Proceedings of the African Diaspora Conference on Sustainable Development

The authors urge the Western donor organizations to facilitate and support the take up of such more sustainable models

The gender digital divide in francophone Africa : a harsh reality ; gender and ICT network

This document presents the main results of the research on the “Gender digital divide in Francophone Africa: data and indicators”, which was carried out in 2004–2005 by the Gender and ICT Network (Réseau genre et TIC), with the sponsorship of the International Development Research Centre (IDRC, Ottawa, Canada). The Gender and ICT Network is a joint initiative of the international organisation Environmental Development Action in the Third World (ENDA), the Monitoring Centre for Information Systems and the Internet in Senegal (l’Observatoire des Systèmes d’Information sur les Réseaux et Inforoutes du Sénégal – OSIRIS) and the Senegalese Telecommunications Regulations Agency (l’Agence sénégalaise de Régulation des Télécommunications – ART). Comprising persons and organisations involved in promoting gender equality in the ICT sector, its mission, together with all its national stakeholders and international partners, is to promote gender equality in the information society

Community and Social Interaction in Digital Religious Discourse in Nigeria, Ghana and Cameroon

Since the advent of the Internet, religion has maintained a very strong online presence. This study examines how African Christianity is negotiated and practised on the Internet. The main objectives are to investigate to what extent online worshippers in Nigeria, Ghana and Cameroon constitute (online) communities and how interactive the social networks of the churches are. This study shows that some important criteria for community are met by African digital worshippers. However, interaction flow is more of one to many, thus members do not regularly interact with one another as they would in offline worship. Worshippers view the forums as a sacred space solely for spiritual matters and not for sharing social or individual feelings and problems. However, the introduction of social media networks such as Facebook, Twitter, YouTube and interactive forums is an interesting and promising new development in religious worship in Africa

The global information technology report 2014

Executive summary When The Global Information Technology Report (GITR) and the Networked Readiness Index (NRI) were created more than 13 years ago, the attention of decision makers was focused on how to develop strategies that would allow them to benefit from what Time Magazine had described as “the new economy”: a new way of organizing and managing economic activity based on the new opportunities that the Internet provided for businesses. At present, the world is slowly emerging from one of the worst financial and economic crises in decades, and policymakers, business leaders, and civil society are looking into new opportunities that can consolidate growth, generate new employment, and create business opportunities. Information and communication technologies (ICTs) continue to rank high on the list as one of the key sources of new opportunities to foster innovation and boost economic and social prosperity, for both advanced and emerging economies. For more than 13 years, the NRI has provided decision makers with a useful conceptual framework to evaluate the impact of ICTs at a global level and to benchmark the ICT readiness and usage of their economies

The Media, Accountability and Civic Engagement in Africa

human development, democracy

Energy Power, Digital Infrastructure and Elearning Platforms: Afrrican Experience.

Information and communication technologies are one of the most pervasive technologies in the world, second only to 'human intelligence' or the human brain. Thus, understanding the factors that determine the diffusion of new technologies across african countries is important to understanding the process of economic development. And whereas, energy is linked with the capacity to perform, the rate at which energy is consumed for the acceleration of the pace of socio-economic activities is regarded as power. Consequently, it will be obvious that the magnitude of the standard of living in any society; the growth and development of such an economy; and its ability to affect the course of events(such as ICT revolution)will be a function of the extent to which its energy(power) resources are developed and utilised. This paper therefore argued for the need to provide assistance in reducing vulnerability and building the capacity of african countries to more widely reap the benefits of the clean development mechanism in areas such as the development of cleaner and renewable energies. Inevitably, this is the critical condition for the sustainability of the emergent e-learning platforms and digital networks in africa.ICT, learning, elearning, development, energy, power, information, communication, solar, electricity, wind, governance, africa, electronics, telecommunications, internet, digital, satellite, renewable energy, gas turbine, power plants, bandwidth, coal, hydro, biomass, steam, transmission, distribution, utilisation

Empowering Community Resilience to climate Change in Cameroon using Technology-enhanced Learning

Located in Central Africa, Cameroon is considered the driving force of the sub-region due to its strategic location in the center of the African continent. During the last five years, the country has been under the constant threat of a large range of disasters like floods, droughts, landslides, epidemics, etc. In such a context, the government is implementing several strategies for Disaster Risk Reduction in the country. Under the lead of the Ministry of Territorial Administration and Decentralization, the Directorate of Civil Protection, coordinates Disaster Risk Reduction activities through a network of over 379 decentralized institutions and international partners (Ayanji, 2004). Despite a high level of deployment, these activities still prove to have a low level of efficiency on the field. Results from the literature review suggest that this may be due to strategies for public education and public awareness that do not mirror stakeholders’ needs, capacities, and background. There is a need to: (1) identify the failures of the pre-existing public education and public awareness strategy, (2) assess the educational needs and capacities of each category of actors, (3) select adequate instructional methods and tools and (4) ensure the effectiveness and sustainability of the newly proposed strategy. The aim of this work, which is a three-year PhD project funded by the AXA Research Fund, is therefore to propose a public education and public awareness model adapted to the Cameroonian context, using Technology Enhanced Learning to strengthen capacities and competencies of stakeholders involved in the problem of climate change. The study makes use of a mixed method approach. From the literature review, four categories of actors involved into the climate change education process in the country have first been identified namely (1) government, (2) educational institutions, (3) Non-Governmental Organizations and (4) communities. A sample population has been driven from each category using the Respondent Driven Sampling method. Then data were collected during a six-month field trip in Cameroon, using semi-structured interviews (McNamara, 1999), qualitative survey (Fowler, 2009), direct observation (Bernard, 2006) and focus group discussion (Krueger & Casey, 2009). Findings from data analyses, performed using Epi info software for quantitative data and MAXQDA software for qualitative data show that: the educational strategy is not clearly defined; there is a lack of adequate infrastructures; technologies available are not properly used: either they are not evenly accessible, or when accessible they do not match learners’ capacities and competencies. Finally, quality criteria for the evaluation of the existing educational strategy are not met, thus failing to ensure it sustainability. The conceptual solution proposed in this work makes use of the concept of learning communities, especially Community of Practice as proposed by Lave and Wenger (1991) to develop an information and knowledge sharing community system to establish best practices for improving community resilience to climate change impact. This Community of Practice will operate essentially offline with a selected domain, a well-defined and structured community, and a practice that makes use of identified technologies already available among communities and, most importantly, that mirrors the Cameroonian socio-cultural context. One unexpected factor that had to be taken into consideration while determining adequate technology tools, is the actors’ perception, or rather say actors’ (un)acceptance of “new technologies”, which render the design of the instructional model quite challenging.Kamerun ist ein Land in Zentralafrika. Aufgrund seiner strategischen Lage in der Mitte des afrikanischen Kontinents, gilt das Land als die treibende Kraft der Sub-Region. Während der letzten fünf Jahre wurde Kamerun Opfer von ständigen Bedrohungen einer Vielzahl von Katastrophen wie Überschwemmungen, Dürren, Erdrutsche, Epidemien, usw. In diesem Kontext hat die Regierung eine Reihe von Strategien zur Verringerung der Katastrophenrisiken imstande gebracht. Dies wurde unter der Leitung vom Ministerium der territorialen Verwaltung und Dezentralisierung und vom Amt für Katastrophenschutz durchgeführt. Weiterhin nahmen mehr als 379 dezentrale Institutionen und internationale Partner an diese bedeutende Aktion teil (Ayanji, 2004). Die bei diesem Großeinsatz getroffenen Maßnahmen haben aber bisher eine sehr geringe Effizienz auf dem Feld gebracht. Eine nähere Betrachtung im Zusammenspiel mit entsprechender Literatur lassen folgendes vermuten: die Strategien zur Sensibilisierung sind auf die Bedürfnisse, Kapazitäten und Hintergründe der Akteure nicht angepasst. Demnach sind folgende Tatsachen in Betracht zu ziehen: (1) Identifikation der Ausfälle der bevorstehenden Awareness-Strategie; (2) Bewertung den pädagogischen Bedürfnissen und Kapazitäten der einzelnen Kategorien von Akteuren; (3) Auswahl geeigneter Unterrichtsmethoden und Tools; (4) Gewährleisten der Wirksamkeit und Nachhaltigkeit der neu vorgeschlagenen Strategie. Diese Arbeit stammt aus einem dreijährigen Promotionsprojekt finanziert von der AXA Research Fund. Das Ziel der Arbeit ist der Vorschlag eines Awareness-Modells, das an dem kamerunischen Kontext angepasst ist, und das die Bildungstechnologie zur Stärkung der Kapazitäten und Kompetenzen der beteiligten Akteure des Klimawandels nutzt. Aus der Literatur sind vier Kategorien von Akteuren identifiziert worden: Die Regierung, Bildungseinrichtungen, nationale und internationale Organisationen, Gemeinschaften. Die Studie folgt einer Mixed-Method Forschung. Eine Stichprobe wurde aus jeder Kategorie von Akteuren mit Schneeballauswahl-Methode gezogen. Dann wurden Daten während einer 6-monatigen Studienreise in Kamerun gesammelt. Diese wurde in Begleitung mit semi-strukturierten Interview (McNamara, 1999), qualitativen Erhebung (Fowler, 2009), direkter Beobachtung (Bernard, 2006) und Gruppendiskussion (Krueger & Casey, 2009). Die Daten wurden analysiert mit Epi-info Software für quantitative Daten und MAXQDA Software für qualitative Daten. Die Ergebnisse zeigen Folgendes: - Die pädagogische Strategie ist nicht klar definiert - Mangel an angemessenen Infrastrukturen - Die verfügbaren Technologien sind nicht vorhanden und teilweise falsch eingesetzt. Sie sind entweder nicht gleichmäßig verwendet oder sie stimmen mit den Fähigkeiten der Lernenden nicht überein. - Qualitätskriterien für die Bewertung der bestehenden Ausbildungsstrategie sind nicht erfüllt Die vorgeschlagene konzeptionelle Lösung, die in dieser Arbeit verwendet wird, benutzt das Konzept der Learning Communities, insbesondere "Community of Practice" wie von Lave und Wenger (1991) beschrieben. Ziel ist es, ein Informations- und Wissensaustausch Community-System zur Förderung bewährter Verfahren im Sinne der Verbesserung der Gemeinschaft gegenüber Auswirkungen des Klimawandels zu schaffen. Diese Community of Practice wird offline mit einer ausgewählten Domäne, eine gut definierte und strukturierte Gemeinschaft, und eine gut gestaltete Praxis funktionieren. Ein unerwarteter Faktor, der bei der Bestimmung der angemessenen Technologie-Tools berücksichtigt werden müsste, ist die Wahrnehmung der Akteure oder besser gesagt die (Un-)Akzeptanz der "Neuen Technologien" durch die Akteure. Dies macht das Design des Instruktionsmodells zu einer richtigen Herausforderung

Social Media: A Security Threat amongst Adolescents in Buea, Cameroon?

Social media provide a platform through which societies can either be constructed or destabilized. In view of the ongoing bloody conflicts in Cameroon, this study examines the extent to which social media could pose as a security threat (with particular focus on community security) amongst adolescents in Buea, capital of the South West Region in Cameroon. The study uses a quantitative approach, through the collection of data from adolescents in four communities in Buea (Muea, Bomaka, Mile 16, and Molyko). These four areas are selected because the current socio-political crisis rocking the two Anglophone regions of the country – Northwest and Southwest, is particularly severe in these communities. Social media (notably Facebook and WhatsApp) spread dangerous content, and adolescents are vulnerable to such content. Findings indicate that there is a high rate of social media use (Facebook and WhatsApp) amongst adolescents surveyed. Also, the most discussed items on social media are socio-cultural issues (68%), as opposed to political issues (17.8%). Respondents were receptive to discussions on socio-cultural issues like dressing, language and relationships. Results also show that though adolescents come across violent content on social media, they have distanced themselves from being involved in the production, consumption, and dissemination (for instance, share information as received) of such violent content, partly because of the judicial consequences of doing so, as contained in the country’s Terrorism Law of December 2014. The implication here is that, since the adolescents are not yet intoxicated (whether advertently or inadvertently) with destructive social media content, need exists for the effective education of the adolescents, to enable this vulnerable and younger population to continue desisting from negative social media content. Emphasis should be on the consumption of positive social media content that helps in the moral and psychological growth of adolescents