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From YouTube: Africa RIDD 2017 - 03 Current ICT & Education successes
Description
African Regional Internet and Development Dialogue (RIDD 2017) in Kigali, Rwanda - May 8/9 2017
03 Current ICT & Education successes
Moderator: Yousef Torman, Managing Director, ASREN.
1:10 Achievements and opportunities for the use of the Internet in education in West Africa - Prof. Hamidou Boly, Commissioner Education/ECOWAS;
17:45 Linking West and Central Africa to the Global Research and Education Network - Dr. Boubakar Barry, CEO, WACREN;
30:53 Connecting the Next Billion: Why we need to REACT to the Growing Digital Gender Gap - Nanjira Sambuli, Digital Equality Advocacy Manager, Web Foundation;
43:27 Can MOOCs solve Africa’s educational challenges -Aminata A. Garba, Assistant Professor, Carnegie Mellon University Africa.
54:15 Q&A
ABOUT AFRICA RIDD 2017
Theme: Enhancing Entrepreneurship, Innovation and Education in Africa through the Internet - The main objective of the 2017 African Regional Internet Development Dialogue is to create a forum for all stakeholders to discuss the various opportunities and requirements for entrepreneurship and innovation as well as for education for this new age of the Internet. The conference is part of the global series of Internet Development conferences organized by the Internet Society with the aim of supporting the implementation of the United Nations’ Sustainable Development Goals (SDGs). Therefore, the conference will offer open high-level discussions addressing the following dimensions:
* Internet and SDGs
* Connecting the Next Billion
* African Internet Economy
* Opportunities for Africa’s education
http://www.internetsociety.org/ridd/africa/2017/
A
Because
we
are
almost,
we
are
very
late,
so
I
will
try
to
be
very
quick.
This
session
is
about
the
current
ICT
and
educational
practices
and
allow
me
to
start
with
our
first
speaker
is
Professor
Hamidah
warning.
He
will
be
speaking
about
achievements
and
opportunities
of
the
use
of
the
Internet
in
the
in
education
in
West
Africa
in
West,
Africa.
B
So
good
morning,
everyone
I
think
that
maybe
he
forgot
to
let
you
know
that
I'm
from
Burkina
that
mean
my
first
international
language
is
French
and
then
I
would
like
those
who
are
not
familiar
friends
to
use
the
headset
are
able
to
follow
up
a
little
bit.
What
I'm
going
to
say,
I
will
speak
in
French,
so
those
who
are
more
fun.
Please
use
your
air
phones.
D
Successes
and
opportunities,
what
we've
achieved
echo
s
first
slide.
But
let
me
talk
about
ECOWAS,
it's
West
African,
an
economic
organization
of
15
West,
African
countries
created
in
1975,
so
we
are
about
42
years,
with
its
five
thousand
square
kilometres
and
with
three
hundred
and
fifty
million
people.
D
You
know
some
of
commissioners,
another
Commission's
security
and
peace
which
allow
to
intervene
in
Mali,
Guinea,
Bissau
and
recently,
you
know,
were
in
The
Gambia.
We
were
the
Commission
on
free
movement
which
allows
citizen
to
move
around
freely
and
will
have
an
economic
Commission
which
will
have
it
which
will
help
us
have
a
unique
currency
who
have
a
common
bank.
We
also
have
echo
Bank
of
we
have
transport
companies
who
there
are.
We
have
no
donors,
we
take
percentages
of
all
taxes
in
their
region,
which
is
bring
amounts
to
about
800
million
dollars
a
year.
D
It's
a
very
dynamic
community
mia
which
is
going
to
inspire
the
African
Union
in
its
financing
to
develop
ourselves.
New
countries
want
to
be
members
Morocco
or
Tunisia,
because
this
is
a
community
which
is
very
dynamic.
We
have
15
Commission's
I'm,
a
Commissioner
for
educational
science
and
culture.
It's
the
UNESCO
motto.
We
also
have
in
this
department.
E
D
Our
mission
is
the
coherence
and
addition
of
national
educational
policies
to
facilitate
mobility,
that
there
are
no
borders
in
our
community.
Everybody
can
move
around
freely
and
do
business
whenever
they
want.
All
fees
are
harmonized
degrees
of
hominins.
So
we
are
an
integrated
space.
Priorities
is
a
higher
learning
and
promotion
of
Education.
We
have
cross
programs
from
alphabetization,
it
literacy,
the
fight
against
AIDS,
it
arrum
specific
programs.
We
have
nine
of
those
who
have
fellowships.
D
We
call
that
enim
original
students
benefit
from
that
fund,
a
professional
training
program
who
have
educational
system,
one
of
the
last
programs
here,
which
is
not
list.
Well,
we
were
going
to
speak
talk
more
about
this.
It's
the
e-learning
initiative,
a
quasi
learning
initiative
in
2012.
We
came
up
with
original
strategy
to
see
how
we're
going
to
work
in
this
sector,
and
this
is
a
document
that
you
can
look
up
online.
Our
strategy,
we
all
offers
in
telecommunication,
are
examined
to
support
education
in
the
region,
from
satellite
and
to
cable
or
anything.
D
Wireless
echoes
invests
on
a
satellite
together,
the
Nigeria
which
has
a
big
program
and
big
Institute's-
to
provide
satellite
coverage
in
the
in
the
original
half
submarine
cables.
We
have
three
of
those
and
many
countries
are
served
except
Guinea
Bissau,
which
is
not
finalized
yet
but
they're
working
on
it
to
connect
to
the
rest
of
the
world.
We
will
also
have
intra
country
to
communicate,
and
those
are
very
good
programs
in
this
strategy
document.
We
have
also
reviewed
all
the
initiatives
in
the
15
countries.
D
We
know
who
is
intervening
in
this
country.
Let's
take
Anna,
there
are
many
initiatives
and
many
partners
with
many
actions
and
countries,
their
activities
developed
within
ministries
or
presidents
offices
to
promote
this
educational
system
using
modern
new
tools
and
this
strategic
approach
for
the
program
documents
within
Ghana,
for
instance,
but
because
we
know
we're
not
exhaustive
here,
but
there
are
many
initiatives
with
Google
Microsoft
and
these
the
things
that
are
happening,
and
we
need
to
be
aware
of
that
and
be
able
to
harmonize
and
organise
that
action.
D
You
have
submarine
cable
configuration
on
the
continent.
This
is
a
2012
best
information.
We
have
three
major
cables
on
the
continent
and
up
to
Nigeria,
for
instance,
we
have
four,
but
you
also
have
been
in
Nigeria
every
cost,
with
good
access
that
cancer
inland
communities
as
well
you'll
see
that
across
countries
as
you
see,
the
connectivity
remain
expensive,
so
the
but
complete
to
southern
African
countries
or
northern
Africa.
The
access
cost
is
a
relatively
high
in
our
countries,
and
we
want
to
address
that
and
improve
you
see
here.
D
This
strategy,
as
you
can
see,
will
have
a
whole
process
within
the
vision
with
a
green
area.
What
we
want
to
do
within
echoes.
We
want
to
position
ourselves
as
a
region
where
Internet
is
a
development
tool
and
knowledge
tool,
so
we
want
to
democratize
the
system
using
Internet
tools,
so
for
that
for
action
you
also
have
objectives
and
some
objectives
and
beneficiaries
who
or
our
stakeholders
and
they
are
partners
and,
at
the
same
time,
beneficiaries
to
the
left.
D
D
D
This
program,
a
learning,
a
cosy
learning,
it
has
a
governance
framework,
you
have
a
commission
and
within
the
Commission
you
had
Education
Commission
and
you
have
a
sub
Commission,
the
IP
subnet
Commission,
and
then
those
are
two
pillars
who
allow
to
implement
this
program.
We
also
have
a
steering
committee,
the
board,
with
echoes
partners
who
have
a
Technical
Committee
and
that's
a
whole,
just
an
informed.
D
Working
in
the
IT
area-
and
we
lastly
have
the
implement
project
implementation
unit
in
every
country,
who
have
a
focal
point
that
ensures
the
the
organization
and
coordination
are
the
activities
within
this
program,
opportunities
that
are
being
developed,
that
is
in
progress
with
partner
with
Warren
and
their
national
networks,
which
is
easily
used
by
echoes
to
implement
activities
on
the
ground.
We
can
help
those
countries
what
prin
are
the
original
organization,
but
also
various
countries
to
mobilize.
D
D
The
next
one
will
be
in
September
in
lo
mein,
and
the
ministers
will
provide
loans
to
facilitate
the
operational
running
of
this
organization.
We
count
on
country's
contributions
to
implement
them
that
kind
of
program.
We
also
have
a
course
parliamentarians
who
have
150
of
them
within
different
countries,
and
those
are
our
pillars
based
on
whom
we
conducted
our
activities
are
also
to
to
vote
laws
that
protect
the
influence
actions
and
for
the
coherence
of
internal
development.
D
The
same
thing
with
the
judiciary
court
within
a
course
to
focus
on
what
is
needed
in
terms
of
legal
information
in
case
of
the
issues.
How
does
the
judiciary
handle
conflicts
that
may
result
from
activities
that
some
partners
or
pirates
can
get
involved
in
within
the
region?
That's
briefly
what
I
wanted
to
share
with
you
today
on
what
we
do
at
a
course,
then
we
we
intend
to
set
up
a
big
program
and
within
the
African
Union,
who
have
a
similar
vision.
D
So
Africa
can
have
a
good
vision
to
using
ICT
to
reinforce
the
human
capital,
as
a
UNESCO
colleague
has
said,
to
achieve
SDG
number
four
to
make
sure
to
accelerate.
If
you
want
the
human
capital
that
we
need,
that's
briefly,
what
I
wanted
to
share
with
you
I
was
given
ten
minutes
of
use.
Twelve
I.
Thank
you.
A
A
D
We've
been
talking
about
often
data,
but
all
that
will
only
be
possible
if
we
have
the
required
infrastructure
to
access
it
objective
in
West
and
Central
Africa
resolves,
and
also
with
our
staff
ricchan
and
start
an
african
and
northern
African
partners
this
to
sit
up
good
infrastructure
to
achieve
that
inhibition
and
open
data
and
eLearning,
and
can
talk
about
about
Warren
networks.
But
let
me
talk
about
research
and
educational
networks,
which
may
be.
Everyone
is
not
familiar
with
that
research.
D
Educational
network
are
closed
networks
internet,
we
have
national
dimension,
so
those
are
higher
learning
institutions
in
general,
but
it
can
also
be
bad
high
schools
and
elementary
schools,
as
well
as
differ
in
interconnecting
those
institutions,
would
result
into
a
collaboration
platform
to
better
use
our
resources.
So
if
you
share
those
resources
on
a
national
level
and
promote
collaboration
with
monk,
researchers
and
teachers,
this
is
extremely
important.
D
D
D
Our
hybrid
that
with
me,
let's
talk
about
the
ecosystem
within
these
networks
in
Africa
today,
we'll
have
three
main
Regional
Education
in
the
research
networks.
The
first
one
is
the
bone
to
align
with
Pascal,
who
will
be
talking
about
that
and
created
in
2005,
which
is
a
southern
and
East
African
network
with
16
members
will
have
a
friend
a
friend
or
from
another
Africa,
which
is
the
Arab
state
network.
D
It's
not
only
northern
Africa
but
Middle
East
as
well
as
members
pesterin.
This
was
created
in
2010
with
state
six
members,
especially
in
the
iris-t
in
Morocco
and
Sudan
Africa.
It's
done
and
the
colleague
is
here
and
who
have
Eun
from
Egypt
and
Algeria.
So
well,
then,
we
have
Warren
that
covers
West,
Africa
and
Central
Africa
and
today
has
13
members.
This
here
are
the
members
11
of
them
with
an
R
in
the
national
education
and
research
networks.
You
have
the
list
here.
We
also
have
what
we
call
associate
members
with
the
Granatell
in
France.
D
This
is
the
region
that
is
covered
here.
The
format
has
changes
things,
we've
changed
the
laptops,
but
this
is
the
region
covered
by
water
in
22
countries,
with
with
a
specific
nature
because
of
their
potential
between
Warren
and
aspirin,
and
you
were
talking
about
Mauritania
and
the
Democratic
Republic
of
Congo,
which
can
be
a
bridge
between
what
bridge
and
go
to
net
Alliance.
D
What
is
the
gist
technology
at
work
right?
We
want
to
have
a
bad
one
of
multiple
giga
per
second,
we
going
to
start
with
10
Giga,
then
30
to
40.
We
want
every
country
to
be
connected
to
that
backbone
by
at
least
one
gig
at
the
second.
Every
country
is
going
to
have
1,
2,
3,
Giga,
etc,
and
we
can
improve
from
this.
We
we
want
to
give
them.
D
We
want
to
have
three
to
four
main
hubs
and
country
those
will
be
in
Cameroon,
Ivory,
Coast,
gana,
Nigeria
or
synagogue,
where
the
number
is
more
than
three
to
four,
but
will
depend
on
the
location
of
the
hub
and
the
availability
of
infrastructure
within
those
countries
with
the
carbon
cables
available
and
a
cost
connection
cost
to
connect.
Those
different
countries
like
I,
said
they'll
be
links
to
other
countries
with
that
helps,
so
they
can
have
redundancy.
D
We
have
connection
to
global
education
and
research
networks
through
lon,
London
and
Paris
to
Marseille.
To
today
we
want
to
use
existing
infrastructure
in
the
sub
region.
The
existing
cables
table
sh
the
network.
That's
roughly
how
it's
going
to
look.
We
have
a
backbone
from
you,
don't
see
that
because
the
format
has
changed
on
the
screen,
but
it's
going
to
start
from
Gabon
go
to
Nigeria
Cameroon,
all
the
way
up
to
baleen
Ghana
single
cut,
Ivory
Coast
and
the
links
you
have
here
orange.
D
D
Now,
today,
with
focus
on
implementing
these
big
networks,
they
want
to
operationalize
this
and
we
mainly
through
contributions
by
the
European
Union,
to
have
provided
funding
around
26
million
years
for
2015
to
2018
an
objective
being
supporting
national
education
and
research
networks
to
either
collect
and
strengthen
the
links
to
global
networks
through
a
high-speed
connection
and
through
the
yeah
and
then
and
require
in
Latin
America
in
Asia,
and
the
u.s.
to
implement
this
project.
D
Last
three
quarters
that
the
education
and
research
networks-
you
have
a
boot
alliance,
the
what
Brennan,
Astrid
and
looking
this
project,
the
European
Union
provides
80%
of
the
budget,
but
as
they
earlier
27
million
euros
and
the
beneficiaries
or
entering
contribute
together
the
remaining
20%
to
this
budget.
So
you
have
local
contribution.
The
Commissioner
stated
earlier.
What
philosophy
had
echoes
is
to
first
rely
on
our
own
resources,
so
we
have
a
collaboration
and
momentum.
So
this
is
an
example
of
the
collaboration
that
we
can
have
using
our
own
resources
to
move
forward.
D
So
how
far
we
come
with
the
implementation,
the
project
started
in
June
2015
and
at
Warren
and,
of
course,
within
our
sister
organizations
and
other
our
alliances
and
alliance
in
what
Astron
every
participating
by
the
contributes
to
20
percent.
In
this
project.
In
at
Wartrol
we
intento
we,
we
have
10
countries
participating
and
countries
are
signed
with
Togo
Mali,
Ivory
Coast.
Then
last
week,
Burkina
Faso
we're
in
the
last
phases
of
negotiations
with
Nigeria
Ghana
to
come
aboard
on
board
this
initiative.
D
Implementation,
of
course,
is
a
process
of
beating
and
with
connectivity
and
the
hardware
network
hardware
and
the
process
started
in
June
2016
and
we've
had
the
last
offers
from
operators,
then
very
soon,
we'll
select
the
best
offers.
We
were
also
in
discussions
with
the
operators
for
general
and
connections
for
landlocked
countries
like
booking
a
buzzer
from
Ivory,
Coast
or
Ghana,
or
every
cause
of
Senegal,
so
we're
doing
those
kinds
of
discussions
and
negotiations
within
10
days
we'll
meet
with
those
bidders
for
hardware
equipment
to
solve
within
the
third
and
fourth
quarter
2017.
D
We
can
have
this
up
and
running
this
war
in
network
up
and
running
the
objectives.
Being
obviously,
if
you
look
at
this
map,
all
regional
educational
research
networks
in
the
US
Europe
Latin
America
Asia,
are
connected
to
a
global
network
that
will
allow
using
the
M
resources
globally
and
collaboration,
and
today
we
have
West's
in
four
African
regions.
They
are
not
connected
to
this
global
network
and
we
want
to
change
this
trend,
naturally,
with
the
help
of
institutions
like
echo
us
and
I.
Thank
you.
If
you
want
to
contact
Warren
here
is
the
website.
A
F
Good
afternoon
I
think
it's
officially
yes
right.
On
the
mark
good
afternoon,
everyone
I
know
you've
been
listening
a
lot,
so
I'll
try
and
be
project
a
bit
more
to
it.
Anyone
who's
still
asleep
or
needs
to
grab
a
coffee.
So
that's
a
very
direct
question
why
we
need
to
react
to
the
great
digital
gender
gap
and
as
a
wait
for
the
presentation
to
load.
I'll
just
start
by
also
asking
another
question:
just
a
bit
of
interaction.
So
I
want
to
see
by
show
of
hands
how
many
here
are
representing
ministries
of
Education.
F
F
Think
I
asked
but
I
ask
again
civil
society
okay,
so
we
have
representation.
If
you
will
what
we
have
calling
multistakeholderism
and
so
basically
what
I'll
be
trying
to
present
to
you
is
how
all
the
work
that
we're
trying
to
do,
because
my
colleagues
on
the
panel
have
talked
very
interestingly
about
deep
dive
into
networks
of
education
and
one
question
listening
to
both
of
them
was
well.
We
can
have
great
elearning
platforms
and
formats,
but
where
are
the
other
people
who
should
be
using
them
connected
and
do
they
have
meaningful
access?
F
So
that
is
one
of
the
questions
or
one
answer
to
why
we
must
react
to
the
growing
digital
gender
gap.
So
I'll
jump
right
into
it
and
why
I
wanted
to
focus
on
this
and
thanks
to
David
for
letting
me
builders
to
discuss
this
issue
and
bring
it
to
this
conversation?
Is
that
a
lot
of
the
conversations
we're
having
about
connecting
the
next
billion
quite
gender-blind
in
how
they
are
articulated
in
policy?
So
we
seems
to
be
an
operating
thinking
that
you
know
lay
out
fiber-optic
cables
and
their
people
be
connected.
F
So
we
conducted
a
study
to
just
to
understand
how
women
accessing
and
using
the
web
across
the
global
South.
So
we
focused
on
Southeast,
Asia,
Africa
and
Latin
America
and
I'll
be
sharing
perspectives
specifically
from
the
countries
in
in
Africa.
The
six
countries
that
we
looked
at,
but
a
global
snapshot
is
women,
are
30
to
50
percent,
less
likely
to
use
the
internet
than
the
men,
and
this
is
when
we
control
for
age
income,
education,
and
this
is
actually
becoming
the
ITU
found
that
that
gender
gap
has
grown
in
the
last
year
alone.
F
Much
as
mobile
phones
and
Internet
connectivity
is
becoming
more
and
more
accessible.
So
this
this
is
a
stock.
Finding
I
must
qualify
it
by
saying
we
did
a
study
in
urban
areas
in
poor
urban
areas
across
six
cities
in
Africa,
because
we
figured
you
know.
We
talked
about
connectivity
being
almost
ubiquitous
in
the
capital
cities.
We
wanted
to
look
at
how
that
actually
plays
out
for
people
who
are
living
in
those
areas,
but
other
factors
may
prevent
them
from
getting
connected.
F
F
Why
is
that
something
I
should
dedicate
time
to?
You
can
see
that
now.
I
want
to
also
highlight
other,
where
the
chilling
effects
of
what
is
happening
to
women
online
harassment.
This
has
been
mentioned
before
with
also
big
things,
so
you
don't
be
how
about
this
incident
incentivizes
people
from
getting
connected
now
this
based
on
that
we
did
what
we
call
gender
digital
gap
audits,
which
we
looked
at
14
simple
indicators
across
five
themes
of
how
they
you
know
whether
countries
are
faring
in
connecting
all
their
citizens,
but
specifically
women.
F
All
this
is
available
online,
but
I
want
us
to
just
focus
on
the
overall
score
for
a
minute
we
have
Egypt
at
30%,
and
I
can
qualify
that
later:
Ghana
30%,
Kenya
and
30%
more
than
league
at
20%
Nigeria
30%
Uganda
at
30%.
Now,
if
you
remember
going
back
to
going
back
home
with
a
scorecard
that
Reds,
20%
or
30%,
what
would
happen?
I
see,
look
so
people
remembering
what
that
was
like
taking
home,
as
you
know,
a
score
less
than
expected.
F
But
what
this
was
was
a
ranking
is
just
across
those
indicators
we
looked
at
like
there's.
A
country
collect
data
on
how
men
versus
women
are
connecting
to
the
internet.
So
if
you
have
a
regulator,
do
they
have
numbers
of
men
versus
women
who
have
mobile
phones,
men
versus
women
who
connect
to
the
internet?
F
The
statistics
exist,
but
somehow,
for
some
reason,
we've
not
considered
it
important
to
collect
it
and
share
it
back
laughter,
because
that's
how
we
actually
start
to
access
to
to
better
assess
I
was
not
connected,
and
why-
and
this
is
how-
based
on
some
of
the
statistics,
for
instance,
that
I
submitted
to
the
ITU
were
able
to
find
many
countries
across
the
world.
In
fact,
some
business
is
only
Egypt
will
submit
gender
disaggregated
data
to
the
ITU.
F
It
also
looks
at
apologies
around
broadband
policies,
national
ICT
policies
and
whether
we
had
gender
specific
targets
and
in
line
especially
with
the
SDGs,
are
called
for
a
you
know:
empowerment
of
women
and
girls
using
technology.
We
need
to
start
having
a
very
serious
conversation
about
how
we
make
policies
and
make
sure
all
are
connected,
but
very
specific
targets
that
you
know
to
speak
to
where
why
women
are
not
connected.
So
the
Reax
elements
really
speaks
to
five
things.
F
It's
a
framework
that
we
call
the
apps
for
the
following
reasons
for
anything
we're
trying
to
do
to
connect
everyone,
men
and
women
alike,
with
the
focus
on
rights
that
we
must
have,
which
is
the
online
rights
and
privacy
laws
with
people,
have
the
chilling
effect,
as
I
mentioned
earlier,
already,
a
disincentive
even
for
those
who
are
not
connected.
If
I
hear
story
of
Amina's
are
being
harassed
online
and
I'm
not
connected
the
incentive
to
then
get
connected
and
use
the
platform's.
The
e-learning
platforms
can
be
taken
away.
F
I'll
come
back
to
education
in
a
bit,
but
I
wanted
to
talk
about
affordable
access
because
of
missing
to
our
colleagues
there,
and
they
have
great
frameworks
and
I
thought.
So
the
people
who
are
supposed
to
be
the
beneficiaries
of
those
platforms.
How
are
they
connecting?
What
forms
are
they
supposed
to
be
connecting
to
use
those
platforms
and
how
much
does
it
cost
them?
F
F
And
if
we
don't
ask
those
questions,
whether
it's
from
the
education
sites
or
from
the
ICT
side,
where,
if
building
great
things,
that
just
don't
speak
to
each
other
and
don't
do
that,
don't
serve
the
purpose
that
we
are
saying
we
want
to
serve
here
now.
Relevant
content
as
well
has
been
a
very
interesting
one
and
I
think
in
the
opening
session.
Somebody
mentioned
about
localizing
language,
and
this
also
relates.
Who
are
all
people
going
to
be
creators
of
the
web,
or
are
they
just
being
posited
to
be
consumers
on
the
web?
F
So
how
do
we
make
sure
that
as
people
are
getting
connected,
they
feel
that
they
can
also
create
the
content
they
want
to
see
there?
So
it's
not
just
about
everyone
saying
well,
you
know
I
try
to
get
online,
but
there's
nothing
relevant
for
me.
I
mentioned
targets
earlier,
and
this
is
where
I
was
asking
about
the
policy
makers
in
the
room,
because
this
is
where
the
oldest
is
all
linked
to
policy
and
policy.
Failure
is
the
problem
here
or
policy.
F
Innovation
and
solution
is
just
as
important
as
tech,
innovation
and
entrepreneurship,
in
the
sense
that
if
we
do
not
have
holistic
policies
that
capture
this
elements
and
by
that
I
mean
three
things.
If
we're
not
collecting
disaggregated
data
on
how
many
fathers
women
are
accessing
and
using
the
web,
if
we're
not
giving
concrete
budgetary
allocations
to
how
we
are
connecting
these
people
universal
service
funds,
for
instance,
that
were
mentioned
earlier-
if
those
are
not
being
used
to
connect
people
to
roll
out
the
skills
that
they
need,
we're
missing
the
mark.
F
So
going
back
to
education
as
I
wrap
up
the
thing
here
is
I
have
listened
the
loss
to
discussions
about
what
ICT
and
education
could
look
like
and
often
was
often,
but
not
attempts
to
become
about
coding,
which
is
very,
very
important,
but
we
must
liberate
the
idea
of
digital
skills
and
digital
literacy
beyond
coding.
That
is
just
one
big
component:
the
great
programs
being
rolled
out
by
many
governments,
for
instance
in
Kenya,
where
I'm
from
we
have
the
One
Laptop
Per
Child
Program.
That
has
been
the
stuff
of
interesting
developments.
F
But
one
thing
that
comes
to
mind
is
once
those
children
go
home
and
they
have
this
laptop
that
they
were
using
in
school.
Sorry,
the
tablets
are
using
in
school.
They
need
to
go
home
to
an
environment
where
they
encourage
to
use
those
devices.
So
if
your
mother,
who
is
your
natural
primary
caregiver,
does
not
know
how
to
use
that,
what
to
encourage
you,
what
could
that
mean?
And
what
could
that
look
like?
So
that's
why
we
talk
about
when
we're
saying
digital
literacy
training.
F
So
this
for
us
is
the
framework
to
look
at
that
ties
all
these
things
together,
because
if
I
leave
this
room,
where
we're
focusing
a
lot
on
education
and
I,
go
right
next
door
and
are
talking
about
right,
maybe
the
next
we
are
talking
about
affordable
access.
How
do
all
these
things
come
together,
and
so
this
is
a
framework
upon
which
we're
saying,
if
policymakers
heed
this
and
take
on
these
recommendations,
we
might
actually
connect
the
next
billion
meaningful
and
expressively,
and
with
that
I
hope,
I've
answered
your
question
about.
Why
will
not
react?
A
G
Thank
you
very
much,
so
I
will
start
talking
about
some
of
the
education
challenges
in
Africa
and
I'll.
Try
to
discuss,
not
answer
the
caution,
but
discuss
with
you
whether
or
not
most
are
solutions
for
these
challenges
in
Africa.
So
some
of
the
challenges
in
Africa
is
really
the
quantities
how
many
people
are
educated
and
this
number
defeat
unraveling
higher
education,
so
usually
African
countries
are
doing
good
good
enough.
When
we
talk
about
primary
education.
G
Well,
we're
going
up
and
at
the
college,
people
start
dropping
or
people
are
not
capable
of
having
higher
education,
and
we
look
at
it
as
a
pyramid
where
we
are
going
lower
and
lower.
So
the
number
is
an
issue,
a
young
six
percent
of
the
people
in
higher
education.
It's
really
low
and
Africa
is
expected
to
have
the
highest
number
of
youth
by
2050
more
than
billion
according
to
some
of
the
statistics.
So
how
do?
How
can
we
actually
offer
education
to
this
billion
of
people
use
in
future?
G
The
cause
of
education
is
also
a
challenge
according
to
compared
to
the
GDP.
Most
of
the
people
cannot
afford
to
offer
higher
education
to
the
kids
and
then
the
quality.
Sometimes
we
have
shortage
of
qualified
teachers
and
limited
resources
both
of
the
schools
don't
have
access
to
Internet
energy,
etc.
So
let
me
show
some
statistics
but
before
that,
actually
we
like
to
say
that
these
challenges
impacts
not
only
the
economy.
We
know
that
we
have
economic
impact
because
we
have
less
qualified
people
so
that
really
impact
the
economy
a
lot,
but
also
the
social.
G
It's
creating
a
huge
gap
where
we
have
a
small
middle
class,
and
then
we
have
a
large
poor
class
and
a
small
high
class.
So
before
I
capable
of
increasing
the
number
of
higher
educated
people,
this
middle
class
will
be
capable
of
growing
and
that
will
actually
solve
some
social
issues
as
well.
So
the
issue
is
not
only
economic
but
also
social.
So
let's
look
at
these
statistics.
G
Hopefully
you
can
see
something
these
are
coming
from
UNESCO
database
and
if
we
look
here
this
is
the
literacy
gaze
in
Africa
compared
to
the
audio
region,
and
we
can
see
that
our
size
really
is
it
sub-saharan
Africa?
Only
it's
using
the
it's
doing
very
poorly
on
65%
compared
to
the
map.
The
majority
was
having
95
and
more
as
literacy
rate.
G
Now,
if
we
look
absolutely,
we
can
see
that
in
southern
Africa,
when
we
talk
about
educated,
we're
talking
about
hundreds
of
millions
of
people
and
then
in
developed
countries,
we
are
talking
about
ten
of
million,
so
the
average
gap
is
even
higher
than
when
we
compared
to
the
percentage,
and
here
I'm
talking
about
people
15
and
more
so
I'm,
not
rehab
the
basic
family,
because
in
that
case,
that
is
eyes
doing
okay.
So
let's
look
at
here.
This
is
the
how
much
African
government
are
putting
in
education
compared
to
the
GDP.
G
Most
of
the
countries
are
putting
something
around
1
percent
or
less
of
the
GDP
in
education,
and
then
we
have
a
few
countries
which
are
putting
more
within
us,
which
country
is
this
increase,
like
4
percent
of
the
GDP,
and
anybody
guess
know
both
wanna.
This
is
what's
Lana,
they
have
diamonds,
and
the
population
is
small,
so
they're
putting
a
on
4
percent
of
the
GDP
in
education,
but
most
of
the
African
countries
are
we
between
0.5
to
1.5
percent
of
the
GDP,
and
this
is
all
education.
G
However,
if
we
look
at
the
expenditure
they
put
compared
to
the
overall
expenditure,
actually
they
are
protein
around
between
15
to
30
percent
of
the
expenditure
in
in
education.
So
if
we
compare
to
overall
what
they
they
spend,
they
are
putting
up
to
being
average
around
20
percent
in
education,
which
we
cannot
say.
That
is
a
bad
amount.
Actually,
you
are
making
effort.
When
will
you
to
20
percent
of
your
income
in
something?
G
So
it's
considered
to
be
a
priority,
so
the
issue
may
not
be
how
much
they
put
according
to
their
income
is
maybe
how
they
put
it,
or
maybe
they
need
different
financial
system
to
kind
of
improve
the
education.
So
let
me
talk
about
books,
really
moves
as
I
guess
before
everybody
knows
you're
easily,
open
online
course.
Yeah,
that's
accessing
a
lot
of
people
massive
and
how
can
they
have?
A
lot
of
people
is
using
Internet.
G
They
have
been
introducing
on
26
2006,
but
it
one
year
on
2012
that
it
was
taking
off
the
course
material
available
on
internet.
They
have
two
assignments
everything
available
in
Internet.
What
does
that
mean
to
be
able
to
use
mu?
You
really
need
to
have
internet
access,
so
the
approach
we
use
is
open.
Licence
versus
closed
license.
So
when
you
have
the
open
license
or
closed
license
most
of
the
time
the
course
is
available,
but
they
don't
share
some
of
the
material
with
you.
G
If
it
is
a
closed
license,
maybe
some
of
the
structures
of
the
course
objectives,
etc.
You
have
also
free
versus
paid.
Most
of
the
MOOCs
are
free.
However,
when
they
provide
you
a
certificate
for
the
course
they
can
ask
a
fee.
Now,
if
you
don't
have
this
free,
you
can
take
the
course,
but
you
wouldn't
have
the
certificate
for
them
for
having
taken
the
course
and
some
of
the
popular
moves
platform
of
Coursera,
which
were
open
by
some
professors
from
Stanford.
You
have
Udacity
red
s,
which
is
actually
free
from
MIT.
G
Everything
is
P,
now
works
in
education
in
Africa.
Really,
no
I
want
to
compare.
How
can
MOOC
maybe
impact
the
education
in
Africa
or
not
to
start
with
the
if
they
target
higher
education.
So
if
we
are
talking
about
trying
to
use
look
for
the
last
level
lower
level,
that's
not
really
the
objective
of
books
and
I.
Here
now,
if
you
are
targeting
higher
education
and
the
one,
we
know
that
higher
education
already
has
a
small
number.
G
So
by
limited
in
the
quantity
one
order
thing
is
most
of
them:
work
don't
offer
a
TV
and-
and
it's
not
very
well
structured
the
course-
a
structure
but
not
structured
enough
to
offer
ATP.
However,
they
partner
with
some
universities
to
offer
the
degree
the
universities
can
follow,
can
use
the
MOOC
platform
for
the
courses
and
you
can
have
a
degree
from
the
University.
G
In
that
case,
it's
most
likely
the
space
you
have
to
say
and
the
contracts
chief,
because
most
of
them
are
worse
than
universities
and
they
required
good
internet
access
for
people
to
be
able
to
use
the
data
which
is
uploaded
there,
and
we
know
that
most
of
the
schools
in
Africa.
When
we
look
at
the
challenge,
they
don't
have
this
good
of
internet
access.
G
Sometimes
teachers
themselves
may
not
be
ICT
skills.
So
if
the
teacher
doesn't
have
the
skills,
how
can
they
help
students
to
use
even
a
platform
which
is
available
so
as
implemented
I?
Think
that's
my
personal
opinion.
You
may
have
a
different
opinion
that
MOOCs
will.
Let
will
likely
have
marginal
impact
in
the
quantity
I.
Don't
think
that
they
can
help
in
case
this
six
percent
of
the
people
and
if
they
do
it,
it
can
impede
but
not
to
go
to
20
or
30%.
Are
there
implemented
now?
So
what
about
the
quality?
G
Can
it
increase
the
quality
of
education?
Because
we
know
that
in
some
cases
the
issue
is
also
the
quality
we
may
not
have
enough
teachers
which
are
qualified.
We
may
not
have
a
curriculum
which
is
up
to
date
and
maybe,
in
that
case,
MOOC
can
be
used
to
help
increase
the
quality
of
education
in
Africa.
G
So
let
me
conclude
here
by
saying
that,
as
the
MOOCs
are
implemented
today,
they
may
not
have
a
huge
impact
on
increasing
the
number
of
educated
people
in
higher
education,
especially.
They
can,
however,
help
to
increase
the
quality
of
education.
How
is
it
in
that
case?
There
are
requirements.
We
need
to
have
internet
access,
it's
not
enough
as
just
to
have
the
platform,
you
cannot
use
it
without
a
good
internet
access.
We
need
to
have
teachers
to
be
trained
to
over
these
MOOCs
to
the
students.
They
should
not
be
completely
structured.
G
We
need
to
have
third
structure
on
the
books
to
offer
them
in
Africa,
explain,
maybe
the
platform's
to
higher
schools
if
we
want
to
target
a
levels
and
because
the
issue
in
Africa,
when
we
look
at
how
much
the
government's
are
putting
in
education
according
to
the
expenditures,
I,
don't
think
that
we
can
say
that
they
don't
do
efforts.
So
maybe
they
need
to
practice
having
some
private
partnerships.
G
Maybe
we
need
to
have
some
offline
materials
because
we
don't
have
enough
internet
access,
and
this
is
already
being
offered
in
some
cases
having
some
offline
with
offline
course
and
then,
when
the
internet
is
there
synchronized
to
update
the
material,
create
some
hubs
for
instructure
to
be
on
site
and
help
students
to
take
the
courses
and
maybe
accept
also
some
business
model
have
some
certificate
which
are
acceptable
for
businesses
that
will
really
increase
more
and
more
students
to
use
the
moon.
Thank
you.
A
H
H
Just
for
the
last
slide,
you
made
the
recommendation
as
to
the
most
appropriate
model
for
African
countries,
so
that
MOOCs
can
have
good
impact
on
education
in
general
of
this
very
higher
education,
but
in
education
in
general,
and
you
listed
I
think
three
things
are
related
with
priorities
or
just
because
offline
access
and
then
can
you
elaborate
merely
on
the
the
last
one
where
you
mentioned
a
business
type
of.
Can
you
elaborate
and
on
there
to
the
credit.
G
Thank
you
for
your
question,
so
I
know
I,
didn't
listen
with
any
priority,
I'm
just
brainstorming
and
expecting
that
the
discussion
will
actually
help
bring
solutions.
So
for
the
last
one
for
the
business.
One
of
the
issues,
which
is
is
that
businesses
are
saying
that
they
don't
have
enough
qualified
people
and
sometimes
they
have
to
go,
find
experts
and
who
are
quarterly
for
them
and
at
the
same
time,
people
are
there
without
having
a
job.
G
In
average,
an
African
person
young
young
who
graduates
can
wait
up
to
5
to
6
years
before
getting
a
job,
and
so
we
have
this
issue
where
you
have
a
lot
of
people
available,
not
a
lot
for
the
business
principal
available,
but
they
are
said
to
be
not
qualified.
So
even
though
MOOCs
can
use
this
goal
of
bridging
the
gap
between
the
university
and
the
business,
that
can
be
a
model
which
will
be
helpful
also
to
increase
the
quality
of
education.
So
this
is
what
I
meant
by
this
last
one.
I
My
name
is
not
demotion.
Meanie
I
work
for
the
association
of
African
universities,
I,
have
a
question
for
Miss,
nonzero-sum
bully
or
is
really
to
say:
I
have
a
problem
with
the
way
to
react,
because
it
implies
that
we
wait
until
something
has
happened.
Then
we
respond
so
out
prefer.
The
word
proactive.
You
know
to
something
related
to
us
being
more
proactive
planning
ahead.
So
it's
really
just
a
comment.
Thank
you.
F
Will
quick
as
a
mic
goes
to
the
next
person?
It's
actually
an
acronym
for
the
five
areas
we
need
to
focus
on
for
digital
equality.
So,
yes,
by
being
proactive,
we
react
proactively
and
I'll.
Just
for
recap
focusing
on
right.
So
R
is
right.
Either
education
is
affordable,
access,
C
is
content
and
T
is
targets
in
Iran
policy.
So
we
react
proactively
to
address
register
quality
via
No.
J
My
name
is
Isaac
Rosanna
from
research
and
education
network
for
Uganda.
My
question
is
also
to
me
some
worry
or
comment.
I
actually
feel
that
I
work
with
a
group
of
young
technical
people
who
are
female,
who
want
to
improve
the
participation
of
ladies
in
technical
jobs
and
careers,
I,
somehow
feel
that
the
analysis
for
gender
issues
is
not
comprehensive.
J
For
example,
the
framework
you
shared
with
us
had
five
areas,
but
I
feel
that
some
of
the
things
which
stop
women
from
participating
in
ICT
may
actually
not
be
external.
For
example.
Many,
ladies,
are
preoccupied
with
other
things.
Quite
often
do
you
are
doing
that
they
have
other
things
which
men
don't
Orange
which
are
not
don't
exist
for
men,
for
example
children,
family
things
like
that,
then
the
way
they
structure
their
spending
of
their
income
is
also
different.
F
You're
very
right,
as
the
mic
goes
around,
but
I
must
say
that
it's
the
social
political
factors
have
to
be
affected
everywhere
in
every
aspect
that
we
are
talking
about,
and
that's
why
many
women
said
lack
of
know-how
and
time
to
do
that.
But
if
women
are
shown
how
to
do
it
and
have
other
studies
that
I've
shown
once
women
understand
what
the
internet
could
do
for
them
economically,
politically
civically,
they
are
the
first
to
invest
and
make
sure
the
household
is
connected.
So
those
factors
are
all
about
how
we
address
them.
F
A
C
Good
afternoon,
everyone
Mike
I
am
planning
room
from
the
innovated
of
the
Gambia
and
I
shop
Gambia
chapter.
My
first
question
goes
to
dr.
Barry
about
the
N
rent.
I
want
to
know
the
state
of
Gambia
in
regard
to
an
rent
and
what
are
the
work
being
done
in
terms
of
getting
Gambia
on
the
eye
from
your
presentation?
I
can
tell
that
it's
not
part
of
it
and
how
can
that
be
achieved?
And
the
other
question
is
for
dr.
Adam.
C
E
Yes,
a
good
question:
why
come
here
is
a
part
of
it
yet
well
we
have
been
trying
to
English
the
Gambia
as
far
back
as
2012
when
we
organize
you
know
the
first.
Let
us
say
edition
of
the
african
internet
summit
that
used
to
be
a
finding
of
knock.
You
know
unwell,
Android
meetings,
I'm
sure
you
know
dr.
E
We
have
not
succeeded
yet
but
a
couple
of
weeks
ago,
so
we
got
some
support
from
somebody
who
has
taken
maybe
a
sabbatical
to
go
to
the
Gambia,
and
we
do
hope
that,
with
the
person
being
very
engaged
in
that
that
person
comes
from
the
you
know
and
then
and
he's
very
interested.
You
know
in
you
know,
having
an
environment,
you
know
where
that
she
knew
you
know
when
she
is
in
Italy.
E
So
we
do
hope
that
in
the
next
couple
of
next,
let's
say
months,
you
know
we
would
be
able
to
engage
with
the
Gambia,
especially
when
you
know
that
the
Gambia
you
know
has
an
excess
capacity.
Now
on
on
the
submarine
cable.
You
know
that
they're
part
of
so
there
is
a
good
opportunity
to
engage
with
the
Gambia,
because
it
won't
be
a
problem
to
link
them
busy
with
other
countries.
That
is
something
we
are
working
on.
So.
K
Think
the
the
study
we
just
found
out
that
I
think
one
of
the
challenges
in
Gambia,
which
is
similar
to
the
rest
of
most
of
them
become
countries,
is
strong
incumbency,
for
instance,
granted
controlling
the
basically
the
critical
infrastructure,
the
national
backbone.
At
the
same
time,
also,
controlling
you
know,
international
gateway,
and
that
was
one
of
the
really
challenge.
The
second
challenge
we
found
out
that
the
lack
of
division,
for
instance,
taking
these
available
bandwidth
and
then
trying
to
really
use
it
for
socio-economic
development.
K
K
The
other
challenge
we
found
out
is
that
there
is
a
bit
of
asymmetry
between
what
the
campaign
owns
and
then,
of
course,
what
pora,
who
actually
knows,
and
then
they
there
is
a
bit
of
really
capacity
within
the
pure
to
really
enforce
and
to
really
think
through
that
the
regulatory
point
that
is
similar
to
two
to
the
other,
the
other
countries,
so
I
think
the
policy
is
important,
important,
obviously
one
of
the
biggest
challenges.
Of
course,
the
the
situation
in
Gambia
prior
to
election
has
also
governance
and
control
issues.
K
I
think,
which
is
now
tend
to
be
changing
dramatically
with
with
a
new
election
I
think
we
are
hoping
that,
after
this
election
and
after
the
GABAA-
and
you
know
they
will
change
of
the
government,
things
might
really
improve
and
a
good
policy
will
be
put
together
and
the
capacity
will
be
used.
Thank
you.
L
The
program
is
condor
director
of
national
alluring
center
Supreme
Council
of
Egyptian
University
I
won't
ask
about
mocks
because
in
Egypt
in
our
centre
we
built
platform
for
mocks,
etic,
smokes
I,
think
and
we
will
put
in
it-
maybe
700
course
in
this
year,
but
we
cannot
in
Egypt
a
gift
certificate
to
any
student
I,
don't
know
in
your
university
what
you
do
if
you
give
a
student
a
certificate
or
or
not,
or
what?
Okay,
because
it's
more
important
for
our
student
in
Egypt.
That's.
G
So
thank
you
for
your
question
so
actually
most
of
the
mooks
initially
when
they
started
they
were
not
offering
any
such
skate.
So
I
will
say
that
is
the
easy
way
to
start.
So
we
have
to
start
somewhere
and
even
Coursera
when
they
started
they
were
not
offering
started.
However,
it
was
shown
that
when
students.
G
Take
it
from
some
universities-
and
in
that
case
they
will
pay
less
so
that
can
motivate
them
better.
To
take
the
course
to
understand,
and
sometimes
they
also
show
that
educate
to
businesses
and
that
also
help
them
to
secure
the
job
so
moving
to
work
the
model
of
Education.
It
can
be
a
good
idea,
but
I
would
say
to
start
with,
it's
really
easy
to
offer
the
course,
and
people
can
be
motivated
not
only
for
the
same
kid,
but
only
to
understand
some
people
really
didn't
need
to
know,
and
sometimes
they
already
have
a
job.
G
They
want
to
learn
more
about
it
and
then
perform
better.
So
I
think
that
even
offering
other
courses
without
facilities
already
a
good
initiative,
it's
just
like
something
which
should
be
thought
about
and,
most
importantly,
maybe
putting
a
little
bit
of
structure
the
way
they
are
offered
in
these
big
platforms.
You
really
students
really
need
to
be
motivated,
so
sometimes
having
some
structures,
like
you
did
in
your
university,
can
help
students
taking
the
course
condescending.
Thank
you
last.
M
M
You
know
Microsoft
Google
and
then
IRS.
What
what
do
you
think?
What
should
be
a
African
strategy?
Should
we
let
the
institutions
discuss
directly
one
by
one
with
those
big
company,
or
should
we
have
a
regional
strategy?
I
would
like
to
hear
your
your
your
view
that
the
decree
is
something
that
we
need
to
do
planned
it
very
seriously
making.
E
Well,
I
can
I
can
start
just
well
okay,
because
when
this
is
my
personal
view,
we
have
been
confronted.
You
know
with
this
issue
for
a
couple
of
years
now,
and
we
also
have
been
discussing
you
know,
is
resolve
these
big
players.
You
know
who
fought
the
infrastructure
and
and
and
and
also
offer
some
services.
E
You
know
to
universities,
but
well,
if
I
go
back
a
couple
of
years
ago,
when
I
was
at
Association
African
universities,
we
engage,
you
know
with
these-
are,
let's
say
such
companies
and
to
recommend
you
know
that
the
rather
try
to
discuss
you
know
with
like
say,
larger
bodies.
You
know
at
national
level
or
a
regional
level,
because
we
are
in
a
process
of
building
communities.
You
know
bringing
higher
education,
research
institution
together
and
the
fact
you
know
to
go
and
then
just
so
and
to
go,
and
you
know
to
talk
to
the
institution.
E
Individual
individually
doesn't
help
us,
you
know,
builds
this
kind
of
communities
and
the
other
point
is
that
if
they
go-
and
you
know
present
something
to
a
head
of
an
institution
he
may
not
have
you
know
the
the
full
picture
on
what
is
entails.
You
know
on
you
know,
maybe
there
are
some,
you
know
consequences.
You
know
that
are
not
immediate,
you
know,
but
have
you
know
in
the
future?
E
You
know
for
the
strategy
you
know
of
the
institution
of
the
country
and
all
so
what
we
really
recommend
that
is,
you
know
to
to
rather
talk
to
the
national
institution
or
to
regular
institution
to
have
a
common
approach,
because
what
they,
what
they,
what
they
offer,
might
be
good.
You
know
in
the
first
place,
but
we
may
also
have
our
views
you
know
on
how
to
implement.
You
know
what
they
are
proposing
but
having
it
done.
You
know,
institution
by
institution,
in
my
view,
is
not
the
best
recruit
to
proceed.
A
Thank
you
by
this
I
think
we
have
a
very
good
session,
the
very
good
discussion
and
very
good
presentation.
So
are
we
to
thank
the
organizers,
the
spear
and
the
participative
areas
for
you
answering
the
question
asking
the
question,
so
thank
you
line
and
join
me
exactly
given.
Buddy
and
I
will
hand
this
now
to
organizers.
Thank
you.