1. The document outlines IICD's 6-phase approach to empowering people in developing countries to use ICT for development. The phases include needs assessment, project formulation, implementation and pilots, embedding, scaling up, and systemic change.
2. During the needs assessment phase, IICD facilitates roundtable workshops to identify challenges and opportunities in a sector. In project formulation, IICD supports solution design workshops and basic ICT training to help partners develop project proposals.
3. The implementation phase involves pilots to test ICT solutions. IICD provides training, coaching, and advice to support partners. This includes training local trainers and providing technical updates. The goal is to build partners' independent
¿Qué podemos aprender de los asociados en el Sur? 4 lecciones de 10 años de controles sobre el terreno la experiencia en ICT4D? Presentación de Stijn Van Der Krogt para el II Encuentro Internacional TIC para la Cooperación al Desarrollo
The short version of the 2012 work plan for MaFI approved by the SEEP Network (MaFI is a working group of the SEEP Network). It’s objectives are (i) to inform MaFI members and other key stakeholders about the intentions of MaFI in 2012 and (ii) to promote collaboration and synergies with the initiatives of other members. Additional to the initiatives included here, MaFI will continue to promote its classic initiatives, such as the MaFI Ambassadors, MaFI-licious, the Top Influencer Award, Facebook and Tweeter for listeners, and synthesis documents! Thanks again to the SEEP Network for its continued support to MaFI.
Clustering and networking activities are relationship-based activities that support sharing and developing of competences, knowledge and methods. The documents within the toolbox have a clear focus on activities in the area of technology transfer. Networking and clustering activities are critical leverages for all transfer activities presented in this toolbox, namely: opportunities identification, IP management, Human resources and focused value proposition.
www.FITT-for-Innovation.eu
DIGCOMP: Hacia un nuevo marco de formación en Competencias Digitales - 20/03/2017 - Sesión informativa en la Biblioteca María Moliner (Universidad de Zaragoza) - Stephanie Carretero Gómez, Scientific Officer, European Commission Joint Research Centre, Sevilla. "DigComp: Marco Europeo de Competencias Digitales para la ciudadanía" (Videoconferencia).
Presented by Iddo Dror and Zelalem Lema at the CGIAR Research Program on the Humidtropics Capacity Development Workshop, Nairobi, Kenya, 29 April–2 May 2014
¿Qué podemos aprender de los asociados en el Sur? 4 lecciones de 10 años de controles sobre el terreno la experiencia en ICT4D? Presentación de Stijn Van Der Krogt para el II Encuentro Internacional TIC para la Cooperación al Desarrollo
The short version of the 2012 work plan for MaFI approved by the SEEP Network (MaFI is a working group of the SEEP Network). It’s objectives are (i) to inform MaFI members and other key stakeholders about the intentions of MaFI in 2012 and (ii) to promote collaboration and synergies with the initiatives of other members. Additional to the initiatives included here, MaFI will continue to promote its classic initiatives, such as the MaFI Ambassadors, MaFI-licious, the Top Influencer Award, Facebook and Tweeter for listeners, and synthesis documents! Thanks again to the SEEP Network for its continued support to MaFI.
Clustering and networking activities are relationship-based activities that support sharing and developing of competences, knowledge and methods. The documents within the toolbox have a clear focus on activities in the area of technology transfer. Networking and clustering activities are critical leverages for all transfer activities presented in this toolbox, namely: opportunities identification, IP management, Human resources and focused value proposition.
www.FITT-for-Innovation.eu
DIGCOMP: Hacia un nuevo marco de formación en Competencias Digitales - 20/03/2017 - Sesión informativa en la Biblioteca María Moliner (Universidad de Zaragoza) - Stephanie Carretero Gómez, Scientific Officer, European Commission Joint Research Centre, Sevilla. "DigComp: Marco Europeo de Competencias Digitales para la ciudadanía" (Videoconferencia).
Presented by Iddo Dror and Zelalem Lema at the CGIAR Research Program on the Humidtropics Capacity Development Workshop, Nairobi, Kenya, 29 April–2 May 2014
Initiating and Sustaining Early Stage Programs in Technology Innovation and C...the nciia
Four Michigan public universities, collaborating with private sector for-profit companies and state government agencies supporting technology commercialization and innovation, have successfully implemented methods for building and sustaining entrepreneurship, technology development and commercialization at emerging research institutions: distributing the cost, promoting best practices and affecting the cultural changes within institutions necessary for sustaining these activities. This program, led by Michigan Technological University has produced a model, termed U-TEAMED (Multi-University Technological and Expertise Assets Management for Enterprise Development). The emergent model offers guidance for identifying and capturing the important features of sustainable, faculty-led early-stage technology innovation and entrepreneurship education programs at emerging research institutions. Lessons include methods for securing revenue, sustaining faculty enthusiasm, anticipating IP and commercialization barriers derived from faculty-student collaborations, and creating an academic environment supportive of embedding technology innovation and entrepreneurship in academic curricula.
Sharing economy and Vietnam startup prospect (Kinh tế chia sẻ và cơ hội khởi ...Anh Nguyen Duc
Trên thế giới, thuật ngữ “ Kinh tế chia sẻ (economy sharing)” không còn quá xa lạ, mô hình kinh doanh dựa trên những nguồn lực sẵn có từ xã hội ngày càng mạnh mẽ và góp phần làm cho sự lựa chọn của người dùng thêm phong phú. Việt Nam hiện là một thị trường đầy tiềm năng của hình thái kinh tế mới này với sự xuất hiện của Uber, GrabTaxi ,TripAdvisor hay AirBNB ... Vậy có bao giờ bạn tự hỏi điều gì đang diễn ra trong nền kinh tế của chúng ta, vì sao chỉ một vài công ty xuất hiện lại khiến chính phủ và báo giới tốn nhiều thời gian và giấy mực đến vậy?
Được trình bày bởi chuyên gia về khởi nghiệp đến từ Cộng đồng nghiên cứu khởi nghiệp công nghệ Châu Âu (SSRN), hội thảo là dịp diễn giả giới thiệu về mô hình “Economy Sharing” đồng thời đem tới những cơ hội cho các bạn trẻ đang quan tâm tới việc khởi nghiệp trong lĩnh vực này.
GKP-ICT4D Global Fellowship on ICT4D platform
by - Ganiul Zadid, GKP Youth Fellow
Student of 1st Batch, CSE Dept. BRAC University (www.bu.ac.bd)
-------
AKM Ganiul Zadid
ICT in Development Project Specialist
Mr. Zadid is Computer Science Graduate from BRAC UNIVERSITY (First Batch) with an MBA degree; He founded of an ICT know-how and Youth ICT4D Enterpreneurship network in Bangladesh named iBdNext Technoprise, to support digital opportunities at grassroots for various social issues through uses of ICT. His expertise is in the youth social entrepreneurship in the ICT for Development (ICT4D) platform including system analysis, development and deployment projects. He has over 13 years successful work experiences in the ICT Development platform including national and international organization such as World Bank, ADB, USAID, LGED, Banking Sectors specially in Financial Innovation Inclusion. Currently he is engaged in Bangladesh Open Source Network as an ICT Project expert and worked as the Head of Business & Corporate Affairs in the first its kind of innovation private e- Commerce marketplace named eValy.com.bd startup establishment. At present from 2019 he is working in World Bank’s National program named SupRB Program in Local Government Engineering Department.
Mr. Zadid has achieved several Global fellowship and scholarship on the platforms like ICT4D, Technology Business incubation, Internet Governance Society, ICT in Disaster Risk Reductions etc and attended in the different international workshop and training events at Thailand, Malaysia, India, Indonesia and Nepal.
My sCool Server Brochure - Portrait layoutShrenik Bhura
A brief introduction to Recherche Tech and our flagship product, the My sCool Server - Linux powered teaching solution.
Recherche Tech, with its My sCool Server offering aims to usher in a socioeconomic revolution by making computer literacy and therefore digital inclusion affordable and achievable across the social strata.
My sCool Server is a device, primarily for school labs, that makes all computers in the wired network usable and useful instantly.
It is the next generation in computing and learning convenience. It has been custom built and packaged, keeping in mind the challenges faced by schools and students in the ever evolving, fast-paced literary landscape.
It is an optimised combination of hardware and software built upon proven technologies that our core team has command over for more than 20 man years.
Herein are some of the advantages that the MSS presents to its users:
A1 No knowledge of installing, configuring, or updating Linux required. The teaching process can start immediately in conjunction with the textbook content.
A2 Broadcast lessons to each student's desk. Close monitoring, one-to-one communication and attention to every student's progress is possible.
A3 Extends lifespan of existing systems. Save on power and AMC. Channelise funds to infrastructure and training activities.
A4 Now buy many more end user systems for the same budget. Laboratories can be re-laid to accommodate more machines.
A5 Helps create live copies of the Linux OS and applications to practice the lessons at home and explore Linux completely.
A6 Requires no installation of any additional modules or purchasing custom client hardware from a particular vendor.
A7 An integrated platform to host training web-content offline. No internet required to access 5000+ world-class audio-visual resources.
A8 Restore the MSS to its fully functional state with a few button presses without complicated re-installation or re-configuration steps.
A9 No limitations of users who can use the MSS. Delivering high productivity and promoting creativity is the only mission.
A10 Teacher can work in Windows OS and yet simultaneously monitor the students over the Linux environment.
A11 The technologies comprising the product are proven the world across. Recherche team has 20+ man years of open source solutioning expertise.
A12 Internet is rapidly reaching to each corner of the country. MSS is designed to meet the future needs of secure internet access and sharing.
To know more, visit http://www.myscoolserver.com .
Operationalizing inclusive innovation: Lessons from innovation platforms in l...ILRI
Presented by K. Swaans, B. Boogaard, R. Bendapudi, H. Taye, S. Hendrickx, and L. Klerkx at the International Workshop on New Models of Innovation for Development, Manchester, UK, 4-5 July 2013
Coordination and facilitation of innovation platformsILRI
Presented by Iddo Dror at the SEARCA Forum-workshop on Platforms, Rural Advisory Services, and Knowledge Management: Towards Inclusive and Sustainable Agricultural and Rural Development, Los Banos, 17-19 May 2016
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Presented by Iddo Dror at the SEARCA Forum-workshop on Platforms, Rural Advisory Services, and Knowledge Management: Towards Inclusive and Sustainable Agricultural and Rural Development, Los Banos, 17-19 May 2016
Composition and initiation of agricultural innovation platformsILRI
Presented by Iddo Dror at the SEARCA Forum-workshop on Platforms, Rural Advisory Services, and Knowledge Management: Towards Inclusive and Sustainable Agricultural and Rural Development, Los Banos, 17-19 May 2016
When the deal flow from the laboratories to the technology transfer office (TTO) is optimal, technology transfer officers are susceptible to receive many inventions with commercial interest. A lot of early-stage inventions require substantial human and financial resources to be developed into marketable products. In order to establish whether or not the resources of the TTO should be spent to seek a commercial exploitation, a first-stage evaluation is often performed shortly after an invention has been identified. The complex decision process that technology transfer officers go through in this regard is introduced below.
www.FITT-for-Innovation.eu
Initiating and Sustaining Early Stage Programs in Technology Innovation and C...the nciia
Four Michigan public universities, collaborating with private sector for-profit companies and state government agencies supporting technology commercialization and innovation, have successfully implemented methods for building and sustaining entrepreneurship, technology development and commercialization at emerging research institutions: distributing the cost, promoting best practices and affecting the cultural changes within institutions necessary for sustaining these activities. This program, led by Michigan Technological University has produced a model, termed U-TEAMED (Multi-University Technological and Expertise Assets Management for Enterprise Development). The emergent model offers guidance for identifying and capturing the important features of sustainable, faculty-led early-stage technology innovation and entrepreneurship education programs at emerging research institutions. Lessons include methods for securing revenue, sustaining faculty enthusiasm, anticipating IP and commercialization barriers derived from faculty-student collaborations, and creating an academic environment supportive of embedding technology innovation and entrepreneurship in academic curricula.
Sharing economy and Vietnam startup prospect (Kinh tế chia sẻ và cơ hội khởi ...Anh Nguyen Duc
Trên thế giới, thuật ngữ “ Kinh tế chia sẻ (economy sharing)” không còn quá xa lạ, mô hình kinh doanh dựa trên những nguồn lực sẵn có từ xã hội ngày càng mạnh mẽ và góp phần làm cho sự lựa chọn của người dùng thêm phong phú. Việt Nam hiện là một thị trường đầy tiềm năng của hình thái kinh tế mới này với sự xuất hiện của Uber, GrabTaxi ,TripAdvisor hay AirBNB ... Vậy có bao giờ bạn tự hỏi điều gì đang diễn ra trong nền kinh tế của chúng ta, vì sao chỉ một vài công ty xuất hiện lại khiến chính phủ và báo giới tốn nhiều thời gian và giấy mực đến vậy?
Được trình bày bởi chuyên gia về khởi nghiệp đến từ Cộng đồng nghiên cứu khởi nghiệp công nghệ Châu Âu (SSRN), hội thảo là dịp diễn giả giới thiệu về mô hình “Economy Sharing” đồng thời đem tới những cơ hội cho các bạn trẻ đang quan tâm tới việc khởi nghiệp trong lĩnh vực này.
GKP-ICT4D Global Fellowship on ICT4D platform
by - Ganiul Zadid, GKP Youth Fellow
Student of 1st Batch, CSE Dept. BRAC University (www.bu.ac.bd)
-------
AKM Ganiul Zadid
ICT in Development Project Specialist
Mr. Zadid is Computer Science Graduate from BRAC UNIVERSITY (First Batch) with an MBA degree; He founded of an ICT know-how and Youth ICT4D Enterpreneurship network in Bangladesh named iBdNext Technoprise, to support digital opportunities at grassroots for various social issues through uses of ICT. His expertise is in the youth social entrepreneurship in the ICT for Development (ICT4D) platform including system analysis, development and deployment projects. He has over 13 years successful work experiences in the ICT Development platform including national and international organization such as World Bank, ADB, USAID, LGED, Banking Sectors specially in Financial Innovation Inclusion. Currently he is engaged in Bangladesh Open Source Network as an ICT Project expert and worked as the Head of Business & Corporate Affairs in the first its kind of innovation private e- Commerce marketplace named eValy.com.bd startup establishment. At present from 2019 he is working in World Bank’s National program named SupRB Program in Local Government Engineering Department.
Mr. Zadid has achieved several Global fellowship and scholarship on the platforms like ICT4D, Technology Business incubation, Internet Governance Society, ICT in Disaster Risk Reductions etc and attended in the different international workshop and training events at Thailand, Malaysia, India, Indonesia and Nepal.
My sCool Server Brochure - Portrait layoutShrenik Bhura
A brief introduction to Recherche Tech and our flagship product, the My sCool Server - Linux powered teaching solution.
Recherche Tech, with its My sCool Server offering aims to usher in a socioeconomic revolution by making computer literacy and therefore digital inclusion affordable and achievable across the social strata.
My sCool Server is a device, primarily for school labs, that makes all computers in the wired network usable and useful instantly.
It is the next generation in computing and learning convenience. It has been custom built and packaged, keeping in mind the challenges faced by schools and students in the ever evolving, fast-paced literary landscape.
It is an optimised combination of hardware and software built upon proven technologies that our core team has command over for more than 20 man years.
Herein are some of the advantages that the MSS presents to its users:
A1 No knowledge of installing, configuring, or updating Linux required. The teaching process can start immediately in conjunction with the textbook content.
A2 Broadcast lessons to each student's desk. Close monitoring, one-to-one communication and attention to every student's progress is possible.
A3 Extends lifespan of existing systems. Save on power and AMC. Channelise funds to infrastructure and training activities.
A4 Now buy many more end user systems for the same budget. Laboratories can be re-laid to accommodate more machines.
A5 Helps create live copies of the Linux OS and applications to practice the lessons at home and explore Linux completely.
A6 Requires no installation of any additional modules or purchasing custom client hardware from a particular vendor.
A7 An integrated platform to host training web-content offline. No internet required to access 5000+ world-class audio-visual resources.
A8 Restore the MSS to its fully functional state with a few button presses without complicated re-installation or re-configuration steps.
A9 No limitations of users who can use the MSS. Delivering high productivity and promoting creativity is the only mission.
A10 Teacher can work in Windows OS and yet simultaneously monitor the students over the Linux environment.
A11 The technologies comprising the product are proven the world across. Recherche team has 20+ man years of open source solutioning expertise.
A12 Internet is rapidly reaching to each corner of the country. MSS is designed to meet the future needs of secure internet access and sharing.
To know more, visit http://www.myscoolserver.com .
Operationalizing inclusive innovation: Lessons from innovation platforms in l...ILRI
Presented by K. Swaans, B. Boogaard, R. Bendapudi, H. Taye, S. Hendrickx, and L. Klerkx at the International Workshop on New Models of Innovation for Development, Manchester, UK, 4-5 July 2013
Coordination and facilitation of innovation platformsILRI
Presented by Iddo Dror at the SEARCA Forum-workshop on Platforms, Rural Advisory Services, and Knowledge Management: Towards Inclusive and Sustainable Agricultural and Rural Development, Los Banos, 17-19 May 2016
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Presented by Iddo Dror at the SEARCA Forum-workshop on Platforms, Rural Advisory Services, and Knowledge Management: Towards Inclusive and Sustainable Agricultural and Rural Development, Los Banos, 17-19 May 2016
Composition and initiation of agricultural innovation platformsILRI
Presented by Iddo Dror at the SEARCA Forum-workshop on Platforms, Rural Advisory Services, and Knowledge Management: Towards Inclusive and Sustainable Agricultural and Rural Development, Los Banos, 17-19 May 2016
When the deal flow from the laboratories to the technology transfer office (TTO) is optimal, technology transfer officers are susceptible to receive many inventions with commercial interest. A lot of early-stage inventions require substantial human and financial resources to be developed into marketable products. In order to establish whether or not the resources of the TTO should be spent to seek a commercial exploitation, a first-stage evaluation is often performed shortly after an invention has been identified. The complex decision process that technology transfer officers go through in this regard is introduced below.
www.FITT-for-Innovation.eu
Declaración de las Instituciones Vascas en defensa del Concierto Económico y ...Irekia - EJGV
Declaración del Lehendakari, los Diputados Generales de Araba, Bizkaia y
Gipuzkoa, y el Presidente de la Asociación de Municipios Vascos (EUDEL), en
defensa del sistema de Concierto Económico y el Cupo.
family tree diagram based on information provided via the Santangeli family Facebook group
Excluded information regarding Florenzo pending further help
Ethernet cabling has been the standard in networking installation for years. It is the fastest way of connecting PC to a peer or to your router or a central switch. This section of the module will bring you back to the procedures in creating an Ethernet cable specifically straight-through and cross-over.
Global Trends / Industry 4.0
How PROFINET provides increased flexibility, efficiency, and performance
Merging of automation and IT
OT Vs IT:
Location – Rough environment
Installation – Plant maintenance
Topology – Plant specific, varied
Availability – Network downtimes <300mS
Device density – Low, switches with few ports
Network monitoring – Part of plant monitoring
Design Summary:
§ Zoning and Security are essential
§ VLANs
§ Layer 3 switches
§ ACL
§ Bandwidth reservation
§ Network redundancy
§ Protection of safety-related systems
§ OT team & IT Team cooperation
PROFINET Security Concept:
§ Network Architecture – Security Zones
§ Trust Concept – within Zones
§ Perimeter Defence – Firewall/VPN
§ Provision of Confidentiality and Integrity
§ Transparent Integration of Firewalls
Colombia's Colnodo has a strong network of partnerships that allow the organization to diversificate, increase its impact and leverage different technologies. Colnodo's leadership provides a detail explanation of the model, along with recommendations for implementation.
In January 2017, the Business and Sustainable Development Commission highlighted the huge economic opportunity inherent in meeting the UN 2030 Sustainable Development Goals (the Global Goals).
Pre igf13 Collaborative Leadership Exchange Bali Workshop-Meeting Design+Mode...Ruud Janssen, DES, CMM
Background:
Capacity Building has become one of the essential requirements in order to foster meaningful participation in Internet Governance processes. The multistakeholder model for Internet development means that all relevant stakeholders - including governments, the private sector, civil society, and the academic and technical communities - have respective roles to play in shaping key Internet governance issues, such as access, privacy, security and many others.
Performing such a role requires, however, a deep understanding of the multidimensional facets of Internet-related issues, often spanning across policy, technical, social and economic underpinnings. Fostering cross-disciplinary knowledge and cross-sector cooperation through capacity building is therefore paramount to ensure that the next generation of Internet leaders is empowered with the necessary tools to address future challenges, whether at the national, regional or international levels.
In the past few years, a wealth of capacity building and fellowship programs have emerged to address these new requirements, engaging individuals from all regions in capacity development and exposing them to key Internet Governance fora, including the Internet Governance Forum.
Objective:
The objective of the Collaboration Leadership Exchange on Capacity Building is to bring together the staff and participants in the different sponsored programmes to the IGF to network, build relationships, exchange ideas, discuss key local / regional issues on Capacity Building and IG, and explore applicable solutions.
It is envisioned that this one-day session will contribute to building and fostering capacity building communities, and create a multiplier effect on the Capacity Building track throughout the IGF week, and beyond. All IGF participants interested in this topic will be welcome to attend.
The Collaborative Leadership Exchange will take the format of an unconference, with equal parts of peer-to-peer style learning and engagement, networking and relationship building, interactive discussions and promotion of increased collaboration between capacity building programmes in the Internet ecosystem (DiploFoundation, Freedom House, ISOC, IFLA, dotASIA, SSIG, APC, etc.).
Once the event has started, activities are determined and led by the persons in attendance. Instead of passive listening, all attendees are encouraged to become active participants, with the moderator providing structure for attendees.
Preliminary activities are designed to stimulate debate.
Attendees pick themes for the fishbowl sessions and within the group.
Meeting Design by Ruud Janssen wwwTNOC.ch for #Internet Governance Forum 2013 Bali - Indonesia
Digital 2030 - a strategic framework for post-16 digital learning in WalesJisc
A talk from Connect More in Wales 2018.
Speakers:
- Mark Ayton, subject specialist (strategy and business process), Jisc
- Marian Jebb, head of quality and effectiveness policy branch, Welsh Government DfES
Why Developing Technology Skills is Essential for NonprofitsTechSoup
As the pace of change accelerates and technology continues to evolve, organizations across all industries are struggling to keep up — and the nonprofit sector is no exception. Technology skills are critical to building the solutions that solve the greatest challenges for nonprofits. But developing technology skills starts by creating a culture of lifelong learners. For enterprise organizations and nimble nonprofits alike, learning is an indispensable element of success.
Join us for this 60-minute webinar with Lindsey Kneuven, head of social impact of Pluralsight, who will cover how you can accelerate the ability to achieve your nonprofit’s mission and give your teams the opportunity to have more meaningful impact.
Presentation to staff interested in promoting digital inclusion for older people.
Given by Get Digital programme delivery team in a number of locations in England during February March 2011.
It is of no secret that the technological constant developments have affected many aspects of human lives within the last decades.
Managing people in a co-located team differ than a distributed team; the traditional co-located teams require depth understanding for the dynamics of human and social grouping, while dealing with virtual teams has created additional difficulties for management.
In the distributed teams, the spirit of collaboration is harder to be achieved, and the interaction between team members becomes less visible, which definitely would affect achieving the organization objective and the managerial process effectiveness.
Virtual collaboration enables distributed expertise to focus on shared problems with a necessary interfacing through technology.
Quality of interaction is critical for establishing the framework for successful collaboration on any team, virtual or not; however, the usual hurdles of any group of people coming together to tackle difficult problems is exacerbated in virtual groups by having to rely on technology.
For this reason, virtual collaboration should be planned for and supported by the development of specific interaction skills and the technological proficiency that will help ensure project success.
There continues to be a need to understand how technology changes the nature of work and collaboration.
Because of Geographical distance, the biggest challenge that faced the project / program manager is managing a virtual team.
In the following papers, I will shine the light on some tools, techniques, and useful Idea to managing virtual projects.
Suvi's presentations for ICY digital youth work group
2013_From need to sustainability. Empowering people to use ICT for their development
1. From need to sustainability
Empowering people to use ICT for their development
january2013
Approach
2. IICDapproach/page2
Introduction 3
Phase1–NeedsAssessment 5
Problem analysis and target group consultation
at the partner level 5
Roundtable workshop 5
Phase2–ProjectFormulation 6
Solution design workshops 6
Technology fairs and technology exposure events 6
Basic ICT training 7
Strategic and technical advice 7
Whodowesupportinourprocess? 7
Phase3–ImplementationandPilots 8
Train the ICT4D trainer 8
Technical update seminars 8
Collective skills training 9
On-the-job coaching 9
Advice and coaching 9
Phase4–Embedding 10
Advice and coaching 10
Knowledge sharing and policy participation 10
Monitoring, evaluation and learning 10
Phase5and6–ScalingUpandsystemicchange 11
Literature 11
<<IICD'sapproachinpractice
‘I didn’t know anything about computers when I became
the focal person of the ICT programme at Mubende Light
Secondary School in 2003,’ says secondary school teacher
Kereson Katongore. ‘But with the support of IICD, I was trained
in information and communication technology.’ Katongore
and seven co-workers were among the first to benefit from a
computer room set up by the school with IICD’s support. The
computer area quickly became a multifunctional community
space. During the day students attend classes and do their
homework there. In the evenings it becomes a computer training
facility and paid Internet café. Local farmers stop by to look up
market and extension information, and local residents come to
learn computer skills. Katongore continues to develop his skills.
‘As the people came in more often, they also wanted to know
more advanced programmes such as Publisher,’ he says.
‘This meant that I had to study more.’ Katongore’s students
and colleagues saw the multiple benefits the computers offered.
Soon all the school’s teachers and administrative staff were
using computers in their work as well. Katongore has since
helped two other schools set up computer facilities.
3. IICD’s mission is to enable 15 million low-income people
in developing countries to access and use ICTs to address
the challenges that they face. ICT offers opportunities for in-
creased well-being and sustainable economic development,
in all sectors and at all levels. IICD helps institutions and
organisations to design and implement ICT-enabled projects
and programmes. It actively supports four sectors in par-
ticular: (I) education, (II) health, (III) agriculture/economic
development and (IV) climate and water.
IICD uses a distinctive participatory and multi-stakeholder
approach. Whereas many ICT for Development (ICT4D)
projects focus on the transfer of new or innovative tech
nologies, IICD focuses not on technology, but on people.
More than 15 years of experience has proven that this
approach works. In 80% of IICD projects, partner organi
sations succeed in integrating ICT into their core business
by the end of the project period. This is an impressive track
record compared to the average sustainability figure of
15% for ICT4D projects.
IICD’s focus is on strengthening individual, organisational
and institutional capacities so that people and organisations
in developing countries can use ICTs effectively and indepen
dently to achieve their development goals. In a period of
about three to five years, we guide our partners through
a participatory process in which they work together in a
network of like-minded organisations, experts, government
agencies and private sector actors. One of our core principles
is learning by doing. Rather than import on-the-shelf
solutions, IICD facilitates a process in which stakeholders
co-create and implement their own ICT solutions. They thus
develop a broader understanding of how ICT can be fully
integrated into their programmes. At the end of the process,
our aim is to see our partners well equipped to find and
use information and ICTs on their own in such a way that
benefits them and the people they serve.
We pay special attention to gender in the design and imple
mentation of our projects. This ensures, for example, that
the solutions developed are accessible to and relevant for
both women and men. In identifying needs and priorities,
introduction
Information and communication technology (ICT) can help people transform their lives,
particularly in countries of the global South. Think, for example, of the farmer in Peru who
receives more money for his produce after learning to access market price information
using a mobile telephone. Or, consider the doctor in rural Tanzania who saves a life by
using an Internet connection to consult with a distant specialist on a complex case.
IICDapproach/page3
4. IICDapproach/page4
focus groups are held for women to ensure that their views
and perspectives are taken into account from the start.
Knowledge sharing and learning are important pillars of
our approach. They therefore underlie the entire process.
Through knowledge-sharing networks, exchange visits,
learning workshops and online platforms, locally relevant
knowledge and expertise is built. This, in turn, forms a strong
foundation for leveraging practice-based experiences into
larger-scale initiatives.
IICD’s approach consists of six phases, which we collectively
call our ‘social innovation process’. The six phases are (I)
needs assessment, (II) project formulation, (III) implemen-
tation and pilots, (Iv) embedding, (v) scaling up and (vI)
systemic change. The different phases and activities are
described in more detail in the sections below. While these
phases and activities are presented in a particular sequence,
IICDs approach is dynamic and flexible. If certain activities
are not needed or their timing needs to change, that is what
we do. Our focus is on results. We seek to learn how we can
best assist our partners in using ICTs in their organisation
and sector and sustain that use into the future.
From need to sustainability
The IICD approach
guiding
principles
90%ofourproject
partnersare
highlysatisfied
withour
approach
processtage
1.Needs
assessment
4.Embedding
6.
systemic
Change
Multi-
stakeholder
involvement
partnerships
Demand
Responsive-
ness
local
ownership
Learning
bydoing
Gender
equity
5.Scalingup
coaching
training
2.Project
Formulation
“In the workshops, everyone is involved. This ensures that risks are avoided and creates
a sense of togetherness.”
3.
Implementation
andpilots
5. The first phase in IICD’s approach is identification of needs,
challenges and actors within a certain sector and country.
Preparatory activities take place in this phase with two
central elements:
• problem analysis and target group consultation at the
partner level
• roundtable workshop
Problem analysis and target group consultation at the
partner level
IICD bases its in-country activities on a sound analysis of
needs and problems in the country and sector involved.
An important first step here is identification of a target
group’s information and communication needs and gaps
and clear definition of the local context. The actual problem
analysis and target group consultation is done by our local
programme partners. This is deliberate, to ensure local
ownership and thereby the sustainability of any ICT solutions
designed. IICD’s role at this stage is that of advisor and
facilitator. We provide strategic advice to our partners on
what methodologies and facilitation techniques they might
use to analyse a problem. The target groups are actively
involved in the problem analysis. If needed, IICD offers
more targeted assistance, for example, evaluation of the
local context in relation to technological possibilities and
requirements.
Roundtable workshop
Once the information and communication needs and issues
are clear, IICD prepares and facilitates a roundtable work-
shop in collaboration with a local organisation or consultant.
At this workshop, 10 to 20 key stakeholders in a particular
sector sit down together and review the problem analyses
that were done, subsequently identifying long-term challenges
and opportunities. Finally, they agree on a shared vision and
ICT4D programme for the sector. During a three to four day
period of reflection, analysis and priority setting, different
scenarios and ICT4D project ideas are generated and
discussed.
The roundtable workshop is an important starting point
in creating ownership among key stakeholders and in
facilitating change at the sector level. The roundtable work-
shop generates genuine understanding and appreciation
among stakeholders – for themselves, for others and for
their context. Ultimately, this enables them to overcome the
barriers to joint action that may inhibit public, private and
civil society players from working together productively.
IICDapproach/page5
At the end of phase 1, partners:
• have come up with ICT4D ideas that serve the needs of the target group ✔
• are ready to start an ICT4D project ✘
• are running a small ICT4D project ✘
• have the capacity to fully integrate ICT in their organisation ✘
Phase1 NeedsAssessment
needsassessment
6. IICDapproach/page6
After the roundtable workshop, the stakeholders bring
the project ideas back to their various organisations and
re-examine them in light of their individual mission and
activities. If the ideas are still considered worthwhile and
practicable, local organisations develop them further into
project proposals, in collaboration with their constituencies.
In this phase, IICD support emphasises strengthening
the capacity of local organisations to develop ICT4D
programmes and strategies and to raise the ICT skills
of key actors to a basic level. In the project formulation
phase we undertake four main activities:
• solution design workshops
• technology fairs and technology exposure events
• basic ICT training
• advice and coaching
Solution design workshops
A solution design workshop is a four to five day event in
which the project ideas that emerged during the roundtable
are brought to a higher level of development. The workshops
are executed by IICD’s technical specialists, in cooperation
with local technical advisors. Participatory techniques are
used to promote knowledge sharing and skills development.
The workshop programme is aimed at familiarising
participants with examples of sector-appropriate technical
solutions and discussing key issues, requirements and
approaches to consider during project development.
The solution design workshop thus equips partners with the
basic knowledge and skills they need to get the most out
of existing technologies, even beyond the specific projects
that they are formulating. Partners learn techniques for
seeking further information and tools, ways to sustain
their operations and how they might better serve their
beneficiaries in the long term with the use of ICTs. Finally,
in the workshop, project actors receive technology-based
resource materials that enable and encourage them to
continue learning on an individual basis after the workshop.
Technology fairs and technology exposure events
Technology fairs are a means to bring project partners
in contact with local technical advisors and potential
suppliers. During a technology fair, suppliers showcase
their products, and project partners establish contacts and
business relations with local service providers (such as web
development companies and network operators). Such
contacts serve them well in both the formulation and the
implementation of projects. With the technology fairs,
At the end of phase 2, partners:
• have come up with ICT4D ideas that serve the needs of the target group ✔
• are ready to start an ICT4D project ✔
• are running a small ICT4D project ✘
• have the capacity to fully integrate ICT in their organisation ✘
Phase2 ProjectFormulation
projectformulation
7. IICDapproach/page7
IICD stimulates demand-driven and locally tailored
processes of technological solution design.
Basic ICT training
Depending on the ICT literacy of the future project team,
IICD may decide to offer a basic ICT course for partner
organisations, to enhance their skills in information tech-
nology and online communication. During a two day work-
shop, project teams learn to work with email and chat
programs. They gain experience in searching the Internet for
information, and they become familiar with ways to manage,
store and back up data.
Strategic and technical advice
Throughout the entire process, IICD country managers
and technical advisors are available to provide strategic
and practical advice. Support at this stage tends to be very
specific, such as assisting a partner in finding an appropriate
technical solution for an issue identified in phase 1. Also
during this phase, technical advisors have one-on-one
sessions with partner organisations, for example, to refine
and validate a technology solution that has been proposed;
to discuss how partners will train teachers, nurses or farmers
in the use of the technology; or to finalise the activity plan
and budget.
“It has been valuable that in-house skills were made explicit during a visit of IICD’s
Technical Advisor: skills we were not even aware of before.”
Whodowesupportinourprocess?
IICD’s capacity development interventions focus on different
levels. In our work in Africa and Latin America, three overall
types of partners can be distinguished:
Project partners
Most of the time and efforts of IICD staff is dedicated to
strengthening capacity of project partners. Project partners
of IICD include grassroots organisations, small companies,
NGOs and government institutions. Project partners are
selected during the Round Table process. Selected partner
organisations have a mixed background, from grassroots or-
ganisations to businesses and governments. Together they are
expected to have an impact on the whole sector and thereby
contribute to poverty alleviation in their respective countries.
End-users
End-users are involved from the very start of a project. They
are people who directly use or contribute to the information
and communication services initiated through IICD projects.
End-users access these services for example at a community
center, a school, a hospital or at an information center run
by a farmer’s cooperative. End-users are not the same as
beneficiaries. Beneficiaries represent a larger group of people
who benefit from IICD projects. Beneficiaries are for example
people who can access information through a website that
was set up by a partner organisation or people who have
access to information from a radio broadcast.
Support organisations
To be able to give continuous, tailor-made and on-the-ground
support to the partner organisations IICD works with a
number of local support organisations or local consultants.
• Training partners and consultants assist project partners
with formulation of projects, and provide training and
technical advice
• National ICT for development network partners assist
project partners with knowledge sharing, lobby and policy
participation
• Monitoring and Evaluation (ME) partners assist project
partners and train partners how to collect data. ME
partners of IICD are independent organisations, usually
consultancy firms, who play an important role in data
analysis and feedback and discussing of ME data with
project partners and end-users. Including an intermediary
partner in the ME process is a deliberate attempt of
IICD to receive more objective and reliable feedback
and data from partners.
8. IICDapproach/page8IICDapproach/page8
Once the proposals are finalised and approved, our project
partners themselves take full ownership of the projects
and activities, in terms of both operations and strategic
development and management. Putting the partners in
the driving seat from the start helps to achieve sustainable
results. Most projects start with a piloting phase. Here,
partners test their ideas on a small scale by implementing a
basic prototype of their ICT solution. A prototype could be,
for instance, a website or database, or a trial run of a mobile
telephone service for health information. In this phase, IICD
provides strategic and technical advice, coaching and staff
development activities. In particular, we offer five types of
support:
• train the ICT4D trainer
• technical update seminars
• collective skills training
• on-the-job coaching
• advice and coaching
Train the ICT4D trainer
In each country, IICD develops and trains a national pool
of technical resource persons who provide on-the-ground
support to project partners and end-users. IICD conducts
‘train the trainer’ workshops for two types of main resource
persons: local training support partners and technical
officers in our partner-organisations. For the first group,
the train the trainer workshops focus on strengthening the
facilitation and training skills of the local support partners,
which they need to be able to adequately address capacity
gaps in ICT4D partner organisations. In the workshop
participants get to know different training methodologies,
learn how to conduct an assessment to identify training
needs, and how to develop appropriate training plans and
performance indicators for different target groups.
For the second group, the technical officers in our partner
organisations, IICD provides a workshop in which the
officers learn how to train non-technical people, such as
nurses, teachers, farmers in the use of the ICT solution.
Practical learning-by-doing sessions show the technical
officers how to transfer their knowledge and how they can
enhance their facilitation skills.
Technical update seminars
Software tools evolve rapidly, as do hardware and systems,
procurement methods, licensing practices and so forth. Our
partners must keep abreast of these developments if they
are to make informed decisions about critical technology-
related issues. IICD supports national partners in this by
organising regular technical update seminars. The aim of
these seminars is to raise awareness and increase knowledge
about trends and programme-appropriate developments in
ICT. Project partners themselves determine the themes for
At the end of phase 3, partners:
• have come up with ICT4D ideas that serve the needs of the target group ✔
• are ready to start an ICT4D project ✔
• are running a small ICT4D project ✔
• have the capacity to fully integrate ICT in their organisation ✘
Phase3 ImplementationandPilots
Implementation
andpilots
9. IICDapproach/page9IICDapproach/page9
upcoming seminars through various feedback instruments,
such as surveys and focus groups.
Collective skills training
To follow up basic ICT training provided in the project
formulation phase, IICD conducts further ICT training in
the implementation phase. Participants are project actors
and end-users, who receive refresher courses or more
in-depth instruction on ICT topics. In the collective skills
training, attention is paid to basic skills, such as online
communication and multi-media, but also to project-specific
ICT advances, such as the use of market price information
systems, development of education materials and the use of
health management information systems. After this training,
participants have the know-how to work with the technical
solution that was designed in the project formulation phase.
On-the-job coaching
After training events and workshops have taken place,
IICD provides on-the-job coaching to partner organisations
and end-users to address specific gaps or challenges
at the project level. Based on an assessment of needs
and knowledge gaps, a local technical advisor spends
several days at the project site working with end-users
(such as health workers, teachers or farmers) in their
own environment.
On-the-job coaching provides users with one-on-one
practical sessions with a trainer, offering opportunities
to experiment with new tools and methodologies under
expert supervision. Beyond this, on-the-job coaching is
an important means of furthering knowledge transfer and
tailoring methodologies and tools to partners’ needs.
Advice and coaching
Advice and coaching during the implementation phase gives
partners the confidence, knowledge and skills to put their
formulated plans into action. IICD is available to provide
specific advice, for example, on ICT policies, IT resources,
or on the hands-on use of applications. Next to the technical
and operational support, IICD country managers play
an active role in strengthening the overall organisational
capacity of project partners. This could involve, for instance,
helping partners to improve organisational structures, to
formulate appropriate human resource policies and to
address sustainability issues. Finally in this phase, particular
attention is paid to ensuring that project partners know how
to build capacity among their end-users in the project.
10. IICDapproach/page10IICDapproach/page10
After the initial project plans have been successfully imple-
mented, IICD continues to support partners to fully integrate
and roll out ICT in their development programmes. It is in
this phase that local organisations start to fully understand
and use the potential of ICT to achieve their development
goals. In the embedding phase, IICD support is more stra-
tegic, focusing on change management, knowledge sharing
and lobbying. Activities fall under two main categories:
• advice and coaching
• knowledge sharing and policy participation
Advice and coaching
At this stage of the process, IICD assists partners in inte
grating ICT into their organisation beyond the specified
pilot or project period. Oftentimes, far-reaching changes in
organisational structure and culture are needed to effectively
integrate ICT in such a way that it leads to substantial and
lasting improvements. Change management, however, raises
questions, such as how to develop a long-term vision and
strategy, how to align people within an organisation, and how
to manage human resources. During this phase, IICD also
helps partners mobilise resources to scale up or leverage
project activities. In some cases, IICD and experienced
partners are requested to assist other organisations or
institutions with similar processes to integrate ICTs into
programmes.
Knowledge sharing and policy participation
Throughout the whole process, IICD invests in knowledge
sharing and learning as an explicit strategy to improve
practice, to stimulate innovation and to leverage experience.
By scaling up the use of products or services – and by
replicating successes at a larger number of project sites
– IICD and partners multiply the benefits of the work.
Exchanges take place mainly via national ICT4D networks,
which IICD organises around sectors and cross-cutting
issues. Alongside face-to-face network meetings, national
ICT4D networks have their own local ICT websites, local
newsletters and reports in which they document project
results and experiences. The multi-stakeholder networks
also play a vital role in assisting and lobbying the govern
ment to integrate and scale-up ICT at a national level.
Besides knowledge sharing at the national level, IICD
facilitates international exchanges of experiences. We
organise cross-country events at which IICD partners learn
from experiences in other countries and give one another
advice. In addition, IICD developed the ‘i-connect’ online
platform,1
where people active in ICT4D can find and engage
with peers, profile their work and share relevant content and
resources. The i-connect platform thus provides a bridge
between international networks and field-based experiences.
As such, it contributes to building a global knowledge base
on the use of ICTs as a tool for development.
Monitoring, evaluation and learning
IICD has a continuous mechanism in place to monitor
progress and capture lessons from projects and
programmes. We collect user and beneficiary feedback at
each phase in the process via online surveys and surveys
via mobile telephone. Findings are subsequently discussed
in focus groups with users and beneficiaries of the project.
Together, impact data is analysed, areas of concern are
identified and discussed, and solutions to challenges are
found. The results and lessons captured provide valuable
insights into the overall use, satisfaction and impact of
IICD projects and processes.
1
http://iconnect-online.org
At the end of phase 4, partners:
• have come up with ICT4D ideas that serve the needs of the target group ✔
• are ready to start an ICT4D project ✔
• are running a small ICT4D project ✔
• have the capacity to fully integrate ICT in their organisation ✔
Phase4 Embedding
Embedding
11. ReferencesPhase5and6 ScalingUp
andsystemicchange
IICDapproach/page11IICDapproach/page11
For IICD, an ICT project or programme is never a goal in
itself. Rather, it is a first step towards embedding and conso
lidating the use of ICT to tackle development challenges.
Once a sector programme has reached completion –
meaning that there is a critical mass of projects, capacity
and knowledge to implement new ICT4D activities – IICD
takes on the role of adviser and broker in the further expan-
sion of ICT within that sector. Building on our experiences
and those of our partners, we help governments, donors and
NGOs to develop and implement national strategies and
policies and large-scale ICT4D projects and programmes.
2012 – From digital dreams to concrete change.
IICD Annual report http://annualreport.iicd.org/
2012 – From digital dreams to concrete change.
IICD Annual report 2011 – facts and figures brochure.
http://www.iicd.org/about/publications/annual-reports-
2011-facts-and-figures-brochure
2012 – ICT-led Social Innovation Process 2011 –
Feedback, evaluation and lessons learned.
http://www.iicd.org/about/publications/ict-led-social-
innovation-process-2011
2007 – ICT for Education. Impact and lessons learned
from IICD-supported activities.
http://www.iicd.org/files/icts-for-education.pdf
2012 – ICT for a greener economy. Recommendations to
the platform Rio+20.
http://www.iicd.org/articles/key-recommendations-for-
a-greener-economy-in-developing-countries
2012 – ICT for rural economic development: 5 years of learning.
http://www.iicd.org/about/publications/ict-for-rural-
economic-development-five-years-of-learning