The document is a curriculum guide for the Train the Trainer (ToT) model used by BOSCO-Uganda to enhance ICT skills in communities, particularly in the Acholi sub-region. It outlines training sessions, objectives, and evaluations aimed at fostering a culture of communication and technology use among different learner groups. The guide is designed to accommodate various levels of ICT knowledge and encourages a hands-on approach to learning.

1. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
Battery Operated Systems for Community Outreach
Uganda
(BOSCO-Uganda)
ICT HAND BOOK (PART ONE)
SECTION I - CURRICULUM GUIDE
(2012)
P.O. Box 200, Gulu, Northern Uganda, East Africa
E-mail: info@boscouganda.com ; Website: www.boscouganda.com
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2. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
Table of contents
Page
Contents
Preamble ......................................................................................................................................... 5
SECTION I - CURRICULUM GUIDE ....................................................................................... 9
1.0
GENERAL INTRODUCTION (DURATION: 6 HOURS) ....................................... 12
1.1
Session: Official Opening (10 minutes) ................................................................ 12
1.2
Session: Self introductions (20 minutes) ............................................................. 13
1.3
Session: Expectations and fears of each participant (20 minutes) ................... 14
1.4
Session: Objectives of the training (20 minutes) ................................................ 15
1.5
Session: BOSCO-Uganda program expectations (30 minutes) ......................... 16
1.6
Session: Assessment of training needs of the users (20 minutes) .................... 17
1.7
Session: Introduction to and the benefits of the computer ............................... 18
(1 hour 30 minutes) ........................................................................................................... 18
1.8
Session: The Key Board & Word Processing (1 hour 30 minutes) .................... 19
1.9
Session: Evaluation (1 hour) .................................................................................. 20
2.0
SEARCH ENGINES & CONTENT DEVELOPMENT (4 hours) ............................ 23
2.1
Session: Search engines (30 minutes) .................................................................. 23
2.2
Session: Writing articles (2 hour 30 minutes) ..................................................... 24
2.3
Session: Evaluation (1 hour) .................................................................................. 26
3.0
ON-LINE COLLABORATION (20 hours) ................................................................ 28
3.1
Session: Electronic mails (1 hour 30 minutes) .................................................... 28
3.2
Session: BOSCO-Uganda Intranet (1 hour) ......................................................... 29
3.3
Session: Google maps & Documents (1 hour 30 minutes) ................................. 31
3.4
Session: BOSCO-Uganda wiki spaces (14 hours) ................................................ 32
3.5
Session: Evaluation (1 hour) .................................................................................. 33
3.6
Session: Social media tools (1 hour)...................................................................... 35
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3. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
4.0
GENERAL PRACTICE, RESEARCH & EVALUATIONS (7 hours) ...................... 36
4.1
Session: Ms. Excel, Power Point & Publisher ...................................................... 36
4.2
Session: Monitoring & Evaluation forms ............................................................. 37
4.2.6
Annex 6 - Copy of Monthly Book Keeping ............................................................... 43
4.2.7
Annex 7 - Material/Equipment Checklist ................................................................ 44
4.2.8
Annex 8 – Windows & Linux ..................................................................................... 45
4.2.9.
Annex 9 - Acknowledgement and Special thanks to: ............................................ 46
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4. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
List of Acronyms
BOSCO…………………………………… Battery Operated Systems for Community Outreach
BOSCO-Uganda………… Battery Operated Systems for Community Outreach-Uganda
Web 2.0……………………………………Website Applications 2.0
ICT…………………………………………Information and Communication Technology
TOTs………………………………………Trainer of Trainers and Trainer of trainees
5WsH………………………………………What, When, Where, Who, Why and How
MS…………………………………………Microsoft Office
URL………………………………………..Uniform Resource Locator
MDGs………………………………………Millennium Development Goals
EMAIL……………………………………..Electronic Mail
GMAIL…………………………………….Google Mail
CC………………………………………….Carbon Copy
BCC………………………………………..Black Carbon Copy
WWW……………………………………...World Wide Web(site)
HTTP………………………………………Hypertext Transfer Protocol
NB…………………………………………Nota Bene (Note Well)
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5. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
Preamble
Part one of the ICT Handbook is structured as follows:
SECTIONS
SECTION
SUB-SECTIONS
CHAPTERS
I
CURRICULUM GUIDE
SECTION II TRAINING Section
PACKAGE
IIA-Children
Training Package
Section
IIB-General Chapter I:
Training Package
General
Introduction
Chapter II:
Web
2.0
Application
Chapter III: Office
Applications
The Hand Book is designed to:
1) Encourage learners and communities in general, to develop a culture of listening,
speaking, reading and writing/note taking
2) Embrace different categories of learners, specifically;
Fast and slow learners
Luo & English speaking
Children. Topics specifically relevant for children are; computers, email, Face
Book and Search Engines.
Youth and adults
Rural and urban communities
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6. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
Conflict and post-conflict affected persons
ICT literate and illiterate; those that have touched or never touched a
computer as reflected by some of the expectations and fears below expressed
by participants before training and actual preparation of this package;
Expectations
Fears
 Experience
sharing
with
all  We shall be given hard parts as an
participants
assignment
 Transport refund and allowances
 Change of environment
 Main Office tour of BOSCO-Uganda
 First
 Certificate issuing after the basic ICT
begin
training
on
 Fear of using the computer
 Handouts
 Fear of laughter when I fail to use the
 Effective training
computer
 Meeting only youth
 Computers/laptops will not be enough
 We are going to get computer support
during the training
from BOSCO-Uganda
good
 Only English language will be used
knowledge
on
the  Electricity (Power cuts)
computer especially internet
 Late lunch is not needed due to ulcer
 Good welcome
 We
to
computers
Training
 Getting
time
shall
be
problems
persons
who
have  Limited time to know all the expected
something on computers/ICT
knowledge
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7. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
 What is computer?-we are going to  Unfavorable weather conditions like
know
rain
 Apply the knowledge acquired to help  Criticism of being illiterate
my fellow staff and community
 Others may not understand well in
 Adventuring new environment
their training since there are some who
 New friends
may not be literate
 Practical operation of the computer
 How difficult it is to operate a
computer
 Operating a computer since it is my
first time
This document can be used by anyone anywhere; however the package is specially
designed for communities of Acholi sub-region with the aim of meeting BOSCO-Uganda
Programme goals towards the benefit of communities in the target area. In Acholi sub
region, the local language - Luo/Acholi shall be the medium of instruction. Where need
be, English shall be used (with the help of a local/person alongside to translate into the
local language). In addition, focusing on the topic of Content development- articles
could be written in English or the local language/luo (the Luo language can be used as
medium of communication on the intranet and wikispaces)
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8. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
Battery Operated Systems for Community Outreach-Uganda (BOSCO-Uganda) was
established in 2006 under the umbrella of Gulu Archdiocese in Northern Uganda, with
the mission to “provide innovative Information and Communication
Technology (ICT) solutions using a collaborative and Internet approach to
foster
socio-economic
development
communities in Northern Uganda”.
8
and
peace
building
in
rural

9. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
SECTION I - CURRICULUM GUIDE
The Curriculum Guide is aimed at guiding the Trainers of Trainers and Trainers of
Trainees (TOTs) to ensure that there is a uniform approach to training and
knowledge/information shared. It provides the approach to the training. The TOTs need
to follow the Curriculum Guide while making reference of the corresponding lessons in
the Training package. Therefore;
1) For Windows applications we use MS Office applications and Open Office
Applications for Linux Systems. Below are some of the major differences between
Linux and Windows operating Systems.
Windows
Up sides
 Windows is the world leader
Linux
 Linux is very powerful
in PCs loaded with their
software.
 Linux typically
requires less system
 Windows has an easy to use
resources to run the
user interface which can be
operating system
learned easily.
leaving more system
resources for the
 Windows has the largest user
applications which are
base of any operating system
running on the
worldwide.
system.
 Windows has the most
 Many linux
software available for it
distributions are open
Windows has the largest
source so you have full
number of developers of any
source code access
OS
Many Linux
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10. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
distributions are free
 Microsoft has a large
to install and use
technical support department
 Protects the computer
available to support technical
from virus attacks
issues
which security is the
reason linux is
 Systems administrators are
popular at the
many and can be easily found
BOSCO-Uganda sites;
to support your corporate
thus is the major basis
environment
for BOSCO-Uganda
training
Down Sides
 Windows is closed source,
 There are much fewer
meaning that you cannot view
Linux admins
or modify the source code of
available for hire.
the operating system.
 Top notch Linux
 Because there are so many
applications available it can
admins can be hard to
find.
take you a while to find the
application that you like the
best.
 Linux admins are
typically more
expensive to hire than
 Windows licenses are very
Windows admins.
expensive to purchase with
the Enterprise Edition of
 Finding support can
Windows Server costing
be more difficult as
several thousand dollars per
same companies who
server.
distribute the
 Computer easily attacked by
virus if antivirus is not
10
software do not have
large support

11. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
updated
departments.
 Linux can be more
complex to setup for
users who are not
familiar with it.
The user interface is
not as easy to use.
2) It is recommended that at least two TOTs assist each other to facilitate each session
together (one Leads and the other co-facilitates)
3) This training only provides basic skills on Information and Communication
Technology (ICT); TOTs and learners/community are expected to do additional
reading or research to guide and enhance their training capacity. At most two
learners per computer per session.
4) Apart from Introduction to computers, all theoretical introductions should not
exceed 10 minutes thus the rest of the time allocated goes to practical
illustrations/work and hands-on learning.
The curriculum guide has got a time allocation (35 hours) for the topics to be covered;
but it is up to the TOT (s) and learners to agree on additional time for breaks where need
be. It could also be adjusted to suit both residential and non-residential trainings thus
can be adjusted accordingly.
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12. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
1.0
GENERAL INTRODUCTION (DURATION: 6 HOURS)
1.1
Session: Official Opening (10 minutes)
Session objective
To give learners a sense of belonging
1
Session outline
Opening prayer
Welcome Remarks
1
http://www.ashton.lancs.sch.uk/index.php?category_id=109
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13. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
1.2
Session: Self introductions (20 minutes)
Session Objective
To create a more free and comfortable atmosphere
2
Session outline:
Ensure the participants are in pairs. They could sit or stand in the training room
or outside at the compound.
In pairs, each one tells the other his/her name, occupation (what they do), site
represented, likes and dislikes.
In a collective session, each one introduces the partner by mentioning the name,
occupation (what they do), site represented, likes and dislikes.
2
http://51851subhashri.wikispaces.com/
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14. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
1.3
Session: Expectations and fears of each participant (20 minutes)
3
Session objectives
To give learners a greater sense of belonging
To ensure the actual objectives of the training are clearly understood
Session outline
Each participant improvises a pen and paper
Without mentioning names, each participant writes her/his expectations on a
piece of paper to submit
Without mentioning names, each participant writes her/his fears on a separate
piece of paper to submit
Each participant submits the two pieces of paper (fears and expectations) to the
TOT (s)
The TOT displays the expectations and fears in the open e.g. training room wall
The TOT reads out the fears and expectations aloud while addressing issues
3
http://emmaspgcereflections.blogspot.com/
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15. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
arising through clarifying, encouraging etc
Emphasize that there are no allowances (sitting, transport etc) to the free
education/training service issued
Together with the learners, revisit the expectations and fears at the end of the
training as a means of evaluation
1.4
Session: Objectives of the training (20 minutes)
4
Session objectives
To ensure that communities understand that BOSCO-Uganda is not an Internet
Service Provider
To ensure that communities understand that the aim of the training is to assist in
speeding up development at individual and community level
To enable learners understand that even with internet interruptions, off-line and
intranet related work can still go on.
4
http://www.thedailystar.net/newDesign/news-details.php?nid=119100
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16. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
Session outline
In a 5 minutes collective discussion, the learners are asked to share their thoughts
on what could be the aim of the training
With reference to the notes in the Training Package, the ICT basic skills training
objectives are introduced and explained to the learners
As wrap up on the session, learners are made to understand that the programme
is to empower community members who should in turn pass on the skills
acquired to fellow community members for common-social welfare.
1.5
Session: BOSCO-Uganda program expectations (30 minutes)
5
Session objectives
To ensure communities understand that BOSCO-Uganda programme is only a
contribution to already running community development initiatives at village,
parish and sub county levels and therefore, communities are expected to embrace
the ownership of the programme.
5
http://www.e4africa.co.za/?cat=29
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17. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
Session outline
In 5 minutes, ask the learners what they know about BOSCO-Uganda
Programme.
With reference to the notes in the Training Package, explain BOSCO-Uganda
Programme expectations to the learners
1.6
Session: Assessment of training needs of the users (20 minutes)
6
Session Objectives
To assess the training needs of the learners
To ensure that all the learners with different levels of knowledge feel equally
useful
Session outline
6
http://hgslearning.co.uk/course/category.php?id=40
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18. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
Explain the displayed assessment questions to the learners (please refer to the
Training Package for assessment form).
Assess the training needs of the learners.
During the assessment; the TOT (s) should look out for the learners’ ICT
knowledge (theory and practice).
Group the learners-pair the learners mindful of levels of ICT knowledge.
Encourage active interaction and knowledge sharing amongst the different ICT
knowledge levels to enhance learning
1.7
Session: Introduction to and the benefits of the computer
(1 hour 30 minutes)
7
Session objective
To introduce to the learners the basics on computer hard ware and soft ware
Session outline
7
http://www.teacherrambo.com/course/category.php?id=2
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19. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
With reference to the Training Package, in an interactive way, introduce the
basics of Computers
Remember to create an awareness on basic computer management and handling
1.8
Session: The Key Board & Word Processing (1 hour 30 minutes)
8
Session objectives
To familiarize learners to the basics of the key board
To introduce learners to the basics of Word Processing
Session outline
Theoretical introduction to the key board (10 minutes)
Practical illustrations/instructions on the Key Board (30 minutes)-For every key
introduced, learners should be given the opportunity to try it out practically (50
minutes)
On Word Processing topic, the TOT (s) instruct (s) the learners to do as below;
8
http://www.teach-ict.com/glossary/A/animation.htm
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20. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
 Open Ms. Word/Open Office writer document (new and existing)
 Naming and saving a new file
 Editing and saving an existing file
 Highlighting, Bolding, Italics and Underlining words etc
 Aligning texts
 Saving in folders
 Font sizes and types
Encourage learners to practice word processing and the key board
1.9
Session: Evaluation (1 hour)
9
Session Objective
To help the learners understand the different uses and advantages of the
computer
Session outline
9
http://www.graphicsfactory.com/search/graduation_P21.html
20

21. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
While outside the training room, randomly ask the learner at random to take the
rest of the group through an energizer/game for 5 minutes
Learners stand in a circle together with other TOTs. One TOT stands inside the
circle to facilitate the evaluation of the previous topics covered. Questions to ask
learners include;
 What is a computer?
 What is the difference between computer hardware and computer soft
ware?
 Give examples of computer hardware
 Give examples of computer software
 How do you switch on (Power on) a computer?
 How do you switch off (Power off) the computer?
 What are the Dos and Don’ts regarding computer usage?
 How do you open a new Ms. Word/open office writer document?
 How do you open an existing Ms. Word/open office writer document?
 How do you go about naming and saving a new file?
 How do you go about editing and saving an existing file?
 How do you go about highlighting, Bolding, Italics and underlining?
 Name the different ways of aligning texts?
 What is a folder?
 What is the difference between a folder and a file?
 How do you go about saving in folders?
 What are font sizes and types; and when do you use them?
21

22. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
Ensure atleast each learner participates in one or more questions asked.
After the learners have attempted the questions, the TOTs collaboratively provide
the answers to each of the questions as a form of refresher.
Ask the learners to share what they think could be the benefits/advantages of the
computer
The TOT explains the advantages of the computer with reference to the notes in
the Training Package
Before starting a new topic, the TOT should make sure that what has not been
understood by the learners is explained.
Group wraps up with a game of about 5 minutes
22

23. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
2.0
SEARCH ENGINES & CONTENT DEVELOPMENT (4 hours)
2.1
Session: Search engines (30 minutes)
Session objectives
To equip the learners with the basic skills for on-line information gathering
Session outline
Give a brief explanation of what search engines are with examples (e.g. Bing,
Google, Wikipedia, yahoo, etc) and their importance in 10 minutes
Explain the difference between search bars and address bars
Ask the learners to think of what they need to discover and use the preferred
search engine to learn more about their area of interest.
Tell the learners that Google has provision for local languages like Luo; the TOT
(s) show (s) the learners
Tell the learners that they may want to use the search engines later to back their
content through facts and statistics
Tell the learners that if they are copying the exact words or photographs from the
internet etc, they should quote the source for legal (copy right) reasons
23

24. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
2.2
Session: Writing articles (2 hour 30 minutes)
10
Session objective
Explain the basic research questions (5WsH) to inform the article writing
Session outline
Introduce the 5WsH (below) concept to the learners
 Who is it about?
 What happened (what's the story)?
 When did it take place?
 Where did it take place?
 Why did it happen?
 How did it happen?
Explain that the concept (research questions) is regarded as basics in information
gathering.
Explain that the research questions are only a checklist to ensure complete
information gathering.
10
http://www.123rf.com/photo_10478260_cartoon-happy-geek-and-computer.html
24

25. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
Explain that the article should be flowing in the order of: Introduction-BodyConclusion
Task the learners to read more on article writing for example, developing a topic
etc.
Ask a pair (s) of learners to talk about themselves through a role play; and in a
collective session comment on individual profiles presented to establish if the
5WsH concept has been observed to give room for comments and improvement.
Task the learners to develop their individual profiles during their free time and
save it for future reference/usage.
Introduce topical issues (e.g. Millennium Development Goals, culture or other
developmental topics of interests), encourage further reading and research
towards content development.
Divide the learners into groups/teams.
Task each group to identify a topic and write an article about it using their
communities as a case study. The article doesn’t always have to be a problem but
also achievements; or both (positive and negative) because communities also
have nice things happening around.
Task the groups to back their articles with photos that speak; show the learners
how to take photos, download, save, edit (cropping & re-sizing) and uploading.
After instructions, learners go for group work for 1 (one) hour. Learners type out
and save their work in Ms. Word/open office writer. Members define their group
names.
25

26. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
In a collective session, discuss and comment on each article for learning and
improvement purposes with reference to the 5WsH concept.
2.3
Session: Evaluation (1 hour)
Session objectives
Recap the previous topics
To help the learners understand the benefits of the Internet and on-line
collaboration
Session outline
While outside the training room, ask the learners to take the rest of group
through an energizer/game for 5 minutes
Learners stand in a circle together with other TOTs. One TOT stands inside the
circle to facilitate evaluation of the previous topics covered. Questions to ask
learners include;
 Name the different types of search engines?
 What is the difference between the search bars and address bars
26

27. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
 What is 5WsH and what is it used for?
 How many Millennium Development Goals exist?
 Mention all the Millennium Development Goals.
Ensure each learner participates
After the learners have attempted the questions, the TOT (s) collaboratively
provide the answers to each of the questions
Ask the learners to share what they think is the definition of the internet; and are
the benefits/advantages of the internet?
The TOTs explain the benefits/advantages of the internet with reference to the
Training Package.
Before starting a new topic, the TOTs should make sure that what has not been
understood by the learners is explained.
Group wraps up with a game for 5 minutes
27

28. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
3.0
ON-LINE COLLABORATION (20 hours)
3.1
Session: Electronic mails (1 hour 30 minutes)
11
Session objective
To enable learners use electronic emails to ease communication
Session outline
Theoretical introduction to electronic mails (10 minutes)
After a brainstorm by the users, explain the advantages and disadvantages of
emails
Find out how many have got email accounts
Emphasize the need to own an email
Explain the Dos and Don’ts regarding email
Explain the basic steps to follow if one needed to change passwords
Emphasize the need to remember usernames and passwords
Find out how many have got Gmail accounts
Explain that for purposes of the program activities Gmail accounts shall be used
because it is most compatible to future on-line activities we shall be involved in
Encourage the learners to maintain the same password for all accounts for easy
11
http://cyberfeeder.com/category/technology/softwares/
28

29. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
remembrance
Take the learners without Gmail accounts through the account opening process;
and encourage the ones with Gmail accounts to assist fellow learners
After all have created Gmail accounts, make sure learners are able to;
 Compose messages
 Attach documents
 Read messages inbox and outbox
 Send and receive messages
 Save and edit drafts
 CC & BCC functions
 Reply and forwarding
Challenge learners to share email addresses and practically try this out between
or amongst themselves
3.2
Session: BOSCO-Uganda Intranet (1 hour)
12
12
http://blog.cedsolutions.com/Blog/?Tag=apple
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30. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
Session objective
To encourage development oriented collaboration and promote local response
mechanisms among the local communities
Session outline
Theoretical introduction to the intranet (10 minutes)
Learners are informed that in addition to posting articles and commenting on
articles, the Intranet could be used to;
 Ask questions for example commodity prices with the hope that
community members shall help answer
 Market products examples individual who is selling local chicken and
needs customers
 Do research through electronic books and tutorials presented
 Entertainment through videos presented
 To submit comments on the program through the Monitoring and
Evaluation Section for information on program performance
Learners are practically taken through the registration process on the intranet
Learners are left to navigate the intranet and discover the different resource
materials and their uses on personal and community level
Each learner is tasked to find an existing article on the intranet forum to
comment on in English or Luo
Each learner posts a new article on the forum
30

31. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
3.3
Session: Google maps & Documents (1 hour 30 minutes)
Session objective
To introduce the learners to information sharing through Google maps and
documents
Session outline
Brief introduction to Google maps
Practically show the learners the link to Google maps
Learners are told that Google maps provide an estimate direction of a location or
place
Task each learner to produce a Google map of preferred location
Task the learners to produce a Google map of their ICT site
Task each learner to sign into their Gmail accounts and locate the section: Google
documents
Task each learner to share their profile with the rest through Google documents
Challenge the learners to explore more on the topic
31

32. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
3.4
Session: BOSCO-Uganda wiki spaces (14 hours)
Session objective
To enable communities to social-market themselves at individual and
institutional level through projection of their respective skills, talents,
knowledge/information and objectives
Session outline
Learners are introduced to the wiki www.bosco-uganda.wikispaces.net
Learners are told that it is possible to save and edit an article on the wiki and
published when ready for example through other social media tools like Face
book, Twitter, LinkedIn, Blogs etc
Learners are also told that due to unreliable internet connectivity, it is advisable
to work off-line (Ms. Word/open office writer etc) and save the document that
can always be retrieved for posting on-line to avoid loss of data
Learners are reminded to remember the URL
Learners are instructed to practically join wikispaces
After joining wikispaces, each learner is taken through the practical process of
creating a new wiki
Learners are asked to paste their individual profiles and upload their individual
photos on their respective wikis
Learners are taken through a practical session of creating new pages; and naming
each basing on the subject of the content.
32

33. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
Learners are encouraged to go keep their wikis active by publicizing their work
like poems, updates on oneself, articles on personal experiences etc
3.5
Session: Evaluation (1 hour)
Session objective
Recap on previous topics
Session outline
While outside the training room, ask the learners to take the rest of group
through an energizer/game for 5 minutes
Learners stand in a circle together with other TOTs. One TOT stands inside the
circle to facilitate evaluation of the previous topics covered. Questions to ask
learners include;
 How do you become a member of wikispaces?
 How do you create a new page on your wiki?
 What do you do to be able to edit your pages
 Each learner to state their wiki
 Each Learner to state their Gmail account
33

34. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
 Each learner to share about Google maps and documents
Ensure each learner participates in answering at least one or two of the questions
asked
After the learners have attempted the questions, the TOT s collectively wrap up
with right answers to each of the questions
Ask the learners to share what they think is the meaning of electronic mails; and
are the benefits/advantages of the electronic emails?
The TOTs explains the meaning and the benefits/advantages of electronic mails
with reference to the Training Package.
Ask the learners to share what they think is the meaning of the intranet; and are
the benefits/advantages of the intranet?
The TOTs explains the meaning and the benefits/advantages of intranet with
reference to the Training Package.
Ask the learners to share what they think is the meaning of on-line collaboration;
and are the benefits/advantages of on-line collaboration?
The TOTs explains the meaning and the benefits/advantages of on-line
collaboration with reference to the Training Package.
Before starting a new topic, the TOTs should make sure that what has not been
understood by the learners is explained.
Group wraps up with a game
34

35. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
3.6
Session: Social media tools (1 hour)
Session objective
To enable learners explore and navigate the internet (social media tools on their
own) using basic skills already earned.
Session outline
Explain and give the benefits of each of the social media tools below;
 Face book
 Linked-in
 Twitter
 Skype
Practical exercise: Using skills already attained through email, wiksipaces &
intranet account opening, learners are tasked to create an account with at least
two of the preferred social media tools and complete profile and upload a photo
35

36. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
4.0
GENERAL PRACTICE, RESEARCH & EVALUATIONS (7 hours)
13
4.1
Session: Ms. Excel, Power Point & Publisher
Session objective
To challenge learners to creatively exploit skills and resource materials acquired
for personal empowerment
Session 0utline
Learners are encouraged to study, research and consult each other and the
Training Package. Learners also visit and make use of search engines
TOT (s) assist the learners whenever need arises
13
http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag0910/January10single/index.html
36

37. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
4.2
Session: Monitoring & Evaluation forms
Session objective
To challenge communities to follow up/monitor and evaluate community
activities
Session outline
Learners are introduced to the training register and tasked to keep record of the
community members trained
Learners are introduced to the users registration format and tasked to monitor
the registration of site users (both old and new users)
Learners are introduced to the monitoring format to enable reporting of all site
activities (trainings etc)
Learners are introduced to the qualitative/evaluation form and tasked to
document records of people’s testimonies (trainings and other activities) that
could also be shared on the internet/social media tools like wikispaces, twitter etc
Challenge communities to improvise materials for record keeping for example
counter books etc
NB: Participants need to also observe what is happening as they shall be
expected to replicate the same
37

38. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
4.2.1 Annex 1 - Training Register
BOSCO-UGANDA OVERALL TRAINING REGISTER OF ATTENDANCE
Lesson (s) _______________(also attach time table):Venue:__________ Time__________; Date(s)____________
No
Name
Age group
(12-18, 19-29, 3049, 50 yearsabove)
Sex
(M/F)
Email/Telephone
Occupation (Student, out of
school, Farmer etc)
Site, Village & Parish
Sub county &
District
1
2
3
4
5
6
7
8
Name of Tutor: _________________________Position____________________at_______________Signature__________________
38
Signature

39. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
4.2.2 Annex 2 - Training Assessment Form
Battery Operated Systems for Community Outreach Uganda
(BOSCO-Uganda)
Assessment form [04]-for day 1[one] activity 3
Name: _________________ Site_________________
Dear Participant, the answers you provide here will be handled confidentially and used to help you
and others improve literacy skills related to computers and generally Information and Communication
Technology.
Please study the table below and kindly tick what is applicable.
Activity
Yes
Can you power on a computer?
Are you able to navigate?
Are you able to use general
office & web 2.0 applications?
Are you able to choose a
programme and why?
Are you conversant with e-mail?
Do you possess an email
address? If yes, do you use it
(email address/account)?
Are you able to save documents?
Can you shut down a computer?
Thank you for your cooperation!
39
No

40. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
4.2.3 Annex 3 - Site users register
Name of ICT Site:
Month:
S/N
Battery Operated Systems for Community Outreach-Uganda (BOSCO-UGANDA)
DAILY USERS ATTENDANCE DATA CAPTURE
___________________________________________________
___________________________________________________
DATE
NAME
GENDER
(Male/M or
Female/F)
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
40
AGE
USERS
FRQUENCY
(New or Old)
RESIDENCE
SIGNATURE

41. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
4.2.4 Annex 4 - Monitoring Report format
SITE NAME……………………………………………………………….Date……………………………………..
Activity
(what is being done)
Activity Plan
(Flow charts/roles)
Achievements
(Goals achieved)
Challenges
(Retarded activity)
Way forward
(Next move amidst challenges)
Conclusion
(Derived measures/Agreed)
Site Manager……………………………………………………..
Signature
……………………………………………………..
41

42. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
4.2.5 Annex 5 - Evaluation Report Form
EVALUATION FORM-TO BE FILLED BY SITE USERS IN RELATION TO BOSCOUGANDA PROGRAM
Name of Site User: ____________________________________________ Name of Site:____________________
A. Skills by the site user/community member (Skills are to do with hands)
Skills acquired
Skills improved
Skills already practiced
B. Information/knowledge of the site user/community member (this has to do with the head)
Information/knowledge Possessed
Information/knowledge acquired
C. Attitude (what has been stretched?) i.e. this has to do with the Heart
_____________________________________________________________________________________________
D. Plan for the skills and knowledge acquired.
How do you plan to use the skills & information/knowledge acquired?
What are you doing with the skills & information/knowledge
acquired?
Signature:
When did you join the site?
42
Date:

43. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
4.2.6 Annex 6 - Copy of Monthly Book Keeping
Book keeping Form for Sites (Note: Money actually needs to exchange hands before being recorded)
Site Name:
Month and Year:
Person Filling out this form:
Amount of Cash at beginning of Month:
Name of Person
Revenue Received
Total Revenue
Name of Expense
Receipt # and Date
Description
Balance
Receipt # and Date
Description
Balance
0
Expenses Paid in Sh
Total Expenses
0
Total Profit/Loss
0
Other
Comments…
43

44. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
4.2.7 Annex 7 - Material/Equipment Checklist
(Please use this to cross-check if all the materials and equipment meant to be returned
after the training are actually returned. To ease tracking, first be sure to note which
participant used which material/equipment during the course of the training)
Name of site…………………………………………………………………………………….
Date of training from………………………………….to………………………………………
Items
Numbers at START and END
Laptops and their chargers
START
END
Power extension cables
Projector
Cameras
Others
1
2
3
4
5
Names of Facilitators available at the closure of the training
1…………………………………………………………………Sign………………………….
2…………………………………………………………………Sign………………………….
3…………………………………………………………………Sign………………………….
44

45. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
4.2.8 Annex 8 – Windows & Linux
For Windows applications we use MS Office applications and Open Office
Applications for Linux Systems.
Below are the major differences between Linux and Windows operating Systems.
Up sides
Windows is the world leader in PCs loaded with their software.
Windows has an easy to use user interface which can be learned easily.
Windows has the largest user base of any operating system worldwide.
Windows has the most software available for it
Windows has the largest number of developers of any OS
Microsoft has a large technical support department available to support technical
issues
Systems administrators are many and can be easily found to support your corporate
environment
Unix is very powerful
Unix typically requires less system resources to run the operating system leaving
more system resources for the applications which are running on the system.
Many linux distributions are open source so you have full source code access
Many linux distributions are free to install and use
Down Sides
Windows is closed source, meaning that you cannot view or modify the source code
of the operating system.
Because there are so many applications available it can take you a while to find the
application that you like the best.
Windows licenses are very expensive to purchase with the Enterprise Edition of
Windows Server costing several thousand dollars per server.
There are much fewer linux admins available for hire.
Top notch linux admins can be hard to find.
45

46. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
linux admins are typically more expensive to hire than Windows admins.
Finding support can be more difficult as same companies who distribute the software
do not have large support departments.
linux can be more complex to setup for users who are not familiar with it.
The user interface is not as easy to use.
4.2.9.
Annex 9 - Acknowledgement and Special thanks to:
A. Donors- UNICEF, DKA-Austria, BOSCO (Uganda & Inc/USA), SIGNIS,
University of Notre Dame-USA, HORIZONT3000
B. Community members that participated in the training, testing and
translation of this Training Package
Name
Occupation
Site, village, parish
Sub-
District
county
in
Northern
Uganda
1) Joseph Mogi
Teacher
Pabo Comprehensive Secondary Pabo
Amuru
School
2) George Okiya
Typist
Pabo sub-county headquarters
Pabo
Amuru
3) Denis Okot
Student
Pabo Comprehensive Secondary Pabo
Amuru
School
4) Denish Okoya
Teacher
Pabo Comprehensive Secondary Pabo
Amuru
School
5) Sharon Lanyero
Student
Pabo Comprehensive Secondary Pabo
Amuru
School
6) Geoffrey Ayella
Student
Pabo Secondary School
Pabo
Amuru
7) Jenifer Atim
Health Worker
Pabo Youth Desk
Pabo
Amuru
Pabo sub-county headquarters
Pabo
Amuru
Pabo sub-county (Kal Oguru)
Pabo
Amuru
Pabo sub-county headquarters
Pabo
Amuru
8) Charles
Ochola Parish Chief
Oloya
9) Armstrong Bright Pastor
O.
10) Lillian Ajok
Parish Chief
46

47. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
11) Robert Okwonga
Teacher
Pabo Primary School
Pabo
Amuru
12) Grace Anek
Police
Pabo Youth Desk
Pabo
Amuru
13) Patrick Ojara O.
Councilor
Pabo Sub-county headquarters
Pabo
Amuru
14) Susan Alanyo
AASP-NAADS
Pabo sub-county
Pabo
Amuru
15) Sharon Aciro
Out-of-school
Pabo Youth Desk
Pabo
Amuru
Carter Teacher
Pabo Youth Desk (Paomo & Gaya)
Pabo
Amuru
Opoka Assistant
Pabo Sub-county headquarters
Pabo
Amuru
Pabo Youth Desk
Pabo
Amuru
Pabo Primary School Desk
Pabo
Amuru
Pabo sub-county
Pabo
Amuru
Lacor Primary School
Lamogi
Amuru
Pagak Primary School
Lamogi
Amuru
16) Jimmy
Akena
17) Francis
Acellam
Community
Development
Officer
18) Santo Oyoo
19) Julius
Farmer
Olwoch Teacher
Oceng
20) Denish Oryem
21) Irene
Spiritual Leader
Simbrella Teacher
Amito
22) Sunday
R. Pupil
Kakanyero
23) Bernard Ogwal
Farmer
Lacor Primary School
Lamogi
Amuru
24) Commas Otim
Farmer
Pagak (Obbo)
Lamogi
Amuru
25) Johnson Okello
Local
Lamogi
Amuru
Council Lacor Parish
One Chairperson
26) Alice Ataro
Teacher
St. Mary’s College, Lacor
Lamogi
Amuru
27) Ivan Ochora Olur
Pupil
Pagak Primary School
Lamogi
Amuru
28) Richard Oringa
Student
Pagak
Lamogi
Amuru
29) Thomas Obol
Teacher
St. Mary’s College, Lacor
Lamogi
Amuru
30) Irene Acayo
Parish Chief
Lacor St. Mary’s College
Lamogi
Amuru
Pagak/Pahoro
Lamogi
Amuru
Guruguru
Lamogi
Amuru
31) Francis
Abola Sub-county
Olanya
Youth Chair
32) Simon Odong
Farmer
33) Robert Okello
Trainer
Trainers
34) David Okello
Trainer
Trainers
35) Sunday Deo Acire
Trainer
of Bardege ICT for Education & Bardege
Gulu
Research
of Bardege ICT for Education & Bardege
Gulu
Research
of Bardege ICT for Education & Bardege
47
Gulu

48. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
Trainers
36) Ivan Komakech
Research
Trainer
of Bardege ICT for Education & Bardege
Trainers
37) Bernard Ocaya
Research
Trainer
of Bardege ICT for Education & Bardege
Trainers
38) Tony Komakech
Gulu
Research
Trainer
of Bardege ICT for Education & Bardege
Trainers
Bardege ICT for Education & Bardege
Gulu
Research
User
39) Stella J. Lalam
Gulu
Gulu
Research
40) Atube G. Omara
Trainer
of Bardege ICT for Education & Bardege
Trainers
41) Jacob Ojara
Research
Trainer
of Bardege ICT for Education & Bardege
Trainers
42) Fred Mugisha
Trainer
of Bardege ICT for Education & Bardege
44) Valeria Aromorach
Gulu
Research
R. Trainer
Lamaro
Gulu
Research
Trainers
43) Syndrella
Gulu
of St. Joseph’s Primary School
Bardege
Gulu
of St. Joseph’s Primary School
Bardege
Gulu
of St. Joseph’s Primary School
Bardege
Gulu
of St. Joseph’s Primary School
Bardege
Gulu
of Bardege ICT for Education & Bardege
Gulu
Trainers
Trainer
Trainers
45) Dominic Ezama
Trainer
Trainers
46) Michael G. Okeny
Trainer
Trainers
47) Joel D. Okello
Trainer
Trainers
Research
48) Oscar Ocan
Out of school
Tetugu Parish
Ongako
Gulu
49) Edward Okello
Peasant Farmer
Coope Information Centre
Bungatira
Gulu
50) Betty Lawil
Local
Council Coope Information Centre
Bungatira
Gulu
Tam Pi Diki Child/Youth Support Bungatira
Gulu
one Chair Person
51) Joyce Abalo
Farmer
Organisation
52) Winnifred Akello
Student
Onjona Parish, Dika village
Ongako
Gulu
53) Mary Alanyo
Peasant Farmer
Kal Parish
Ongako
Gulu
54) Robert. B Oballim
Trainer
of Coope Information Centre
Bungatira
Gulu
Coope Information Centre
Bungatira
Gulu
Trainers
55) Gloria Auma
Student
48

49. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model
56) Tonny Opio
Director
Support the Orphans & Vulnerable Ongako
Gulu
Children Organisation (SOVCO)
57) Salama Akello
Student
Tam Pi Diki Child/Youth Support Bungatira
Gulu
Organisation
58) Denish Oyat
Farmer
Tam Pi Diki Child/Youth Support Bungatira
Gulu
Organisation
59) Simple
Zakeo Driver
Tam Pi Diki Child/Youth Support Bungatira
Odong
Gulu
Organisation, Agonga Parish
C. Workshop Trainers
Name
Occupation
Site/institution
District
Northern
Uganda
1) Latifah Akello Monica
Trainer of Trainers
Coope Information Centre
Gulu
2) Bosco Okwir
Trainer of Trainers
Pabbo Comprehensive School
Amuru
3) Simon Okello
Trainer of Trainers
Pagak Youth Centre
Amuru
4) Daniel Komakech
Field Coordinator
BOSCO-Uganda
Gulu
5) Robert Komakech
Field Coordinator
BOSCO-Uganda
Gulu
6) Alfred Kilama
Technical Manager
BOSCO-Uganda
Gulu
7) Stella Akiteng
Project Coordinator
BOSCO-Uganda
Gulu
Resources/Links:
Please refer to the notes in SECTION II OF THE ICT HANDBOOK (Part I) for
further reading/research and practice.
For on-line research and personal on-line practice, please visit the links below:
www.tutorialsforopenoffice.org
www.learnopenoffice.org
49
in