learning e.t.c (ii) TVETipedia – An Open TVET Portal • A new online portal for the exchange of information on TVET. • Based on easy-to-use ‘wiki’ technology (like wikipedia ) • TVET experts worldwide can create accounts and add/edit content • Quality is assured by UNEVOC editorial team. He further stated that UNESCO-UNEVOC International Centre assists and facilitates the acquisition of skills and knowledge to innovate TVET ,uses various modes of learning and action , and through it UNEVOC network ,E-forum , several online services enables individual learning and learning for others , and opportunities for joint knowledge creation. Innovation and technology : from policy to practice Presented by Mr.George Herd of Common Wealth of Learning , this was one of the fascinating segment of the Summit . He started with an overview of the Common TVET Policy themes , and proceeded to present evidence on how effective and efficient the delivery of TVET could be once ICTs are incorporated . Evidence raged from efficiency to increased performance and job creation , to rise in grade and gain of teachers’ time reducing on the costs . Mr George Herd gave a detailed framework from high level policy to implementation.Evidence from different countries (UK, USA and Australia) was spelt out. The example of UK where more than 52,000 participants moved from Grade D to C in science as a result of ICT support was mentioned. He further highlighted the availability of resources that would support the integration of ICT into TVET delivery . Some of the resources mentioned were (OERs) Education Resources , web 2.0 technologies ,(FOSS) Free and Open Source Software , Mobile applications , the cloud ,Social networking , development partners e.t.c The speaker proceeded to highlight more about Flexible and Blended Learning . He mentioned and emphasized the need for learners to have a flexible choice of where and when to learn , while having collaborative classes , forums , study , mobile , online , leveraged by (LMS)Learning Management System which are led by group facilitators as blended learning . However,he said that flexible learning and blended learning should be supported by flexible institutions . By saying so , he further stated that institutions need to find ways of adopting the use of eLearning . There after , he rose questions of how institutions are going to adopt and how policy makers are going to make sure that institutions adopt and adapt. In response , the critical issue of agile teachers and institutional strategy were raised . Agile Teachers : Teachers need to be trained through a continuous capacity building initiative for managers and teachers to adapt to this change , which can be achieved through a Continuing Professional Development initiative. In an institutional strategy , there should be a consideration of quality improvement agenda , which includes ICT access , efficiency ,equity , relevance and entrepreneurship , where we have to use ICT as a vehicle . A Quality Improvement Agenda In a quality improvement agenda the following issues should be noted : • transforming ‘work ‘ in TVET • Institutional change programme • Flexible , service culture • Entrepreneurial institutions However, it should not just be about technology , but institutional development should also be emphasized . More so , two elements should be considered : i. Learning and teaching - Learning and teaching should be agile, flexible - based on evidence informed practice - learning reflecting the world of work - Learning how to learn – the traditional classroom is not good for teaching learning how to learn. ii. Policy makers and Development partners • They should focus on quality improvement through ICT • Long term sectoral view • Their should be Collaboration networks among institutions –institutions can not do this on their own • Their should be National Support Agencies • Their should be change management and sharing of best practices • Institutions should target the pioneers and early adopters and build capacity from within • Their should be TVET Advocacy , institutions should communicate and build the image of TVET . • The government ministries should support others to implement TVET In conclusion the speaker said that when we are using ICT in TVET,then we are standing up. ICT for TVET teachers professional development in Africa. The morning session ended with the presentation of Mr Engida from UNESCO, IICBCA who talked about the importance of integrating technology and pedagogy in the training of teachers. He also presented the UNESCO toolkit that has been tested in different countries and underlined the necessity for gradual development of teachers from emerging, applying, infusion to transforming stage. The way forward mentioned was that no single agency can tackle all these areas and there is a need for a strong and sustained partnership approach. Flexible Skills development initiative Presented by Ms. Alison Mead Richardson ,Education Specialist –Skills Development ,COL , In the afternoon, Mrs Richardson started by introducing the Commonwealth of Learning and the “raison d’étre” of flexible skills development initiative (FSDI). She mentioned that the initiative enhances the efficiency by using ICT to improve administration, increase access and quality. She also talked about the various components of FSDI and emphasises once again on the importance of engaging development partners in FSDI. The example of COL and E Forum working together was coined. The presenter mentioned and explained different skills development initiatives that the Common Wealth of Learning is offering .These include the International Computer Driving License equivalent program .Further more , she announced the commencement of the self-directed online course in flexible and blended approaches to technical and vocational skills development –FaBTVSD-starting in June 2010.TVET policy makers and institutional managers interested in participating in this course are requested to forward their details vial email to COL. Using ICT to improve quality and access in TVET : Group work and Reports This was presented by Ms. Alison Mead Richardson and Mr.George Herd ,COL. The promise of ICT in TVET is the potential for : - Increased access - Improved quality - Improved efficiency How can this potential be realized ? This was set as the basis for group discussion , thus the participants were devided in three (3) groups and were asked to discuss the following questions . i. How is flexible learning dealt with in your national policy ? ii. What does flexible TVET look like in your institution in 2020/ iii. What needs to happen in your institutions to realize the potential of ICT in TVET? The outcomes of the 3 workshops were as follows:‐ Group 1: Q1 • There are varied levels of TVET in various countries – for some it is there and for others it is not – ICT is used generally but not specific to TVET • Many countries have started positioning TVET • Many countries are integrating ICT in the education policy • Some governments are ready to fund the implementation of TVET policy • Others are doing consultation for national policy reforms Q2 • ICT literate vocational trainers • Implementation of asynchronous, home based class for learning • Availability of user friendly materials, appropriate materials and equipment • Improved accessibility to TVET through improved bandwidth at appropriate cost • Digitised relevant content/material • Empowered TVET goal orientated trainers • Online and continuous assessment and evaluation • Competence based assessment assisted by TVET • Gender mainstreaming that is supported by TVET Q3 • Avail ICT facilities and infrastructure • More investment in TVET • Invite all stakeholders such that TVET is made relevant to all who need it • Devise appropriate technologies to enhance TVET eg low energy consuming technologies • Community sensitisation • Lobby for political will to support and implement TVET • Establish a strategic implementation plan for TVET • Harmonise stakeholders • Clear development road map • Accredited and standardised certification • Continuous monitoring and evaluation Group 2 Q1 All members confirmed that there were national policies to support flexible learning and more specifically ICT in education sectors. The group identified both the progress made and challenges in the implementation with regard to national policies. Progress included:‐ • Increased funding for computers at learning institutions • Increased access • Some training of teachers in the use of ICT • Increased flexible delivery Challenges included:‐ • Lack of harmonisation of policies in making them relevant to all institutions • Instrumentation for implementation is weak • Change in the mindset of management as well as educators is slow • Marginalisation of learners because of geographic and socioeconomic status • Failure of policies to cascade to grassroots level Q2 The following initiatives were identified in the group’s vision 2020:‐ • Recognition of formal, informal and incidental learning • Harmonisation of TVET and ICT policies • Policies to support independent and self directed learning • Improved infrastructure (country wide access to broad band) • Virtual classrooms • Increased use of technology in every aspect of the teaching and learning process: research, curriculum design, delivery assessment and evaluation • Continuous research and teacher development • Use of a variety of media in the teaching and learning process eg tv, radio and cell phones • Convergence of technologies • Closing the divide Challenges included:‐ • Aligning delivery to technology • High cost of access creating a barrier to universal access • Inadequate government support • Ensuring quality standards Q3 The following recommendations were deemed necessary to realise he potential of ICT in TVET:‐ • Revise methods of delivery and content of curriculum for teacher training • Respond to market and labour needs • Align curriculum to national human resource strategy ad to technology • Introduce a mixed model of training in order to open access, reduce cosy, improve quality and to establish a culture of learning to lean • Strengthen linkages with private sector • Introduce a shared training environment eg multipurpose facility • Introduce the use of simulation especially in raining environments • Collaborate with experts • Decentralise training and make it relevant to the economic activity of the specific region • Optimise the use of current resources • Sensitise media houses t use some of their time for educational and development programmes • Develop communities of practice • Engage in advocacy to elevate the image of TVET • Leverage on access stories to motivate teachers and learners Group 3 Q1 • ODL Policy • Learnership scheme • One authority for TVET • Standardisation • Service Learning • Labour Market Q2 • More coordinated TVET • Uniformity in TVET • Accessibility • Use of ICT • Quality in TVET • Relevance • More inclusive • Improve image of TVET • Staff development in TVET Education and use of ICT Q3 • Need TVET Authority • Need for open Policy • ICT infrastructure will be in place • Capacity building such as:‐ • Training of Trainers • Training of Manager • Training of Policy Maker • Developing of ICT Experts • Curriculum/Training Materials • Regular reviewing of the curriculum • Relevant programmes at school level • Partnership (public/private) • Adequate budget allocation for TVET In conclusion, flexible learning and blended learning needs a new mindset and cannot be implemented in isolation. Various partners need to be engaged if it is to be successful. This creates more opportunitkies for telecentres as they can provide various ICT tools to support flexible and blended learning. This is a food for thought for all telecentre operators to consider actualising this. ...Originally posted on www.telecentre.org

A redefined Youth African Image

Dear All, The time has come and the opportunity is here to speak out. To tell the story that Africa’s youth is not some black NGO statistic or sad clip on the international news. We are Africa’s youth: brilliant, determined, innovative, and ethical and the foundation of a new Africa. This is a redefined African youth image. We will take our stories of hard work and resourcefulness to the streets, we will take them to the World Wide Web and the world will hear us roar. That is “I am Africa. This is my story…” http://www.i-am-the-story.ning.com Every African youth has a story and is worthy of telling it. Every African youth has a story worth listening to. Millions of African youth from all levels of society, tribe and religion have a history, challenges, purpose and a future. African youth, You have the right, freedom now an opportunity to tell to the world who you really are. As African youth, you have the right to tell the story the international press has failed miserably to tell. African youth are bright and shining stars, hard workers, resourceful, faithful to families and the foundation of Africa’s future. There is no story greater than another. A young single mother who puts food on the table is as honorable as one getting a medical degree in the UK. Everyone plays a role in the story that is Africa. Young man, young woman! Think of the great stories you have heard in your life. Some may be from an expensive Hollywood movie or a TV show. The best ones are when someone you know opens their heart and tells you about their life. It is sharing something important with a friend, it is personal and real. When great stories come from the heart and soul, something inside of us changes. Great stories also seem to be about someone overcoming the odds of failure and oppression to build something positive and new. When we hear a great story, we secretly cheer the storyteller on; we honor what they have done. When someone tells a story about their life it is powerful, because it is real. Like lighting a candle in a dark room, a story brightens our life with hope. The story breathes life into our hearts and encourages us to keep on going when things seem impossible. Great stories inspire people to do new and innovative things. We listen, watch, learn, and then build something even better. When an African youth succeeds, all of Africa succeeds. When an organization helps one African Youth transform their life, they have helped all of Africa’s youth transform. When you look at all of the amazing stories African youth have achieved together we witness the oneness and the promise that is Africa’s future. That greater collective story must be told. Deeply touched, Richard, CEO of Chrysalis Campaign Inc. once said, “Every time I have worked in Africa taking photographs, writing, or working at missions, I have been asked by orphanages, business owners, teachers and youth raising families, ‘Please tell our story.’ It always breaks my heart to hear this, because there are so many stories to tell.” When chatting, Richard and Wandila Simon an African youth, realized that they could empower African youth with the free resources to tell their stories to the entire world. Now the idea is being realized, with the help of UNESCO, with a YouTube channel and the African youth community. African youth and supporters are the heroes, and they deserve the recognition and fame. An educational, cultural and business opportunity for African youth to have an international voice in a constructive way. For African youth to have a way to educate one another into a new future. To encourage diverse African communities and organizations to work together and show the world that African youth are worth investing in. “I am Africa. This is my story…” was born, and this is what it is. The first reason for this contest is that we want to teach African youth how to acquire the resources in the world through the Internet. The second reason is for Africa’s youth to learn how to work and trust one another to achieve personal, family, community and country transformation through intelligent, ethical decisions. It is to encourage one another when things seem impossible and difficult. Seeing and hearing the testimonies of our brothers and sisters encouraging each other to take another step, show that the impossible can become possible everyday. Together you are Africa and this is your story. Only you can tell your story, but we can help with: 1. Free social community and YouTube channel. 2. Free customizable web page. 3. Free training materials on how to tell a YouTube story. 4. Free certificate and chance to win a new laptop. 5. Materials on how to find people who will help you. Just publishing your story makes you a winner. It makes you a part of the greater story that is “I am Africa. This is my story...” The internet and social media today is a great tool for agricultural development, by means of improving information communication and management, and knowledge management. This gives life to the concept that knowledge of farming is equal to prosperity; where as lack of knowledge of farming is equal to death. As organisations working with African youth, there are so many ways in which you can help the youth of Africa to tell their story. Secretly you have always wanted to tell the world what you do, now is your chance. Storytelling in Africa is the greatest of traditions and the impact of Internet social media is our youth’s greatest gift. We have joined forces with UNESCO Power of Peace Network to not only provide youth with a free storytelling curriculum but free software tools as well. This contest will grow your business with free marketing and training tools. Imagine your local community seeing their own story on the global Internet. This a grass roots movement of African pride. As a development organization, this program is designed to not only tell the story of your organization’s work in the life of a single youths life, it will help grow your business. You can submit from one to hundreds of your clients’ videos on YouTube. Your organisation will also have a free private web page viewed by people throughout Africa and the world. You will receive free training and publishing tools that can add services that you can use to help students and NGOs with the contest. Each African youth digital story YouTube video is a powerful statement of determination, leadership and positive ethics. Not only do African youth and businesses need encouragement in the future of Africa, but the world needs to hear about it as well. This educational contest is unique and exciting because the smallest orphange to the largest NGO will all be on equal ground telling how youth are being transformed. It represents not only a united voice for African youth, but a united voice for those who help and work in Africa. It will show that Africa’s people are remarkable and worth investing in. When you help an African youth tell their story of transformation and success everyone wins. The world needs to know what they are capable of. There is a myth in the press “That we report on the world, not shape it.” That may have had some truth in old TV and print, but it is a myth on the Internet today. This Africa-wide YouTube contest for youth called “I am Africa. This is my story…” is your chance to use your media to make a positive global impact. When we brought the idea to UNESCO PPN of our plan to bypass mass media with a message of positive determination, they were excited. The press and bloggers were also excited that they can use these videos. We are looking forward to members of the press submitting entries about their lives as well. This contest has African media taking a very bold leap by educating Africa’s youth on how to publish their own stories. As we have seen with CNN reporters, this is a powerful tool and now your blog, paper, print and television channel can leverage it. The foundation of this contest is an educational way to jumpstart schools, cybercafes, telecentres development organisations and youth in the educational power of the Web. Here is your opportunity to work with them and take the curriculum into your schools. As members of the press, you know this is possible. You will have training material for your community Help give Africa’s youth a voice. Let’s hear you roar, “I am Africa. This is my story…” Secretly you have always wanted to do more than report, you want to change the world, and now you can. There is a myth in the press “That we report on the world, not shape it.” That may have had some truth in old TV and print, but it is a myth on the Internet today. This Africa-wide YouTube contest for youth called “I am Africa. This is my story…” is your chance to to use your media to make a positive global impact. Your sponsorship is greatly needed for us to get the words out. However, your personal skills are also needed to help your local youth tell their story. Perhaps you are under 35 and have your own story, then here is your platform to tell it. What you will receive with press sponsorship: 6. Contest “CyberGuide” Certificate and private web page. 7. A private page on “I am the Story” Ning Social Network. 8. Mention in an African youth contest video, if you choose to assist in its development. 9. Your media can link to educational storytelling material for readers. You have your own local contest and awards. Many thanks to Southern Africa Telecentre Network, Chrysalis Campaign and Youth Skills for Development for sponsoring the launch of this project and UNESCO their support. So we encourage you to place your story online for the entire world to witness the wonder that is Africa and the future it is building. Together, let’s save some lives. ...Originally posted on http://ys4d.posterous.com

Telecentres and Internet Governance, Lessons Learnt from the Inaugural Southern Africa Internet Governance Forum

“In this new environment, the danger of the gap between the rich and poor in Africa is growing wider and more seriously than ever and threatens the economic prosperity, social stability, and very survival of democracy. Measures are needed to give all citizens the opportunity to acquire knowledge, frequently update that knowledge, and become fully engaged members of society. Southern Africa Telecentre Network (SATNET) recognises that internet communication is central to the transforming of the way people interact all over the world. However, access to it is largely dependent on its governance. It is through various ICT tools such as the computer and mobile phone that citizens access internet services. However, access to and interaction through internet among citizens in Africa still remains an obstacle. We believe that universal access to ICTs and internet is the key to the above challenge. We have a choice in our quest to achieve universal access. From our experiences and feedback from stakeholders in the Southern African region, we feel more should be done to address critical issues regarding internet access particularly from governments. It is important too, to recognise the importance of local actors, local entrepreneurs, farmers, small-scale business community and community led organisations in rural and peri-urban areas. When you allow and provide opportunities to citizens to interact through fastest means, you stimulate action from them to participate and innovate. TELECENTRE MODEL is one of the most important starting points for driving towards achievement of key strategic objectives of development. If implemented correctly, telecentres can drive the universal access process forward. It should be clearly understood and appreciated that telecentres have been recognised and appreciated to play a critical role of increasing public access to ICTs, internet and other relevant services that may not be readily available through ordinary means, and creates significant impact through universal access by means of shared facilities. Telecentres have the potential to help break down some of the largest barriers to developments that are presently faced by low income populations, particularly in rural areas. Use of telecentres would enable a rural inhabitant, for example, to gain on-line access to distant productive assets and services; opportunities to learn better practices through formal and informal source; to crucial market intelligence through informal networks that enhance bargaining power; to information on projects, financial institutions, job opportunities and connect to persons with similar interests willing to work for a common cause.” The above statement as an excerpt from the Southern African Telecentre Network (SATNET) Regional Facilitator, states in simple terms how telecentres are helping to achieve internet governance issues with the focus first on access, diversity, capacity building, impact on vulnerable groups, emerging issues, multi-stakeholder participation and development. The importance and benefits of enhanced cooperation in harnessing the power of Information and Communication Technologies (ICTs) for social-economic development at all levels- global, regional, national and local cannot be overlooked by any society or community interest in the social and economic development of its constituents. Aware of this fact, The United Nations World Summit on the Information Society (WSIS) Phase II, held from 16-18 November, 2005 in Tunis, Tunisia, recognised this fact and as result, endorsed the establishment of the Internet Governance Forum in 2006. Ever since the IGF has evolved in a tremendous way with various regional and national IGF established around the world, and has played a vital role in the progress realised so far in the use of the internet to facilitate free communication of ideas and information hence attain social-economic development . More so, different cardinal issues such as critical internet resources, access, diversity, openness, security have been discussed and these have influenced the prolific use of the internet, as well as enabling more stakeholders such as government, private sector and civil society to participate in IGF process. According to the WSIS definition adopted in 2005, Internet Governance can be defined as the development and application by governments, the private sector and civil society, in their respective roles, of shared principles, norms, rules, decision-making procedures, and programs that shape the evolution and use of the internet. The original mandate of the IGF was from 2006-2010 during which five IGFs were held in various countries. A renewed mandate has been provided for 2011-2015 and 27-30 September 2011, Kenya will be host to the first IGF under the new mandate. In order to ensure that the views and voices of Southern Africa are represented at the 2011 IGF, the NEPAD e-Africa Programme, Association for Progressive Communication (APC), and Southern African NGO Network (SANGONeT) convened the inaugural Southern Africa Internet Governance Forum (SAIGF). The inaugural SAIGF was hosted by the Government of South Africa, through the Department of Communications and under the auspices of SADC. The inaugural SAIGF was held from 1st -3rd September, 2011 in Johannesburg, South Africa, and attracted a number of stakeholders such as those from governments, international organisations, the private sector, civil society, academics, the technical community and others. Zambia Telecentre Network was represented in the forum. As a stakeholder in internet governance, civil society has been the most vocal and active promoter of multi-stakeholder approach to internet governance. The role of civil society should not only be perceived to be that of watchdogs of certain interests like freedom of expression, rather civil society should be recognised and appreciated as progressive users of the internet giving new meaning to internet tools. Technology is never neutral. History of human society provides many examples of technology empowering some individuals, groups, or nations, while excluding others. The internet is no different in this respect. From the individual to global level, a profound change has occurred in the distribution of wealth and power. This impact of ICT/Internet on the distribution of power and development has given rise to many questions such as how the internet and ICTs in general in its accelerated changes affect already existing divide between the poor and the rich, and how and when will developing nations be able to reach the ICT levels of more industrially developed countries. Truly, the answer to these questions will assist in the understanding of the relevance of development within the context of Internet governance. Almost all the internet governance issues discussed at the inaugural SAIGF have a development aspect. For instance, The existence of a telecommunication infrastructure facilitates access, the first precondition for overcoming the digital divide; the current economic model for internet access places a disproportionate burden on those developing countries that have finance access to backbones based in developed countries; spam has comparatively higher negative impact on developing countries due to their limited bandwidth and lack of capability to deal with it; ownership of personal computers and internet access is expensive , this denies many of those in developing countries to be computer literate and access the internet especially that they have to prioritise other needs such as food due to limited income; the global regulation of intellectual property rights directly affects development because of the reduced opportunity of developing countries to access knowledge and information online. The development aspect has been frequently repeated in many cases including the UN General Assembly Resolution on WSIS, which stressed that WSIS should be promoting development. The WSIS Geneva Declaration and Plan of Action highlighted development as a priority and linked it to the Millennium Resolution and its promotion of ‘access of all countries to information, knowledge, and communication technologies for development’. However, the rift between those who, for technical, political, social, or economic reasons, have access and capabilities to use ICT/internet, and those who do not exists at different levels within countries; between countries; between rural and urban populations; between the old and the young; as well as between men and women. This rift is referred to as the digital divide, and it’s not an independent phenomena but reflect existing broad social-economic inequalities in education, health care, capital, shelter, employment, clean water, and food. Furthermore, internet/ICT developments leave the developing world behind at a much faster rate than advances in other fields (e.g. agriculture or medical techniques ) and, as the developed world has the necessary tools to successfully use these technological advances, the digital divide appears to be continuously and rapidly widening. Universal Access, that is, access for all to ICTs is another factor that deters the achievement of this development agenda. It has been so far noted that frequent referral to universal access without the necessary political and financial support has resulted into a formless principle of little practice relevance. This requires multi-stakeholder engagement to invest in the realisation of this goal. It is a recognised fact that access to the internet facilitates freedom of expression and freedom of association, enables knowledge sharing, learning and collaboration, making it a drive for social and economic development. An intersectional approach enables links between universal access to infrastructure, accessibility and usability for marginalised groups and promotion of linguistic diversity. Having recognised the challenges posed by the digital divide and unattained universal access, realisation of meaningful development expected to be rapid with the use of ICTs, stills remains a battle. While this has been recognised, there are workable solutions which have been tried in other regions of the world, such as the country wide strategic roll out and development of telecentres. According to Southern Telecentre Network and as earlier stated, a telecentre model is one of the most important starting points for driving towards achievement of key strategic objectives of development. If implemented correctly, telecentres can drive the universal access process forward. It should be clearly understood and appreciated that telecentres have been recognised and appreciated to play a critical role of increasing public access to ICTs, internet and other relevant services that may not be readily available through ordinary means, and creates significant impact through universal access by means of shared facilities. In the inaugural SAIGF Telecentres were recognised, appreciated and recommended to be cardinal in achieving internet governance issues, and were included in the SAIGF Communiqué on priority issue number four ; Capacity building for internet governance with several issues associated with them included in various issues of the communiqué. As telecentres establishment and development remains a challenge among developing countries due to high internet connection costs charged by Internet Service Providers, high costs of equipment procurement and low levels of capacity among development players in sectors such as agriculture, education, health to embrace the integration of ICTs and internet use in development. However, according to the inaugural SAIGF, the establishment of Internet exchange Points (IXPs) at national and regional levels, favourable policies, involvement of government and private sector through public private partnerships in the strategic roll out of telecentres in countries, the continuous capacity building of telecentre managers, and ICT/internet awareness campaigns among other issues would bring about increased number of telecentres in developing countries and increase their impact on local communities. An emphasis was also put on capacity building to ensure the sustainable development of local content, this which can be realised through telecentre. Furthermore, telecentres should engage actively in all internet governance issues at national, regional and global level as well as take advantage of the internet governance capacity building initiatives such as those provided by DIPLO and Internet Society. It is clear that telecentres should be considered at all levels in internet governance if IG has to reach the grassroots with increased impact. ....Originally posted on www.satnetwork.org