Online Africa » Education http://www.onlineafrica.net Tracking Africa's ICT progress one day at a time Tue, 07 Sep 2010 10:14:43 +0000 http://wordpress.org/?v=2.9.2 en hourly 1 The Kuyu Project: A new digital literacy initiative http://www.onlineafrica.net/education/the-kuyu-project-a-new-digital-literacy-initiative/ http://www.onlineafrica.net/education/the-kuyu-project-a-new-digital-literacy-initiative/#comments Fri, 25 Jun 2010 08:28:30 +0000 OA http://www.onlineafrica.net/?p=1607

The attractive logo. {mtotowajirani.com} Click to visit The Kuyu Project.

If you’re keen on searching for African ICT terms on Twitter every day, then you may well be aware of a new website: The Kuyu Project. The site went live this past week (it was only registered on June 1st) and already has a mission statement, a blog (which is down for maintenance at the moment), and a wiki. The project, imagined by Mtoto Wa Jirani and incubated by African Tech Network, although only set in motion two months ago, is quite focused and well-planned. Long term goals of forming meaningful partnerships, using crowdsourcing for content, and interacting with mobile devices all seem reasonable. Now that the planning stages are complete, it’s just a matter of spreading the word. After all, every great idea needs an audience in order to be most effective. Fortunately, passion goes a long way, and the passion surrounding this project is perhaps its strongest asset.

Some details about The Kuyu Project, beginning with the mission statement:

The Kuyu Project is a digital literacy initative aimed at teaching African High school students how to use various forms of technology and how to make use of the same to make a positive impact in their communities. We believe that by teaching these students how to use technology, we are in essence fueling their dreams and ambitions that may one day turn out to be the solutions and innovations that change the African continent.

Currently, the wiki contains links to the history of project (after all, the site was just publicly launched yesterday!) as well as types of content for the discussion to explore. There are also links to Open ICDL outlines. To participate in the discussion, one will either have to create a free Wikispaces account or simply use an OpenID account.

Visually, the distraction-free website seems designed for resolution down to 800×600 and has a vibrant and inspirational color scheme. Hyperlinks are easy to spot and the Contact page cannot be missed. A definite plus, considering the social goals of the project.

Hopefully the project can attract a substantial number of African youths. Many online African pedagogical endeavors appear to have a slightly older audience. However, interaction is the perfect foil of a short attention span. The use of a Wiki as opposed to a traditional forum/message board or even blog should help meet the project’s challenge.

[Curious about the name? 'Kuyu' is a district in Ethiopia.]

]]> http://www.onlineafrica.net/education/the-kuyu-project-a-new-digital-literacy-initiative/feed/ 0 Panafrican Research Agenda on the Pedagogical Integeration of ICTs Observatory http://www.onlineafrica.net/education/panafrican-research-agenda/ http://www.onlineafrica.net/education/panafrican-research-agenda/#comments Thu, 20 May 2010 10:08:34 +0000 OA http://www.onlineafrica.net/?p=1496

Click to head check out http://www.observatoiretic.org

Despite the long name, this resource (in partnership with UNESCO) is simple to use and browsing its myriad of entries is a great way to spend an afternoon. Most of the data is from the period 2007-2009 and can still considered current.

Some background information from the site:

…With Phase 1 (2007-2009), the PanAf network succeeded both in collecting an unprecedented depth of data on ICTs in African schools, and in developing exceptional international partnerships with the World Bank and UNESCO. The schools described in the Phase 1 research represent nearly 245 000 learners and 9000 educators, and paint a never-before-seen portrait of the pedagogical integration of ICTs across Africa.

The main research question asked by PanAf Phase 2 (2009-2011) is: “How, for whom and under what circumstances can the pedagogical integration of ICTs substantially improve the quality of teaching and learning at all levels and scales of African education systems?”

Search by country, by ICT indicator, or summary data. 13 select countries have information on the institution level, but all include information on:

  • National education and ICT policy
  • Equipment, connectivity and access
  • Teacher-training
  • ICT use
  • Impact on educators and teaching
  • Impact of ICT on learners and learning
  • Institution management and ICT
  • Policy related to equity
  • Gender
  • Cultural and content sensitivity
  • Special education
  • Language
  • Auxiliary documents

Of course, the information is only as comprehensive as participants were able (or willing) to provide. For example, the site says that both Chad and Gabon have national ICT plans in development, but there is no data (or even a date of entry) to support such information. Still, the majority of the information is useful and it will be interesting to see what Phase 2 concludes in a year.

+ National education and ICT policy (6 available subcategories; 5 have data, including 2 documents)

+ Equipment, connectivity and access (8 available subcategories; 7 have data, including 0 documents)

+ Teacher-training (12 available subcategories; 9 have data, including 0 documents)

+ ICT use (14 available subcategories; 8 have data, including 0 documents)

+ Impact on educators and teaching (1 available subcategory; 0 have data, including 0 documents)

+ Impact of ICT on learners and learning (3 available subcategories; 0 have data, including 0 documents)

+ Institution management and ICT (10 available subcategories; 5 have data, including 0 documents)

+ Gender (2 available subcategories; 2 have data, including 0 documents)

+ Cultural and content sensitivity (1 available subcategory; 0 have data, including 0 documents)

+ Special education (1 available subcategory; 1 has data, including 0 documents)

+ Language (1 available subcategory; 0 have data, including 0 documents)

+ Auxiliary documents

]]> http://www.onlineafrica.net/education/panafrican-research-agenda/feed/ 0 Notable points from PanAf Edu’s newsletter http://www.onlineafrica.net/education/panaf-edu/ http://www.onlineafrica.net/education/panaf-edu/#comments Fri, 12 Mar 2010 09:43:35 +0000 OA http://www.onlineafrica.net/?p=1219 asdf

Pedagogical integration is the future

PanAf Edu Vol. 2, N°1 on ICT research in education in Africa (27pp, 3.5MB) is a must-read for those interested in the field of African education. The publication contains a dozen first-hand reports focus on how computer-based ICT has been utilized in West African secondary schools. All articles in the publication revolve around the theme of physical vs. pedagogical ICT integration. In short, physical integration would be any use of modern ICT to teach students whereas pedagogical integration would entail routine instruction via multiple sources. At the moment, physical integration of ICT is the standard practice in the surveyed schools, but the authors hope to change this practice in the coming months and years.

Notable passages from the newsletter:

  • The majority of the Internet is written in English with translation often taking the place of cognitive thinking. (5)
  • A conceptual model known as the ‘knowledge ladder’ helps focus the objectives of ICT education. Students can even plot their own course. (8)
  • Teacher-trainers often do not have proper training (most have fewer than 50 hours of instruction).  (11)
  • Online communication via a forum is as socially durable as classical classroom learning. (15)
  • Tunisia uses computer-aided testing in classrooms. (16)
  • Secondary school educators in Cote d’Ivoire uses a variety of ICT vehicles, but only for 1-3 hours per week. (17)
  • In Mozambique, few schools are connected to the Internet, but those that are perform better than others. With the advent of ICTs, teachers spend less time teaching and more time synthesizing the material. (21)
  • In Cameroonian secondary schools, ICT benefits are notable. However, many teachers do not see the benefit to themselves for utilizing ICT in the classroom. Plus, computer accessibility and anti-virus software are issues. (22)

Ten minutes of reading the PanAf newsletter will provide hours of thought.

The PanAf network (Panafrican Research Agenda on the pedagogical integration of ICT) is a project funded by the International Development Research Centre (IDRC, www.idrc.ca) and managed by the Educational Research Network for West and Central Africa (ERNWACA www.ernwaca.org) and the University of Montreal (www.umontreal.ca ).

]]> http://www.onlineafrica.net/education/panaf-edu/feed/ 0 Summary of a summary: Nigeria’s ICT Quiz http://www.onlineafrica.net/education/nigerias-ict-quiz/ http://www.onlineafrica.net/education/nigerias-ict-quiz/#comments Sun, 28 Feb 2010 06:41:46 +0000 OA http://www.onlineafrica.net/?p=1126 ccc

Children enjoy showcasing their knowledge via competition

Last week, Nigerian secondary school students participated in an annual information and communication technology quiz. A summary of the two-day event, written by Y. Z. Yau, the director of CITAD, appeared in the Lagos-based Daily Independent. Mr. Yau also had some interesting personal thoughts on the quiz, and they are worth examining in further detail. A breakdown of his points are below:

  1. The students were very enthusiastic to participate in the competition.
    • This is positive indeed, but one must hope that the students were vying for more than just first prize: a desktop computer. Either way, a quiz is a perfect incentive to learn about ICT. Children are very competitive.
  2. The students had very little knowledge of the regulatory environment, although this subject is part of the curriculum.
    • Yes, this material should be taught, but it probably is difficult for the students (let alone  adults!) to keep straight. Students in other countries, such  as America, have no idea how the regulatory structure is laid out. Nigeria should instead consider offering bonus credit to students who learn about the regulatory environment. (Again, an incentive, but this is what it may take to strengthen ICT knowledge)
  3. The students seem to understand theory but may lack hands-on computer skills.
    • Like Mr. Yau says, not all schools have adequate computing facilities. Theory is more important than practical skills, assuming informed students can better transition to real-world applications. Still, computers are an essential need and there is no time to waste if Nigeria’s workforce already lacks e-skills.
  4. Conclusion: Access to education is contracting as the demand for information is increasing. Stakeholders must take notice and support the education sector.
    • Agreed.
]]> http://www.onlineafrica.net/education/nigerias-ict-quiz/feed/ 0 Must read: ‘African Languages in a Digital Age’ http://www.onlineafrica.net/education/must-read-african-languages-in-a-digital-age/ http://www.onlineafrica.net/education/must-read-african-languages-in-a-digital-age/#comments Wed, 24 Feb 2010 08:05:50 +0000 OA http://www.onlineafrica.net/?p=1101 Making local voices heard

Making local voices heard

What is localization in the African context and what is its importance in the long term? African Languages in a Digital Age: Challenges and opportunities for indigenous language computing, a new e-book authored by Don Osborn and published by the Human Sciences Research Council, examines the need for such localization of digital content. Across the globe, thousands of languages lack representation online. The cultures linked to these languages, consequently, have limited options to disseminate their ideas and potentially gain credibility on the world stage. After all, in today’s world, the ability to communicate effectively is worth its weight in economic gains.

The beauty of this publication is how the author merges examinations of the minutiae of localization with broader theory. For example, in the section about challenges facing, Osborn mentions the use of extended character sets, the costs of translating content, and “the negative attitudes towards African languages among foreign development and educations experts and even some native language speakers.” (Osborn 6) Similarly, chapters in the book range from linguistics and how to sustain long-term ‘localisation’ to more technical aspects like fonts and input systems. African Languages in a Digital Age reads more like a final report than a conventional book, but again, this is a plus as it is conducive for efficient skimming of the material.

Most importantly, to further encourage the development of content, the entire 150-page (2.8 MB) book is available as a free electronic download and can even be downloaded in chapters for those who rely on limited bandwidth. Of course you can also pay R 130.00 for a soft cover copy. Find the book at the HSRC Press website.

Learn even more about localisation at the PanAfriL10n Wiki.

]]> http://www.onlineafrica.net/education/must-read-african-languages-in-a-digital-age/feed/ 0 Technology Leapfrogging: Theory vs. Reality http://www.onlineafrica.net/education/technology-leapfrogging-theory-vs-reality/ http://www.onlineafrica.net/education/technology-leapfrogging-theory-vs-reality/#comments Tue, 12 Jan 2010 08:35:31 +0000 OA http://www.onlineafrica.net/?p=1034 Moving

A far leap for a great analogy.

It’s tempting to dream of the ideal African ICT establishment, a well-oiled (but sustainable) machine crafted out of the failures of experienced ‘expert’ nations. Is technology leapfrogging still viable in developing areas, such as Africa? The quick answer is yes,  “tried and true” practices that are financially successful and socially beneficial in other nations should just as easily apply to Africa. Still, we must keep our feet on the ground and avoid the temptation to allow theory to eclipse reality. A blend of the two extremes is a better choice: attempt to make the most of technology leapfrogging while keeping local constraints and practices in mind. In 1997, the educated approach to improving Africa’s ICT was based in theory:

Africa’s lack of infrastructure, at first glance, may be seen as a disadvantage. But, on closer examination, this can be turned into an advantage if properly managed. African countries are not encumbered by extensive networks built on obsolete technology, which will require an evolutionary process of replacement. The technological inertia is thus quite low. In technology leapfrogging the extent of the leap is in inverse proportion to the technological inertia carried along. The push should therefore be for the cutting edge. The latest technology should be used in building new infrastructure. African countries will thus leapfrog several stages and decades in the IT development process. In doing so, they will learn from the experience of more advanced countries the ways and means of providing the greatest social benefits to a large fraction of the population while avoiding any unpleasant side effects. – S. Yunkap Kwankam and N. Ntomambang Ningo, Information Technology in Africa: A Proactive Approach and the Prospects of Leapfrogging Decades in the Development Process, 1997. {isoc.org}

Take for example a situation discussed nearly 13 years ago (in 1997). Nigeria was identified as having an affinity for computers, but lacking more than unreliable copper wires for telephony. Talk of fiber optic cables connecting Lagos to Europe was already under way, and it was believed that investment in the sciences would greatly benefit the country. All of this is very true, and indeed, Nigeria has emerged as one of the more technologically advanced African nations. However, the argument that Nigeria has avoided the pitfalls often associated with broadband is difficult to make.

In practice, leapfrogging is a substantial challenge. A few recent events provide evidence of this fact:

  • Liberian broadband: Eric M.K. Osiakwan, executive secretary of AfrISPA recently told the Global Post, ““Developing countries have the opportunity to leapfrog, and especially a post-conflict country like Liberia has a clean slate to build new technology and engage at an advanced level … This needs to be a high priority.” In this case, Liberia has the chance to create a broadband infrastructure from the ground up. However, fiber optic cables are not expected to make landfall for a couple of years. Needless to say, this ‘leapfrogging’ opportunity is a risk that Liberia must assess.
  • In terms of electricity, a similar scenario is playing out. Areas without electricity have never relied on fossil fuels to power their communities. Will nations like Togo adopt environmentally-friendly means of energy generation and transmission? Sadly, not in the near future. The technology is expensive and would require government aid and incentives in order to function properly. Outside investment helps, but cannot exist forever.
  • Rwandan President Paul Kagame acknowledges how the success of mobile technology in Africa is the result of leapfrogging, but warns citizens of relying on this means of advancement. He stresses the importance of education in building a foundation for local scientific development that will guide Africa to economic stability in the coming decades.

Ultimately, Pamela McLean has the right idea: Let’s “rub minds” to create sustainable, resilient communities in rural Africa, using the best technological solutions we can come up with, combining local and international expertise. Then, as we get some local solutions that really work, let’s adapt them and adopt them elsewhere as climate change and peak oil issues drive us all into new ways of living.”

]]> http://www.onlineafrica.net/education/technology-leapfrogging-theory-vs-reality/feed/ 0 The African Virtual School and e-learning http://www.onlineafrica.net/education/african-virtual-school/ http://www.onlineafrica.net/education/african-virtual-school/#comments Wed, 06 Jan 2010 08:51:09 +0000 OA http://www.onlineafrica.net/?p=997 The African Virtual School, a fairly new e-learning program (based in Sierra Leone and the U.K.) caught my attention after the site recently posted a couple of videos on YouTube. The short, simple, and well-paced videos do an excellent job explaining what the service is and how to sign up. The website is based on the Google Sites platform and consequently is easy to navigate. The program started last Spring, but has gained momentum in the past months with the release of a textbook. AVS seems to understand the shortcomings of traditional schooling (plus the fact that, for various reasons, many students lack the opportunity to earn a certificate) and seeks to provide basic computer, math, and writing skills to anyone with Internet access. Not only is the AVS teaching staff qualified; the educators can also tailor content to local needs. The beauty with virtual schools is that they do not discriminate based on location, age, gender, or employment. Although African Virtual School relies on the Internet to function, lessons can be downloaded or printed for students who do not have an unlimited or a reliable Internet connection.

In an overview of the program, the school explicitly states the challenges faced by an electronic medium. AVS, or any online school for that matter, carries a stigma. Unfortunately, many people do not trust non-traditional learning methods, even if they are proven to work and are perhaps more convenient. As such, the first step of attracting students is awareness. A potential student must understand what a virtual school is and how it functions. Then, the individual must find an Internet access point and somehow develop the elementary skills required to connect to a website. If someone makes it this far, he or she must then manage an electronic payment ($4 per month) in the form of PayPal, Google Checkout, Zap, or bank payment. These steps may seem like child’s play to longtime computer users, but we must take a step back and remember our first time in front of a screen and keyboard.

Ultimately, virtual schools may have to rely on the more ICT-savvy community members to assist potential users in signing up and navigating the system. (AVS understands the daunting task of using a computer for the first time, and even has a video explaining how to create a Word document) It is not easy to bring a society online, and the task is only made harder if the society lacks a grade school education. In this case, word-of-mouth communication will be paramount to enhancing Africa’s ICT skills. Then, it takes a few dollars and an afternoon at a cyber café.

For more information on issues relating to virtual schools, I recommend reading the blog Virtual High School Meanderings.

]]> http://www.onlineafrica.net/education/african-virtual-school/feed/ 2 Use ‘ICT for social inclusion’ instead of ‘digital divide’ http://www.onlineafrica.net/education/social-inclusion/ http://www.onlineafrica.net/education/social-inclusion/#comments Tue, 17 Nov 2009 07:51:26 +0000 OA http://www.onlineafrica.net/?p=813 Source: www.eppsnet.com

Source: www.eppsnet.com

While searching for ICT books the other day, I came across an interesting book written in 2005. The concepts are just as valid today as they were four years ago. Below is an excerpt:

What is missing is a deeper focus on the “true” knowledge needs of particular cultures and communities, and the relevance of ICT to individual social contexts. This aspect is receiving more academic and practitioner attention nowadays with a shift in perspective from the digital divide to “ICT for social inclusion.” Here social inclusion may be achieved when “individuals, families, and communities are able to fully participate in socieyt and control their own destinies, taking into account a variety of factors related to economic resources, employment, health, education, housing, recreation, culture, and civic engagement.” – Perspectives and policies on ICT in society, Edited by Chrisanthi Avgerou and Jacques Berleur, New York: IFIP TC9, 2005. (Link)

Such a condition can be achieved by focusing on four areas:

  1. Physical resources: This area has seen the most activity in recent years and is having a beneficial effect on African economies. Howeer, voice and data access in secondary towns and village is still lacking.
  2. Digital resources: Simply put, this is the transfer of knowledge into information systems. However, we must question whether Africans are creating their own ICT materials and if they cater toward African social contexts. Are many Africans merely importing visions of modernity. One example is the lack of web pages in local languages.
  3. Human resources: This category includes literacy and educational issues, such as those required for computer use. Does ICT actually provide for useful learning? Many schools are not yet connected, and even then, the teachers do not necessarily enforce proper ICT skills. Additionally, cyber cafés tend to promote western models of entertainment.
  4. Social resources: These are the community structures that support ICT access. The youth need support from parents, schoolmates, and elders. NGOs, private organizations, and community groups fall into this category as well.
]]> http://www.onlineafrica.net/education/social-inclusion/feed/ 0 Electronic waste recycling faces challenges http://www.onlineafrica.net/education/e-waste/ http://www.onlineafrica.net/education/e-waste/#comments Tue, 03 Nov 2009 09:00:24 +0000 OA http://www.onlineafrica.net/?p=694
Source: http://www.andrew.cmu.edu/user/saraj
Nigerian port cities are a prime destination. Source: http://www.andrew.cmu.edu/user/saraj

Electronic waste (e-waste) is quickly accumulating throughout the world without proper education or regulation. In 2005, Nigeria was receiving an estimated 60,000-90,000 tons of e-waste. Sales of electronic goods are increasing while lifespans are decreasing. This means an accelerated pace of disposal of circuit boards and monitors, many of which contain hard metals such as lead and cadmium, in addition to mercury. Improper laws in developed countries are essentially causing African nations to perpetuate the danger instead of innovate. Numerous African economies are now dependent on e-waste.

The predicament of African electronic waste management is even more complicated based on the fact that the problem exists on two fronts. Africa, along with every other continent, produces or purchases new electronic equipment that must be disposed of at the end of its lifespan. Additionally, and perhaps more problematic, is Africa’s adopted role as importer of electronic refuse from the United States and Europe. Port cities, such as Lagos, have especially poor e-waste disposal practices. According to moderate estimates, the annual amount of e-waste in the European Union will rise to roughly 12 million tonnes within the next ten years. Furthermore, a 2008 Greenpeace Study points out that only 25% of e-waste is properly recycled in Europe. That number is only 20% in the U.S. and a mere 1% in developing nations. A recent video from the East Africa Report focuses mainly on Kenyan e-waste, although the themes resonate for every nation.

Import-export business:

An article from Environmental Health Perspectives explains how difficult the e-waste export business is to track:

…there are virtually no data concerning the global e-waste trade—harmonized tariff schedules that dictate fees for export commodities don’t assign codes to waste electronics other than batteries. There are tariff classifications for scrap (e.g., plastic, metal) and for new electronics by type (e.g., computer monitors, TV sets). Because the importers don’t want to pay tariffs on a five-year-old computer based on the price of a new one, they often use scrap classifications, measured in pounds, says Robin Ingenthron, acting president of the World Reuse, Repair and Recycling Association (WR3A), a nonprofit group trying to establish fair trade standards for the practice. Consequently, the volume, characteristics, and destinations of e-waste exports are shrouded in mystery.

There is nothing morally or environmentally inappropriate about importing used computers to be used in Africa. However, the problem is inherent in the African import business, which relies on gross weight, and not functionality of the electronic goods. Estimates reason that 100,000 computers or CPUs, or 44,000 TV sets enter Africa each month through Lagos alone. Only 25% of a container’s computers can be expected to function, and therefore continue on to the repair/recovery industry where they will make their way to the private or educational sector. The rest will be trashed. Take, for example, a possible transation:

“I could come up with half a load of good stuff and say, ‘If you want it, you have to take the bad,’ and sell it all by the pound,” the recycler says. “Then the guy in Africa will crunch the numbers and say, ‘OK, if you put a few more Pentium IIIs in there, you’ve got a deal.’”

What happens to e-waste once it reaches Africa?

Africans may be increasingly good on development end of electronics, but as a whole, they are negligent on other end (disposal). The vast majority of e-waste is taken to landfills where children will search for valuable materials amid the broken glass and chemicals. When the piles get too high, the waste is torched, releasing dangerous chemicals into the air and food supply, or, metals like copper and iron are extracted, then plastic is burned. And it’s not only the population who unaware of environmental effects – members of Parliament are just as unaware.

Policy and programs:

A few international standards exist, although they have faced less-than-ideal enforcement. New policies are currently in draft form and can be expected in the coming months.

  • Basel Action Network (BAN) aims to provide information regarding toxic trade, advocate for international policy, and conduct field research
  • Ghana Business News article:

    • Dumping of e-waste has been illegal since 1992, when the Basel Convention entered into force. According to this international treaty, export of any toxic waste -including e-waste- from OECD countries is strictly forbidden. However, in the European legislation the term “reuse” offers a loophole, allowing old electronics to be taken in countries like Ghana and Nigeria. Clearly, this loophole has to be closed. The EU has to put in place legislation and mechanisms to make sure that only usable electronics that are tested and certified can be sent to developing countries.

  • Scientific American article:

    • Although the U.S. is one the world’s largest producers of electronic waste (e-waste), it is hardly a leader in addressing this problem, given that the country has “no legally enforceable federal policies requiring comprehensive recycling of e-waste or elimination of hazardous substances from electronic products,” the researchers say. Instead, the U.S. government has largely delegated e-waste decision making to the states, where only 19 have e-waste laws (rules are pending in 14 others).

  • HP has started a program in South Africa to help with electronics recycling
  • e-Waste Assosiate of South Africa (eWASA) informs citizens how to properly dispose of their electronics waste and provides fantastic resources for educators
  • Europe has standards limiting the hazardous chemical content of products

Outlook

Although it has existed for greater than a decade, the problem of e-waste disposal is still in its early stages. Still, action must be taken by the entire world before developing regions are stuck with unwieldy garbage. Africa has the opportunity to learn from the developed world’s mistakes. Individual governments must address the issue and ensure that organizations exist to recycling old electronics. Although Africa still must depend on exports from the rest of the world to strengthen its ICT equipment supply, the individual nations must still take responsibility for their waste, imported or not. Growth goals will need to be balanced with recycling goals. Additionally, the African computer repair industry must recognize that it can utilize goods that would otherwise be thrown out.

]]> http://www.onlineafrica.net/education/e-waste/feed/ 1 Africa4All to strengthen Parliament-public ties http://www.onlineafrica.net/education/africa4all/ http://www.onlineafrica.net/education/africa4all/#comments Sat, 31 Oct 2009 08:28:19 +0000 OA http://www.onlineafrica.net/?p=656

asdfasfsfThe recently-launched Africa4All Project (run by Gov2u, a Greek NGO, and co-funded by the 9th European Development Fund by ACP Group and EUROPAID) aims to bring the relationship between African government and African citizen into the 21st century by means of ICT. Basic goals of the endeavor are increased political efficacy and greater government transparency while improving the e-skills of the populace. In other words, the government will have a better idea of the needs of its citizens and likewise, the citizens will learn more about how the government works and hopefully receive better services in the end. The initiative will focus on the East African nations of Kenya, Tanzania, and Uganda in addition to Lesotho and Namibia in the south.

The site only launched three weeks ago, so some of the less essential sections (Videos, Downloads) are not up yet. However, the questionnaires (for both public and Parliament) are up and running. The site doesn’t assume any prior knowledge of the Web from visitors and even offers a glossary explaining terms that experienced Internet users often overlook, such as ‘blog’ and ‘web 2.0′.

Africa4All hopes to expand the project once it becomes established in the initial countries. Most importantly, ICT training will be offered to those involved. From a FAQ on the site:

A free Toolkit (CD-ROM with a booklet) will be developed, that will contain all necessary software and related descriptions, promotion and dissemination material (including case studies) and hints on relevant processes to set up similar models in other regions. Via its Toolkit, Africa4All will deliver free services to help other African Parliaments and public authorities set up similar initiatives of their own, beyond the limited framework of this initiative. Those public institutions and parliaments interested on the use of the Toolkit will assume the costs only for possible customization and maintenance of Africa4All platform.

Specific online and offline training for ICT staff and MPs will also be provided.

Follow Africa4All on Twitter to stay current.

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