Monthly Archives: September 2013



The objectives of the shared resource Program intergration in Rural Africa are: –
􀂾 The Integration of development with education.
􀂾 To stimulate the intellect through physical activities.
􀂾 To broaden the horizon of experience of the students.
􀂾 To reverse the rural to urban migration and to give a multi-skill base for specialization.
The system of ‘Learning while Doing, in real life situation’ , involves doing community service work in real life as part of education. Thus students learn while doing development work, in sense development works gives the student opportunity to learn. Education and Development have been integrated.

Bridging the Digital Divide:
With the understanding of digital divide, several agencies are also talking about bridging the digital divide. Interestingly, ICTs have been touted as the solution to development. It has been suggested that digital access could well be linked to wealth accumulation. Victor, Philip suggests a positive correlation between teledensity and GDP per capita for low and middle-income countries. As for Internet access, Thomas Schauer feels that Internet has not existed for sufficiently long, and it is not possible to examine whether poor countries which have put a focus on overall development (wealth first!) subsequently have better opportunities to create an information society or whether the strategy should be to invest massively into the IT infrastructure in order to create subsequent wealth.

Rural Information Needs
But what relevance do ICTs have to rural consumers? Can ICTs be the solution to poor infrastructure for health, telecom and education in rural India? What are the information needs of the rural consumer? Many of these questions are answered . Based upon a survey in a rural areas in Africa, following information categories were arrived at: –

􀂾 Health
􀂾 Agriculture
o Rainfall (forecasting)
o Cropping Pattern
o Modern Techniques of Cultivation/Farming
o Irrigation (Sources)
o Information on Market and Market Prices
􀂾 Education
o Distance Education/Learning
o Information on Schools & Virtual Schooling
􀂾 Government Information
o Information on Soft loans & Financial Institutions
o Information on Government Go downs
􀂾 Land Records

ICTs for Rural Development- Cases from Africa

Having identified the various information needs for the rural consumer, the next question that arises is: what kind of model is appropriate to serve the rural communities? What is the size of investment required? What problems and challenges an organization is likely to confront if it sets out to provide such services? Will these services make an impact that would justify investing in ICTs for development rather than investing directly in health, sanitation, water, power, roads etc? During the course of last few years, a number of ICT for development projects have come up in Africa.

We are working to increase ICT foot print in Africa through shared resource computing and our current objective is to enhance the spread of use through internet kiosks all over Africa.

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Posted by on September 20, 2013 in Uncategorized


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Topgrades provides a comprehensive set of games, puzzles, challenges, tools and investigations where children gain math skills. From pre-unit to grade 9.

For as low as 10 usd (800 kshs) per student per term we give/donate a computer lab consisting of 10 computers and service the computers during the duration of the contract.

We also train for free teachers who shall be working with the software day-to -day
Naturally our activities cover the maths that children learn every day in school.

More importantly , we designed the activities to help children enjoy the concepts, the connections and the clever little tricks that make maths so fascinating.

We want children to love to learn maths, to lay the foundations for later learning and to help them flourish at school and beyond.


For further inquiries:

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Posted by on September 20, 2013 in Uncategorized





There is no doubting the power of information technology (IT) in accelerating learning. If well managed, IT can be a great equalizer; because a child in Turkana would have access to the same information as another in New York. IT also enables learning of all branches of knowledge. For primary and secondary school children, IT provides an important foundation, is motivating the job of the teacher much easier as pupils have the possibility of learning on their own. For the young, it is so addictive that it can keep many out of trouble.

Bright kids can also use the power of IT to provide their parents with useful information on farming, trading and other daily needs. So the Jubilee Government’s commitment to ensuring that children in primary schools are exposed to computers and the power they bring in learning is commendable.

But the process needs to be carefully managed if it has to have the most impact. We could ensure all our primary school kids have access to a computer without spending as much as the seventy billion we are told is needed to roll out the project. Instead of targeting only standard one pupils, we could build and equip one computer lab (to begin with ) for each of our primary schools.

The lab would be equipped with fifty desktops (or laptops) which would be networked to a teacher’s smart board. Computer classes would then be compulsory for all pupils who also have the opportunity to spend more time in the lab at nights and weekends. The computers would be much more secure and better maintained in a lab than if pupils were to carry them home.

It would be grossly unfair to have only standard one pupils with access to computers while denying those in other classes. It is inequitable and can cause tensions among pupils. In fact, the benefits of having this realized among pupils in the upper classes who would be better prepared for secondary education.

Moreover, the labs would also be available to teachers keen on upgrading their skills; after a few years most teachers in all public schools could be computer literate.

Nor does a pupil have to carry a computer to and from school every day to reap the most from information technology. In any case, if a kid has a laptop all the time, there is the most of the other learning activities. Let us not forget that children can only use computermost effectively if they have sufficient grounding in other subjects just like a calculator is most valuable to a student who has grasped basic mathematical concepts. Such a system would also be easier to mange; each constituency could have one maintenance centre located in a central place, which could also serve as a community digital library.

Those manning the centres along with two teachers for each primary school could receive the required training before the project is launched. Likewise, a relevant curriculum would be prepared. All these things could take up to a year to put in place so that the first phase of the project is launched in 2014.

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Posted by on September 16, 2013 in Uncategorized